Author: Christine Chambers ArabPublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
An Examination of Teacher Migration in a Large, Urban School District
Author: Christine Chambers ArabMigrant Teachers
Author: Lora BartlettPublisher: Harvard University Press
ISBN: 0674727525
Category : Education
Languages : en
Pages : 238
Book Description
Migrant Teachers investigates an overlooked trend in U.S. schools today: the growing reliance on teachers trained overseas. This timely study maps the shifting landscape of American education, as federal mandates require K-12 schools to employ qualified teachers or risk funding cuts. Lora Bartlett asserts that a narrowly technocratic view of teachers as subject specialists has spurred some public school districts to look abroad. When these districts use overseas-trained teachers as transient, migrant labor, the teachers have little opportunity to connect well with their students, thereby reducing the effectiveness of their teaching. Approximately 90,000 teachers from the Philippines, India, and other countries came to the United States between 2002 and 2008. These educators were primarily recruited by inner-city school districts that have traditionally struggled to attract teachers. From the point of view of school administrators, these are excellent employees. They are well educated, experienced, and able to teach in areas like math, science, and special education where teachers are in short supply. Despite the additional recruitment of qualified teachers, American schools are failing to reap the possible benefits of the global labor market. Bartlett shows how the framing of these recruited teachers as stopgap, low-status workers cultivates a high-turnover, low-investment workforce that undermines the conditions needed for good teaching and learning. Bartlett calls on schools to provide better support to both overseas-trained teachers and their American counterparts. Migrant Teachers asks us to consider carefully how we define teachers' work, distribute the teacher workforce, and organize schools for effective teaching and learning.
Migrant Teachers
Author: Lora BartlettPublisher: Harvard University Press
ISBN: 0674726340
Category : Education
Languages : en
Pages : 201
Book Description
Migrant Teachers investigates an overlooked trend in U.S. public schools today: the growing reliance on teachers trained overseas, as federal mandates require K-12 schools to employ qualified teachers or risk funding cuts. A narrowly technocratic view of teachers as subject specialists has led districts to look abroad, Lora Bartlett asserts, resulting in transient teaching professionals with little opportunity to connect meaningfully with students. Highly recruited by inner-city school districts that struggle to attract educators, approximately 90,000 teachers from the Philippines, India, and other countries came to the United States between 2002 and 2008. From administrators' perspective, these instructors are excellent employees--well educated and able to teach subjects like math, science, and special education where teachers are in short supply. Despite the additional recruitment of qualified teachers, American schools are failing to reap the possible benefits of the global labor market. Bartlett shows how the framing of these recruited teachers as stopgap, low-status workers cultivates a high-turnover, low-investment workforce that undermines the conditions needed for good teaching and learning. Bartlett calls on schools to provide better support to both overseas-trained teachers and their American counterparts.
Next Steps in Managing Teacher Migration
Author: Jonathan PensonPublisher: UNESCO
ISBN: 9230010979
Category : Teacher mobility
Languages : en
Pages : 182
Book Description
Latinization of U.S. Schools
Author: Jason IrizarryPublisher: Routledge
ISBN: 1317257006
Category : Education
Languages : en
Pages : 204
Book Description
Fueled largely by significant increases in the Latino population, the racial, ethnic, and linguistic texture of the United States is changing rapidly. Nowhere is this 'Latinisation' of America more evident than in schools. The dramatic population growth among Latinos in the United States has not been accompanied by gains in academic achievement. Estimates suggest that approximately half of Latino students fail to complete high school, and few enroll in and complete college. The Latinization of U.S. Schools centres on the voices of Latino youth. It examines how the students themselves make meaning of the policies and practices within schools. The student voices expose an inequitable opportunity structure that results in depressed academic performance for many Latino youth. Each chapter concludes with empirically based recommendations for educators seeking to improve their practice with Latino youth, stemming from a multiyear participatory action research project conducted by Irizarry and the student contributors to the text.
Resources in Education
Author: A Qualitative Investigation of how Urban Teachers Sustain Change in Turbulent Times
Author: Emily A. SteelePublisher:
ISBN:
Category :
Languages : en
Pages : 283
Book Description
Over the last twenty years there has been increased interest in facilitating and sustaining change in the education. The bulk of past research has focused on systems change with little insight into the role of individual educators as change agents. The purpose of this study was to examine the role individual teachers play in creating and sustaining change in a large Midwestern urban school district. This study focused on how teachers in a system that was made turbulent by both the neighborhood environment it existed in and the ever changing environment of the large urban district it was a part of. Multiple noteworthy studies have been completed to identify the characteristics and qualities of successful change initiatives. More recently researchers have begun to turn their attention to the human elements of change that occur within systems change. These studies have revealed the importance of collaboration, professional development, available resources, and systems supports to facilitate teachers in change. However, further knowledge is needed to understand how individuals build capacity for change and what the causal factors are that drive teachers to sustain their new practices. In addition, there is a need to discover when it is that teachers begin to plan for sustaining change. The research sought the answer to one question. How do teachers sustain change in turbulent times? The study design was qualitative and involved the analysis of in-depth interviews conducted during the last year of a three year Reading First change initiative. The study also included archival data and field observations. It was found that teachers sustain what is within their power to sustain. The larger the support system for sustaining changes the broader teachers plan for sustaining it. In this instance teachers had a very small support system remaining after the withdrawal of grant monies. Their vision for sustaining change was limited by the withdrawal of most support structures put in place by the funding provided by Reading First. Their system of support was further narrowed by the termination of key positions (Data Manager, Resource, Coordinator, Literacy Specialist) within the implementation system by the district. Due to the narrowing of the support system teachers began to plan for sustaining by looking to the collaborative network formed through school based professional development as the most viable system of support. They also looked at the success of their new practices and choose from those which they had the power to sustain and which they did not. What they felt was within their power to sustain they created a mindset and collected needed resources to sustain. As one teacher stated, "Well, the program is given to you and you try it. I think like most things, if you try it and you like it, you will continue using it. I think that every reading series that I have ever worked with has given me new understandings. I have pulled certain things from them that I still use today." (Ms. Damas, second grade teacher). It seems then that when teachers are involved in professional development or involved in an initiative like Reading First they learn and try new things. After trying these things they take with them the learning or strategies that are most beneficial and effective into their future practice. The more internalized the learning and the stronger the support system for new learning the more dynamic sustaining change, or carrying forward new ways of doing, will be.
Including Everyone
Author: Judith Anne JellisonPublisher: Oxford University Press, USA
ISBN: 019935877X
Category : Education
Languages : en
Pages : 273
Book Description
In this compelling new book on music education, veteran music educator Judith Jellison illustrates what it takes to imagine, create, and realize possibilities for all children in ways that inspire parents, teachers, and the children themselves to take part in collaborative music making.
Monthly Catalog of United States Government Publications
Author: Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 612
Book Description
Author: