Author: Publisher:
ISBN:
Category : Education
Languages : en
Pages : 590
Book Description
The Eclectic Teacher and Southwestern Journal of Education
Author: The Eclectic Teacher and Kentucky School Journal
Author: Southwestern Journal of Education
Author: The Yearbook of Education for 1878 [and 1879].
![The Yearbook of Education for 1878 [and 1879]. PDF](https://books.google.com/books/content/images/frontcover/rLSgAAAAMAAJ?fife=w80-h100)
Author: Henry KiddlePublisher:
ISBN:
Category : Education
Languages : en
Pages : 586
Book Description
Wisconsin Journal of Education
Author: The American Journal of Education
Author: Henry BarnardPublisher:
ISBN:
Category : Education
Languages : en
Pages : 852
Book Description
The Year-book of Education for 1878 [and 1879]
![The Year-book of Education for 1878 [and 1879] PDF](https://books.google.com/books/content/images/frontcover/rOx-AAAAIAAJ?fife=w80-h100)
Author: The Ohio Educational Monthly and the National Teacher
Author: Report of the Commissioner of Education
Author: United States. Office of EducationPublisher:
ISBN:
Category : Education
Languages : en
Pages : 1188
Book Description
Blaming Teachers
Author: Diana D'Amico PawlewiczPublisher: Rutgers University Press
ISBN: 1978808445
Category : Education
Languages : en
Pages : 260
Book Description
Winner of the 2021 Society of Professors of Education Outstanding Book Award Historically, Americans of all stripes have concurred that teachers were essential to the success of the public schools and nation. However, they have also concurred that public school teachers were to blame for the failures of the schools and identified professionalization as a panacea. In Blaming Teachers, Diana D'Amico Pawlewicz reveals that historical professionalization reforms subverted public school teachers’ professional legitimacy. Superficially, professionalism connotes authority, expertise, and status. Professionalization for teachers never unfolded this way; rather, it was a policy process fueled by blame where others identified teachers’ shortcomings. Policymakers, school leaders, and others understood professionalization measures for teachers as efficient ways to bolster the growing bureaucratic order of the public schools through regulation and standardization. Beginning in the mid-nineteenth century with the rise of municipal public school systems and reaching into the 1980s, Blaming Teachers traces the history of professionalization policies and the discourses of blame that sustained them.