Blaming Teachers: professionalization policies and the failure of reform in American history
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...
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New Brunswick, NJ
Rutgers University Press
[2020]
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| Schriftenreihe: | New Directions in the History of Education
|
| Schlagworte: | |
| Online-Zugang: | BSB01 FAB01 FAW01 FCO01 FHA01 FKE01 FLA01 UBG01 UPA01 Volltext |
| Zusammenfassung: | 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 |
| Beschreibung: | 1 Online-Ressource (vii, 248 Seiten) Illustrationen |
| ISBN: | 9781978808461 9781978808447 9781978808454 |
| DOI: | 10.36019/9781978808461 |
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| 520 | |a 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 | ||
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Datensatz im Suchindex
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| author | Pawlewicz, Diana D'Amico |
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| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| doi_str_mv | 10.36019/9781978808461 |
| era | Geschichte gnd |
| era_facet | Geschichte |
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| series2 | New Directions in the History of Education |
| spelling | Pawlewicz, Diana D'Amico Verfasser aut Blaming Teachers professionalization policies and the failure of reform in American history Diana D'Amico Pawlewicz New Brunswick, NJ Rutgers University Press [2020] © 2020 1 Online-Ressource (vii, 248 Seiten) Illustrationen txt rdacontent c rdamedia cr rdacarrier New Directions in the History of Education 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 Geschichte gnd rswk-swf EDUCATION / General bisacsh Educational change United States History 20th century Public schools United States History 20th century Teachers United States Social conditions 20th century Public School (DE-588)4176306-3 gnd rswk-swf Lehrer (DE-588)4035088-5 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Public School (DE-588)4176306-3 s Lehrer (DE-588)4035088-5 s Geschichte z DE-604 Erscheint auch als Druck-Ausgabe, Hardcover 9781978808430 Erscheint auch als Druck-Ausgabe, Paperback 9781978808423 https://doi.org/10.36019/9781978808461 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Pawlewicz, Diana D'Amico Blaming Teachers professionalization policies and the failure of reform in American history EDUCATION / General bisacsh Educational change United States History 20th century Public schools United States History 20th century Teachers United States Social conditions 20th century Public School (DE-588)4176306-3 gnd Lehrer (DE-588)4035088-5 gnd |
| subject_GND | (DE-588)4176306-3 (DE-588)4035088-5 (DE-588)4078704-7 |
| title | Blaming Teachers professionalization policies and the failure of reform in American history |
| title_auth | Blaming Teachers professionalization policies and the failure of reform in American history |
| title_exact_search | Blaming Teachers professionalization policies and the failure of reform in American history |
| title_exact_search_txtP | Blaming Teachers professionalization policies and the failure of reform in American history |
| title_full | Blaming Teachers professionalization policies and the failure of reform in American history Diana D'Amico Pawlewicz |
| title_fullStr | Blaming Teachers professionalization policies and the failure of reform in American history Diana D'Amico Pawlewicz |
| title_full_unstemmed | Blaming Teachers professionalization policies and the failure of reform in American history Diana D'Amico Pawlewicz |
| title_short | Blaming Teachers |
| title_sort | blaming teachers professionalization policies and the failure of reform in american history |
| title_sub | professionalization policies and the failure of reform in American history |
| topic | EDUCATION / General bisacsh Educational change United States History 20th century Public schools United States History 20th century Teachers United States Social conditions 20th century Public School (DE-588)4176306-3 gnd Lehrer (DE-588)4035088-5 gnd |
| topic_facet | EDUCATION / General Educational change United States History 20th century Public schools United States History 20th century Teachers United States Social conditions 20th century Public School Lehrer USA |
| url | https://doi.org/10.36019/9781978808461 |
| work_keys_str_mv | AT pawlewiczdianadamico blamingteachersprofessionalizationpoliciesandthefailureofreforminamericanhistory |