Reclaiming the teaching profession :: transforming the dialogue on public education /
This book details, and provides a systematic critique of, the shaky assumptions at the foundation of the market-based reform initiatives that dominate the contemporary education scene. It names and exposes the motives and methods of the powerful philanthropists, politicians, business moguls, and edu...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Lanham, Maryland :
Rowman & Littlefield,
2015.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This book details, and provides a systematic critique of, the shaky assumptions at the foundation of the market-based reform initiatives that dominate the contemporary education scene. It names and exposes the motives and methods of the powerful philanthropists, politicians, business moguls, and education entrepreneurs who are behind the reform movement. |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781475810325 1475810326 |
Internformat
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| 245 | 1 | 0 | |a Reclaiming the teaching profession : |b transforming the dialogue on public education / |c J. Amos Hatch. |
| 264 | 1 | |a Lanham, Maryland : |b Rowman & Littlefield, |c 2015. | |
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| 505 | 0 | 0 | |g Machine generated contents note: |g pt. I |t Debunking the Assumptions of the Education Reform Agenda -- |g 1. |t Assumption 1: Public schools are failing -- |g 2. |t Assumption 2: Teachers are inept -- |g 3. |t Assumption 3: Teachers will only work hard to avoid punishment or earn external rewards -- |g 4. |t Assumption 4: Standards-based testing for accountability is the best way to reform schools -- |g 5. |t Assumption 5: Test scores accurately assess what teachers are teaching and students are learning -- |g 6. |t Assumption 6: Public schools need to be privatized -- |g 7. |t Assumption 7: Business models have direct application to education -- |g 8. |t Assumption 8: Teachers' unions are a major reason why schools are so bad -- |g 9. |t Assumption 9: Alternative teacher licensure programs are better than traditional teacher education -- |g 10. |t Assumption 10: Wealthy individuals, entrepreneurs, and politicians know more about education than school professionals -- |g pt. II |t Speaking Truth to Power -- |g 11. |t Exposing the Forces Behind Educational Reform -- |g 12. |t Talking Back to Those Who Want to Destroy Public Education -- |g 13. |t Strategies for Reclaiming Our Profession. |
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| author | Hatch, J. Amos |
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| contents | Debunking the Assumptions of the Education Reform Agenda -- Assumption 1: Public schools are failing -- Assumption 2: Teachers are inept -- Assumption 3: Teachers will only work hard to avoid punishment or earn external rewards -- Assumption 4: Standards-based testing for accountability is the best way to reform schools -- Assumption 5: Test scores accurately assess what teachers are teaching and students are learning -- Assumption 6: Public schools need to be privatized -- Assumption 7: Business models have direct application to education -- Assumption 8: Teachers' unions are a major reason why schools are so bad -- Assumption 9: Alternative teacher licensure programs are better than traditional teacher education -- Assumption 10: Wealthy individuals, entrepreneurs, and politicians know more about education than school professionals -- Speaking Truth to Power -- Exposing the Forces Behind Educational Reform -- Talking Back to Those Who Want to Destroy Public Education -- Strategies for Reclaiming Our Profession. |
| ctrlnum | (OCoLC)904249408 |
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| discipline | Pädagogik |
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| spelling | Hatch, J. Amos. https://id.oclc.org/worldcat/entity/E39PCjqHdD6C98kBX9HxxRpjcq http://id.loc.gov/authorities/names/n94074197 Reclaiming the teaching profession : transforming the dialogue on public education / J. Amos Hatch. Lanham, Maryland : Rowman & Littlefield, 2015. 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references and index. Print version record. Machine generated contents note: pt. I Debunking the Assumptions of the Education Reform Agenda -- 1. Assumption 1: Public schools are failing -- 2. Assumption 2: Teachers are inept -- 3. Assumption 3: Teachers will only work hard to avoid punishment or earn external rewards -- 4. Assumption 4: Standards-based testing for accountability is the best way to reform schools -- 5. Assumption 5: Test scores accurately assess what teachers are teaching and students are learning -- 6. Assumption 6: Public schools need to be privatized -- 7. Assumption 7: Business models have direct application to education -- 8. Assumption 8: Teachers' unions are a major reason why schools are so bad -- 9. Assumption 9: Alternative teacher licensure programs are better than traditional teacher education -- 10. Assumption 10: Wealthy individuals, entrepreneurs, and politicians know more about education than school professionals -- pt. II Speaking Truth to Power -- 11. Exposing the Forces Behind Educational Reform -- 12. Talking Back to Those Who Want to Destroy Public Education -- 13. Strategies for Reclaiming Our Profession. This book details, and provides a systematic critique of, the shaky assumptions at the foundation of the market-based reform initiatives that dominate the contemporary education scene. It names and exposes the motives and methods of the powerful philanthropists, politicians, business moguls, and education entrepreneurs who are behind the reform movement. Public schools United States. Educational change United States. Education Standards United States. http://id.loc.gov/authorities/subjects/sh2008118888 Teachers Rating of United States. Business and education United States. Écoles publiques États-Unis. Enseignement Réforme États-Unis. Enseignants Évaluation États-Unis. Industrie et éducation États-Unis. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Business and education fast Education Standards fast Educational change fast Public schools fast Teachers Rating of fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq has work: Reclaiming the teaching profession (Text) https://id.oclc.org/worldcat/entity/E39PCGBJ8FfVy4qpFrFg4MkCcP https://id.oclc.org/worldcat/ontology/hasWork Print version: Hatch, J. Amos. Reclaiming the teaching profession 9781475810301 (DLC) 2014041865 (OCoLC)903211881 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=959712 Volltext |
| spellingShingle | Hatch, J. Amos Reclaiming the teaching profession : transforming the dialogue on public education / Debunking the Assumptions of the Education Reform Agenda -- Assumption 1: Public schools are failing -- Assumption 2: Teachers are inept -- Assumption 3: Teachers will only work hard to avoid punishment or earn external rewards -- Assumption 4: Standards-based testing for accountability is the best way to reform schools -- Assumption 5: Test scores accurately assess what teachers are teaching and students are learning -- Assumption 6: Public schools need to be privatized -- Assumption 7: Business models have direct application to education -- Assumption 8: Teachers' unions are a major reason why schools are so bad -- Assumption 9: Alternative teacher licensure programs are better than traditional teacher education -- Assumption 10: Wealthy individuals, entrepreneurs, and politicians know more about education than school professionals -- Speaking Truth to Power -- Exposing the Forces Behind Educational Reform -- Talking Back to Those Who Want to Destroy Public Education -- Strategies for Reclaiming Our Profession. Public schools United States. Educational change United States. Education Standards United States. http://id.loc.gov/authorities/subjects/sh2008118888 Teachers Rating of United States. Business and education United States. Écoles publiques États-Unis. Enseignement Réforme États-Unis. Enseignants Évaluation États-Unis. Industrie et éducation États-Unis. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Business and education fast Education Standards fast Educational change fast Public schools fast Teachers Rating of fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh2008118888 |
| title | Reclaiming the teaching profession : transforming the dialogue on public education / |
| title_alt | Debunking the Assumptions of the Education Reform Agenda -- Assumption 1: Public schools are failing -- Assumption 2: Teachers are inept -- Assumption 3: Teachers will only work hard to avoid punishment or earn external rewards -- Assumption 4: Standards-based testing for accountability is the best way to reform schools -- Assumption 5: Test scores accurately assess what teachers are teaching and students are learning -- Assumption 6: Public schools need to be privatized -- Assumption 7: Business models have direct application to education -- Assumption 8: Teachers' unions are a major reason why schools are so bad -- Assumption 9: Alternative teacher licensure programs are better than traditional teacher education -- Assumption 10: Wealthy individuals, entrepreneurs, and politicians know more about education than school professionals -- Speaking Truth to Power -- Exposing the Forces Behind Educational Reform -- Talking Back to Those Who Want to Destroy Public Education -- Strategies for Reclaiming Our Profession. |
| title_auth | Reclaiming the teaching profession : transforming the dialogue on public education / |
| title_exact_search | Reclaiming the teaching profession : transforming the dialogue on public education / |
| title_full | Reclaiming the teaching profession : transforming the dialogue on public education / J. Amos Hatch. |
| title_fullStr | Reclaiming the teaching profession : transforming the dialogue on public education / J. Amos Hatch. |
| title_full_unstemmed | Reclaiming the teaching profession : transforming the dialogue on public education / J. Amos Hatch. |
| title_short | Reclaiming the teaching profession : |
| title_sort | reclaiming the teaching profession transforming the dialogue on public education |
| title_sub | transforming the dialogue on public education / |
| topic | Public schools United States. Educational change United States. Education Standards United States. http://id.loc.gov/authorities/subjects/sh2008118888 Teachers Rating of United States. Business and education United States. Écoles publiques États-Unis. Enseignement Réforme États-Unis. Enseignants Évaluation États-Unis. Industrie et éducation États-Unis. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Business and education fast Education Standards fast Educational change fast Public schools fast Teachers Rating of fast |
| topic_facet | Public schools United States. Educational change United States. Education Standards United States. Teachers Rating of United States. Business and education United States. Écoles publiques États-Unis. Enseignement Réforme États-Unis. Enseignants Évaluation États-Unis. Industrie et éducation États-Unis. EDUCATION Administration General. EDUCATION Organizations & Institutions. Business and education Education Standards Educational change Public schools Teachers Rating of United States |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=959712 |
| work_keys_str_mv | AT hatchjamos reclaimingtheteachingprofessiontransformingthedialogueonpubliceducation |