000 | 04884pam a2200433 i 4500 | ||
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001 | 2014007024 | ||
003 | DLC | ||
005 | 20151029150149.0 | ||
008 | 140325s2014 nyua b 001 0 eng | ||
010 | _a 2014007024 | ||
020 |
_a038553695X : _c$26.95 |
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035 | _a(OCoLC)874901666 | ||
040 |
_aDLC _beng _erda _cDLC |
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042 | _apcc | ||
043 | _an-us--- | ||
050 | 0 | 0 |
_aLA212 _b.G65 2014 |
082 | 0 | 0 |
_a371.1020973 _223 |
084 |
_aEDU034000 _aEDU016000 _aEDU000000 _2bisacsh |
||
100 | 1 |
_aGoldstein, Dana, _eauthor. |
|
245 | 1 | 4 |
_aThe teacher wars : _ba history of America's most embattled profession / _cDana Goldstein. |
250 | _aFirst edition. | ||
264 | 1 |
_aNew York : _bDoubleday, _c[2014?] |
|
300 |
_ax, 349 pages : _billustrations ; _c25 cm |
||
336 |
_atext _2rdacontent |
||
337 |
_aunmediated _2rdamedia |
||
338 |
_avolume _2rdacarrier |
||
504 | _aIncludes bibliographical references (pages 281-323) and index. | ||
510 | 4 |
_aLibrary Journal, _cSeptember 15, 2014 |
|
510 | 4 |
_aBooklist, _cSeptember 01, 2014 |
|
510 | 4 |
_aKirkus Reviews, _cSeptember 15, 2014 |
|
510 | 4 |
_aPublishers Weekly, _cJune 30, 2014 |
|
520 |
_a"A brilliant young scholar's history of 175 years of teaching in America shows that teachers have always borne the brunt of shifting, often impossible expectations. In other nations, public schools are one thread in a quilt that includes free universal child care, health care, and job training. Here, schools are the whole cloth. Today we look around the world at countries like Finland and South Korea, whose students consistently outscore Americans on standardized tests, and wonder what we are doing wrong. Dana Goldstein first asks the often-forgotten question: "How did we get here?" She argues that we must take the historical perspective, understanding the political and cultural baggage that is tied to teaching, if we have any hope of positive change. In her lively, character-driven history of public teaching, Goldstein guides us through American education's many passages, including the feminization of teaching in the 1800s and the fateful growth of unions, and shows that the battles fought over nearly two centuries echo the very dilemmas we cope with today. Goldstein shows that recent innovations like Teach for America, merit pay, and teacher evaluation via student testing are actually as old as public schools themselves. Goldstein argues that long-festering ambivalence about teachers--are they civil servants or academic professionals?--and unrealistic expectations that the schools alone should compensate for poverty's ills have driven the most ambitious people from becoming teachers and sticking with it. In America's past, and in local innovations that promote the professionalization of the teaching corps, Goldstein finds answers to an age-old problem"-- _cProvided by publisher. |
||
520 |
_a"A brilliant young scholar's history of 175 years of teaching in America shows that teachers have always borne the brunt of shifting, often impossible expectations. In other nations, public schools are one thread in a quilt that includes free universal childcare, health care, and job training. Here, schools are the whole cloth. Today we look around the world at countries like Finland and South Korea, whose students consistently outscore Americans on standardized tests, and wonder what we are doing wrong. Dana Goldstein first asks the often-forgotten question: "How did we get here?" She argues that we must take the historical perspective, understanding the political and cultural baggage that is tied to teaching, if we have any hope of positive change. In her lively, character-driven history of public teaching, Goldstein guides us through American education's many passages, including the feminization of teaching in the 1800s and the fateful growth of unions, and shows that the battles fought over nearly two centuries echo the very dilemmas we cope with today. Goldstein shows that recent innovations like Teach For America, merit pay and teacher evaluation via student testing are actually as old as public schools themselves. Goldstein argues that long-festering ambivalence about teachers--are they civil servants or academic professionals?--and unrealistic expectations that the schools alone should compensate for poverty's ills have driven the most ambitious people from becoming teachers and sticking with it. In America's past, and in local innovations that promote the professionalization of the teaching corps, Goldstein finds answers to an age-old problem"-- _cProvided by publisher. |
||
650 | 0 |
_aTeaching _zUnited States _xHistory. |
|
650 | 0 |
_aTeachers _xProfessional relationships _zUnited States _xHistory. |
|
650 | 0 |
_aPublic schools _zUnited States _xHistory. |
|
650 | 0 |
_aEducational change _zUnited States _xHistory. |
|
856 | 4 | 2 |
_3Cover image _u9780385536950.jpg |
999 |
_c47056 _d46848 |