If the essential acts of teaching are the same for schoolteachers
and professors, why are they seen as members of quite separate
professions? Would the nation's schools be better served if
teachers shared more of the authority that professors have long
enjoyed? Will a slow revolution be completed that enables
schoolteachers to take charge of their practice--to shoulder more
responsibility for hiring, mentoring, promoting, and, if necessary,
firing their peers? This book explores these questions by analyzing
the essential acts of teaching in a way that will help all teachers
become more thoughtful practitioners. It presents portraits of
teachers (most of them women) struggling to take control of their
practice in a system dominated by an administrative elite (mostly
male). The educational system, Gerald Grant and Christine Murray
argue, will be saved not by better managers but by better teachers.
And the only way to secure them is by attracting talented recruits,
developing their skills, and instituting better means of assessing
teachers' performance. Grant and Murray describe the evolution of
the teaching profession over the last hundred years, and then focus
in depth on recent experiments that gave teachers the power to
shape their schools and mentor young educators. The authors
conclude by analyzing three equally possible scenarios depicting
the role of teachers in 2020.
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