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By reconsidering the nature of professional work, renowned scholar
Douglas E. Mitchell argues for reconceptualizing educational
practices and institutional structures in ways that facilitate and
protect educator professional responsibility. This book explores
ways educators and their political supporters can seize the social
and political power necessary to accept professional responsibility
for the design of their work environment. Chapters explore how
unionization, ethics, public values, political power, school
reform, and trust play an important role in the essence of
professional responsibility in schools, arguing that we must use
organization, management, and accountability mechanisms to
encourage responsible civic participation and professional action
in support of public education. This new text for graduate studies
in teacher and leadership training frames a much needed analysis of
where and how professional responsibility for public education is
best incorporated into the work roles of teachers, administrators,
and university scholars.
By reconsidering the nature of professional work, renowned scholar
Douglas E. Mitchell argues for reconceptualizing educational
practices and institutional structures in ways that facilitate and
protect educator professional responsibility. This book explores
ways educators and their political supporters can seize the social
and political power necessary to accept professional responsibility
for the design of their work environment. Chapters explore how
unionization, ethics, public values, political power, school
reform, and trust play an important role in the essence of
professional responsibility in schools, arguing that we must use
organization, management, and accountability mechanisms to
encourage responsible civic participation and professional action
in support of public education. This new text for graduate studies
in teacher and leadership training frames a much needed analysis of
where and how professional responsibility for public education is
best incorporated into the work roles of teachers, administrators,
and university scholars.
This book probes the intellectual foundations of scholarly inquiry
into educational administration, policy, and politics. The question
of whether, and if so how, social science theories and methods
contribute to an understanding of these issues is hotly debated
today. Is there really a scientific basis for evaluating and/or
improving educational administration, politics and policy? The
contributors-all recognized scholars in the fields of educational
organization, administration, policy and politics-tackle the
question of epistemology directly, addressing anew what rules of
scholarly conduct should guide research and practice in the field,
and how those rules of inquiry should guide the training of
scholars and education professionals. The Introduction places the
chapters in a common intellectual framework for rebuilding
confidence in social science inquiry and of the legitimacy of the
university as an arbiter of scientific knowledge claims. New
Foundations for Knowledge in Educational Administration, Policy,
and Politics: Science and Sensationalism is directed to research
scholars, faculty, graduate students, and policy agency staffers in
the fields of educational policy, politics, and administration;
educational evaluation; and educational foundations. It is well
suited as a text for graduate courses in these areas.
Shaping Education Policy is a comprehensive overview of education
politics and policy, which provides conceptual guideposts for
future policy development and strategies for change. Leading
scholars explore the interacting social processes and the dynamics
of power politics as they intersect with democratic ideals and
shape school performance. Chapters cover major themes that have
influenced education, including the Civil Rights Movement, federal
involvement, the accountability movement, family choice, and
development of nationalization and globalization. This edited
collection examines how education policy in the United States has
evolved over the last several decades and how the resulting
policies are affecting schools and the children who attend them.
This important book is a necessary resource for understanding the
evolution, current status, and possibilities of educational policy
and politics.
At the center of this book is the complex and perplexing question
of how to design professional preparation programs, organizational
management practices, public policy systems and robust professional
associations committed to and capable of, maintaining confidence,
trust and the other hallmarks of responsible professionalism. To do
this, we need to rebuild our understanding of professional
responsibility from the ground up. We describe how individuals
might be prepared to engage in responsible professional service
delivery, examine promising options for the reform of professional
service systems and finally, outline a reform strategy for
improving practice in education and medicine - two essential public
services. The nexus of the reform problem in professionalism is
establishing a more robust and effective working relationship
between teachers and their students; between health care
professionals and their patients and between educators and health
professionals. Professionalism means acceptance of professional
responsibility for student and patient outcomes - not just
acceptance of responsibility for technical expertise, but
commitment to the social norms of the profession, including
trustworthiness and responsibility for client wellbeing. In the
past, it may have been sufficient to assume that adequate knowledge
can be shaped into standards of professional practice. Today, it is
clear that we must take careful account of the ways in which
practicing professionals develop, internalize and sustain
professionalism during their training, along with the ways in which
this commitment to professionalism may be undermined by the
regulatory, fiscal, technological, political and emotional
incentive systems that impinge on professional workplaces and
professional employment systems.
At the center of this book is the complex and perplexing question
of how to design professional preparation programs, organizational
management practices, public policy systems and robust professional
associations committed to and capable of, maintaining confidence,
trust and the other hallmarks of responsible professionalism. To do
this, we need to rebuild our understanding of professional
responsibility from the ground up. We describe how individuals
might be prepared to engage in responsible professional service
delivery, examine promising options for the reform of professional
service systems and finally, outline a reform strategy for
improving practice in education and medicine - two essential public
services. The nexus of the reform problem in professionalism is
establishing a more robust and effective working relationship
between teachers and their students; between health care
professionals and their patients and between educators and health
professionals. Professionalism means acceptance of professional
responsibility for student and patient outcomes - not just
acceptance of responsibility for technical expertise, but
commitment to the social norms of the profession, including
trustworthiness and responsibility for client wellbeing. In the
past, it may have been sufficient to assume that adequate knowledge
can be shaped into standards of professional practice. Today, it is
clear that we must take careful account of the ways in which
practicing professionals develop, internalize and sustain
professionalism during their training, along with the ways in which
this commitment to professionalism may be undermined by the
regulatory, fiscal, technological, political and emotional
incentive systems that impinge on professional workplaces and
professional employment systems.
This book probes the intellectual foundations of scholarly inquiry
into educational administration, policy, and politics. The question
of whether, and if so how, social science theories and methods
contribute to an understanding of these issues is hotly debated
today. Is there really a scientific basis for evaluating and/or
improving educational administration, politics and policy? The
contributors-all recognized scholars in the fields of educational
organization, administration, policy and politics-tackle the
question of epistemology directly, addressing anew what rules of
scholarly conduct should guide research and practice in the field,
and how those rules of inquiry should guide the training of
scholars and education professionals. The Introduction places the
chapters in a common intellectual framework for rebuilding
confidence in social science inquiry and of the legitimacy of the
university as an arbiter of scientific knowledge claims. New
Foundations for Knowledge in Educational Administration, Policy,
and Politics: Science and Sensationalism is directed to research
scholars, faculty, graduate students, and policy agency staffers in
the fields of educational policy, politics, and administration;
educational evaluation; and educational foundations. It is well
suited as a text for graduate courses in these areas.
Shaping Education Policy is a comprehensive overview of education
politics and policy, which provides conceptual guideposts for
future policy development and strategies for change. Leading
scholars explore the interacting social processes and the dynamics
of power politics as they intersect with democratic ideals and
shape school performance. Chapters cover major themes that have
influenced education, including the Civil Rights Movement, federal
involvement, the accountability movement, family choice, and
development of nationalization and globalization. This edited
collection examines how education policy in the United States has
evolved over the last several decades and how the resulting
policies are affecting schools and the children who attend them.
This important book is a necessary resource for understanding the
evolution, current status, and possibilities of educational policy
and politics.
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