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There is a story going around about the public schools and the
people who teach in them-a story about how awful our nation's
teachers are and why we should blame teachers for the poor state of
our public schools. But is the story about teachers right or fair?
Why do so many people point fingers at teachers and seem to resent
them so much? Blame Teachers: The Emotional Reasons for Educational
Reform examines why many people blame teachers for what they
understand to be the poor state of our schools. Blame comes easily
to many people when they read about poor student performance and
how "protected" teachers are by teachers' unions and tenure
policies. And with blame comes resentment, and with resentment
comes demands for all kinds of educational reform-calls for more
standardized testing, merit pay, charter schools, and all the rest.
And we expect teachers to like and accept all the reforms being
proposed. Conceiving educational reform out of blame and resentment
aimed at teachers does no good for teachers, students, or schools.
Blame Teachers outlines many of the strange and unacceptable
assumptions about teaching and the purposes of education contained
in these educational reforms. Intended for teachers, teacher
education students, policymakers and the larger public, Blame
Teachers suggests much better and more productive conversations we
can have with teachers-conversations much more likely to improve
teaching and learning in classrooms. The book argues for
conversations with teachers that don't begin or end with blame and
resentment.
This collection consists of theoretical discussions, personal
reflections, research reports, and policy suggestions sourced in
the experiences of our most vulnerable students with an eye to
making schools places all students might love rather than hate. The
essays take up these issues from the perspectives of poverty,
gender, race, ethnicity, ability, language, and religion among
others. These essays also provide practical advice for teachers and
administrators—both practicing and pre-service—for making
classrooms and schools spaces that would encourage our students to
say, "I love school."Â Â Perfect for courses in:
Introduction to Education,General Methods, Social Foundations of
Education, Diversity, Management/Assessment,Philosophy of
Education, Sociology of Education, Educational Research,Educational
Administration/Leadership, Teacher Leadership, Curriculum Theory,
and Curriculum Development.
This collection consists of theoretical discussions, personal
reflections, research reports, and policy suggestions sourced in
the experiences of our most vulnerable students with an eye to
making schools places all students might love rather than hate. The
essays take up these issues from the perspectives of poverty,
gender, race, ethnicity, ability, language, and religion among
others. These essays also provide practical advice for teachers and
administrators-both practicing and pre-service-for making
classrooms and schools spaces that would encourage our students to
say, "I love school."
Some students hate school, and some students love it. Some students
enter classrooms with an "I dare you try to teach me" look on their
faces, and others bounce into class excited to learn and anxious to
please the teacher. We know we can't automatically blame teachers
or schools when students don't want to learn. But we also know that
sometimes teachers and schools don't always set students up for
success, and they don't always help them love what they're
learning. And that's not supposed to happen. Why Kids Love (and
Hate) School: Reflections on Practice investigates some of the
school and classroom practices that help students love school-and
some that send students in the opposite direction. Intended for
classroom teachers, teacher education students, and school
administrators, chapters in the book investigate a variety of
topics: how schools can build effective school cultures, the
"struggle" students encounter in learning, practices of other
countries that help students love school, testing practices that
cause students to hate school-and much more.
There is a story going around about the public schools and the
people who teach in them-a story about how awful our nation's
teachers are and why we should blame teachers for the poor state of
our public schools. But is the story about teachers right or fair?
Why do so many people point fingers at teachers and seem to resent
them so much? Blame Teachers: The Emotional Reasons for Educational
Reform examines why many people blame teachers for what they
understand to be the poor state of our schools. Blame comes easily
to many people when they read about poor student performance and
how "protected" teachers are by teachers' unions and tenure
policies. And with blame comes resentment, and with resentment
comes demands for all kinds of educational reform-calls for more
standardized testing, merit pay, charter schools, and all the rest.
And we expect teachers to like and accept all the reforms being
proposed. Conceiving educational reform out of blame and resentment
aimed at teachers does no good for teachers, students, or schools.
Blame Teachers outlines many of the strange and unacceptable
assumptions about teaching and the purposes of education contained
in these educational reforms. Intended for teachers, teacher
education students, policymakers and the larger public, Blame
Teachers suggests much better and more productive conversations we
can have with teachers-conversations much more likely to improve
teaching and learning in classrooms. The book argues for
conversations with teachers that don't begin or end with blame and
resentment.
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