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.
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.
J. Amos Hatch is currently professor of Urban-Multicultural Teacher Education at the University of Tennessee, where he works with pre-service, masters and doctoral students who are preparing to make a difference in schools and society. He taught in urban elementary schools in Kansas City, Missouri and Jacksonville, Florida and has published seven books and over 100 articles on issues related to learning, teaching, teacher education, and educational research.
Inhaltsangabe
Preface: We're Not Paranoid: They Are Out to Get Teachers Part 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 Part II: Speaking Truth to Power 11. Exposing the Forces Behind Educational Reform 12. Talking Back to Those Who Would Destroy Public Education 13. Strategies for Reclaiming Our Profession Appendixes Index
Preface: We're Not Paranoid: They Are Out to Get Teachers Part 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 Part II: Speaking Truth to Power 11. Exposing the Forces Behind Educational Reform 12. Talking Back to Those Who Would Destroy Public Education 13. Strategies for Reclaiming Our Profession Appendixes Index
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