What teachers expect in reform. Making their voices heard.

Autor/in	Armstrong, Penny A.
Titel	What teachers expect in reform. Making their voices heard.
Quelle	Lanham, Md. u.a.: Rowman & Littlefield Education (2008), VII, 157 S.Verfügbarkeit
Beigaben	Literaturangaben S. 145-156
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-57886-719-3; 978-1-57886-719-6
Schlagwörter	Erfahrung; Interview; Wahrnehmung; Bildungspolitik; Bildungsreform; Lehrer; Leistungsbeurteilung; Schülerleistung; Unterricht; Beruf; Wirkung; Minnesota; Texas; USA
Abstract	Education reform and policy making have captured the attention of the American public. In a highly politicized agenda, federal and state improvement plans have become touted national education platforms with stiff penalties for schools and teachers who don't "make the grade". A system of controls is in place that has revolutionized how we organize, present, and evaluate education. Test-driven curriculum reflects new standards of what will be taught and assessed at each grade level. Through all of this, classroom teachers have been identified as the reason for our failing schools and the focus for improved school performance. Between 1998 and 2006, [the author] interviewed over 300 classroom teachers and administrators in Minnesota, New Hampshire, and Texas about the effects of the national reform initiatives in their schools. This book tells their stories. Their narratives are candid, often impassioned, and many times troubling. They describe what is really happening as they work to accommodate federal reform policy. These teachers describe reform efforts that may be well-intentioned but have resulted in serious and far-reaching consequences. They feel they have been robbed of their professional authority in their classrooms and they feel many of the changes they are required to assimilate are limiting their opportunities to teach and compromising learning for students. (DIPF/Verlag).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/4