| Preface |
|
xi | |
| PART I Teaching as an Occupation |
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Deciding to Teach and Finding a Job |
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1 | (32) |
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2 | (6) |
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Perceived Advantages of Teaching |
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2 | (2) |
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Teachers Who Love, Teachers Who Care |
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4 | (1) |
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Teachers and Culturally Diverse Students |
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5 | (1) |
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Teaching as Academic Work |
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6 | (2) |
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Satisfaction with Teaching |
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8 | (6) |
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Burnouts, Dropouts, and the Promise of School Reform |
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9 | (4) |
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13 | (1) |
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14 | (14) |
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Baby Boom, Generation X, Generation Y, and Beyond: The Demand for Teachers |
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15 | (4) |
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A Complex Guessing Game: The Supply of Teachers |
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19 | (2) |
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The Politics of Teacher Supply and Demand |
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21 | (1) |
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Bending Standards, Changing Standards |
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22 | (2) |
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Connecting with a Teaching Position |
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24 | (4) |
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28 | (1) |
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29 | (1) |
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29 | (4) |
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Earning a Living and Living with Evaluation |
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33 | (37) |
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Teacher Salaries, State by State |
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34 | (4) |
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34 | (2) |
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Salaries for New Teachers |
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36 | (1) |
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Other Factors to Consider |
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37 | (1) |
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America's Teachers in 2005: A Demographic Profile |
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38 | (2) |
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Comparing Salaries in Teaching and Other Occupations |
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40 | (3) |
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What Do Other People Earn? |
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41 | (1) |
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How Much Will It Cost You to Be a Teacher? |
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42 | (1) |
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42 | (1) |
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43 | (5) |
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A Salary Schedule with ``Perverse Incentives'' |
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45 | (1) |
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A Typical Salary Schedule |
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46 | (1) |
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An Exceptionally Good Salary Schedule |
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47 | (1) |
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Suspend Disbelief for a Moment |
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47 | (1) |
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Merit Pay: The Birth of ``Sound and Cheap'' |
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48 | (3) |
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49 | (1) |
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49 | (1) |
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50 | (1) |
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50 | (1) |
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The Accountability Movement: Merit Pay Comes Back to Life |
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51 | (3) |
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The Factory Model of Schooling |
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51 | (1) |
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Accountability-Based Merit Pay on Trial |
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52 | (1) |
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53 | (1) |
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School Performance Incentives: A Factory Model for the Twenty-First Century |
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53 | (1) |
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Behavioral Evaluation of Teachers |
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54 | (3) |
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How Behavioral Evaluation Works |
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55 | (1) |
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Teacher Likes and Dislikes |
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55 | (1) |
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56 | (1) |
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Portfolios and Assessment Centers: Multifaceted Teacher Evaluation |
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57 | (1) |
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``Union of Insufficiencies'' |
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57 | (1) |
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58 | (1) |
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The Latest Versions of Merit Pay |
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58 | (5) |
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Searching for a Better Way to Pay |
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58 | (1) |
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Wright Brothers or Alchemists? |
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59 | (1) |
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60 | (1) |
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Other Experiments of the Eighties and Nineties |
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61 | (2) |
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Breakthrough for ``Professional'' Merit Pay in Cincinnati? |
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63 | (3) |
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Blueprints from Carnegie, Holmes, and the National Board |
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63 | (1) |
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What's So Special about the Cincinnati Plan? |
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64 | (2) |
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66 | (1) |
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66 | (1) |
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66 | (4) |
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Learning to Teach and Proving Your Competence |
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70 | (42) |
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Multiple Routes into Teaching |
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73 | (1) |
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The Traditional Route: Undergraduate Teacher Education |
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74 | (4) |
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74 | (1) |
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75 | (2) |
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77 | (1) |
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The Politics of Alternate Routes into Teaching |
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78 | (1) |
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Master's-Level Routes into Teaching |
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79 | (4) |
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The Holmes Partnership and Professional Development Schools |
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79 | (3) |
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Alternative Master's Degree Programs |
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82 | (1) |
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Other Alternative Routes into Teaching: Quick and Dirty, or Merely Quick? |
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83 | (4) |
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83 | (2) |
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85 | (2) |
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Emergency Licensing: Loopholes, Back Doors, and Side Entrances |
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87 | (2) |
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88 | (1) |
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A Tale of Two Occupations |
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89 | (1) |
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Raising Standards in Teacher Education |
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89 | (3) |
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Nostalgia for a Golden Age of Teaching |
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89 | (2) |
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91 | (1) |
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92 | (2) |
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92 | (1) |
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Why Not Just Raise the Cut Scores? |
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92 | (2) |
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94 | (8) |
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94 | (1) |
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95 | (1) |
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96 | (2) |
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The Praxis Series of Assessments |
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98 | (1) |
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Teacher Certification Tests and the National Board for Professional Teaching Standards |
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99 | (3) |
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Teacher Testing and Minority Teachers |
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102 | (4) |
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102 | (3) |
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105 | (1) |
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106 | (1) |
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106 | (1) |
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106 | (6) |
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Joining a Teacher Organization and Empowering a Profession |
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112 | (39) |
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114 | (7) |
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114 | (5) |
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Labor, Management, and Gender |
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119 | (1) |
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119 | (2) |
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121 | (7) |
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121 | (1) |
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122 | (1) |
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123 | (1) |
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124 | (1) |
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125 | (1) |
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126 | (1) |
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127 | (1) |
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Teacher Power and Grassroots Politics |
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128 | (1) |
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128 | (5) |
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A Unique, Essential Social Service |
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129 | (2) |
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A Defined, Respected Knowledge Base |
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131 | (1) |
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131 | (2) |
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Reaching for Professionalism |
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133 | (13) |
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The New Professional Unionism |
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133 | (2) |
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Professional Standards Boards: A Case Study of NEA Strategy |
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135 | (2) |
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The New Professional Unionism in Rochester: A Case Study of AFT Strategy |
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137 | (7) |
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Professionalism, Feminism, and Unionism |
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144 | (2) |
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146 | (1) |
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146 | (1) |
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147 | (4) |
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Exercising Your Rights and Fulfilling Your Responsibilities |
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151 | (26) |
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152 | (5) |
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152 | (1) |
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153 | (1) |
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154 | (1) |
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155 | (2) |
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157 | (9) |
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158 | (1) |
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Abused and Neglected Children |
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159 | (1) |
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160 | (4) |
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164 | (2) |
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166 | (7) |
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166 | (4) |
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170 | (1) |
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Other Forms of Expression |
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171 | (2) |
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173 | (1) |
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173 | (1) |
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174 | (3) |
| PART II Schools and Society |
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|
History of American Education |
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177 | (44) |
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Looking Forward, Looking Back |
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178 | (1) |
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178 | (1) |
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Common School Reform in Historical Context |
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179 | (7) |
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District Schools, Academies, and Other Schools |
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180 | (2) |
|
Enlightenment Ideology, the Republican Spirit, and Early Plans for ``Systems of Education'' |
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182 | (1) |
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The Impact of Modernization |
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183 | (3) |
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Debates over Common School Reform |
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186 | (5) |
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188 | (1) |
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189 | (2) |
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The Triumph of Common Schools |
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191 | (2) |
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Compulsory Attendance Laws |
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191 | (1) |
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191 | (2) |
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Progressive School Reform in Historical Context |
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193 | (4) |
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Modernization Accelerates |
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195 | (1) |
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Liberal and Conservative School Reformers |
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196 | (1) |
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Ordinary People: Students, Parents, Teachers, and Others |
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197 | (1) |
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Debates over Progressive School Reform |
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197 | (11) |
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Assimilation for Immigrant Children |
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198 | (2) |
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The Middle Course of Pluralism |
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200 | (2) |
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Separation for African American Children |
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202 | (6) |
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Progressive School Reform in Perspective |
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208 | (1) |
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Twentieth-Century Patterns of Education |
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209 | (7) |
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Competition for Control of the Schools |
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209 | (2) |
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The Local/State/Federal Balance |
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211 | (1) |
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The Quest for Equal Educational Opportunities |
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212 | (1) |
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213 | (3) |
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216 | (1) |
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216 | (1) |
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216 | (5) |
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221 | (40) |
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221 | (1) |
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Four Theories: An Overview |
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222 | (1) |
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222 | (5) |
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223 | (1) |
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224 | (3) |
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227 | (10) |
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Comparing Essentialism and Perennialism |
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227 | (1) |
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William C. Bagley and the 1930s |
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228 | (1) |
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The Academic Critics of the 1950s |
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229 | (1) |
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Back to Basics through Behavioral Essentialism: The 1970s through the Early 2000s |
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230 | (2) |
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Contemporary Essentialists |
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232 | (5) |
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237 | (14) |
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John Dewey, School Furniture, and Democracy |
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237 | (2) |
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Children, Society, and Their Problems |
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239 | (1) |
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Progressivism in the Classroom |
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240 | (3) |
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243 | (1) |
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244 | (1) |
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Blame It on Progressivism: Sixties and Seventies Bashing |
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245 | (1) |
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Where to Find Progressivism: Don't Spend Time in State Curriculum Guides |
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246 | (5) |
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251 | (5) |
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252 | (1) |
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Language, Accessibility, and Barbie Dolls |
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253 | (1) |
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Taking It to the Masses: Jonathan Kozol |
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254 | (2) |
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256 | (1) |
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257 | (1) |
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257 | (4) |
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261 | (53) |
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263 | (10) |
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The American Social Structure |
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263 | (1) |
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Sorting and Selecting in School |
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264 | (2) |
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Families, Peer Groups, and Schools |
|
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266 | (3) |
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Ability Grouping and Tracking |
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269 | (3) |
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Creating a Culture of Detracking |
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272 | (1) |
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273 | (7) |
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Defining a ``Sense of Peoplehood'' in a Multicultural Nation |
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273 | (3) |
|
African American Students |
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276 | (1) |
|
Hispanic American Students |
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277 | (1) |
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278 | (1) |
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279 | (1) |
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After Desegregation, Resegregation |
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280 | (10) |
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280 | (1) |
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281 | (3) |
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Academic, Social, and Economic Effects of Desegregation |
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284 | (1) |
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285 | (1) |
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286 | (1) |
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287 | (1) |
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``Acting White'' and ``Disidentifying'' with Academic Work |
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288 | (1) |
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289 | (1) |
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Culture Wars over Language and Dialect |
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290 | (7) |
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290 | (4) |
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Nonstandard English: Black English and Other Dialects |
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294 | (3) |
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297 | (8) |
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297 | (2) |
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Gender-Role Socialization |
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299 | (1) |
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300 | (1) |
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Unequal Treatment in the Classroom |
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301 | (1) |
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302 | (1) |
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303 | (1) |
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Cognitive Differences between Females and Males |
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303 | (1) |
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Toward the Future: Feminism and Education |
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304 | (1) |
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305 | (1) |
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306 | (1) |
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306 | (8) |
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314 | (47) |
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Local Politics of Education |
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315 | (10) |
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Regulations from Above, Pressure from Below |
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315 | (1) |
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Local Boards and Local Superintendents |
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316 | (2) |
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Reinventing Local Control: The Changing Politics of School Districts |
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318 | (3) |
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Local Board Members: Demographics and Representation |
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321 | (2) |
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Local Board Elections: At Large or by Subdistricts? |
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323 | (2) |
|
State Politics of Education |
|
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325 | (7) |
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How States Carry Out Their Educational Responsibilities |
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325 | (2) |
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State Politicians Discover School Reform |
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327 | (2) |
|
The Politics of More of the Same |
|
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329 | (2) |
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Even More of the Same? State Politics of Education for the Twenty-First Century |
|
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331 | (1) |
|
Federal Politics of Education |
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332 | (15) |
|
Federal Money and Federal Influence |
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332 | (2) |
|
Cold War, Poverty War, and Other Battles |
|
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334 | (2) |
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Ronald Reagan and the New Federalism: Changing the Politics of Education |
|
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336 | (3) |
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George Bush, National Education Goals, and America 2000 |
|
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339 | (2) |
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Bill Clinton: An Education Governor but Not Quite an Education President |
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341 | (4) |
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George W. Bush: Another Education Governor Goes to Washington |
|
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345 | (2) |
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347 | (8) |
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Local Property Taxes: Some School Districts Are More Equal Than Others |
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|
348 | (1) |
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State Funds: Reducing the Inequalities |
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349 | (3) |
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Lawsuits, Reform, and the Economy: Educational Finance as the New Century Begins |
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352 | (3) |
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355 | (1) |
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355 | (1) |
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356 | (5) |
| PART III Issues for the Twenty-First Century |
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|
Private Schools versus Public Schools |
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361 | (45) |
|
Four Sectors of Private Elementary and Secondary Education |
|
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362 | (2) |
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Profiles of Private Schools and Their Students |
|
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364 | (5) |
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New Patterns within the Four Sectors |
|
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365 | (2) |
|
Who Goes to Private School? |
|
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367 | (2) |
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369 | (5) |
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The Issue of Academic Acheivement |
|
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369 | (1) |
|
Are Private Schools Better? |
|
|
370 | (2) |
|
Functional Communities and Value Communities |
|
|
372 | (1) |
|
Human Capital and Social Capital |
|
|
372 | (2) |
|
Fundamentalist Christian Schools |
|
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374 | (4) |
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|
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374 | (2) |
|
The Struggle against Secular Humanism |
|
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376 | (2) |
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|
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378 | (3) |
|
Government Regulation of Private Education |
|
|
381 | (2) |
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|
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383 | (4) |
|
Buying and Selling Education in the Marketplace |
|
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383 | (2) |
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|
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385 | (1) |
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|
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386 | (1) |
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|
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387 | (12) |
|
Magnet Schools, Voluntary Transfers, and Other Early Versions of Choice |
|
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388 | (1) |
|
Open-Enrollment: Intradistrict, Interdistrict, and Statewide Public School Choice |
|
|
389 | (1) |
|
|
|
390 | (3) |
|
Privately Managed, For-Profit Public Schools: The Wal-Marts of Education? |
|
|
393 | (2) |
|
Private School Vouchers in Milwaukee, Cleveland, and Florida |
|
|
395 | (4) |
|
|
|
399 | (1) |
|
|
|
399 | (1) |
|
|
|
400 | (6) |
|
Teachers and the Curriculum |
|
|
406 | (38) |
|
Back to Basics and Testing, Testing, Testing |
|
|
407 | (15) |
|
|
|
408 | (1) |
|
What's Wrong with the Schools? |
|
|
409 | (1) |
|
|
|
410 | (1) |
|
The Measurement-Driven Curriculum: From Minimum Competency Testing to State Standards, Assessments, and Accountability |
|
|
411 | (3) |
|
The National Assessment of Educational Progress: Eventually a National Curriculum Driver? |
|
|
414 | (2) |
|
Can Everybody Be above Average? Is Teacher a Cheater? |
|
|
416 | (1) |
|
Curriculum Alignment, Test Teaching, and State Report Cards |
|
|
417 | (3) |
|
Pausing to Reconsider Testing, Testing, Testing |
|
|
420 | (2) |
|
Standards, Assessments, and Curriculum Reform |
|
|
422 | (5) |
|
National Curriculum Reform: What Was Supposed to Happen |
|
|
422 | (3) |
|
National Curriculum Reform: Why Not Much Has Happened |
|
|
425 | (2) |
|
What Do Americans Need to Know? |
|
|
427 | (11) |
|
Essentialists, Progressives, and the Basics |
|
|
427 | (2) |
|
The Great Literacy Debate |
|
|
429 | (1) |
|
Is Literacy Slipping Away? |
|
|
430 | (1) |
|
|
|
431 | (4) |
|
The Critics Respond: Multicultural Literacy and a Better Future |
|
|
435 | (1) |
|
A Message for Essentialists: Take the Blame along with the Credit |
|
|
436 | (1) |
|
|
|
437 | (1) |
|
|
|
438 | (1) |
|
|
|
438 | (1) |
|
|
|
438 | (6) |
| Index |
|
444 | |
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