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Learning To Teach in an Age of Accountability : Studies in Curriculum Theory - Arthur T. Costigan

Learning To Teach in an Age of Accountability

Studies in Curriculum Theory

Paperback Published: 19th August 2004
ISBN: 9780805847086
Number Of Pages: 288

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This book documents the "brave new world" of teacher, administrator, school, and student accountability that has swept across the United States in recent years. Its particular vantage point is the perspective of dozens of new teachers trying to make their way through their first months and years working in schools in the New York City metropolitan area. The issues they grapple with are not, however, unique to this context, but common problems found today in urban, suburban, and rural schools across the United States. The stories in this book offer a compelling portrait of these teachers' encounters with the new culture of accountability and the strategies they develop for coping, even succeeding, within such demanding settings.
"Learning to Teach in an Age of Accountability: " *introduces research on teaching and engages the "big ideas" concerning teacher research, highlighting what we know and where that leads us;
*offers a rich set of teacher narratives that are organized to widen the angle of vision from biography, to classrooms, schools, and society; and
*includes questions and activities to encourage discussion and further research about the ideas raised; and
*addresses the possibilities for best practice and curricular decision making in light of the issues and ideas presented in the book.
This volume--unique in its portrayal of new teachers' encounters with issues of accountability--makes a singular contribution to the educational literature on new teachers. It is relevant to everyone interested in the contemporary world of teaching, and is particularly appropriate as a text for preservice and in-service students. All readers who believe that the key to a good school lies in attracting and keeping good teachers will find the issues presented here both personally engaging and deeply troubling.

Prefacep. ix
Choosing to Become a Teacher
Introductionp. 1
Teaching Is Messy Workp. 7
An Inquiry-Oriented Approach to Learning to Teachp. 10
A Vision of Best Practice in Teacher Educationp. 12
An Inquiry Oriented Approachp. 12
A Collaborative Approachp. 12
Narratives in the First Personp. 13
Growth and Development in the Brave New World of Teachingp. 18
Good Teaching and Good Teacher Educationp. 21
Referencesp. 22
High-Stakes Teachingp. 25
The Pressures of Accountabilityp. 27
The Intensification of Teachingp. 28
Teacher Turnover and Teacher Shortagep. 31
Teacher Qualityp. 34
Danger Signs on the Educational Highwayp. 37
Referencesp. 39
Going Further and Checking It Outp. 43
Teaching as an Autobiographical Act
Introductionp. 47
Vocation? Profession? Or Just a Job?p. 49
Friends and Familyp. 52
Teaching Motivationsp. 54
New York City Metropolitan Schoolsp. 56
Making the Move Into Teachingp. 58
Referencesp. 60
"Having a Life" as a New Teacherp. 63
The First Career Crisisp. 65
"Repairing the World"p. 66
The Emotional Life of Teachingp. 68
Tales of Commitment and Caringp. 70
"Don't Women Have Career Options Other Than Teaching These Days?"p. 72
Novices and Veterans: Perfect Togetherp. 74
Referencesp. 76
From Noble Ideals to Everyday Realitiesp. 79
Theory to Practicep. 81
Teaching Is Tough Workp. 85
Epiphanies About the Demands and Rewards of Teachingp. 86
The Three Most Important Things in Teachingp. 88
The "Dailiness" of Teachingp. 90
Don't Smile Until Christmas?p. 92
Heterogeneity and Accountabilityp. 94
Crisis and Reformp. 95
Referencesp. 98
Going Further and Checking It Outp. 101
Encountering Classrooms and Schools
Introductionp. 105
Lessons, Kids, and Classroomsp. 109
Where Do Good Lessons Come From?p. 110
Classroom Managementp. 113
Management and Control Are About More Than Management and Controlp. 116
Educational Coursework and School Curriculump. 120
Referencesp. 125
Accountability, Autonomy, and Responsibility in the Classroomp. 127
Accountability in Schoolsp. 128
Who's to Blame?p. 133
Lost Languages: The Unintended Consequences of the Accountability Movementp. 137
The Ripple Effect of High-Stakes Testingp. 141
Academic Content Inadequaciesp. 143
Referencesp. 146
Teaching Is Not Just What Happens When You Close the Classroom Doorp. 147
School Relationships--For Better or Worsep. 149
Scripted Lessonsp. 156
Finding Room for Decision Makingp. 160
The Parent Trapp. 164
Referencesp. 168
The Global Village of the Classroomp. 169
Crossing Cultural Dividesp. 171
Diversity Finds the Teacherp. 174
Class in the Classroomp. 177
Sorting Students in Modern High Schoolsp. 179
Girl (and Boy) Talkp. 183
Moving Toward a Curriculum of Peacep. 186
Referencesp. 190
Going Further and Checking It Outp. 191
New Teachers as Decision Makers
Introductionp. 195
The Past Is Never Pastp. 197
Judicial and Legislative Influences on Schoolingp. 198
The Tyranny of the Localp. 202
Where Should I Teach?p. 203
Appreciating the Possibilities of Urban Teachingp. 205
Desperately Seeking Supportp. 205
Rich and Poor Schoolsp. 208
Hitting Bottomp. 209
The Consequences of School Segregationp. 211
Referencesp. 215
Teaching as a Political Actp. 219
Teachers as Agents of Changep. 221
Recognizing Opportunities and Acting on Themp. 226
Making Decisions About the Teaching Lifep. 230
Moving Beyond Misconceptionsp. 233
Referencesp. 237
Going Further and Checking It Outp. 239
Confronting the Age of Accountability
Introductionp. 245
Choosing to Make a Differencep. 247
Author Indexp. 259
Subject Indexp. 263
Table of Contents provided by Rittenhouse. All Rights Reserved.

ISBN: 9780805847086
ISBN-10: 0805847081
Series: Studies in Curriculum Theory
Audience: Professional
Format: Paperback
Language: English
Number Of Pages: 288
Published: 19th August 2004
Country of Publication: US
Dimensions (cm): 22.86 x 15.29  x 1.68
Weight (kg): 0.4
Edition Number: 1