Redesigning Teaching provides concrete case studies of school districts implementing teacher reforms. The cases describe the changes, give the history and dynamics of each project, examine how teachers respond to new policies and procedures, and tell how state policy affects local efforts to change teaching. The book also suggests that while short-term improvements can be accomplished through bureaucracy, serious reform requires professionalization. The authors identify challenges that state governments, school administrators, and teachers’ associations must face if they really want to professionalize teaching.
|Publisher:||State University of New York Press|
|Series:||SUNY series, Teacher Preparation and Development Series|
|Edition description:||New Edition|
About the Author
William A. Firestone is Professor of Education at Rutgers University’s Graduate School of Education and is Senior Research Fellow at the Consortium for Policy Research in Education. His previous books include Great Expectations for Small Schools: The Limitations of Federal Projects; School Context and School Change; Change and Effectiveness in Schools: A Cultural Perspective; and Rethinking Effective Schools.
Beth D. Bader is Research Associate with the Consortium for Policy Research in Education at Rutgers University and Coordinator for the New Jersey Educational Policy Fellowship Program.
Table of Contents
1. The Design of Teacher Reforms
2. Mossville: Bureaucratic Redesign
3. Hill City: A Mixed-Mode Reform
4. Academy: Professional Redesign
5. The Dynamics of Bureaucracy and Professionalism
6. The Politics of Redesign
Appendix A: Research Methods
Appendix B: Site Visit Guide
Appendix C: Academy Survey