This interview study presents the stories of three teacher leaders, provides a definition of teacher leadership from the classroom, illustrates the experiences of a new wave of teacher leaders, and examines the barriers that impact their work.
The authors respond to criticism by Linda Darling-Hammond of their previous article that challenges the conclusions of the National Commission on Teaching and America’s Future.
Strategies for attracting more minority teachers for the public schools
This article examines preservice teacher education and the benefits and challenges of cross-race dyad partnerships in field-based practica.
The author conducted research over a three-year period to investigate the discourse patterns of three African American female teachers in community-based organizations and provides insights on successful pedagogies that might inform teaching practices within more traditional school settings.
In examining the challenges of teaching multicultural education, the author critiques some of the underlying assumptions of the discipline and advocates for this type of critical reflection by multicultural educators.
This article advocates multicultural training at graduate schools of education to prepare educators to work effectively within our increasingly diverse society.
This article follows the rise of the visiting teacher movement and considers the lessons for current efforts to develop school-linked social services.
Draws on recent data from surveys and research conducted by the U.S. Department of Education to sketch the outline of the approaching changes in the teacher labor market and to comment on the issue of teacher quality.
This article is essentially an autobiographical reflection on forty years of teaching. It
makes use of various accounts of schooling and teacher education practice, placing
against them some of my experience and questions.
The central thesis of this article is that professionalization projects, such as those endorsed by normal schools and schools of education, contributed to vertical and horizontal divisions of labor by constructing differing views of professionalization, which became associated with and gave institutional support to gendered assumptions about women and teaching in general.
A blueprint for recruiting, preparing, and supporting excellent teachers in all of America’s schools.
This article reviews research on teacher efficacy, concluding that teachers who believe they are effective set more challenging goals for themselves and their students, take responsibility for student outcomes, and persist when faced with obstacles to learning. The article suggests that efforts to improve schools should include attention to teacher efficacy.
Understanding the unique needs and aspirations of individual students
The intent of this article is twofold: (1) to analyze data on demographic trends in the growth of the African-American teaching force in the South from 1890-1940, highlighting, in particular, the significant feminization of the black teaching corps that took place over this period; and (2) to investigate the complex topic of discriminatory salaries for African-American teachers, and to illuminate the African-American perspective on the interrelated issues involved.
Obviously, we have changed the demands we place on teachers, although we have not yet sufficiently changed the circumstances in which teachers work. In addition, we have barely begun to reinvent the teacher's role, which is sadly out of date and in need of fundamental rethinking and redesign.
This article offers the insight that contingency is a significant conceptual framework from which to think about teaching and from which to further educate, both for teaching research and for its related practice. The author works from two premises: first, that the constancies of teaching and their foundation in modernity are just no longer theoretically interesting; and second, that what is interesting is a postmodern turn.
This chapter elaborates this conception with the related goals of
(1) presenting a view of teacher empowerment which recognizes the
essential role of professional knowledge, and (2) redefining existing
notions of what comprises "professional knowledge" for teachers.
Our objective is not to disparage structural or authority-based reforms
as such, but to argue that changed authority or institutional relations
alone are likely to prove disappointing. Further, we aim to present a
view of teachers' professional knowledge that extends beyond notions
evident in staff development efforts or even in many knowledge-based
In this chapter, I focus only on the subject of the decline in teacher satisfaction over the twenty-year period, examine two related changes
that appear to be major contributors to that problem, and conclude
with some implications for the current efforts to improve schools and
redefine the roles of teachers. I begin with a limited number of our
comparative findings from our surveys and then look for explanations
for these results in our analyses of interviews.
The purpose of this study was to see whether organizational characteristics
might seem more significant for the quality of teachers' work life
in schools that exhibited more significant structural variation than was
present in the Metz study.
In the discussion that follows, I join insights derived from
teachers with an emerging literature on individualism and community
in American society to examine the dynamics of teachers' professional
affiliation in secondary schools. My aim is to contribute to the
evolving discussion and debate on the nature and consequences of
teachers' individual and collective involvements in teaching—their
pervasive privacy and their colleagueship.
Describes a first-year teacher's efforts to become a teacher and her experiences of the complex relationships among control, subject matter, and teaching.
Improving teachers' professional status involves identifying salient professional characteristics. This paper compares teaching with other professions. Teachers belong to a group of craft professions different from elite expert professions. Teacher education must produce skilled practitioners with a consciousness of craft to guide their work.
Describes teacher certification in private schools, noting tension between private schools and state regulations. This article examines experiences with and reactions to state standards by Vermont and Michigan private schools. It discusses alternative teacher certification, alternative student assessment, and teacher professionalism as means of coping with the public-private split.