The Last Word in Research on Teaching - A Review of the Handbook of Research on Teaching, 4th Edition - Part 6 - Teachers and Teaching

Clark,Christopher; Girod,Mark; Roberts,Ebony; Galindo,Jaime; Aben,Patricia; Farmer,Sean; Noble,Lanetia

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The Last Word in Research on Teaching - A Review of the Handbook of Research on Teaching, 4th Edition - Part 6 - Teachers and Teaching

reviewed by Christopher Clark, Mark Girod, Ebony Roberts, Jaime Galindo, Patricia Aben, Sean Farmer & Lanetia Noble - 2003

Title: The Last Word in Research on Teaching - A Review of the Handbook of Research on Teaching, 4th Edition - Part 6 - Teachers and Teaching
Author(s): Virginia Richardson (ed.)
Publisher: American Educational Research Association, Washington
ISBN: 0935302263, Pages: 1278, Year: 2001
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OVERVIEW BY PAT ABEN The Handbook chapters on Teachers and Teaching trace the social history of teaching in the United States. They give the reader a historical perspective on the teaching profession and how teachers and their occupation have changed as a result of changing social, political, and economic pressures. In Spencer�s chapter Teachers' work in historical and social context, we see how teaching (once a predominantly male profession) became feminized as a result of shortages of qualified male candidates. Such shortages opened the door for women in teaching while creating financial and other inequities in the teaching field. Hansen provides a philosophical review of what �moral� means in the teaching profession. He presents us with a view of teaching as an activity capable of conveying moral meaning both overtly and subconsciously. In The power of collective action: A century of teachers organizing for education, Johnson and Boles examine teacher efforts to work collectively, with purpose, to address issues of educational policy and practice. They review research on collective action... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 105 Number 4, 2003, p. 0-0
https://www.tcrecord.org ID Number: 11074, Date Accessed: 6/12/2021 1:57:10 PM

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About the Author
Christopher Clark University of Delaware E-mail Author CHRISTOPHER M. CLARK is Director of the School of Education at the University of Delaware. His research interests include teacher cognition, teacher education, and conversation as a medium for teacher learning, development, and inquiry. Mark Girod Western Oregon University MARK GIROD is an assistant professor of teacher education at Western Oregon University, in Monmouth, Oregon. His interests are in science teaching and learning including aesthetics, identity development, and technology. Ebony Roberts Black Star Educational Management, Detroit EBONY ROBERTS holds a Ph.D. in educational psychology from Michigan State University and works with Black Star Educational Management in Detroit, Michigan. Her work focuses on teacher and institutional development in African-centered schools. Jaime Galindo Michigan State University E-mail Author JAIME GALINDO is a former secondary education teacher and graduate student of educational psychology currently working as an institutional researcher with the Office of Planning and Budgets at Michigan State University. Patricia Aben Michigan State University PATRICIA ABEN currently teaches science at the secondary and college level. While vice president of a chemical company, she continues to pursue graduate studies in education. Sean Farmer Michigan State University SEAN FARMER received his Master's Degree in Educational Technology and Instructional Design from Michigan State University. His research interests include technological support of creative writing, educational hypermedia, and cognitive flexibility. Lanetia Noble Widener University E-mail Author LANETIA "SAM" NOBLE is a reading and study skills specialist in post secondary education. She directs the Reading and Academic Skills Center at Widener University.

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