Some error occured while loading the Quick View. Please close the Quick View and try reloading the page.
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.
"The topic is absolutely central to the current debate of teacher professionalism and reform. The authors dig beneath the surface and provide insights and clarity about current reform attempts." — Michael Fullan, University of Toronto
"The authors provide both a conceptual analysis of what is entailed by a professional and a bureaucratic view of teaching, and have case material which illustrates what actually happens when these differing approaches to teachers' work (or some mixture of these approaches) are tried out in school districts. We need more of this kind of conceptual work." — Alan R. Tom, University of Arizona
Acknowledgments
Introduction
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
7. Conclusion
Appendix A: Research Methods
Appendix B: Site Visit Guide
Appendix C: Academy Survey
Notes
References
Subject Index
Author Index