Literaturnachweis - Detailanzeige
| Autor/in | Taubman, Peter Maas |
|---|---|
| Titel | Teaching by numbers. Deconstructing the discourse of standards and accountability in education. 1st publ. |
| Quelle | New York u.a.: Routledge (2009), XIV, 236 S. |
| Reihe | Studies in curriculum theory |
| Beigaben | Literaturangaben S. [202]-222 |
| Zusatzinformation | Inhaltsverzeichnis |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 0-415-96274-9; 978-0-415-96274-2 |
| Schlagwörter | Evaluation; Beruf; Bildungspolitik; Bildungsreform; Kritik; Lehrer; Lernen; Bildungsstandards; Schüler; Schulleitung; Evaluation; Schulleistung; USA; Bildungspolitik; Bildungsreform; Lehren; Leistungsbeurteilung; Sprachgebrauch; Bildungsmarkt; Bildungsmarkt; Schulleitung; Lehrer; Lehrerausbildung; Schüler; Leistungsbeurteilung; Schulleistung; Schülerleistung; Lernen; Lehren; Differenzierender Unterricht; Sprachgebrauch; Beruf; Kritik; Rechenschaftslegung; USA |
| Abstract | [In this book the author] offers interdisciplinary ways to understand the educational reforms underway in urban education, teaching, and teacher education, and their impact on what it means to teach. Over the last decade the transformation in the field of education that is occurring under the twin banners of "standards" and "accountability" has materially affected every aspect of schooling, teaching, and teacher education in the United States. The fact that leading educational organizations have embraced this current transformation suggests how even progressive impulses and aspirations have been appropriated, re-formed, and aligned with educational policies and practices that were once seen as inimical to those very impulses and aspirations. Distinguished from other work on the corporatization of education, high stakes testing, the politics of accountability, and the standards movement, [this book] (1) maps the totality of the transformation and takes into account the constellation of forces shaping it on both micro and macro levels; (2) specifically addresses the collusion of the educational establishment in the transformation and explores why so many educators have embraced the standards movement and sought more rather than less accountability; (3) draws connections among the learning sciences (in particular their view of learning), and neoliberal auditing practices, conservative agendas, and educational reforms ...; (4) brings to bear an interdisciplinary perspective informed by Lacanian theory, anthropological work on audit culture, Foucauldian studies of governmentality, and a range of sociological and historical work; and (5) rather than rendering teachers as passive victims in the transformation, looks at the psychic vulnerabilities that lead them to embrace or acquiesce to these educational reforms and thus to participate in their own suffering. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2009/4 |
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