Teacher Blame as the Grammar of Public School Reform

Autor/in	Pawlewicz, Diana D'Amico
Titel	Teacher Blame as the Grammar of Public School Reform
Quelle	In: History of Education Quarterly, 62 (2022) 3, S.291-311 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pawlewicz, Diana D'Amico)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2680
DOI	10.1017/heq.2022.16
Schlagwörter	Intervention; Educational History; Educational Change; Teacher Effectiveness; Educational Improvement; Teacher Role; Educational Policy; Standards; Public Education; Federal Legislation; Educational Legislation; Kindergarten; Elementary Secondary Education + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Bildungsreform; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching improvement; Unterrichtsentwicklung; Lehrerrolle; Politics of education; Bildungspolitik; Standard; Öffentliche Erziehung; Bundesrecht; Bildungsrecht; Schulgesetz
Abstract	Historical policy stories that situate teachers as the root cause of problems in public schools have long accompanied educational reforms, including No Child Left Behind. This article portrays the history of teacher blame as a defining component of the grammar of American educational reform. Nineteenth- and twentieth-century reformers identified teacher quality--a later trademark of NCLB--as a panacea for school improvement, but it remained an amorphous idea bound up in gendered and racialized assumptions. The historical results were a swirl of policies that increased standardization across the schools. This article concludes that teacher blame was a critical driver for federal intervention in local public education, and that the roots of that intervention extend far deeper than historians have allowed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01