Literaturnachweis - Detailanzeige
Autor/in | Pawlewicz, Diana D'Amico |
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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 |
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 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 |