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The Teacher as Expert
At a time of increasing pressure for teachers to become more professional and more technically competent, this book examines in a critical fashion whether teachers should be considered experts. Written in straightforward and accessible prose, Welker examines the concept of expertise through the ideas of notable educational thinkers in the twentieth century--beginning with E.P. Cubberley and George S. Counts and concluding with a chapter on critical theory and the ideas of Maxine Greene and Henry Giroux. Other chapters examine such thinkers as Willard Waller, Daniel Lortie, Alan Tom, Philip Jackson, and Ivan Illich. Each chapter establishes an historical and ideological context and evaluates how the social character of the expert matches the responsibilities. While the idea of the teacher assuming the role of educational expert is gaining increased credibility in the current reform movement, this book shows that the concept fails to describe the senses of moral and social competence required of the teacher. Also the notion of the expert teacher might stand in the way of teachers forming the type of public partnerships necessary for them to complete their tasks adequately.
The Educational Morass
The equal-opportunity, grand-daddy longlegs of all curmudgeons, Myron Lieberman, manages in one volume to savage teachers unions, education schools, the Education Writers Association, the New York Times, the Washington Post, education research, egalitarian school-choice proponents, and conservatives Diane Ravitch, Terry Moe, Frederick Hess, and Chester E. Finn Jr. A style thought to be reserved for left-wing agitators and tradeunion swat teams surfaces from the opposite end of the political spectrum.
Dependent on D.C.
Dependent on D.C. raises serious concerns about the future of liberty in America and proves beyond a doubt that the growth of dependence on government in the past seventy years has not been accidental, that its creation has been bipartisan, and that it is accelerating. Twight shows how growing federal power--driven by legislation, validated by Supreme Court decisions, and accelerated by presidential ambition--has eroded the rule of law in our nation, leaving almost no activity that the central government cannot at its discretion regulate, manipulate, or prohibit. Dependent on D.C. shows why Americans have not resistedthis expansion of federal power. In these uncertain times, Dependent on D.C. is the book Americans need to read when thinking about the future of their individual liberty.
Politics, Markets, and America's Schools
During the 1980s, widespread dissatisfaction with America's schools gave rise to a powerful movement for educational change, and the nation's political institutions responded with aggressive reforms. Chubb and Moe argue that these reforms are destined to fail because they do not get to the root of the problem. The fundamental causes of poor academic performance, they claim, are not to be found in the schools, but rather in the institutions of direct democratic control by which the schools have traditionally been governed. Reformers fail to solve the problem-when the institutions ARE the problem. The authors recommend a new system of public education, built around parent-student choice and school competition, that would promote school autonomy—thus providing a firm foundation for genuine school improvement and superior student achievement.
American Education and Corporations
First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.
Revolution at the Roots
A revolution is sweeping across America's states and cities. From governers such as Christine Todd Whitman in New Jersey, to New York's mayor Rudy Guiliani in New York, the revolutionairies are not just against big government, but also distant government. Groups of citizens have banded together with these enterprising leaders to experiment with a wide range of new approaches to governance--the future of political change in America.
Staff Review of Class Action Legislation
Considers S. 984.
Schools, Vouchers, and the American Public
"Moe's new book is not an argument for or against vouchers; it is an analysis of public opinion on vouchers that is likely to be very influential in shaping the movement's future. Moe has written a nuanced and thoughtful treatise that goes beneath the notoriously unreliable single-shot question favored by the media: Do you favor or oppose school vouchers?" Richard D. Kahlenberg in The Nation "In a brilliant, definitive analysis of the subject, Terry Moe tells us who does—and does not—like vouchers as well as who says they will use them, if the opportunity arises. He illuminates not only the school choice debate but the nature of public opinion more generally." Paul E. Peterson, Harvard University "No book tells us more about how Americans evaluate schools.... This book will be the starting point for anyone interested in any school reform, not just vouchers. A model analysis of public opinion on a public policy." —Samuel Popkin, University of California-San Diego "Finally, a book on school vouchers that explores what ordinary Americans want and believe when thoughtfully engaged on the issue." —Stephen D. Sugarman, University of California
Labor Relations in Education
This book explores unions and collective bargaining in the public schools of America. Changes that may move labor relations into professional relations and away from the industrial labor union model and diminish the schism that exists between educators are discussed.
