Suchergebnisse

Tort liability -- Church/state relations -- Instructional issues -- Student expression, association, and appearance -- Student classifications -- Rights of students with disabilities -- Student discipline -- Conditions of employment and collective barganing -- Employees' substantive constitutional rights -- Discrimination in employment -- Termination of employment -- Alternatives to increas educational choice -- Summary of legal generalizations

Globalization has not only changed our society, it has also had a profound effect on education. Many schools deal with student populations that due to migration have become increasingly multilingual. Politically, few would argue against the importance of multilingualism; rather, it is promoted to the fullest. However, in practical terms the challenges associated with teaching and educational policies have increased manifold as a result of the linguistic diversity among student bodies. Reading is certainly regarded as a key learning skill, however, the question arises as to how the students' life-world multilingualism is taken into consideration. Furthermore, being considered part of teachers' professional competence, teachers' mental processes and perceptions (beliefs) have been the focus in several different academic fields. Previous research suggests that there are significant links between teachers' beliefs and practices. This thesis explores the aforementioned aspects in greater detail, with the overall aim to gain a deeper understanding of teachers' beliefs and strategies when teaching reading in multilingual settings. Using a cross-disciplinary, qualitative research approach, the empirical inquiry is based on case studies within different, linguistically diverse settings. The case studies include classroom observations as well as teacher interviews in German, Swedish and Chilean grade 4 classrooms.

The book shows how teachers struggled to liberate their country's education system from the legacy of dictatorship, combining a general evaluation of the phenomenon with intimate glances at the people who drove it forward. By vindicating the importance of democratic professionals it illuminates the Spanish transition to democracy from a new angle

Cover -- Half Title -- Title -- Copyright -- Original Title -- Original Copyright -- Contents -- Acknowledgements -- Introduction -- Part I: Teachers and Classroom Management -- 1 The Organization of Pupil Participation -- 2 Rules in Play -- 3 Mock-ups and Cock-ups: The Stage-Management of Guided Discovery Instruction -- 4 Teaching for Survival -- 5 The Significance of Classroom Coping Strategies -- 6 Teaching and Learning in English Primary Schools -- Part II: Teachers as Differentiators -- 7 Social-class Variations in the Teacher-Pupil Relationship -- 8 Classroom Knowledge -- 9 Social Stratification in the Classroom -- 10 One Spell of Ten Minutes or Five Spells of Two ...? Teacher-pupil Encounters in Art and Design Education -- 11 Girls on the Margins: A Study of Gender Divisions in the Classroom -- Part III: Teacher Cultures and Careers -- 12 What Teaching does to Teachers: Determinants of the Occupational Type -- 13 Teacher Career and Work Rewards -- 14 The Meaning of Staffroom Humour -- 15 Staffroom News -- 16 Contrastive Rhetoric and Extremist Talk -- 17 Subject Disciplines as the Opportunity for Group Action: A Measured Critique of Subject Sub-Cultures -- 18 Teacher Careers and Comprehensive Schooling: An Empirical Study -- Index.

The hearings -- The threshold -- The stooge grebanier -- Coudertism -- Vichy's lawyer? -- Class war -- The dewey trial -- The educational front -- Far from the ivory tower -- The mortal storm -- Bad faith -- Ccny -- Flirting with the right -- Communism on trial -- Aftermath

Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Acknowledgements -- Series Editor's Introduction -- Introduction A Class Act: Teachers and Change -- Changing Teachers' Work -- Plus ça Change, Plus C'est la Même Chose? -- Critical Theory and Change -- Philosophical Realism as Methodology -- Critical Realism and Teachers' Labour -- This Book -- Part I Conceptual Contours -- Chapter 1 Teachers and Class: The Terrain and Stakes of Struggle -- Is Class a Viable Conceptual Tool for Understanding Teachers' Labour? -- Class Matters -- A Realist Framework for Class Analysis: Causes and Conditions -- Starting Points: Economic, Organisational and Cultural Assets -- Cultural Capital as a Cultural Asset -- Taking the Analysis Further: Social Capital and Social Assets in Class Formation -- Realism As Methodology: 'Consequences' and the Contribution of Lockwood -- Conclusion -- Chapter 2 Teachers, the State and Social Settlements -- Settlements, Crisis and Transformation -- Regulation Theory-the Accumulation/Institution Relation -- A Framework for Analysing Teachers' Work in Social Settlements -- Class and Labour-Power and Control -- Points of Analytical Focus-Bernstein on Power and Control -- Gouldner and the New Class Thesis -- Conclusion -- Part II Changing Contexts -- Chapter 3 Laissez-Faire Liberalism, Teachers and the State -- Introduction -- Liberalism and the 'Age of Capitalism' -- Laissez-faire Liberalism and State Paternalism in England -- Liberalism and Capitalist Expansion in America -- Class, Gender, Segmentation and Subordination of Teachers in England -- From Political Patronage to Administrative Efficiency in America -- A Crisis of Profitability and Liberalism -- Conclusion -- Chapter 4 Fordism, Welfare Statism and the Rise of Teachers as 'Professionals' -- Thirty Glorious Years

This book draws on a qualitative case study with both practicing and pre-service teachers involved in a policy advocacy professional development program. Good examines how schools can act as barriers to teacher involvement in policymaking and the avenues through which teachers still manage to exert their voice, agency and advocacy.