03207nam a2200457 a 4500001001400000003000400014008004100018020001800059020001800077020001800095039008700113041000800200099001000208100002900218245014400247260005400391300001100445505009300456505008200549505007400631505013100705505013300836505013900969505009201108505011001200505011801310505014101428505016001569505006101729505009001790505010301880505008701983505047702070650002102547650003002568650002102598650003702619856006902656942000702725999001702732vtls000079890MTX180612122                  001 0   eng d  a9781475810301  a9781475810318  a9781475810325 9a201806121041bstaffc201607151156dstaffc201606141507dstaffy201605041234zadmin0 aeng  aEbook1 aHatch, J. Amos..911724100aReclaiming the teaching professionh[electronic resource] :btransforming the dialogue on public education, third edition/cHatch, J. Amos.  bThe Rowman & Littlefield Publishing Group,c2015.  a180 p.0 gChapter, Lesson, ParttPart I: Debunking the Assumptions of the Education Reform Agenda.0 gChapter, Lesson, ParttChapter One: Assumption 1: Public schools are failing.0 gChapter, Lesson, ParttChapter Two: Assumption 2: Teachers are inept.0 gChapter, Lesson, ParttChapter Three: Assumption 3: Teachers will only work hard to avoid punishment or earn external rewards.0 gChapter, Lesson, ParttChapter Four: Assumption 4: Standards-based testing for accountability is the best way to reform schools.0 gChapter, Lesson, ParttChapter Five: Assumption 5: Test scores accurately assess what teachers are teaching and students are learning.0 gChapter, Lesson, ParttChapter Six: Assumption 6: Public schools need to be privatized.0 gChapter, Lesson, ParttChapter Seven: Assumption 7: Business models have direct application to education.0 gChapter, Lesson, ParttChapter Eight: Assumption 8: Teachers’ unions are a major reason why schools are so bad.0 gChapter, Lesson, ParttChapter Nine: Assumption 9: Alternative teacher licensure programs are better than traditional teacher education.0 gChapter, Lesson, ParttChapter Ten: Assumption 10: Wealthy individuals, entrepreneurs, and politicians know more about education than school professionals.0 gChapter, Lesson, ParttPart II: Speaking Truth to Power.0 gChapter, Lesson, ParttChapter Eleven: Exposing the Forces Behind Educational Reform.0 gChapter, Lesson, ParttChapter Twelve: Talking Back to Those Who Want to Destroy Public Education.0 gChapter, Lesson, ParttChapter Thirteen: Strategies for Reclaiming Our Profession.0 aCover, Title,Reclaiming the teaching profession: transforming the dialogue on public education, third edition--Preface, Introduction, TOC,Table of Contents--Preface, Introduction, TOC,Preface: We’re Not Paranoid: They Are Out to Get Teachers--Preface, Introduction, TOC,Acknowledgments--References, Appendix, Index,Appendix A: ALEC Model Legislation Examples--References, Appendix, Index,Appendix B: Organizations, Websites, and Blogs--References, Appendix, Index,Index.  aEducation919706  aAims & Objectives9114590  aEducation919706  aProfessional Development911461540uhttp://portal.igpublish.com/iglibrary/search/ROWMANB0012046.html  c10  c76439d76439