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ERIC Number: EJ1012144
Record Type: Journal
Publication Date: 2013
Pages: 5
Abstractor: ERIC
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0022-8958
The Attack on Teachers and Schools of Education: Identifying the Bullies and Bystanders
Shea, Mary; Ceprano, Maria
Kappa Delta Pi Record, v49 n1 p4-8 2013
In this article the authors reason that current reform efforts in education--such as those fueled by Race to the Top (www2.ed.gov/programs/racetothetop) or the Common Core Standards (www.commoncorestandards.org)--emphasize the need to improve teacher preparation programs in ways that ensure graduates are ready for the realities in today's diverse classrooms. The wide range of students' interests, needs, cultural backgrounds, and languages are influential variables that present both challenges and opportunities for teachers; this is the reality in America's ever-expanding pluralistic society. The authors make the argument that it is a mistake to lay the sole responsibility for a child's success or failure in school solely with the teacher while ignoring other influential variables, such as the child's home, community, and cultural background. In this era of high-stakes testing, stakeholders such as education-minded politicians, administrators intent on proving students' adequatete yearly progress, and parents who may not know how to support their child's academic development are looking to teachers for the answers. Each often acts as a bully--putting the task of educating the nation's children solely on the shoulders of classroom teachers. The article warns that there are no silver bullets to fix educational dilemmas and that bullying with bureaucratic and punitive measures only undermines initiative and enthusiasm, which are essential qualities of well-prepared dedicated teachers. The authors close by saying that the bystanders need to confront the bullies and make them back off.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A