Cloth $39.00 ISBN: 9780226601632 Published June 1994

Teacher Research and Educational Reform

Edited by Sandra Hollingsworth and Hugh Sockett

Teacher Research and Educational Reform
Bookmark and Share

Edited by Sandra Hollingsworth and Hugh Sockett

Distributed for The National Society for the Study of Education

294 pages | 6 x 9 | © 1994
Cloth $39.00 ISBN: 9780226601632 Published June 1994
Since the late 1950s, two ideas have dominated the debate surrounding the role of teacher research in the process of educational reform. Supporters of a "control paradigm" believe that teachers should be subordinate to university researchers in the formulation of new educational techniques. Opposing them are members of the "teacher autonomy" movement who favor decentralizing the reform process and making teachers the primary source of new ideas. By challenging the assumptions of conventional reform efforts, this volume applies fresh thinking to an old problem.

Three critiques form this postmodern approach to teacher research. An epistemological critique considers issues of power in the relationship of university researchers to teachers. A sociopolitical critique examines the relationships that a teacher may have to the research process. A professional critique argues for staff development programs that encourage teachers to take greater responsibility for curriculum and instruction and for institutional structures that support teacher research as a professional activity.
For more information, or to order this book, please visit http://www.press.uchicago.edu
Google preview here

Chicago Manual of Style |

RSS Feed

RSS feed of the latest books from The National Society for the Study of Education. RSS Feed