Teaching By Numbers
Deconstructing the Discourse of Standards and Accountability in Education
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Aims & Objectives
| Author: | Peter Maas Taubman | ISBN: | 9781135886288 |
| Publisher: | Taylor and Francis | Publication: | July 1, 2010 |
| Imprint: | Routledge | Language: | English |
| Author: | Peter Maas Taubman |
| ISBN: | 9781135886288 |
| Publisher: | Taylor and Francis |
| Publication: | July 1, 2010 |
| Imprint: | Routledge |
| Language: | English |
Over the last decade the transformation in the field of education that is occurring under the twin banners of "standards" and "accountability" has materially affected every aspect of schooling, teaching, and teacher education in the United States. Teaching By Numbers, offers interdisciplinary ways to understand the educational reforms underway in urban education, teaching, and teacher education, and their impact on what it means to teach. Peter Taubman maps the totality of the transformation and takes into account the constellation of forces shaping it. Going further, he proposes an alternative vision of teacher education and argues why such a program would better address the concerns of well-intentioned educators who have surrendered to various reforms efforts. Illuminating and timely, this volume is essential reading for researchers, students, and professionals across the fields of urban education, curriculum theory, social foundations, educational policy, and teacher education.
Over the last decade the transformation in the field of education that is occurring under the twin banners of "standards" and "accountability" has materially affected every aspect of schooling, teaching, and teacher education in the United States. Teaching By Numbers, offers interdisciplinary ways to understand the educational reforms underway in urban education, teaching, and teacher education, and their impact on what it means to teach. Peter Taubman maps the totality of the transformation and takes into account the constellation of forces shaping it. Going further, he proposes an alternative vision of teacher education and argues why such a program would better address the concerns of well-intentioned educators who have surrendered to various reforms efforts. Illuminating and timely, this volume is essential reading for researchers, students, and professionals across the fields of urban education, curriculum theory, social foundations, educational policy, and teacher education.
