Much of school reform is misguided because it is insufficiently concerned with the quality of the teaching force and the working conditions of teachers. Authors Cohen and Scheer offer a common sense approach and logical recommendations to this subject of national concern. Teacher-Centered Schools calls for a redirection of money and energy to raise the status of teaching and to redefine the nature of work. Intended for academics and scholars of American education, this book is divided into six chapters with topics devoted to: salaries, working conditions, training, hiring and recruitment, school governance, and professional development.
Rosetta Marantz Cohen is a professor of Education and American Studies at Smith College, in Northampton, Massachusetts. Samuel Scheer is an English teacher at Windsor High School in Windsor, Connecticut.
Chapter 1 Acknowledgments Chapter 2 Preface Chapter 3 1 Teacher-Centered Schools Chapter 4 2 Salaries Chapter 5 3 Environment Chapter 6 4 Training, Recruitment, and Hiring Chapter 7 5 Tenure and School Governance Chapter 8 6 A Utopian Vision: Case Study of William Dewey Chapter 9 Bibliography Chapter 10 Index Chapter 11 About the Authors