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Hearings

United States. Congress. Senate. Committee on Labor and Public Welfare

Published: 1967

Total Pages: 1248


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The teacher who has an affair with a student. The teacher who is a transvestite. The teacher who advocates personal beliefs. These are 'teachers in trouble.' Their behaviour, whether it occurs in the classroom or off the job, offends the community and brings down censure from the school board. At root, schools are cultural institutions and teaching, a cultural activity. Teachers are expected to shape students according to accepted community norms. They interpret and apply curricula - and can divert curricula from their intended purpose. Teachers are at the eye of the vortex in the struggle for control over education, buffeted by the forces of social change and conflicting public expectations. The authors of this book examine how teacher conduct is monitored and what types of misconduct can produce 'social dramas.' Boards of reference have been established to arbitrate disputes between school boards and teachers who are dismissed. Drawing on the decisions of these boards of reference across Canada, the authors identify normative issues and propose a classification scheme for contentious behaviours. Teachers in Trouble poses fundamental questions about the role of teachers in society. It is an invaluable guide for teachers and professional organizations, education administrators, and members of the community who are concerned about ethics in our schools.
This book provides valuable insights into a dynamic structural change that is being experienced, but not completely understood, by educators and policymakers alike--the transfer of power from the local to the state and national levels. What will become of our public schools in this new era of leadership? The author traces the origins of this process, examines the implications, and considers where these changes might lead. This extremely timely volume: -Explores the direction of education policy and the ways in which both policymakers and educators can adapt and provide leadership in this new landscape.-Offers a concise, accessible summary of a multitude of specific programs and policies, helping us to think more systematically about the shifts in power relationships among education governance levels.-Presents an outline of actions that can be taken at the local, state, and national levels to help facilitate better working relationship and to help improve schools.-Examines the new federal role and recent federal legislation, including the No Child Left Behind Act of 2001.
Public policy makers and managers in public administration operate under a unique set of circumstances that differ significantly from those in the private sector. Collaboration through networks is a feature of both sectors, but in the private sector it is often characterized by partnerships and alliances meant to benefit a particular company or industry, whereas collaboration through networks in the public sector involve disparate organizations working toward a common goal and not merely to enhance the performance of one among them. Therefore, much of the work that has been published in the business management literature on collaboration through networks does not apply wholesale, without revisions, to the public sector. Mandell and her contributors fill that gap by bringing together academic and practitioner perspectives into a coherent, holistic examination of the operative processes in public-sector networks and network structures. Networks and network structures by definition imply interactions among many organizations, individuals, or interest groups. The definition is broadened here to include collaborative efforts that take place within different countries as well as those that cross national borders. Going beyond the usual emphasis on the opportunities and promises of collaboration through networks, Mandell and her contributors take a hard look at such pitfalls and constraints as those involving power conflicts between individual and organizational commitments, the dichotomy between the need for flexibility and the need for rules and procedures, the difference between the needs and expectations of a national public and a local public, and accountability issues that arise from the need to satisfy outside regulators as well as the goals of the network. In addition to these unique contributions to the literature on networks and network structures, Mandell addresses the important but often overlooked behavioral (micro) issues--e.g., motivation, change, and communication--that tend to be drowned out by the overriding emphasis in the literature on structural (macro) issues. Reflects the latest thinking in the field and explores up-to-the-minute innovations currently being developed.
Newly revised in 2020, NSBA's Key Work of School Boards framework identifies the core skills that effective boards need to ensure that all students achieve at high levels through excellence in governance.