The Teacher Wars (51 page)

Etzioni, Amitai.
The Semi-Professions and Their Organization: Teachers, Nurses, Social Workers
. New York: The Free Press, 1969.

Ingersoll, Richard M.
Who Controls Teachers' Work? Power and Accountability in America's Schools
. Cambridge, MA: Harvard University Press, 2003.

Ingersoll, Richard, and Lisa Merrill. “Who's Teaching Our Children?”
Educational Leadership
, May 2010.

Lortie, Dan C.
Schoolteacher: A Sociological Study
. Chicago: University of Chicago Press, 1975.

Mehta, Jal, and Steven Teles. “Professionalism 2.0: The Case for Plural Professionalization in Education,” in
Teacher Quality 2.0: Toward a New Era in Education Reform
, ed. Frederick Hess and Michael McShane. Cambridge, MA: Harvard Education Press, 2014.

Chetty, Raj, John N. Friedman, and Jonah E. Rockoff. “Measuring the Impact of Teachers I: Evaluating Bias in Teacher Value-Added Estimates.” Working Paper 19423, National Bureau of Economic Research, Cambridge, MA, September 2013.

Glazerman, Steven, et al. “Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Randomized Experiment.” Mathematica Policy Research report, NCEE 2014-4003. National Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education, November 2013.

Gordon, Robert, Thomas J. Kane, and Douglas O. Staiger. “Identifying Effective Teachers Using Performance on the Job.” Hamilton Project paper, Brookings Institution, April 2006.

Hanushek, Eric A., and Steven B. Rivkin. “How to Improve the Supply of High-Quality Teachers.”
Brookings Papers on Education Policy
, 2004.

Harris, Douglas N.
Value-Added Measurements in Education: What Every Educator Needs to Know
. Cambridge, MA: Harvard Education Press, 2011.

Kane, Thomas, and Douglas Staiger.
Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains
. Policy and Practice Brief, MET Project, Bill and Melinda Gates Foundation, January 2012.

Lancelot, William, et al.
The Measurement of Teaching Efficiency
. New York: Macmillan Company, 1935.

Ronfeldt, Matthew, Susanna Loeb, and James Wyckoff. “How Teacher Turnover Harms Student Achievement.”
American Educational Research Journal
50, no. 1 (2013): 4–36.

Conant, James Bryant.
The Education of American Teachers
. New York: McGraw-Hill, 1963.

Corwin, Ronald G.
Reform and Organizational Survival: The Teacher Corps as an Instrument of Educational Change
. New York: John Wiley and Sons, 1973.

Darling-Hammond, Linda.
The Flat World and Education: How America's Commitment to Equity Will Determine Our Future
. New York: Teachers College Press, 2010.

—————. “Teacher Quality and Student Achievement: A Review of State Policy Evidence.”
Education Policy Analysis Archives
8, no. 1 (January 2000).

Fraser, James W.
Preparing America's Teachers: A History
. New York: Teachers College Press, 2007.

Greenberg, Julie, Arthur McKee, and Kate Walsh.
Teacher Prep Review, 2013: A Review of the Nation's Teacher Preparation Programs
. National Council on Teacher Quality, 2013.

Haberman, Martin. “Selecting and Preparing Urban Teachers.” Lecture available on the Web site of the National Center for Alternative Teacher Certification Information. Delivered February 28, 2005.
http://​www.​haberman​foundation.​org/​Articles/​Default.​aspx?​id=​32
.

Papay, John R., Martin R. West, Jon B. Fullerton, and Thomas J. Kane.
Does Practice-Based Teacher Preparation Increase Student Achievement? Early Evidence from the Boston Teacher Residency
. Working Paper 17646. Cambridge, MA: National Bureau of Economic Research, December 2011.

Clark, Melissa A., et al.
The Effectiveness of Secondary Math Teachers from Teach for America and the Teaching Fellows Programs
. Mathematica Policy Research, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education, September 2013.

Darling-Hammond, Linda. “Who Will Speak for the Children? How ‘Teach for America' Hurts Urban Schools and Students.”
The Phi Delta Kappan
76, no. 1 (September 1994): 21–34.

Darling-Hammond, Linda, et al. “Does Teacher Preparation Matter? Evidence About Teacher Certification, Teach for America, and Teacher Effectiveness.”
Education Policy Analysis Archives
13, no. 42 (2005).

Farr, Steven, and Teach for America.
Teaching as Leadership: The Highly
Effective Teacher's Guide to Closing the Achievement Gap
. San Francisco: Jossey-Bass, 2010.

Foote, Donna.
Relentless Pursuit: A Year in the Trenches with Teach for America
. New York: Alfred A. Knopf, 2008.

Kopp, Wendy. “An Argument and Plan for the Creation of the Teacher Corps.” Senior thesis, Woodrow Wilson School of Public and International Affairs, Princeton University, April 10, 1989. Seeley G. Mudd Manuscript Library.

—————. One Day All Children: The Unlikely Triumph of Teach for America and What I Learned Along the Way
. New York: PublicAffairs, 2001.

Kopp, Wendy, with Steven Farr.
A Chance to Make History: What Works and What Doesn't in Providing an Excellent Education for All
. New York: PublicAffairs, 2011.

Schneider, Jack. “Rhetoric and Practice in Pre-Service Teacher Education: The Case of Teach for America.”
Journal of Education Policy
(August 2013).

Shapiro, Michael.
Who Will Teach for America?
Washington, D.C.: Farragut Publishing Company, 1993.

Bornfreund, Laura. “An Ocean of Unknowns: Risks and Opportunities in Using Student Achievement Data to Evaluate PreK–3rd Grade Teachers.”
Early Education Initiative
, New America Foundation, May 2013.

Brill, Steven.
Class Warfare: Inside the Fight to Fix America's Schools
. New York: Simon and Schuster, 2011.

Carr, Sarah.
Hope Against Hope: Three Schools, One City, and the Struggle to Educate America's Children
. New York: Bloomsbury Press, 2013.

Cohen, David K., and Susan L. Moffitt.
The Ordeal of Equality: Did Federal Regulation Fix the Schools?
Cambridge, MA: Harvard University Press, 2009.

Mathews, Jay.
Work Hard. Be Nice.: How Two Inspired Teachers Created the Most Promising Schools in America
. Chapel Hill, NC: Algonquin Books, 2009.

Mehta, Jal.
The Allure of Order: High Hopes, Dashed Expectations, and the Troubled Quest to Remake American Schooling
. New York: Oxford University Press, 2013.

Perlstein, Linda.
Tested: One American School Struggles to Make the Grade
. New York: Henry Holt, 2007.

Rhee, Michelle.
Radical: Fighting to Put Students First
. New York: HarperCollins, 2013.

An oil portrait of Catharine Beecher, c. 1830, when she was already—in her early thirties—America's first media-darling school reformer. American teaching had been a largely male profession, but as Beecher recruited well-bred young East Coast women to become pioneer teachers in the West, she helped transform teaching into acceptable work for middle-class ladies. She attacked male teachers as “intemperate … coarse, hard, unfeeling men, too lazy or stupid” to educate America's children.

(Harriet Beecher Stowe Center, Hartford, Connecticut)

A daguerreotype of Horace Mann, c. 1844, when he was the nation's first state secretary of education, in Massachusetts. Mann realized employing female teachers would save taxpayers millions of dollars due to women's lower wages. He idealized female educators not as academics but as “celestial” public servants motivated by Christian faith and moral purity.

(Massachusetts Historical Society)

An 1848 portrait of Susan B. Anthony, when she was a twenty-eight-year-old teacher at the Canajoharie Academy in upstate New York. She proudly wrote home about this plaid dress, wondering if her sisters, who did not earn their own wages, did not “feel rather sad because they are married and can not have nice clothes.” Anthony would soon travel across New York State organizing female teachers to demand equal pay.

(Department of Rare Books and Special Collections, University of Rochester)

Elizabeth Cady Stanton in 1856 with her daughter Harriot. Stanton was a wealthy woman who educated her seven children at home. She disdained the teaching profession as “a pool of intellectual stagnation” and hoped young women would soon be able to pursue more prestigious careers in law, medicine, and the clergy.

(Library of Congress)

Charlotte Forten in 1860 at the age of twenty-three. An affluent black woman born free in Philadelphia, Forten volunteered to teach in a one-room schoolhouse for emancipated slaves in the South Carolina Sea Islands. She helped inaugurate a tradition of privileged, highly educated African Americans serving the race through teaching. Forten called her time on St. Helena Island “a strange, wild dream”—one that challenged many of her pious preconceptions about lifting her people out of dependence and poverty.

(Getty Images)

Emancipated slaves working with cotton at Port Royal in the South Carolina Sea Islands, 1862. As part of the Port Royal Experiment, the Union initially offered the freedmen communal ownership of their former owners' land. But President Andrew Johnson ended the project in 1866, allowing former slave owners to return and reclaim their property. Many of the students Charlotte Forten taught became sharecroppers.

(Library of Congress)

W. E. B. Du Bois, the pioneering theorist and historian of African American education, who taught for one summer in a rural, black public school. He believed black teachers should be part of the college-going “talented tenth,” writing that teachers must “be broad-minded, cultured men and women, to scatter civilization among a people whose ignorance was not simply of letters, but of life itself.” In 1901 his critique of Booker T. Washington and strict vocational tracking for black children cost Du Bois an appointment to lead the colored public school system in Washington, D.C.

(Library of Congress)

Margaret Haley, leader of the nation's first teachers-only union, the Chicago Teachers Federation, founded in 1897. Called a “lady labor slugger” and accused of leading teachers and children into “sedition” and “revolt,” Haley understood that through an alliance with male, blue-collar organized labor, female teachers could better advocate for equal pay, the vote, and increased school funding.

(Chicago History Museum)

Ella Flagg Young, c. 1810–1815, when she was the superintendent of the Chicago public schools—the first woman in the United States to lead an urban education system. Young began her career as a teacher and fought vocational tracking based on IQ scores. Inspired by her mentor John Dewey, she argued, “In order that teachers may delight in awakening the spirits of children, they must themselves be awake”—meaning intellectually engaged and empowered by their work.