Teachers and Educational Reform
Bibliographic Data
| ID | 9730892 |
|---|---|
| Authors | Dee Ann Spencer (Arizona State University, corresponding author) |
| Year | 1996 |
| Volume | 25 |
| Issue | 9 |
| Pages | 15-40 |
| Publication date | 1996-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x025009015 |
| OpenAlex | W2094449440 |
| Language | EN |
| Citations received | 5 |
| References cited | 10 |
cannot but feel a sense of deja vu " (1989, p. 213). He was referring to a persistent, recurring theme which has been in existence since the 1830s demanding that teaching be rec-ognized as a profession. In 1986, recommendations to pro-fessionalize teaching focused on creating better and more qualified teachers through more education, certification requirements, and adherence to national standards. It was assumed that if teachers were more highly credentialed then public trust in them and in schools would be restored. As a result, teachers would gain status because they would be "professionalized." In September 1996, Herbst must have felt deja vu all over again when he read the recommendations of the National Commission on Teaching and America's Future to profes-sionalize teachers by setting higher standards and increas
Educational research · Mathematics education · Pedagogy · Political science · Sociology · Diverse Education Studies and Reforms · Education Systems and Policy · Educator Training and Historical Pedagogy · Psychology · Public Administration · Teacher Education and Leadership Studies
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,19 |
| Citation span | 2000 - 2012 (13) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |