The Teacher Workforce and Problems of Educational Equity
The Teacher Workforce and Problems of Educational Equity
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教师队伍与教育公平问题
DOI：
10.3102/0091732x09356099
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发表时间：
2010
影响因子：
6.4
通讯作者：
Lora Bartlett
中科院分区：
文献类型：
--
作者：
J. Little;Lora Bartlett
在本章中，我们考察了近几代教师队伍和教师职业的发展。我们把我们的出发点从流行的教育公平问题的持久的政策话语的角度来看，不仅询问教学如何在近几十年来的演变，但更具体地说，这种演变是如何重要的教育机会的分配和教育成果的形状。这一领域可以说是很大的，案文必然反映了关于重点和重点的某些选择。与本书的总体内容一致，我们主要关注工业化国家的状况和教师作为旨在纠正持续不平等问题的政策的对象。我们承认，但没有深入到广泛和复杂的机构，以课堂为基础的研究，定位问题的公平教师的教学实践，他们与学生和家庭的关系，以及他们持有的期望低收入，少数民族，或特殊需要的学生（Delpit，1996年;霍林斯和古兹曼，2005年; Ladson-Billings，1999年; C。D. Lee，1995年;在描述教师队伍问题时，我们的文章也反映了我们对美国政策条件和研究活动的熟悉程度高于其他地方。然而，通过回顾国际报告和研究，我们努力在复杂的国际环境中找到美国的发展，这表明教育和公共政策中存在明显的制度同构（Meyer & Ramirez，2000; Wiseman，2010 [本卷]），同时也保留了显着的地方差异（Anderson-Levitt，2003）？我们的观点主要是社会学的，但
this chapter, we examine developments in the teacher workforce and in the occupation of teaching across recent generations. We take our point of departure from the perspective of prevailing policy discourse on enduring problems of educational equity, asking not only how teaching has evolved in recent decades but more specifically how that evolution has mattered to the distribution of educational opportunity and the shape of educational outcomes. This terrain is arguably large, and the text necessarily reflects certain choices regarding focus and emphasis. Consistent with the overall volume, we focus principally on conditions in industrialized nations and on teachers as the object of policies intended to remedy problems of persistent inequity. We acknowledge but do not delve into the extensive and complex body of classroom-based research that locates issues of equity in teachers' pedagogical practices, their relationships with students and families, and the expectations they hold of low-income, minority, or special-needs students (Delpit, 1996; Hollins & Guzman, 2005; Ladson-Billings, 1999; C. D. Lee, 1995; Weinstein, 2002).1 In characterizing teacher workforce issues, our essay also reflects our deeper familiarity with the policy conditions and research activity in the United States than elsewhere. However, by reviewing international reports and studies, we have made an effort to locate American developments in a complex international landscape that demonstrates a visible institutional isomorphism in education and public policy (Meyer & Ramirez, 2000; Wiseman, 2010 [this volume]) while also preserving significant local variations (Anderson-Levitt, 2003) ? Our perspective is largely sociological, but