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Schools Make Teachers: The Case of Teach For America and Teacher Training.

机译：学校造就教师：美国教学与教师培训案。

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摘要

Teach For America, founded by Wendy Kopp in 1991, now boasts nearly 25,000 alumni and 5,000 current teachers, known as corps members. The culture of Teach For America, which is built on these corps members, is a culture of achievement. They have completed college as high-achievers, so they typically expect that trajectory to continue in their future careers. Their past successes have led them to believe that if they work hard enough to overcome an obstacle, then they will succeed. At the outset of their two years in low-income classrooms, they accept the ethos of personal responsibility for their students' achievement. By the end of their two years, some - the achievers - have cemented their belief in personal responsibility, correlated with their own success (as measured by their students' increased test scores). Others - the strugglers - have lost their faith in hard work, test scores, and their own self-efficacy, blaming their failure on their own personality flaws or the deficiencies of their administrators and students.;What causes these disparate outcomes for what was initially such a homogeneous group? I argue that the organizational and cultural characteristics of particular schools either foster or undermine the corps members' culture of achievement through personal responsibility. These disparate school settings cause them to become achievers or strugglers. This dissertation focuses on the mechanisms that produce these outcomes, and their consequences for the corps members and students who experience them. Without the key supports, in other words, TFA teachers are likely to fail. With those supports, they are likely to succeed. While both groups consistently maintain a belief in teachers' personal responsibility for student achievement, the achievers use their experience of success to more firmly solidify this belief.;Specifically, schools that are disproportionately likely to produce achievers have administrators who are (1) readily available at all hours and able to answer corps member questions about the daily practices of teaching, (2) have specific, achievable, and adaptive goals for corps members that are based on standardized tests, and (3) foster a hierarchically representative socio-professional network for faculty. The corps members are highly likely to succeed in such a setting, which then leads to less overt racial conflict between students and teachers and generally better relationships overall. Corps members thrive in such a situation.;The schools that produce disproportionate numbers of strugglers also have administrators, but they are far removed from the teachers' classrooms, and provide little to no guidance on teaching. The administrators' goals seem unclear, fostering confusion and even fear amongst faculty, and their discourse blames teachers alone for any pedagogical failures. With only the educational training provided by TFA to fall back on in such a situation, the teachers quickly lose heart, blame themselves for failure, and become depressed and immobilized. They attempt to survive their two years in the classroom while planning their escape from teaching. They experience higher levels of interpersonal conflict and, at the end of their two years, they report that they have become more racist and more hopeless about the education system.
机译：由温迪·科普（Wendy Kopp）于1991年创立的“为美国而教”（Teach For America）现在拥有近25,000名校友和5,000名现任教师，被称为军团成员。建立在这些军团成员身上的美国教学文化是一种成就文化。他们已经以优异的成绩完成了大学学习，因此他们通常希望这种轨迹在他们的未来职业中得以延续。他们过去的成功使他们相信，如果他们努力工作以克服障碍，那么他们将会成功。在他们低收入教室的两年之初，他们接受了对学生的成就负个人责任的精神。到两年末，一些成就者巩固了对个人责任感的信念，这些责任感与自己的成功相关（由学生的考试成绩提高来衡量）。其他人-奋斗者-失去了对努力工作，考试成绩和自我效能的信心，将失败归咎于自身的人格缺陷或管理人员和学生的不足。造成这些不同结果的原因是什么？这样的同质群体？我认为，特定学校的组织和文化特征会通过个人责任来培养或破坏团员的成就文化。这些不同的学校环境使他们成为成就者或奋斗者。本文主要研究产生这些结果的机制，以及它们对体验它们的军团成员和学生的后果。换句话说，如果没有关键支持，TFA教师可能会失败。在这些支持下，他们很可能会成功。两组都始终坚持教师对学生的成就负个人责任的信念，而成就者则利用他们的成功经验来更坚定地巩固这一信念。;特别是，极有可能产生成就者的学校的管理人员很容易获得（1）在任何时候都能够回答团员有关日常教学的问题，（2）为团员提供基于标准化测试的特定，可实现和适应性目标，并且（3）建立具有等级代表性的社会专业网络为教师。军团成员极有可能在这种情况下取​​得成功，从而减少了学生和教师之间的明显种族冲突，总体上改善了人际关系。在这种情况下，军团成员会蓬勃发展。产生大量斗争者的学校也有管理人员，但与教师的教室相距甚远，几乎没有提供教学指导。管理者的目标似乎不明确，在教师中引起混乱甚至恐惧，他们的话语仅将教师的教学失败归咎于教师。在这样的情况下，只有TFA提供的教育培训可以使他们退缩，教师很快就会失去信心，为失败归咎于自己，并变得沮丧和固执。他们试图在课堂上度过两年，同时计划逃避教学。他们经历了更高程度的人际冲突，并且在两年结束时，他们报告说，他们对教育系统变得更加种族主义，更加绝望。

著录项

  • 作者

    Maloney, Patricia Ann.;

  • 作者单位

    Yale University.;

  • 授予单位 Yale University.;
  • 学科 Education Sociology of.;Education Teacher Training.;Sociology Organizational.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 268 p.
  • 总页数 268
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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