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Chapter 15 Raising our heads: keeping a critical eye on policy and…
Chapter 15
Raising our heads: keeping a
critical
eye on policy and research (291-300)
Key word:
CRITICAL
Three main questions
WHY
teachers should take interest in education policy (292-293)
Reason 1: education policy may
harm
present or future
students
(292)
Reason 2: teachers need to
defend themselves
from
unreasonable criticism
claiming that their performance is inadequate (292)
Reason 3: teachers should be capable to
assess
the validity of the
policy
and the
researches
which it is based on (293)
WHAT
it means to be critical (294-297)
Problem-solving perspective
V.S.
Critcal
perspective
Problem-solving perspectives: focusing on applying pedagocical or/and management solutions to solve school prombles (294)
Critical perspecitves: being aware of schools' role in perpetuating social inequality, which indicates that school problems may not be easily solved by teachers (294)
Zirui's comment: Thrupp promote the
critical perspective
(294-299) and claims that the problem-solving perpective is "inadequate" (298)
Four instances where two perspectives are compared. The comparsison suggests that criitical perspecive shoule be promoted (294-297)
Why parent choose schools (294-295)
Problem-solving perspective
Popularity indicates quality but not supported by reseache (294)
Critical perspective
Popularity may have little to do with quality (294)
What makes a school and its teacher effective (295-296)
Critical perspective
Researches evaluating school effectiveness failed to reckon schools' limited power/ability to overcome schooling's social context (296)
How schools and teachers should be evaluated (296)
Critical perspective
The methods of school and teacher evaluatoin could be problematic (296)
Problem-solving perspective
Teachers and schools should do well in evaluatoin (296)
How much disadvantaged schools and their teachers can really be 'turned around' (297)
Problem-solving perspective
There are feasible strategies to for disadvantaged shcools and teachers to improve themselves (297)
Critical perspective
Improvment is possible while social context is hard to change (297)
HOW
should teachers respond (297-299)
Critical arguments on teacher and school quality do NOT lead to cultural deficit and defeatism (297-298)
Sugestions on what cirtical teachers can do fight against ineuality and inequity in education (298)