Bokus
Harry F. Wolcott - Teachers Versus Technocrats, Häftad

Häftad, Engelska, 2003

Teachers Versus Technocrats

Av Harry F. Wolcott

687 kr

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Beskrivning
In Teachers Versus Technocrats, author Harry Wolcott draws on his dual perspective as an educator and an anthropologist to provide a unique and penetrating look at the dynamics of a federally funded research and development project and to analyze what happened when university researchers and school district administrators attempted to introduce an experimental planning and evaluation system in an operating school district. Based on three years of research in which Wolcott uses a variety of anthropological field techniques, this study into the school's SPECS (School Planning, Evaluation, and Communication System) program reveals insight into the project's impact on teachers and administrators and analyzes the basic cultural patterns and relationships among educators. Originally published in 1977, this new edition includes an updated preface by the author and should be valuable to educators and anthropologists alike.
Produktinformation
  • Utgivningsdatum: 2003-07-01
  • Mått: 150 x 229 x 22 mm
  • Vikt: 413 g
  • Format: Häftad
  • Språk: Engelska
  • Antal sidor: 276
  • Förlag: AltaMira Press
  • Medarbetare: Max G. Abbott
  • ISBN: 9780759105270
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Mer om författaren

Harry F. Wolcott (1929-2012) was professor emeritus in the Department of Anthropology at the University of Oregon and a leading author in anthropology and research methods. Wolcott's major works include anthropological studies of American education: Teachers Versus Technocrats and The Man in the Principal's Office: An Ethnography. He also wrote extensively on fieldwork and writing: Transforming Qualitative Data; The Art of Fieldwork; Ethnography: A Way of Seeing; and Writing Up Qualitative Data and is the author of the more recent Sneaky Kid and Its Aftermath: Ethics and Intimacy in Fieldwork (all published by AltaMira Press).

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Wolcott's characteristic 'left-to-the-jaw' style of humor enlivens this important and pessimistic account of the unbelievable stressful things that educators do to educators in the process of innovation and development. This book surely must be read by every educator, whether teacher or technocrat, whether of higher education or common school sort, now under siege by quality-eschewing, quantifying, input-output budgeting systems, and their legislator proponents.

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