The present paper examines efforts by government and government agencies in England to prescribe and control the knowledge base of a teaching profession that has, under successive New Labour administrations since 1997, been subjected to "modernisation". A theoretical framework drawn from aspects of the work of Basil Bernstein, and of Rob…

The purpose of the study was to investigate whether Exemplary, Recognized and Acceptable schools differ in their school climates, as measured by the 10 dimensions of the Organizational Health Inventory. Significant differences were found on all 10 dimensions of the Organizational Health Inventory, with Exemplary schools out-performing Acceptable…

Prue Gill calls for a national English curriculum that appreciates the complex relationship between curriculum and assessment, one that is supported by strong government investment in professional learning, and one that will enable young people to imagine a different future from that which has been imagined for them by their elders.

The Supreme Court first affirmed the importance of academic freedom in 1957. Yet in subsequent cases, First Amendment precedent has displaced the concept of academic freedom to resolve disputes among competing interests on public campuses, primarily in favor of institutions. This paper draws on the concepts of path dependence and policy space to…

Members of the teaching profession have been assuming more responsibility for their own work and seeking professional self-governance. Legislation enacted by at least 33 states has legalized the rights of professionals to take part in making decisions about requirements for entering the teaching profession, as well as improving the performance of…

Outlines how a Colorado high school individualized a "packaged" instructional supervision system and increased student achievement and teacher autonomy while developing positive relationships among teachers, students, and administrators. (MD)

This paper argues that educational reform must view education in its broadest cultural context and avoid narrow aims. The current reform thrust is driven by conservative instincts and destined further to mechanize and routinize the teaching role. True reform would empower teachers as transformative intellectuals. (Author/MT)

An attempt to define the goals of teacher supervision discusses five premises of supervision that must shift if the goals are to include encouraging teachers to be reflective, thoughtful, and empowered. (Author/CB)

This interview with Ernest Boyer focuses on the role of the teacher. How a teacher envisions the professional role determines the degree of creativity, excitement, and freedom within that role. Teachers need to be very clear, singleminded, and determined about moving in a better direction. (MT)

Presents general problems with current conceptualizations of interprofessional education and practice. Identifies specific obstacles in implementing integration between disparate professional groups. Professional isolationist attitudes, nonsupportive organizations, lack of consumer awareness and demand, and the ineffective role of higher education…

Needed is a shift from more traditional, technical, scientific, management-based teacher supervision to methods that allow teachers to gain a greater understanding of the teaching process per se, such as clinical supervision. However, greater attention needs to be given to the philosophy and rationale of clinical supervision. (Author/DCS)

Analyzes the male response to anticipated loss of power as women continue to demand equality and equal power. Describes the scope of male power, and analyzes the importance of power to men in terms of the male sex-role stereotype. Hypothesizes some likely male responses to a loss of power. (BH)

Describes nine stages of a group therapist's development as he or she makes a career of conducting groups. Assumes that learning group therapy leadership is akin to learning a craft and that the how of group therapy leadership varies with the developmental phase of a particular group. (LLL)

In this brief response to Soltis's paper, Siegel argues that professional philosophers of education have no special obligation to focus on questions relevant to educational practice or to speak to any specific audience. Their sole obligation, rather, is to do credible philosophy of education, an obligation that requires autonomy from educationally…

Documents attempts to subvert academic freedom at the University of Washington between 1946 and 1954. (AEA)