Product Description

Schools are places of learning but they are also workplaces, and teachers are employees. As such, are teachers more akin to professionals or to factory workers in the amount of control they have over their work? And what difference does it make?

Drawing on large national surveys as well as wide-ranging interviews with high school teachers and administrators, Richard Ingersoll reveals the shortcomings in the two opposing viewpoints that dominate thought on this subject: that schools are too decentralized and lack adequate control and accountability; and that schools are too centralized, giving teachers too little autonomy. Both views, he shows, overlook one of the most important parts of teachers' work: schools are not simply organizations engineered to deliver academic instruction to students, as measured by test scores; schools and teachers also play a large part in the social and behavioral development of our children. As a result, both views overlook the power of implicit social controls in schools that are virtually invisible to outsiders but keenly felt by insiders. Given these blind spots, this book demonstrates that reforms from either camp begin with inaccurate premises about how schools work and so are bound not only to fail, but to exacerbate the problems they propose to solve.

Product Details

• Amazon Sales Rank: #600236 in Books
• Published on: 2006-03-31
• Number of items: 1
• Binding: Paperback
• 366 pages

From Library Journal
Advocates of school reform often decry an alleged lack of teacher accountability. Some critics propose more centralized control of teachers by administrative or governmental entities; others believe that schools need to be decentralized, with more local input from parents and community members. Ingersoll (sociology & education, Univ. of Pennsylvania) refutes both these views, using results from national surveys and his own field research. His data show that teachers already have too little say in key social aspects of school life, including disciplinary procedures and student tracking. It only makes sense, he argues, to give teachers more, not less, control over the areas for which they are held accountable. A teacher-turned-sociologist, Ingersoll contends that only those who work in a school can grasp the nuances of its organizational structure; outsiders, be they parents, bureaucrats, or politicians, should not dictate the distribution of power. While he makes a good case for increasing teacher involvement, his obvious sympathy for the teachers' point of view may undermine his credibility with those who see teachers as convenient scapegoats in the school-reform debate. Recommended for academic libraries.
Susan M. Colowick, North Olympic Lib. Syst., Port Angeles, WA
Copyright 2002 Reed Business Information, Inc.

Review
Ingersoll offers a significant contribution in theory, and he manages to answer questions about the distribution of power and control in schools in the United States.
--Pamela Anne Quiroz (Contemporary Sociology )

Ingersoll's book is both scholarly and eminently readable. As a well-argued plea for a fairer deal for teachers, it is timely...This is an important book which should be read by all those involved in the task of educating the next generation.
--Derek Gillard (Educational Review )

Review
Who Controls Teachers' Work? is about teachers' lives in their classrooms and the way that those lives are becoming more circumscribed. Looking at teachers in many different schools, Ingersoll reveals that life in classrooms is not a closed kingdom where teachers have authority over what gets taught and how. Rather, control of a classroom is nested within the decision-making powers of the principal, the school district, and the state, so that ultimately teachers are free largely to perfect their pedagogical technique--a freedom that is itself being limited by new national and local policies. This is a very important contribution to the study of teaching, in the real political world of schools.
--Barbara Schneider, Professor of Sociology, The University of Chicago, and coauthor, with Mihaly Csikszentmihalyi, of Becoming Adult: How Teenagers Prepare for the World of Work