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Other studies include Sandra D
(1909)
A contemporary survey of teachers' academic expec tations in the early twentieth century can be found in Leonard Ayres
Frederick Rudolph, L. Cremin (1961)
The Transformation of the School: Progressivism in American Education, 1876-1957British Journal of Educational Studies, 10
N. Noddings (1988)
An Ethic of Caring and Its Implications for Instructional ArrangementsAmerican Journal of Education, 96
(1989)
Incentives and Rewards to Teaching
R. Prawat (1985)
Affective Versus Cognitive Goal Orientations in Elementary Teachers, 22
A. Moehlman (1974)
Inequality, A Reassessment of the Effect of Family and Schooling in America.JAMA Pediatrics, 128
Sandra Roberson, T. Keith, E. Page (1983)
Now Who Aspires to Teach?Educational Researcher, 12
(1983)
The Troubled Crusade: American Education
Some Moral Considerations on Teaching as a Profession
D. Mitchell, F. Ortiz, Tedi Mitchell (1983)
Work orientation and job performance : the cultural basis of teaching rewards and incentives
J. Piliavin, Hong-Wen Charng (1990)
Altruism: A Review of Recent Theory and ResearchReview of Sociology, 16
(1991)
Acts of Compassion: Caring for Ourselves and Helping Others
The crisis in teacher recruitment has focused attention on the public service ethic of teacher-education students. After reviewing existing conceptions of teacher service, we report findings from a multimethod study of more than 400 candidates for secondary education certification. Survey results show service aims to be potent factors attracting traditional college-age students to teaching, though somewhat less evident among nontraditional students. Interview data suggest that subjects interpret the service ethic chiefly in terms of promoting pupils’ academic and personal development—a relatively new idea best understood in the context of professionalization campaigns in education and other human service fields. However, students’ eagerness to assert teachers’ responsibility was seldom accompanied by serious thought on measurement of teaching outcomes. One challenge will be to encourage students to participate in ongoing discussions of teacher accountability and assessment without dampening the service ideals that have initially drawn them to teaching.
American Educational Research Journal – SAGE
Published: Jun 24, 2016
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