Reading 7

American Education by Joel Spring
Chapter 7 Power and Control at State and National Levels

There seems to be this large disconnect in my mind about the need for federal money. Considering the small percantage that schools get from federal money I can't understand why they are then willing to turn over so much of their control over education decisions to a distant federal government. Class discussion: what would schools be willing to give up to deny federal aid? Are people willing to accept the money for fear of the perceived beliefs of them if they would not? So if a state doesn't take money for Title IX would the schools and state be labelled misogynist? Regardless of reality? Has society created a false conciousness about the need for federal money and more importantly about the ACCEPTANCE of federal money??


I understand the reluctance to tie school and teacher income to student performance, HOWEVER our current economy is set to incentives and frankly there are few incentives for a teacher to move beyond what is required. Pay is based on experience alone and someone who comes in exactly on time and leaves and soon as the bell rings but worked 5 years longer can make $10,000 more per year than a teacher who puts in far more hours and dedication. This lack of incentive and lack of pay is one of the main reasons teachers have for job dissatisfaction and intent to quit. (This is what I wrote my paper on).

I woul dbe curious to find out what broad scope of education choices DOESN'T negatively affect minority students and low SES dispproportionately. There isn't a SINGLE thing listed in this book that covers what HELPS minority students and LOW SES. I think that Spring needs to spend more time giving alternatives than tearing down what is available. I don't find it productive and frankly possibly even more damaging. This is like tearing down a house with no plans for where to live next. After reading this book I find that Spring is constructing these students as beyond hope. The discourse he uses does more damage toward hope for these students than I believe he intends.

American Education by Joel Spring
Chapter 8 The Profession of Teaching

I'm not really sure how to respond to this chapter. Teachers are the most needy, narcissistic, boisterous occupation I know. What other job gives away Teacher of the Year awards (in every community in the nation), continually fighting suggestions to preofessionalize (continuing education like accountant...who don't make terribly more than teachers mind you) and refusing to fire and reprimand professionals who are not behaving appropriately (and this includes even teachers who have been foung with child pornography on their computers).

One wonders why I'm in the field of education I am sure. It is because I love learning. I love sharing that thirst for knowledge with others. I unfortunately find that TEACHERS are what holds the school-prison identity together and TEACHERS are the ones who are most likely to let go of that. I think many teachers want little docile prisoners and they create a social construct of the obedient citizen as their reasoning for they treatment of students.

What are teachers really willing to do to earn the salary they think they deserve? Matched hour for hour, tenure for tenure, benefit by benefit teachers are some of the best paid professionals in the nation.

I think one of the best things schools could do is be more transparent with applicants. (This is also based on the paper i just wrote). School Administrative pressures are the most sizeable predictor in our study for job dissatisfaction. Unfortunately, teachers do not know about how the adminsitrators deal with expectations until it is too late. I think a social network where teachers could rate administrators and their own schools would be invaluable.