Public education is in crisis. From the proliferation of reforms that support high-stakes testing and one-size-fits-all curricula to the overt privatization of schooling via the charter school movement, the system of public education in the United States is in dire need of repair. However, as many scholars, educators, and students have noted over the last century, public education has often—if not always—been in a state of constant crisis, reform, and hopeful repair. Parents, students, policymakers, and most recently the teachers, have been blamed for the failure of public education, though no viable, long-term solution has been successfully conceived and put into practice as long as there has been public schooling. This dissertation investigates teachers' daily work inside classrooms via blogs written by New York City public school teachers, and posits that 1) teachers, whose work provides the fulcrum around which all activity in a school revolves, have an important critique of policy to offer from the view of the classroom, and should be heard by policymakers; and 2) online spaces, and blogs in particular, provide a new venue by which to hear teachers' voices, which have long been both largely inaccessible due to the isolation inherent in teaching, and silenced by the policymaking process. This project is built on the acknowledgment that policymakers do not often consider teachers' voices in the policymaking process, but also on the hope that if enough voices are heard, they will have no choice but to listen.
|Commitee:||Brier, Stephen, Michelli, Nicholas, Perl, Sondra, Rousmaniere, Kate|
|School:||City University of New York|
|School Location:||United States -- New York|
|Source:||DAI-A 74/09(E), Dissertation Abstracts International|
|Subjects:||Education Policy, Communication|
|Keywords:||Blogs, Education reforms, New York City schools, Policy-practice gap, Public schools, Teachers|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be