Citation

Shea M, Ceprano M. Kappa Delta Pi Rec. 2013; 49(1): 4-8.

Copyright

(Copyright © 2013, Kappa Delta Pi, International Honor Society in Education, Publisher Informa - Taylor and Francis Group)

DOI

10.1080/00228958.2013.759849

PMID

unavailable

Abstract

In this article the authors reason that current reform efforts in education--such as those fueled by Race to the Top (www2.ed.gov/programs/racetothetop) or the Common Core Standards (www.commoncorestandards.org)--emphasize the need to improve teacher preparation programs in ways that ensure graduates are ready for the realities in today's diverse classrooms. The wide range of students' interests, needs, cultural backgrounds, and languages are influential variables that present both challenges and opportunities for teachers; this is the reality in America's ever-expanding pluralistic society. The authors make the argument that it is a mistake to lay the sole responsibility for a child's success or failure in school solely with the teacher while ignoring other influential variables, such as the child's home, community, and cultural background. In this era of high-stakes testing, stakeholders such as education-minded politicians, administrators intent on proving students' adequatete yearly progress, and parents who may not know how to support their child's academic development are looking to teachers for the answers. Each often acts as a bully--putting the task of educating the nation's children solely on the shoulders of classroom teachers. The article warns that there are no silver bullets to fix educational dilemmas and that bullying with bureaucratic and punitive measures only undermines initiative and enthusiasm, which are essential qualities of well-prepared dedicated teachers. The authors close by saying that the bystanders need to confront the bullies and make them back off.

Language: en