Demoralized
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A01=Doris A. Santoro
A23=Davis C. Berliner
affirmation
Age Group_Uncategorized
Age Group_Uncategorized
Author_Doris A. Santoro
automatic-update
Category1=Non-Fiction
Category=JMJ
Category=JNKH
classroom collaboration
COP=United States
Delivery_Delivery within 10-20 working days
eq_bestseller
eq_isMigrated=0
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Language_English
PA=Available
philosophical inquiry
philosophy
Price_€20 to €50
professional ethics in teaching
PS=Active
reflection
school environment
school leadership
softlaunch
teacher dissatisfaction
teacher morale
teacher turnover
teacher unions
values
Product details
- ISBN 9781682531327
- Weight: 303g
- Dimensions: 149 x 226mm
- Publication Date: 28 Feb 2018
- Publisher: Harvard Educational Publishing Group
- Publication City/Country: US
- Product Form: Paperback
- Language: English
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Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay offers a timely analysis of professional dissatisfaction that challenges the common explanation of burnout. Featuring the voices of educators, the book offers concrete lessons for practitioners, school leaders, and policy makers on how to think more strategically to retain experienced teachers and make a difference in the lives of students.
Based on ten years of research and interviews with practitioners across the United States, the book theorizes the existence of a “moral center” that can be pivotal in guiding teacher actions and expectations on the job. Education philosopher Doris A. Santoro argues that demoralization offers a more precise diagnosis that is born out of ongoing value conflicts with pedagogical policies, reform mandates, and school practices. Demoralized reveals that this condition is reversible when educators are able to tap into authentic professional communities and shows that individuals can help themselves.
Detailed stories from veteran educators are included to illustrate the variety of contexts in which demoralization can occur. Based on these insights, Santoro offers an array of recommendations and promising strategies for how school leaders, union leaders, teacher groups, and individual practitioners can enact and support “re-moralization” by working to change the conditions leading to demoralization.
Based on ten years of research and interviews with practitioners across the United States, the book theorizes the existence of a “moral center” that can be pivotal in guiding teacher actions and expectations on the job. Education philosopher Doris A. Santoro argues that demoralization offers a more precise diagnosis that is born out of ongoing value conflicts with pedagogical policies, reform mandates, and school practices. Demoralized reveals that this condition is reversible when educators are able to tap into authentic professional communities and shows that individuals can help themselves.
Detailed stories from veteran educators are included to illustrate the variety of contexts in which demoralization can occur. Based on these insights, Santoro offers an array of recommendations and promising strategies for how school leaders, union leaders, teacher groups, and individual practitioners can enact and support “re-moralization” by working to change the conditions leading to demoralization.
Doris A. Santoro is an associate professor of education and chair of the Education Department at Bowdoin College.
