Teaching as a Profession: The Rochester Case in Historical Perspective.

Murray, Christine E.

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Peer reviewed

ERIC Number: EJ453978

Record Type: Journal

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0017-8055

EISSN: N/A

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Teaching as a Profession: The Rochester Case in Historical Perspective.

Murray, Christine E.

Harvard Educational Review, v62 n4 p494-518 Win 1992

A case study of the Rochester (New York) school district illustrates the changes in teaching as a profession during three periods: (1) 1900-10, the growth in urban schools; (2) 1960-70, the rise in activism and teacher militancy; and (3) the 1980s, educational reform and teacher professionalization on the national agenda. (SK)

Descriptors: Contracts, Educational Change, Educational History, Educational Trends, School Districts, Teacher Associations, Teacher Militancy, Teaching (Occupation), Urban Schools

Publication Type: Journal Articles; Information Analyses

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: New York (Rochester)

Grant or Contract Numbers: N/A

Author Affiliations: N/A