National Survey of the Education of Teachers PDF Download
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Author: United States. National Survey of the Education of Teachers
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 272
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Book Description
Author: United States. National Survey of the Education of Teachers
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 272
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Book Description
Author: United States. Office of Education
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 934
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 52
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Book Description
Author:
Publisher:
ISBN:
Category : Vocational education
Languages : en
Pages : 182
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Book Description
Author: United States. Division of Vocational Education
Publisher:
ISBN:
Category : Vocational education
Languages : en
Pages : 1598
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Book Description
Author: Shalini Wadhwa
Publisher: Sarup & Sons
ISBN: 9788176255752
Category : Learning
Languages : en
Pages : 312
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Book Description
Author: Alina Marie Lindegren
Publisher:
ISBN:
Category : Counseling in higher education
Languages : en
Pages : 1192
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Book Description
![Catalogue of the Public Documents of the [the Fifty-third] Congress [to the 76th Congress] and of All Departments of the Government of the United States PDF](https://books.google.com/books/content/images/frontcover/19RQ4D_F634C?fife=w80-h100)
Author: United States. Superintendent of Documents
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 2662
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Book Description
Author:
Publisher:
ISBN:
Category : United States
Languages : en
Pages : 854
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Book Description
Author: Diana D'Amico Pawlewicz
Publisher: Rutgers University Press
ISBN: 1978808429
Category : Business & Economics
Languages : en
Pages : 260
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Book Description
In Blaming Teachers, Diana D'Amico Pawlewicz reveals that historical professionalization reforms subverted public school teachers' professional legitimacy. Policymakers and school leaders understood teacher professionalization initiatives as efficient ways to bolster the bureaucratic order of the schools rather than as means to amplify teachers' authority and credibility.
