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Principal abuse of power and principal abuse of teachers, which has been clearly documented by teachers in this book, may very well be the most significant underlying cause contributing to the decline of public education in America today. Abusive and incompetent public school administrators who treat teachers with anything less than the dignity and respect they deserve do so at the direct expense of teachers, their student populations, and the communities in which they reside. Throughout the interviews in this book, teachers give detailed accounts of how principals do not provide them with the administrative support needed to effectively teach and maintain discipline in their classrooms. They explain how they have been prevented from functioning optimally and how their best efforts to help their students have been frustrated. The inevitable results are dysfunctional, permissive, non-disciplinary school environments which produce a steady stream of students who leave school and enter mainstream society totally unequipped to take on the responsibilities of functioning adults.
For decades, the widespread condition of principal abuse of power has been hidden from public view. Throughout the book, teachers describe in detail, numerous examples of principal abuses they have personally witnessed and experienced, and how and why the situation remains unrecognized by the general public. Many teachers legitimately fear suffering repercussions for publicly speaking out about the problem. Consequently, parents have been almost completely unaware of its existence and the degree to which it affects their children's education. It is important to again emphasize, that the studies in this book are by no means a condemnation of all principals, and the positive contributions of good administrators have been fully recognized. The teachers who were interviewed for the educational studies in this text freely expressed their feelings regarding both good” and bad” principals for whom they had worked. However, the overall negative results of the studies unequivocally indicate that a crisis of major proportions may be present in many public school districts across America.
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Rosalyn Schnall is a retired teacher with thirty-five years experience in the Chicago Public School System. She holds a Bachelor of Education Degree from the University of Miami, FL. in Elementary Education, and holds additional Certification in Early Childhood Education. She completed thirty hours of Graduate work at Loyola University of Chicago, Graduate School of Education, Department of Curriculum and Instruction, which included a course in Survey Research Methodology.” During her years as a teacher, in addition to her regular education classes, she worked as a Home-Hospital teacher for the Chicago Board of Education for ten years, servicing sick, disabled, and terminally ill students, unable to attend school during the day. She also taught numerous extra programs during the week, which included both before and after-school Reading and Math Enrichment classes for the primary grades, as well as Saturday Academy classes. Her personal efforts were instrumental in opening an Extended Day Pre-Kindergarten Program at her overcrowded school. This program would accommodate preschool aged children who were excluded due to lack of space, the opportunity to receive an early childhood education by attending school at an alternate time. She taught this program for five years until it was closed. Her graduate work in Survey Research Methodology” provided her with the survey and interviewing skills required to conduct the educational study which became the basis for this book.Review:
"Rosalyn Schnall points a laser beam into the minds of teachers. I applaud her dedication to this project and urge everyone to read this like our children’s future depends on it It does." Karen Horwitz, M.Ed, author, White Chalk Crime
"As a retired superintendent, I believe that the author has made a monumental contribution to the field of education. This book should be required reading for every school board member and superintendent, because they have the ultimate power to stop such abuse of teachers." Armand A. Fusco, Ed.D., author, Betrayal of Children and the Public Trust, and former school superintendent
Finally, a book that speaks from the heart and real voice of education. The oppressive teaching conditions described by Chicago teachers resonate with the experiences of many New York City teachers, both tenured and untenured. This timely work is necessary reading for all educators, parents, elected officials, and higher education professionals in teacher preparation programs.” Priya Parmar, Ph.D., department of adolescence education-literacy, Brooklyn College-City University of New York, School of Education
An extraordinary achievement. A great service to parents and the community. At last, the public can learn about the chaos in these schools.” Mitchell H. Messer, M.A., L.P.C., author, Managing Anger and Anger Intelligence, and former consultant to Chicago Board of Education
Parents can never tell what a principal is really like from going to a Local School Council or PTA meeting. They are always on their best behavior.’ This book exposes the real story. A must read for every parent!” Sherry A. Kessel, M. ED., former Chicago teacher
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Book Description Goldenring Publishing, LLC, 2009. Condition: New. book. Seller Inventory # M0578005638
Book Description Goldenring Publishing, LLC, 2009. Paperback. Condition: New. Brand New!. Seller Inventory # VIB0578005638
Book Description Goldenring Publishing, LLC, 2009. Paperback. Condition: New. Seller Inventory # DADAX0578005638
Book Description Goldenring Publishing, LLC, 2009. Paperback. Condition: New. Never used!. Seller Inventory # P110578005638