Abstract
This chapter continues the use of the Jungian framework to analyze some of the other important stakeholders that bear on TEM. Specifically, it looks at the properties and roles of teachers and teachers’ unions. The chapter shows that both teachers and unions are not equally developed in all of the Jungian quadrants. This lack of equal development significantly affects our ability as a society to lower the achievement gap between upper, middle class and poorer children.
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Notes
Waddock, Sandra, Not By Schools Alone, Sharing Responsibility for America’s Education Reform, Praeger, Westport, Conn., 1995, p 15.
Johnson, Susan Moore, Finders and Keepers, Helping New Teachers Survive and Thrive in Our Schools, Jossey-Bass, San Francisco, 2004.
Loveless, Tom (ed.), Conflicting Missions, Teachers Unions and Educational Reform, Brookings, Washington, DC, 2000.
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© 2013 Ian I. Mitroff, Lindan B. Hill, and Can M. Alpaslan
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Mitroff, I.I., Hill, L.B., Alpaslan, C.M. (2013). The Charter Schools of the Future—Possible Designs. In: Rethinking the Education Mess: A Systems Approach to Education Reform. Palgrave Pivot, New York. https://doi.org/10.1057/9781137386045_5
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DOI: https://doi.org/10.1057/9781137386045_5
Publisher Name: Palgrave Pivot, New York
Print ISBN: 978-1-349-48110-1
Online ISBN: 978-1-137-38604-5
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