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Schoolteacher: A Sociological Study Paperback – May 1, 2002

ISBN-13: 978-0226493534 ISBN-10: 0226493539 Edition: Second Edition

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Product Details

  • Paperback: 308 pages
  • Publisher: University Of Chicago Press; Second Edition edition (May 1, 2002)
  • Language: English
  • ISBN-10: 0226493539
  • ISBN-13: 978-0226493534
  • Product Dimensions: 8.5 x 5.3 x 0.8 inches
  • Shipping Weight: 12 ounces (View shipping rates and policies)
  • Average Customer Review: 4.0 out of 5 stars  See all reviews (4 customer reviews)
  • Amazon Best Sellers Rank: #430,054 in Books (See Top 100 in Books)

Editorial Reviews

Review

"It is a rare experience to read a book that is at once so comprehensive, so inclsive, and so compelling.... [A] classic.... It is 'must' reading for anyone even remotely associated with teaching." - Egon G. Guba, Educational Administration Quarterly; "[S]ome of the most trenchant, unique, and helpful research ever done on the profession of teaching and the dynamics of the school as an organization.... A thorough digestion of the text should give readers countless insights and understandings about the behavior of teachers and the ways in which teachers respond to proposals for change." - Robert L. Larson, Teachers College Record; "Lortie shows an unusual understanding of the patterns of practice and belief that distinguish teachers from other workers.... [A] perceptive study of the thoughts, aspirations, and frustrations of teachers everywhere." - Helen D. Wise, NEA Journal

From the Inside Flap

Upon its initial publication, many reviewers dubbed Dan C. Lortie's Schoolteacher the best social portrait of the profession since Willard Waller's The Sociology of Teaching. This new edition of Lortie's classic-including a new preface bringing the author's observations up to date-is an essential view into the world and culture of a vitally important profession.

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Most Helpful Customer Reviews

18 of 21 people found the following review helpful By egidseg@mhv.net on July 10, 1998
Format: Paperback
Mr. Lortie has written a study that cuts to the heart of the teaching profession. He analyzes the overt and subliminal messages that teachers are bombaded with from the first day that they enter the profession. I recommend this book to teachers and those interested in understanding the unique social structure that we call "school"
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4 of 4 people found the following review helpful By Flo on January 5, 2012
Format: Paperback Verified Purchase
This is a book you have to read if you are interested in education and schools. It is a classic and, although it was written more than 35 years ago, it is still an important reference to understand the practice of teachers in schools.
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3 of 4 people found the following review helpful By Lam Chi Tak on April 2, 2008
Format: Paperback
It is almost a text definitely to read in the research of Teacher Education. You can find a lot of writer cited this remarkable research in their articles or books. I hope more similar sociological research can be found in different cultures to explore school teacher life.
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6 of 10 people found the following review helpful By nmpettitt on February 21, 2012
Format: Paperback Verified Purchase
This book was assigned for one of my doctoral classes in Education. I recommend it ONLY if it is used as a historical document, not as a reflection of the state of teaching or education in the U.S.

It was originally written in the early 1970's, and little (if anything) has been updated for the 2nd edition. Therefore, Dr. Lortie cites data from sociological studies conducted in the 1950's and 1960's. Much has changed in U.S. society in the last 50+ years, but Dr. Lortie's language surrounding women and other minority groups remains extremely outdated. During our reading, my classmates' and my reactions alternated between shock, offense and laughter; we were simply uncertain how to respond to such an outdated text being presented to us (and presenting itself) as a "current" document.

A few examples include poor language choices (e.g., calling single women teachers over a certain age "spinsters," p. 96), and outdated data leading to outdated conclusions (e.g, when discussing teachers' engagement in the profession on p. 93, Lortie writes, "Inspection of the distribution reveals that few women, single or married, become deeply involved in their twenties; they seem to be hedging their bets if single and if married awaiting the arrival of a child or a change in their husband's status (e.g., completion of training)...It seems that commitment to work expands when women conclude that they will remain single (Peterson 1956)). There are many more examples, but for the sake of time and space, I will leave it at these.

Again, this book contains some useful information -- if it is read and positioned properly: as a historical document only. Thus, my recommendation is to read -- and assign -- with caution.
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