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摘要
摘要
With just 59 percent of teachers lasting more than four years on the job, the U.S education system is in grave jeopardy. In this new book, Farber argues that unless the problems of teachers stress and burnout are understood and addressed, it is unlikely that current efforts to restructure American education will be effective. Using case material, empirical data, public surveys, and the results from his own study of seven hundred New York public school teachers, Farber points to a widespread ambivalence in the United States towards the teaching profession. He shows how that ambivalence, coupled with increasing public criticism and low pay, often make the job of teaching untenable.
评论 (3)
出版社周刊评论
Low morale and a high rate of attrition in education today are symptoms of ``teacher burnout,'' according to Farber, director of the clinical psychology program at Teachers College, Columbia University. The quality of education is reduced as many potentially good teachers choose new career paths rather than tolerate negative factors--disrespect, criticism from parents, low pay, lack of appreciation. In a professional study, Farber presents case histories and interviews with teachers, documenting that teachers are at a seemingly overwhelming disadvantage against pressures ranging from violence to religious fundamentalism. The book's discouraging findings are supplemented with suggestions for remedies. (Apr.) (c) Copyright PWxyz, LLC. All rights reserved
Choice 评论
Farber has written a summary of the angry feelings of teachers about the public abuse that has intensified during the last 30 years. He describes "teacher burnout," a phenomenon he has studied in other occupations, chiefly psychotherapy. According to Farber, the root of burnout is the conviction that one's best efforts are unrecognized and unrewarded by clients, superiors, colleagues, or the public. That is why almost 50 of beginning teachers have left the field at the end of five years. These findings are supported by extensive surveys of teacher opinion and public opinion, plus some demographic information. Farber and his colleague, Leonard D. Wechsler, devote the second half of the book to long editorial treatments of teacher-bashing, of stereotyping, and of oversimplified "analyses" as offered in books by authors such as Holt and Kozol, in the press, in broadcasting, and in the movies. The tone here is that of the disillusioned, sometimes sarcastic, teacher who often dominates conversation in the teachers' room. Blaming school administrators, children, parents, and the general public, Farber sees no early solution to burnout, short of a basic reform of US social values. The book is a revealing glimpse for prospective teachers of part of what they may be getting into. -A. W. Foshay, emeritus, Teachers College, Columbia University
《图书馆杂志》(Library Journal )书评
Farber, a psychologist and former teacher, has provided a solid overview of the concept of teacher burnout. He combines discussions of past and current research with case studies illustrating the topic. Coverage includes sources of burnout, symptoms, public image of teachers and how it relates to burnout, and types of stressful teaching situations. The final chapter discusses some solutions which have been attempted and the problems associated with them. He also gives other suggestions for improvement. Broader in scope than Andrea Dworkin's Teacher Burnout in the Public School (SUNY Pr., 1987), this is a well-documented discussion of an important topic. An extensive bibliography is included. Recommended for academic and public libraries.-- Sharon L. Bostick, Univ. of Toledo Lib., Ohio (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.