Public perceptions of the teaching profession
Concerns about the recruitment and retention of teachers have prompted recent studies into the status of teaching in several different countries. This paper analyses the findings of a survey designed to investigate public perceptions of the teaching profession in the UK. It was undertaken as part of a broader DfES‐funded longitudinal project that has been using a mixed methodology to explore individual teachers’ perceptions of their status, and the status of teaching as viewed by education stakeholders and the general public. Whilst the survey confirmed many previous findings about the way in which teaching is viewed, it also produced some surprises. First, 50% of respondents deemed teaching to be an attractive career, a higher percentage than expected. Second, men, especially older men, were more likely than women to see teaching as an attractive career. Third, the survey found no obvious differences in the comparative status accorded to primary and secondary teachers. This is in sharp contrast to the views of many writers in this field who have argued that traditionally the younger the children taught, the lower the occupational status of their teachers. Overall, the findings suggest a positive change in the public perceptions of teaching particularly amongst the younger age‐range.
New Labour's Policies for Schools: Raising the Standard?
Part 1: Setting the Scene: What is the problem? What is the Government's response to the problem? Part 2: Looking at Particulars: Target setting, inspection and assessment Curriculum initiatives The revised National Curriculum Early Years education Special educational needs and inclusion 14-19 and lifelong learning The teaching profession The role of local education authorities Choice, diversity and partnerships Disengagement, truancy and exclusion.
Therapist-case managers: more than brokers of services.
For satisfactory adjustment into the community, the long-term patient often needs assistance in dealing with a bureaucracy of agencies and departments. Some professionals have suggested establishing the role of case manager, but the case manager system is susceptible to becoming an impersonal bureaucracy itself. The author suggests that case management functions are part of the normal duties of a conscientious therapist, and that only through significant therapeutic involvement does a case manager acquire the in-depth knowledge of the patient to adequately assess his needs and facilitate the processes for meeting them. Thus the case manager should be not simply an intermediate broker of services but the patient's primary therapist. With the "therapist-case manager," the functions of therapy and case management would be combined. If therapists fail to do case management or to treat long-term patients altogether, this problem should be dealt with directly rather than simply by adding another member to the team.