001479451 000__ 05350nam\a22008655i\4500 001479451 001__ 1479451 001479451 003__ DE-B1597 001479451 005__ 20231026035027.0 001479451 006__ m\\\\\o\\d\\\\\\\\ 001479451 007__ cr\un\nnnunnun 001479451 008__ 210830t20142013mau\\\\\o\\d\z\\\\\\eng\d 001479451 019__ $$a(OCoLC)1013955465 001479451 020__ $$a9780674726345 001479451 0247_ $$a10.4159/harvard.9780674726345$$2doi 001479451 035__ $$a(DE-B1597)213448 001479451 035__ $$a(OCoLC)979622401 001479451 040__ $$aDE-B1597$$beng$$cDE-B1597$$erda 001479451 0410_ $$aeng 001479451 044__ $$amau$$cUS-MA 001479451 072_7 $$aEDU034000$$2bisacsh 001479451 08204 $$a370.9173 2$$223 001479451 1001_ $$aBartlett, Lora, $$eauthor.$$4aut$$4http://id.loc.gov/vocabulary/relators/aut 001479451 24510 $$aMigrant Teachers :$$bHow American Schools Import Labor /$$cLora Bartlett. 001479451 264_1 $$aCambridge, MA : $$bHarvard University Press, $$c[2014] 001479451 264_4 $$c©2013 001479451 300__ $$a1 online resource (202 p.) :$$b3 line illustrations, 5 graphs, 3 tables 001479451 336__ $$atext$$btxt$$2rdacontent 001479451 337__ $$acomputer$$bc$$2rdamedia 001479451 338__ $$aonline resource$$bcr$$2rdacarrier 001479451 347__ $$atext file$$bPDF$$2rda 001479451 50500 $$tFrontmatter -- $$tPreface -- $$tIntroduction and Overview -- $$tPart one. The Count, Context, and Conditions -- $$t1 The Scope and Pattern of Overseas Trained Teachers in U.S. Schools -- $$t2 The Perfect Policy Storm -- $$tPart two. The Teachers and the Schools -- $$t3 Transnational Teacher Motivations and Pathways -- $$t4 Navigating Migration -- $$t5 A Tale of Two Schools -- $$tPart three. Implications -- $$t6 Teachers' Work -- $$t7 Transnational Teacher Migration -- $$tAfterword -- $$tAppendix. Investigating Teacher Migration -- $$tNotes -- $$tReferences -- $$tAcknowledgments -- $$tIndex 001479451 506__ $$aAccess limited to authorized users. 001479451 520__ $$aMigrant Teachers investigates an overlooked trend in U.S. public schools today: the growing reliance on teachers trained overseas, as federal mandates require K-12 schools to employ qualified teachers or risk funding cuts. A narrowly technocratic view of teachers as subject specialists has led districts to look abroad, Lora Bartlett asserts, resulting in transient teaching professionals with little opportunity to connect meaningfully with students. Highly recruited by inner-city school districts that struggle to attract educators, approximately 90,000 teachers from the Philippines, India, and other countries came to the United States between 2002 and 2008. From administrators' perspective, these instructors are excellent employees--well educated and able to teach subjects like math, science, and special education where teachers are in short supply. Despite the additional recruitment of qualified teachers, American schools are failing to reap the possible benefits of the global labor market. Bartlett shows how the framing of these recruited teachers as stopgap, low-status workers cultivates a high-turnover, low-investment workforce that undermines the conditions needed for good teaching and learning. Bartlett calls on schools to provide better support to both overseas-trained teachers and their American counterparts. 001479451 538__ $$aMode of access: Internet via World Wide Web. 001479451 546__ $$aIn English. 001479451 5880_ $$aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 30. 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