| Abstrakt: |
This article focuses on specialization of the educators in field of elementary and secondary education. At least three major forces have taken this position: the national curriculum projects, the teacher certification agencies of the various states, and a large group of scholars in the disciplines. Interestingly, though, all three of these forces are outside the professional groups of common school educators; yet their opinions and deliberations are having a potent effect on developments within schools. Specialization for an elementary school teacher has typically been defined as a strong subject of matter background in one discipline. Class size has long been a focus of teacher complaint. Yet until recently much of the teacher's teaching could be done as well with large groups as with small. The real urgency of reducing class size is related to the increasing attempts to individualize and personalize instruction. Every classroom teacher, in any kind of school organization, must be a specialist in the art of providing a flexible environment for learning. |
