chapter  5
Teachers, Unions, and Commercialization
WithBeth M. Weiss
Pages 14

Ask an education major why he or she wants to be a teacher and the answers vary.1 Many will speak of their love of children; some mention a desire to foster learning; a commitment to helping future generations is often cited. The sweet song of summer vacations still calls to some. Whether the student is frivolous or scholarly, selling wrapping paper and writing grants for additional funding is never on this list. Yet, with funding shortfalls, teachers find themselves spending more and more time in extraneous fund development.