International Handbook of Teacher Quality and Policy

International Handbook of Teacher Quality and Policy

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Handbook of Teacher Quality and Policy is a comprehensive resource that examines how teacher quality is conceptualized, negotiated, and contested, and teacher policies are developed and implemented by global, national, and local policy actors. Edited by two of the leading comparative authorities in the field, it draws on the research and contributions of scholars from across the globe to explore five central questions: How has teacher quality been conceptualized from various disciplinary and theoretical perspectives?ã How are global and transnational policy actors and networks influencing teacher policies and practices? What are the perspectives and experiences of teachers in local policy contexts? What do comparative research studies tell us about teachers and how their work and policy contexts influence their teaching? How have various countries implemented policies aimed at improving teacher quality and how have these policies influenced teachers and students? The international contributors represent a wide variety of scholars who identify global dynamics influencing policy discourses on teacher quality and examine national and local teaching and policy environments influencing teacher policy development and implementation in various countries. Divided into five sections, the book brings together latest conceptual and empirical studies on teacher quality and teacher policies to inform future policy directions for recruiting, educating, and supporting the teaching more

Product details

  • Paperback | 648 pages
  • 178 x 254mm
  • Taylor & Francis Ltd
  • London, United Kingdom
  • English
  • 50 Line drawings, black and white; 1 Halftones, black and white; 49 Tables, black and white
  • 1138890782
  • 9781138890787

About Motoko Akiba

Motoko Akiba is Professor of Education Policy in the Department of Educational Leadership & Policy Studies at Florida State University. Gerald LeTendre is Harry L. Batschelet Professor of Educational Administration at Penn State University and editor of the American Journal of more

Table of contents

Dedication Introduction Chapter Section 1: Disciplinary and Theoretical Perspectives on Teacher Quality Chapter 1 Socio-Emotional Learning and Teacher Quality Gerald LeTendre Chapter 2 Individual Excellence vs. Collaborative Culture: Sociology of Professions and Professionalization of Teaching in the U.S. Sakiko Ikoma Chapter 3 The Culture of Teaching: A Global Perspective James W. Stigler, James Hiebert Chapter 4 Quality in Early Childhood Education: An Anthropologist's Perspective Joe Tobin Chapter 5 Misdiagnosing America's Teacher Quality Problem Richard Ingersoll Chapter 6 Policies to Improve Teacher Quality Veronica Katz, James Wyckoff ã Section 2: Transnational Teacher Policy and Practice: Global Actors and Networks Chapter 7 The OECD program TALIS and Framing, Measuring and Selling Quality Teacher Tore Bernt Sorensen, Susan Robertson Chapter 8 Three Models of Global Education Quality and the Emerging Democratic Deficit in Global Education Governance Heinz-Dieter Meyer, Rolf Strietholt, David Yisrael Epstein Chapter 9 Improving Teacher Quality, Status and Conditions: The Role of Teacher Organizations Dennis Sinyolo Chapter 10 Teacher Unions and Teacher Quality Nina Bascia Chapter 11 eTwinning - A Teacher Network in Europe Arjana Blazic, Bart Verswijvel Chapter 12 The Global Spread of Lesson Study: Contextualization and Adaptations Catherine Lewis, Christine Lee Chapter 13 Comparing Contract Teacher Policies in Two States of India: Reception and Translation of the Global Teacher Accountability Reform Arushi Terway, Gita Steiner-Khamsi Chapter 14 Teacher Quality in Gulf Cooperation Council (GCC) Countries: Translating Global Discourse to National Education Systems Alexander Wiseman, Petrina Davidson, Joseph Brereton ã Section 3: Perspectives and Experiences of Teachers in Policy Contexts Chapter 15 A Difficult Relationship-Accountability Policies and Teachers: International Evidence and Key Premises for Future Research Antonio Verger, Lluis Parcerisa Chapter 16 Assumptions and Implications of Adopting Educational Ideas from the West: The Case of Student-Centered Pedagogy in Turkey Hulya Kosar-Altinyelken, Semiha Sozeri Chapter 17 Policy as a Context for Quality Teaching in China: Diversity, Teacher Adaptation, and Chinese Migrant Children Lisa Yiu Chapter 18 Educational Reform, Indigenous Communities and Teachers' Changing Work Roles Terry Wotherspoon Chapter 19 Mentoring the Problematic: Context matters Andrea Gallant, Philip Riley Section 4: Comparative Research on Teachers and Their Work Contexts Chapter 20 When a Young Student Wants to be a Teacher: Cross-National Differences in Occupational Aspirations of Being a Teacher Soo-yong Byun, Hyunjoon Park Chapter 21 International Lessons in Teacher Education Linda Darling-Hammond, Dion Burns, Carol Campbell, A. Lin Goodwin, Ee Ling Low Chapter 22 Quality Assurance in Teacher Education and Outcomes: A Study of Seventeen countries Lawrence Ingvarson, Glenn Rowley Chapter 23 Effects of Job Motives, Teacher Knowledge and School Context on Beginning Teachers' Commitment to Stay in the Profession: A Longitudinal Study in Germany, Taiwan and the United States Sigrid Blomeke, Richard Houang, Feng-Jui Hsieh, Ting-Ying Wang Chapter 24 Teachers' Working Conditions: A Cross-National Analysis using the OECD TALIS and PISA data Guodong Liang, Motoko Akiba Chapter 25 Examining the Determinants, Issues, and Policy Implications of Indian Teacher Migration for the Indian Education System Rashmi Sharma Chapter 26 Teacher Efficacy Research in Global Context HaRam Jeon Chapter 27 Reimagining Teacher Quality for Quality Girls' Education in MENA Emily Anderson Section 5: Teacher Policy, Implementation Process, and Impacts Chapter 28 Teacher Quality and Teacher Education Policy: The U.S. Case and Its Implications Marilyn Cochran-Smith, Megina Baker, Stephani Burton, Molly Cummings Carney, Wen-Chia Chang, M. Beatriz Fernandez, Elizabeth Stringer Keefe, Andrew F. Miller, Juan Gabriel Sanchez, and Rebecca Stern Chapter 29 China's Free Teacher Education Policy Peter Youngs, Hong Qian, Sihua Hu, Xueying Ji Prawat Chapter 30 Learning to Teach in Ghana: Lessons from institution-based teacher education for the African context Kwame Akyeampong Chapter 31 Teach for Australia: What, who, why and how well? Sally Windsor Chapter 32 Instructional Coaching in Kenya: Supporting Teachers to Improve Literacy Outcomes Stephanie Simmons Zuilkowski, Benjamin Piper Chapter 33 School-based teacher professional development in East Africa: Emerging lessons from Kenya and Tanzania Jan Hardman Chapter 34 Instructional Guidance Infrastructure, Curricular Reform, and Teachers' Beliefs Related to Elementary Mathematics Instruction Megan Hopkins, Jim Spillane Chapter 35 Teacher Evaluation Reform in South Korea Nam-Hwa Kang Chapter 36 Eliminating the Stavka System in Kyrgyzstan: Rationale, Impact, and Resistance to Change in the Post-Soviet Era Gita Steiner-Khamsi, Raisa Belyavina Conclusion Chapter Bio Sketches Indexshow more