International Handbook of Teachers and Teaching

International Handbook of Teachers and Teaching

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Recent years have generated a huge increase in the number of research and scholarly works concerned with teachers and teaching, and this effort has generated new and important insights that are crucial for understanding education today. This handbook provides a host of chapters, written by leading authorities, that review both the major traditions of work and the newest perspectives, concepts, insights, and research-based knowledge concerned with teachers and teaching. Many of the chapters discuss developments that are international in scope, but coverage is also provided for education in a number of specific countries. Many chapters also review contemporary problems faced by educators and the dangers posed by recent, politically-inspired attempts to `reform' schools and school systems. The Handbook provides an invaluable resource for scholars, teacher-educators, graduate students, and all thoughtful persons concerned with the best thinking about teachers and teaching, current problems, and the future of education.
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Product details

  • Paperback | 1474 pages
  • 160 x 240 x 81.28mm | 2,364g
  • Dordrecht, Netherlands
  • English
  • Softcover reprint of the original 1st ed. 1997
  • 4 Illustrations, black and white; XXV, 1474 p. 4 illus. In 2 volumes, not available separately.
  • 9401060738
  • 9789401060738

Table of contents

Part I: Teachers. 1. The Changing World of Teachers; The Editors. 2. Perspectives on the Teaching Career; M. Huberman, et al. 3. Becoming a Teacher: Self and the Social Location of Teacher Education; R.V. Bullough, Jr. 4. The Life and Work of Teachers; I.F. Goodson. 5. Teaching as Women's Work; D.A. Spencer. 6. Feminism and the Teacher's Work; S. Delmont, A. Coffey. 7. Racialisation of Difference and the Cultural Politics of Teaching; B. Troyna, F. Rizvi. 8. Increasing the Racial and Ethnic Diversity of the U.S. Teaching Force; A.M. Villegas. 9. Towards a Social Understanding of Teachers: Swedish Positions and Experiences; S. Lindblad. 10. Teachers in the Transformation of the School System in German Unification; C. Handle. 11. Empowerment of the Powerless Through the Politics of the Apolitical: Teacher Professionalisation in Hong Kong; Kai-Ming Cheng, Suk-Ying Wong. 12. Teacher Unions and Teacher Professionalism in the U.S.: Reconsidering a Familiar Dichotomy; N. Bascia. 13. Coping with Reform: The Intermix of Teacher Morale, Teacher Burnout, and Teacher Accountability; A.G. Dworkin. 14. Recent Research on the Role of the Teacher; B.J. Biddle. 15. Research on Teacher Leadership: Assessing the State of the Art; M.A. Smylie. 16. Policy, Productivity, and Teacher Evaluation; E.R. House, S.D. Lapan. 17. Restructuring Teachers' Labour: `Troubling' Post-Fordism; S.L. Robertson. Part II: Teaching. 1. The Study of Teaching: Modern and Emerging Conceptions; TheEditors. 2. Understanding Student Thinking and Learning in the Classroom; G. Nuthall. 3. What Do Students Know? Facing Challenges of Distance, Context, and Desire in Trying to Hear Children; D. Loewenberg Ball. 4. Teaching for Understanding; P.C. Blumenfeld, et al. 5. Peer Cultures and Their Challenge for Teaching; B.J. Bank. 6. The Micropolitics of Teaching; J. Blase. 7. The New Politics of Teaching; P.W. Cookson, Jr., C. Shube Lucks. 8. The Changing Social Context of Teaching in Western Europe; J.H.C. Vonk. 9. The Changing Social Context of Teaching in the United States; L. Darling-Hammond, M. Bullmaster. 10. Teaching and Social Policy: Images of Teaching for Democratic Change; J. Smyth. 11. Teaching in Context: From Socialization to Redemption; P. Wexler. 12. Teachers As Innovators; J. Randi, L. Corno. 13. Teacher Learning: Implications of New Views of Cognition; R.T. Putnam, H. Borko. 14. Cultures of Teaching and Educational Change; A. Hargreaves. 15. A Bill of Goods: The Early Marketing of Computer-Based Education and Its Implications for the Present Moment; D.D. Noble. 16. Reform Efforts in American Schools: Will Faddism Continue to Impede Meaningful Change? T.L. Good, et al.
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