International Handbook of Research on Teachers and Teaching

Softcover Nachdruck of the original 1. Auflage 2009
ISBN: 978-1-4899-7747-2
Verlag: Springer US

Buch, Englisch, Band 21, 1219 Seiten, Previously published in hardcover, Format (B × H): 155 mm x 235 mm, Gewicht: 1863 g

Reihe: Springer International Handbooks of Education

The International Handbook of Research on Teachers and Teaching provides a fresh look at the ever changing nature of the teaching profession throughout the world. This collection of over 70 articles addresses a wide range of issues relevant for understanding the present educational climate in which the accountability of teachers and the standardized testing of students have become dominant.

Zielgruppe

Research

Autoren/Hrsg.

Dworkin, Anthony Gary

Saha, Lawrence J.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

to the Handbook.- Introduction: New Perspectives On Teachers And Teaching.- to the Study of Teachers.- Teachers in History.- Trends in Research on Teaching: an Historical and Critical Overview.- Teacher Research and Teacher as Researcher.- The Dissemination of Knowledge about Research on Teachers, to the Teachers.- Social Science Theories on Teachers, Teaching, and Educational Systems.- Developments in Quantitative Methods in Research Into Teachers and Teaching.- Becoming a Teacher.- Teacher Preparation Programs.- Teacher Certification and Credentials: From a Focus On Qualification to a Commitment to Performance.- The Continuing Education of Teachers: In-Service Training and Workshops.- The Role of Mentors of Preservice and Inservice Teachers.- The Lifelong Learning Issue: The Knowledge Base Under Professional Development?.- The Characteristics of Teachers.- The Status and Prestige of Teachers and Teaching.- The Political Orientations of Teachers.- Dimensions of Quality in Teacher Knowledge.- Teachers' Values in the Classroom.- Footnotes to Teacher Leadership.- Sex Segregation and Tokenism among Teachers.- Teacher Behavior.- The Classroom as an Arena of Teachers' Work.- Teachers and Democratic Schooling.- Teachers and Parents.- Teacher Commitment.- Teachers' Beliefs about Student Learning and Motivation.- Teachers and the Politics of History School Textbooks.- Teachers' Emotion Regulation.- Principal and Teachers Relations: Trust at the Core of School Improvement.- Teacher Misbehaviour.- School Administrator Mistreatment of Teachers.- Teacher Life-Cycles.- Tracking Teachers.- Teachers' Work, Power and Authority.- Teachers as Professionals: Salaries, Benefits and Unions.- Teacher Burnout and Teacher Resilience: Assessing the Impacts of the School Accountability Movement.- Teachers and Promotion: Research Evidence on the Role of Gender, Career Intentions, Promotion Criteria and Teacher Satisfaction.- Teachers and Teaching in Comparative Perspective.- Teachers in Comparative Perspective.- Comparative Perspectives On Teachers, Teaching And Professionalism.- Teachers and Teaching in Eastern and Western Schools: A Critical Review of Cross-Cultural Comparative Studies.- Teachers and Teaching in Africa.- Greek Cypriot Teachers and Classroom Diversity: Intercultural Education in Cyprus.- Dimensions of Teaching.- Three Sides of Teaching: Styles, Models, and Diversity.- Creating Productive Learning Environments in Culturally Pluralistic Classrooms.- Justice in Teaching.- Ethics and Teaching.- Teacher Expectations and Labeling.- Teaching in Classrooms.- Teacher–Student Interaction.- Assessment and Examinations.- Classroom Management.- Teachers as Role Models.- Teaching in a Multicultural Classroom.- Teaching in Large and Small Classes.- Teaching and Learning in the Ict Environment.- Effective Teaching: an Emerging Synthesis.- Teaching and Nonverbal Behavior in the Classroom.- Teaching Specific Student Populations.- Teaching at the Secondary Level.- Teaching at Tertiary Level.- Teaching for Technical and Vocational Education and Training (TVET).- Teaching Students With Special Needs.- Teaching Gifted and Talented Children.- Teaching “at Risk” Students: Meeting Their Needs.- Teaching Indigenous Populations.- Single-Sex or Coeducational Classes.- Teaching and the Boy Problem.- The Teaching of Individual Subjects.- The Teaching of Reading.- Teaching History.- Teaching Mathematics.- Teaching Science.- Teaching About Political and Social Values.- Conditions for Promoting Moral and Prosocial Development in Schools.- Teaching a Second Language.-Teaching in Arts Education.- Research on Teaching Health and Physical Education.- Great Debates about Teachers and Teaching.- Keeping Track or Getting Offtrack: Issues in the Tracking Of Students.- High Stakes Testing and Teaching to the Test.- Value-Added Models of Teacher Effects.- Teachers and Teaching During Educational Restructuring and Reforms.- Grade Retention Redux: A Dissenting Perspective.- Teachers and Teaching in an Era Of Heightened School Accountability: A Forward Look.

Über Autor(innen)

Dr. Saha is a sociologist of education with 30 years experience in teaching and research. He has had extensive editorial experience. He was section editor (Sociology of Education) and contributor for the International Encyclopedia of Education, 2nd edition (Elsevier, 1994), and Editor of the International Encyclopedia of the Sociology of Education (Elsevier, 1997). His most recent work is The Untested Accusation: Principals, Research Knowledge, and Policy Making in Schools (Ablex Publishing Co., Westport Conn., 2002, with Bruce J. Biddle)). He currently is Editor-in Chief of Social Psychology of Education: An International Journal (Springer). Dr. Dworkin is a sociologist of education with 30 years experience in teaching and research. He is former chair of the Department of Sociology and has had close links with the Department of Education at the University of Houston. He is an expert on teacher burnout and has an international reputation. He is currently a member of the Sociology of Education Section He was the founder of Sociology of Education Research Group (SERG) at the University of Houston. He has published widely in the area of teacher burnout as reflected in two major publications, Teacher Burnout in the Public Schools (State University of New York Press, 1987) and Giving Up on School (Corwin/Sage, 1991, with Margaret D. LeCompte). Recently he has been conducting research on the affects and implications of standardized testing of achievement in Texas schools. Most recently, Dworkin and his SERG colleagues have prepared papers on TAAS performance and on retention in school for the Brown Center for Education Policy at the Brookings Institution in Washington, D.C. One each of his Brookings Institution papers were published in Diane Ravitch’s (editor) Brookings Papers on Education Policy: 2002 and John E. Chubb and Tom Loveless’ (editors) Bridging the Achievement Gap (2002).