The Routledge International Handbook of Teacher and School Development
Edited by Christopher Day
Routledge – 2012 – 566 pages
The International Handbook of Teacher and School Development brings together a collection of research and evidence-based authoritative writings which focus on international teacher and school development. Drawing on research from eighteen countries across seven continents, the forty chapters are grouped into ten themes which represent key aspects of teacher and school development:
Each theme expertly adds to the existing knowledge base about teacher and school development internationally. They are individually important in shaping and understanding an appreciation of the underlying conditions which influence teachers and schools, both positively and negatively, and the possibilities for their further development.
This essential handbook will be of interest to teacher educators, researchers in the field of teacher education and policy makers.
Introduction Connecting Teacher and School Development: Policies, Practices and PossibilitiesChristopher Day Theme 1: Issues in Professionalism and Performativity Introduction Leslie N. K. Lo 1. Performing to Expectations: Teacher's Dilemma in East Asia and in Chinese Societies Leslie N. K. Lo, manhong Lai and Shuangye Chen 2. Performance Cultures of Teaching: Threat or Opportunity? Judyth Sachs and Nichole Mockler 3. Teaching as Profession…Are we there yet? A Lin Goodwin 4. Accountability vs Teacher Autonomy: an Issue of Balance M Ben-Peretz Theme 2: Conjecture and Disjuncture in Teachers' Work Lives Introduction Ciaran Sugrue 5. Warehousing the School House: Impact on Teachers' Work and Lives Sue Lasky 6. Work and Life of South American Teachers in Their Contexts Menga Ludke and Luiz Alberto Boing 7. Teachers’ Work and Lives: A European Perspective Maria A Flores 8. Teachers’ Work and Lives in Sub-Saharan Africa: Outsider Perspectives Ciaran Sugrue and Alicia Fentiman Theme 3 Reason and Emotion in Teaching Introduction Dan Liston 9. Changing the Story: Teacher Education through Re-Authoring their Narratives Mellony Graven 10. Growing Immigration and Multiculturalism in Europe: Teachers’ Emotions and the Prospects of Social Justice Education Michalinos Zembylas and Sharon Chubbuck 11. Presence in Teaching Carol R. Rodgers and Miriam Raider Roth 12. Learning as Devotional Practice: The Role of the Teacher Ann Game and Andrew Metcalf Theme 4 Schools in Different Circumstances: Contexts MakeA Difference Introduction Pat Thomson 13. Collaborative Inquiries into Literacy, Place and Identity in Changing Policy Contexts: Implications for Teacher Development Barbara Comber and Helen Nixon 14. Teachers, the Politics of the Governed and Educational Development: Insights from South Africa Brahm Fleisch 15. Local Context, Social Relations and School Organisation Ruth Lipton 16. The Politics of Teacher Development for an Indigenous People: Colonising Assumptions within Maori Education in Aotearoa, New Zealand Martin Thrupp and Carl Mika Theme 5 Student Voices in a Global Context: Rights, Benefits and Limitations Introduction Ruth Leitch 17. Critical Issues and Contexts of Student Voice In the United States Stephanie Serriere and Dana Mitra 18. Engaging Students in Research Relationships for School Reform Bill Atweh, Derek Bland, Kylie Smith and Ash Woodward 19. Students’ Views on Equity and Justice in India’s Schools Anita Rampal 20. Agency, Access, Silence and Ethics: How Young People’s Voices from Africa can Contribute to Social and Educational Change in Adult-Dominated Societies Susan Kiragu, Sharlene Swartz, Jeremiah Chikovore, Fibian Lukalo and Georgina Yaa Oduro Theme 6 Professional Learning and Development Introduction Anne Edwards 21. The Praxis of Expansive Learning in Teaching Wolf-Michael Roth 22. Policies and Practices for the Continuing Professional Development (CPD) of Teachers in South Africa and Namibia Kerry Kretchmar, John Nyambe, Maureen Robinson, Melanie Sadek and Ken Zeichner 23. Continuing Professional Learning in the Asia-Pacific Region: Tensions and Opportunities in Teacher Knowledge and the Governance of Education Joce Nuttal, Terri Seddon and Hien T. T Phan 24. The Professional Development of Teachers: European Perspectives Anne Edwards and Viv Ellis Theme 7 Innovative Pedagogies Introduction Allan Luke and Annette Woods 25. What Makes Teachers Effective? Profiles of Innovative Classroom Practice Alison Kington, Christopher Day, Pam Sammons, Elaine Regan, Eleanor Brown and Judyth Gunraj 26. Weaving As Frontload and Backend Pedagogies: Building Repertoires of Connected Learning Dennis Kwek 27. From New Media to Critical Media Literacies: Politics, Practice, and Pedagogy Korina Jocson and Jeff Share 28. Moving with the Times: Pedagogies for Mobile Students Robyn Henderson and Patrick A Danaher Theme 8 School Effectiveness and Improvement Introduction Tony Townsend 29. School Effectiveness Research, 1932 to Today, Including a Call for Future Research Sam Stringfield and Charles Teddlie 30. Using Educational Effectiveness Research to Improve the Quality of Teaching Practice B.P.M Creemers and Leonidas Kyriakides 31. Good Schools for Some but why not Better Schools for all? Sub-Saharan Africa in Transition Tom Bisschoff and Chris Rhodes 32. Capital Formation in the Futures Focused School: Indicators of a Breakthrough in School Improvement B Caldwell, D Loader, J Harris and Y Zhao Theme 9 Successful Schools, Successful Leaders Introduction Olof Johansson 33. Successful Schools Across North America: Meeting Challenges and Extending Opportunities in Canada and the United States Paul V. Bredeson, Carolyn J. Kelly and Hans Klar 34. Successful Schools – A European Perspective Katerina Norberg 35. Successful School Leadership in China Allan Walker and Quian Haian 36. Successful Schools, Successful Leaders: The Australian Case David Gurr Theme 10 Learning About Professional Communities: Their Practices, Problems & Possibilities Introduction Anne Lieberman 37. Learning Communities in Learning Schools: Developing the Social Capacity for Change Karen Seashore Louis 38. Deepening Learning in School-to-School Networks Louise Stoll, Judy Halbert and Linda Kaser 39. Sustaining Professional Learning Networks – The Australasian Challenge Susan Groundwater-Smith and Nicole Mockler 40. School Networks, Networked Learning and ‘Network Theory’ Mark Hadfield and Michael Jopling
Christopher Day is Professor of Education at the School of Education, University of Nottingham, UK.