Her research interests include pre-service teacher preparation in evidenced-based classroom and behaviour management practices and programmes, transition planning for justice-involved youth, beginning teacher self-efficacy, and teacher education methods that can close the theory to practice gap.
Her research focuses on professional learning, mentoring and curriculum development in the context of teacher education. She has published numerous articles and books on these topics, and serves on national and international academic committees and editorial boards. Her work focuses on comparative teacher education, with much of her research examining teacher learning as situated practice.
She has studied teacher learning, mentoring, and professional development as policy, program and practice in several different national contexts, with particular interest in reform approaches in China and the US. She is currently engaged in examining the interaction of global and local discourses of teacher education and in a comparative study of the entailments of practice-based professional development. Fiona Patterson is a Principal Researcher at the University of Cambridge, UK and founding Director for the Work Psychology Group, an international research-led organizational psychology consulting practice.
Fiona has published widely in assessment, especially in relation to selecting for non-academic attributes, innovation and change in organizations. Katherina A. Her research and teaching interests include teacher education, social studies education, elementary and early childhood education and democratic education. Dr Payne's work as a teacher educator and researcher seeks to better prepare and support elementary teachers as democratic educators who create more equitable classrooms so that all students see themselves as able and active members of our democratic society.
Her passion is developing partnerships to prepare teachers for diverse, challenging settings — both urban and rural. In her current position as National Director and Dean of Teachers College at Western Governors University, Fran provides leadership in developing, delivering, and refining educator preparation programs that prepare more than 12, teachers across the United States, ensuring the curriculum and assessments are relevant, aligned with national and state standards, challenging, and comprehensive.
Fran grounds all of her work in her roots as an urban teacher in Miami Dade County Public Schools and her commitments to equity, excellence, and social justice. Partnering with faculty colleagues and school and district leaders throughout Cleveland, Fran helped to create a masters of urban secondary teaching — a residency program that expanded across districts and has endured at least one decade beyond initial funding.
Furthermore, she is the editor of the popular series — Advances in Research on Teaching published by Emerald Press. His research interests include comparative and international analyses of education policies related to teachers and evaluation.
Using sociological frameworks and both quantitative and qualitative approaches, his research focuses on the intersections of policy, context and individual backgrounds in shaping the recruitment, development and retention of effective teachers for marginalized students in the United States and internationally. She has written on student achievement and school choice, teacher pay-for-performance and incentives reforms, the global financial crisis and primary education in developing countries, teachers in comparative perspective, Education for All, and teacher salaries in Latin America.
She began her career teaching secondary English, and has worked as a literacy teacher educator and researcher in a number of Australian universities prior to taking up this appointment in She is particularly committed to the preparation of teachers for schools in rural and remote locations, where the issue of cultural and linguistic diversity is regularly overlooked as a key issue of social justice and equity for understanding and living in rural social space.
She is interested in post-structuralist theories of practice as a theoretical framework for rethinking teacher education for a diverse and changing society, and has written on English teaching, school transition, Indigenous teachers, teacher education and rural schooling.
She is currently University Academic Dean for Students, responsible for teaching, learning and the student experience. She has published extensively in the field of history of education, with a special interest in the history of the teaching profession. Teachers and their Professional Development in England and Wales — He teaches courses on peer-to-peer teacher knowledge networks and qualitative research methodology.
Teaching in Japan 53 Reference Books in International Education. But users prefer Development Education in Japan A Comparative Analysis of the Contexts . Teaching in Japan: 53 (Reference Books in International Education) file PDF Book only if you are registered here. And also You can download or read online all.
His empirical scholarship focuses on the ways teachers learn from their classroom experience. Specifically he looks at the way teachers think about the mediating effects of culture, class, gender, sexuality and social context on student learning. His theoretical scholarship explores the way pragmatic philosophy, feminist materialism, indigenous philosophy and critical race theory provide promising ways to think outside of necessary, but increasingly wearisome foundationalism vs anti-foundationalism debates in the social sciences.
His recent book with co-author Kathy Kinslow is entitled Resegregation as Curriculum Emma Rowett is a Psychologist at the Work Psychology Group, an international research-led organizational psychology consulting practice. Her key area of expertise is in early career selection for high stakes professions in the UK and internationally, with her work ranging across a variety of both private and public sector clients.
Matthew N. His research focuses on the moral work of teaching and teacher education, with publications appearing in Teaching and Teacher Education , Curriculum Inquiry and the Journal of Moral Education.
He is co-editor with Richard D. Her research addresses teaching across the career continuum, including teacher preparation, performance assessment of teachers, early career induction, teacher evaluation, teacher leadership, and National Board Certification. Her current work focuses on international policy studies in teacher development with a focus on China and assessing the development of equity-based dispositions for teaching. His research is focused on teacher education, specifically, physical education teacher education, youth development through wellness and physical activity, the impact of the outdoors on youth physical activity levels and narrative inquiry.
He has been recognized on a national and international level for both his research and his writing and has been invited to speak at local, national and international conferences.
His passion for physical education, and providing youth purposeful, developmental, movement opportunities continues to drive his research, teaching and service commitments. Her current research focuses on relational and female leadership in disadvantaged schools.
In , she received the Research Medal of Honour, awarded by the Education Association of South Africa in recognition of her research over the past ten years. Florence R. Her research interests include gender equity in STEM learning, the processes and outcomes of collaboration in computational learning environments for children, service learning and teaching in computational and STEM learning environments, and learning in online environments.
His work centers on understanding teaching quality. Currently, he is interested in the development [Page xxxviii] of teacher candidates and beginning teachers, and in policy sense-making in teacher reforms in national and international contexts. Besides representing a number of high-tech companies, she was involved in the use of technology and knowledge-based solutions to improve the quality of practice. Tamara left law to focus on K literacy education, technology-supported learning, and exceptional learners of all types.
She is inspired daily by her own exceptional learners, her two sons, who also strive to keep her aware of the latest technology. Such various discourses — neoliberal, multicultural, etc. Cummings, W.
Global Zinzai Ikusei Suishin Kaigi LeTendre, G. Lewis, C.
Oakes, J. Rohlen, T. Stevenson, H. Stigler, J. New York: The Free Press. Tsuneyoshi, R. New York: RoutledgeFalmer. New York: Routledge. She is presently a professor of comparative education at the Graduate School of Education, the University of Tokyo, and the head of the Center for Excellence in School Education.
She engages in comparative fieldwork, especially in Japan and the United States. She advises schools on international understanding education, and whole child education.
Okano and S. Boocock, Routledge. Email: tsuney p. Plan Japanese education: transformation and continuity. Formal education in Japan began with the adoption of Chinese culture , in the 6th century AD. Buddhist and Confucian teachings as well as sciences , calligraphy , divination and literature were taught at the courts of Asuka , Nara and Heian. Scholar officials were chosen through an Imperial examination system.
But contrary to China, the system never fully took hold and titles and posts at the court remained hereditary family possessions. The rise of the bushi , the military class, during the Kamakura period ended the influence of scholar officials, but Buddhist monasteries remained influential centers of learning. Since their influence could not be raised through war, they competed on the economic field. Their warrior-turned-bureaucrat Samurai elite had to be educated not only in military strategy and the martial arts, but also agriculture and accounting.