Reforming Teaching Globally

Editor: Maria Teresa Tatto*

Global Perspectives on Teacher Learning: Improving Policy and Practice

Authors: John Schwille*, Martial Dembélé in collaboration with Jane Schubert

La educacion magisterial: Su alcance en la era de la globalizacion.

Author: Maria Teresa Tatto*

La autora ofrece una visión del sistema educativo —y las relaciones de poder y autoridad que lo cubren— en la globalización, combinada con el análisis de las escuelas. En uno y en otros casos, los sujetos y actores de sus empeños intelectuales son los maestros, sus conocimientos y relaciones con el currículum, sus afanes de profesionalización y desarrollo, así como sus creencias y normas que rigen su práctica docente.

Comprehensive Teacher Induction: Systems for Early Career Learning

Author: Lynn Paine*

What does it take to meet the wide-ranging needs of beginning teachers? Based on a three-year study, the authors describe how comprehensive teacher induction systems can not only provide teacher support but also promote learning more about how to teach. For the past 10 to 25 years, induction programs in Shanghai, France, Japan, New Zealand, and Switzerland have provided well-funded induction support that reaches all beginning teachers, incorporates multiple sources of support, typically lasts two or more years, and goes beyond survival skills to promoting learning about teaching. ........(Description from the book cover)

Choosing Choice: School Choice in International Perspective

Editors: David Plank* & Gary Sykes* 

As the first cross-national comparative study on school choice policies, this volume features prominent scholars who analyze experiences in countries around the world -- England, Chile, South Africa, the Czech Republic, China, Australia, New Zealand, and Sweden. Together, they answer such important questions as: Why are policies that expand educational options being adopted in such a diverse set of countries? Why have governments in widely varying circumstances come to view school choice as an apt response to educational dilemmas? What have we learned about the impacts of these policies on existing educational systems and the quality of teaching and learning in the classroom? ...........(Description from the book cover)

Higher Education in the Developing World: Changing Contexts and Institutional Responses

Editors: David W. Chapman & Ann E. Austin*

Identifies five critical issues with which higher education institutions in the developing world must grapple as they respond to changing external contexts, offers examples of institutional responses to these issues, and considers these within a systems perspective which recognizes that each response impacts how institutions handle other critical issues. .......(Description from http://www.amazon.com)

New Paradigms and Recurring Paradoxes in Education for Citizenship: An International Comparison

Editors: Steiner-Khamsi, G., Torney-Purta J. M. & Schwille, J.*

Scholars in international comparative education are calling for a new paradigm - a multilevel qualitative analysis of cross-national data. In response, New Paradigms and Recurring Paradoxes in Education for Citizenship demonstrates the application of a multi-level analysis to qualitative data. .......(Description from the book cover)

Disability and Special Needs Education in an African Context

Authors: Susan Peters* & Robert Chimedza

This book provides a rare opportunity in Special Needs education and Disability studies in that it juxtaposes the experiences and knowledge of people living with the disabilities with that of teachers and scholars from universities. This provides multiple perspectives on each disability group. The authors problematise, interrogate and provide possible practical solutions to the issues they raise. The book is situated and contextualised in Zimbabwe but with a regional and international application. ......(Description from the book cover)

According to the Book: Using TIMSS to Investigate the Translation of Policy into Practice Through the World of Textbooks

Authors: Valverde, G.A., Bianchi, L.J., Wolfe, R.G., Schmidt, W.H.*, & Houang, R.T.*

According to the Book presents findings from the largest cross-national study of textbooks carried out to date - the curriculum analysis of the 1995 Third International Mathematics and Science Study (TIMSS). This study included a detailed, page-by-page, inventory of the mathematics and science content, pedagogy, and other characteristics collected from hundreds of textbooks in over forty countries. ........ (Description from the book cover)

Apartheid No More: Case Studies of Southern African Universities in the Process of Transformation

Editors: Mabokela, R. O.*, & King, K.L.

The South African higher education system has historically been characterized by racial and gender inequalities inherited from the discriminatory practices of the apartheid era. In response to the demise of apartheid in South Africa, educational institutions are engaged in efforts to redefine their mission to reflect values of the "New South Africa." In order to portray how institutions from divergent historical contexts are addressing the challenge to create new identities Mabokela and King include case studies on South Africa tertiary institutions involved in this transformation. (Description from http://www.amazon.com)

Why Schools Matter: A Cross-National Comparison of Curriculum and Learning

Authors: Schmidt, W.H.*, McKnight, C.C., Houang, R.T.*, Wang, H.*, Wiley, D.E., Cogan L.S.*, & Wolfe R.G.

What will it take for [U.S.] schools to provide world-class education in mathematics and science? This groundbreaking study of the curriculum-achievement connection in mathematics and science has important implications for what we teach and the standards we set in schools.

Why Schools Matter offers an in-depth examination of the information that came out of the TIMSS (Third International Mathematics and Science Study)... (Description from the book cover)

Política Educacional no Brasil: Caminhos para a Salvação Pública

Author: David N. Plank*

O Brasil ocupa uma posição pouco confortável junto aos principais países da América Latina, no que se refere a maioria dos índices de desenvolvimento educacional. Mesmo existindo um consenso sobre a gravidade dos problemas do ensino fundamental e uma grande variedade de propostas para solucioná-los, o problema persiste ao longo da história... (Description from the book cover)

Now We Read, We See, We Speak: Portrait of Literacy Development in an Adult Freirean-based Class

Authors: Purcell-Gates, V.* & Waterman, R.A.

It is a book for all teachers, teacher educators, and researchers who are interested in, and curious about, Freirean-literacy instruction. It focuses on adult literacy and adult literacy issues, but many of the resulting insights and highlighted principles are relevant to literacy learning at all ages. While this is not a “how to” book, up-close studies, such as what Purcell-Gates and Waterman have done here, of teaching and learning in process, provide important concrete examples for teachers who are on their own journey of development and change. (Description from the book cover)

Facing the Consequences: Using TIMSS for a Closer Look at U.S. Mathematics and Science Education

Authors: Schmidt*, W.H., McKnight C.C., Cogan, L.S.*, Jakwerth, P.M., & Houang, R.T.*

Facing the Consequences presents a perspective on US mathematics and science education that is developed from data gathered as part of the Third International Mathematics and Science Study (TIMSS). TIMSS is the most extensive and far-reaching cross-national comparative study of mathematics and science education ever attempted. It includes comparing official curricula, textbooks, teacher practices, and student achievements for many countries (from 20 to 50 countries, depending on the particular comparison)... (Description from the book cover)

The chapters in this edited volume provide summaries of the national case studies and highlight issues of current importance. An introductory chapter describes the study's theoretical framework and design and outlines themes and patterns found across countries. The introductory chapter also describes how these case studies contributed to the design of the instrument for phase 2 of the study, in which 140,000 students of age 14 were tested during 1999. The book gives educators and policy-makers cross-national information to enhance consideration of the role and status of civic education, especially in light of growing concerns about youth participation in democratic society... (Description from the book cover)

Many Visions, Many Aims (Vol.1): A Cross-national Investigation of Curricular Intentions in School Mathematics

Authors: Schmidt, W.H.*, McKnight, C.C., Valverde, G.A., Houang, R.T.*, & Wiley, D.E.

This book examines important features of curriculum policy across the TIMSS countries, especially the role of textbooks and curriculum guides. It also portrays similarities and differences in mathematics curricula in the succession of objectives across grades. Additionally, it details characteristics of the mathematics curriculum as embodied in textbooks and curriculum guides intended for select grades.

This book will be of interest to anyone concerned with mathematics education standards, curriculum policy, cross-national educational comparisons, and mathematics pedagogy... (Description from the book cover)

Many Visions, Many Aims (Vol.2): A Cross-National Investigation of Curricular Intentions in School Science

Authors: Schmidt, W.H.*, Raizen, S.A., Britton, E.D., Bianchi, L.J., & Wolfe, R.G.

The book examines important features of curriculum policy across the TIMSS countries, especially the role of textbooks and curriculum guides. It also portrays similarities and differences in science curricula in the succession of objectives across grades. Additionally, it details characteristics of the science curriculum as embodied in textbooks and curriculum guides intended for select grades.
This book will be of interest to anyone concerned with science education standards, curriculum policy, cross-national educational comparisons, and science pedagogy. ..(Description from the book cover)

The Means of Our Salvation: Public Education in Brazil, 1930-1995

Author: David N. Plank*

Brazil lags behind all but the poorest countries on most indices of educational development. There is near consensus on the nature and severity of the problems facing basic education and considerable agreement on what must be done to resolve them. Nonetheless, the problems persist; agreement has not produced the actions needed to bring about improvement... (Description from the book cover)

The University and the Teachers: France, the United States, England

Authors: Harry Judge, Lynn Paine*, Michel Lemosse, & Michael Sedlak*

This volume (286 pages) in the Oxford Studies in Comparative Education series explores a cross-national theme: the relationship between the university in each of the three countries and the education of teachers. It does so in a contrastive manner and by placing the central theme within the context of the history, politics, social structures and educational policies of France, the United States and Britain (with a particular emphasis on England)... (Description from the book cover)