Promoting and sustaining a quality teacher workforce / edited by Gerald K. LeTendre, Alexander W. Wiseman.

Format:

Book

Contributor:

LeTendre, Gerald K.

Wiseman, Alexander W., 1968-

Series:

International perspectives on education and society ; v. 27.

International perspectives on education and society, 1479-3679 ; v. 27

Language:

English

Subjects (All):

Teacher effectiveness.

Effective teaching.

Comparative education.

Physical Description:

1 online resource (526 p.)

Edition:

First edition.

Place of Publication:

Bingley, England : Emerald, 2015.

Summary:

Teacher effectiveness and teacher quality have become the focus of intense international attention and concern. Around the world, governments are modifying existing certification requirements or implementing value-added modeling in order to qualify teachers without planning for the long-term consequences of these actions. The book brings together scholars from multi-disciplinary and international backgrounds to address two critical areas: (1) what existing cross-national measures of teacher effectiveness and teacher quality are most promising, and how can these be aligned to maximize their research potential; and (2) what core constructs of teacher quality or effectiveness are missing, and how can cross-national research help identify these. Identifying both what is used and what is missing in the international and comparative analysis and reform of teacher quality is key to informing evidence-based educational policy formation around teacher quality.

Contents:

Cover; Title; Copyright; Contents; List of Contributors; Introduction: The Challenges of Teacher Effectiveness and Quality Worldwide; Abstract; Introduction; Convergence on Teacher Quality; Teacher Quality and National Accountability; Teacher Quality and Professional Accountability in a World Culture; What Do Nations Do?; Train and Provide Incentives; Test Students; Certify and Examine; What Problems Do Nations Encounter?; Converging on an Expanded Conception of Teacher Quality; Summary of Chapters; Moving Forward; Notes; References

The Unesco Institute for Statistics (UIS) Strategy on Teacher Statistics: Developing Effective Measures of Quantity and Quality in EducationAbstract; History of International Teacher Data Collections: Measuring Quantity and Quality; Statistics to Benchmark Progress Towards Achieving International Education Goals; The Role of Other International Data Collections on Teachers; What Type of Data Does the UIS Collect?; Teacher Characteristics: Who Are Teachers?; Age of the Teaching Force; Teachers and Gender; Teacher Attrition and Human Resource Projections to Achieve Universal Primary Education

Teacher Attrition and HIV/AIDSTeacher Nationality and International Mobility; Teacher Qualifications and Training: How Are Teachers Prepared?; Pedagogical Training; Highest Educational Level of Teachers; Additional Indicators of Teaching Quality; Teacher Class Sizes and Working Hours: How Are Teachers Deployed?; Pupil-Teacher Ratio (PTR); Average Class Size; Teaching and Working Hours; Double Shifting and Multigrade Teaching; Teacher Salaries and Incentives: How Are Teachers Remunerated?; Teacher Salaries; Additional Bonuses and Pay Incentives; Contract Teachers and Paraprofessionals

Moving Forward: Further Developing the International Framework on Teacher StatisticsNotes; References; Measuring Teachers' Professional Learning Activities in International Context; Abstract; Introduction; Background; Professional Learning Activities around the Globe; Characteristics of Effective Professional Learning Activities; Large-Scale International Studies; Methods; Results; Professional Learning Activities and Policy and Organizational Contexts; Survey Measures of Professional Learning Activities in International Studies; Discussion; Notes; Acknowledgment; References

Regimes of Teacher Beliefs from a Comparative and International PerspectiveAbstract; Introduction; Teacher Beliefs as an Ambiguous Construct; Core Cognitive Orientations of Math Teacher Beliefs; Are There Shared Core Beliefs of Math Teachers?; Two Explanatory Theories to Understand Teacher Beliefs in Comparative Context; Data and Method; Sample; Main Variables; TEDS-M Belief Indices; Hofstede's Power Distance Index; Results; Discussion; Conclusion; Notes; References; Appendix; Unpacking Teacher Differences in Didaktik and Curriculum Traditions: Trends from TIMSS 2003, 2007, and 2011; Abstract

Introduction

Notes:

Includes index.

Includes bibliographical references at the end of each chapters and index.

Print version record

ISBN:

9781784410162

1784410160