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Informationen zum Autor Motoko Akiba is Professor of Education Policy in the Department of Educational Leadership & Policy Studies at Florida State University. Gerald K. LeTendre is Harry L. Batschelet Professor of Educational Administration at Pennsylvania State University and editor of the American Journal of Education . Zusammenfassung Handbook of Teacher Quality and Policy is a comprehensive resource that examines how teacher quality is conceptualized, negotiated, and contested, and teacher policies are developed and implemented by global, national, and local policy actors. Inhaltsverzeichnis Introduction: Conceptualizing Teacher Quality and Policy in a Global Context MOTOKO AKIBA AND GERALD K. LETENDRE SECTION I Disciplinary and Theoretical Perspectives on Teacher Quality 1 Socio-Emotional Learning and Teacher Quality GERALD K. LETENDRE 2 Individual Excellence vs. Collaborative Culture: Sociology of Professions and Professionalization of Teaching in the U.S. SAKIKO IKOMA 3 The Culture of Teaching: A Global Perspective JAMES W. STIGLER AND JAMES HIEBERT 4 Quality in Early Childhood Education: An Anthropologist’s Perspective JOSEPH TOBIN 5 Misdiagnosing America’s Teacher Quality Problem RICHARD M. INGERSOLL 6 Policies to Improve Teacher Quality VERONICA KATZ AND JAMES WYCKOFF SECTION II Transnational Teacher Policy and Practice: Global Actors and Networks 7 The OECD Program TALIS and Framing, Measuring, and Selling Quality Teacher™ TORE BERNT SORENSEN AND SUSAN L. ROBERTSON 8 Three Models of Global Education Quality: The Emerging Democratic Deficit in Global Education Governance HEINZ-DIETER MEYER, ROLF STRIETHOLT, AND DAVID YISRAEL EPSTEIN 9 Improving Teacher Quality, Status and Conditions: The Role of Teacher Organisations DENNIS SINYOLO 10 Teacher Unions and Teacher Quality NINA BASCIA 11 eTwinning: A Teacher Network in Europe ARJANA BLAZIC AND BART VERSWIJVEL 12 The Global Spread of Lesson Study: Contextualization and Adaptations CATHERINE LEWIS AND CHRISTINE LEE 13 Comparing Contract Teacher Policies in Two States of India: Reception and Translation of the Global Teacher Accountability Reform ARUSHI TERWAY AND GITA STEINER-KHAMSI 14 Teacher Quality in Gulf Cooperation Council (GCC) Countries: Translating Global Discourse to National Education Systems ALEXANDER W. WISEMAN, PETRINA M. DAVIDSON, AND JOSEPH P. BRERETON SECTION III Perspectives and Experiences of Teachers in Policy Contexts 15 A Difficult Relationship: Accountability Policies and Teachers—International Evidence and Premises for Future Research ANTONI VERGER AND LLUÍS PARCERISA 16 Assumptions and Implications of Adopting Educational Ideas from the West: The Case of Student-Centered Pedagogy in Turkey HÜLYA KOSAR ALTINYELKEN AND SEMIHA SÖZERI 17 Policy as a Context for Quality Teaching in China: Diversity, Teacher Adaptation, and Chinese Migrant Children LISA YIU 18 Educational Reform, Indigenous Communities, and Teachers’ Changing Work Roles TERRY WOTHERSPOON 19 Mentoring the Problematic: Context Matters ANDREA GALLANT AND PHILIP RILEY SECTION IV Comparative Research on Teachers and Their Work Contexts 20 When a Young Student Wants to Be a Teacher: Cross-National Differences in 15-Year-Old Students’ Expectations of Becoming a Teacher SOO-YONG BYUN AND HYUNJOON PARK 21 International Lessons in Teacher Education LINDA DARLING-HAMMOND, DION BURNS, CAROL CAMPBELL, A. LIN GOODWIN, AND EE LING LOW 22 Quality Assurance in Teacher Education and Outcomes: A Study of Seventeen Countries LAWRENCE INGVARSON AND GLENN ROWLEY 23 Effects of Job Motives...
