Teacher Education 2012 (US)tandfbis.s3.amazonaws.com/rt-media/catalogs/... · 19. Local Context,...

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teacher education

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New Titles and Key Backlist 2012

The Routledge International Handbook of Teacher and School DevelopmentEdited by Christopher Day, University of Nottingham, UK

This handbook brings together a collection of research and evidence-based authoritative writings which focus on teacher and school development internationally. It provides a seminal, ‘state-of-the-art’ critical review of teacher and school development which touches upon and discusses issues at both policy and practice levels.

The handbook is built around a central core of ten themes, each of which has a dedicated editor, who will present a critical overview of the theme. Each theme represents a key issue in the field.

The highly regarded section editors are drawn from Ireland, Sweden, Australia, China, the UK and the USA and the contributors are from Australia, China, USA, Cyprus, Sweden, South Africa, India, South America and Portugal.

This coherent and well constructed handbook will be of interest to Teacher Educators, researchers in the field of Teacher Education and policy-makers.

ConTenTS: Part 1: Issues of Professionalism and Performativity 1. Performance Cultures of Teaching 2. Teaching as Profession 3. Performing to Expectations Part 2: What Being an effective Teacher Really Means 4. Teacher Effectiveness 5. What Being an Effective Teacher Really Means 6. Presence in Teaching Part 3: What Successful Schools Look Like 7. Successful Schools Across North America 8. School Leadership in Successful Schools 9. Successful School Leadership in China 10. Successful Schools in Australia Part 4: Innovative Pedagogies 11. Modelling, Coding and Measuring the Act of Teaching 12. Weaving and the Question of ‘Asian Pedagogies’ 13. Scripting Video Production Korina Jocson 14. Moving with the Times Part 5: Teachers’ Work and Lives 15. Teachers’ Work and Lives 16. Work and Life of South American Teachers in their Contexts Part 6: Schools in Different Circumstances 17. Collaborative Inquiries into Literacy, Place and Identity 18. Teachers, the Politics of the Governed and Educational Development 19. Local Context, Social Relations and School Organisation 20. The Politics of Teacher Development for an Indigenous People Part 7: Student Voices in a Global Context 21. Student Voice in the United States of America 22. Engaging Students in School Reform 23. Students’ Views on Equity and Justice in India’s Schools 24. Voices from the Streets Part 8: Communities of Practice, Learning Communities 25. Learning Communities in Learning Schools 26. Deepening Learning in School-to-School Networks 27. Sustaining Professional Learning Part 9: Professional Learning and Development 28. The Praxis of Expansive Learning in Teaching 29. Continuing Professional Development of Teachers in Namibia and South Africa 30. Continuing Professional Learning for Australian Teachers 31. The Professional Development of Teachers Part 10: School effectiveness and Improvement 32. School Effectiveness Research to Improve the Quality of Teaching 33. Using Educational Effectiveness Research 34. From Good Schools for Some to Better Schools for All 35. Futures Focused Planning and School Improvement

September 2011: 246 x 174: 400pp

Hb: 978-0-415-66970-2: $220.00

A seminal, ‘state-of-the-art’

critical review of teacher and school

development which touches upon and discusses

issues at both policy and practice levels.

For more information, please visit: www.routledge.com/9780415669702

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www.routledge.com/education Cover Image © Shutterstock 2012

Welcome to Routledge

Teacher EducationNew Titles and Key Backlist 2012

conTEnTsTeacher Quality & School Development Series . . . . . . . . . . . . . . . . . . . . . . . . . . 2Teaching Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Research and Study of Teacher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Related Journals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Order Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Back of Catalog

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Passionate About Education

TEachER QUaliTy & school dEvElopmEnT sERiEs 2

complimentary Exam copy

e-inspection new in paperback

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Series Editors: Christopher Day, University of Nottingham, UK and Ann Lieberman, Columbia University, USA

With the continuing concerns of governments worldwide about teacher quality, raising standards and student well-being and citizenship, the series provides coherent, authentic, thoughtful and communicative portraits of the contexts and conditions for understanding and enhancing teacher quality and school development. The aim of this series is to bring together, disseminate and communicate original and authoritative experience and research which will ‘speak to’ teachers, teacher educators, other researchers and other research user communities.

The New Lives of TeachersChristopher Day and Qing Gu, both at University of Nottingham, UK

Drawing upon a variety of academic disciplines this book explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research.

2010: 234 x 156: 240ppHb: 978-0-415-48459-6: $140.00Pb: 978-0-415-48460-2: $47.95eBook: 978-0-203-84790-9

For more information, visit: www.routledge.com/9780415484602

NEW

Self-study and Inquiry into PracticeLearning to Teach for Equity and Social Justice in the Elementary School Classroom

Linda Kroll, Mills College, California, USA

Self-study and Inquiry into Practice describes how inquiry can contribute to effective teaching in urban settings. The use of inquiry and self-study as a way of thinking about, understanding and developing one’s practice and one’s teaching supports teachers’ continued inspiration and resilience, enabling them to teach all children effectively in the face of very challenging circumstances. Using rich examples and case

studies of how pre-service teachers and beginning teachers have used inquiry to learn from demanding urban placements, Kroll shows the importance of using inquiry and self-study in learning to teach and also in continuing to learn as one teaches. Inquiry is a useful way to understand what students understand and what they learn from our teaching, self-study reminds us of the power and responsibility we have to ensure that all our students achieve their highest potential.

This book aims to help teachers and teacher educators: overcome the ‘wash out effect’ of teacher education when teaching in challenging circumstances; learn to ask questions and to pose questions to themselves; learn to think about difficult theory in a way that will be useful to them in the moment; make inquiry stance a ’habit of mind’; and be empowered as experts in investigating and improving their own practice.

March 2012: 234 x 156: 168ppHb: 978-0-415-60069-9: $155.00Pb: 978-0-415-60070-5: $44.95eBook: 978-0-203-15310-9


Teacher Quality & School Development Series

TEachER QUaliTy & school dEvElopmEnT sERiEs 3

Browse and order online: www.routledge.com/education

NEW

Teacher Education Around the WorldChanging Policies and Practices

Edited by Linda Darling-Hammond, Stanford University, USA and Ann Lieberman, Columbia University, USA

The leading international contributors to this book describe the systemic policies and practices of teacher education in eight high-achieving countries and how they are dealing with teacher quality, equity, and the changing global society. Among the countries that are doing well – Finland, Singapore, the Netherlands, the UK, Hong Kong, Canada, Australia and the USA – there is an interesting diversity of

policies and practices that support their changes in education, including: emphasis on the preparation, induction, support and assessment of new teachers; focus on teacher retention, teachers’ professional knowledge and continuing professional development; and curriculum change and critical policies.

In addition the chapters highlight the local cultural imperatives that influence and shape the preparation of quality teachers and make change both possible and problematic.



The Teacher and the WorldA Study of Cosmopolitanism as Education

David T. Hansen

In The Teacher and the World, David T. Hansen provides teachers with a way to reconstruct their philosophies of education in light of these conditions. He describes an orientation toward education that can help them to address both the challenges and opportunities thrown their way by a globalized world. Hansen builds his approach around cosmopolitanism, an ancient idea with an ever-present and

ever-beautiful meaning for educators. The idea pivots around educating for what the author calls reflective openness to new people and new ideas, and reflective loyalty toward local values, interests, and commitments.

The author draws widely on the work of educators, scholars in the humanities and social sciences, novelists, artists, travellers and others from both the present and past, as well as from around the world. These diverse figures illuminate the promise in a cosmopolitan outlook on education in our time.

2011: 234 x 156: 176ppHb: 978-0-415-78331-6: $155.00Pb: 978-0-415-78332-3: $29.95eBook: 978-0-203-80332-5


Teacher Quality & School Development Series

You can now follow Routledge Education on

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TEaching pRofEssional dEvElopmEnT 4



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NEW

Teaching as a Design ScienceBuilding Pedagogical Patterns for Learning and Technology

Diana Laurillard, University of London, UK

Teaching is changing. It is no longer simply about passing on knowledge to the next generation. Like other design professionals – architects, engineers, programmers – teachers have to work out creative and evidence-based ways of improving what they do. Yet teaching is not treated as a design profession.

Every day, teachers design and test new ways of teaching, using learning technology to help their

students. Sadly, their discoveries often remain local. By representing and communicating their best ideas as structured pedagogical patterns, teachers could develop this vital professional knowledge collectively.

From this unique perspective on the nature of teaching, Diana Laurillard argues that a twenty-first century education system needs teachers who work collaboratively to design effective and innovative teaching.

February 2012: 229 x 152: 272ppHb: 978-0-415-80385-4: $130.00Pb: 978-0-415-80387-8: $39.95


NEW

Confronting Marginalisation in EducationA Framework for Promoting Inclusion

Kyriaki Messiou, University of Hull, UK

This timely book provides guidance and illustrative examples of the ways in which primary and secondary schools can include all of their students in the academic and social experiences they provide. Developed around a framework that practitioners and researchers can use in order to understand and address marginalisation, the author’s approach takes account of the views of children and young

people throughout. This framework consists of a unique four-step process:

•Step1:Openingdoors:Enablingvoicestoemerge.

•Step2:Lookingclosely:Bringingconcernstothesurface.

•Step3:Makingsenseoftheevidence:Sharingdatawithlearners.

•Step4:Dealingwithmarginalisation:Encouraginginclusive thinking and practice.



NEW

Creating Meaningful Inquiry in Inclusive ClassroomsPractitioners’ Stories of Research

Edited by Phyllis Jones, University of South Florida, USA, Teresa Whitehurst, Independent Research Consultant, UK and Jo Egerton, Research Project Co-ordinator for The Schools Network, UK

Creating Meaningful Inquiry in Inclusive Classrooms shows how practitioners can engage in a wide range of educational research and explores its value to the practice of teaching and learning. It introduces the Accessible Research Cycle (ARC), an understandable and meaningful framework for classroom and school-based inquiry for educators. This supports practitioner inquiry and validates the role of the practitioner as both practitioner and researcher. The book offers guidance to practitioners on how to use the ARC using familiar language with accompanying illustrative examples from inquiry carried out in special educational settings. It promotes meaningful participation within the inquiry process for all students.

May 2012: 234 x 156: 160ppHb: 978-0-415-67616-8: $155.00 • Pb: 978-0-415-67617-5: $42.95eBook: 978-0-203-11267-0




NEW IN 2012

Exemplary Teachers’ of Students in PovertyFair Go Team

Locating itself in international debates about education and poverty and reports on the Priority Schools Program project conducted in Australia into the work of a number of teachers who were successful at engaging students from poor backgrounds, the book aims to:

•sharethesuccessfulclassroompracticesoftheteachersas a way of offering hope to educators, that opportunities can be opened for students benefit academically and socially from their schooling

•considerandanalysethediversityandcomplexityoflifein schools serving disadvantaged communities encouraging readers to gain a deeper understanding of the different issues, constraints and teaching perspectives across these contexts

•explorethewaysthattheseexemplaryteachersconstructclassroom relationships to cater for their diverse groups of students

•emphasisethecomplexityofauthenticpedagogyandtoappreciate the myriad solutions that have a shared feature in terms of the teachers’ commitment to matters of equity and social justice.

September 2012: 234 x 156: 224ppHb: 978-0-415-53156-6: $160.00Pb: 978-0-415-53157-3: $48.95


NEW

Professional CapitalTransforming Teaching in Every School

Andy Hargreaves, Boston College, USA and Michael Fullan

’This important book makes it clear that teaching stands at a crossroads between policy decisions that will help create a great profession for all teachers, or ones that will make teaching robotic and unexciting-hurting student learning for years to come.’ – Dennis Van Roekel, President, National Education Association

In this latest and most important collaboration, Andy Hargreaves

and Michael Fullan set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching. It includes action guidelines for classroom teachers, administrators, schools and districts, and state and federal leaders.

April 2012: 234 x 156: 240ppHb: 978-0-415-62458-9: $125.00Pb: 978-0-415-62457-2: $35.95

This title is only available from Routledge in the UK, Europe, Asia, Australia and New Zealand


NEW

Peer-Group Mentoring for Teacher DevelopmentEdited by Hannu Heikkinen, Paivi Tynjala and Hannu Jokinen

Peer-Group Mentoring for Teacher Development introduces and contextualises for an international audience, a new model for teachers’ professional development; Peer Group Mentoring, (PGM). It is based on the constructivist view of learning, the idea of shared expertise, and the ‘Model of Integrative Pedagogy’ which emphasises the integration of different forms of expert knowledge in professional development.

This book explores the theoretical and practical background for developing the peer-group mentoring model, and provides important contextual information about the Finnish school system in which it was conceptualised, and also about teacher education. It presents several empirical studies on applying the PGM model with primary and secondary school teachers in different school contexts, and outlines future challenges; examining peer-group mentoring in the framework of wider practice architectures of teacher education.

April 2012: 234 x 156: 208ppHb: 978-0-415-52936-5: $160.00 • Pb: 978-0-415-52937-2: $51.95 • eBook: 978-0-203-11592-3





companion website

NEW

Practice What You TeachSocial Justice Education in the Classroom and the Streets

Bree Picower, Montclair State University, USA

Practice What You Teach follows three different groups of educators to explore the challenges of developing and supporting teachers’ sense of social justice and activism at various stages of their careers: White pre-service teachers typically enrolled in most teacher education programs, a group of new teachers attempting to integrate social justice into their teaching, and experienced educators who see their teaching

and activism as inextricably linked.

Teacher educator Bree Picower delves into each of these group’s triumphs and challenges, providing strategies and suggestions for all teachers along with her in-depth analysis.

May 2012: 229 x 152: 144ppHb: 978-0-415-89538-5: $125.00 Pb: 978-0-415-89539-2: $36.95eBook: 978-0-203-11825-2


NEW IN 2012

Schools Performing Beyond ExpectationsAlma Harris, Institute of Education, University of London, UK and Andy Hargreaves, Boston College, USA

This book draws upon the findings from the Beyond Expectations Project – explored over twenty education sites across three countries – to see how the best school districts, local authorities and school systems perform beyond expectations (PBE). Chapters cover:

•The PBE Effect – what is known about exceptional performance and what are the common themes and ideas about PBE within education.

•PBE Systems – how systems become and remain high performing across an entire nation, state or province.

•PBE Districts – the strategies, approaches, techniques that districts and local authorities use to secure PBE.

•PBE Schools – how schools in different sectors and in different cultures achieve PBE and how this might inform and assist other schools.

A final chapter concludes the book by identifying action guidelines for developing and delivering PBE change that can assist other schools, districts and systems.

September 2012: 216 x 138: 176ppHb: 978-0-415-69230-4: $135.00Pb: 978-0-415-69231-1: $35.95


NEW

Teachers as Researchers (Classic Edition)Qualitative Inquiry as a Path to Empowerment

Joe L. Kincheloe, Formerly McGill University, Canada

Teachers as Researchers urges teachers – as both producers and consumers of knowledge – to engage in the debate about educational research by undertaking meaningful research themselves.

This book suggests that they also reflect on and challenge the reductionist and technicist methods that promote a ’top down’ system of education. It argues that only by engaging in complex, critical research will teachers rediscover their professional status, empower their practice in the classroom and improve the quality of education for their pupils.

Now re-released to introduce this classic guide for teachers, this new edition now also includes an introductory chapter by Shirley R. Steinberg that sets the book within the context of both the subject and the historical perspective. In addition, she also provides information on some key writing that extends the bibliography of this influential book thereby bringing the material fully up to date with current research.

January 2012: 234 x 156: 304ppHb: 978-0-415-68656-3: $155.00 • Pb: 978-0-415-68657-0: $48.95 • eBook: 978-0-203-80155-0




NEW

The Teacher’s Reflective Practice HandbookBecoming an Extended Professional through Capturing Evidence-Informed Practice

Paula Zwozdiak-Myers, Brunel University, UK

This Handbook guides you through studying your own teaching for personal development, evaluating your lessons through classroom research, and enhancing the quality of pupil learning. It offers an innovative framework which serves to prepare you for the challenges and complexities of the classroom environment, and supports the continuing

improvement of your teaching.

Underpinned by key theoretical concepts and contemporary research within the field of education, chapters help you to: systematically evaluate your teaching through classroom research procedures; question personal theories and beliefs, and consider alternative perspectives and possibilities; try out new strategies and ideas to maximise the learning potential of all students; and enhance the quality of, and continue to improve, your teaching.

May 2012: 246 x 174: 232ppHb: 978-0-415-59757-9: $155.00Pb: 978-0-415-59758-6: $41.95eBook: 978-0-203-11873-3


NEW IN 2012

Teaching and Learning from WithinA Core Reflection Approach to Bringing out the Best in Education

Edited by Fred Korthagen, Utrecht University, the Netherlands, Younghee M. Kim and William L. Greene, both at Southern Oregon University, USA

How can teachers grow into more natural and authentic role models for promoting the excitement of learning with their students? How can they draw the best out of their students and support their human potential?

This book addresses these significant questions through the lens of a process called Multi-Level learning, or Core Reflection. This approach supports the essential role of authenticity in the development of the whole person and shows how personal and professional growth can become connected in a deep learning process.

Bringing together theory, research, and practice on using the Core Reflection approach, this book bridges a critical gap between the inward and the outward dimensions of teaching and leadership and advocates for a greater measure of attention to the inner lives of students and teachers.

October 2012: 229 x 152: 192ppHb: 978-0-415-52247-2: $135.00Pb: 978-0-415-52248-9: $44.95eBook: 978-0-203-12140-5


What Expert Teachers DoEnhancing Professional Knowledge for Classroom Practice

John Loughran, Monash University, Australia

Internationally respected teacher educator John Loughran argues that teachers’ knowledge of what they do is largely tacit and often misunderstood. In this book, he distils the essence of professional practice for classroom teachers who want to become really accomplished practitioners.

2010: 234 x 156: 240ppPb: 978-0-415-57967-4: $46.95eBook: 978-0-203-85147-0


Not available for purchase from Routledge in Australia




companion website

Teaching in a Nutshell Navigating Your Teacher Education Program as a Student Teacher

Clare Kosnic and Clive Beck, both at Ontario Institute for Studies in Education, University of Toronto, Canada

This text is designed to help student teachers develop an approach to teaching that is both theoretical and practical. Focused on key aspects of teaching, it recommends seven research-based priorities for teaching and teacher education.

2011: 234 x 156: 144ppHb: 978-0-415-88806-6: $140.00Pb: 978-0-415-88807-3: $33.95eBook: 978-0-203-83269-1


Actions Speak Louder than WordsCommunity Activism as Curriculum

Celia Oyler, Teachers College, Columbia University, USA

Actions Speak Louder than Words is a systematic, qualitative study offering in-depth and detailed portraits of teachers who design social action projects as part of the regular classroom curriculum. Each case forms a chapter organized as a narrative that includes excerpts from classroom dialogues, and interviews with students, teachers, and parents describing their social action projects with sufficient detail to give educators guidance

for designing such projects for their own classrooms.

The final chapter examines power, pedagogy, and learning outcomes across the cases, providing specific guidance to educators wishing to take up such projects and offering instructional and procedural advice as well as cautions.

2011: 229 x 152: 216ppHb: 978-0-415-88161-6: $140.00Pb: 978-0-415-88162-3: $36.95eBook: 978-0-203-80508-4


Changing SchoolsAlternative Ways to Make a World of Difference

Edited by Terry Wrigley, Pat Thomson, University of Nottingham, UK and Robert Lingard, University of Queensland, Australia

Changing Schools presents new thinking and practice for bringing about school change, drawn from diverse contexts around the world. It distils and compares the experiences and theories-in-action of engaged teachers, school principals and academics. It seeks to challenge the dominance that human capital theories of school improvement currently hold on policy-making.

The authors draw on contemporary innovations in practice and theory and also long-standing traditions of alternative thinking and practice. Linking together and articulating other ways of conceiving and implementing school change, the collection bases its findings on values of equality and global citizenship.

2011: 234 x 156: 240ppHb: 978-0-415-55859-4: $130.00Pb: 978-0-415-55860-0: $44.95


3rd Edition

Teaching OnlineA Practical Guide

Susan Ko, University of Maryland University College, USA and Steve Rossen

Teaching Online: A Practical Guide, is a concise, useful guide for educators teaching online. This new edition has been fully revamped and reflects important changes that have occurred since the second edition’s publication.

2010: 472ppHb: 978-0-415-99733-1: $170.00Pb: 978-0-415-99726-3: $47.95




2nd Edition

Developing Your Portfolio – Enhancing Your Learning and Showing Your StuffA Guide for the Early Childhood Student or Professional

Marianne Jones and Marilyn Shelton, both at California State University, Fresno, USA

Veteran teacher educators Marianne Jones and Marilyn Shelton provide practical and comprehensive guidance specific to the needs of pre- and in-service teachers of young children. This thoroughly revised and updated new edition features: a flexible and friendly approach that guides students at varying levels of experience through the portfolio process, new material on the portfolio planning stage and

additional coverage on the importance of developing a personal philosophy, and a Companion Website with additional instructor materials such as printable templates, exercises for improving portfolio skills, and more.

With concrete examples, rubrics, tips, and exercises, this book will provide a step-by-step guide to creating a professional teaching portfolio.

2011: 254 x 178: 184ppHb: 978-0-415-80051-8: $135.00Pb: 978-0-415-80052-5: $26.95eBook: 978-0-203-83503-6


Improving Teacher Education through Action ResearchEdited by Ming-Fai Hui and David L. Grossman, both at The Hong Kong Institute of Education

There has been a dearth of studies on teacher educators using action research to improve their own practice. This book is the first systematic study of a group of teachers examining and enhancing their own practice through the inquiry process of action research.

This book presents a broad overview of a variety of methodologies that can be used to improve teacher preparation and professional development programs.

2011: 229 x 152: 210ppPb: 978-0-415-89802-7: $44.95


Teaching and Learning in Diverse and Inclusive ClassroomsKey Issues for New Teachers

Edited by Gill Richards, Nottingham Trent University, UK and Felicity Armstrong, Institute of Education, London, UK

This book is a key resource for teachers, containing chapters from leading figures on inclusive education which address the wide variety of issues of diversity and inclusion routinely encountered in today’s classrooms.

2010: 234 x 156: 192ppHb: 978-0-415-56462-5: $125.00Pb: 978-0-415-56463-2: $35.95eBook: 978-0-203-84091-7


Enhancing Practice through Classroom ResearchA Teacher’s Guide to Professional Development

Caitriona McDonagh, Rush National School, Ireland, Mary Roche, St. Patrick’s College, Ireland, Bernie Sullivan, St. Brigid’s Girls’ Senior School, Ireland and Mairin Glenn, Inver National School, Ireland

Enhancing Practice through Classroom Research is an accessible introduction to understanding and improving teaching and learning by offering a step-by-step guide to beginning your own research: identifying an area of professional concern or interest, articulating your own educational values, developing a better understanding of your practice, thinking critically about educational practices, depicting

practice as it is and as it evolves, finding a research methodology, providing evidence of improved practice, and developing theory from practice.

2011: 234 x 156: 176ppHb: 978-0-415-59767-8: $155.00Pb: 978-0-415-59768-5: $39.95eBook: 978-0-203-14620-0





companion website

Learning to Teach in Urban SchoolsThe Transition from Preparation to Practice

Etta R. Hollins, University of Missouri, Kansas City, USA

This book provides a clear presentation of the challenges, resources, and opportunities for learning to teach in urban schools; examples of the experiences, perceptions, and practices of teachers who are effective in urban schools and those who are not. This book has an approach that can be used by novice teachers in joining a teacher community and making the transition from preparation to

practice; and perspective on leadership that can be used to create a context for transforming teacher professional development in an urban school district.

2011: 229 x 152: 120ppHb: 978-0-415-89385-5: $135.00Pb: 978-0-415-89386-2: $39.95eBook: 978-0-203-81550-2


Principles for Effective PedagogyInternational Responses to Evidence from the UK Teaching & Learning Research Programme

Edited by Mary James, University of Cambridge, UK and Andrew Pollard, Institute of Education, University of London, UK

The UK Teaching and Learning Research Programme (TLRP) worked for ten years to improve outcomes for learners in schools and other sectors through high quality research. One outcome of individual projects and across-programme thematic work was the development of ten ’evidence-informed’ principles for effective pedagogy. Principles for Effective Pedagogy contributes to

international dialogue on effective teaching and learning, providing a focus for scholarly comment, sharing of expertise and knowledge accumulation.

This book was originally published as a special issue of Research Papers in Education.

2011: 246 x 174: 136ppHb: 978-0-415-67662-5: $125.00


Visible Learning for TeachersMaximizing Impact on Learning

John Hattie, University of Melbourne, Australia

In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning.

Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a

completely new audience. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom.

2011: 246 x 174: 280ppHb: 978-0-415-69014-0: $160.00Pb: 978-0-415-69015-7: $40.95eBook: 978-0-203-18152-2


Attachment Theory and the Teacher-Student RelationshipA Practical Guide for Teachers, Teacher Educators and School Leaders

Philip Riley, Monash University, Australia

Attachment Theory and the Teacher-Student Relationship explains how adult attachment theory offers new ways to examine professional teaching relationships, classroom management and collegial harmony: equally important information for school leaders, teacher mentors and protégés.

2010: 234 x 156: 188ppHb: 978-0-415-56261-4: $135.00Pb: 978-0-415-56262-1: $47.95eBook: 978-0-203-84578-3




2nd Edition

Becoming a Teacher through Action ResearchProcess, Context, and Self-Study

Donna Kalmbach Phillips and Kevin Carr, both at George Fox University, USA

Becoming a Teacher through Action Research skilfully interweaves the stories of pre-service teaching with the process of action research. This engaging text focuses specifically on the needs of pre-service teachers.

2010: 279 x 216: 264ppHb: 978-0-415-80105-8: $140.00Pb: 978-0-415-80106-5: $44.95eBook: 978-0-203-86177-6


How We ThinkA Theory of Goal-Oriented Decision Making and its Educational Applications

Alan H. Schoenfeld, University of California at Berkeley, USA

Series: Studies in Mathematical Thinking and Learning

In How We Think, esteemed scholar and mathematician Alan Schoenfeld proposes a groundbreaking theory and model about how we think and act in the classroom and beyond.

2010: 229 x 152: 264ppHb: 978-0-415-87864-7: $135.00Pb: 978-0-415-87865-4: $47.95eBook: 978-0-203-84300-0


Instructional Design for TeachersImproving Classroom Practice

Alison A. Carr-Chellman, Pennsylvania State University, USA

This book introduces a new, common-sense model of instructional design to take k-12 teachers through the instructional design process step-by-step.

2010: 229 x 152: 176ppHb: 978-0-415-80323-6: $145.00Pb: 978-0-415-80324-3: $34.95eBook: 978-0-203-84727-5


Storytelling for Social JusticeConnecting Narrative and the Arts in Antiracist Teaching

Lee Anne Bell, Barnard College, USA

Series: Teaching/Learning Social Justice

Using the arts in general, and storytelling in particular, the book examines ways to teach and learn about race by creating counter-storytelling communities that can promote more critical and thoughtful dialogue about racism.

2010: 229 x 152: 144ppHb: 978-0-415-80327-4: $145.00Pb: 978-0-415-80328-1: $33.95eBook: 978-0-203-85223-1


REsEaRch and sTUdy of TEachER EdUcaTion 12



companion website

NEW IN 2012

Education and the Culture of ConsumptionPersonalisation and the Social Order

David Hartley, University of Birmingham, UK

Education and the Culture of Consumption raises many questions about personalisation which policy-makers seem prone to avoid: Why, now, are we concerned about personalisation? What are its theoretical foundations? What are its pedagogical, curricular and organisational consequences? What are the consequences for social justification of personalisation?

All this leads the author to consider an important question for education: does personalisation mark a new regulatory code for education, one which corresponds with both the new work-order of production and with the makeover-prone tendencies of consumers?

June 2012: 234 x 156: 184ppHb: 978-0-415-59882-8: $155.00Pb: 978-0-415-59883-5: $44.95eBook: 978-0-203-81768-1


Education, Professionalism, and the Quest for AccountabilityHitting the Target but Missing the Point

Jane Green, London University, UK

Series: Routledge International Studies in the Philosophy of Education

This book shows how and why this performance model may be expected, paradoxically, to make practices less accountable – and, in the case of education, less educative.

2010: 229 x 152: 280ppHb: 978-0-415-87925-5: $140.00eBook: 978-0-203-83256-1


NEW IN 2012

Language Planning in Primary Schools in AsiaEdited by Richard B. Baldauf, University of Queensland, Australia, Robert B. Kaplan, University of Southern California, USA, Knonko Kamwangamalu, Howard University, USA and Pauline Bryant, The Australian National University, Australia

In foreign language education, decisions must be taken on what languages to teach, who will teach them, in which schools (i.e. all, only urban, only rural), in which grades, the number of hours a week, and the cost involved. This book explores the answers to these questions across a number of Asian polities. It illustrates why some of the efforts undertaken are successful and why some are not, why – despite significant investments of time and resources – some students do not seem to acquire the languages being taught, and why some teachers responsible for instruction in the designated foreign languages have problems achieving fluency in the designated language or have other language teaching difficulties.

This book was originally published as a special issue of Current Issues in Language Planning.

June 2012: 246 x 174: 240ppHb: 978-0-415-52084-3: $125.00


Narrative LearningIvor F. Goodson, University of Brighton, UK, Gert Biesta, University of Stirling, UK, Michael Tedder, University of Exeter, UK and Norma Adair

Based on data gathered for the Learning Lives project, which sought to understand learning by questioning individuals about their life histories, this book seeks to define a new learning theory, based on the life-story narrative.

2010: 234 x 156: 152ppHb: 978-0-415-48893-8: $125.00Pb: 978-0-415-48894-5: $42.95eBook: 978-0-203-85688-8




NEW IN 2012

Moving Teacher Education into Urban Schools and CommunitiesPrioritizing Community Strengths

Edited by Jana Noel, California State University, Sacramento, USA

When teacher education is located on a university campus, set apart from urban schools and communities, it is easy to overlook the realities and challenges communities face as they struggle toward social, economic, cultural, and racial justice.

This book describes how teacher education can become a meaningful part of this work, by re-positioning programs directly into urban schools and communities. Situating their work within the theoretical framework of prioritizing community strengths, each set of authors provides a detailed and nuanced description of a teacher education program re-positioned within an urban school or community.

As university-based teacher education has come under increased scrutiny for lack of ’real world’ relevance, this book showcases programs that have successfully navigated the travails of shifting their base directly into urban schools and communities, with evidence of positive outcomes for all involved.

December 2012: 229 x 152Hb: 978-0-415-52807-8: $140.00Pb: 978-0-415-52808-5: $44.95eBook: 978-0-203-11865-8


International Perspectives on Veteran TeachersEdited by Miriam Ben-Peretz, University of Haifa, Israel and Gary McCulloch, Institute of Education, University of London, UK

This book explores what we mean by a ‘veteran teacher’, the factors that encourage teachers to remain in the profession, the characteristics of a successful veteran teacher, and the values with which veteran teachers associate themselves.

This book was first published as a special issue of Teachers and Teaching.

2010: 246 x 174: 152ppHb: 978-0-415-58777-8: $125.00


NEW IN 2012

The Politics of Teacher Professional DevelopmentPolicy, Research and Practice

Ian Hardy, Queensland University, Australia

Series: Routledge Research in Education

The Politics of Teacher Professional Development: Policy, Research and Practice provides innovative insights into teachers’ continuing development and learning in contemporary Western contexts. Rather than providing a list of ’how-tos’ and ’must dos,’ this volume is premised on the understanding that by learning more about the current conditions under which teachers and other educators work and learn, it is possible to understand, and consequently improve, the learning opportunities teachers experience. The book reveals how PD as policy, research and teachers’ work are inherently contested. An extended series of case studies of teacher professional development practices from Canada, England and Australia are employed to show how these tensions play out in complex ways in policy and practice.

June 2012: 229 x 152: 208ppHb: 978-0-415-89923-9: $125.00eBook: 978-0-203-11038-6


NEW IN PAPERBACk

Learning in School-University PartnershipSociocultural Perspectives

Amy B.M. Tsui, Gwyn Edwards, Fran Lopez-Real, Tammy Kwan, Doris Law, Philip Stimpson, Rosina Tang and Albert Wong

This volume looks at school-university partnerships from sociocultural perspectives of learning that view participation in social practice as fundamental to the process of learning. Its two major themes – school-university partnership and sociocultural and social theories of learning – have both been treated extensively in the literature. It is the bringing together of these two themes that makes this book unique.

2008: 229 x 152: 200ppHb: 978-0-8058-5316-2: $145.00Pb: 978-0-415-50479-9: $44.95





companion website

NEW

Rethinking Multicultural Education for the Next GenerationThe New Empathy and Social Justice

Nadine Dolby, Purdue University, USA

Rethinking Multicultural Education for the Next Generation builds on the legacy of social justice multicultural education. By drawing on breakthrough research in two fields – neuroscience and animal studies – Nadine Dolby argues that empathy is an underlying element of all living beings.

Dolby shows how this commonality can provide a scaffolding for building an exciting new approach to developing

multicultural and global consciousness, one that has the potential to transform how our students see and relate to the world around them.

This book features classroom vignettes and reflections, discussion of research with pre-service teachers on the concept of empathy, and pedagogical suggestions for fostering the new empathy in students.

February 2012: 229 x 152Hb: 978-0-415-89606-1: $125.00Pb: 978-0-415-89607-8: $34.95


NEW

Teacher Development in Higher EducationExisting Programs, Program Impact, and Future Trends

Edited by Eszter Simon, University of Szeged, Hungary and Gabriela Pleschová, Slovak Academy of Sciences, Slovakia


Teacher Development in Higher Education investigates the challenges and complexities of creating instructional development programs for present and future academics.

Using case studies from a variety of countries, including Estonia, Singapore, the United States, and the United Kingdom, it examines issues that are important for higher education researchers as well as for higher education managers.

The book introduces different responses from around the world to the need to improve teaching in higher education, demonstrates many different ways success may be understood, and investigates what factors may influence the results of instructional development. Contributors use these factors, as well as those found in the related literature, to explain program success through theoretical frameworks.

June 2012: 229 x 152: 256ppHb: 978-0-415-50266-5: $125.00


Emerging Teachers and GlobalisationGerry Czerniawski, University of East London, UK


This book explores the effects of globalisation on teachers through an examination of the values held by beginning teachers in three distinctly different education systems. Czerniawski analyzes the impacts on teacher identity formation by national pedagogic traditions, national policy contexts and institutional settings.

2010: 229 x 152: 218ppHb: 978-0-415-87342-0: $140.00eBook: 978-0-203-84184-6


eInspection CopiesTitles marked with this icon are available as

electronic inspection copies only for lecturers or faculty considering them for course adoption.

Visit www.routledge.com to obtain your copy.



NEW IN 2012

Teacher Education and the Challenge of DevelopmentA Global Analysis

Edited by Bob Moon, The Open University, UK

Series: Education, Poverty and International Development

Teacher Education and the Challenge of Development focuses on the teacher role. It examines the problems of finding and retaining teachers and also on how these teachers can be supported, trained and educated. The book examines the ways in which teachers can help in raising achievement levels and contributing to poverty alleviation. The main argument of this book is that existing policy structures around teachers, whilst barely adequate in the twentieth century, are not adequate at all in the twenty-first. The book identifies the global pressures on teaching and shows how these are particularly acute in developing economies.

In summarising the key policy and research issues and analysing innovatory approaches to teacher supply, retention, training, education and career enhancement, the book provides a key text for policy-makers, researchers and others working in this important development area.

August 2012: 234 x 156: 224ppHb: 978-0-415-60071-2: $135.00


NEW IN 2012

Teacher Training and the Education of Black ChildrenBringing Color into Difference

Uvanney Maylor, University of Bedfordshire, UK


This book is designed to challenge dominant educational discourses on the underachievement of Black children and to engender new understandings in initial teacher education (ITE) about Black children’s education and achievement.

Based in empirical case study work and theoretical insights drawn from Bourdieu, hooks, Freire, and Giroux, Maylor calls for Black children’s underachievement to be (re)theorised and (re)conceptualised within teacher education, and for students and teachers to become more ’race’- and ’difference’-minded in their practice.

December 2012: 229 x 152: 192ppHb: 978-0-415-89762-4: $125.00


Curriculum, Pedagogy and Educational ResearchThe Work of Lawrence Stenhouse

Edited by John Elliott and Nigel Norris, both at University of East Anglia, UK

Lawrence Stenhouse was one of the most distinguished, original and influential educationalists of his generation. His theories about curriculum, curriculum development, pedagogy, teacher research, and research as a basis for teaching remain compelling and fresh and continue to be a counterpoint to instrumental and technocratic thinking in education. In this book, renowned educationalists describe Stenhouse’s

contribution to education, explore the contemporary relevance of his thinking and bring his work and legacy to the attention of a wide range of students, teachers, teacher educators and others involved in education.

2011: 234 x 156: 176ppHb: 978-0-415-66456-1: $135.00eBook: 978-0-203-81811-4


Personal Epistemology and Teacher EducationEdited by Jo Brownlee, Queensland University of Technology, Australia, Gregory Schraw, University of Nevada Las Vegas, USA and Donna Berthelsen, Queensland University of Technology, Australia


This edited volume examines the role of personal epistemology in teaching across early childhood, primary, secondary and tertiary contexts, and the implications for teacher education, incorporating the most up-to-date research and theorising in the field.

2011: 229 x 152: 310ppHb: 978-0-415-88356-6: $140.00eBook: 978-0-203-80661-6





companion website

Internationalization of Teacher EducationCreating Globally Competent Teachers and Teacher Educators for the 21st Century

Edited by Reyes L. Quezada, University of San Diego, USA

This book proposes to excite readers to engage in conversations on how Schools and Colleges of Education can internationalize teacher education programs so that graduates have global teaching experiences, that teacher education curricula include global perspectives, and that there are opportunities to think and teach from a global perspective.

The contributions in this book are by authors who have the knowledge and expertise in international teacher education to answer many questions regarding the development of a twenty-first century competent global teaching force. Questions addressed in this issue include defining internationalization, global teacher competency, hearing ’voices from the field’ as graduates and faculty share how internationalization has had an impact on teaching, program development, and professional and personal development.

This book was originally published as a special issue of Teaching Education.

2011: 246 x 174: 128ppHb: 978-0-415-69324-0: $125.00


Developing Research in Teacher EducationEdited by Ian Menter, University of Glasgow, UK and Jean Murray, University of East London, UK

This book examines the challenges of developing research in teacher education in universities and schools across the four nations of the UK.

This book was published as a special issue of the Journal of Education for Teaching.

2010: 246 x 174: 160ppHb: 978-0-415-59486-8: $125.00


Knowledge and Virtue in Teaching and LearningThe Primacy of Dispositions

Hugh Sockett, George Mason University, USA

The challenge this book addresses is to demonstrate how, in teaching content knowledge, the development of intellectual and moral dispositions as virtues is not merely a good idea, or peripheral to that content, but deeply embedded in the logic of searching for knowledge and truth.

It offers a powerful example of how philosophy of education can be brought to bear on real

problems of educational research and practice – pointing the reader to re-envision what it means to educate children (and how we might prepare teachers to take on such a role) by developing the person, instead of simply knowledge and skills.

Connected intimately to the practice of teaching and teacher education, the book sets forth an alternative theory of education where the developing person is at the centre of education set in a moral space and a political order.

2011: 229 x 152: 264ppHb: 978-0-415-89997-0: $140.00Pb: 978-0-415-89998-7: $47.95eBook: 978-0-203-15550-9


NEW IN PAPERBACk

Policy and Politics in Teacher EducationInternational Perspectives

Edited by John Furlong, Marilyn Cochran-Smith and Marie Brennan

Over recent years, teacher supply and teacher quality have become significant policy issues in many countries around the world. The book brings together nine papers from leading academics in seven different countries to explore the complexities and contradictions of international trends.

2009: 246 x 174Hb: 978-0-415-48338-4: $125.00Pb: 978-0-415-66443-1: $44.95




The Routledge International Handbook of Teacher and School DevelopmentEdited by Christopher Day, University of Nottingham, UK

The Routledge 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:

Issues of Professionalism and Performativity; What Being an Effective Teacher Really Means; Reason and Emotion in Teaching; Schools in Different Circumstances; Student Voices in a Global Context; Professional Learning and Development; Innovative Pedagogies; School Effectiveness and Improvement; Successful Schools, Successful Leader and Professional Communities: their practices, problems and possibilities.

Each theme is individually important in understanding the underlying conditions which influence teachers and schools, both positively and negatively, and the possibilities for their further development.

2011: 246 x 174: 592ppHb: 978-0-415-66970-2: $220.00eBook: 978-0-203-81556-4


Professional ResponsibilityNew Horizons of Praxis

Edited by Ciaran Sugrue, University of Cambridge, UK and Tone Solbrekke, University of Oslo, Norway

One of the distinctive features of Professional Responsibility is the manner in which it combines normative and empirical dimensions. It moves beyond dualistic perspectives to create a more inclusive conversation on professional responsibility.

The chapters are grounded in a variety of disciplinary perspectives and traverse various professional boundaries in a self-reflexive manner to create more inclusive,

transformative and generative narratives on professional responsibility. This is achieved by: focusing on normative dimensions of professional work and combining these with a focus on empirical aspects of professional practice in a variety of setting, and recognising the inevitable tensions between personal trust and responsibility, and largely depersonalised policies and strategies of quality control when normative and empirical aspects of professional responsibility are situated within their policy environments. This text sets out to transform professional responsibility through a re-configuration of its constituent elements in imaginative and creative ways and by indicating the ‘real world’ import of re-charting the field.

2011: 234 x 156: 224ppHb: 978-0-415-61462-7: $155.00Pb: 978-0-415-61463-4: $44.95eBook: 978-0-203-09368-9


ProposalsIf you have an idea for a new book in the area please contact us using the details found at the front of the catalog.

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companion website

Teacher Education Policy in the United StatesIssues and Tensions in an Era of Evolving Expectations

Edited by Penelope M. Earley, George Mason University, USA, David G. Imig, University of Maryland, USA and Nicholas M. Michelli, The Graduate Center of The City University of New York, USA

This volume advances deep understanding of the nature and sources of policy affecting the preparation of teachers in the US and the conflicts or interconnections of these policies with the broader field of education policy.

Contributions from actors in the policy world and experts representing the stakeholders are balanced and based on issues currently facing the field. Chapter-end commentaries by the

editors relate the focus of each chapter to the overarching themes of the book: policy formation, policy influences, policy paradoxes, and connections to research.

2011: 229 x 152: 256ppHb: 978-0-415-88360-3: $145.00Pb: 978-0-415-88361-0: $48.95eBook: 978-0-203-84359-8


The Professional Development of Teacher EducatorsEdited by Tony Bates, University of Worcester, UK, Anja Swennen, Vrije University, the Netherlands and Ken Jones, Swansea Metropolitan University, UK

The book reflects many of the professional challenges experienced by those who are and who aspire to become teacher educators.

This book was published as a special issue of Professional Development in Education.

2010: 246 x 174: 424ppHb: 978-0-415-59164-5: $125.00


Teacher Learning that MattersInternational Perspectives

Edited by Mary Kooy, OISE/University of Toronto, Canada and Klaas van Veen, ICLON/Leiden University, the Netherlands


In the continuing global call for educational reforms and change, the contributors in this edited collection address the critical issue of teacher learning from diverse national contexts and perspectives. They define ’teacher learning that matters’ as it shapes and directs pedagogical practices with the goal of improving student learning.

This book weaves together major studies, research findings and theoretical orientations to represent a globalized network of inquiries into the what, how and why of teacher learning that shapes teacher skill and knowledge.

2011: 229 x 152: 294ppHb: 978-0-415-88880-6: $125.00eBook: 978-0-203-80587-9


Universities and Global DiversityPreparing Educators for Tomorrow

Edited by Beverly Lindsay, Pennsylvania State University, USA and Wanda J. Blanchett, UMKC School of Education, USA


This volume seeks to critically examine the nexus between globalization and diversity as it affects the preparation of professional educators on several continents, taking into account the extensive changes in economic, sociopolitical, and cultural dynamics within nations and regions that have occurred in the last decade.

2011: 229 x 152: 294ppHb: 978-0-415-88287-3: $140.00eBook: 978-0-203-83969-0




Whiteness and Teacher EducationEdie White, Carroll University, USA


This work examines the development of racial and cultural identities in a sample of white pre-service teachers. It provides insights into how teacher education programs might challenge white teachers to interrogate their whiteness in order to develop their practices in ways that meet the needs of all of their students.

2011: 229 x 152: 182ppHb: 978-0-415-89889-8: $125.00eBook: 978-0-203-32496-7


Cultural-Historical Perspectives on Teacher Education and DevelopmentLearning Teaching

Edited by Viv Ellis, Anne Edwards, both at University of Oxford, UK and Peter Smagorinsky, University of Georgia, USA

This book is an international volume which clarifies the purpose of initial (pre-service) teacher education and continuing professional development, and the role of universities and higher education personnel in these processes.

2010: 234 x 156: 272ppHb: 978-0-415-49758-9: $140.00Pb: 978-0-415-49759-6: $47.95eBook: 978-0-203-86010-6


Schooling InternationallyGlobalisation, Internationalisation and the Future for International Schools

Edited by Richard Bates, Deakin University, Australia

The well-known international contributors to this book move beyond simply describing the issues, and instead suggest ways in which the complex and often contradictory tensions within the world of international schooling and its global contexts must be examined critically.

2010: 234 x 156: 224ppHb: 978-0-415-58927-7: $135.00Pb: 978-0-415-58928-4: $41.95eBook: 978-0-203-83480-0


Teacher Education for InclusionChanging Paradigms and Innovative Approaches

Edited by Chris Forlin, Institute of Education, Hong Kong

The focus of this international text is on innovative practices for preparing teachers to work in inclusive classrooms and schools around the world. Drawing on both pre and in-service training methods, the expert contributors to this book consider themes including social and political challenges regarding teacher education; innovative approaches to teacher training and professional development for

qualified teachers.

2010: 234 x 156: 288ppHb: 978-0-415-54876-2: $140.00Pb: 978-0-415-54877-9: $53.95eBook: 978-0-203-85087-9


Teacher & Teacher Education Journals from Routledge

Journal of Education for Teaching: International Research and Pedagogywww.tandfonline.com/cjet

Mentoring and Tutoring: Partnership in Learningwww.tandfonline.com/cmet

Reflective Practicewww.tandfonline.com/crep

European Journal of Teacher Educationwww.tandfonline.com/cete

Asia Pacific Journal of Teacher Educationwww.tandfonline.com/capj

Studying Teacher Education: A Journal of Self-Study of Teacher Education Practiceswww.tandfonline.com/cste

Teachers and Teaching: Theory and Practicewww.tandfonline.com/ctat

Teaching Educationwww.tandfonline.com/cted

Pedagogies: An International Journalwww.tandfonline.com/hped

Curriculum Journalwww.tandfonline.com/rcjo

Educational Action Researchwww.tandfonline.com/reac

Professional Development in Educationwww.tandfonline.com/rjie

Teacher Developmentwww.tandfonline.com/rtde

Journal of Curriculum Studieswww.tandfonline.com/tcus

Action in Teacher Educationwww.tandfonline.com/uate

College Teachingwww.tandfonline.com/vcol

Journal of Curriculum & Pedagogywww.tandfonline.com/ujcp

The Teacher Educatorwww.tandfonline.com/utte

The New Educatorwww.tandfonline.com/utne

indEx 21


AActions Speak Louder than Words ..............8Adair, Norma ............................................12Armstrong, Felicity ......................................9Attachment Theory and the Teacher-Student Relationship ....................10

BBaldauf, Richard B. ....................................12Bates, Richard ...........................................19Bates, Tony ...............................................18Beck, Clive ..................................................8Becoming a Teacher through Action Research ...................................................11Bell, Lee Anne ...........................................11Ben-Peretz, Miriam ...................................13Berthelsen, Donna ....................................15Bienvenu, Sherron .....................................11Biesta, Gert ...............................................12Blanchett, Wanda J. ..................................18Brennan, Marie .........................................16Brownlee, Jo .............................................15Bryant, Pauline ..........................................12

CCarr, Kevin ................................................11Carr-Chellman, Alison A. ...........................11Changing Schools .......................................8Cochran-Smith, Marilyn ............................16Confronting Marginalisation in Education ...4Creating Meaningful Inquiry in Inclusive Classrooms .................................................4Cultural-Historical Perspectives on Teacher Education and Development .....................19Curriculum, Pedagogy and Educational Research ...................................................15Czerniawski, Gerry ....................................14

DDarling-Hammond, Linda ............................3Day, Christopher ....................................2,17Developing Research in Teacher Education .....................................16Developing Your Portfolio – Enhancing Your Learning and Showing Your Stuff ........9Dolby, Nadine ...........................................14

EEarley, Penelope M. ...................................18Education and the Culture of Consumption ........................................12Education, Poverty and International Development (series) .................................15Education, Professionalism, and the Quest for Accountability ...........................12Edwards, Anne .........................................19

Edwards, Gwyn .........................................13Egerton, Jo .................................................4Elliott, John ...............................................15Ellis, Viv ....................................................19Emerging Teachers and Globalisation ........14Enhancing Practice through Classroom Research ....................................9Exemplary Teachers of Students in Poverty ..5

FFair Go Team ...............................................5Forlin, Chris ..............................................19Fullan, Michael ............................................5Furlong, John ............................................16

GGlenn, Mairin ..............................................9Goodson, Ivor F. ........................................12Green, Jane ..............................................12Greene, William L. ......................................7Grossman, David L. .....................................9Gu, Qing .....................................................2

HHansen, David T. .........................................3Hardy, Ian .................................................13Hargreaves, Andy .....................................5,6Harris, Alma ................................................6Hartley, David............................................12Hattie, John ..............................................10Heikkinen, Hannu L. T. ................................5Hollins, Etta R. ..........................................10How We Think ..........................................11Hui, Ming-Fai ..............................................9

IImig, David G. ...........................................18Improving Teacher Education through Action Research ..........................................9Instructional Design for Teachers ...............11International Perspectives on Veteran Teachers....................................................13Internationalization of Teacher Education ..16

JJames, Mary ..............................................10Jokinen, Hannu ...........................................5Jones, Ken ................................................18Jones, Marianne ..........................................9Jones, Phyllis ...............................................4

kKamwangamalu, Knonko ..........................12Kaplan, Robert B. ......................................12Kim, Younghee M. ......................................7

Kincheloe, Joe L. .........................................6Knowledge and Virtue in Teaching and Learning ...................................................16Ko, Susan ...................................................8Kooy, Mary ...............................................18Korthagen, Fred A. J. ..................................7Kosnik, Clare ..............................................8Kroll, Linda R. .............................................2Kwan, Tammy ...........................................13

LLanguage Planning in Primary Schools in Asia ..........................................................12Laurillard, Diana ..........................................4Law, Doris .................................................13Learning in School-University Partnership ..13Learning to Teach in Urban Schools ...........10Lieberman, Ann ..........................................3Lindsay, Beverly .........................................18Lingard, Robert ...........................................8Lopez-Real, Fran .......................................13Loughran, John ...........................................7

MMaylor, Uvanney .......................................15McCulloch, Gary .......................................13McDonagh, Caitriona ..................................9Menter, Ian ...............................................16Messiou, Kyriaki ..........................................4Michelli, Nicholas M. .................................18Moon, Bob ...............................................15Moving Teacher Education into Urban Schools and Communities .........................13Murray, Jean .............................................16

NNarrative Learning .....................................12New Lives of Teachers, The..........................2Noel, Jana .................................................13Norris, Nigel ..............................................15

OOyler, Celia .................................................8

PPeer-Group Mentoring for Teacher Development ..............................................5Personal Epistemology and Teacher Education .................................................15Phillips, Donna Kalmbach ..........................11Picower, Bree ..............................................6Pleschová, Gabriela ...................................14Policy and Politics in Teacher Education .....16Politics of Teacher Professional Development, The .....................................13Pollard, Andrew ........................................10

indEx22



companion website

Practice What You Teach .............................6Principles for Effective Pedagogy ...............10Professional Capital .....................................5Professional Development of Teacher Educators, The ..........................................18Professional Responsibility .........................17

QQuezada, Reyes L. .....................................16

RRethinking Multicultural Education for the Next Generation .......................................14Richards, Gill ...............................................9Riley, Philip ................................................10Roche, Mary ...............................................9Rossen, Steve ..............................................8Routledge Education Classic Edition Series (series) ........................................................6Routledge International Handbook of T eacher and School Development, The .......17Routledge International Handbooks of Education (series) ......................................17Routledge International Studies in the Philosophy of Education (series) ................12Routledge Research in Education (series) ..................13,14,15,18,19

sSchoenfeld, Alan H. ..................................11Schooling Internationally ...........................19Schools Performing Beyond Expectations ....6Schraw, Gregory .......................................15

Self-study and Inquiry into Practice..............2Shelton, Marilyn ..........................................9Simon, Eszter ............................................14Smagorinsky, Peter ....................................19Sockett, Hugh ...........................................16Solbrekke, Tone ........................................17Stimpson, Philip ........................................13Storytelling for Social Justice .....................11Straight Talk ..............................................11Studies in Mathematical Thinking and Learning Series (series) ..............................11Sugrue, Ciaran ..........................................17Sullivan, Bernie ...........................................9Swennen, Anja .........................................18

TTang, Rosina .............................................13Teacher and the World, The ........................3Teacher Development in Higher Education ......................................14Teacher Education and the Challenge of Development ........................15Teacher Education Around the World ..........3Teacher Education for Inclusion .................19Teacher Education Policy in the United States ............................................18Teacher Learning That Matters ..................18Teacher Quality and School Development (series) ................................2,3Teacher Training and the Education of Black Children .......................................15Teachers as Researchers (Classic Edition) ......6Teacher’s Reflective Practice

Handbook, The ...........................................7Teaching and Learning from Within ............7Teaching and Learning in Diverse and Inclusive Classrooms ....................................9Teaching as a Design Science ......................4Teaching in a Nutshell .................................8Teaching Online ..........................................8Teaching/Learning Social Justice (series) .....................................6,8,11Tedder, Michael .........................................12Thomson, Pat ..............................................8Timm, Paul R. ...........................................11Tsui, Amy B.M. ..........................................13Tynjälä, Päivi ................................................5

UUniversities and Global Diversity ................18

Vvan Veen, Klaas .........................................18Visible Learning for Teachers .....................10

WWhat Expert Teachers Do ............................7White, Edie ...............................................19Whitehurst, Teresa ......................................4Whiteness and Teacher Education .............19Wong, Albert ............................................13Wrigley, Terry ..............................................8

ZZwozdiak-Myers, Paula ...............................7

Education Mini-Set N: Teachers & Teacher Education Research

10-Volumes

This reissue deals with all aspects of teacher education in the past 50 years. Key titles include:

•How the Education System in the UK has changed

•The Impact of Restructuring on Teachers

•Teacher Expectations around the World

•Sociology of Education

•Teacher Research.

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A seminal, ‘state-of-the-art’

critical review of teacher and school

development which touches upon and discusses

issues at both policy and practice levels.

Teaching in a nutshellNavigating Your Teacher Education Program as a Student TeacherClare Kosnik, Ontario Institute for Studies in Education, University of Toronto, Canada and Clive Beck, Ontario Institute for Studies in Education, University of Toronto, Canada

Designed to help student teachers develop an approach to teaching that is both theoretical and practical, this text focuses on key aspects of teaching. Based on extensive research on teachers’ views, their own long experience as teacher educators, and other sources, the authors recommend seven priorities for teaching and teacher education.This text is a companion to the authors’ 2009 book for teacher educators, Priorities in Teacher Education: The seven Key Elements of Pre-Service Preparation. These seven elements, helps student teachers to acquire essential knowledge and skills, to understand the teaching/learning process more fully, and above all to be as prepared as possible.Selected Contents: Introduction Chapter 1. Program Planning Chapter 2. Pupil Assessment Chapter 3. Classroom Organization and Community Chapter 4. Inclusive Education Chapter 5. Subject Content and Pedagogy Chapter 6. Professional Identity Chapter 7. A Vision for Teaching References

www.routledge.com/9780415888073

2011: 229 x 152: 144ppHb: 978-0-415-88806-6: $140.00 Pb: 978-0-415-88807-3 $33.95eBook: 978-0-203-83269-1

The Routledge Companion to EducationEdited by James Arthur, University of Birmingham, UK and Andrew Peterson, Canterbury Christ Church University, UK

The Routledge Companion to Education presents the most comprehensive, up-to-date guide available to the key theories, themes and topics in education. Forty specially commissioned chapters, covering all aspects of education, introduce you to the ideas, research and issues that have shaped this most diverse, dynamic and fluid field. Written by an international team of expert contributors, the chapters all include a descriptive introduction, an analysis of the key ideas and debates, an overview of the latest research, key questions for research and carefully selected further reading.

Selected Contents: Part 1: Educational Foundations Part 2: Teaching and Learning Part 3: Organisation and Issues in Education

www.routledge.com/9780415583466

October 2011: 246 x 174: 416ppHb: 978-0-415-58346-6: $152.00 Pb: 978-0-415-58347-3: $44.95eBook: 978-0-203-80224-3

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