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Author: Akiko Hayashi Publisher: University of Chicago Press ISBN: 0226818675 Category : Education Languages : en Pages : 215
Book Description
"While many of us assume that experience makes teachers better at their jobs, remarkably little research has been done to understand how teachers develop expertise and how it affects their teaching. In Teaching Expertise in Three Countries, Akiko Hayashi gives us a remarkable look at the careers of teachers over the course of more than fifteen years. Not only does her research cover a remarkable timespan, it also studies teachers from three national contexts: Japan, China, and the United States. Hayashi builds on the research that began with Joseph Tobin et al.'s celebrated 1991 book Preschool in Three Cultures, examining six teachers profiled in Tobin's 2009 follow up Preschool in Three Cultures Revisited. Hayashi showed those six teachers videos shot in their classrooms twelve years earlier and asked them to reflect on how they have changed. She also interviewed 120 experienced childhood educators from China, Japan, and the US. The teachers' analysis of changes in teaching style and even the way they talked about their trajectory from novice to expert uncovered important cultural differences. While Japanese teachers described experienced educators as less "in their own heads," Chinese teachers said they took command of a classroom. And American teachers with experience reportedly knew when to let things go. Across the three cultures, experienced teachers also had remarkably similar things to say about their approach to teaching. Experienced teachers in all three cultures describe themselves as being quieter, knowing children better, being more "present" and "in the moment," and having better judgment about which incidents require their intervention. All the same, they followed different professional trajectories. While Chinese educators embraced new ideas and the younger educators that brought those ideas into the classroom, Japanese educators valued traditional methods. US educators were encouraged to adopt new research in their teaching practices, but the new ideas required them to follow rules and scripts, limiting their ability to make use of years of experience. Teaching Expertise in Three Countries helps us see how experience forms teachers, despite national differences, and how we can best support them to make use of their incredible knowledge"--
Author: Akiko Hayashi Publisher: University of Chicago Press ISBN: 0226818675 Category : Education Languages : en Pages : 215
Book Description
"While many of us assume that experience makes teachers better at their jobs, remarkably little research has been done to understand how teachers develop expertise and how it affects their teaching. In Teaching Expertise in Three Countries, Akiko Hayashi gives us a remarkable look at the careers of teachers over the course of more than fifteen years. Not only does her research cover a remarkable timespan, it also studies teachers from three national contexts: Japan, China, and the United States. Hayashi builds on the research that began with Joseph Tobin et al.'s celebrated 1991 book Preschool in Three Cultures, examining six teachers profiled in Tobin's 2009 follow up Preschool in Three Cultures Revisited. Hayashi showed those six teachers videos shot in their classrooms twelve years earlier and asked them to reflect on how they have changed. She also interviewed 120 experienced childhood educators from China, Japan, and the US. The teachers' analysis of changes in teaching style and even the way they talked about their trajectory from novice to expert uncovered important cultural differences. While Japanese teachers described experienced educators as less "in their own heads," Chinese teachers said they took command of a classroom. And American teachers with experience reportedly knew when to let things go. Across the three cultures, experienced teachers also had remarkably similar things to say about their approach to teaching. Experienced teachers in all three cultures describe themselves as being quieter, knowing children better, being more "present" and "in the moment," and having better judgment about which incidents require their intervention. All the same, they followed different professional trajectories. While Chinese educators embraced new ideas and the younger educators that brought those ideas into the classroom, Japanese educators valued traditional methods. US educators were encouraged to adopt new research in their teaching practices, but the new ideas required them to follow rules and scripts, limiting their ability to make use of years of experience. Teaching Expertise in Three Countries helps us see how experience forms teachers, despite national differences, and how we can best support them to make use of their incredible knowledge"--
Author: Linda Darling-Hammond Publisher: John Wiley & Sons ISBN: 1119369576 Category : Education Languages : en Pages : 304
Book Description
Discover how high-performing systems shape teaching quality around the world Producing highly skilled and committed teachers is not the work of a single innovative school or the aggregation of heroic individuals who succeed against the odds. In high-performing countries, the opportunities for teachers to learn sophisticated practices and continue to improve are embedded systemically in education policies and practices. Empowered Educators describes how this seemingly magical work is done—how a number of forward-thinking educational systems create a coherent set of policies designed to ensure quality teaching in all communities. . . and how the results are manifested in practice. Spanning three continents and five countries, Empowered Educators examines seven jurisdictions that have worked to develop comprehensive teaching policy systems: Singapore and Finland, the states of New South Wales and Victoria in Australia, the provinces of Alberta and Ontario in Canada, and the province of Shanghai in China. Renowned education expert Linda Darling-Hammond and a team of esteemed scholars offer lessons learned in a number of areas that shape the teaching force and the work of teachers, shedding unprecedented light on areas such as teacher recruitment, preparation, induction and mentoring, professional learning, career and leadership development, and more. Find out how quality teaching is developed and conducted across the globe Discover a common set of strategies for developing, supporting, and sustaining the ongoing learning and development of teachers and school leaders See how high-performing countries successfully recruit and train educators Understand why the sharing of expertise among teachers and administrators within and across schools is beneficial A fascinating read for researchers, policymakers, administrators, teacher educators, pre-service teachers and leaders, and anyone with an interest in education, this book offers a rare glimpse into the systems that are shaping quality teaching around the world.
Author: Yeping Li Publisher: Springer Science & Business Media ISBN: 1441977074 Category : Education Languages : en Pages : 372
Book Description
Accumulated research findings in past decades have led to the common knowledge that teachers’ professional knowledge is essential to effective classroom instruction. However, there is still very limited understanding about the nature of teachers’ expertise in mathematics instruction. Expertise in Mathematics Instruction addresses this need clearly and concisely. In particular, it examines all aspects of emphases employed to characterize the nature of expertise in mathematics instruction from both researchers’ and practitioners’ perspectives. Moreover, with research contributions from both the East and the West, this book also examines ideas pertinent to fostering and demonstrating expertise in mathematics instruction within different system contexts. This book will raise questions and issues for mathematics education researchers to guide a critical examination of what can be learned from other education systems. Expertise in Mathematics Instruction builds on its theoretical and methodological approach with contributions from international experts in the field. Additionally, a review of related research from mathematics education serves as an introduction to the new research in both Eastern and Western settings. Concluding this resource is a reflection on the benefits of this international collaboration and possible research directions for the future. The final chapter cohesively joins traditional and current research for action. Expertise in Mathematics Instruction is of interest to researchers in mathematics education, mathematics teacher educators, and mathematics educators.
Author: Yeping Li Publisher: Springer ISBN: 9781441977069 Category : Education Languages : en Pages : 372
Book Description
Accumulated research findings in past decades have led to the common knowledge that teachers’ professional knowledge is essential to effective classroom instruction. However, there is still very limited understanding about the nature of teachers’ expertise in mathematics instruction. Expertise in Mathematics Instruction addresses this need clearly and concisely. In particular, it examines all aspects of emphases employed to characterize the nature of expertise in mathematics instruction from both researchers’ and practitioners’ perspectives. Moreover, with research contributions from both the East and the West, this book also examines ideas pertinent to fostering and demonstrating expertise in mathematics instruction within different system contexts. This book will raise questions and issues for mathematics education researchers to guide a critical examination of what can be learned from other education systems. Expertise in Mathematics Instruction builds on its theoretical and methodological approach with contributions from international experts in the field. Additionally, a review of related research from mathematics education serves as an introduction to the new research in both Eastern and Western settings. Concluding this resource is a reflection on the benefits of this international collaboration and possible research directions for the future. The final chapter cohesively joins traditional and current research for action. Expertise in Mathematics Instruction is of interest to researchers in mathematics education, mathematics teacher educators, and mathematics educators.
Author: Ian G. Kennedy Publisher: Springer ISBN: 3319226088 Category : Education Languages : en Pages : 114
Book Description
This monograph presents the current views, challenges and future needs of educators from a global online exchange where educators and researchers discuss the 21st century skills needed by students and teachers. The three editors, who participated in the global online research discussion group, also assumed the role of authors to summarise, analyse and celebrate the myriad of ideas generated in a topic thread that had well over a thousand responses from 26 countries. Through Comparative Analysis they then compared the posters’ ideas to some current big thinkers in education. This text promotes teachers’ voices from diverse disciplines and sectors who are united in their desire for purposeful and radical change in how teaching is carried out and what is taught. The text advocates shifting power away from government control and standardisation towards empowering teachers to guide and further develop the unique talents of diverse individuals.
Author: Liyan HUO Publisher: Springer ISBN: 3662449862 Category : Education Languages : en Pages : 144
Book Description
This book, written by an international team of experienced researchers, investigates unique and dynamic approaches to key issues in policy transformation, curriculum reforms and teacher training in three cultures – China, Japan and the United States – in a globalized world. By examining their respective policy choices and evidence-based practices, the authors show how best to provide for young children based on their needs and interests, and the three countries’ strategies for doing so. This book provides the latest information on the rapid developments already underway and further changes to be expected in these diverse cultures.
Author: Motoko Akiba Publisher: ISBN: Category : Education Languages : en Pages : 180
Book Description
This dynamic resource details the philosophy, rationale, and implementation of choice-based authentic art education in elementary and middle schools. To do the work of artists, children need opportunities to behave, think, and perform as artists. The heart of this curriculum is to facilitate independent learning by setting up studio centers that provide students with a choice of subject matter and media while also encouraging them to determine their own pace. The authors address theory, instruction, assessment, and advocacy in a user-friendly format that includes color photos of classroom set-ups and student work, reflections on projects, and lesson plans.
Author: Lauren Lefty Publisher: JHU Press ISBN: 1421438305 Category : Education Languages : en Pages : 335
Book Description
Examining teacher education in an international context, this book captures the diversity of the world's educators. Many countries confront surprisingly similar challenges in preparing K–12 educators for success, while national contexts also make for surprising differences. In Teaching the World's Teachers, education historians Lauren Lefty and James W. Fraser and their contributors make a convincing case for approaching these shared challenges from a more global and historically minded perspective. Written by education scholars from eleven different countries—Argentina, Brazil, Catalonia-Spain, China, England, Finland, Ghana, Israel, Singapore, South Africa, and the United States—this book provides histories of teacher education reforms between roughly 1980 and 2020. The authors show how international trends that emerged during this period collided with national and regional contexts to produce unique teacher education systems in different nations. While in some countries the embrace of markets and competition led to a deregulation of the teacher preparation field, in others teaching became a highly regulated and centralized affair. At the same time, ideas and structural models cross borders and education leaders borrow from each other while reshaping plans in each place. Opening with a broad historical overview of global teacher education models beginning in the late eighteenth century, Teaching the World's Teachers argues that the field has long been characterized by cross-border connections—but shaped by geopolitical hierarchies of power. In an era when teacher quality is widely recognized as one of the most important factors in a child's education, this volume encourages dialogue among teacher educators and policymakers around the world. By understanding the context and contingency of where we have been, the authors hope that readers will walk away with a more empowered sense of where we are headed in the all-important task of teaching the world's teachers. Contributors: Kwame Akyeampong, Richard Andrews, Azeem Badroodien, Maria Inês G. F. Marcondes de Souza, Gustavo E. Fischman, James W. Fraser, Guangwei Hu, Arie Kizel, Jari Lavonen, Lauren Lefty, Wei Liao, Jason Loh, Silvana Mesquita, Hannele Niemi, Lily Orland-Barak, Paula Razquin, Carol Anne Spreen, Eduard Vallory, Yisu Zhou
Author: Helen Timperley Publisher: McGraw-Hill Education (UK) ISBN: 033524405X Category : Education Languages : en Pages : 226
Book Description
Teacher professional development is often promoted as a panacea for improving schools but it rarely lives up to its promise. This book develops an approach to professional learning that has motivated teachers and resulted in impressive improvements in student learning, particularly for students who traditionally underachieve in school. As the underpinning research shows, the approach has proven successful in several countries with consistently positive outcomes. The book begins by identifying the shifts that need to happen for the power of professional learning to be realized in promoting student engagement, learning and well-being. Some shifts in thinking include: Moving from professional development to professional learning Putting student learning at the heart of professional learning Focusing on the knowledge and skills to be learned rather than the forms of delivery Focusing on the double-demand of being both immediately practical and developing underlying principles so that new problems can be solved in the future At the heart of the book is an inquiry and knowledge building cycle for teachers that is central to realizing the power of professional learning. The cycle is underpinned by research on how people learn and what it means to be a professional. Later chapters identify what leaders in schools and beyond can do to support teacher learning in ways that directly benefit students. Throughout the book there are case examples of real experiences of primary and secondary teachers and leaders across three countries (UK, Canada and New Zealand) that bring alive what it means to engage in professional learning in ways that excite teachers and benefit their students. This is essential reading for teachers who want to take control of their own professional learning in ways that make a difference to their students and school leaders with responsibility for promoting professional and student learning.
Author: Paulo Santiago Publisher: ISBN: Category : Education, Higher Languages : en Pages : 402
Book Description
This book provides an international investigation of tertiary education policy across its many facets -- governance, funding, quality assurance, equity, research and innovation, academic career, links to the labor market and internationalization. It presents an analysis of the trends and developments in tertiary education; a synthesis of research-based evidence on the impact of tertiary-education policies; innovative and successful policies and practices that countries have implemented; and tertiary-education policy options. The report draws on the results of a major OECD review of tertiary education policy -- the OECD Thematic Review of Tertiary Education -- conducted over the 2004-08 period in collaboration with 24 countries around the world.--Publisher's description.
Author: Akiko Hayashi
Author: Akiko Hayashi
Author: Linda Darling-Hammond
Author: Yeping Li
Author: Yeping Li
Author: Ian G. Kennedy
Author: Liyan HUO
Author: Motoko Akiba
Author: Lauren Lefty
Author: Helen Timperley
Author: Paulo Santiago