The 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 Professional Communities: their practices, problems a possibilities Each theme expertly adds to the existing knowledge base about teacher and school development internationally. They are individually important in shaping and understanding an appreciation of the underlying conditions which influence teachers and schools, both positively and negatively, and the possibilities for their further development. This essential handbook will be of interest to teacher educators, researchers in the field of teacher education and policy makers.Little, J. W. (1995) Contested Ground: The Basis of Teacher Leadership in Two Restructuring High Schools, The Elementary ... Marzano, R., Waters, T. and McNulty, B. (2005) School Leadership That Works: From Research to Results, Aurora, CO: ... National Association of Secondary School Principals (NASSP) ( 1996) Breaking Ranks: Changing an American Institution, ... Ungerleider, C. ( 2008) Evaluation of the Ontario Ministry of Educationa#39;s Student Success/Learning to 18 Strategy.
|Title||:||The Routledge International Handbook of Teacher and School Development|
|Publisher||:||Routledge - 2012|