* Denotes MSU author or editor.
2012
Policy, Practice and Readiness to Teach Primary and Second Mathematics in 17 Countries: Findings from the IEA Teacher Education and Development Study (TEDS-M)
Authors: M.T. Tatto*, J. Schwille*, S.L. Senk*, L. Ingvarson, G. Rowley, R. Peck, K. Bankor, M. Rodriguez, & M.Reckase*
The Teacher Education and Development Study (TEDS-M) is the first cross-national study to use representative samples in order to examine the preparation of future teachers of mathematics at both the primary and secondary school levels. The study was conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA).TEDS-M is the first IEA project to focus on tertiary education and to pay particular attention to teachers and their learning. Seventeen countries participated in TEDS-M. Data were gathered from approximately 22,000 future teachers from 750 programs in about 500 teacher education institutions. Teaching staff within these programs were also surveyed. The report provides insight not only into the main characteristics of the various tertiary-education programs and their curricula but also into the opportunities to learn about mathematics and mathematics pedagogy that the programs offer their future teachers. The assessments of the participating future teachers’ mathematics content knowledge and mathematics pedagogy knowledge are presented within this context, as are the results of surveys on the teachers’ beliefs about mathematics and learning mathematics.
Learning and Doing Policy Analysis in Education: Examining Diverse Approaches to Increasing Educational Access
Editors: M.T. Tatto*
This book originated in a policy analysis class at Michigan State University taught during 2010. Using Professor Tatto’s distinctive approach to teaching policy analysis, the professor and students agreed to construct a class that represented a reflective and grounded experience in the policy analysis of a current and relevant issue with global ramifications. The goal was to learn cross-nationally about policies that seek to reform curriculum and instruction under efficiency and global competitiveness arguments, such as Education for all (EFA) and its USA cousin No Child Left Behind (NCLB). The purpose was to explore the critical issues that gave rise to such policies and to search for documented evidence regarding policy implementation and effectiveness. The class learned that there are no ready-set frameworks for policy analysis, but rather that these have to be constructed according to the issues that emerge as policies are conceptualized and implemented to fit local contexts and needs.
2011
Education and Capitalism: Struggles for Learning and Liberation
Editors: Jeff Bale* & Sarah Knopp
Based on their own experiences, teachers offer ideas on resolving the crisis in education. The conservative, bipartisan consensus dominating the discussion about what’s wrong with American schools and how to fix them offers “solution” that scapegoat teachers, vilify unions, and promise market mentality as the answer. But, in each case, students lose. This book, written by teacher activists, speaks back to the elite consensus and offers an alternative version of learning for liberation. It includes one chapter dealing with Mexico and another which discussed Paulo Freire, the renowned Brazilian educator.
2010
Teacher Education Matters: A Study of Middle School Mathematics Teacher Preparation in Six Countries
Authors: William H. Schmidt*, Sigrid Blömeke, and Maria Teresa Tatto*
This book reports on an international teacher education research project–the Mathematics Teaching in the 21st Century Study (MT21)–that investigated the preparation of middle school mathematics teachers in the United States, South Korea, Taiwan, Germany, Bulgaria, and Mexico. William Schmidt (noted for international studies of curricula and student achievement in science and mathematics) and Maria Teresa Tatto (noted for earlier international research on teacher education) led a collaborative team of international researchers in this study and joined with Sigrid Blömeke (professor at the Humboldt University of Berlin) in writing this report. Using extensive survey data, the authors examine the impact of the six countries’ teacher-education models on the knowledge, skills, and dispositions of their future mathematics teachers. Case studies of the teacher education curriculum in participating countries are used to explain the survey finding.
2009
Catching Up or Leading the Way
Authors: Yong Zhao*
This book will forever change the debate about what’s wrong and what’s right with American education and where it should be going. Based on his own experience as a student in China and as a parent of children attending school in the United States, Zhao skewers conventional wisdom while setting straight the recent history and current state of US schools.
Reforming Teaching and Learning: Comparative Perspectives in a Global Era
Editors: M.T. Tatto* & M.Mincu.
Maria Teresa Tatto and Monica Mincu bring together a group of leading scholars in the field representing a variety of national contexts and geographical areas. The chapters in the book raise crucial questions such as: What is the impact of globalization on local education systems and traditions? What roles do international agencies play? What is the role of the state? What is the role of policy networks? How do we understand the functions of quality assurance mechanisms, standards, competencies, and the “new” accountability? In doing so the chapters discuss the institutions and organization of education and how these shape what teachers learn and, eventually, teach to diverse populations. The book uses a number of analytical frameworks and theoretical perspectives, from critical discourse analysis, regime theory, empirical exploration of teachers’ thinking and actions within school contexts, analysis of reform diffusion and global trends.
2008
Teacher Education and Development Study in Mathematics (TEDS-M): Policy, practice, and readiness to teach primary and secondary mathematics. Conceptual framework.
Authors: Tatto, M.T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G.
This document outlines the framework and a comprehensive plan for a cross-national study of primary and secondary mathematics teacher education(TEDS-M) sponsored by the International Association for the Evaluation of Educational Achievement (IEA).
2007
Reforming Teaching Globally
Editor: Maria Teresa Tatto*
This book seeks to raise the discussion of globalization’s effects on teacher education, development and work, and its reforms and institutions, to a more theoretical and analytical level, and to provide specific examples in the comparative tradition to illustrate teacher policy in the context of education systems’ widespread variability and complexity…
Global Perspectives on Teacher Learning: Improving Policy and Practice
Authors: John Schwille*, Martial Dembélé in collaboration with Jane Schubert
This publication looks at all forms of teacher learning, formal and informal, from teachers’ own early schooling, through their pre-service preparation and induction, and on to the end of their teaching career. It argues that to formulate policy and design effective programmes for teacher preparation and professional development, the whole spectrum of teacher learning must be considered…
Internationalization and Globalisation in Mathematics and Science Education
Editors: Christine Keitel, Catherine Vistro-Yu, & Renuka Vithal Authors: Bill Atweh, Angela Calabrase Barton*, Marcelo Borba & Noel Gough
In the new times of globalisation, international academic contacts and collaborations are ever increasing. They are taking many forms, from international conferences and publications, student and academic exchange, cross cultural research projects, curriculum development to professional development activities and affect every aspect of academic life from teaching, research to service. This book aims to: Develop theoretical frameworks of the phenomena of internationalisation and globalisation and identify related ethical, moral, political and economic issues facing mathematics and science educators. Provide a venue for the publication of results of international comparisons on cultural differences and similarities rather than merely on achievement and outcomes.
2004
La educación magisterial: Su alcance en la era de la globalización.
Author: Maria Teresa Tatto*
La autora ofrece una visión del sistema educativo —y las relaciones de poder y autoridad que lo cubren— en la globalización, combinada con el análisis de las escuelas. En uno y en otros casos, los sujetos y actores de sus empeños intelectuales son los maestros, sus conocimientos y relaciones con el curriculum, sus afanes de profesionalización y desarrollo, así como sus creencias y normas que rigen su práctica docente.
2003
Comprehensive Teacher Induction: Systems for Early Career Learning
Author: Lynn Paine*
What does it take to meet the wide-ranging needs of beginning teachers? Based on a three-year study, the authors describe how comprehensive teacher induction systems can not only provide teacher support but also promote learning more about how to teach. For the past 10 to 25 years, induction programs in Shanghai, France, Japan, New Zealand, and Switzerland have provided well-funded induction support that reaches all beginning teachers, incorporates multiple sources of support, typically lasts two or more years, and goes beyond survival skills to promoting learning about teaching. ……..(Description from the book cover)
Choosing Choice: School Choice in International Perspective
Editors: David Plank* & GarySykes*
As the first cross-national comparative study on school choice policies, this volume features prominent scholars who analyze experiences in countries around the world — England, Chile, South Africa, the Czech Republic, China, Australia, New Zealand, and Sweden. Together, they answer such important questions as: Why are policies that expand educational options being adopted in such a diverse set of countries? Why have governments in widely varying circumstances come to view school choice as an apt response to educational dilemmas? What have we learned about the impacts of these policies on existing educational systems and the quality of teaching and learning in the classroom? ………..(Description from the book cover)
2002
Higher Education in the Developing World: Changing Contexts and Institutional Responses
Editors: David W. Chapman & Ann E. Austin*
Identifies five critical issues with which higher education institutions in the developing world must grapple as they respond to changing external contexts, offers examples of institutional responses to these issues, and considers these within a systems perspective which recognizes that each response impacts how institutions handle other critical issues. …….(Description from http://www.amazon.com)
New Paradigms and Recurring Paradoxes in Education for Citizenship: An International Comparison
Editors: Steiner-Khamsi, G., Torney-Purta J. M. & Schwille, J.*
Scholars in international comparative education are calling for a new paradigm – a multilevel qualitative analysis of cross-national data. In response, New Paradigms and Recurring Paradoxes in Education for Citizenship demonstrates the application of a multi-level analysis to qualitative data. …….(Description from the book cover)
Disability and Special Needs Education in an African Context
Authors: Susan Peters* & Robert Chimedza
This book provides a rare opportunity in Special Needs education and Disability studies in that it juxtaposes the experiences and knowledge of people living with the disabilities with that of teachers and scholars from universities. This provides multiple perspectives on each disability group. The authors problematise, interrogate and provide possible practical solutions to the issues they raise. The book is situated and contextualised in Zimbabwe but with a regional and international application. ……(Description from the book cover)
According to the Book: Using TIMSS to Investigate the Translation of Policy into Practice Through the World of Textbooks
Authors: Valverde, G.A., Bianchi, L.J., Wolfe, R.G., Schmidt, W.H.*, & Houang, R.T.*
According to the Book presents findings from the largest cross-national study of textbooks carried out to date – the curriculum analysis of the 1995 Third International Mathematics and Science Study (TIMSS). This study included a detailed, page-by-page, inventory of the mathematics and science content, pedagogy, and other characteristics collected from hundreds of textbooks in over forty countries. …….. (Description from the book cover)
2001
Apartheid No More: Case Studies of Southern African Universities in the Process of Transformation
Editors: Mabokela, R. O.*, & King, K.L.
The South African higher education system has historically been characterized by racial and gender inequalities inherited from the discriminatory practices of the apartheid era. In response to the demise of apartheid in South Africa, educational institutions are engaged in efforts to redefine their mission to reflect values of the “New South Africa.” In order to portray how institutions from divergent historical contexts are addressing the challenge to create new identities Mabokela and King include case studies on South Africa tertiary institutions involved in this transformation. (Description from http://www.amazon.com)
Values Education for Dynamic Societies: Individualism or Collectivism
Editors: Cummings, W.K., Tatto, T.*, &Hawkins, J.
Social changes have made values education an important topic for academics, policy makers and practitioners in all parts of the world. This book examines values education in a diverse set of societies. Some, including China, the United States and Russia, are very large countries. At the opposite end of the scale, Singapore, Hong Kong and Taiwan are much smaller societies but are no less complex… (Description from http://www.amazon.com)
Why Schools Matter: A Cross-National Comparison of Curriculum and Learning
Authors: Schmidt, W.H.*, McKnight, C.C., Houang, R.T.*, Wang, H.*, Wiley, D.E., Cogan L.S.*, & Wolfe R.G.
What will it take for [U.S.] schools to provide world-class education in mathematics and science? This groundbreaking study of the curriculum-achievement connection in mathematics and science has important implications for what we teach and the standards we set in schools. Why Schools Matter offers an in-depth examination of the information that came out of the TIMSS (Third International Mathematics and Science Study)… (Description from the book cover)
Política Educacional no Brasil: Caminhos para a Salvaçāo Pública
Author: David N. Plank*
O Brasil ocupa uma posição pouco confortável junto aos principais países da América Latina, no que se refere a maioria dos índices de desenvolvimento educacional. Mesmo existindo um consenso sobre a gravidade dos problemas do ensino fundamental e uma grande variedade de propostas para solucioná-los, o problema persiste ao longo da história… (Description from the book cover)
2000
Voices of Conflict: Desegregating South African Universities
Author: Reitumetse Obakeng Mabokela*
The South African higher education system has historically been characterized by racial and gender inequities inherited from the discriminatory policies of the apartheid era. Emerging from a higher education history plagued with deeply entrenched racial disparities, Voices of Conflict examines how academic programs and structures at the historically white universities have responded to the increasing enrollment of black students since the enactment of the Universities Amendment Act in 1983…(Description from http://www.amazon.com)
Now We Read, We See, We Speak: Portrait of Literacy Development in an Adult Freirean-based Class
Authors: Purcell-Gates, V.* & Waterman, R.A.
It is a book for all teachers, teacher educators, and researchers who are interested in, and curious about, Freirean-literacy instruction. It focuses on adult literacy and adult literacy issues, but many of the resulting insights and highlighted principles are relevant to literacy learning at all ages. While this is not a “how to” book, up-close studies, such as what Purcell-Gates and Waterman have done here, of teaching and learning in process, provide important concrete examples for teachers who are on their own journey of development and change. (Description from the book cover)
1999
Facing the Consequences: Using TIMSS for a Closer Look at U.S. Mathematics and Science Education
Authors: Schmidt*, W.H., McKnight C.C., Cogan, L.S.*, Jakwerth, P.M., & Houang, R.T.*
Facing the Consequences presents a perspective on US mathematics and science education that is developed from data gathered as part of the Third International Mathematics and Science Study (TIMSS). TIMSS is the most extensive and far-reaching cross-national comparative study of mathematics and science education ever attempted. It includes comparing official curricula, textbooks, teacher practices, and student achievements for many countries (from 20 to 50 countries, depending on the particular comparison)… (Description from the book cover)
Civic Education Across Countries: Twenty-four National Case Studies from the IEA Civic Education Project
Editors: Torney-Purta, J., Schwille, J.*, & Amadeo, Jo-Ann
The chapters in this edited volume provide summaries of the national case studies and highlight issues of current importance. An introductory chapter describes the study’s theoretical framework and design and outlines themes and patterns found across countries. The introductory chapter also describes how these case studies contributed to the design of the instrument for phase 2 of the study, in which 140,000 students of age 14 were tested during 1999. The book gives educators and policy-makers cross-national information to enhance consideration of the role and status of civic education, especially in light of growing concerns about youth participation in democratic society… (Description from the book cover)
1998
Toward School and Community Collaboration in Social Forestry: Lessons from Thai Experience
Authors: Maureen McDonough* & Christopher W. Wheeler*
This publication examines school efforts to use communities as laboratories for learning in Northern Thailand, provides insights into how schools can contribute to community efforts to develop sustainable solutions to local problems, and raises a number of important issues and questions for policymakers and practitioners alike. (Description from the book cover)
1997
A Splintered Vision: An Investigation of U.S. Science and Mathematics Education
Authors: Schmidt, W.H.*, McKnight, C.C., & Raizen, S.A. A Splintered
Vision: An Investigation of U.S. Science and Mathematics Education is the US report on the curriculum analysis component of the Third International Mathematics and Science Study (TIMSS) which was sponsored by the International Association for the Evaluation of Educational Achievement (IEA). The report summarizes data from the TIMSS curriculum analysis and integrates it with teacher questionnaire data from the US, Japan, and Germany on science and mathematics topic coverage and instructional practices… (Description from the book cover)
Many Visions, Many Aims (Vol.1): A Cross-national Investigation of Curricular Intentions in School Mathematics
Authors: Schmidt, W.H.*, McKnight, C.C., Valverde, G.A., Houang, R.T.*, & Wiley, D.E.
This book examines important features of curriculum policy across the TIMSS countries, especially the role of textbooks and curriculum guides. It also portrays similarities and differences in mathematics curricula in the succession of objectives across grades. Additionally, it details characteristics of the mathematics curriculum as embodied in textbooks and curriculum guides intended for select grades. This book will be of interest to anyone concerned with mathematics education standards, curriculum policy, cross-national educational comparisons, and mathematics pedagogy… (Description from the book cover)
Many Visions, Many Aims (Vol.2): A Cross-National Investigation of Curricular Intentions in School Science
Authors: Schmidt, W.H.*, Raizen, S.A., Britton, E.D., Bianchi, L.J., & Wolfe, R.G.
The book examines important features of curriculum policy across the TIMSS countries, especially the role of textbooks and curriculum guides. It also portrays similarities and differences in science curricula in the succession of objectives across grades. Additionally, it details characteristics of the science curriculum as embodied in textbooks and curriculum guides intended for select grades.
This book will be of interest to anyone concerned with science education standards, curriculum policy, cross-national educational comparisons, and science pedagogy. ..(Description from the book cover)
1996
Characterizing Pedagogical Flow: An Investigation of Mathematics and Science Teaching in Six Countries
Authors: William H. Schmidt* & Leland S. Cogan*, et al.
Characterizing Pedagogical Flow presents conclusions from a multi-disciplinary, multi-national research project blending quantitative and qualitative methodologies. The project investigated the mathematics and science curriculum, teaching, and classroom practices in six countries. Focusing on classrooms for nine- and thirteen-year olds, this project culminated in the student, teacher, and school background questionnaires used in the recently conducted Third International Mathematics and Science Study (TIMSS) sponsored by the International Association for the Evaluation of Educational Achievement (IEA)… (Description from the book cover)
The Means of Our Salvation: Public Education in Brazil, 1930-1995
Author: David N. Plank* Brazil lags behind all but the poorest countries on most indices of educational development. There is near consensus on the nature and severity of the problems facing basic education and considerable agreement on what must be done to resolve them. Nonetheless, the problems persist; agreement has not produced the actions needed to bring about improvement… (Description from the book cover)
1994
The University and the Teachers: France, the United States, England
Authors: Harry Judge, Lynn Paine*, Michel Lemosse, & Michael Sedlak*
This volume (286 pages) in the Oxford Studies in Comparative Education series explores a cross-national theme: the relationship between the university in each of the three countries and the education of teachers. It does so in a contrastive manner and by placing the central theme within the context of the history, politics, social structures and educational policies of France, the United States and Britain (with a particular emphasis on England)… (Description from the book cover)