Index
Promoting and Sustaining a Quality Teacher Workforce
ISBN: 978-1-78441-017-9, eISBN: 978-1-78441-016-2
ISSN: 1479-3679
Publication date: 26 October 2015
This content is currently only available as a PDF
Citation
(2015), "Index", Promoting and Sustaining a Quality Teacher Workforce (International Perspectives on Education and Society, Vol. 27), Emerald Group Publishing Limited, Leeds, pp. 511-515. https://doi.org/10.1108/S1479-367920140000027022
Publisher
:Emerald Group Publishing Limited
Copyright © 2015 Emerald Group Publishing Limited
INDEX
Accountability
, 7, 10, 12–13, 17, 19, 90, 97, 101, 105, 152, 169, 234, 282–283, 286–287, 289, 292–293, 315–316, 335, 342, 489–490
Ambitious practices
, 448–449
Bildung
, 147, 151
Competence
, 21, 40, 45, 76, 284, 286, 391, 393, 405, 407–408, 491–492
Conceptual understandings
, 29, 159, 385, 387, 394–395, 397, 401, 405, 406, 407, 484
Constructive political education
, 389
Constructivist beliefs
, 114–115, 119, 123, 125–126, 129, 131–137
Content area knowledge
, 338–339
Contextualization
, 16, 208, 281, 450
Continuing professional development (CPD)
, 89, 91
Core competencies
, 26, 197–234, 484
Culturist theory
, 117
Curricula
, 13, 135, 151–152, 258, 288–289, 314, 374–375, 388–389, 393, 395–397, 399–400, 409, 473
Curricular reform
, 284–285, 458
Curriculum theory
, 146–151, 154, 168–170
Democracy
, 29, 79, 385–410, 484
Democratic schooling
, 390–391
Didaktik
, 19, 25, 145–156, 159, 162–163, 165–166, 168–170, 479
Didaktik tradition
, 25, 147, 156, 392
Double shifting
, 66, 68
DPA model
, 373
Educational policy
, 11, 14, 17, 218, 396, 405, 443, 470, 482, 487
Educational sciences
, 392–393
Education for All (EFA)
, 2, 12, 40–42, 53, 55, 57, 63, 77, 79, 90, 283, 316
Educator turnover
, 28, 333–359, 479
EFA Dakar Framework for Action
, 41
Effective instruction
, 3–4, 6, 27, 337–340, 477, 479
Effective teacher
, 15, 23, 280, 292, 302, 427–432, 437, 441, 450, 459, 464, 478, 489
Epistemology
, 401
Fridtjuv Berg
, 388
Globalization
, 11–12, 112, 138, 280, 282–290, 470
Global mandates
, 42, 281, 282, 284, 289, 316
Governance
, 6, 7, 11, 17, 282–284, 287, 289–290, 292–293, 314–315, 398, 403, 470, 488
Heterogeneity
, 387
Higher education
, 50, 210, 282–283, 287–288, 314–315, 317–318, 386–387, 390, 392, 395–396, 403, 407–409
HIV/AIDS
, 53
Hofstede Power Distance Index
, 123–124, 134
Homogeneity
, 131, 234, 387, 485
Horace Mann
, 388
Institutionalization
, 7, 271
Institutional theory
, 281, 414, 422–423, 426
Instructional leadership
, 28, 333–359, 436, 479
Instructional practices
, 3, 4, 6, 9, 13, 15, 18, 19–21, 26, 88, 99, 115, 153, 225, 338–339, 340, 341, 357, 417, 429–430, 437, 473, 475, 477, 479, 480, 482
Knowledge
, 3–4, 11, 15, 17, 24–27, 29–31, 60, 89, 91–93, 96–98, 102, 104–105, 111–112, 114–115, 117, 121, 147–149, 155, 157, 159, 169, 198, 201, 203, 206–207, 215–217, 225–226, 231, 269, 280–287, 289–290, 292, 294–301, 303–306, 308, 310, 313–319, 334–342, 344–347, 349, 351–352, 355, 357–359, 368–369, 371, 374, 378, 389, 392–393, 396–397, 402, 406–407, 417–418, 420, 428–429, 431, 446, 448–454, 459, 468, 472, 474, 476, 479–481, 484–485, 489, 493–494
Learning
, 3–4, 6, 14–20, 23–26, 30, 42–43, 51, 69, 87–105, 112–116, 118–120, 122–123, 127–139, 146–148, 151–152, 158, 169–170, 199–200, 203, 205, 207–214, 217, 222–225, 229–231, 240, 242–254, 256–257, 259–260, 263–270, 280–281, 289, 295–296, 298–299, 301–304, 306, 308–310, 312–313, 316–317, 334–339, 352, 359, 371, 391–393, 396–398, 405, 414–415, 419, 422–423, 427–432, 437–438, 445–450, 452–456, 458–459, 469–470, 474, 477–480, 484, 490–491, 494
LINKS-Ed study
, 371, 373, 375
Local culture theory
, 281
Local mandates
, 281, 289
Measurement
, 53, 55, 77, 202, 206, 222, 231, 295–296, 303, 317, 376, 446, 487
Metaphors
, 397–398, 402, 492
Micro-politics
, 368, 372–374
Millennium Development Goals (MDGs)
, 2, 12, 41, 77, 79
Multigrade teaching
, 68–69
National Council of Teacher of Mathematics (NCTM)
, 253, 315
Neo-institutional theory
, 136
Novice teacher
, 26, 197–234, 270, 337, 339–341, 352, 484
Olof Palme
, 389
Opportunity to learn
, 3–4, 21, 301–302, 313, 319, 477
Organisation for Economic Co-operation and Development (OECD)
, 2, 4, 6, 10, 15, 17–18, 22, 40–41, 43, 46, 51–52, 79, 88–89, 94–95, 104, 113, 115, 119, 134, 138, 242, 255, 316, 409, 416–417, 473, 482–483
Professional development
, 4, 9, 19–20, 23–24, 26, 28, 43, 57, 66, 68, 88–93, 96–106, 146, 152–153, 156–157, 163, 165–166, 169–170, 202, 209, 229, 232, 282, 335, 338, 369, 377–378, 404, 414, 418–419, 422–423, 426, 433–434, 436–437, 444–445, 448, 450–451, 458–459, 468, 471–475, 480–483
Professional ideals
, 406
Professionalism
, 18, 22, 92, 101, 148, 405, 420, 431, 480
Professional Learning Activities
, 23–24, 87–106, 474
Progress in International Reading Literacy Study (PIRLS)
, 43, 87–89, 94–96, 99–100, 102–103, 105, 396
Pupil-teacher Ratio (PTR)
, 40, 49, 51, 62–65, 76
Reconstructive political education
, 389
Regimes
, 24, 111–139, 472, 479
Regulation
, 7, 125, 281, 284, 287, 315, 392–393, 409, 422, 449
Retention
, 14, 23, 64, 71, 168, 241, 337, 340–341, 344, 354, 356, 358, 416, 445, 451
Social Democratic Party
, 388, 409
Social networks
, 18, 28, 337, 367–379, 481
South Korea
, 414, 438, 471, 489
Standards
, 2, 7, 11, 15, 17, 18, 24–26, 31, 55–57, 59–61, 101, 105, 112, 136, 201–207, 211, 218–219, 221–222, 230–231, 233, 253, 258, 261–262, 268, 283, 285–289, 293, 315, 317, 374, 416, 420, 423, 444, 446, 448–449, 451, 458, 474–475, 482, 484–486, 493
Statistics
, 9, 22, 39–46, 49, 55, 57–58, 61–63, 65, 67, 72–73, 75, 77–79, 124–125, 302, 344
Status
, 6, 17–18, 27, 41–43, 75, 152, 169–170, 205, 290, 300–301, 313, 403, 407, 420–421, 454, 471, 482, 484–487, 490
STEM
, 28, 150, 168, 333–359, 449, 451, 479
Structural reform
, 11, 283–284
Student achievement
, 6, 8–10, 14, 20, 66, 71–72, 76, 78, 91, 93–95, 102–103, 105, 115, 155–156, 158, 170, 200, 202–205, 207, 210–211, 213, 222, 226, 229–231, 233–234, 255, 280, 334–335, 337, 339–341, 352, 355, 359, 376–377, 424, 445–447, 459, 474
Sweden
, 29, 31, 46–47, 49, 150, 154–155, 160–162, 164, 166–167, 272, 385, 387–391, 394–395, 404, 406, 446, 484
TAKS
, 343–344, 347, 351
Teacher age
, 45, 354
Teacher attrition
, 20, 23, 47, 51–54, 78, 340
Teacher beliefs
, 24, 111–139, 446, 479–480
Teacher characteristics
, 9, 18, 30, 44–45, 78, 112, 156, 306, 310, 445, 447, 459, 467
Teacher decision-making
, 102, 104, 338
Teacher education
, 4, 6–7, 9, 11, 14–17, 20, 24–29, 31, 43, 113, 116, 120, 137–138, 151–152, 168, 199–200, 202–205, 207, 222, 239–272, 279–319, 385–410, 447, 450–452, 468, 470, 474–476, 480–481, 483–485, 490
Teacher Education and Development Study in Mathematics (TEDS-M)
, 43, 113, 116, 118, 120–122, 124, 135, 138, 281–282, 290, 292, 294–299, 301, 304, 314–318, 476
Teacher education outcomes
, 289
Teacher effectiveness
, 1–31, 201–202, 222, 414–415, 421, 423–429, 431–432, 468
Teacher evaluation
, 24, 29–30, 93, 112, 414–416, 419–438, 488, 493
Teacher evaluation policy
, 29, 93, 97–98, 413–438, 488
Teacher gender
, 22
Teacher policy
, 27, 287, 416
Teacher practices
, 91, 93, 101, 115, 117, 336, 338, 368, 372, 376–377, 379, 447
Teacher preparation
, 16–18, 26–27, 61, 64, 152, 198–205, 207–208, 230, 232, 240–244, 246, 255–256, 268–270, 272, 282, 290, 292–296, 301, 335, 376, 386, 391, 395, 397, 403–404, 451–452, 469, 474–476, 478
Teacher professional learning
, 23, 89, 105
Teacher qualifications
, 3, 18, 41, 44, 55, 316
Teacher quality
, 2–10, 12–15, 17–20, 23–31, 42, 45, 54–55, 57, 72, 90, 93, 96, 112, 116, 120, 137–138, 146, 199, 239–240, 335, 359, 367–380, 385–410, 414, 416, 434, 438, 443–459, 467–494
Teacher salary
, 70, 72, 75, 344–345
Teacher training
, 7, 23, 45, 47–48, 50, 55–62, 64, 78, 259, 284, 371, 395, 471
Teacher turnover
, 15, 19, 23, 51, 170, 334, 340–342, 345–346, 354–355, 479
Teacher work structure
, 98
Teaching and Learning International Survey (TALIS)
, 43, 88–89, 94–96, 99–103, 105–106, 119–120, 476
Teaching force
, 4, 6, 9, 12, 20, 23, 27–28, 31, 45, 168–169, 198, 200, 476, 482, 484, 486–487
Traditional beliefs
, 25, 114, 123, 125–128, 130–138
Traditionally academic ideals
, 406
Trends in International Mathematics and Science Study (TIMSS)
, 19, 25, 43, 88–89, 94–96, 99–100, 102–105, 120, 145–170, 255, 296, 396, 473–474, 479
UNESCO Institute for Statistics (UIS)
, 9, 22, 39–80, 473
United States
, 6–11, 14–16, 20, 26, 29–30, 46, 49, 67, 70, 73, 88, 90–91, 98, 104, 117–119, 121, 124, 126–127, 129–130, 133–134, 146, 150–151, 154, 157, 159–161, 163–164, 166–167, 169, 198–199, 202, 208, 240–244, 246, 254–255, 258–259, 268, 272, 280–282, 284, 286–287, 289–294, 297–300, 303, 305–306, 308–310, 312, 314–317, 334, 371, 413–438, 458, 469, 471, 473–475, 477–478, 481–486, 488–491, 493–494
Universal Primary Education (UPE)
, 48–49, 51–53, 62, 70, 76
Value-added modeling (VAM)
, 203–204, 446, 486
Values
, 11, 24, 29–31, 72–73, 112–113, 117–120, 123–124, 129, 134, 138, 156, 243, 251, 261, 265, 295, 303, 318–319, 385–410, 469, 479–480, 484, 486–488, 492
Values education
, 386–387, 389, 391, 393–394, 396–398, 401–405, 407–409, 484, 492
World culture theory
, 12, 281
- Promoting and Sustaining a Quality Teacher Workforce
- International Perspectives on Education and Society
- Promoting and Sustaining a Quality Teacher Workforce
- Copyright Page
- List of Contributors
- Introduction: The Challenges of Teacher Effectiveness and Quality Worldwide
- The UNESCO Institute for Statistics (UIS) Strategy on Teacher Statistics: Developing Effective Measures of Quantity and Quality in Education
- Measuring Teachers’ Professional Learning Activities in International Context
- Regimes of Teacher Beliefs from a Comparative and International Perspective
- Unpacking Teacher Differences in Didaktik and Curriculum Traditions: Trends from TIMSS 2003, 2007, and 2011
- Exploring Novice Teachers’ Core Competencies
- Indicators of Quality in Teacher Education: Looking at Features of Teacher Education from an International Perspective
- The Influence of Teacher Education on Mathematics Teaching Knowledge: Local Implementation of Global Ideals
- Building and Sustaining a Quality STEM Teacher Workforce: Access to Instructional Leadership and the Interruptions of Educator Turnover
- No Teacher Is an Island: How Social Networks Shape Teacher Quality
- Conceptual Understandings of Democracy and Values as Aspects of Teacher Quality – The Case of Teacher Education in Sweden
- Teachers’ Responses to Changes in Teacher Evaluation Policy in Korea and the United States
- Current Trends in the Framing of Teacher Qualities
- World Culture and Teacher Quality: Consensus, Convergence, and Conflict
- About the Authors
- Index