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Dennis Beach is a Reader in Education Sciences (Pedagogy) who is currently employed at the Department of Education, Göteborg University. His research interests lie in the field of the sociology of education, the sociology of teachers’ work and the problems of education change. He has authored or co-authored three books and a number of articles and chapters in these subject fields and has also supervised several Ph.D. projects. At present he is head of two major national research projects in the fields mentioned, both of which are financed by the Swedish Research Council, and collaborates in two large European projects.Marie Carlson Ph.D. in sociology 2002, Göteborg University, Sweden. Her earlier studies were in social anthropology, Swedish for immigrants, and ethnicity and migration. Her main research interests are cultural studies and sociology of education. The wider project of which this chapter is a part focuses on Swedish language courses for immigrants as a social and cultural construction in the Swedish knowledge arena. It deals with questions regarding the impact of social and cultural practices on conceptions of knowledge and education. (e.g. Carlson, M., 2001) “Swedish Language Courses for Immigrants – Integration or Discrimination?” in Ethnography and Education Policy (Ed.) Geoffrey Walford, Oxford: Elsevier.) Marie Carlson also lectures on courses in ethnicity and migration, and is tutoring within the fields of “Language & culture,” “Islam” (Muslim women) and “Ethnicity.” Currently she is engaged in a project “Competing Ideas in the Renewal of SFI (Swedish for Immigrants) – An Investigation of Discursive Practices in SFI-education during Re-structuring” (financed by The Swedish Research Council). The project is carried out in corporation with Dennis Beach, Department of Education, Göteborg University.Marianne Dovemark was formerly a teacher at a comprehensive school in Sweden for over 20 years. She is in the process of completing a Ph.D. (in Educational Sciences) supervised by Dennis Beach and is currently employed as a lecturer on the pre-service Teacher Education Programme at the University College of Borås where she also does researches in the field of Sociology of Education. Her research stresses the new aims of comprehensive education in a re-structured school in Sweden with a special focus on the possibility of free choice within the school.Caroline Hudson is a Research Consultant whose company is called Real Educational Research Ltd. Caroline’s research interests encompass adult learning, literacy, family structure, offending and education, and issues related to social exclusion. Caroline is currently evaluating three literacy, language (ESOL) and numeracy developmental projects in the National Health Service (NHS), with the National Research and Development Centre (NRDC) for adult literacy and numeracy. She is also researching the impact of use of a PC tablet on the writing skills of young people who offend, for Ecotec Research and Consultancy on behalf of the Youth Justice Board (YJB). Caroline has worked as Basic Skills Advisor in the Home Office National Probation Directorate, and as an English teacher both in the United Kingdom and abroad.Bob Jeffrey has worked with Professor Peter Woods and Geoff Troman at the Open University since the early 1990s researching the effects of reform on teachers and young people in primary schools using ethnographic methods. In particular he has focused on the how the reforms have affected the creativity of teachers and more recently he has concerned himself with young people’s perspectives of their learning experiences in a project involving ten European countries. He has also contributed to the development of Ethnography in Education by publishing regular articles on methodology, editing books in this area, co-ordinating an international email list as well the Ethnography network for the European Educational Research Association and is currently co-organising the annual Oxford Conference for Ethnography in Education.Janet Donnell Johnson is a clinical lecturer and doctoral student in English Education at Indiana University in Bloomington, Indiana, USA. A former English teacher at an alternative high school, her research interests include the interconnectedness of student identity, agency, and resistance, and literacy as a social practice in and out of classrooms. Janet is currently researching and writing a critical qualitative study based on how non-mainstream students use language to take up certain subject positions and how those positionings create opportunities for literacy learning in and out of school. In her role as clinical lecturer, she teaches writing, methods of teaching English, and coordinates partnerships between Indiana University’s English Department, Language Education Department, and teachers in the schools. She also works closely with secondary and college teachers on incorporating critical literacy and teacher research in their classrooms.Jongi “Mdumane” Klaas is currently completing a Ph.D. in Education at the University of Cambridge. The study examines the perceptions and experiences of learners and teachers vis-à-vis the processes of racial integration in two South African secondary schools. Jongi obtained a Bachelor of Pedagogics degree majoring in English Literature and History at the University of Fort Hare in South Africa. He taught History for two years at Gwaba Combined School in South Africa before taking a Fulbright Scholarship to study a Masters degree in Comparative Education at the University of Oklahoma, USA. Jongi is married to Nocwaka Sinovuyo Klaas.Jerry Lipka is a full professor at the University of Alaska, Fairbanks. He has worked in cross-cultural education for the past 22 years. During this time, he has developed a long-term relationship with a group of Yup’ik Eskimo teachers and elders. This collaborative relationship has resulted in numerous publications. Most recently, this work has developed a culturally-based math curriculum; research on its effectiveness has shown that rural Yup’ik Eskimo students outperform their counterparts in math understanding.Gerry Mitchell is a Research Student at the Centre for Analysis of Social Exclusion and member of the Social Policy Department at the London School of Economics. She is in the final year of an ESRC funded Ph.D. researching the New Deal for Young People’s Voluntary Sector Option in London. The work is divided into three: It focuses on methodology – what is gained from applying ethnographic methods to social policy evaluations? Secondly, it analyses delivery of the New Deal at ground level and lastly explores the construction of identities around work in the narratives of young unemployed people. Recent Publications: “Choice, Volunteering and Employability: Evaluating Delivery of the New Deal for Young People’s Voluntary Sector Option” Benefits (2003), 11(2), 105–111.Farzaneh Moinian was formerly a teacher at different comprehensive schools in Iran and in Sweden. She is a doctoral student in pedagogy at Stockholm Institution of Education. Her research areas are linked to ethnography in education as well as the exploration of childhood in its historical and current manifestations. Her doctoral project includes children’s perception of morality, self-concept, values and goals as well as children’s life world from their own point of view. Her project would draw on a range of theoretical perspectives from inter-disciplinary Childhood studies, and would employ mainly qualitative methodologies, including ethnography. The various research projects carried out by Farzaneh Moinian focus on understanding the ways in which children percept and interpret their lives as well as how they communicate with other children about it.Ruth Soenen is research assistant (Fund for Scientific Research – Flanders) at the Department of Social and Cultural Anthropology of The Catholic University of Leuven, Belgium. Her work concerns ethnographic research into everyday relationships in urban settings. Research was carried out in schools and in collective city spaces (e.g. public transport and shops) within the reflection on intercultural matters, learning, community and public domain. She wrote a book in Dutch on intercultural education, research reports for Flemish Government (Educational and City Policy) and made several contributions in leading Flemish journals and books. In English she made a contribution to “Debates and Developments in Ethnographic Methodology. Studies in Educational Ethnography Vol. 6.” Other English publications are forthcoming.Geoff Troman is a Research Fellow and Associate Lecturer in the Faculty of Education and Language Studies at the Open University. Geoff taught science for twenty years in secondary modern, comprehensive and middle schools before moving into Higher Education in 1989. Throughout his time in schools he carried out research as a teacher researcher. His Ph.D. research was an ethnography of primary school restructuring. He is currently conducting research on teachers’ work and lives and focusing on the educational policy context and primary teacher identity, commitment and career in performative cultures of schooling. Among other publications in the areas of qualitative methods, school ethnography and policy sociology, he co-authored Primary Teachers’ Stress with Peter Woods and Restructuring Schools, Reconstructing Teachers, with Peter Woods, Bob Jeffrey and Mari Boyle. Geoff is a joint co-ordinator of the Ethnography Network for the European Educational Research Association and is currently co-organising the annual Oxford Conference for Ethnography in Education.Geoffrey Walford is Professor of Education Policy and a Fellow of Green College at the University of Oxford. His books include: Life in Public Schools (Methuen, 1986), Restructuring Universities: Politics and power in the management of change (Croom Helm, 1987), Privatization and Privilege in Education (Routledge, 1990), City Technology College (Open University Press, 1991, with Henry Miller), Doing Educational Research (Routledge, editor, 1991), Choice and Equity in Education (Cassell, 1994), Doing Research about Education (Falmer (Ed.), 1998), Policy, Politics and Education – sponsored grant- maintained schools and religious diversity (Ashgate, 2000) and Doing Qualitative Educational Research (Continuum, 2001). Within the Department of Educational Studies at the University of Oxford, he is Director of Graduate Studies (Higher Degrees), has responsibility for the M.Sc. in Educational Research Methodology course, and supervises doctoral research students. He was Joint Editor of the British Journal of Educational Studies from 1999 to 2002, and has been Editor of the Oxford Review of Education from January 2004. His research foci are the relationships between central government policy and local processes of implementation, private schools, choice of schools, religiously-based schools and qualitative research methodology.Joan Parker Webster is an assistant professor at the University of Alaska, Fairbanks, where she teaches courses in multicultural and cross-cultural education, children’s and young adult literature, reading theory and language acquisition, and ethnographic research methodology. She has researched and published in the areas of literacy, language acquisition, indigenous language revitalisation issues and ethnographic methodology. Parker Webster is presently working with Yup’ik Eskimo teachers and elders on a literacy-based curriculum project using traditional Yup’ik stories.Anita Wilson is a Research Associate with Lancaster Literacy Research Centre, Lancaster University, Lancaster, U.K. She has spent almost 14 years undertaking ethnographic and collaborative inquiry with people in prison. Between 2001 and 2003 she held a Spencer Post-Doctoral Fellowship from the National Academy of Education, New York which she used to introduce her theory, method and approach to prisoners in America, making a transatlantic comparison of how policy and practice impacts on prison literacies as they are “lived out” on a day to day basis. Her doctoral thesis Reading a Library – Writing a Book: The Significance of Literacies for the Prison Community proposes that people in prison live in a “third space” community, socialising the institutional in order to retain their sense of personal rather than prison identity. She maintains a strong focus on the ethics of working in constrained and sensitive settings and considers issues around exploitation, equity and advocacy to be central to ethnographic work. She has published widely and shares her work with policy-makers, practitioners and prisoners around the world. At present she is undertaking research funded by the National Research and Development Centre which investigates the importance of education to the lives of young offenders.

This chapter explores inquiry-based learning from the prospective of preservice teachers learning to enact classroom-based research. After describing a preservice course focused on practitioner inquiry, a framework for analyzing teachers’ perspectives toward teacher research is provided. The framework focuses on the different ways teachers conceive and make use of student learning data as tools for their own inquiry-based learning. Our study shows that changes to preservice teachers’ perspectives toward inquiry are possible, but often slow to nurture. Discussions of different approaches to research and specific research models appeared to be most impacting. Specifically, the above framework suggests that teacher inquiry that pursues dilemmas and wonderings, often leading to more questions, is much more useful than inquiry that seeks distinctive resolutions. When considering teachers’ classroom-based inquiry as a life-long professional pursuit, the results show promise for developing dispositions and skills for inquiry at this early career level. Implications of the course on preservice teachers and the theoretical model are provided.

The first part of this chapter addresses the history and development of the International Study Association of Teachers and Teaching (ISATT) and its engagement with the global educational community. We provide an account of the context and background against which ISATT developed as well as information about the founders’ orientations and the actions that led to ISATT’s birth. The second part of the chapter uses patterns of topic focus as graphic indicators of the evolution of ISATT’s research interests expressed through publication titles.

The purpose of this paper is to provide a research synthesis of findings drawn from studies of teacher leadership published in English-based journals from 2000 to 2018. The goal of the research synthesis was to develop new insights into teacher leadership through a theoretical discussion and to identify emerging themes for future research.

The methodology employed in this study was systematic review. The study first identifies a body of relevant literature and research on teacher leadership from the English-based journals from 2000 to 2018. Information concerning the nature of the studies as well as substantive findings was extracted from each of the articles. Synthesis of findings was accomplished by identifying key themes in the literature.

The synthesis yielded four themes: “the notion of teacher leadership,” “the theoretical perspectives are used for understanding teacher leadership,” “the factors are influencing the development of teacher leadership,” and “the approach to build and develop leadership capacity.”

This paper attempts to offer a critical review on the current literature and research on teacher leadership, reveal if there are any gaps in the ongoing debate, and identify the agenda for future research. This paper not only explores “what there is,” but also examines “what is missing,” and “what could be improved upon” by reviewing research findings that emerged in the teacher leadership literature produced from 2000 to 2018. The paper could shed light on the existing research about teacher leadership.

Based on the conception of total teacher effectiveness, aims to develop strategies for conceptualizing teacher effectiveness research. From the new conception, the units of research on teacher effectiveness are cell, array and layer. The strategies advanced for conceptualizing research include the individual unit description strategies, the within‐layer relationship strategies, the between‐layer relationship strategies, and the whole structure strategy. Based on the conception strategies, teacher effectiveness research can be shifted from traditional simplistic one‐dimensional conception to sophisticated multidimensional conception and can have various research alternatives for different research purposes and contexts. Hopefully, these strategies can provide a new direction for studying and improving teacher effectiveness in particular and school effectiveness in general.

The German evidence-based model of educational governance is bureaucratically regulated, but teachers and schools are autonomous in their way of implementing requirements in schools. Accountability is ensured by regularly monitoring educational outcomes with reference to national educational standards, e.g. in the form of mandatory comparative performance tests. In this context, it is worth determining the process stages of research engagement with which the available data or evidence is associated and which purposes they can serve in teacher education and practice. Building on that, an overview is provided of the state of (mainly German) research on teachers' and school leaders' research engagement and influencing factors. This research field has flourished in the wake of the Empirical Shift in German education. By now the understanding has emerged that ultimately the depth of inferential processes is vital for sustainable development and this in turn is influenced by data, context and user characteristics. On the individual level, in particular, positive affective-motivational dispositions and research literacy are deemed important, whereas the feeling of being controlled has detrimental effects. On the school level, school culture and leadership are of impact, whereas a certain continuity of measures on the governance level proves meaningful for the engagement with data and evidence in educational practice. With regard to the German experience, it is concluded that more (funded) dialogue opportunities between different actors and professional groups in education are needed and that initial and further training should strive even more to impart a meta-reflective stance or enquiry habit of mind.

Research over the last decade or so has made it clear that quality teachers matter to student achievement. What is less clear is the ways in which they matter and how we can prepare such high-quality teachers. Nowhere is this lack of clarity more evident than in special education, where we have few studies on teacher quality and even fewer studies on the type of preparation opportunities that would lead to high quality. Thus, it is difficult to make evidence-based decisions about how quality special education teachers should be defined and prepared. As a field, we have to turn to research in general education to provide a sense of some of the dimensions of teacher quality and effective teacher education. In this chapter, we provide a summary of the research on characteristics of highly qualified teachers and what we know from the research on teacher education and professional development that might foster these qualities, both in general and in special education. Part of our discussion centers on the concerns surrounding this body of research and the challenges of applying the findings to the field of special education. Although these challenges pose considerable problems, we are optimistic that potential solutions exist and can be reached through an alignment of initial teacher education and induction.

This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education policy in this chapter refers to action statements in verbal or written form made by national education authorities/agencies about teacher education, while teacher education practice refers to the work that teachers do. Using the method of research synthesis, multi-layered, purposeful sampling of various data sources, Boolean and non-Boolean search strategies, qualitative and quantitative analytical procedures, the study identified over a hundred documents. Out of these, 77 documents met the criteria for inclusion in the study. The distribution of research outcomes by Anglophone West African countries were as follows: 18.2% were on Gambia, 27.3% were on Ghana, 10.4% were on Liberia, 24.7% were on Nigeria, and 19.5% were on Sierra Leone. From this research synthesis, it is evident that there is a gap between teacher education policy and practice in Anglophone West Africa. Most teacher education policies are “add-on,” meaning that they were formulated as part of a larger national policy framework on basic, secondary and tertiary education. In addition, the research synthesis found that Gambia, Ghana, Nigeria, and Sierra Leone are very similar in terms of their pre-service teacher training models, but differ in their in-service and professional development systems, while Liberia has a slightly different in-service model with varying durations. The limitations and implications of the findings for further comparative and international education research are discussed in the chapter.

Identity is a disputed concept. A clear-cut, unitary definition of identity is impossible as it “bears a multivalent, even contradictory theoretical burden” (Brubaker & Cooper, 2000, p. 8). Existing literature shows that teacher identity or teacher professional identity is defined differently. In some cases, there is no definition at all. This chapter summarizes how research on teacher identity evolved in the last two decades. A total of 33 papers on teacher identity were reviewed. To analyze the data, we developed a conceptual framework on teacher identity based on the reviewed papers. In reviewing the literature, we found four lines of studies that have attracted more attention from educational researchers: (1) research on factors shaping teachers' professional identities, (2) studies highlighting the tensions and crises in teachers' professional identities, (3) approaches and models to the construction of teachers' professional identities, and (4) research on students' and beginning teachers' identities. Two different conceptions of teacher identity were found in these lines of research: strong and soft approaches. Strong conception of identity emphasizes sameness over time or across persons. Soft or weak conception of teacher identity, in contrast, is based on the premise that identity is flexible and unstable over time and across persons. Most of the research adopted the soft conception. Thus, the strong conception of teacher identity was understudied. Hence, we do not know what counts as the core professional values or meaning in strong conception of teacher identity. Relying on general pedagogy, we propose a framework based on moral, aesthetic, and rational foundations for developing a strong conception of teacher identity.