International Handbook of Teacher Quality and Policy

Motoko Akiba is Professor of Education Policy in the Department of Educational Leadership & Policy Studies at Florida State University.Gerald K. LeTendre is Harry L. Batschelet Professor of Educational Administration at Pennsylvania State University and editor of the American Journal of Education.

• Introduction: Conceptualizing Teacher Quality and Policy in a Global Context MOTOKO AKIBA AND GERALD K. LETENDRESECTION IDisciplinary and Theoretical Perspectives on Teacher Quality 1 Socio-Emotional Learning and Teacher Quality GERALD K. LETENDRE 2 Individual Excellence vs. Collaborative Culture: Sociology of Professions and Professionalization of Teaching in the U.S. SAKIKO IKOMA 3 The Culture of Teaching: A Global Perspective JAMES W. STIGLER AND JAMES HIEBERT 4 Quality in Early Childhood Education: An Anthropologist’s Perspective JOSEPH TOBIN 5 Misdiagnosing America’s Teacher Quality Problem RICHARD M. INGERSOLL 6 Policies to Improve Teacher Quality VERONICA KATZ AND JAMES WYCKOFFSECTION IITransnational Teacher Policy and Practice: Global Actors and Networks 7 The OECD Program TALIS and Framing, Measuring, and Selling Quality Teacher™ TORE BERNT SORENSEN AND SUSAN L. ROBERTSON8 Three Models of Global Education Quality: The Emerging Democratic Deficit in Global Education Governance HEINZ-DIETER MEYER, ROLF STRIETHOLT, AND DAVID YISRAEL EPSTEIN 9 Improving Teacher Quality, Status and Conditions: The Role of Teacher Organisations DENNIS SINYOLO10 Teacher Unions and Teacher Quality NINA BASCIA11 eTwinning: A Teacher Network in Europe ARJANA BLAZIC AND BART VERSWIJVEL12 The Global Spread of Lesson Study: Contextualization and Adaptations CATHERINE LEWIS AND CHRISTINE LEE13 Comparing Contract Teacher Policies in Two States of India: Reception and Translation of the Global Teacher Accountability Reform ARUSHI TERWAY AND GITA STEINER-KHAMSI14 Teacher Quality in Gulf Cooperation Council (GCC) Countries: Translating Global Discourse to National Education Systems ALEXANDER W. WISEMAN, PETRINA M. DAVIDSON, AND JOSEPH P. BRERETONSECTION IIIPerspectives and Experiences of Teachers in Policy Contexts 15 A Difficult Relationship: Accountability Policies and Teachers—International Evidence and Premises for Future Research ANTONI VERGER AND LLUÍS PARCERISA16 Assumptions and Implications of Adopting Educational Ideas from the West: The Case of Student-Centered Pedagogy in Turkey HÜLYA KOSAR ALTINYELKEN AND SEMIHA SÖZERI17 Policy as a Context for Quality Teaching in China: Diversity, Teacher Adaptation, and Chinese Migrant Children LISA YIU18 Educational Reform, Indigenous Communities, and Teachers’ Changing Work Roles TERRY WOTHERSPOON19 Mentoring the Problematic: Context Matters ANDREA GALLANT AND PHILIP RILEYSECTION IVComparative Research on Teachers and Their Work Contexts 20 When a Young Student Wants to Be a Teacher: Cross-National Differences in 15-Year-Old Students’ Expectations of Becoming a Teacher SOO-YONG BYUN AND HYUNJOON PARK21 International Lessons in Teacher Education LINDA DARLING-HAMMOND, DION BURNS, CAROL CAMPBELL, A. LIN GOODWIN, AND EE LING LOW22 Quality Assurance in Teacher Education and Outcomes: A Study of Seventeen Countries LAWRENCE INGVARSON AND GLENN ROWLEY23 Effects of Job Motives, Teacher Knowledge, and School Context on Beginning Teachers’ Commitment to Stay in the Profession: A Longitudinal Study in Germany, Taiwan, and the United States SIGRID BLÖMEKE, RICHARD T. HOUANG, FENG-JUI HSIEH, AND TING-YING WANG24 Teachers’ Working Conditions: A Cross-National Analysis Using the OECD TALIS and PISA Data GUODONG LIANG AND MOTOKO AKIBA25 Examining the Determinants, Issues and Policy Implications of Indian Teacher Migration for the Indian Education System RASHMI SHARMA26 Teacher Efficacy Research in a Global Context HARAM JEON27 Reimagining Teacher Quality for Quality Girls’ Education in the Middle East and North Africa (MENA) EMILY ANDERSONSECTION VTeacher Policy, Implementation Process, and Impacts 28 Teacher Quality and Teacher Education Policy: The U.S. Case and Its Implications MARILYN COCHRAN-SMITH, MEGINA BAKER, STEPHANI BURTON, MOLLY CUMMINGS CARNEY, WEN-CHIA CHANG, M. BEATRIZ FERNÁNDEZ, ELIZABETH STRINGER KEEFE, ANDREW F. MILLER, JUAN GABRIEL SÁNCHEZ, AND REBECCA STERN29 China’s Free Teacher Education Policy PETER YOUNGS, HONG QIAN, SIHUA HU, AND XUEYING JI PRAWAT30 Learning to Teach in Ghana: Lessons from Institution-Based Teacher Education for the African Context KWAME AKYEAMPONG31 Teach for Australia: What, Who, Why, and How Well? SALLY WINDSOR32 Instructional Coaching in Kenya: Supporting Teachers to Improve Literacy Outcomes STEPHANIE SIMMONS ZUILKOWSKI AND BENJAMIN PIPER33 School-Based Teacher Professional Development in East Africa: Emerging Lessons from Kenya and Tanzania JAN HARDMAN34 Instructional Guidance Infrastructure, Curricular Reform, and Teachers’ Beliefs Related to Elementary Mathematics Instruction MEGAN HOPKINS AND JAMES P. SPILLANE35 Teacher Evaluation Reform in South Korea NAM-HWA KANG36 Eliminating the Stavka System in Kyrgyzstan: Rationale, Impact, and Resistance to Change in the Post-Soviet Era GITA STEINER-KHAMSI AND RAISA BELYAVINA Conclusion: Teacher Quality and the Fate of Nations GERALD K. LETENDRE AND MOTOKO AKIBAList of Contributors Index