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In: Self-Study Research Methodologies for Teacher Educators
In: Self-Study Research Methodologies for Teacher Educators
In: Beyond the One Room School
Series Editors: , , and
The ISATT conference series represents an effort to compile international research and practices on Teacher Education. It draws upon a variety of educational approaches, procedures, and teaching contexts where the field takes form. The aims and scope of the ISATT book series is to promote and bring together the best papers presented at the Biennial conferences of the association. The ISATT’s main goal is to increase insights into the identity, role, contexts and work of teachers, and the process of teaching.
Series Editors: , , and
Members of the ISATT represent a diverse group of teacher educator researchers and scholars from across the world who have interests in advancing understandings and practices related to teaching and teacher education. This ISATT Members Book series serves as a medium through which innovative research on teacher education theory and practice is mobilised and made accessible to scholars and practitioners. This book series features cutting edge scholarship that addresses ongoing and emerging challenges in teaching and teacher education.
Selected Works of Miriam Ben-Peretz
This book presents the scholarship of Miriam Ben-Peretz, a pioneering female professor and university leader who held the highest academic honors in Israel and was an American Educational Research Fellow and a member of the National Academy of Education in the United States. With opening comments by F. Michael Connelly and an Afterword by Lee Shulman, the volume shows how Miriam Ben-Peretz continued in the academic footsteps of her advisor, Seymour Fox (Hebrew University), and his advisor, Joseph J. Schwab (University of Chicago), who also supervised Connelly and Shulman.

Some book chapters reflect the influence of Miriam Ben-Peretz’s academic lineage; some others, instead, feature her signature research; and the final chapters capture her advocacy work with the MOFET Institute, a consortium of Israeli colleges of education created by the Ministry of Education that focuses on research, curriculum, and program development for teacher educators.

Abstract

Educational reform tops the world agenda. Since the introduction of international testing programs (i.e., PISA), nations have competed with one another to gain international prominence. Educational improvement has become a $2-trillion business annually. Policymakers are seeking to find the next-best thing to lift local and national scores. Their mandates, however, can only be realized by teachers who, by law, must implement them. For their part, teachers want to be curriculum makers, not curriculum implementers, enacting others’ demands. They know that policies cannot be implemented cleanly due to human and contextual complexities. In this chapter, researchers from four countries (Brazil, Canada, Portugal, United States) each introduce one or more recent reform policies that were adopted and illuminate how it/they affected local teachers and their practices in unanticipated ways.

In: Education beyond Crisis
Chapter 1 The Impact of Reform Policies on Teachers and Their Practices

Abstract

Educational reform tops the world agenda. Since the introduction of international testing programs (i.e., PISA), nations have competed with one another to gain international prominence. Educational improvement has become a $2-trillion business annually. Policymakers are seeking to find the next-best thing to lift local and national scores. Their mandates, however, can only be realized by teachers who, by law, must implement them. For their part, teachers want to be curriculum makers, not curriculum implementers, enacting others’ demands. They know that policies cannot be implemented cleanly due to human and contextual complexities. In this chapter, researchers from four countries (Brazil, Canada, Portugal, United States) each introduce one or more recent reform policies that were adopted and illuminate how it/they affected local teachers and their practices in unanticipated ways.

In: Education beyond Crisis