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Teachers Investigate Their Work: An introduction to action research across the professions
by Bridget Somekh Herbert Altrichter Allan Feldman Peter PoschTeachers Investigate Their Work introduces the methods and concepts of action research through examples drawn from studies carried out by teachers. The book is arranged as a handbook with numerous sub-headings for easy reference and fourty-one practical methods and strategies to put into action, some of them flagged as suitable `starters'. Throughout the book, the authors draw on their international practical experience of action research, working in close collaboration with teachers. It is an essential guide for teachers, senior staff and co-ordinators of teacher professional development who are interested in investigating their own practice in order to improve it.
Teachers Leading Change: Doing Research for School Improvement (Leading Teachers, Leading Schools Series)
by Gary Holden Mrs Judith Durrant`Their book will be of interest to teachers who wish to be proactive rather than reactive. It will be important reading for anyone who wishes to undertake school-based research' - Times Educational Supplement `This is a book which places teachers at the heart of inquiry for improvement. The realism, experience and optimism of each of the writers, shines through each page of the text. It is a "can-do" book which combines discussion of principles, practices and contexts with practical examples of exercises - recommended reading for those wishing to reflect upon the challenges and joys of engaging in teacher-led change' Christopher Day, Professor of Education and Co-Director of the Centre for Research on Teacher and School Development (CRSTD), The University of Nottingham This book shows how to support teachers' leadership of school change. Within a theoretical and policy context, the authors: give practical guidance for integrating inquiry with practice; show how to encourage collaboration and critical dialogue within and between schools; focus strongly on pupil, teacher and organizational learning. The book includes tried-and-tested ideas for aspiring and experienced teacher leaders and researchers.
Teachers Leading Educational Reform: The Power of Professional Learning Communities (Teacher Quality and School Development)
by Alma Harris, Michelle Jones and Jane B. HuffmanTeachers Leading Educational Reform explores the ways in which teachers across the world are currently working together in professional learning communities (PLCs) to generate meaningful change and innovation in order to transform pedagogy and practice. By discussing how teachers can work collectively and collaboratively on the issues of learning and teaching that matter to them, it argues that through collective action and collaborative agency, teachers are leading educational reform. By offering contemporary examples and perspectives on the practice, impact and sustainability of PLCs, this book takes a global, comparative view showing categorically that those educational systems that are performing well, and seek to perform well, are using PLCs as the infrastructure to support teacher-led improvement. Split into three sections that look at the macro, meso and micro aspects of how far professional collaboration is building the capacity and capability for school and system improvement, this text asks the questions: Is the PLC work authentic? Is the PLC work being implemented at a superficial or deep level? Is there evidence of a positive impact on students/teachers at the school/district/system level? Is provision in place for sustaining the PLC work? Teachers Leading Educational Reform illustrates how focused and purposeful professional collaboration is contributing to change and reform across the globe. It reinforces why teachers must be at the heart of the school reform processes as the drivers and architects of school transformation and change.
Teachers Learning Together: Creating Learning Communities
by Donna M. OgleIllustrates how teachers can participate in reading groups, shared staff study, professional networks, and more to create successful learning communities that translate into academic achievement for students.
Teachers Learning in Community: Realities and Possibilities (SUNY series, Restructuring and School Change)
by Diane R. Wood Betty Lou WhitfordThis book raises provocative questions about the efficacy, viability, and sustainability of professional learning communities given the present political and structural realities of public schools. The culmination of six years of research in five states, it explores real world efforts to establish learning communities as a strategy for professional development and school improvement. The contributors look at the realities of these communities in public schools, revealing power struggles, logistical dilemmas, cultural conflicts, and communication problems—all forces that threaten to dismantle the effectiveness of learning communities. And yet, through robust and powerful descriptions of particularly effective learning communities, the authors hold out promise that they might indeed make a difference. Anyone persuaded that learning communities are the new "magic bullet" to fix schools needs to read this book, including teacher educators, educational leaders and practitioners, professional developers, and educational leadership faculty.
Teachers Managing Stress & Preventing Burnout
by Robert A. Roth Yvonne GoldFirst published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.
Teachers Mentoring Teachers: A Practical Approach to Helping New and Experienced Staff
by John C. DareshThis highly interactive guide offers a step-by-step method for planning, implementing, and evaluating mentor programs to maximize teacher satisfaction and productivity.
Teachers Talking about their Classrooms: Learning from the Professional Lexicons of Mathematics Teachers around the World
by David Clarke Yiming Cao Michèle Artigue Carmel Mesiti Hilary HollingsworthDifferent communities, speaking different languages, employ different naming systems to describe the events, actions, and interactions of the mathematics classroom. The International Classroom Lexicon Project documented the professional vocabulary available to middle-school mathematics teachers in Australia, Chile, China, the Czech Republic, Finland, France, Germany, Japan, Korea, and the United States. National teams of researchers and experienced teachers used a common set of classroom videos to stimulate recognition of familiar terms describing aspects of the mathematics classroom. This book details the existing professional vocabulary in each international community by which mathematics teachers conceptualise their practice, and explores the characteristics, structures, and distinctive features of each national lexicon. This book has the potential to enrich the professional vocabulary of mathematics teachers around the world by providing access to sophisticated classroom practices named by teachers in different countries. This one volume offers separate, individual lexicons developed from empirical research, the capacity to juxtapose such lexicons, and an unmatched opportunity to highlight the cultural, historical, and linguistic bases of teachers' professional language.
Teachers Time Management for the Digital and Green Age: A Practical Guide to Transforming European Education
by Fabrice SerodesThis timely and essential study examines how the twin transitions of digitalisation and ecological responsibility are reshaping the foundations of contemporary education. The book explores the systemic shifts in school organisation, professional roles, and working conditions, positioning itself at the intersection of educational management, sustainability, and technological change. It identifies persistent structural barriers that have been a hindrance to the implementation in recent years, ranging from inadequate infrastructure to institutional resistance. It also highlights innovative practices that have emerged through cross-disciplinary collaboration and pedagogical experimentation. Furthermore, it offers solutions that will help overcome the obstacles. Drawing on extensive empirical research and actual case studies, it captures the pressures placed on educators, particularly during crises, and the potential for renewal. A central focus lies in rethinking time use, task coordination, and teacher well-being, advocating for adaptive strategies and institutional support. In alignment with the European Union's strategic agenda, the book calls for an education system that is not only future-ready but also equitable, humane, and resilient.
Teachers Under Pressure
by John Macbeath Maurice Galton`This is a well written and thoroughly researched book on an issue of vital importance. It places the experiences of individual teachers under pressure into the larger UK and worldwide context. Policy makers need to wake up to its messages' - Sara Bubb, Institute of Education, University of London What is it really like to be a teacher in today's demanding classrooms? Maurice Galton and John MacBeath spoke to teachers, parents and students in England, and compared their responses to similar inquiries in Asia, America, Australia and New Zealand. Their findings were disturbing. Teacher stress and workload were persistent themes in the four studies, with teachers frequently stretched to breaking point as they endeavour to 'make a difference' to their pupils' learning and welfare. Issues examined in the book include: - frustrations facing those trying to make inclusive education work in practice - effects of constantly changing policies on the staff required to implement them - loss of status within the teaching profession - reasons for teachers choosing to leave the profession - the consequences of staying on and fighting for what one believes in This fascinating read will be of interest to anyone involved in teaching, school leadership and educational policy.
Teachers Under Pressure: Stress in the Teaching Profession
by Cary Cooper Cheryl TraversOur education system has undergone a process of enormous and rapid change, and all too often teachers have found that insufficient support has been offered to help them cope with this. As a result, most teachers now find that they experience stress of one sort or another at some point during their careers. As a direct reaction to this, the National Association of Schoolmasters and Union of Women Teachers (NASUWT) have commissioned a comprehensive study of the issue of teacher stress. This book reports on the findings of that study, and the implications this has not only for teachers, but also for the pupils they teach. Cary Cooper and Cheryl Travers' book: * helps to identify which teachers are currently at risk of stress * explores how teacher's problems vary according to where they work, their grade, whether they are male or female and the age range they teach * suggests ways in which the problems of teachers can be helped * suggests preventative action to minimise stress and maximise educational experience
Teachers Who Are Blind or Visually Impaired
by Deborah KendrickThe first volume in the Jobs That Matter series, Teachers Who Are Blind or Visually Impaired profiles 18 visually impaired individuals who have successfully fulfilled their dreams of becoming teachers. Included in this volume are educators of different ages, ethnic backgrounds, and geographic locations across the United States, who work in the classroom in ways that are both surprisingly similar and dramatically different from one another. These engaging individuals demonstrate how visually impaired teachers can be effective in their jobs and achieve classroom success and satisfaction. Designed to inspire young people who are blind or visually impaired, their families, and the professionals who work with them about careers that are available, the books in the Jobs That Matter series are meant to expand readers' horizons by showing a wide range of employment possibilities.
Teachers Who Change Lives
by Andrew Metcalfe Ann GameMost of us can recall teachers who changed our lives, teachers who arrived to teach us what we needed to know just when we needed to know it. The amazing thing about such people is they change us so that we become ourselves. It's as if they have a magical ability to know us better than we know ourselves. How does this happen? Where does the power of great teaching come from? In Teachers Who Change Lives, leading Australian educationists Andrew Metcalfe and Ann Game cast new light on the processes of teaching and learning. The authors argue that outstanding teachers do not mould students by pushing them towards the achievement of externally based measurements of excellence (the 'perfect TER score or bust' model), but instead encourage them to reach their full potential by teaching them to follow their passions and interests. In interviews, some of Australia's most respected names-including Stephanie Alexander, Dawn Casey, Greg Chappell, Betty Churcher, Helen Garner, Shane Gould and Michael Kirby-reveal the significant classroom experiences and influential teachers that helped shape their futures. A book for parents of school-age children, for teachers and those interested in becoming teachers, and for all those who remember how teachers changed their lives.
Teachers Who Lead: Practical Strategies for Building Responsive Teams
by Ryan Dunn John Hattie Pauline ThompsonSupport colleagues, inspire collaboration, and drive impactful school improvement. Designed for instructional coaches, grade-level leaders, subject coordinators, and team leaders, Teachers Who Lead highlights proven strategies to enhance teaching practices, foster collaboration, and impact student learning on a broader scale. Drawing from the latest research on teacher leadership, school improvement, and real-world experiences, this practical guide emphasizes the essential skills and mindsets required to bridge teaching excellence and schoolwide leadership efforts. Key features include Diagnostic tools to address complex educational challenges Strategies to create shared high-quality resources that reduce workload and promote consistency Collaborative leadership techniques to strengthen team dynamics and foster collective teacher efficacy Real-world success stories offering insights into what works in educational leadership Reflection questions to apply the book’s ideas in your unique school context Whether you’re just beginning your leadership role or have been supporting colleagues for years, authors Ryan Dunn, Pauline Thompson, and John Allan Hattie provide actionable strategies to build confidence, promote student improvement, and make lasting contributions to your school.
Teachers Who Lead: Practical Strategies for Building Responsive Teams
by Ryan Dunn John Hattie Pauline ThompsonSupport colleagues, inspire collaboration, and drive impactful school improvement. Designed for instructional coaches, grade-level leaders, subject coordinators, and team leaders, Teachers Who Lead highlights proven strategies to enhance teaching practices, foster collaboration, and impact student learning on a broader scale. Drawing from the latest research on teacher leadership, school improvement, and real-world experiences, this practical guide emphasizes the essential skills and mindsets required to bridge teaching excellence and schoolwide leadership efforts. Key features include Diagnostic tools to address complex educational challenges Strategies to create shared high-quality resources that reduce workload and promote consistency Collaborative leadership techniques to strengthen team dynamics and foster collective teacher efficacy Real-world success stories offering insights into what works in educational leadership Reflection questions to apply the book’s ideas in your unique school context Whether you’re just beginning your leadership role or have been supporting colleagues for years, authors Ryan Dunn, Pauline Thompson, and John Allan Hattie provide actionable strategies to build confidence, promote student improvement, and make lasting contributions to your school.
Teachers Who Teach Teachers: Reflections On Teacher Education
by Tom Russell Fred KorthagenThis is a reflection on the education of teachers, written by teacher educators who discuss features of their work and the challenges facing teacher education in the 1990s. The book invites the reader to attempt similar analyses of personal practice and development in their own teaching.; The book deals with the personal development of both new and experienced teacher educators, illustrating how strongly teacher educators are influenced by their visions and by the challenge to prove themselves in the university setting. In addition, the book examines the ways in which teacher educators have acted to promote their own professional development and study their own practices, including writing as a tool for reflection, a life-history approach to self-study, as well as a study of educative relationships with others, and the analysis of a personal return to the classroom. Finally, it takes a broader look at the professional development of teacher educators and offers a challenge to all teacher educators to consider the tension between rigour and relevance.
Teachers Working Together for School Success
by Mario C. MartinezThrough examples, illustrations, and self-assessments, this volume provides the tools teachers need to build the productive working relationships that are the foundation of successful schools.
Teachers and Academic Partners in Urban Schools: Threats to professional practice (Teacher Quality and School Development)
by Lori Beckett'Showing how critical thinking and local democracy can be a spur to very real educational development within schools that are facing severe challenges, this book provides us with one very valuable contemporary resource of hope.' Ian Menter, Professor of Teacher Education, University of Oxford, UK Teachers and Academic Partners in Urban Schools identifies and addresses a major problem for practitioners – teachers, student teachers and teacher educators – working in urban schools burdened by highly restrictive teaching methods and pressures to meet unrealistic benchmarks set by government. In this book, Lori Beckett investigates how to negotiate these tensions and challenges and offers an account of how to elevate practitioners’ professional voice on quality teaching along more democratic lines. The book addresses key issues for teachers in urban schools, such as: fractures in teachers’ professional communities; impacts of imposed marketizing policies and forced performative practices on schools; the complexities of teaching and teachers’ concerns about practice, as well as teaching practitioners’ perception of educational/schools policy. Both academic and teacher partners contribute to the work, showcasing the ways they have engaged with each other in joint work and with local government. Through this, the book supports a professional and politicized dialogue about teaching and teacher education, offering a meaningful account of how to fashion a form of educative schooling for students and families with complex needs. Written by a dynamic and experienced author, this book brings Beckett’s experience to bear on a controversial and complex area – addressing the general trend towards increased regulatory policy in education. It is an essential read for anyone interested in a rich analysis of how practitioners can work to reassert their professional voice and regain control of schools and teacher education, and will also appeal to those interested in the larger project of restoring school democracy.
Teachers and Classes: A Marxist analysis (Routledge Library Editions: Sociology of Education #28)
by Kevin HarrisIn this study, first published in 1982, the author draws on his considerable experience at all levels in the school system to present a radical Marxist critique of that structure. He argues that the schooling process within contemporary corporate capitalism is inimical to education, while true education in turn is inimical to capitalism. He argues further that teachers, who are participants in ongoing class struggle, can begin to be concerned primarily with education only when they perform the function of the collective labourer. This title will be of interest to students of education and sociology.
Teachers and Crisis: Urban School Reform and Teachers' Work Culture (Routledge Library Editions: Urban Education #1)
by Dennis CarlsonAdvocates of the ‘back-to-basics’ movement argue that a basic skills programme ensures that students are educated to a minimum level of literacy required to enter the labour force. Critics charge that these efforts only increase school bureaucracy and undermine teachers’ autonomy in the classroom. First published in 1992, this book moves beyond the rhetoric surrounding the basic skills debate by providing a thorough yet critical examination of urban education, urban school reform, and teachers’ work culture. Beginning with a sparkling theoretical discussion of the problems and pitfalls of back-to-basics reform efforts, author Dennis Carlson argues persuasively that the movement’s exclusive emphasis on functional literacy skills rather than higher-order thinking assures that students will remain on the lower rungs of the socio-economic ladder. He then proceeds with an empirical study of two urban high school districts in which he documents the latent effects of back-to-basics on teachers’ work lives as well as staff-administration clashes over efforts to implement restructuring programmes. This book offers a sensible and sophisticated treatment of some of the important issues facing urban education and will be of great interest to anyone working in Education.
Teachers and Football: Schoolboy Association Football in England, 1885-1915 (Woburn Education Series)
by Colm KerriganThe 1870 Education Act that opened up elementary education for all children contained no provision for outdoor games. This book explains how teachers, through the elementary school football association, introduced boys to organized football as an out-of-school activity. The influence and significance of this work, insofar as it relates to the elementary school curriculum and the growth of professional and amateur football are explored in detail, including:* How ideological commitments and contemporary concerns for the physical welfare of children in cities may have led teachers to promote schoolboy football when it was not permitted during school hours* The extent to which out of school organised football may have led to outdoor games being accepted as part of the school curriculum* How elementary school football in London in the late nineteenth century influenced the development of the amateur game.This is a fascinating account of the origins of schoolboy football and the factors that have influenced its development and the consequences and benefits that have followed not only for school football but for sport in schools and communities as a whole.
Teachers and Mentors: Profiles of Distinguished Twentieth-Century Professors of Education (Source Books on Education #48)
by Paul Shaker Craig Kridel Robert V. Bullough, Jr.First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.
Teachers and Philosophy: Essays on the Contact Zone (SUNY series, Horizons in the Philosophy of Education)
by Cara E. Furman; Tomas de Rezende RochaPhilosophers and educators come together to address contemporary issues in education.Teachers and Philosophy showcases the potential of education practitioners and philosophers of education working and writing together. Following Mary Louise Pratt, this meeting space is referred to as a "contact zone," and contributors demonstrate the power and benefit of writing from this liminal space. Introductory and concluding chapters provide an argument for the value of bringing together philosophers and practitioners as well as tips for facilitating these interactions. Situated amid the COVID-19 pandemic, the volume grapples with the challenges that practitioners face around teaching controversial topics, crafting inclusive curricula, indigeneity, dis/ability, urban schooling, nature-based education, rural education, mental health, coping with feelings of anger, and more. Each chapter ends with suggestions for further reading or engagement, questions for reflection and discussion, and an activity that a class or reading group can move through together.
Teachers and Scholars: A Memoir of Berkeley in Depression and War
by Robert NisbetThe University of California at Berkeley is today best known as a great research center and popularly remembered as a locus of campus unrest in the 1960s. This memoir by the eminent sociologist and historian of ideas Robert Nisbet views Berkeley from a different perspective. Teachers and Scholars is a fascinating picture of Berkeley as it was a half a century ago in its move to become the most important center of learning west of the Mississippi. Nisbet recounts his years there as student and teacher, and offers vivid portraits of Berkeley's professors and personalities.Between the Great Depression and entry into World War II, Berkeley was a unique window on a Western world in turmoil. All the ideologies of the time liberalism, socialism, populism, and fascism impinged on the life of the campus. In Nisbet's view, the thirties was the last decade of "the old Berkeley" a school that conceived its primary mission as that of teaching. Although research was expected of every faculty member, its chief importance was widely held to be in its elevating effect on undergraduate instruction.In the shift from teaching to research, some have argued that Berkeley has lost community and consensus while others claim that the university has only enriched itself. Nisbet finds much to respect and criticize in both views. His vision permits him to compare and contrast the Berkley experience with other schools such as Harvard, Chicago, and Stanford. Rich in intellectual and social history, Teachers and Scholars is vitally pertinent to the educational questions and controversies of our own time.
Teachers and Schooling Making A Difference: Productive pedagogies, assessment and performance
by Debra Hayes Martin Mills Bob Lingard Pam ChristieTeachers + Schooling Making a Difference takes seriously the question that teachers ask, 'What do I do on Monday?' and does provide answers.'From the foreword by Professor Michael Apple, University of Wisconsin Education debates are currently dominated by free-market ideologists who push privatisation and competition as the answer to every problem, regardless of damage to schools and pupils. Teachers + Schooling Making a Difference shows that we can think about education in a far more productive way.'Professor R.W.Connell, University of Sydney This book is a lesson in making hope practical.It makes a compelling argument for recognising, supporting and enabling teachers as central to progressive school reform.'Professor Jenny Ozga, University of EdinburghWhat teachers do in the classroom really matters, even though schools cannot compensate fully for difficulties children may face at home and in society. Good teachers and good schools have been making a difference in children's lives for generations, but what exactly is it that works?Based on extensive research in 1000 primary and secondary classrooms, this book examines the tough questions about teaching methods, curriculum, assessment and teachers' professionalism. The authors isolate the key elements that make the difference in the classroom, and offer teachers practical approaches to working with all their students.Teachers and Schools Making a Difference is essential reading for teachers and school administrators who want to improve their professional skills and offer a genuinely democratic education.