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R o u t l e d g e e d u c at i o n

Teacher Education

New Titles and Key Backlist 2011

As cr elo itical emina p r l issu ment eview , ‘sta tewh es o of f at bo ich to teach -theth po uche er an art’ licy s d and upon scho pra and ol ctic d e le iscus ses vel s.


The Routledge International Handbook of Teacher and School Development

Edited by Christopher Day, University of Nottingham, UK This handbook brings together a collection of research and evidence-based authoritative writings which focus on teacher and school development internationally. It provides a seminal, ‘state-of-the-art’ critical review of teacher and school development which touches upon and discusses issues at both policy and practice levels. The handbook is built around a central core of ten themes, each of which has a dedicated editor, who will present a critical overview of the theme. Each theme represents a key issue in the field. The highly regarded section editors are drawn from Ireland, Sweden, Australia, China, the UK and the USA and the contributors are from Australia, China, USA, Cyprus, Sweden, South Africa, India, South America and Portugal. This coherent and well constructed handbook will be of interest to Teacher Educators, researchers in the field of Teacher Education and policy makers. Table of Contents: Part I: Issues of Professionalism and Performativity 1. Performance Cultures of Teaching 2. Teaching as Profession 3. Performing to Expectations Part II: What Being an Effective Teacher Really Means 4. Teacher Effectiveness 5. What Being an Effective Teacher Really Means 6. Presence in Teaching Part III: What Successful Schools Look Like 7. Successful Schools Across North America 8. School Leadership in Successful Schools 9. Successful School Leadership in China 10. Successful Schools in Australia Part IV: Innovative Pedagogies 11. Modelling, Coding and Measuring the Act of Teaching 12. Weaving and the Question of ‘Asian Pedagogies’ 13. Scripting Video Production Korina Jocson 14. Moving with the Times Part V: Teachers’ Work and Lives 15. Teachers’ Work and Lives 16. Work and Life of South American Teachers in their Contexts Part VI: Schools in Different Circumstances 17. Collaborative Inquiries into Literacy, Place and Identity 18. Teachers, the Politics of the Governed and Educational Development 19. Local Context, Social Relations and School Organisation 20. The Politics of Teacher Development for an Indigenous People Part VII: Student Voices in a Global Context 21. Student Voice in the United States of America 22. Engaging Students in School Reform 23. Students’ Views on Equity and Justice in India’s Schools 24. Voices from the Streets Part VIII: Communities of Practice, Learning Communities 25. Learning Communities in Learning Schools 26. Deepening Learning in School-to-School Networks 27. Stustaining Professional Learning Part IX: Professional Learning and Development 28. The Praxis of Expansive Learning in Teaching 29. Continuing Professional Development of Teachers in Namibia and South Africa 30. Continuing Professional Learning for Australian Teachers 31. The Professional Development of Teachers Part X: School Effectiveness and Improvement 32. School Effectiveness Research to Improve the Quality of Teaching 33. Using Educational Effectiveness Research 34. From Good Schools for Some to Better Schools for All 35. Futures Focused Planning and School Improvement September 2011: 246 x 174: 400pp Hb: 978-0-415-66970-2: £125.00

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Teacher Quality and School Development Series High Quality Teaching and Learning International Perspectives on Teacher Education

The New Lives of Teachers Christopher Day, University of Nottingham, UK and Qing Gu, University of Nottingham, UK

Edited by Ann Lieberman, Columbia University, US and Linda Darling-Hammond, Stanford University, USA Teachers are the most important single element of the education system but what does it take to create high-quality teachers? Around the world, countries are struggling to understand how to change their schools to meet global demands. International comparisons have shown that schools in Finland lead the league tables, but why is this, what have they done, what new policies and practices in teacher education have they developed and how do they support the changes? A number of European and Asian countries also top the list when it comes to providing high-quality teacher education, but there is little information about what and how they are doing the work and how they have made changes.

‘A compelling read that makes you appreciate teachers, but equally will spur teachers on to increase the impact they have on their colleagues and on the children they serve.’ – Professor Michael Fullan, University of Toronto, Canada ‘This is one of the best books ever written about the working lives of teachers.’ – Professor Cary L. Cooper, Lancaster University, UK

Building upon Huberman’s classic study, it probes not only teachers’ everyday lives, but also the ways in which they negotiate the pitfalls of professional development and the different life and work ‘scenarios’ that challenge their sense of identity, well-being and effectiveness.

In this book, leading international scholars describe the systemic policies and practices of teacher education in eight high-achieving countries - Finland, Singapore, the Netherlands, the UK, Hong Kong, Canada, Australia and the USA - and how they are dealing with teacher quality, equity, and the changing global society. 

The positive and negative influences upon career and professional development and the influences of school leadership, culture, colleagues and conditions are also shown to be profound and relate directly to teacher retention and the work-life balance agenda. The implications of these insights for teaching quality and teacher retention are discussed.

June 2011: 234 x 156: 224pp Hb: 978-0-415-57700-7: £75.00 Pb: 978-0-415-57701-4: £22.99 eBook: 978-0-203-81755-1

May 2010: 234 x 156: 240pp Hb: 978-0-415-48459-6: £80.00 Pb: 978-0-415-48460-2: £24.99 eBook: 978-0-203-84790-9

Self-Study and Inquiry into Practice Learning to Teach for Equity and Social Justice Linda Kroll, Mills College, California, US In this book, Linda Kroll describes a stance and pedagogy for helping young teachers to be successful in the most challenging of circumstances. Using rich examples and case studies of how pre-service teachers and beginning teachers have used inquiry to learn from challenging urban placements, she shows the importance of using inquiry and self-study in learning to teach and in continuing to learn as one teaches. This book will be useful for both practicing teachers and teacher educators. It provides theoretical and practical ideas about how inquiry and self-study can promote lifelong learning and resilience in the practice of one of the most challenging, but rewarding professions. August 2011: 234 x 156: 224pp Pb: 978-0-415-60070-5: £22.99 Hb: 978-0-415-60069-9: £75.00

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International Perspectives on Veteran Teachers

Education, Professionalism, and the Quest for Accountability

Edited by Miriam Ben-Peretz, University of Haifa, Israel and Gary McCulloch, Institute of Education, University of London, UK

Hitting the Target but Missing the Point

This international volume contributes to our understanding of veteran teachers with new conceptual studies and empirical research from different countries around the world. It is explores what we mean by a ‘veteran teacher’; the factors that encourage teachers to remain in the profession; the characteristics of a successful veteran teacher; and the values with which veteran teachers associate themselves. This book was previously published as a Special Issue of Teachers and Teaching. August 2010: 246 x 174: 152pp Hb: 978-0-415-58777-8: £75.00

Professional Responsibility New Horizons of Praxis Edited by Ciaran Sugrue, University of Cambridge,UK and Tone Solbrekke, University of Oslo, Norway

Jane Green, London University, UK Series: Routledge International Studies in the Philosophy of Education This book focuses on education and its relation to professional accountability as viewed from two different, but not unrelated, perspectives. First, the book is about the work of professionals in schools and colleges (teachers, head teachers, leaders, principals, directors and educational managers, etc.) and the detrimental effects which our present system of accountability—and the managerialism which this system creates—have had on education, its practice, its organization, its conduct and its content. It is also about the professional education (the occupational/ professional formation and development) of practitioners in communities other than educational ones and how they, too, contend with the effects of this system on their practices. December 2010: 229 x 152: 256pp Hb: 978-0-415-87925-5: £70.00 eBook: 978-0-203-83256-1

What does professional responsibility entail in an increasingly insecure, unpredictable and de-regulated world? This is the core question addressed in this text. The point of departure for the various contributions is that Professional Responsibility is a way of being in the world that includes a particular mandate—to behave in a manner consistent with moral and societal obligations as a professional. Increasingly, however, there is a lack of consensus as to what such mandates imply, and even more dissensus as to what appropriate exercise of responsibility entails. One of the distinctive features of this book is the manner in which it combines normative and empirical dimensions. It moves beyond dualistic perspectives to create a more inclusive conversation on professional responsibility. May 2011: 234 x 156: 224pp Hb: 978-0-415-61462-7: £75.00 Pb: 978-0-415-61463-4: £24.99

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Teaching in a Nutshell

2nd Edition

Navigating Your Teacher Education Program as a Student Teacher Clare Kosnik and Clive Beck, Ontario Institute for Studies in Education, University of Toronto, Canada

Designed to help student teachers develop an approach to teaching that is both theoretical and practical, this text focuses on key aspects of teaching rather than trying to “cover the waterfront.” Based on extensive research on teachers’ views, their own long experience as teacher educators, and other sources, the authors recommend 7 priorities for teaching and teacher education: program planning, pupil assessment, classroom organization and community, inclusive pedagogy, subject content and pedagogy, professional identity, a vision for teaching. February 2011: 229 x 152 Hb: 978-0-415-88806-6: £95.00 Pb: 978-0-415-88807-3: £20.99

The 7 Key Elements of Pre-Service Preparation Clare Kosnik, and Clive Beck, both at Ontario Institute for Studies in Education, University of Toronto, Canada Priorities in Teacher Education argues that teacher preparation should be given sharper focus, identifying seven priority areas: program planning, pupil assessment, classroom organization and community, inclusive education, subject content and pedagogy, professional identity, a vision for teaching.

The authors identified these priorities through literature-based research and the findings of a three-year study following twenty-two graduates through their first years of teaching. February 2009: 234 x 156: 208pp Hb: 978-0-415-48126-7: £75.00 Pb: 978-0-415-48127-4: £18.99 eBook: 978-0-203-87040-2

A Practical Guide for Positive Action Tony Ghaye, Director, Reflective Learning, UK

Now in its second edition, Teaching and Learning through Reflective Practice is a practical guide to enable all those involved in educational activities to learn through the practices of reflection. The book highlights the power that those responsible for teaching and learning have to appraise, understand and positively transform their teaching. Seeing the teacher as a reflective learner, the book emphasises a strengthsbased approach in which positivity, resilience, optimism and high performance can help invigorate teaching, enhance learning and allow the teacher to reach their full potential. This approach busts the myth that reflection on problems and deficits is the only way to better performance. With examples drawn from UK primary teacher education, the book reveals how appreciative reflective conversations can be initiated and sustained. It also sets out a range of practical processes for amplifying success.

Priorities in Teacher Education

Teaching and Learning through Reflective Practice

December 2010: 246 x 174: 224pp Hb: 978-0-415-57096-1: £75.00 Pb: 978-0-415-57095-4: £22.99

Developing Research in Teacher Education Edited by Ian Menter, University of Glasgow, UK and Jean Murray, University of East London, UK In the UK, research on teacher education is often acknowledged to be less well developed than other areas of educational research and to be over-determined by education policy. It has also been accused of a lack of rigour and of being atheoretical. A further challenge in developing good research in teacher education is that new teacher educators commonly face the challenge of moving into academic work without relevant research skills and the ready capacity to produce high quality research outputs This book examines the exact nature of these challenges in teacher education and the initiatives arising to address them in different settings across the four nations of the UK. This book was published as a special issue of the Journal of Education and Teaching. September 2010: 246 x 174: 160pp Hb: 978-0-415-59486-8: £80.00

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Schooling Internationally Globalisation, Internationalisation and the Future for International Schools

Attachment Theory and the Teacher-Student Relationship

Edited by Richard Bates, Deakin University, Australia

A practical guide for teachers, teacher educators and school leaders

Philip Riley, Monash University, Australia

The number of schools that call themselves international is growing exponentially. In addition many other schools are exploring the concept of internationalmindedness and what that might mean in the contemporary world of globalisation. This book sets out to provide a critical perspective on current issues facing ‘international schooling’, particularly the conflict between ‘internationalising’ and ‘globalising’ tendencies and to explore these as they affect teaching and learning, curriculum, pedagogy and assessment as well as to explore the contribution international schools might make to the achievement of global citizenship. It is the first book to critically analyse the ambiguities, tensions and conflicts that face those involved with and researching, international schools and their role in global networking. This provocative book will be essential reading for those teaching in, leading and governing international schools in countries around the world, as well as those who contemplating entering the rapidly expanding world of international schooling. November 2010: 234 x 156: 224pp Hb: 978-0-415-58927-7: £80.00 Pb: 978-0-415-58928-4: £24.99 eBook: 978-0-203-83480-0

Perspectives on Supported Collaborative Teacher Inquiry Edited by David Slavit, Tamara Holmlund Nelson and Anne Kennedy, all at Washington State University Vancouver, USA Supported collaborative teacher inquiry (SCTI) describes the process of professional development in which teacher teams build collaborative structures for the purpose of inquiring into aspects of their own instructional practice. The contributors to this volume describe supported collaborative inquiry as a framework for teacher professional development and provide specific empirical evidence found in examples of SCTI.

How teachers form and maintain classroom and staffroom relationships is crucial to the success of their work. A teacher who is able to accurately interpret the underlying relationship processes can learn to proactively, rather than reactively, influence the dynamics of any class. These are skills that can be taught. This invaluable text explains how adult attachment theory offers new ways to examine professional teaching relationships, classroom management and collegial harmony: equally important information for school leaders, teacher mentors and proteges. Based on recent developments in adult attachment theory, this book highlights the key aspects of teacher-student relationships that teachers and teacher educators should know. As such, it will be of great interest to educational researchers, teacher educators, students and training teachers. August 2010: 234 x 156: 188pp Hb: 978-0-415-56261-4: £75.00 Pb: 978-0-415-56262-1: £24.99 eBook: 978-0-203-84578-3

Policy and Politics in Teacher Education International perspectives Edited by John Furlong, University of Oxford, UK, Marilyn Cochran-Smith, Boston College, USA and Marie Brennan, University of South Australia This volume grew out of a recognition by the Editors of the growing significance of teacher education policy and a curiosity about international trends and differences. It brings together nine papers from leading academics around the world: from the UK (England and Scotland), the USA, Australia, Singapore and Belgium, plus a joint paper comparing Namibia and the USA. Taken together, the papers reveal the complexities and contradictions of international trends. This book was based on the special issue of Teachers and Teaching.

February 2009: 229 x 152: 208pp Hb: 978-0-415-99926-7: £70.00 eBook: 978-0-203-87654-1

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June 2009: 246 x 174 Hb: 978-0-415-48338-4: £80.00 Pb: 978-0-415-66443-1: £23.50


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Key Routledge Textbooks for

Initial Teacher Education

5th Edition A Guide to Teaching Practice, Revised

The Guided Reader to Teaching and Learning

Louis Cohen, Lawrence Manion, Keith Morrison & Dominic Wyse

2010: 268pp: Pb: 978-0-415-58122-6: £24.99

Denis Hayes

2010: 542pp: Pb: 978-0-415-48558-6: £23.99

The Art of Teaching

Navigating Initial Teacher Training

Experiences of Schools

Becoming a Teacher

Cedric Cullingford

Andrew J Hobson, Angi Malderez, Louise Tracey

2009: 156pp: Pb: 978-0-415-49251-5: £19.99

2009: 168pp: Pb: 978-0-415-43334-1: £15.99

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3rd Edition Teaching and Learning in the Early Years David Whitebread & Penelope Coltman 2008: 426pp: Pb: 978-0-415-42479-0: £21.99

2nd Edition Learning to Teach in the Primary School James Arthur & Teresa Cremin 2010: 518pp: Pb: 978-0-415-48790-0: £22.99

4th Edition Foundations of Primary Teaching

Cross-Curricular Teaching in the Primary School

Denis Hayes

Planning and Facilitating Imaginative Lessons

2008: 412pp: Pb: 978-0-415-45232-8: £21.99

Trevor Kerry 2010: 192pp: Pb: 978-0-415-56556-1: £19.99

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5th Edition Learning to Teach in the Secondary School

Readings for Learning to Teach in the Secondary School

Susan Capel, Marilyn Leask & Tony Turner

2010: 380pp: Pb: 978-0-415-55210-3: £23.99

Susan Capel, Marilyn Leask & Tony Turner

2009: Pb: 978-0-415-47872-4: £23.99

Cross-Curricular Teaching and Learning in the Secondary School Jonathan Savage

3rd Edition Teaching and Learning in Further Education

2010: 202pp: Pb: 978-0-415-54859-5: £21.99

Diversity and Change Prue Huddleston & Lorna Unwin 2007: 252pp: Pb: 978-0-415-41349-7: £26.99

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Initial Teacher Education

2nd Edition In at the Deep End: A Survival Guide for Teachers in Post-Compulsory Education

2nd Edition Learning to Teach Adults

Jim Crawley

Nicholas Corder

2010: 212pp: Pb: 978-0-415-49989-7: £18.99

2007: 160pp: Pb: 978-0-415-42363-2: £22.99

3rd Edition A Handbook for Teaching and Learning in Higher Education

2nd Edition Learning to Teach in Higher Education

Enhancing Academic Practice

2003: 288pp: Pb: 978-0-415-30345-3: £29.99

An Introduction

Paul Ramsden

Heather Fry, Steve Ketteridge & Stephanie Marshall 2009: 526pp: Pb: 978-0-415-43464-5: £27.99

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Teacher Education for Inclusion

What Expert Teachers Do

Changing Paradigms and Innovative Approaches Edited by Chris Forlin, Institute of Education, Hong Kong

Enhancing Professional Knowledge for Classroom Practice John Loughran, Monash University, Australia

The focus of this international text is on innovative practices for preparing teachers to work in inclusive classrooms and schools. Drawing on both pre and in-service training methods, the expert contributors to this book follow three major themes:

Internationally respected teacher educator John Loughran argues that teachers’ knowledge of what they do is largely tacit and often misunderstood. In this book, he distils the essence of professional practice for classroom teachers.

• Social and political challenges regarding teacher education • Innovative approaches in pre-service teacher preparation • Engaging professional development for in-service teachers Each chapter includes a list of proposed learning outcomes, a theoretical or conceptual framework to help readers develop the proposed innovation, an overview of recent research, discussion of the research data available and a discussion of the international implications and challenges, summarising in suggestions for a positive way forward. May 2010: 234 x 156: 288pp Hb: 978-0-415-54876-2: £80.00 Pb: 978-0-415-54877-9: £27.99 eBook: 978-0-203-85087-9

35 years of the Cambridge Journal of Education Edited by Nigel Norris, University of East Anglia, UK Series: Education Heritage Bringing together seminal papers from the Cambridge Journal of Education around the theme of curriculum and the teacher, this book explores the changing conceptions of curriculum and teaching and the changing role of the teacher in curriculum development and delivery.

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Drawing on the best research on pedagogy, he outlines the crucial principles of teaching and learning, and shows how they are translated into practice using real classroom examples. He emphasises that teaching procedures need to be part of an integrated approach, so that they are genuinely meaningful and result in learning. Throughout, he shows how teachers can engage their students in ways that create a real ‘need to know’, and a desire to become active learners. February 2010: 234 x 156: 240pp Pb: 978-0-415-57967-4: £23.99 eBook: 978-0-203-85147-0

Redefining Teacher Development

Curriculum and the Teacher

January 2008: 234 x 156: 372pp Hb: 978-0-415-45533-6: £94.00

How do expert teachers do it? How do they enhance student learning? How do they manage the dilemmas and tensions inherent in working with 25 different students in every lesson?

Jonathan Neufeld, Brock University, Canada Has any occupational group been the subject of as much research as elementary or primary school teachers? Written by a former elementary school teacher, this intensive study considers how the foundations of the ongoing teacher reform movement have appealed to researchers through its successive stages. By tracing these ideas back to their historical roots, Jonathan Neufeld illustrates how they actually descend from the physical and biological sciences rather than from student/teacher relationships. Neufeld’s in-depth analysis of economic trends during the 20th century shows how economic and educational reforms are closely related. July 2009: 234 x 156: 232pp Hb: 978-0-415-45431-5: £80.00 eBook: 978-0-203-87446-2

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2nd Edition

Becoming a Teacher through Action Research Process, Context, and Self-Study Donna Kalmbach Phillips, George Fox University, USA and Kevin Carr, George Fox University, USA

Becoming a Teacher through Action Research skillfully interweaves the stories of pre-service teaching with the process of action research. This engaging text focuses specifically on the needs of pre-service teachers by providing assistance for all stages of the research experience, including guidance on how to select an area of focus, design a culturally-proficient study, collect and interpret data, and

communicate findings. With an updated preface and introduction, this revised edition fully develops a convincing response to the framing question of the book, “Why pre-service teacher action research?” The new edition offers a more robust overview of research methodology, including mixed methods examples as well as quantitative data collection strategies. The authors also touch on digital photography and audio collection tools for presenting action research. Using additional activities and examples, the authors clarify how to ask critical questions using literature reviews. February 2010: 279 x 216: 264pp Hb: 978-0-415-80105-8: £95.00 Pb: 978-0-415-80106-5: £30.99 eBook: 978-0-203-86177-6

Narrative Learning Ivor F Goodson, University of Brighton, UK, Gert Biesta, University of Stirling, UK, Michael Tedder, University of Exeter, UK University of Exeter, UK and Norma Adair

What is the role of narrative in how people learn throughout their lives? Are there different patterns and forms of narrativity? How do they influence learning?

Based on data gathered for the Learning Lives project, which sought to understand learning by questioning individuals about their life stories, this book seeks to define a new learning theory which focuses on the role of narrative and narration in learning. Through a number of detailed case-studies based on longitudinal interviews conducted over three and four-year periods with a wide range of life story informants, Narrative Learning highlights the role of narrative and narration in an individual’s learning and understanding of how they act in the world. The authors explore a domain of learning and human subjectivity which is vital but currently unexplored in learning and teaching and seek to re-position learning within the ongoing preoccupation with identity and agency. The ‘interior conversations’ whereby a person defines their personal thoughts and courses of action and creates their own stories and life missions, is situated at the heart of a person’s map of learning and understanding of their place in the world. February 2010: 234 x 156: 152pp Hb: 978-0-415-48893-8: £75.00 Pb: 978-0-415-48894-5: £22.99 eBook: 978-0-203-85688-8

Education in Popular Culture Telling Tales on Teachers and Learners Roy Fisher, University of Huddersfield, UK, Ann Harris, University of Huddersfield, UK and Christine Jarvis, Sheffield Hallam University, UK

Education in Popular Culture explores what makes schools, colleges, teachers and students an enduring focus for a wide range of contemporary media. What is it about the school experience that makes us wish to relive it again and again? The book provides an overview of education as it is represented in popular culture, together with a framework through which educators can interpret these representations in relation to their own professional values and development. The analyses are contextualised within contemporary, historical and ideological frameworks, and make connections between popular representations and professional and political discourses about education. May 2008: 234 x 156: 221pp Hb: 978-0-415-33241-5: £83.00 Pb: 978-0-415-33242-2: £24.99 eBook: 978-0-203-08761-9

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Cultural-Historical Perspectives on Teacher Education and Development Learning Teaching Edited by Viv Ellis, University of Oxford, UK, Anne Edwards, University of Oxford, UK and Peter Smagorinsky, University of Georgia, USA

International volume clarifies the purpose of initial (pre-service) teacher education and continuing professional development, and the role of universities and higher education personnel in these processes. An edited collection of chapters by leading researchers from the UK, the US and Europe, it gains coherence from its theoretical orientation and substantive focus on teacher learning.

Handbook of Public Pedagogy Education and Learning Beyond Schooling Edited by Jennifer A. Sandlin, Arizona State University, USA, Brian D. Schultz, Northeastern Illinois University, USA and Jake Burdick, Arizona State University, USA Series: Studies in Curriculum Theory Series

Bringing together scholars, public intellectuals, and activists from across the field of education, the Handbook of Public Pedagogy explores and maps the terrain of this burgeoning field. For the first time in one comprehensive volume, readers will be able to learn about the history and scope of the concept and practices of public pedagogy.

As the only volume now available that applies culturalhistorical activity theory principles to teacher education and learning, Cultural-Historical Perspectives on Teacher Education and Development will be highly useful for teachers and teacher educators undertaking postgraduate and doctoral studies, particularly in the area of professional learning and development. It will also be of relevance to the continuing development of teachers and other school-based professionals.

Offering a wide range of differing, even diverging, perspectives on how the ‘public’ might operate as a pedagogical agent, this Handbook provides new ways of understanding educational practice, both within and without schools. It implores teachers, researchers, and theorists to reconsider their foundational understanding of what counts as pedagogy and of how and where the process of education occurs. The questions it raises and the critical analyses they require provide curriculum and educational workers and scholars at large with new ways of understanding educational practice, both within and without schools.

January 2010: 234 x 156: 272pp Hb: 978-0-415-49758-9: £80.00 Pb: 978-0-415-49759-6: £24.99 eBook: 978-0-203-86010-6

December 2009: 254 x 178: 712pp Hb: 978-0-415-80126-3: £165.00 Pb: 978-0-415-80127-0: £70.99 eBook: 978-0-203-86368-8

Teacher Education Policy in the United States Issues and Tensions in an Era of Evolving Expectations Edited by Penelope M. Earley, George Mason University, USA, David G. Imig, University of Maryland, USA and Nicholas M. Michelli, City University of New York, USA What constitutes a high quality teacher education program and what standards teacher candidates should meet before receiving their teaching credential? This volume advances deep understanding of the nature and sources of policy affecting the preparation of teachers in the U.S. and the conflicts or interconnections of these policies with the broader field of education policy. April 2011: 229 x 152: 272pp Hb: 978-0-415-88360-3: £90.00 Pb: 978-0-415-88361-0: £29.99 eBook: 978-0-203-84359-8

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Learning in School-University Partnership Sociocultural Perspectives

Connecting Inquiry and Professional Learning in Education

Amy B. M. Tsui, Gwyn Edwards, Fran Lopez-Real, Tammy Kwan, Doris Law, Philip Stimpson, Rosina Tang and Albert Wong

International Perspectives and Practical Solutions

This volume looks at school-university partnerships from sociocultural perspectives of learning that view participation in social practice as fundamental to the process of learning. Its two major themes – school-university partnership and sociocultural and social theories of learning – have both been treated extensively in the literature. It is the bringing together of these two themes that makes this book unique.

How might inquiry enhance the professional practice of student and practising teachers, teacher educators and other practitioners? What effect might this have on the learning of young people in and outside of the classroom?

October 2008: 229 x 152: 200pp Hb: 978-0-8058-5316-2: £85.00 eBook: 978-0-203-89100-1

Improving Learning in a Professional Context A Research Perspective on the New Teacher in School Edited by Jim McNally and Allan Blake, both at University of Strathclyde, UK Series: Improving Learning

Improving Learning in a Professional Context provides vital new evidence on exactly how teachers learn to be teachers; evidence that is likely to affect and influence the profession for many years to come. Demonstrating that learning in schools is more than simple ‘cognitive’ knowledge of the curriculum and teaching skills, this book suggests that we need to pay more attention to the emotional, relational, ethical, material, structural and temporal dimensions of the teaching experience. Based on empirical research, including interviews with new teachers, by teachers themselves, on a scale rarely seen before, the book reveals the complexity of learning in a professional context and gives some basic truths about what really matters in teaching.

Based on the findings of an international colloquium and drawing upon a range of practices from the UK, USA, Canada, Europe and Australia, this book is designed to make explicit the connections between Practitioner Inquiry and Teacher Professional Learning in Initial Teacher Education and Ongoing Teacher Professional Development. It brings together writers who work in designing teacher education courses, and those who are practice-based researchers and policy makers. Crucially, many of these writers inhabit both spheres, and their accounts of how they successfully combine their multiple roles will prove vital reading for all those involved in examining and improving practice leading to enhanced teacher professional learning. July 2009: 234 x 156: 224pp Hb: 978-0-415-47812-0: £75.00 Pb: 978-0-415-47813-7: £22.99

The Professional Development of Teacher Educators Edited by Tony Bates, University of Worcester, UK, Anja Swennen, Vrije University, Netherlands and Ken Jones, Swansea Metropolitan University, UK This book brings together a wide range of papers on a scale rarely seen with a geographic spread that enhances our understanding of the complex journey undertaken by those who aspire to become teachers of teachers. The authors, from more than ten countries, use a variety of approaches including narrative/life history, self-study and empirical research to demonstrate the complexity of the transformative search by individuals to establish their professional identity as teacher educators This book was published as a special issue of Professional Development in Education.

September 2009: 216 x 138: 240pp Hb: 978-0-415-49339-0: £75.00 Pb: 978-0-415-49340-6: £22.99 eBook: 978-0-203-86702-0

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Edited by Anne Campbell and Susan GroundwaterSmith, University of Sydney, Australia

October 2010: 246 x 174: 424pp Hb: 978-0-415-59164-5: £80.00


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Teaching by Numbers Deconstructing the Discourse of Standards and Accountability in Education Peter M. Taubman, Peter, Taubman, Brooklyn College, New York, USA.

Teacher Education and the Struggle for Social Justice Kenneth M. Zeichner, University of Washington, USA

Series: Studies in Curriculum Theory Series

“...I wholly appreciate Taubman’s efforts to critique the climate of blame and defamation in defense of teachers. Peter Taubman is fervent in his language, thorough in his literature review, and provocative in his arguments.” – Education Review, April 2010

Over the last decade the transformation in the field of education that is occurring under the twin banners of “standards” and “accountability” has materially affected every aspect of schooling, teaching, and teacher education in the United States. Teaching By Numbers, offers interdisciplinary ways to understand the educational reforms underway in urban education, teaching, and teacher education, and their impact on what it means to teach. Peter Taubman proposes an alternative vision of teacher education and argues why such a program would better address the concerns of well-intentioned educators who have surrendered to various reforms efforts. Reading for researchers, students, and professionals across the fields of urban education, curriculum theory, social foundations, educational policy, and teacher education.

“Clear, articulate, and cogent… [Zeichner] exhibits a commitment to a vision of social justice that rightly demands the very best both from society and from those of us who work in schools, communities, and teacher education institutions.” – Michael W. Apple, From the Foreword

In this selection of his work from 1991-2008, Kenneth M. Zeichner examines the relationships between various aspects of teacher education, teacher development, and their contributions to the achievement of greater justice in schooling and in the broader society. It is directed to teacher educators and to policy makers who see teacher education as a critical element in maintaining a strong public education system in a democratic society. April 2009: 229 x 152: 224pp Hb: 978-0-8058-5865-5: £90.00 Pb: 978-0-8058-5866-2: £27.99 eBook: 978-0-203-87876-7

Using Action Research to Improve Instruction An Interactive Guide for Teachers

April 2009: 229 x 152: 256pp Hb: 978-0-415-96273-5: £90.00 Pb: 978-0-415-96274-2: £26.99 eBook: 978-0-203-87951-1

John E. Henning, University of Northern Iowa, USA, Jody M. Stone, University of Northern Iowa, USA and James L. Kelly, University of Northern Iowa, USA

eInspection Copies Titles marked with this icon are available as electronic inspection copies only for lecturers or faculty considering them for course adoption. Visit to obtain your copy.

Using Action Research to Improve Instruction offers a comprehensive, easy-to-understand approach to action research in classroom settings. This engaging and accessible guide is grounded in sources of data readily available to teachers, such as classroom observations, student writing, surveys, interviews, and tests.

November 2008: 254 x 178: 224pp Hb: 978-0-415-99173-5: £85.00 Pb: 978-0-415-99174-2: £24.99 eBook: 978-0-203-88729-5

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T eacher education


Behavior Analysis for Effective Teaching

Measurement and Statistics for Teachers

Julie S. Vargas, B.F. Skinner Foundation, USA

Malcolm Van Blerkom, University of Pittsburgh at Johnstown, USA

“Behavior Analysis for Effective Teaching is an excellent source for prospective and current teachers, particularly for those who are struggling and wanting to improve. It is even a more useful resource for school psychologists and others who work with teachers. ... [It is] a unique contribution to the literature on effective teaching.” – Larry A. Alferink, PsycCRTIQUES

Modern teachers increasingly encounter students who enter their classroom with low motivation, learning problems, or disruptive behavior. The mission of this book is to provide teachers and other human service professionals specific tools they can use to teach more effectively without using the punitive methods that are too often part of educational practices. At the same time, the book explains the behavioral science on which behavioral practices are based. This text is intended for undergraduate and graduate students in teacher education, special education, physical education, and educational psychology as well as for practicing teachers who would like to know what behavior analysis has to offer.

Written in a student-friendly style, Measurement and Statistics for Teachers shows teachers how to use measurement and statistics wisely in their classes. Although there is some discussion of theory, emphasis is given to the practical, everyday uses of measurement and statistics. The second part of the text provides more complete coverage of basic descriptive statistics and their use in the classroom than in any text now available. October 2008: 254 x 178: 312pp Hb: 978-0-415-99565-8: £100.00 Pb: 978-0-8058-6457-1: £52.50 eBook: 978-0-203-88786-8

Essays on Pedagogy Robin Alexander, University of Cambridge, UK

March 2009: 254 x 178: 392pp Hb: 978-0-415-99007-3: £130.00 Pb: 978-0-415-99008-0: £52.50 eBook: 978-0-203-87980-1

Teacher Education, the University and the Schools Papers for Harry Judge Edited by David Phillips, University of Oxford, UK Using the highly successful Oxford model of teacher training and the widely respected work in teacher education of Harry Judge, a number of prominent educationists from around the world contribute chapters on a range of topics relating to the interface between the university and the schools in the complex processes involved in the initial training of teachers. This book was published as a special issue of the Oxford Review of Education.

Pedagogy is at last gaining the attention in English-speaking countries which it has long enjoyed elsewhere. But is it the right kind of attention? Do we still tend to equate pedagogy with teaching technique and little more? Now that governments, too, have become interested in it, is pedagogy a proper matter for public policy and official prescription?

In Essays on Pedagogy, Robin Alexander brings together some of his most powerful recent writing, drawing on research undertaken in Britain and other countries, to illustrate his view that to engage properly with pedagogy we need to apply cultural, historical and international perspectives, as well as evidence on how children most effectively learn and teachers most productively teach. July 2008: 234 x 156: 224pp Hb: 978-0-415-45482-7: £83.00 Pb: 978-0-415-45483-4: £23.99

August 2009: 246 x 174: 132pp Hb: 978-0-415-49921-7: £80.00

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te ac h e r e d u cat i o n

Changing Teacher Professionalism

3rd Edition

International trends, challenges and ways forward Edited by Sharon Gewirtz, King’s College, London, UK, Pat Mahony, Roehampton University, UK, Ian Hextall, Roehampton University, UK and Alan Cribb, King’s College London, UK

Significant changes in the policy and social context of teaching over the last 30 years have had substantial implications for teacher professionalism. As the influence of central regulation and marketisation has increased, so the scope for professional influence on policy and practice has in many cases diminished. Instead, teachers have had to respond to a range of other demands stemming from broader social changes, including greater public scepticism towards professional authority combined with demands for public services that are more responsive to diverse cultural and social identities. This collection of work by leading international scholars in the field makes a unique contribution to understanding both how these changes are impacting on teaching and how teachers might change their practice for the better.

Enduring Questions in Changing Contexts Edited by Marilyn Cochran-Smith, Boston College, USA, Sharon Feiman-Nemser, Brandeis University,

USA, D. John McIntyre, Southern Illinois University, USA and Kelly E. Demers, Associate Editor, Boston College, USA

Co-Published by Routledge/Taylor & Francis Group and the Association of Teacher Educators.

The Handbook of Research on Teacher Education was initiated to ferment change in education based on solid evidence. Reflecting the needs of educators today, the Third Edition takes a new approach to achieving the same purpose. Beyond simply conceptualizing the broad landscape of teacher education and providing comprehensive reviews of the latest research for major domains of practice, this edition: stimulates a broad conversation about foundational issues, brings multiple perspectives to bear, provides new specificity to topics that have been undifferentiated in the past, includes diverse voices in the conversation. February 2008: 254 x 178: 1392pp Hb: 978-0-8058-4776-5: £160.00 Pb: 978-0-8058-4777-2: £69.99 eBook: 978-0-203-93869-0

December 2008: 234 x 156: 256pp Hb: 978-0-415-46777-3: £78.00 Pb: 978-0-415-46778-0: £23.99 eBook: 978-0-203-88726-4

Routledge Research in Education Emerging Teachers and Globalisation Gerry Czerniawski, University of East London, UK While globalization has had tremendous influence on the world of teaching, national cultural traditions continue to influence systems of schooling, national curricula, and teachers’ values and classroom practices. This book explores the effects of globalisation on teachers through an examination of the values held by beginning teachers in three distinctly different education systems. July 2010: 229 x 152: 218pp Hb: 978-0-415-87342-0: £70.00 eBook: 978-0-203-84184-6

Handbook of Research on Teacher Education

Reform, Inclusion and Teacher Education Towards a new era of special education in the Asia-Pacific Region Edited by Christine Forlin and Ming-Gon John Lian, both at University of Hong Kong This ground-breaking book considers current perspectives on special education reform in the Asia-Pacific region. It has a major focus on a new era of special education, and how this relates to education reform towards inclusive education. With major changes being proposed under current educational reform and confusion as to how to instigate these measures, this book provides ways to better prepare teachers. June 2008: 234 x 156: 272pp Hb: 978-0-415-46448-2: £95.00 Pb: 978-0-415-46447-5; £25.99 eBook: 978-0-203-89531-3

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Teacher & Teacher Education Journals from Routledge Asia-Pacific Journal of Teacher Education

Pedagogies: An International Journal

Published on behalf of the Australian Teacher Education Association (ATEA)

Studying Teacher Education: A journal of self-study of teacher education practices

Teacher Development:

Teaching Education

An international journal of teachers’ professional development teachingeducation

The Teacher Educator Official Journal of the Indiana Association of Teacher Educators

European Journal of Teacher Education

Published on behalf of the Association for Teacher Education in Europe (ATEE)

Journal of Education for Teaching: International research and pedagogy

Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development

Teachers and Teaching: Theory and Practice Published in association with the International Study Association of Teachers and Teaching (ISATT)

View an online free virtual issue featuring key articles from all of these journals at access/tte2010.pdf

Official Journal of the National Association for Pastoral Care in Education (NAPCE)

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Teacher Education 2011 (UK)  

Teacher Education 2011 catalogue for the European, Asian, African and Australian Markets from Routledge and the Taylor & Francis Group.