Examining Teach For All
International Perspectives on a Growing Global Network
Herausgeber: Thomas, Matthew A M; Crawford-Garrett, Katherine; Rauschenberger, Emilee
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Examining Teach For All
International Perspectives on a Growing Global Network
Herausgeber: Thomas, Matthew A M; Crawford-Garrett, Katherine; Rauschenberger, Emilee
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Examining Teach For All brings together research focused on Teach For All and its affiliate programmes to explore the organization's impact on education around the world.
Examining Teach For All brings together research focused on Teach For All and its affiliate programmes to explore the organization's impact on education around the world.
Produktdetails
- Produktdetails
- Verlag: Routledge
- Seitenzahl: 280
- Erscheinungstermin: 29. Juli 2020
- Englisch
- Abmessung: 239mm x 155mm x 23mm
- Gewicht: 567g
- ISBN-13: 9780367336486
- ISBN-10: 0367336480
- Artikelnr.: 60203407
- Verlag: Routledge
- Seitenzahl: 280
- Erscheinungstermin: 29. Juli 2020
- Englisch
- Abmessung: 239mm x 155mm x 23mm
- Gewicht: 567g
- ISBN-13: 9780367336486
- ISBN-10: 0367336480
- Artikelnr.: 60203407
Matthew A.M. Thomas is a Senior Lecturer in Comparative Education and Sociology of Education at the University of Sydney, Australia. Emilee Rauschenberger is a Post-doctoral Research Fellow at Manchester Metropolitan University, UK. Katherine Crawford-Garrett is an Associate Professor of Teacher Education at the University of New Mexico, USA
Part 1: Laying the Foundation. 1. Examining Teach For All: An Introduction.
2. From Teach For America to Teach First: The Initial Expansion Overseas.
3. A growing global network: The development of international research on
Teach For All. Part 2: Diffusion and Adaptation. 4. The Origin and
Adaptation of Teach First Norway. 5. The Teach For All 'brand': Exploring
TFA's successful transferability through case studies of Teach South Africa
and Teach First. 6. Bringing a Global Model to the Lebanese Education
Context: Adaptation or Adoption? Part 3: Politics and Policies. 7.Teach for
Bangladesh as a de facto social enterprise: What is it and where is it
going? 8. Mobilising the philanthropic neoliberalisation of Teach For All
in Spain. 9. Teacher educators and the pedagogical and curriculum
complexity of Teach for All in Australia. 10. Teach First Cymru: Whose
Mission? Teach First and the Welsh Government 'National Mission' for
Education. Part 4: Teaching and Leading. 11. Imagining and realising 'good
quality education': Capital mobilisation by elite graduates of prestigious
universities teaching in rural Chinese schools. 12. Professional Duties and
Support for Teach For All Fellows as Reported by School Principals - A Case
Study of Two European Countries. 13. Unpacking Teach For All's
Conceptualisation of Leadership Through the 'Teach For All Talks' Series.
Part 5: Conclusion. 14. Final Thoughts on Teach For All: From where and
where to?
2. From Teach For America to Teach First: The Initial Expansion Overseas.
3. A growing global network: The development of international research on
Teach For All. Part 2: Diffusion and Adaptation. 4. The Origin and
Adaptation of Teach First Norway. 5. The Teach For All 'brand': Exploring
TFA's successful transferability through case studies of Teach South Africa
and Teach First. 6. Bringing a Global Model to the Lebanese Education
Context: Adaptation or Adoption? Part 3: Politics and Policies. 7.Teach for
Bangladesh as a de facto social enterprise: What is it and where is it
going? 8. Mobilising the philanthropic neoliberalisation of Teach For All
in Spain. 9. Teacher educators and the pedagogical and curriculum
complexity of Teach for All in Australia. 10. Teach First Cymru: Whose
Mission? Teach First and the Welsh Government 'National Mission' for
Education. Part 4: Teaching and Leading. 11. Imagining and realising 'good
quality education': Capital mobilisation by elite graduates of prestigious
universities teaching in rural Chinese schools. 12. Professional Duties and
Support for Teach For All Fellows as Reported by School Principals - A Case
Study of Two European Countries. 13. Unpacking Teach For All's
Conceptualisation of Leadership Through the 'Teach For All Talks' Series.
Part 5: Conclusion. 14. Final Thoughts on Teach For All: From where and
where to?
Part 1: Laying the Foundation. 1. Examining Teach For All: An Introduction.
2. From Teach For America to Teach First: The Initial Expansion Overseas.
3. A growing global network: The development of international research on
Teach For All. Part 2: Diffusion and Adaptation. 4. The Origin and
Adaptation of Teach First Norway. 5. The Teach For All 'brand': Exploring
TFA's successful transferability through case studies of Teach South Africa
and Teach First. 6. Bringing a Global Model to the Lebanese Education
Context: Adaptation or Adoption? Part 3: Politics and Policies. 7.Teach for
Bangladesh as a de facto social enterprise: What is it and where is it
going? 8. Mobilising the philanthropic neoliberalisation of Teach For All
in Spain. 9. Teacher educators and the pedagogical and curriculum
complexity of Teach for All in Australia. 10. Teach First Cymru: Whose
Mission? Teach First and the Welsh Government 'National Mission' for
Education. Part 4: Teaching and Leading. 11. Imagining and realising 'good
quality education': Capital mobilisation by elite graduates of prestigious
universities teaching in rural Chinese schools. 12. Professional Duties and
Support for Teach For All Fellows as Reported by School Principals - A Case
Study of Two European Countries. 13. Unpacking Teach For All's
Conceptualisation of Leadership Through the 'Teach For All Talks' Series.
Part 5: Conclusion. 14. Final Thoughts on Teach For All: From where and
where to?
2. From Teach For America to Teach First: The Initial Expansion Overseas.
3. A growing global network: The development of international research on
Teach For All. Part 2: Diffusion and Adaptation. 4. The Origin and
Adaptation of Teach First Norway. 5. The Teach For All 'brand': Exploring
TFA's successful transferability through case studies of Teach South Africa
and Teach First. 6. Bringing a Global Model to the Lebanese Education
Context: Adaptation or Adoption? Part 3: Politics and Policies. 7.Teach for
Bangladesh as a de facto social enterprise: What is it and where is it
going? 8. Mobilising the philanthropic neoliberalisation of Teach For All
in Spain. 9. Teacher educators and the pedagogical and curriculum
complexity of Teach for All in Australia. 10. Teach First Cymru: Whose
Mission? Teach First and the Welsh Government 'National Mission' for
Education. Part 4: Teaching and Leading. 11. Imagining and realising 'good
quality education': Capital mobilisation by elite graduates of prestigious
universities teaching in rural Chinese schools. 12. Professional Duties and
Support for Teach For All Fellows as Reported by School Principals - A Case
Study of Two European Countries. 13. Unpacking Teach For All's
Conceptualisation of Leadership Through the 'Teach For All Talks' Series.
Part 5: Conclusion. 14. Final Thoughts on Teach For All: From where and
where to?