© 2009

International Handbook of Research on Teachers and Teaching

  • Lawrence J. Saha
  • A. Gary Dworkin

Part of the Springer International Handbooks of Education book series (SIHE, volume 21)

Table of contents

  1. Front Matter
    Pages i-xii
  2. Introduction to the Handbook

    1. Lawrence J. Saha, A. Gary Dworkin
      Pages 3-11
  3. Introduction to the Study of Teachers

  4. Becoming a Teacher

    1. Kathryn M. Borman, Elaine Mueninghoff, Bridget A. Cotner, Phyllis Bach Frederick
      Pages 123-140
    2. Scott Imig, Stephen Koziol, Virginia Pilato, David Imig
      Pages 141-157
    3. Bruce Joyce, Jim Wolf, Emily Calhoun
      Pages 183-213
  5. The Characteristics of Teachers

    1. Linda Hargreaves
      Pages 217-229
    2. Mark B. Ginsburg, Sangeeta G. Kamat
      Pages 231-241
    3. Michael J. Lawson, Helen Askell-Williams, Rosalind Murray-Harvey
      Pages 243-257
    4. Clodie Tal, Yoel Yinon
      Pages 259-276
    5. Mark A. Smylie, David Mayrowetz
      Pages 277-289
    6. Barbara J. Bank
      Pages 291-302
  6. Teacher Behavior

    1. Margaret Freund
      Pages 305-318

About this book


The International Handbook of Research on Teachers and Teaching provides a fresh look at the ever changing nature of the teaching profession throughout the world. This collection of over 70 original articles addresses a wide range of issues that are relevant for understanding the present educational climate in which the accountability of teachers and the standardized testing of students have become dominant.

The international collection of authors brings to the handbook a breadth of knowledge and experience about the teaching profession and a wealth of material across a number of comparative dimensions, such as between developed and developing countries and between Eastern and Western cultures. In addition, many articles address the emerging challenges to education and to the lives of teachers which are brought about by the globalization trends of the 21st Century.


Diversity Ethics in Teaching Gender Justice in Teaching Learning Environments Motivation SIHE Teachers Teaching Teaching Styles classroom management education learning politics quality

Editors and affiliations

  • Lawrence J. Saha
    • 1
  • A. Gary Dworkin
    • 2
  1. 1.Australian National UniversityCanberraAustralia
  2. 2.University of HoustonHoustonUSA

About the editors

Dr. Saha is a sociologist of education with 30 years experience in teaching and research. He has had extensive editorial experience. He was section editor (Sociology of Education) and contributor for the International Encyclopedia of Education, 2nd edition (Elsevier, 1994), and Editor of the International Encyclopedia of the Sociology of Education (Elsevier, 1997). His most recent work is The Untested Accusation: Principals, Research Knowledge, and Policy Making in Schools (Ablex Publishing Co., Westport Conn., 2002, with Bruce J. Biddle)). He currently is Editor-in Chief of Social Psychology of Education: An International Journal (Springer).

Dr. Dworkin is a sociologist of education with 30 years experience in teaching and research. He is former chair of the Department of Sociology and has had close links with the Department of Education at the University of Houston. He is an expert on teacher burnout and has an international reputation. He is currently a member of the Sociology of Education Section He was the founder of Sociology of Education Research Group (SERG) at the University of Houston. He has published widely in the area of teacher burnout as reflected in two major publications, Teacher Burnout in the Public Schools (State University of New York Press, 1987) and Giving Up on School (Corwin/Sage, 1991, with Margaret D. LeCompte). Recently he has been conducting research on the affects and implications of standardized testing of achievement in Texas schools. Most recently, Dworkin and his SERG colleagues have prepared papers on TAAS performance and on retention in school for the Brown Center for Education Policy at the Brookings Institution in Washington, D.C. One each of his Brookings Institution papers were published in Diane Ravitch’s (editor) Brookings Papers on Education Policy: 2002 and John E. Chubb and Tom Loveless’ (editors) Bridging the Achievement Gap (2002).

Bibliographic information