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International Handbook of Research on Teachers and Teaching

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Cover of 'International Handbook of Research on Teachers and Teaching'

Table of Contents

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    Book Overview
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    Chapter 1 Introduction: New Perspectives On Teachers And Teaching
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    Chapter 2 Teachers in History
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    Chapter 3 Trends in Research on Teaching: an Historical and Critical Overview
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    Chapter 4 Teacher Research and Teacher as Researcher
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    Chapter 5 The Dissemination of Knowledge about Research on Teachers, to the Teachers
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    Chapter 6 Social Science Theories on Teachers, Teaching, and Educational Systems
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    Chapter 7 Developments in Quantitative Methods in Research Into Teachers and Teaching
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    Chapter 8 Teacher Preparation Programs
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    Chapter 9 Teacher Certification and Credentials: From a Focus On Qualification to a Commitment to Performance
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    Chapter 10 The Continuing Education of Teachers: In-Service Training and Workshops
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    Chapter 11 The Role of Mentors of Preservice and Inservice Teachers
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    Chapter 12 The Lifelong Learning Issue: The Knowledge Base Under Professional Development?
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    Chapter 13 The Status and Prestige of Teachers and Teaching
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    Chapter 14 The Political Orientations of Teachers
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    Chapter 15 Dimensions of Quality in Teacher Knowledge
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    Chapter 16 Teachers' Values in the Classroom
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    Chapter 17 Footnotes to Teacher Leadership
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    Chapter 18 Sex Segregation and Tokenism among Teachers
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    Chapter 19 The Classroom as an Arena of Teachers' Work
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    Chapter 20 Teachers and Democratic Schooling
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    Chapter 21 Teachers and Parents
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    Chapter 22 Teacher Commitment
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    Chapter 23 Teachers' Beliefs about Student Learning and Motivation
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    Chapter 24 Teachers and the Politics of History School Textbooks
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    Chapter 25 Teachers' Emotion Regulation
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    Chapter 26 Principal and Teachers Relations: Trust at the Core of School Improvement
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    Chapter 27 Teacher Misbehaviour
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    Chapter 28 School Administrator Mistreatment of Teachers
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    Chapter 29 Tracking Teachers
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    Chapter 30 Teachers' Work, Power and Authority
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    Chapter 31 Teachers as Professionals: Salaries, Benefits and Unions
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    Chapter 32 Teacher Burnout and Teacher Resilience: Assessing the Impacts of the School Accountability Movement
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    Chapter 33 Teachers and Promotion: Research Evidence on the Role of Gender, Career Intentions, Promotion Criteria and Teacher Satisfaction
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    Chapter 34 Teachers in Comparative Perspective
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    Chapter 35 Comparative Perspectives On Teachers, Teaching And Professionalism
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    Chapter 36 Teachers and Teaching in Eastern and Western Schools: A Critical Review of Cross-Cultural Comparative Studies
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    Chapter 37 Teachers and Teaching in Africa
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    Chapter 38 Greek Cypriot Teachers and Classroom Diversity: Intercultural Education in Cyprus
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    Chapter 39 Three Sides of Teaching: Styles, Models, and Diversity
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    Chapter 40 Creating Productive Learning Environments in Culturally Pluralistic Classrooms
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    Chapter 41 Justice in Teaching
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    Chapter 42 Ethics and Teaching
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    Chapter 43 Teacher Expectations and Labeling
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    Chapter 44 Teacher–Student Interaction
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    Chapter 45 Assessment and Examinations
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    Chapter 46 Classroom Management
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    Chapter 47 Teachers as Role Models
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    Chapter 48 Teaching in a Multicultural Classroom
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    Chapter 49 Teaching in Large and Small Classes
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    Chapter 50 Teaching and Learning in the Ict Environment
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    Chapter 51 Effective Teaching: an Emerging Synthesis
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    Chapter 52 Teaching and Nonverbal Behavior in the Classroom
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    Chapter 53 Teaching at the Secondary Level
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    Chapter 54 Teaching at Tertiary Level
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    Chapter 55 Teaching for Technical and Vocational Education and Training (TVET)
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    Chapter 56 Teaching Students With Special Needs
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    Chapter 57 Teaching Gifted and Talented Children
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    Chapter 58 Teaching “at Risk” Students: Meeting Their Needs
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    Chapter 59 Teaching Indigenous Populations
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    Chapter 60 Single-Sex or Coeducational Classes
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    Chapter 61 Teaching and the Boy Problem
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    Chapter 62 The Teaching of Reading
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    Chapter 63 Teaching History
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    Chapter 64 Teaching Mathematics
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    Chapter 65 Teaching Science
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    Chapter 66 Teaching About Political and Social Values
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    Chapter 67 Conditions for Promoting Moral and Prosocial Development in Schools
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    Chapter 68 Teaching a Second Language
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    Chapter 69 Teaching in Arts Education
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    Chapter 70 Research on Teaching Health and Physical Education
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    Chapter 71 Keeping Track or Getting Offtrack: Issues in the Tracking Of Students
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    Chapter 72 High Stakes Testing and Teaching to the Test
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    Chapter 73 Value-Added Models of Teacher Effects
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    Chapter 74 Teachers and Teaching During Educational Restructuring and Reforms
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    Chapter 75 Grade Retention Redux: A Dissenting Perspective
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    Chapter 76 Teachers and Teaching in an Era Of Heightened School Accountability: A Forward Look
Attention for Chapter 43: Teacher Expectations and Labeling
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Chapter title
Teacher Expectations and Labeling
Chapter number 43
Book title
International Handbook of Research on Teachers and Teaching
Published by
Springer US, January 2009
DOI 10.1007/978-0-387-73317-3_43
Book ISBNs
978-0-387-73316-6, 978-0-387-73317-3
Authors

Christine Rubie-Davies, Rubie-Davies, Christine

Editors

Lawrence J. Saha, A. Gary Dworkin

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X Demographics

The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 21 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 21 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 5 24%
Lecturer 3 14%
Student > Master 2 10%
Student > Postgraduate 2 10%
Student > Bachelor 2 10%
Other 4 19%
Unknown 3 14%
Readers by discipline Count As %
Social Sciences 7 33%
Psychology 3 14%
Philosophy 1 5%
Business, Management and Accounting 1 5%
Computer Science 1 5%
Other 2 10%
Unknown 6 29%