Review of Teaching expertise in three countries: Japan, China, and the United States

Autores

  • Kathryn Anderson-Levitt University of Michigan–Dearborn

DOI:

https://doi.org/10.14507/er.v29.3639

Biografia do Autor

Kathryn Anderson-Levitt, University of Michigan–Dearborn

Kathryn Anderson-Levitt is professor emerita of anthropology at the University of Michigan-Dearborn. She also taught in UCLA’s School of Education for several years. Her research interests include elementary teaching in France, teacher education in the USA, the flow of education policy to Guinea, and promotion of competency-based curriculum by international organizations.

Referências

Czerniawski, G. (2013). Professional development for professional learners: Teachers’ experiences in Norway, Germany and England. Journal of Education for Teaching, 39(4), 383-399. https://doi.org/10.1080/02607476.2013.769339

Hayashi, A. (2020). Some Japanese ways of conducting comparative educational research. Comparative Education, 1-12. https://doi.org/10.1080/03050068.2020.1805862

Hayashi, A., & Tobin, J. (2015a). Contesting visions at a Japanese school for the deaf. Anthropology & Education Quarterly, 46(4), 380-396. https://doi.org/10.1111/aeq.12117

Hayashi, A., & Tobin, J. (2015b). Teaching embodied: Cultural practice in Japanese preschools. University of Chicago Press.

Tobin, J., Wu, D., & Davidson, D. (1989). Preschool in three cultures. Yale.

Tobin, J., Hsueh, Y., & Karasawa, M. (2009). Preschool in three cultures revisited. University of Chicago Press.

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Publicado

2022-08-03

Como Citar

Anderson-Levitt, K. (2022). Review of Teaching expertise in three countries: Japan, China, and the United States. Resenhas Educativas/ANPEd, 29. https://doi.org/10.14507/er.v29.3639

Edição

v. 29 (2022)

Seção

Resenhas de livros

Licença

 

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