The aim of this book is to bridge the widening gap between ongoing educational reforms and the lack of advances in knowledge, research and practice. Included is a description of new mechanisms in fields such as leadership, staff development and curriculum change.

In facing up to the numerous challenges to education in a new era of information technology and globalization, this book of 19 chapters will facilitate the quest for new teacher education for the future. The target audiences are teacher educators, educators, graduate students, researchers, policy makers and those interested in educational reform and teacher education for the new century. The chapters, grouped into three sections - `New Perspectives in Teacher Education and Development', `Reform and Development of Teacher Education', and `Innovation and Reflection on Teacher Education Practice' - are prepared by renowned scholars and researchers from different parts of the world. Cutting across these chapters with international perspectives for an international audience are some very fundamental issues, development trends, reform initiatives, innovative practices, and critical reflection with research and reform implications. They are essential to all efforts to develop a new teacher education in the new millennium.

In response to the challenges of globalization and local development, educational reforms are inevitably becoming one of the major trends in the Asia-Pacific Region or other parts of the world. Based on the most recent research and international observations, this book aims to present a new paradigm including various new concepts, frameworks and theories for reengineering education. This book has 21 chapters in three sections. Section I "New Paradigm of Educational Reform" containing eight chapters, illustrates the new paradigm and frameworks of reengineering education, fostering human development and analysing reform policies and also discusses the trends and challenges of educational reforms in the Asia-Pacific Region. Section II "New Paradigm of Educational Leadership" with five chapters aims to elaborate how the nature, role and practice of school leadership can be transformed towards a new paradigm and respond to the three waves of education reforms. Section III "Reengineering School Management for Effectiveness" with eight chapters aims to provide various practical frameworks for reengineering school management processes and implementing changes in school practices.

This new edition of an internationally renowned classic book provides a new comprehensive framework of latest perspectives and findings, fills gaps in the ongoing research, policy and practice, and re-engineers a school-based mechanism for understanding and managing school-based development initiatives. The book addresses the burning issues about how school-based management (SBM) and school effectiveness should be related to the new paradigm in education and the third wave of education reforms worldwide. The book includes four parts and 12 chapters covering (1) School Effectiveness (i.e., multiple school functions, models of effectiveness and pursuit of dynamic effectiveness); (2) SBM (i.e., theories of SBM, multi-level self-management (SM), and its implementation); (3) Leadership for Change (i.e., leadership for SBM, staff development, school-based change, and curriculum change); and (4) Future Developments (i.e., an SBM mechanism for effectiveness and paradigm shift towards the third wave). The framework and related analysis will benefit the understanding, policy formulation, school practice and research of the key stakeholders including policy makers, educators, change agents, researchers and those concerned in facing the challenges from the ongoing education reforms in different parts of the world.

In response to the challenges of globalization and local development, educational reforms are inevitably becoming one of the major trends in the Asia-Pacific Region or other parts of the world. Based on the most recent research and international observations, this book aims to present a new paradigm including various new concepts, frameworks and theories for reengineering education.

This book has 21 chapters in three sections. Section I "New Paradigm of Educational Reform" containing eight chapters, illustrates the new paradigm and frameworks of reengineering education, fostering human development and analysing reform policies and also discusses the trends and challenges of educational reforms in the Asia-Pacific Region.

Section II "New Paradigm of Educational Leadership" with five chapters aims to elaborate how the nature, role and practice of school leadership can be transformed towards a new paradigm and respond to the three waves of education reforms.

Section III "Reengineering School Management for Effectiveness" with eight chapters aims to provide various practical frameworks for reengineering school management processes and implementing changes in school practices.

This book aims at making contributions to the ongoing policy debates in education reform and the creation of a new knowledge base that can serve all endeavours at different levels for teaching effectiveness and teacher development in different parts of the world. The target audiences are teacher educators, educators, graduate students, researchers, policy makers and those interested to reform education and teacher education for the new century. This edited volume includes 19 chapters grouped into three sections: Research and Analysis of Teaching Effectiveness and Teacher Development; The Teacher as a Professional in a Changing Context; and Innovations and Trends in Teacher Development. The authors of these chapters are experienced and renowned scholars and researchers from different parts of the world. They present to the international readers a very wide range of perspectives, approaches, and research findings that are crucial to our pursuit of a new knowledge base for effective teaching and teacher development in the new millennium.

In facing up to the numerous challenges to education in a new era of information technology and globalization, this book of 19 chapters will facilitate the quest for new teacher education for the future. The target audiences are teacher educators, educators, graduate students, researchers, policy makers and those interested in educational reform and teacher education for the new century. The chapters, grouped into three sections - `New Perspectives in Teacher Education and Development', `Reform and Development of Teacher Education', and `Innovation and Reflection on Teacher Education Practice' - are prepared by renowned scholars and researchers from different parts of the world. Cutting across these chapters with international perspectives for an international audience are some very fundamental issues, development trends, reform initiatives, innovative practices, and critical reflection with research and reform implications. They are essential to all efforts to develop a new teacher education in the new millennium.

As social contexts and demands change in the 21st century, pedagogies and policies must adapt to keep up. Increasing emphasis on global preparedness, competitivity, and holistic education alongside a fast-paced, ever-changing environment may make policy implementation difficult. However, Cheng asserts that it is only by understanding the current trends, visions, and issues in education policy, implementation, and research that we can reflect, adapt, and improve future initiatives. To that end, Cheng elucidates the different paradigm shifts in classrooms and pedagogy all over the world. In his exploration of third-wave paradigm shifts in education, he charts the rationales, concerns, and effects in topics such as contextualized multiple intelligences, integrated learning, national education in globalization, teacher effectiveness and development, school-based management, and systemic education reform. This book is a promising referential resource for any policy-maker, academic, and educator who knows that the only way to progress is to look at and learn from the current issues and future trends globally.

This 544-page book has 22 chapters prepared by experienced and renowned scholars and researchers from different parts of the world. Grouped into three sections- "Information Technology, Science and Mathematics," "Social Sciences and General Studies," and "Languages" - the chapters represent an important collection of international endeavours committed to facilitate the much needed paradigm shift in subject curriculum and pedagogy and reinforce the quest for a new knowledge base that can support the search for new conceptions, models, perspectives, innovations, and practices for teaching effectiveness and teacher development in different parts of the world. The target audiences are teacher educators, educators, graduate students, researchers, policy makers and those interested to reform education and teacher education in the new century.