This edited book is a comparative study on teacher education across ten major Englishspeaking regions of the world (USA, English Canada, England and Wales, Scotland, Ireland, Singapore, Hong Kong, South Africa, Australia, New Zealand). The focus on individual regions is reflective of a comparative approach with a long tradition going back to the turn of the twentieth century. This approach is still valid at the present time as it provides one of the best ways of initially structuring our understanding of teacher education at the macro level in order to facilitate communication of the situation crossnationally and prepare the way for higher levels of analyses. To this end, the book has twelve chapters: An introductory chapter details the focus of the book. This is followed by a chapter on each of the ten regions. Each of these chapters, written by an expert in the field: focuses on general trends in teacher education rather than on any specific aspect of it; focuses primarily on pre-service teacher education at the primary and post-primary levels, although some reference is also made to continuing professional development; strikes a balance between past, present and future trends; deals broadly with access to, the processes involved in, and the structure of, teacher education; has a unique structure rather than one based upon a formulaic approach. In the final chapter major themes are distilled from the case studies. It also outlines how the book furthers understanding of teacher education internationally, considers other groupings of regions ripe for consideration along similar lines, and indicates initiatives arising out of the case studies worthy of consideration for the improvement of teacher education cross-nationally.

This edited book is a comparative study on teacher education across ten major English-speaking regions of the world (USA, English Canada, England and Wales, Scotland, Ireland, Singapore, Hong Kong, South Africa, Australia, New Zealand). The focus on individual regions is reflective of a comparative approach with a long tradition going back to the turn of the twentieth century. Each of the chapters focuses on general trends in teacher education rather than on any specific aspect of it; focuses primarily on pre-service teacher education at the primary and post-primary levels, although some reference is also made to continuing professional development; strikes a balance between past, present and future trends; deals broadly with access to, the processes involved in, and the structure of, teacher education; has a unique structure rather than one based upon a formulaic approach. In the final chapter major themes are distilled from the case studies. It also outlines how the book furthers understanding of teacher education internationally, considers other groupings of regions ripe for consideration along similar lines, and indicates initiatives arising out of the case studies worthy of consideration for the improvement of teacher education cross-nationally. {Back cover, ed].

This Supplement to the 1960 Bibliography by Harris and Tremblay adds some 3,500 entries to the approximately 4,000 listed in the first volume, providing a full list of articles, books, pamphlets, and theses bearing on all aspects of higher education in Canada for the period 1959-1963. The organization of the earlier volume has been maintained with slight modifications, and some new sections have been added, including one devoted to institutions which, although they are post-secondary, do not grant degrees; and one which includes plays and novels set wholly or in part in actual or fictitious Canadian universities. (Studies in Higher Education in Canada, No. 3)

This book investigates the relationships between education and national development in an area of the world where both have acquired considerable importance. It questions assumptions which view education primarily as a direct investment in human capital and approaches which measure the efficacy of educational provision solely in terms of quantifiable differences between inputs and outputs. Unlike most of the more general works in this field, it does not set out either to confirm or to refute a particular theory. Instead, the main perspectives which have been adopted to explain the role of education in development are explored. The role of education in the development of eight societies in East Asia, including Japan, Hong Kong, Singapore, Taiwan, South Korea, Malaysia, Macau, and the People's Republic of China, is examined. These societies are compared in order to highlight the diverse and complex role played by education in their development.