Department of Education

Professor Maria Tatto

Honorary Research Fellow

In her status as Honorary Research Fellow at the University of Oxford, Department of Education, Professor Tatto will continue to collaborate with current members in the Department Katherine Burn, Ian Menter, Trevor Mutton, and Ian Thompson. Specifically this group of collaborators will pursue a research agenda that began developing in 2014 and that has culminated in the publication in 2018 of the book: Tatto, M.T., Burn, K., Menter, I., Mutton, T., & Thompson, I. (2018). Learning to teach in England and the United States: The evolution of policy and practice. Abingdon, England: Routledge. In addition to analyzing the vast amount of data collected so far, the group led by Tatto will continue collaborating in the international study of teacher education’s institutional, knowledge and research traditions sponsored by the World Education Research Association. The work of this group will be disseminated in an upcoming book and in a series of symposia at international conferences and will serve to promote Oxford’s research worldwide. Tatto brings to her association with the Department a high profile research agenda in the U.S., Latin America, and internationally, in several areas of education as well as an extensive research network in more than 50 countries.

Professor Maria Teresa Tatto did her graduate work at Harvard University, receiving an Ed. D., in Policy Analysis and Evaluation Research, and in Comparative Education (EdD’87), and M.A. in Administration, Planning and Social Policy (MA’82). She did her undergraduate work in educational and organizational Psychology at the National Autonomous University of Mexico (BA’81). She is a professor at Arizona State University (ASU) since 2016 where she is also the Southwest Borderlands Professor of Comparative Education at the Mary Lou Fulton Teachers’ College. Before that (1987-2016), she was a professor at Michigan State University (MSU). She is also a visiting Professor at Bath Spa University, England, and an Honorary Research Fellow at the University of Oxford.

Professor Tatto has directed a number of major research projects including the Sri Lanka Teacher Education Effectiveness Study; the Study of the Impact of Mexico’s Decentralization Reform on the Education System; the Evaluation of the MSU Teacher Education Program; the Proof of Concept Study for the Teacher Education and Development Study in Mathematics; and the Study of Values and Beliefs in Mexico and the U.S. She served as the executive director and principal investigator for the first IEA comparative large-scale study to use national representative samples to examine the institutions, processes, and outcomes of teacher education in 17 countries: the Teacher Education and Development Study in Mathematics (TEDS-M) funded by the U.S. National Science Foundation. She is the principal investigator for the First Five Years of Mathematics Teaching (FIRSTMATH) study, designed to explore the connections between pre-service preparation and what is learned on the job during the first years of teaching, funded by the National Science Foundation. She was a Visiting Research Fellow at the University of Oxford were she collaborated with colleagues in the Department of Education on the comparative study of the evolution of teacher education in both countries. The collaboration resulted in the publication of a book by Routledge:

Tatto, M.T., Burn, K., Menter, I., Mutton, T., & Thompson, I. (2018). Learning to teach in England and the United States: The evolution of policy and practice. Abingdon, England: Routledge.

Professor Tatto has more than 100 research publications including articles, books, book chapters and monographs in English and Spanish. Research articles have appeared in the Oxford Review of Education, the Comparative Educational Review, Revista Mexicana de Investigación Educativa, Teaching and Teacher Education, Teachers and Teaching, International Journal of Educational Development, Revista Latinoamericana de Estudios Educativos, Educational Evaluation and Policy Analysis, and the Journal of Teacher Education among others. She serves as Editor-in-Chief with Ian Menter for the Bloomsbury Education and Childhood Studies: A Digital Resource: Primary and Secondary Education, and has served as Editor in Chief for the Journal of Teacher Education (2014-2016), and for the Education Policy Analysis Archives (2016-2018). In 2015, she was a guest co-editor with John Furlong for the Oxford Review of Education, and in 2006-2007, she was a guest editor for the International Journal of Educational Research. She has published several books. She has written a number of commissioned papers for the National Academies of Sciences in the US and for similar research organizations abroad. The latest for the British Education Research Association and the Royal Society of Arts as part of a public inquiry into the role of research in programmes of teacher preparation and professional development.

In 2008, she was elected Vice-President of the Comparative and International Education Society (CIES), which lead to becoming the President in 2010-2011. In 2017, she opened the e-seminar UNESCO-IIEP, May 29-June 2nd with the keynote address: Transforming teacher education to improve learning outcomes. She is a frequent speaker in scholarly and policy forums, and has served as a consultant to the World Bank and USAID for the governments of Mexico, Colombia, Guatemala, Peru, and the Dominican Republic.

Publications

Journal articles

  • Tatto, M.T. (2018). Constructing research impact in teacher education through international collaboration and capacity building. Research Intelligence, 135, 27-33.
  • Hordern, J. & Tatto, M.T. (2018). Conceptions of teaching and educational knowledge requirements. Oxford Review of Education, DOI: 10.1080/03054985.2018.1438254 (https://www.tandfonline.com/eprint/IMyrpFNxV5Rhy6ZHZsgm/full)
  • Richmond, G., & Tatto, M.T., (2016). Innovation in Educational Research. Journal of Teacher Education, 67, (5). DOI: https://doi.org/10.1177/0022487116670866
  • Tatto, M.T., Richmond, G. Carter, A. D., (2016). The Research We Need in Teacher Education. Journal of Teacher Education, 67, (4) 247-250. DOI: https://doi.org/10.1177/0022487116663694.
  • Tatto, M.T., Savage, C., Liao, W., Marshall, S., Goldblatt, P., & Contreras, M. L. (2016). The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education’s Proposed Regulations. Education Policy Analysis Archives, 24 (25). DOI: http://dx.doi.org/10.14507/epaa.24.2322.
  • Tatto, M.T., Carter, A. D., Floden, E. R., Richmond, G. (2016). A Global Call for Scholarship on the Policy and Practice of Teacher Education. Journal of Teacher Education, 67 (1), 4-5. DOI: https://doi.org/10.1177/0022487115622205
  • Tatto, M.T. (2015). The role of research in the policy and practice of quality teacher education: An international review. Oxford Review of Education, 41 (2), 171-201.
  • Tatto, M.T. & Furlong, J. (2015). Research and teacher education: Papers from the BERA-RSA Inquiry. Oxford Review of Education, 41 (2), 145-153. https://doi.org/10.1080/03054985.2015.1017404
  • Tatto, M.T. (2015). What is missing in the Early Childhood Education Policy Dialogue? The Child. Michigan State University: Green & Write Education Policy Research Insights. [http://edwp.educ.msu.edu/green-and-write/?s=Tatto]
  • Tatto, M.T. (2013). The Role of Research in International Policy and Practice in Teacher Education (paper 2). The role of research on in teacher education: Findings from the BERA-RSA Inquiry.
  • Tatto, M.T. (2013). Changing Trends in Teacher Education Policy and Practice: International perspectives and future challenges for educational research. Research Intelligence, 121, 16-17.
  • Senk, S.L., Tatto, M.T., Reckase, M., Rowley, G., Peck, R., & Bankov, K. (2012). Knowledge of future primary teachers for teaching mathematics: An international comparative perspective. ZDM – The International Journal on Mathematics Education.
  • Tatto, M.T. (2011). Reimagining the education of teachers: The role of comparative and international research. Comparative Education Review, 55, 495-516.
  • Tatto, M.T., & Senk, S. (2011). The mathematics education of future primary and secondary teachers: Methods and findings from the Teacher Education and Development Study in Mathematics. Journal of Teacher Education, 62, 121-137.
  • Papanastasiou, E.C., & Tatto, M.T. (2011). Program theory, program documents, and state standards in evaluating teacher education. Assessment and Evaluation in Higher Education, 36, 1-16.
  • Tatto, M.T., Lerman, S., & Novotná, J. (2010). The organization of the mathematics preparation and development of teachers: A report from the ICMI Study 15. Journal of Mathematics Teacher Education, 13, 313-324.
  • Blömeke, S., Paine, L., Houang, R., Hsieh, F., Schmidt, W., Tatto, M.T., Bankov, K., Cedillo, T., Cogan, L., Han, S., Santillán, M., & Schwille, J. (2008). Future teachers’ competence to plan a lesson: First results of a six-country study on the efficiency of teacher education. ZDM – The International Journal on Mathematics Education, 40, 749-762.
  • Schmidt, W., Houang, R., Cogan, L., Blömeke, S., Tatto, M.T., Hsieh, F., Santillán, M., Bankov, K., Han, S., Cedillo, T., Schwille, J., & Paine, L. (2008). Opportunity to learn in the preparation of mathematics teachers: Its structure and how it varies across six countries. ZDM – The International Journal on Mathematics Education, 40, 735-747.
  • Tatto, M. T. (2008). Teacher policy: A framework for comparative analysis. Prospects: Quarterly Review of Comparative Education, 38, 487-508.
  • Tatto, M.T. (2006/2007). Educational reform and the global regulation of teachers’ education, development and work (Guest Editor). International Journal of Educational Research, 45 (4-5), Special Issues.
  • Tatto, M.T. (2006/2007). Educational reform and the global regulation of teachers’ education, development and work. International Journal of Educational Research, 45, 231-241.
  • Tatto, M.T., Schmelkes, S., Guevara, M.R., & Tapia, M. (2006/2007). Implementing reform amidst resistance: The regulation of teacher education and work in Mexico. International Journal of Educational Research, 45, 267-278.
  • Tatto, M.T. (2003). Developing teachers and teaching practice: International research perspectives. Comparative Education Review, 47, 504-506.
  • Tatto, M.T., (2003). Examining Mexico and U.S. values education in a global context. Journal of Beliefs and Values, 24, 219-238.
  • Tatto, M.T. (2001). The value and feasibility of evaluation research on teacher preparation: Contrasting the experiences in Sri Lanka and Mexico. International Journal of Education and Development, 22, 637-657.
  • Tatto, M.T., Alvarez Arellano, L. Tapia Uribe, M., Loera Varela, A., & Rodriguez, M. (2001). Examining Mexico’s values education in a globally dynamic context. Journal of Moral Education, 30, 173-198.
  • Tatto, M.T., Rodriguez, A., Gonzalez-Lanz, D., Miller, C., Busscher, M., Trumble, D., Centeno, R., & Woo, A. (2001). The challenges and tensions in reconstructing teacher-parent relations in the context of school reform: A case study. Teachers and Teaching, 7, 315-333.
  • Stuart, J., & Tatto, M.T. (2000). Designs for initial teacher preparation programs: An international view. International Journal of Educational Research, 33, 493-514.
  • Tatto, M.T. (1999). The socializing influence of normative cohesive teacher education on teachers’ beliefs about instructional choice. Teachers and Teaching, 5, 111-134.
  • Tatto, M.T. (1999). Improving teacher education in rural México: The challenges and tensions of constructivist reform. Teaching and Teacher Education, 15, 15-35.
  • Tatto, M.T. (1999). Iniciativas para el cambio en la formación de maestros: El caso de México. Revista Latinoamericana de Estudios Educativos, 29 (3 & 4), 9-62.
  • Tatto, M.T. (1999). Para una mejor formación de maestros en el Mexico rural: Retos y tensiones de la reforma constructivista. Revista Mexicana de Investigacion Educativa, 4, 101-136.
  • Tatto, M.T. (1999). Education reform and state power in México: The paradoxes of decentralization. Comparative Education Review, 43, 251-282.
  • Tatto, M.T. (1998). The influence of teacher education on teachers’ beliefs about purposes of education, roles and practice. Journal of Teacher Education, 49, 66-77.
  • Tatto, M.T. (1997). Reconstructing teacher education for disadvantaged communities. International Journal of Educational Development, 17, 405-415.
  • Tatto, M.T. (1996). Examining values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis, 18, 155-180.
  • Tatto, M.T., & Kularatna, N.G. (1993). The interpersonal dimension of teacher education: Comparing distance education with two other programs in Sri Lanka. International Journal of Educational Research, 19, 755-778.
  • Tatto, M.T., Nielsen, H.D., Cummings, W.C., Kularatna, N.G., & Dharmadasa, D.H. (1993). Comparing the effectiveness and costs of different approaches for educating primary school teachers in Sri Lanka. Teaching and Teacher Education, 9, 41-64.

Chapters

  • Tatto, M.T. (forthcoming). The TEDS-M study and the mathematical education of teachers (pp). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer.
  • Tatto, M.T. & Smith, W. (forthcoming). Teacher education programs in the TEDS-M study (pp.). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer.
  • Peralta, Y., & Tatto, M.T. (forthcoming). Preparing high quality mathematics primary teachers: exploring program strategies and standards in the United States, Russia, Poland, and Chinese Taipei (pp.). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer.
  • Tatto, M.T. & Bankov, K. (forthcoming). The intended, implemented, and achieved curriculum of mathematics teacher education in the United States (pp.). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer.
  • Rodriguez, M. C., Tatto, M.T., Palma, J. & Nickodem, K. (forthcoming). A comparative international study of differences in beliefs between future teachers and their educators (pp.). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer.
  • Tatto, M.T. & Smith, W. (forthcoming). Future teachers in the TEDS-M study (pp.). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer.
  • Tatto, M.T. (forthcoming). The mathematical education of primary teachers (pp). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer.
  • Tatto, M.T. (forthcoming). The mathematical education of secondary teachers (pp). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer.
  • Tatto, M.T. & Smith, W. (forthcoming). Methodological challenges in the TEDS-M study (pp.). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer.
  • Novotna, J., Moraova, H., & Tatto, M. T. (2018). Mathematics Teacher Education Organization, Curriculum, and Outcomes. In S. Lerman (Ed.), Encyclopedia of Mathematics Education, Dordrecht, Netherlands: Springer.
  • Tatto, M.T. (2017). The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education. In M. A. Peters; B. Cowie & I. Menter (Eds.), A Companion to Research in Teacher Education. Singapore: Springer.
  • Tatto, M.T. & Hordern, J. (2017). The configuration of teacher education as a professional field of practice: a comparative study of mathematics education (255-274). In J. Furlong & G. Whitty (eds.), Knowledge and the Study of Education: an international exploration. Oxford, England: Oxford Comparative Education Series, Symposium Books.
  • Tatto, M.T. & Pippin, J. (2017). The Quest for Quality and the Rise of Accountability Systems in Teacher Education. In J.D. Clandinin, & J. Husu (Eds.), International Handbook of Research in Teacher Education. Los Angeles, California: SAGE.
  • Tatto, M.T., Rodriguez, M., & Lu, Y. (2015). The Influence of Teacher Education on Mathematics Teaching Knowledge: Local Implementation of Global Ideals, in G. LeTendre & A. Wiseman (Eds.), Promoting and sustaining a quality teaching workforce. Washington, DC: American Educational Research Association.
  • Krainer, K., Hsieh, F.-J., Peck, R., & Tatto, M. T. (2015). The TEDS-M: Important issues, results and questions. In S. J. Cho (Ed.), The Proceedings of the 12th International Congress on Mathematical Education. Intellectual and attitudinal challenges (p. 99-121). Springer Open. doi 10.1007/978-3-319-12688-3
  • *Tatto, M.T. (2014). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.
  • *Tatto, M.T., Rodriguez, M.C., Reckase, M., Rowley, G., Lu, Y. (2013). Scale Development and Reporting: Opportunities to Learn, Beliefs and Mathematics Knowledge for Teaching. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
  • *Brese, F., Becker, A., Tatto, M.T., Cartens, R., Berzina-Pitcher, I. (2013). Survey Operations Procedures. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
  • *Dumais, J., Meinck, S., Tatto, M.T., Schwille, J., Ingvarson, L. (2013). Sampling Design. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
  • *Tatto, M.T., Rodriguez, M.C., Ingvarson, L. Rowley, G., Maeda, Y., Byun, S. (2013). Development of the TEDS-M Survey Questionnaires. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
  • *Bankov, K., Senk, Sharon L., Peck, R., Tatto, M.T., Rodriguez, M.C., Maeda, Y. (2013) Developing TEDS-M Mathematics Assessment Frameworks, Instruments and Scoring Guides. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
  • *Schwille, J., Ingvarson, L., Tatto, M.T. (2013). TEDS-M Policy Context Study. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
  • *Tatto, M.T. (2013). Overview of the Teacher Education in Mathematics Study. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
  • *Tatto, M.T. (2013). The Role of Research in International Policy and Practice in Teacher Education (paper 2). The role of research on in teacher education: Findings from the BERA-RSA Inquiry.
  • *Tatto, M.T. (2013). Changing Trends in Teacher Education Policy and Practice: International perspectives and future challenges for educational research. Research Intelligence, 121, 16-17.
  • Tatto, M.T., Krajcik, J., & Pippin, J. (2013). Variations in Teacher Preparation Evaluation Systems: International Perspectives. NSF Project on Evaluation of Teacher Education Programs: Toward a Framework for Innovation. Washington, DC: National Academy of Education.
  • *Schwille, J., Ingvarson, L., Tatto, M.T., Holdgreve-Resendez, R. Kim, W., & Byun, S. (2013). Organization of Teacher Education and Its Contexts Across the TEDS-M Countries (page 23). In Ingvarson, L., Schwille, J., Tatto, M.T., Senk, S.L., Bankov, K., Rodriguez, M., Reckase, M., Rowley, G., & Peck, R. (2013). An Analysis of Teacher Education Context, Structure, and Quality-Assurance Arrangements in TEDS-M Countries. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement. 978-90-79549-21-4
  • Krainer, K., Hsieh, F., Peck, R., and Tatto, M.T. (2013). The TEDS-M plenary panel at ICME-12: Important issues, results, and questions. In S. J., Cho (Ed.), Proceedings of the 12th International Congress on Mathematical Education. Seoul, Korea: IPC.
  • *Tatto, M.T. (2013). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.
  • *Tatto, M. T. (2012). On constructing a framework for policy analysis in the global era: The effects of the global introduction of performance standards and regulations to promote and improve education for all.  In M. T. Tatto (Ed.) Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
  • Tatto, M. T., Bruner, J., Chang, F. H., Cranfield, C. G., Kintz, T. M., Kuo, N., Pylvainen, S. K., & Sharif, A. (2012). Scholarly teaching: Learning and doing policy analysis in education.  In M. T.  Tatto (Ed.), Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
  • Tatto, M.T., Lerman, S., & Novotná, J. (2009). Overview of teacher education systems across the world. In Ruhama Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (New ICMI Study Series, Vol. 11, pp. 15-23). New York, NY: Springer.
  • Winslow, C., Bergsten, C., Butlen, D., David, M., Gómez, P., Grevholm, B., Li, S., Moreira, P., Robinson, N., Sayac, N., Schwille, J., Tatto, M.T., White, A., & Wood, T. (2009). First years of teaching. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (New ICMI Study Series, Vol. 11, pp. 93-101). New York, NY: Springer.
  • Tatto, M.T. (2008). Policy tools to improve teaching. In W.K. Cummings, & J.H. Williams (Eds.), Policy-making for education reform in developing countries: Policy options and strategies (pp. 217-250). New York, NY: Rowman & Littlefield.
  • Tatto, M.T. (2007). International comparisons and the global reform of teaching. In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Studies in Education, pp. 7-20). Oxford, UK: Symposium
  • Tatto, M.T., Schmelkes, S., Guevara, M.R., & Tapia, M. (2007). Mexico’s educational reform and the re-shaping of accountability on teachers’ development and work (pp. 139-168). In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Education). Oxford, UK: Symposium Books.
  • Tatto, M.T., & Plank, D. N. (2007). The dynamics of global teaching reform. In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Education, pp. 267-277). Oxford, UK: Symposium Books.
  • Tatto, M.T. (2004). The reach and possibilities of education reform for the rural poor in Mexico. In C.C. Yeakey, T.A. Reed, & J.W. Richardson (Eds.), Suffer the little children: National and international dimensions of child poverty and policy (pp. 231-252). Oxford, U.K.: Elsevier.
  • Tatto, M.T., & Coupland, D. (2003). Teaching and measuring attitudes in teacher education. In J. Raths & A. McAninch (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (Advances in Teacher Education, Vol. 6, pp. 123-181). Greenwich, CT: Information Age Publishing.
  • Cummings, W.K., Tatto, M.T., Hawkins, J., & Steiner-Khamsi, G. (2001). Reason over faith: The non-sectarian tradition in U.S. values education. In W.K. Cummings, M.T. Tatto, & J. Hawkins (Eds.), Values education for dynamic societies: Individualism or collectivism (pp. 89-112). Hong Kong: University of Hong Kong Press.
  • Tatto, M.T., Alvarez de Testa, L., Tapia Uribe, M., Loera Varela, A., & Rodriguez, M. (2001). México: The construction of a national identity under centralized leadership. In W.K. Cummings, M.T. Tatto, & J. Hawkins (Eds.), Values education for dynamic societies: Individualism or collectivism (pp. 61-88). Hong Kong: University of Hong Kong Press.
  • Tatto, M.T. (2000). El desarrollo de metodologias para el estudio de programas de educacion de maestros: Los casos de Sri Lanka y Mexico. In J.C. Navarro, K. Taylor, A. Bernasconi, & L. Tyler (Eds.), Perspectivas sobre la reforma educativa: América Central en el contexto de políticas de educación en las América (pp. 399-432). Washington, DC: AED, IDB, HIID.
  • Tatto, M.T. (1997). Limits and constraints to effective teacher education. In W. Cummings, & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 213-230). Oxford: Pergamon.
  • Tatto, M.T. (1997). The reach and potential of teacher education. In W. Cummings & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 795-812). Oxford: Pergamon.
  • Tatto, M.T., & Velez, E. (1997). A document-based assessment of teacher education reform initiatives: The case of México. In C.A. Torres, & A. Puigros (Eds.), Latin American education: Comparative Perspectives (pp. 165-216), Boulder, CO: Westview.
  • Tatto, M.T. (1997). Teachers working in the periphery: Addressing persistent policy issues. In D. Nielsen, & W. Cummings (Eds.), Quality education for all: Community-oriented approaches (pp. 139-181). NY: Garland.
  • Tatto, M.T., & Dharmadasa, K.H. (1995). Social and political contexts of policy formation in teacher education in Sri Lanka. In M. Ginsburg, & B. Lindsay (Eds.), The political dimension in teacher education: Comparative perspectives on policy formation, socialization and society (pp. 99-120). Bristol, PA: Falmer Press.
  • Nielsen, D., & Tatto, M.T. (1993). Teacher upgrading in Sri Lanka and Indonesia. In H. Perraton (Ed.), Distance education for teacher training (pp. 95-135). N.Y.: Routledge.
  • Tatto, M.T. (1993). Policies for teachers working in the periphery: An international review of the literature. In W.K. Cummings, J.H. Williams, Z.F. Beykont, & M. T. Tatto (Eds.), Reaching peripheral groups: Community, language, and teachers in the context of development (pp. 152-187). Buffalo, NY: SUNY Special Studies in Comparative Education.

Books

  • Tatto, M.T., Burn, K., Menter, I., Mutton, T., & Thompson, I. (2018). Learning to teach in England and the United States: The evolution of policy and practice. Abingdon, England: Routledge.
  • M.T. (ed.) (2013). The Teacher Education and Development Study in Mathematics (TEDS-M). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Technical Report. Amsterdam: International Association for the Evaluation of Student Achievement.
  • Ingvarson, L., Schwille, J., Tatto, M.T., Rowley, G., Peck, R. & Senk, S.L. (2013). An Analysis of Teacher Education Context, Structure, and Quality-Assurance Arrangements in TEDS-M Countries. Amsterdam: International Association for the Evaluation of Student Achievement.
  • Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M. & Reckase, M. (2012). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: International Association for the Evaluation of Student Achievement.
  • Brese, F., & Tatto, M.T. (Eds.) (2012). User guide for the TEDS-M international database. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement (IEA).
  • Tatto, M. T. (2012). Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
  • Schmidt, W., Blömeke, S., & Tatto, M.T. (2011).  Teacher education matters. A study of middle school mathematics teacher preparation in six countries.  New York, NY: Teachers College Press.
  • Tatto, M.T., & Mincu, M. (Eds.) (2009). Reforming teaching and learning. Taipei City: Sense Publishers.
  • Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Conceptual framework. Teacher Education and Development International Study Center, Michigan State University, East Lansing, MI, and IEA.
  • Tatto, M.T. (2007). Reforming teaching globally. Oxford, UK: Symposium Books. (Reprinted in 2009 Information Age Publishers).
  • Tatto, M.T. (2004). La Educación magisterial: Su alcance en la era de la globalización. Mexico, D.F.: Editorial Santillana. [Teacher Education: Its potential in the globalization era].
  • Cummings, W.K., Tatto, M.T., & Hawkins, J. (Eds.) (2001). Values education for dynamic societies: Individualism or collectivism. Hong Kong: University of Hong Kong Press.
  • Cummings, W.K., Tatto, M.T., Williams, J., & Beykont, Z. (1993). Reaching peripheral groups: Community, language and teachers in the context of development. Buffalo, NY: SUNY Special Studies in Comparative Education.
  • Tatto, M.T. (1987). An assessment of the LASPAU/AID training for development program in Latin America and Caribbean Universities: Its impact on institutional capacity and community involvement. Unpublished doctoral dissertation, Cambridge, MA, Harvard Graduate School of Education.

Books in Progress

  • Tatto, M.T., Rodriguez, M., Smith, W., Reckase, M., & Bankov, K. (Eds.) (forthcoming). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer.
  • Tatto, M.T., and Menter I. (Eds.). (forthcoming) Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic.
  • Tatto, M.T., Rodriguez, M., Reckase, M., Smith, W, & Pippin, J. (forthcoming). The First Five Years of Teaching Mathematics (FIRSTMATH): Concepts, Methods and Strategies for Comparative International Research. Dordrecht, Netherlands: Springer.
  • Tatto, M.T. and Pippin, J. (Eds.). The first five years of mathematics teaching: An international study (in process).

Invited lectures

  • Tatto, M.T. (2017, October). La psicologia aplicada a la planeacion y a la politica educativa y social: Evidencia del estudio internacional IEA-TEDS-M. (Applying psychology to educational planning and social policy: Evidence from the international study IEA/TEDS-M). Keynote address to the XXV Congreso Mexicano de Psicologia, Puerto Vallarta, Mexico.
  • Tatto, M.T. (2017, June). Addressing inequalities, mobility and dislocation: Insights from international research and practice for teachers and teaching. In Lynn Paine (Chair), held at Michigan State University, East Lansing, MI, USA.
  • Tatto, M.T. (2017, May). Transforming teacher education to improve learning outcomes. Keynote address for e-seminar UNESCO-IIEP, May 29-June 2nd.
  • Tatto, M.T. (2016, June). Learning to Teach Mathematics: A Cross-National Study of Pre-Service and Novice Teachers, A Project on Building Capacity: Personal, Institutional and Collective Professional Growth. Invited Keynote Address to Bath Spa University, Institute for Education, Bath, England.
  • Tatto, M.T. (2016, May). Learning to Teach: Developing Research Capacity. Invited Keynote Address to the II International Forum on Teacher Education. Institute of Psychology and Education, Kazan Federal University, Kazan, Russia.
  • Tatto, M.T. (2015, May). Learning to Teach Mathematics: Research Evidence from the IEA TEDS-M International Study and Planning for FIRSTMATH Follow Up Study. Invited Keynote Address to the Inter-American Conference on Mathematics Education (CIAEM), Tuxtla Gutierrez, Chiapas, Mexico.
  • Tatto, M.T. (2014, September). Learning to Teach Science: Lessons from an International Study on the Acquisition of Mathematics Knowledge for Teaching. Invited to address to the Royal Society at Chicheley Hall, Chicheley in England.
  • Tatto, M.T. (2012, February).  Effective mathematics teacher education: Lessons from an international and comparative study. Invited presentation delivered at the Michigan School Testing Conference, Ann Arbor, MI.
  • Tatto, M.T. (2011, November). The Role of Pre-Service Teacher Education in the Acquisition of Mathematics Knowledge for Teaching: A Missing Construct in the Concept of Teacher Quality. In G.K. LeTendre & A. W. Wiseman (Chairs) American Educational Research Association (AERA) Research Conference Promoting and Sustaining a Quality Teaching Workforce, Lehigh University, Bethlehem, PA.
  • Tatto, M.T. (2011, October). Policy research in teacher education. In M. McPherson & H. Brighouse (Chairs) Achieving the Aims of Higher Education: Problems of Morality and Justice. Participant in a Spencer Foundation workshop, Northwestern University, Evanston, IL.
  • Tatto, M.T., & Reckase, M. (2011, September). Opportunities and challenges of using IRT in TEDS-M. In A. Izsak and J. Remillard (Chairs), Interdisciplinary Conference on Assessment in K-12 Mathematics: Collaborations between Mathematics Education and Psychometrics. Invited paper presented at the National Science Foundation and University of Georgia Research Conference, Atlanta, GA.
  • Tatto, M.T. & Senk, S.L. (2011, May). The IEA Teacher Education Study in Mathematics (TEDS-M) Findings. In S. Beckmann (Chair), Critical Issues in Mathematics Education Series Workshop: The Mathematical Education of Teachers. Invited presentation at the Mathematical Sciences Research Institute, Berkeley, CA.
  • Tatto, M.T. (2011, March). Learning to teach mathematics at the primary and secondary levels:
  • Findings from the TEDS-M Study. Invited address at the Human Development Forum organized by the World Bank, Washington, DC.

Other relevant experience

  • Leader, World Education Research Association International Research Network: Learning to Teach: Building Global Research Capacity for Evidence-Based Decision Making (2014-). In collaboration with Ian Menter at the University of Oxford, we bring together education colleagues across different world-settings interested in pursuing context-driven collaborative historical, theoretical, and empirical work seeking to answer the question about the conditions that best support teacher learning throughout the life-cycle and to develop capacity to produce in-country research to explore these and other related questions.
  • Editor-in-Chief, with Ian Menter: Primary and Secondary Education. Bloomsbury Education and Childhood Studies: A Digital Resource.
  • President of the Comparative International Education Society (a four year term 2008-2012).
  • Center for Latin American and Caribbean Studies (CLACS) Advisory Council (2010- present).
  • World Congress of Comparative Education Societies (WCCES) (2007, September). International Convener for Thematic Group D Teaching and Learning, Sub-Theme 9: Teachers and Teacher Education. XIII and the Mediterranean Society of Comparative Education in Sarajevo (Bosnia and Herzegovina). (September 3-7).
  • International Advisory Committee for the on-line refereed journal: Research in Comparative and International Education (2007- present ).
  • National Science Foundation Directorate for Education and Human Resources Directorate Division of Research on Learning in Formal and Informal Settings CAREER Panel, Reviewer October 15 and 16, 2009.
  • Member of the Comparative International Education Society Board of Directors in 1994.
  • Member, Advisory Board of the Thoman Fellowship (directed at supporting MSU students’ analysis and development of strategies to solve problems related to food and hunger in developing countries) (1989-1991).
  • Reviewer for American Education Research Journal, American Research Journal, Elementary School Journal, Comparative Education Review, Journal of Teacher Education, International Journal of Educational Development, Journal of Teaching and Teacher Education, Revista Mexicana de Investigación Educativa, Prospects UNESCO’s journal of comparative education, among others.
  • Proposal reviewer: the American Educational Research Association (AERA) Division K, and Division L. AERA SIG-International Studies, AERA SIG-Research in Mathematics Education, and the Comparative International Education Society.

Funded proposals as PI or Co-PI

World Educational Research Association (WERA), International Research Network (IRN): Learning to Teach: Building Global Research Capacity for Evidence-Based Decision Making (February 2014-  support consists of website space and room space at conferences plus departmental support for a RA/year). A multitude of alternatives to traditional models of teacher preparation have emerged over the past decade across the world, without empirical support for their effectiveness rather tradition, politics, ideology, and business interests drive these changes which are occurring rapidly and have important consequences for teacher quality and the future of the profession. This WERA-IRN brings together education colleagues across different world-settings interested in pursuing context-driven collaborative historical, theoretical, and empirical work seeking to answer the elusive question about the conditions that best support initial teacher learning and to develop capacity to produce in-country research to back such conclusions. Leader: M.T. Tatto with Ian Menter, University of Oxford, and Beatrice Avalos, Universidad de Chile.

The First Five Years of Mathematics Teaching – Proof-of-Concept Study (FIRSTMATH-P). Maria Teresa Tatto [Principal Investigator]. National Science Foundation, 1/2011 to 5/2017 [Award No. DRL-0910001].  FIRSTMATH is a study of novice teachers’ development of mathematical knowledge for teaching, and the influence that previous preparation, school context and opportunities to learn-on-the-job, have on that knowledge. FIRSTMATH will explore the connections between pre-service preparation and what is learned on the job as it concerns knowledge, skills and curricular content; and the degree to which standards, accountability and other similar mechanisms operate to regulate the support that beginning teachers of mathematics receive during their first years of teaching. This is a planning grant for a Large Empirical Research Study in three research strands, “1 – National STEM education policies”, “3 – STEM learning in formal and informal settings” and “5 – Methods, models, and measures for research and evaluation”.

Teacher Education and Development Study in Mathematics (TEDS-M). Maria Teresa Tatto [Principal Investigator], John Schwille and Sharon Senk [Co-PIs] Funded by the National Science Foundation [REC 0514431 9/15/2005 to 10/2017] and the IEA (8.5 million US dollars approx.). This project seeks to answer the following questions from a cross-national perspective:  What and how do opportunities for teacher learning contribute to teachers’ capability to foster the learning of mathematics in elementary and lower secondary school?  What data-based arguments can be made for or against the existing policies, institutions and practices underlying these opportunities, when compared with other policies and practices intended to recruit, prepare and retain a sufficient number of capable mathematics teachers.  This project is sponsored by the International Association for the Evaluation of Educational Achievement (IEA) with leadership from Michigan State University (MSU) in collaboration with the Australian Council for Educational Research.  The project is funded by the NSF, the IEA, and participating countries. Tatto is the executive director of the project for the IEA. Has received 3 additional supplements which required separate proposals to NSF.

Developing Subject Matter Knowledge in Mathematics Middle School Teachers, A Cross-National Study of Teacher Preparation (Pre-TEDS/ MT21). William Schmidt and Maria Teresa Tatto (Principal Investigators). [NSF REC 0231886 1/1/2003 to 12/31/2005 1,397,599 USD].  Working with a select set of countries, this project studied how middle school mathematics teachers learn to teach subject matter content effectively to a wide variety of students as a result of their preparation. The project was an exploratory, cross-national effort, led by a research team centered at Michigan State University (MSU), and advised by internal and external advisory boards.

Developing Teacher Education in Ethiopia. Maria Teresa Tatto (PI) with J. Schwille [USAID, 2002-2004, $127,394 USD]. Obtained this grant for MSU to be part of a consortium of US universities, headed by George Washington University and also including SUNY- Buffalo, UCLA, and the University of Hawaii at Manoa.  Work in this project involved designing and conducting 8-week intensive summer workshops for teacher educators at teacher training institutions (elementary school level only) in Ethiopia.

Evaluating the Teacher Preparation Program at Michigan State University (1999-2003). This research was a response to then-current accreditation guidelines, mandating self-study in teacher education programs. I led efforts to institutionalize monitoring, process and impact evaluation systems in the department. Funded by the Teacher Education Department (one course release/year and one RA/year).

Building Bridges of Understanding and Belief in México and Michigan (1998-2001). This project was funded in part by the Pacific Basin Research Center and coordinated by SUNY-Buffalo. Amount of funding:  9,600 USD. These studies were part of an international and comparative project that sought to understand what changes might lead to “better” values education across countries in the Pacific Rim by looking at the influence of educational policies on teachers’ beliefs and how these shape the formation of children in a growing global community.  Coordinator for this project in México, and regional coordinator for the Michigan study.

Study of the Education Reform in Mexico (1990-1993). This project was funded by the MSU Center for Latin American and Caribbean Studies (3000 UDS) to do empirical research in rural areas in Mexico to investigate the effects of the education reform on curriculum, teacher education and teaching.

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