Maria Teresa Tatto

Dr. Maria Teresa Tatto
Visiting Research Fellow
University of Oxford | Department of Education
15 Norham Gardens, Oxford. OX2 6PY
Email: teresa.tatto@education.ox.ac.uk
Web: www.education.ox.ac.uk/research/teacher-education/people/maria-teresa-tatto/

Dr. Maria Teresa Tatto did her graduate work at Harvard University, receiving an M.A. in Administration, Planning and Social Policy (MA’82), and an Ed. D., in Policy Analysis and Evaluation Research, and in Comparative Education (EdD’87).

Dr. Tatto did her undergraduate work in educational and organizational Psychology at the National Autonomous University of Mexico (BA’81). Dr. Tatto has been a professor at Michigan State University since 1987. During the academic year 2013-2014 Dr. Tatto is spending her sabbatical leave as a Visiting Research Scholar at the University of Oxford.

Dr. Tatto has directed a number of major research projects, 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 Pre-TEDS Study, and the study of Values and Beliefs in Mexico and the USA. She is currently the executive director and principal investigator for the first IEA comparative large-scale study to examine the institutions, processes, and outcomes of teacher education in 17 countries, the Teacher Education and Development Study in Mathematics (TEDS-M) funded in part by the National Science Foundation. She is also 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 is the U.S. PI in the comparative research project “Analyses of Mathematics Teacher Professional Development Programs in Selected Developed and Developing Countries: Insights for quality Mathematics instruction in Sub-Saharan African countries “ lead by the University of South Africa (UNISA) Department of Mathematics Education (DME).

Dr. Tatto has published more than 50 research articles and research monographs in English and Spanish, including publications in 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, Journal of Teacher Education among others. In 2006-2007 she was a guest editor for the International Journal of Educational Research, and 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. 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

  • 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. (in press). Teacher Education and Development Study in Mathematics (TEDS-M). Encyclopedia of Mathematics Education. Amsterdam: Springer.
  • Tatto, M.T., Rodriguez, M.C., Reckase, M., Rowley, G., Lu, Y. (in press). Scale Development and Reporting: Opportunities to Learn, Beliefs and Mathematics Knowledge for Teaching. In Tatto, M.T. (Ed.) (in press). 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. (in press). Survey Operations Procedures. In Tatto, M.T. (Ed.) (in press). 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. (in press). Sampling Design. In Tatto, M.T. (Ed.) (in press). 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. (in press). Development of the TEDS-M Survey Questionnaires. In Tatto, M.T. (Ed.) (in press). 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. (in press) Developing TEDS-M Mathematics Assessment Frameworks, Instruments and Scoring Guides. In Tatto, M.T. (Ed.) (in press). 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. (in press). TEDS-M Policy Context Study. In Tatto, M.T. (Ed.) (in press). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
  • Tatto, M.T. (in press). Overview of the Teacher Education in Mathematics Study. In Tatto, M.T. (Ed.) (in press). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
  • Schwille, J., Tatto, M.T. (in press). The policy landscape. In Ingvarson, L., Schwille, J., Tatto, M.T., Senk, S.L., Bankov, K., Rodriguez, M., Reckase, M., Rowley, G., & Peck, R. (in press). The Teacher Education Study in Mathematics (TEDS-M), Policy report: Findings from the IEA study of the mathematics preparation of future teachers. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
  • 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. (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

Books.

  • 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.
  • Tatto, M. T. (Ed.). (in press). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
  • Ingvarson, L., Schwille, J., Tatto, M.T., Senk, S.L., Bankov, K., Rodriguez, M., Reckase, M., Rowley, G., & Peck, R. (in press). The Teacher Education Study in Mathematics (TEDS-M), Policy report: findings from the IEA study of the mathematics preparation of future teachers. Amsterdam, The Netherlands: International Association for the Evaluation of Educational 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, The Netherlands: International Association for the Evaluation of Educational Achievement.
  • Brese, F., & Tatto, M.T. (Eds.) (2012). TEDS-M 2008 User Guide for the International Database. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
  • 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. (2004). La Educación magisterial: Su alcance en la era de la globalización. Mexico, D.F.: Editorial Santillana. (Teacher Education: Its potential in the era of globalization).
  • Tatto, M.T. (2007). Reforming teaching globally. Oxford, UK: Symposium Books. (Reprinted in 2009 by Information Age Publishers).
  • 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.

Other relevant experience

  • 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).
  • Educational Policy Analysis Archives (EPAA) Editorial Team – English Language Board (2009-present)
  • Member of the 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.