Maria Tatto

Professor
Faculty
TEMPE Campus
Mailcode
1811

Biography

Maria Teresa Tatto is the Southwest Borderlands Professor of Comparative Education at the Mary Lou Fulton Teachers College and Professor in the Division of Educational Leadership and Innovation at Arozona State University. She is an Honorary Research Fellow at the University of Oxford Department of Education and a Visiting Professor at Bath Spa University, in England. She has a BS in Psychology from the Universidad Nacional Autonoma de Mexico, and a Masters and a Doctoral degree in Educational Administration, Planning and Social Policy from Harvard University. Her scholarship is characterized by the use of international comparative frameworks to study education policy and its impact on education systems. She has published extensively on areas such as the structure and impact of different approaches to educating teachers, the relationships between teaching and learning, the influence of early childhood education on improved knowledge levels for the rural poor and children of underserved populations, the role of values education on citizenship formation, and the development of effective policies to support the education of children of migrant workers in the U.S. among others.

Professor Tatto is deeply committed to developing research capacity in education as an approach to produce useable knowledge to support inquiry-based teaching and teacher education with the aim of increasing access to opportunities to learn for underserved populations. She leads the World Educational Research Association (WERA), International Research Network (IRN): Learning to Teach: Building Global Research Capacity for Evidence-Based Decision Making. She has served as the principal investigator for two large scale international comparative research projects, the Teacher Education and Development Study in Mathematics (TEDS-M), and the First Five Years of Mathematics Teaching Study (FIRSTMATH). Both projects, funded by the U.S. National Science Foundation, have contributed to the comparative study of the connections between pre-service teacher education and what is learned on the job during the first years of teaching.

Professor Tatto is a former President of the Comparative and International Education Society. She was recently nominated for the American Research Association Fellow Award, and received the 2018 Mary Lou Fulton Teachers College Excellence in Research Achievement Award, a recognition based on work in the field of international comparative education policy and its impact on educational systems. She has published sixteen books, more than 100 articles, chapters and research monographs in English and Spanish, and is a frequent keynote speaker in global fora.

Her most recent publications include:

Tatto, M.T., and Menter I. (Eds.). (2019). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic.

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.

Tatto, M.T., Rodriguez, M., Smith, W., Reckase, M., & Bankov, K. (Eds.) (2018). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer.

Tatto, M.T. (2018). Constructing research impact in teacher education through international collaboration and capacity building. Research Intelligence, 135, 27-33.

Education

  • Ed.D. Harvard University. Areas of specialization: Policy Analysis and Evaluation Research; Comparative and International Education
  • Ed.M. Harvard University. Area of specialization: Administration, Planning and Social Policy; International Development
  • B.Sc. (Licenciatura) Educational and Organizational Psychology. National University of M�xico (UNAM).

Videos

Tatto, M.T. (2017, May). Transforming teacher education to improve learning outcomes. Keynote address for e-seminar UNESCO-IIEP, May 29-June 2nd.

Research Interests

Guiding Research Questions:

  • What is the combination of knowledge, skills and dispositions that support knowledgeable, competent and caring teachers for all children? And how can finding answers to these questions help inform effective policy?
  • What kinds of policies and programs are needed to support effective early childhood education for all children?
  • In what ways can we disseminate and improve knowledge and methods of the social sciences to enable effective collaboration across systems, institutions and individuals?  

Current Research Projects:

  • Dr. Tatto is studying the characteristics and outcomes of teacher preparation across different national contexts. These two large scale mixed methods studies use a combination of survey methods, including questionnaires, assessments, observations and document analysis to investigate in collaboration with colleagues from more than 15 countries how opportunities to learn provided to future and beginning mathematics teachers contribute to their knowledge, skills and dispositions as they learn to teach an inquiry-based curriculum in an era of increased accountability.
  • Dr. Tatto is studying the types of evidence that is used at the macro (system) and micro (institutions) levels to make decisions that shape the initial preparation and continued development of teachers. This study is sponsored by the World Education Research Association and is a collaboration of colleagues across 10 countries. The study includes a historical review of the development of teacher education systems in the countries, as well as a review of the research literature to investigate the role of research, if any, in informing those decisions.
  • Using a sociocultural framework, Dr. Tatto is studying the policy and practice dynamic on teacher learning in England and in the US. This qualitative study examines in detail how policy has and continues to shape teacher preparation provision in two well known institutions in each country using document analysis, and interviews with program designers. Interviews and observations of practice across subjects helps highlight the challenges that beginning teachers encounter as they negotiate their role vis-a-vis the demands of their teacher education programs and their practice schools, under the increasing pressures introduced by accountability and market oriented policies.

Publications

  • PUBLISHED WORKS AND WORKS IN PRESS

     

    Books

     

    16.Tatto, M.T., and Menter I. (Eds.). (2019). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic.

    15.Tatto, M.T., Rodriguez, M., Smith, W., Reckase, M., & Bankov, K. (Eds.) (2018). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer.

    14.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.

    13.Tatto. 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.

    12.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.

    11.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.

     

     

    10.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).

    9.Tatto, M. T.  (2012). Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.

    8.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.

    7.Tatto, M.T., & Mincu, M.  (Eds.) (2009). Reforming teaching and learning. Taipei City: Sense Publishers.

    6.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.

    5.Tatto, M.T.  (2007). Reforming teaching globally. Oxford, UK: Symposium Books. (Reprinted in 2009 Information Age Publishers).

    4.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].

    3.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.

    2.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.

    1.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., 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).

     

    Selected Articles and Chapters from 1990 or later to Present (* indicates peer review)

     

    Articles

     

    39. Tatto, M.T. (2019). Federalism and Education: Ongoing Challenges and Policy Strategies in Ten Countries (Book Review). Teachers College Record [https://www.tcrecord.org/Content.asp?ContentId=22978].

    38*Tatto, M.T. (2018). Constructing research impact in teacher education through international collaboration and capacity building. Research Intelligence, 135, 27-33.

    37.*Hordern, J. & Tatto, M.T. (2018). Conceptions of teaching and educational knowledge requirements. Oxford Review of Education, 44 (6), 686-701. DOI: 10.1080/03054985.2018.1438254 (https://www.tandfonline.com/eprint/IMyrpFNxV5Rhy6ZHZsgm/full)

    36.Richmond, G., & Tatto, M.T., (2016).  Innovation in Educational Research. Journal of Teacher Education, 67, (5), 360-362. DOI: https://doi.org/10.1177/0022487116670866

    35.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.

    34.*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.

    33.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

    32.*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.

    31.* 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

    30.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]

    29.*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.

    28.*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.

    27.*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, 44, 3, 307-324.

    26.*Tatto, M.T. (2011). Reimagining the education of teachers: The role of comparative and international research. Comparative Education Review, 55, 495-516.

    25.*Tatto, M.T., Senk, S., Ingvarson, L. & Rowley, G.  (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.

    24.*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.

    23.*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.

    22.*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.

    21.*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.

    20.*Tatto, M. T. (2008). Teacher policy: A framework for comparative analysis. Prospects: Quarterly Review of Comparative Education, 38, 487-508.

    19.*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.

    18.*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.

     

     

    17.*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.

    16.*Tatto, M.T. (2003). Developing teachers and teaching practice: International research perspectives.  Comparative Education Review, 47, 504-506.

    15.*Tatto, M.T., (2003).  Examining Mexico and U.S. values education in a global context. Journal of Beliefs and Values, 24, 219-238.

    14.*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.

    13.*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.

    12.*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.

    11.*Stuart, J., & Tatto, M.T.  (2000).  Designs for initial teacher preparation programs: An international view.  International Journal of Educational Research, 33, 493-514.

    10.*Tatto, M.T. (1999).  The socializing influence of normative cohesive teacher education on teachers’ beliefs about instructional choice. Teachers and Teaching, 5, 111-134.

    9.*Tatto, M.T.  (1999). Improving teacher education in rural México: The challenges and tensions of constructivist reform. Teaching and Teacher Education, 15, 15-35.

    8.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.

    7.*Tatto, M.T.  (1999).  Para una mejor formación de maestros en el México rural: Retos y tensiones de la reforma constructivista. Revista Mexicana de Investigación Educativa, 4, 101-136.

    6.*Tatto, M.T. (1999). Education reform and state power in México: The paradoxes of decentralization. Comparative Education Review, 43, 251-282.

    5.*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.

    4.*Tatto, M.T. (1997).  Reconstructing teacher education for disadvantaged communities.  International Journal of Educational Development, 17, 405-415.

    3.*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.

    2.*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.

    1.*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.

     

     

    Selected Chapters (* indicates peer review)

     

    58. Tatto, M.T. (in press). What Do We Mean When We Speak of Research Evidence in Education? In Beckett, L. (Ed.) Research-Informed Teacher Learning, (pp. XX). London: Routledge.

    *57. Tatto, M.T. & Menter, I. with Burn, K., Clark, C.M., Donitsa-Schmidt, S., Ikoma, S., Jin, E., Kalimullin, A., Kauko, J., LeTendre, G., Mayer, D., Mincu, M.E., Mutton, T., Novotná, J., Parra-Gaete, I., Pippin, J. Säntti, J., Valeeva, R., Zhang, J., Zuzovsky, R. (submitted 2019 August). Learning to Teach: Building Global Research Capacity for Evidence-Based Decision Making. In L. D. Hill & F. J. Levine (Eds.). Global Perspectives on Education Research Handbook. New York: Routledge.

    56. Hordern, J. & Tatto, M.T. (2019). Using comparative analysis to further illuminate the English case (pp. 130-145) in N. Sorensen (ed.) Diversity in Teacher Education: perspectives on a school-led system. London: Institute of Education, University College London.

    55.Tatto, M.T. & Menter, I. (2019). Understanding Teacher Education Policy and Practice Cross-Nationally (pp. 3 - 8). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic.

    54.Tatto, M.T. & Menter, I. (2019). The Significance of Teacher Education (pp. 9 - 20). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic.

    53.Tatto, M.T. & Parra-Gaete, I. (2019). Learning to Teach in Mexico: Reviewing policy and research trends (pp. 173 - 192). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic.

    52.Tatto, M.T. & Clark, C.M. (2019). Institutional Transformations, Knowledge and Research Traditions in the USA (pp. 233 - 256). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic.

    51.Tatto, M.T. (2019). Professional Knowledge and Theories of Teaching and Learning (pp. 257 - 267). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic.

    50.Menter, I. & Tatto, M.T. (2019). What Future for Teacher Education? (pp. 280 - 292). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic.

    49.*Tatto, M.T. (2018). Exploring the mathematical education of teachers using TEDS-M data (pp. 1-14). 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.

    48.*Tatto, M.T. & Smith, W. (2018). Exploring different dimensions of teacher education programs in the TEDS-M study (pp. 17-30). 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.

    47.*Peralta, Y., & Tatto, M.T. (2018). Preparing high quality mathematics primary teachers: exploring program strategies and standards in the United States, Russia, Poland, and Chinese Taipei (pp. 31- 67). 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.

    46.*Tatto, M.T. & Bankov, K. (2018). The intended, implemented, and achieved curriculum of mathematics teacher education in the United States (pp. 69-133). 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.

    45.*Rodriguez, M. C., Tatto, M.T., Palma, J. & Nickodem, K. (2018). A comparative international study of differences in beliefs between future teachers and their educators (pp. 165-192). 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.

    44.*Tatto, M.T. & Smith, W. (2018). Future teachers in the TEDS-M study (pp. 195-204). 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.

    43.*Tatto, M.T. (2018). The mathematical education of primary teachers (pp. 205-256). 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.

    42.*Tatto, M.T. (2018). The mathematical education of secondary teachers (pp. 409-450). 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.

    41.*Tatto, M.T. & Smith, W. (2018). Methodological challenges in the TEDS-M study (pp. 479-487). 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.

    40.*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.

    39.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.

    38.*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.

    37.*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.

    36.*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.

    35.*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

    34.*Tatto, M.T. (2014). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.

    33.*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.

    32.*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.

    31.*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.

    30.*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.

    29.*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.

    28.*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.

    27.*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.

    26.*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.

    25.*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.

    24.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.

    23.*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

    22.*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.

    21.*Tatto, M.T. (2013). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.

    20.*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.

    19.*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.

    18.*Tatto, M.T., Lerman, S., & Novotná, J.  (2009).  Overview of teacher education systems across the world.  In R. 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.

    17.*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.

    16.*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.

    15.*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.

    14.*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.

    13.*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.

     

     

    12.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.

    11.*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.

    10.*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.

    9.*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.

    8.Tatto, M.T.  (2000). El desarrollo de metodologías para el estudio de programas de educación 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.

    7.*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.

    6.*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.

    5.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.

    4.*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.

    3.*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.

    2.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.

    1.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.

     

    Others

     

    Databases

     

    Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M. & Reckase, M., Carstens, R. Brese, F., Dumais, J. & Meinck, S. (2012).  TEDS-M 2008 international database. IEA Teacher Education and Development Study in Mathematics (TEDS-M). Hamburg: Data Processing Center, International Association for the Evaluation of Student Achievement.

     

    Podcasts

     

    Tatto, M. T., & Menter, I. (2018, March). Learning to be a Teacher [Audio podcast]. Retrieved from http://www.freshedpodcast.com/tatto-menter/

Research Activity

GRANTS

 

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 date [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 date] 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.

 

Participation in Large Scale Research Programs as Senior Personnel

 

National Center for Research on Teacher Education (1987-1997). Senior researcher in a U.S. national study of teacher education in the College of Education at Michigan State University.  Collaborated in field work for the study of the Writing Process, an in-service training program of the Teachers College in New York City, and developed a conceptual framework and statistical analysis of the gathered data. My contribution focused on understanding the influence of teacher education programs on the views and dispositions related to teaching and learning to teach, for prospective and experienced teachers as they enter diverse programs. This research specifically explores the influence of “normative cohesive teacher education” on teacher education outcomes.

 

BRIDGES Project (Basic Research and Implementation in Developing Education Systems), in collaboration with Harvard University (1987-1992).  Coordinator for the teacher education project in Sri Lanka. Funded by the Harvard Institute for International Development, the United States Agency for International Development, and Michigan State University ($100,000 USD). Planned and coordinated a national research study of teacher education focusing on mathematics and mother tongue for elementary school teachers in Sri Lanka, in collaboration with U.S. and Sri Lankan colleagues.  This study informed national policy on teacher education.

 

Courses

Fall 2019
Course NumberCourse Title
DCI 792Research
EPA 792Research
EPA 799Dissertation
Spring 2019
Course NumberCourse Title
EPA 790Reading and Conference
EPA 792Research
Fall 2018
Course NumberCourse Title
EPA 691Seminar
DCI 791Seminar
Spring 2018
Course NumberCourse Title
EPA 691Seminar
Fall 2017
Course NumberCourse Title
EPA 691Seminar
TEL 707Reading the Research
Spring 2017
Course NumberCourse Title
EPA 691Seminar
Fall 2016
Course NumberCourse Title
EPA 691Seminar