Dr Matthew Thomas

  • Senior Lecturer (School of Education)

Biography

My research employs comparative and international perspectives to examine: (1) education policy; (2) teachers and teaching; and (3) higher and teacher education.

My teaching and supervision also supports these areas and I am the Programme Leader of Glasgow's MSc in International and Comparative Education.

 

Qualifications:

PhD, Comparative and International Development Education (University of Minnesota)

MA, International Educational Development (Teachers College, Columbia University)

BS, Music Education (Messiah College)

Research interests

See here for a complete listing of my publications.

Publications

List by: Type | Date

Jump to: 2024 | 2023 | 2022 | 2021 | 2020 | 2019 | 2018 | 2017 | 2014 | 2013 | 2012 | 2011
Number of items: 50.

2024

Lefebvre, E. E. and Thomas, M. A.M. (2024) “I knew I had to leave”: a Bourdieusian analysis of why Teach For America teachers quit early. Teaching and Teacher Education, 142, 104520. (doi: 10.1016/j.tate.2024.104520)

Thomas, M. A.M. and Lefebvre, E. E. (2024) Learning, teaching, and researching with Bourdieu: a collaborative reflection on Bourdieusian encounters. In: Stahl, G., Mu, G. M., Ayling, P. and Weininger, E. B. (eds.) The Bloomsbury Handbook of Bourdieu and Educational Research. Bloomsbury Academic. ISBN 9781350349162 (In Press)

2023

Thomas, M. A.M. , Serenje, J. and Mwaka Chipindi, F. (2023) (Re)considering and teaching sociologies in Zambian teacher education: Seeking Mbuyi, Mulenga, and Munkombwe. British Journal of Sociology of Education, 44(7), pp. 1199-1215. (doi: 10.1080/01425692.2023.2256987)

Thomas, M. A. M. and Xu, R.-H. (2023) The emergence and policy (mis)alignment of Teach For Taiwan. Journal of Education Policy, 38(4), pp. 686-709. (doi: 10.1080/02680939.2022.2095036)

Chan, S. S. W., Thomas, M. A.M. and Mockler, N. (2023) Amplifying organisational discourses to the public: media narratives of Teach for Australia, 2008-2020. British Educational Research Journal, 49(2), pp. 231-247. (doi: 10.1002/berj.3840)

Thomas, M. A.M. and Boivin, K. N. (2023) Teaching and teacher education: an overview of sociological perspectives. In: Maxwell, C., Yemini, M. and Engel, L. (eds.) Sociological Foundations of Education. Series: Educational foundations (3). Bloomsbury Academic. ISBN 9781350171022

2022

Horne, J. and Thomas, M. A.M. (Eds.) (2022) Australian Universities: A conversation about public good. Series: Public and Social Policy Series. Sydney University Press. ISBN 9781743328705

Lefebvre, E. E., Pradhan, S. and Thomas, M. A. M. (2022) The discursive utility of the global, local, and national: teach for all in Africa. Comparative Education Review, 66(4), pp. 620-642. (doi: 10.1086/721709)

Thomas, M. A. M. and Baxendale, H. (2022) Wendy Kopp. In: Geier, B. A. (ed.) The Palgrave Handbook of Educational Thinkers. Palgrave Macmillan: Cham. ISBN 9783030810375 (doi: 10.1007/978-3-030-81037-5_208-1)

Lefebvre, E., Thomas, M. A.M. and Crawford-Garrett, K. (2022) The progressive neoliberalism of Teach For America. In: Sharma, A., Schmeichel, M. and Wurzburg, E. (eds.) Progressive Neoliberalism in Education: Critical Perspectives on Manifestations and Resistance. Series: Routledge studies in education, neoliberalism, and Marxism. Routledge: London, pp. 135-150. ISBN 9781032123059 (doi: 10.4324/9781003224013-12)

Thomas, M. A. M. (2022) Curricular conundrums: internationalising teaching and teacher education in Wisconsin. Teachers and Teaching: Theory and Practice, (doi: 10.1080/13540602.2022.2098270) (Early Online Publication)

Schweisfurth, M. , Thomas, M. A.M. and Smail, A. (2022) Revisiting comparative pedagogy: methodologies, themes, and research communities since 2000. Compare: A Journal of Comparative and International Education, 52(4), pp. 560-580. (doi: 10.1080/03057925.2020.1797475)

Anderson, A. B., Thomas, M. A. M. and Brewer, T. J. (2022) Teach For America influence on non-TFA teachers in TFA-hiring schools. Education Policy Analysis Archives, 30, 98. (doi: 10.14507/epaa.30.6163)

Lefebvre, E. E. and Thomas, M. A.M. (2022) Alternative routes to teaching. In: Peters, M. A. (ed.) Encyclopedia of Teacher Education. Springer: Singapore, pp. 32-37. ISBN 9789811686788 (doi: 10.1007/978-981-16-8679-5_49)

2021

Thomas, M. A. M. and Vavrus, F. K. (2021) The Pluto problem: reflexivities of discomfort in teacher professional development. Critical Studies in Education, 62(4), pp. 486-501. (doi: 10.1080/17508487.2019.1587782)

Thomas, M. A.M. and Talbot, D. (2021) Exploring epistemologies: deepening pre-service teachers’ ways of knowing through international professional experience. Asia-Pacific Journal of Teacher Education, 49(2), pp. 163-176. (doi: 10.1080/1359866X.2019.1695100)

Jules, T. D., Shields, R. and Thomas, M. A.M. (Eds.) (2021) The Bloomsbury Handbook of Theory in Comparative and International Education. Bloomsbury Academic: London. ISBN 9781350078758

Thomas, M. A.M. and Schweisfurth, M. (2021) Constructivism and learner-centeredness in comparative and international education: where theories meet practice. In: Jules, T. D., Shields, R. and Thomas, M. A.M. (eds.) The Bloomsbury Handbook of Theory in Comparative and International Education. Bloomsbury Academic: London, pp. 299-312. ISBN 9781350078758 (doi: i10.5040/9781350078789.ch-017)

Thomas, M. A.M. , Rauschenberger, E. and Crawford-Garrett, K. (Eds.) (2021) Examining Teach For All: International Perspectives on a Growing Global Network. Series: Oxford studies in comparative education. Routledge: Abingdon, Oxon ; New York, NY. ISBN 9780367523879

Crawford-Garrett, K., Oldham, S. and Thomas, M. A. M. (2021) Maintaining meritocratic mythologies: Teach For America and Ako Mātātupu: Teach First New Zealand. Comparative Education, 57(3), pp. 360-376. (doi: 10.1080/03050068.2021.1885130)

Talbot, D. and Thomas, M. A. M. (2021) Experience in another place: teacher learning from an overseas placement. Teaching Education, 32(2), pp. 109-126. (doi: 10.1080/10476210.2019.1650905)

Thomas, M. A.M. , Crawford-Garrett, K. and Rauschenberger, E. (2021) A growing global network: the development of international research on Teach For All. In: Thomas, M. A.M., Rauschenberger, E. and Crawford-Garrett, K. (eds.) Examining Teach For All: International Perspectives on a Growing Global Network. Series: Oxford studies in comparative education. Routledge: Abingdon, Oxon ; New York, NY, pp. 36-59. ISBN 9780367336486 (doi: 10.4324/9780429331695-3)

2020

Thomas, M. A. M. and Banki, S. (2020) Toward a framework for assessing the ‘global’ and ‘citizen’ in global citizenship education in Australia and beyond. Discourse: Studies in the Cultural Politics of Education, 42(5), pp. 732-748. (doi: 10.1080/01596306.2020.1843113)

Crawford-Garrett, K., Rauschenberger, E. and Thomas, M. A. M. (2020) Examining Teach For All: an introduction. In: Thomas, M. A. M., Rauschenberger, E. and Crawford-Garrett, K. (eds.) Examining Teach For All: International Perspectives on a Growing Global Network. Routledge: Abingdon, pp. 3-12. ISBN 9780367336486 (doi: 10.4324/9780429331695-1)

Thomas, M. A. M. , Rauschenberger, E. and Crawford-Garrett, K. (2020) Final thoughts on Teach For All. In: Thomas, M. A. M., Rauschenberger, E. and Crawford-Garrett, K. (eds.) Examining Teach For All: International Perspectives on a Growing Global Network. Routledge: Abingdon, pp. 267-275. ISBN 9780367336486 (doi: 10.4324/9780429331695-14)

Thomas, M. A. M. , Serenje-Chipindi, J. and Mwaka Chipindi, F. (2020) Comparing course syllabi from A to Z: examining the contexts, contents, and concerns for social foundations of education in Australia and Zambia. In: Mazawi, A. E. and Stack, M. (eds.) Course Syllabi in Faculties of Education: Bodies of Knowledge and Their Discontents, International and Comparative Perspectives. Bloomsbury Academic: London, pp. 38-50. ISBN 9781350094253 (doi: 10.5040/9781350094277.0008)

2019

Thomas, M. A. M. and Mosselson, J. (2019) Advancing the teaching of comparative and international education. In: Wiseman, A. W. (ed.) Annual Review of Comparative and International Education 2018. Series: International Perspectives on Education and Society, 37. Emerald Publishing, pp. 89-95. ISBN 9781838674151 (doi: 10.1108/S1479-367920190000037010)

Lefebvre, E. E. and Thomas, M. A. M. (2019) Alternative routes to teaching. In: Peters, M. A. (ed.) Encyclopedia of Teacher Education. Springer Singapore: Singapore, pp. 1-6. ISBN 9789811311796 (doi: 10.1007/978-981-13-1179-6_49-1)

Lihwa, F., Johnstone, C. J., Thomas, M. A. M. and Krause, B. (2019) Remoteness as a gendered construct. Development in Practice, 29(4), pp. 501-513. (doi: 10.1080/09614524.2019.1577358)

McCormick, A. and Thomas, M. A. M. (2019) Teaching undergraduate comparative and international education: pedagogy, social justice and global issues in education. In: Freebody, K., Goodwin, S. and Proctor, H. (eds.) Higher Education, Pedagogy and Social Justice: Politics and Practice. Springer International Publishing, pp. 137-156. ISBN 9783030264840 (doi: 10.1007/978-3-030-26484-0_9)

2018

Thomas, M. A. M. and Lefebvre, E. E. (2018) The dangers of relentless pursuit: teaching, personal health, and the symbolic/real violence of Teach For America. Discourse: Studies in the Cultural Politics of Education, 39(6), pp. 856-867. (doi: 10.1080/01596306.2017.1311298)

Crawford-Garrett, K. and Thomas, M. A. M. (2018) Teacher education and the global impact of Teach For All. In: Oxford Research Encyclopedia of Education. Oxford University Press. (doi: 10.1093/acrefore/9780190264093.013.417)

Thomas, M. A. M. (2018) “Good intentions can only get you so far”: critical reflections from Teach For America corps members placed in special education. Education and Urban Society, 50(5), pp. 435-460. (doi: 10.1177/0013124517713604)

Thomas, M. A. M. (2018) Research capacity and dissemination among academics in Tanzania: examining knowledge production and the perceived binary of ‘local’ and ‘international’ journals. Compare: A Journal of Comparative and International Education, 48(2), pp. 281-298. (doi: 10.1080/03057925.2017.1318046)

Thomas, M. A.M. (2018) ‘Policy embodiment’: alternative certification and Teach For America teachers in traditional public schools. Teaching and Teacher Education, 70, pp. 186-195. (doi: 10.1016/j.tate.2017.11.011)

Thomas, M. and Yehle, A. (2018) A framework for enacting the metapedagogy method in teacher education: what, why, where, when, and how? In: Lopez, A. E. and Olan, E. L. (eds.) Transformative Pedagogies for Teacher Education: Moving Towards Critical Praxis in an Era of Change. Series: Transformative Pedagogies in Teacher Education. Information Age Publishing. ISBN 9781641131094

Thomas, M. A. M. and Mockler, N. (2018) Alternative routes to teacher professional identity: exploring the conflated sub-identities of Teach For America corps members. Education Policy Analysis Archives, 26(6), (doi: 10.14507/epaa.26.3015)

Wolhuter, C. C., Thomas, M. , Mashau, T. S. and Steyn, H. J. (2018) Comparative and international education: a tool for powerful global impact available to South African scholars. In: Wolhuter, C. C. (ed.) Raising the Impact of Education Research in Africa. AOSIS, pp. 253-284. ISBN 9781928396802 (doi: 10.4102/aosis.2018.bk53.12)

2017

Lefebvre, E. E. and Thomas, M. A. M. (2017) ‘Shit shows’ or ‘like-minded schools’: charter schools and the neoliberal logic of Teach For America. Journal of Education Policy, 32(3), pp. 357-371. (doi: 10.1080/02680939.2017.1280184)

Thomas, M. A. M. (2017) Teaching Comparative Education: Trends and Issues Informing Practice edited by Patricia K.Kubow and Allison H. Blosser. Oxford: Symposium Books Ltd., 2016. 212 pp.$72.00. ISBN 978-1-873927-82-3. Comparative Education Review, 61(1), pp. 217-220. (doi: 10.1086/690060)[Book Review]

Thomas, M. A. M. and Salema, V. (2017) Learning about teaching: a collaborative research exploration of learner-centered pedagogy in Tanzania. In: Smith, C. and Hudson, K. (eds.) Faculty Development in Developing Countries: Improving Teaching Quality in Higher Education. Series: Routledge research in international and comparative education. Routledge, pp. 64-85. ISBN 9781315732312

Shah, R., McCormick, A. and Thomas, M. A. M. (2017) Shifting tides: reflecting on regional aspects of our roles as comparative and international educators. International Education Journal: Comparative Perspectives, 16(3), pp. 49-68.

Thomas, M. A. M. and McCormick, A. (2017) Exploring equity gaps in education: toward unity, not uniformity. International Education Journal: Comparative Perspectives, 16(3), pp. 1-4.

2014

Thomas, M. A. M. , Thomas, C. M. and Lefebvre, E. E. (2014) Dissecting the teacher monolith: experiences of beginning basic school teachers in Zambia. International Journal of Educational Development, 38, pp. 37-46. (doi: 10.1016/j.ijedudev.2014.05.006)

Thomas, M. A. M. (2014) Whitman, J. (2012). Destination: Teach for America: Building leadership, mastering the application, acing the interviews. Philadelphia, PA: Pine Street Press. 196 pp. $29.95. ISBN: 9780988205208. Education and Urban Society, 48(5), pp. 527-529. (doi: 10.1177/0013124514536442)[Book Review]

2013

Bartlett, L., Jose Bermeo, M., Boniface, T., Mogusu, E., Ngarina, D., Rugambwa, A., Salema, V., Thomas, M. A. M. , Vavrus, F. and Webb, T. (2013) International collaboration. In: Bartlett, L. and Vavrus, F. (eds.) Teaching in Tension: International Pedagogies, National Policies, and Teachers’ Practices in Tanzania. Series: Pittsburgh studies in comparative and international education. SensePublishers, pp. 169-193. ISBN 9789462092242 (doi: 10.1007/978-94-6209-224-2_10)

Rugambwa, A. and Thomas, M. A. M. (2013) Teachers' conceptualizations and practices of inclusion. In: Bartlett, L. and Vavrus, F. (eds.) Teaching in Tension: International Pedagogies, National Policies, and Teachers’ Practices in Tanzania. Series: Pittsburgh studies in comparative and international education. SensePublishers, pp. 115-131. ISBN 9789462092242 (doi: 10.1007/978-94-6209-224-2_7)

Thomas, M. A. M. and Rugambwa, A. (2013) Gendered aspects of classroom practice. In: Vavrus, F. and Bartlett, L. (eds.) Teaching in Tension: International Pedagogies, National Policies, and Teachers’ Practices in Tanzania. Series: Pittsburgh studies in comparative and international education. SensePublishers, pp. 133-148. ISBN 9789462092242 (doi: 10.1007/978-94-6209-224-2_8)

2012

Thomas, C. M. and Thomas, M. A. M. (2012) Zambian teachers’ perceptions of expert teaching: resourcefulness, punctuality, and sobriety. International Journal of Qualitative Studies in Education, 25(5), pp. 583-600. (doi: 10.1080/09518398.2011.605077)

2011

Thomas, M. A. M. and Rugambwa, A. (2011) Equity, power, and capabilities: constructions of gender in a Tanzanian secondary school. Feminist Formations, 23(3), pp. 153-175. (doi: 10.1353/ff.2011.0030)

This list was generated on Wed May 8 08:44:30 2024 BST.
Jump to: Articles | Book Sections | Book Reviews | Edited Books
Number of items: 50.

Articles

Lefebvre, E. E. and Thomas, M. A.M. (2024) “I knew I had to leave”: a Bourdieusian analysis of why Teach For America teachers quit early. Teaching and Teacher Education, 142, 104520. (doi: 10.1016/j.tate.2024.104520)

Thomas, M. A.M. , Serenje, J. and Mwaka Chipindi, F. (2023) (Re)considering and teaching sociologies in Zambian teacher education: Seeking Mbuyi, Mulenga, and Munkombwe. British Journal of Sociology of Education, 44(7), pp. 1199-1215. (doi: 10.1080/01425692.2023.2256987)

Thomas, M. A. M. and Xu, R.-H. (2023) The emergence and policy (mis)alignment of Teach For Taiwan. Journal of Education Policy, 38(4), pp. 686-709. (doi: 10.1080/02680939.2022.2095036)

Chan, S. S. W., Thomas, M. A.M. and Mockler, N. (2023) Amplifying organisational discourses to the public: media narratives of Teach for Australia, 2008-2020. British Educational Research Journal, 49(2), pp. 231-247. (doi: 10.1002/berj.3840)

Lefebvre, E. E., Pradhan, S. and Thomas, M. A. M. (2022) The discursive utility of the global, local, and national: teach for all in Africa. Comparative Education Review, 66(4), pp. 620-642. (doi: 10.1086/721709)

Thomas, M. A. M. (2022) Curricular conundrums: internationalising teaching and teacher education in Wisconsin. Teachers and Teaching: Theory and Practice, (doi: 10.1080/13540602.2022.2098270) (Early Online Publication)

Schweisfurth, M. , Thomas, M. A.M. and Smail, A. (2022) Revisiting comparative pedagogy: methodologies, themes, and research communities since 2000. Compare: A Journal of Comparative and International Education, 52(4), pp. 560-580. (doi: 10.1080/03057925.2020.1797475)

Anderson, A. B., Thomas, M. A. M. and Brewer, T. J. (2022) Teach For America influence on non-TFA teachers in TFA-hiring schools. Education Policy Analysis Archives, 30, 98. (doi: 10.14507/epaa.30.6163)

Thomas, M. A. M. and Vavrus, F. K. (2021) The Pluto problem: reflexivities of discomfort in teacher professional development. Critical Studies in Education, 62(4), pp. 486-501. (doi: 10.1080/17508487.2019.1587782)

Thomas, M. A.M. and Talbot, D. (2021) Exploring epistemologies: deepening pre-service teachers’ ways of knowing through international professional experience. Asia-Pacific Journal of Teacher Education, 49(2), pp. 163-176. (doi: 10.1080/1359866X.2019.1695100)

Crawford-Garrett, K., Oldham, S. and Thomas, M. A. M. (2021) Maintaining meritocratic mythologies: Teach For America and Ako Mātātupu: Teach First New Zealand. Comparative Education, 57(3), pp. 360-376. (doi: 10.1080/03050068.2021.1885130)

Talbot, D. and Thomas, M. A. M. (2021) Experience in another place: teacher learning from an overseas placement. Teaching Education, 32(2), pp. 109-126. (doi: 10.1080/10476210.2019.1650905)

Thomas, M. A. M. and Banki, S. (2020) Toward a framework for assessing the ‘global’ and ‘citizen’ in global citizenship education in Australia and beyond. Discourse: Studies in the Cultural Politics of Education, 42(5), pp. 732-748. (doi: 10.1080/01596306.2020.1843113)

Lihwa, F., Johnstone, C. J., Thomas, M. A. M. and Krause, B. (2019) Remoteness as a gendered construct. Development in Practice, 29(4), pp. 501-513. (doi: 10.1080/09614524.2019.1577358)

Thomas, M. A. M. and Lefebvre, E. E. (2018) The dangers of relentless pursuit: teaching, personal health, and the symbolic/real violence of Teach For America. Discourse: Studies in the Cultural Politics of Education, 39(6), pp. 856-867. (doi: 10.1080/01596306.2017.1311298)

Thomas, M. A. M. (2018) “Good intentions can only get you so far”: critical reflections from Teach For America corps members placed in special education. Education and Urban Society, 50(5), pp. 435-460. (doi: 10.1177/0013124517713604)

Thomas, M. A. M. (2018) Research capacity and dissemination among academics in Tanzania: examining knowledge production and the perceived binary of ‘local’ and ‘international’ journals. Compare: A Journal of Comparative and International Education, 48(2), pp. 281-298. (doi: 10.1080/03057925.2017.1318046)

Thomas, M. A.M. (2018) ‘Policy embodiment’: alternative certification and Teach For America teachers in traditional public schools. Teaching and Teacher Education, 70, pp. 186-195. (doi: 10.1016/j.tate.2017.11.011)

Thomas, M. A. M. and Mockler, N. (2018) Alternative routes to teacher professional identity: exploring the conflated sub-identities of Teach For America corps members. Education Policy Analysis Archives, 26(6), (doi: 10.14507/epaa.26.3015)

Lefebvre, E. E. and Thomas, M. A. M. (2017) ‘Shit shows’ or ‘like-minded schools’: charter schools and the neoliberal logic of Teach For America. Journal of Education Policy, 32(3), pp. 357-371. (doi: 10.1080/02680939.2017.1280184)

Shah, R., McCormick, A. and Thomas, M. A. M. (2017) Shifting tides: reflecting on regional aspects of our roles as comparative and international educators. International Education Journal: Comparative Perspectives, 16(3), pp. 49-68.

Thomas, M. A. M. and McCormick, A. (2017) Exploring equity gaps in education: toward unity, not uniformity. International Education Journal: Comparative Perspectives, 16(3), pp. 1-4.

Thomas, M. A. M. , Thomas, C. M. and Lefebvre, E. E. (2014) Dissecting the teacher monolith: experiences of beginning basic school teachers in Zambia. International Journal of Educational Development, 38, pp. 37-46. (doi: 10.1016/j.ijedudev.2014.05.006)

Thomas, C. M. and Thomas, M. A. M. (2012) Zambian teachers’ perceptions of expert teaching: resourcefulness, punctuality, and sobriety. International Journal of Qualitative Studies in Education, 25(5), pp. 583-600. (doi: 10.1080/09518398.2011.605077)

Thomas, M. A. M. and Rugambwa, A. (2011) Equity, power, and capabilities: constructions of gender in a Tanzanian secondary school. Feminist Formations, 23(3), pp. 153-175. (doi: 10.1353/ff.2011.0030)

Book Sections

Thomas, M. A.M. and Lefebvre, E. E. (2024) Learning, teaching, and researching with Bourdieu: a collaborative reflection on Bourdieusian encounters. In: Stahl, G., Mu, G. M., Ayling, P. and Weininger, E. B. (eds.) The Bloomsbury Handbook of Bourdieu and Educational Research. Bloomsbury Academic. ISBN 9781350349162 (In Press)

Thomas, M. A.M. and Boivin, K. N. (2023) Teaching and teacher education: an overview of sociological perspectives. In: Maxwell, C., Yemini, M. and Engel, L. (eds.) Sociological Foundations of Education. Series: Educational foundations (3). Bloomsbury Academic. ISBN 9781350171022

Thomas, M. A. M. and Baxendale, H. (2022) Wendy Kopp. In: Geier, B. A. (ed.) The Palgrave Handbook of Educational Thinkers. Palgrave Macmillan: Cham. ISBN 9783030810375 (doi: 10.1007/978-3-030-81037-5_208-1)

Lefebvre, E., Thomas, M. A.M. and Crawford-Garrett, K. (2022) The progressive neoliberalism of Teach For America. In: Sharma, A., Schmeichel, M. and Wurzburg, E. (eds.) Progressive Neoliberalism in Education: Critical Perspectives on Manifestations and Resistance. Series: Routledge studies in education, neoliberalism, and Marxism. Routledge: London, pp. 135-150. ISBN 9781032123059 (doi: 10.4324/9781003224013-12)

Lefebvre, E. E. and Thomas, M. A.M. (2022) Alternative routes to teaching. In: Peters, M. A. (ed.) Encyclopedia of Teacher Education. Springer: Singapore, pp. 32-37. ISBN 9789811686788 (doi: 10.1007/978-981-16-8679-5_49)

Thomas, M. A.M. and Schweisfurth, M. (2021) Constructivism and learner-centeredness in comparative and international education: where theories meet practice. In: Jules, T. D., Shields, R. and Thomas, M. A.M. (eds.) The Bloomsbury Handbook of Theory in Comparative and International Education. Bloomsbury Academic: London, pp. 299-312. ISBN 9781350078758 (doi: i10.5040/9781350078789.ch-017)

Thomas, M. A.M. , Crawford-Garrett, K. and Rauschenberger, E. (2021) A growing global network: the development of international research on Teach For All. In: Thomas, M. A.M., Rauschenberger, E. and Crawford-Garrett, K. (eds.) Examining Teach For All: International Perspectives on a Growing Global Network. Series: Oxford studies in comparative education. Routledge: Abingdon, Oxon ; New York, NY, pp. 36-59. ISBN 9780367336486 (doi: 10.4324/9780429331695-3)

Crawford-Garrett, K., Rauschenberger, E. and Thomas, M. A. M. (2020) Examining Teach For All: an introduction. In: Thomas, M. A. M., Rauschenberger, E. and Crawford-Garrett, K. (eds.) Examining Teach For All: International Perspectives on a Growing Global Network. Routledge: Abingdon, pp. 3-12. ISBN 9780367336486 (doi: 10.4324/9780429331695-1)

Thomas, M. A. M. , Rauschenberger, E. and Crawford-Garrett, K. (2020) Final thoughts on Teach For All. In: Thomas, M. A. M., Rauschenberger, E. and Crawford-Garrett, K. (eds.) Examining Teach For All: International Perspectives on a Growing Global Network. Routledge: Abingdon, pp. 267-275. ISBN 9780367336486 (doi: 10.4324/9780429331695-14)

Thomas, M. A. M. , Serenje-Chipindi, J. and Mwaka Chipindi, F. (2020) Comparing course syllabi from A to Z: examining the contexts, contents, and concerns for social foundations of education in Australia and Zambia. In: Mazawi, A. E. and Stack, M. (eds.) Course Syllabi in Faculties of Education: Bodies of Knowledge and Their Discontents, International and Comparative Perspectives. Bloomsbury Academic: London, pp. 38-50. ISBN 9781350094253 (doi: 10.5040/9781350094277.0008)

Thomas, M. A. M. and Mosselson, J. (2019) Advancing the teaching of comparative and international education. In: Wiseman, A. W. (ed.) Annual Review of Comparative and International Education 2018. Series: International Perspectives on Education and Society, 37. Emerald Publishing, pp. 89-95. ISBN 9781838674151 (doi: 10.1108/S1479-367920190000037010)

Lefebvre, E. E. and Thomas, M. A. M. (2019) Alternative routes to teaching. In: Peters, M. A. (ed.) Encyclopedia of Teacher Education. Springer Singapore: Singapore, pp. 1-6. ISBN 9789811311796 (doi: 10.1007/978-981-13-1179-6_49-1)

McCormick, A. and Thomas, M. A. M. (2019) Teaching undergraduate comparative and international education: pedagogy, social justice and global issues in education. In: Freebody, K., Goodwin, S. and Proctor, H. (eds.) Higher Education, Pedagogy and Social Justice: Politics and Practice. Springer International Publishing, pp. 137-156. ISBN 9783030264840 (doi: 10.1007/978-3-030-26484-0_9)

Crawford-Garrett, K. and Thomas, M. A. M. (2018) Teacher education and the global impact of Teach For All. In: Oxford Research Encyclopedia of Education. Oxford University Press. (doi: 10.1093/acrefore/9780190264093.013.417)

Thomas, M. and Yehle, A. (2018) A framework for enacting the metapedagogy method in teacher education: what, why, where, when, and how? In: Lopez, A. E. and Olan, E. L. (eds.) Transformative Pedagogies for Teacher Education: Moving Towards Critical Praxis in an Era of Change. Series: Transformative Pedagogies in Teacher Education. Information Age Publishing. ISBN 9781641131094

Wolhuter, C. C., Thomas, M. , Mashau, T. S. and Steyn, H. J. (2018) Comparative and international education: a tool for powerful global impact available to South African scholars. In: Wolhuter, C. C. (ed.) Raising the Impact of Education Research in Africa. AOSIS, pp. 253-284. ISBN 9781928396802 (doi: 10.4102/aosis.2018.bk53.12)

Thomas, M. A. M. and Salema, V. (2017) Learning about teaching: a collaborative research exploration of learner-centered pedagogy in Tanzania. In: Smith, C. and Hudson, K. (eds.) Faculty Development in Developing Countries: Improving Teaching Quality in Higher Education. Series: Routledge research in international and comparative education. Routledge, pp. 64-85. ISBN 9781315732312

Bartlett, L., Jose Bermeo, M., Boniface, T., Mogusu, E., Ngarina, D., Rugambwa, A., Salema, V., Thomas, M. A. M. , Vavrus, F. and Webb, T. (2013) International collaboration. In: Bartlett, L. and Vavrus, F. (eds.) Teaching in Tension: International Pedagogies, National Policies, and Teachers’ Practices in Tanzania. Series: Pittsburgh studies in comparative and international education. SensePublishers, pp. 169-193. ISBN 9789462092242 (doi: 10.1007/978-94-6209-224-2_10)

Rugambwa, A. and Thomas, M. A. M. (2013) Teachers' conceptualizations and practices of inclusion. In: Bartlett, L. and Vavrus, F. (eds.) Teaching in Tension: International Pedagogies, National Policies, and Teachers’ Practices in Tanzania. Series: Pittsburgh studies in comparative and international education. SensePublishers, pp. 115-131. ISBN 9789462092242 (doi: 10.1007/978-94-6209-224-2_7)

Thomas, M. A. M. and Rugambwa, A. (2013) Gendered aspects of classroom practice. In: Vavrus, F. and Bartlett, L. (eds.) Teaching in Tension: International Pedagogies, National Policies, and Teachers’ Practices in Tanzania. Series: Pittsburgh studies in comparative and international education. SensePublishers, pp. 133-148. ISBN 9789462092242 (doi: 10.1007/978-94-6209-224-2_8)

Book Reviews

Thomas, M. A. M. (2017) Teaching Comparative Education: Trends and Issues Informing Practice edited by Patricia K.Kubow and Allison H. Blosser. Oxford: Symposium Books Ltd., 2016. 212 pp.$72.00. ISBN 978-1-873927-82-3. Comparative Education Review, 61(1), pp. 217-220. (doi: 10.1086/690060)[Book Review]

Thomas, M. A. M. (2014) Whitman, J. (2012). Destination: Teach for America: Building leadership, mastering the application, acing the interviews. Philadelphia, PA: Pine Street Press. 196 pp. $29.95. ISBN: 9780988205208. Education and Urban Society, 48(5), pp. 527-529. (doi: 10.1177/0013124514536442)[Book Review]

Edited Books

Horne, J. and Thomas, M. A.M. (Eds.) (2022) Australian Universities: A conversation about public good. Series: Public and Social Policy Series. Sydney University Press. ISBN 9781743328705

Jules, T. D., Shields, R. and Thomas, M. A.M. (Eds.) (2021) The Bloomsbury Handbook of Theory in Comparative and International Education. Bloomsbury Academic: London. ISBN 9781350078758

Thomas, M. A.M. , Rauschenberger, E. and Crawford-Garrett, K. (Eds.) (2021) Examining Teach For All: International Perspectives on a Growing Global Network. Series: Oxford studies in comparative education. Routledge: Abingdon, Oxon ; New York, NY. ISBN 9780367523879

This list was generated on Wed May 8 08:44:30 2024 BST.

Grants

Selected Grants

  • 2024-2026 - Aga Khan Foundation (Schools2030 programme) - “Teacher Agency and Innovation in Tanzania: Exploring and Advancing Change." (PI, £117,780)
  • 2022-2024 - VVOB / Lego Foundation - "A mixed-method evaluation of IT'S PLAY: Improving Teaching Skills on Playful Learning for Africa’s Youngest." (Co-I, £77,369)
  • 2022-2024 - New South Wales Department of Education - "Mid-career Transition to Teaching Program." (co-I, £518,217)
  • 2022-2023 - British Association of International and Comparative Education - “Surveying the uses of podcasts in higher education." (PI, £4,993)
  • 2021-2022 - Office of Global Engagement, University of Sydney - "Global Development Award." (PI, £10,195)
  • 2018-2019 - British Association of International and Comparative Education - "Revisiting Comparative Pedagogy." (co-I, £4,546)
  • 2017-2020 - Australia Department of Foreign Affairs and Trade - "International Professional Experiences for Teacher Education Students." (co-I, £205,207)

Supervision

Research Supervision Areas

I welcome supervision inquiries from potential students who share my research interests, including but not limited to:

  • Global education policies
  • Teachers and teaching
  • Teacher education
  • Higher education
  • Comparative and international education
  • Sociology of education

Supervision Inquiries

If you are interested in studying with me, please email me the following: 

  1. Research proposal of approximately 1500 words (see here for guidance)
  2. Recent CV
  3. Transcripts of all academic degrees
  4. Any books, articles, chapters, or reports you’ve published already
  5. A 250-word description of how your research experiences/interests align with my research and why you’re interested in pursuing a PhD with me (I would strongly recommend reading at least 2-3 of my papers/chapters).
  6. A brief description of your funding situation (already in receipt of a scholarship, planning to apply to one, planning to self-fund, etc.)
  7. A listing of other academics/programmes you have contacted, and the status of those exchanges.

Current PhD Supervision

  • Abdiyeva, Tamella Hamlet Qizi
    How equitable is access to higher education for young convicts in Azerbaijan prisons
  • Farzaliyeva, Minara
    N/A
  • KARAKUS, HATICE
    Policy and political discourses
  • McQuade, Marie
    Factors influencing the development of Scottish Government childcare policy from political commitment to delivery.
  • Yan, Danchen
    Navigating Inequalities: Understanding the Motivations, Mobilities, and Changing Identities of International Students from Chinese Third-Tier Cities
  • Zhang, Haolin
    Consciousness Awakening: understanding Chinese female students' renegotiated self-identity in intimate relationships after receiving higher education in Scotland

Research Supervision Summary

I recieved a Supervisor of the Year Award from the Sydney University Postgraduate Representative Association in 2019, and to date I have supervised and supported 4 PhD completions as well as 7 Masters and 9 Undergraduate Honours students.

Past PhD Supervisions

Leo Ren-hao Xu (2023) - Problematising higher education enrolment policy: A comparative case study of Australia and Taiwan. (First supervisor; University of Sydney).

John Iromea (2022) - School leaders' and teachers' perceptions of leadership, cultural knowledge and school effectiveness: A case study of five Solomon Islands urban secondary schools. (First supervisor; University of Sydney).

Lipei Wang (2021) - Global citizenship education in Chinese secondary schools: Intentions and practices from a curriculum perspective. (Third supervisor; University of Sydney).

Rosaria Indah (2021) - Community-based medical education: Exploring doctor-patient interactions in post-disaster Aceh, Indonesia. (First supervisor; University of Sydney).

Teaching

Current Teaching and Leadership

Programme Leader, MSc in International and Comparative Education

Deputy Programme Leader, IntM Education Policies for Global Development (GLOBED; Erasmus Mundus)

Course Leader, International Actors and Global Education Policies

I also contribute lectures to various courses, including International and Comparative Education, Education and International Development, etc.

Previous Teaching and Leadership

I have led courses of different levels (undergraduate to doctoral), formats (in-person, hybrid, entirely asynchronous virtual), and sizes (from 3 to 439 students), including hiring and managing a team of up to eight tutors.

Doctoral: Education Policy

Masters: Research Seminar in Comparative Education & International Development; Globalization and Education; International Trends in Education Policy; School and Society;  Human Relations: Applied Skills for School and Society; Educational Psychology

Bachelors: Education in a Global Society; Social Perspectives of Education (Sociology of Education); Human Relations: Applied Skills for School and Society; Understanding Human Differences; Foundations of U.S. Public Education; Professional Experience; Student Teaching Seminar

Secondary: Music Theory; High School Concert Band; Middle School Concert Band; Marching Band; Jazz Band; Pit Orchesta; Girls' Indoor Soccer

Additional information

Journal Serivce

  • Editorial Board Member, British Journal of Sociology of Education (Taylor & Francis)
  • Editorial Board Member, Curriculum Journal (Wiley)
  • Editorial Board Member, International Studies in the Sociology of Education (Taylor & Francis)
  • Editorial Board Member, Zambian Journal of Educational Management, Administration and Leadership (University of Zambia)
  • International Advisory Board Member, Comparative Education Review (University of Chicago Press)
  • College of Reviewers, Compare: A Journal of Comparative and International Education (Taylor & Francis)

Matthew A.M. Thomas