Ph.D. - Education, Stanford
M.A. - Sociology, Stanford University (1992)
B.A. - Sociology, Harvard University (1983)
2008 - present: Head, Department
of Education Policy Studies, Pennsylvania State University
2007 - present: Professor, Education and International Affairs, Pennsylvania
2004 - 2007: Professor-in-Charge, Educational Theory and Policy Program,
Pennsylvania State University
2000 - 2003: Chair, Comparative and International Education Program,
Pennsylvania State University
2000 - 2006: Associate Professor, Education Policy Studies, Pennsylvania State
1997 - 2000: Assistant Professor, Education Policy Studies, Pennsylvania State
1994 - 1997: Assistant Professor, Department of Elementary Education,
University of Georgia
1994 - 1996: Primary Researcher, Third Int'l Math-Science Study, Nat'l Center
for Education Statistics
Affiliations (associations, organizations, institutions)
American Educational Research
Association (1990 - present)
Advisory Board, International Studies SIG (1998 - 2001)
American Sociological Association (1993 - 2003)
Comparative and International Education Society (1994 - 2003, 2004 - present)
J., Fujita, H., Kariya, K., & LeTendre, G. (Eds.). (2009). Challenges to
Japanese education. New York: Teachers College Press & Tokyo: Seori-shobo.
& LeTendre, G. (2009). Improving teacher quality: The U.S. teacher
workforce in a global context. New York: Teachers College Press.
& LeTendre, G. (2005). National differences, global similarities: World
culture and the future of schooling. Stanford: Stanford University Press.
R., & LeTendre, G. (2001). The intense years: Early adolescence in Japan. New
York: RoutledgeFalmer Press
G. (2000). Learning to be adolescent: Growing up in U.S. and Japanese middle
schools. New Haven, CT: Yale University Press.
G. (Ed.). (1999). Competitor or ally: Japan's role in American educational
debates. New York: Falmer Press.
T., & LeTendre, G. (Eds.). (1996). Teaching and learning in Japan. New
York: Cambridge University Press.
M., LeTendre, G. K., & Scribner, J. P. (2007). Teacher quality, opportunity
gap, and national achievement in 46 countries. Educational Researcher, 36(7),
C., Faircloth, S.C., & LeTendre, G. (2006). The school violence dilemma:
Protecting the rights of students with disabilities while maintaining teachers'
sense of safety in schools. Journal of Disability and Policy Studies, 17(3),
G., Gonzalez, R. G., & Nomi, T. (2006). Feeding the elite: The evolution of
elite pathways from star high schools to elite universities. Higher Education
Policy, 19, 7-30.
G., Hofer, B., & Shimizu, H. (2003). What is tracking? Cultural
expectations in the U.S., Germany and Japan. American Educational Research
Journal, 40(1), 43- 90.
M., LeTendre, G., Baker, D., & Goesling, B. (2002). Student victimization:
National and school system effects on school violence in 37 nations. American
Educational Research Journal, 39(4), 829-854.
D., Goesling, B., & LeTendre, G. (2002). Socio-economic status, school
quality, and national economic development: A cross-national analysis of the
"Heyneman-Loxley Effect" on mathematics and science achievement.
Comparative Education Review, 46(3), 291-312.
G., Baker, D., Akiba, M., Goesling, B., & Wiseman, A. (2001). Teacher's
work: Institutional isomorphism and cultural variation in the U.S., Germany,
and Japan. Educational Researcher, 30(6): 3-16. [Reprinted in Winter 2002
edition of MENSA Research Journal, 33(1), 46-72].
Contributed By: Tiffany R. Kelley