School Based Curriculum In China
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| Author | : Yunhuo Cui |
| Publisher | : Springer Nature |
| Total Pages | : 165 |
| Release | : 2020-12-07 |
| Genre | : Education |
| ISBN | : 9811086303 |
This book first develops a framework to understand the curriculum administration system in China. It describes the historical process of localizing school-based curricula as well as the significance and positioning of school-based curricula, and presents in detail cases of how three types of school-based curriculum were developed and implemented in Chinese schools. The book outlines for the first time best practices in school-based curriculum development in China, i.e. how to make a holistic curriculum plan, how to design a curriculum, and how to develop a course in the context of a school-based curriculum. By discussing these three aspects, it clearly summarizes the strategies and technologies for school-based curriculum development, which are applicable across contexts. Although the concept originated outside China, school-based curriculum development in China differs from that in other countries both in theory and practice. This book equips readers with theoretical and practical knowledge of how to develop school-based curricula and how to generate experiences for new curriculum development. This timely book is a valuable resource for researchers, curriculum designers, school teachers and others who are interested in school-based curriculum development.
| Author | : K. W. Chau |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 536 |
| Release | : 2013-12-31 |
| Genre | : Technology & Engineering |
| ISBN | : 9462093598 |
| Author | : Peng Liu |
| Publisher | : Springer Nature |
| Total Pages | : 141 |
| Release | : 2021-02-25 |
| Genre | : Education |
| ISBN | : 9813362723 |
This book provides a holistic picture of how Chinese turnaround schools have been remarkably improved over the years and to arouse further discussion in this regard. It contributes to the understanding of school improvement from a Chinese cultural perspective, solidifies the knowledge basis of school change theories, and expands the understanding of educational administration and policies in China.
| Author | : Guorui Fan |
| Publisher | : Springer Nature |
| Total Pages | : 394 |
| Release | : 2020-06-10 |
| Genre | : Education |
| ISBN | : 981138343X |
This open access handbook brings together the latest research from a wide range of internationally influential scholars to analyze educational policy research from international, historical and interdisciplinary perspectives. By effectively breaking through the boundaries between countries and disciplines, it presents new theories, techniques and methods for contemporary education policy, and illustrates the educational policies and educational reform practices that various countries have introduced to meet the challenges of continuous change. This volume focuses on policies and changes in schools and classrooms. The studies on school changes present the differences in the policies and challenges of K-12 schools and universities in different countries and regions, and in connection with the contradictions and conflicts between tradition and modernization, as well as the changing roles of various stakeholders, especially that of teachers. In terms of curriculum and instruction, many countries have undertaken experiments and introduced changes based on two major themes: “what to teach” and “how to teach”. International education assessments represented by PISA not only promote the improvement and extensive application of educational assessment and testing techniques, but have also had far-reaching impacts on education policies and education reforms in many countries. Focusing on the changes in educational policies at the micro level, this volume comprehensively reveals the complex interactions between school organizations, teachers, curricula, teaching and learning, evaluation and other elements within the education system, as well as the latest related reforms worldwide.
| Author | : Mark Priestley |
| Publisher | : Bloomsbury Publishing |
| Total Pages | : 201 |
| Release | : 2015-10-22 |
| Genre | : Education |
| ISBN | : 1472525876 |
Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum. Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on this issue, drawing upon an ecological theory of agency. Using this model for understanding agency, Mark Priestley, Gert Biesta and Sarah Robinson explore empirical findings from the 'Teacher Agency and Curriculum Change' project, funded by the UK-based Economic and Social Research Council (ESRC). Drawing together this research with the authors' international experiences and perspectives, Teacher Agency addresses theoretical and practical issues of international significance. The authors illustrate how teacher agency should be understood not only in terms of individual capacity of teachers, but also in respect of the cultures and structures of schooling.
| Author | : Qiang Zha |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2013 |
| Genre | : Education |
| ISBN | : 9781614729303 |
Chinese are known worldwide as top students and scholars, but intellectuals were persecuted during the Cultural Revolution, and now only recently has attending college education been possible for the majority. China is transforming its higher-education system, now the largest in the world, to include collaboration with Western scholars and to provide history and contemporary educational access to students in rural areas. Education in China provides unique coverage of learning at all levels.
| Author | : Charlene Tan |
| Publisher | : Routledge |
| Total Pages | : 227 |
| Release | : 2016-02-22 |
| Genre | : Education |
| ISBN | : 1317802586 |
For over a decade, Mainland China has been embarking on an ambitious nation-wide education reform ('New Curriculum Reform') for its basic education. The reform reflects China’s propensity to borrow selected educational policies from elsewhere, particularly North America and Europe. Chinese scholars have used a local proverb "the West wind has overpowered the East wind" to describe this phenomenon of ‘looking West’. But what do we mean by educational policy borrowing from the West? What are the educational policies in China's new curriculum reform that are perceived to be borrowed from the West? To what extent have the borrowed educational policies in China's new curriculum reform been accepted, modified, and rejected by the various educational stakeholders? How does culture influence the various educational stakeholders in China in interpreting and mediating educational policy borrowing from the West? How do the findings of this study on China’s education reform inform and add to the existing theories on and approaches to on cross-cultural educational policy borrowing? This book answers the above questions by critically discussing China’s policy borrowing from the West through its current reform for primary and secondary education. It presents the latest in-depth research findings from a three-year empirical study (2013-2015) with school principals, teachers, students and other educational stakeholders across China. This study offers new insights into China’s educational policy borrowing from the West and international implications on cross-cultural educational transfer for academics, policymakers and educators.
| Author | : Wei Gao |
| Publisher | : Taylor & Francis |
| Total Pages | : 217 |
| Release | : 2021-07-11 |
| Genre | : Education |
| ISBN | : 1000405516 |
Based on the fieldwork carried out at two elementary schools, Merits School and Pioneer School, in northeastern China, the monograph details how local schools enacted the New Mathematics Curriculum Reform that was launched in early 2000. The trajectory of the reform implementation at each school was plotted out. Both schools resorted to a long-standing quality control mechanism, i.e., teaching norms, to operationalize the reform ideas. The mechanism functioned by placing teachers under measurable supervision and evaluation aligned with the reform. The schools responded to the reform following school people’s raising practical concerns, as well as the established school culture. Merits School arrived at a "two-faced strategy" to cope with the reform. Pioneer School managed to maintain a balance between promoting reform pedagogy and maintaining good test rankings. Both schools marginally involved parents in the implementation of the reform. This study suggests that to achieve success, reformers need to place equal emphasis on the transformation of teachers as well as local policymakers. This book enriches the existing literature on the implementation of mathematics curriculum reform at the school level and brings insights into the schools’ implementation decisions, which will appeal to policymakers, curriculum researchers and administrators.
| Author | : Lenora Chu |
| Publisher | : HarperCollins |
| Total Pages | : 346 |
| Release | : 2017-09-19 |
| Genre | : Biography & Autobiography |
| ISBN | : 0062367870 |
New York Times Book Review Editor’s Choice; Real Simple Best of the Month; Library Journal Editors’ Pick In the spirit of Battle Hymn of the Tiger Mother, Bringing up Bébé, and The Smartest Kids in the World, a hard-hitting exploration of China’s widely acclaimed yet insular education system that raises important questions for the future of American parenting and education When students in Shanghai rose to the top of international rankings in 2009, Americans feared that they were being "out-educated" by the rising super power. An American journalist of Chinese descent raising a young family in Shanghai, Lenora Chu noticed how well-behaved Chinese children were compared to her boisterous toddler. How did the Chinese create their academic super-achievers? Would their little boy benefit from Chinese school? Chu and her husband decided to enroll three-year-old Rainer in China’s state-run public school system. The results were positive—her son quickly settled down, became fluent in Mandarin, and enjoyed his friends—but she also began to notice troubling new behaviors. Wondering what was happening behind closed classroom doors, she embarked on an exploratory journey, interviewing Chinese parents, teachers, and education professors, and following students at all stages of their education. What she discovered is a military-like education system driven by high-stakes testing, with teachers posting rankings in public, using bribes to reward students who comply, and shaming to isolate those who do not. At the same time, she uncovered a years-long desire by government to alleviate its students’ crushing academic burden and make education friendlier for all. The more she learns, the more she wonders: Are Chinese children—and her son—paying too high a price for their obedience and the promise of future academic prowess? Is there a way to appropriate the excellence of the system but dispense with the bad? What, if anything, could Westerners learn from China’s education journey? Chu’s eye-opening investigation challenges our assumptions and asks us to consider the true value and purpose of education.
| Author | : Carman St John Hunter |
| Publisher | : Routledge |
| Total Pages | : 194 |
| Release | : 2018-08-06 |
| Genre | : Education |
| ISBN | : 1351005006 |
Originally published in 1985. China is currently making a massive effort to educate its workforce in a formal and structured system. A good deal has been written about China’s attempts, since 1949, to eradicate illiteracy and to universalise primary and secondary school education but the subject of this book is an educational system established to meet the needs of those already employed whether in government, industry or agriculture. Two study teams, sponsored by the lnternational Council for Adult Education, visited China in 1981 to explore this educational phenomenon. Their findings, updated by subsequent ICAE visits and enriched by further reading, form the basis of this book. This is the story of the Chinese experience of developing adult education. It will be valuable to those involved in extending education in the industrialised world who are pursuing modernisation goals for people long excluded from the formal education system.
