School Culture Development in China - Perceptions of Teachers and Principals PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download School Culture Development in China - Perceptions of Teachers and Principals PDF full book. Access full book title School Culture Development in China - Perceptions of Teachers and Principals by Kai Yu. Download full books in PDF and EPUB format.
Author: Kai Yu Publisher: CRC Press ISBN: 1000791467 Category : Science Languages : en Pages : 149
Book Description
School culture is playing an increasingly important role in school performance and educational development. Within the national campaign in China for the innovative and sustainable development of education, local governments in Beijing Municipality have encouraged and facilitated educational innovation toward better school culture. In recent years various initiatives have been undertaken by a select group of schools to develop strategies and further action toward innovation and change. This book documents an investigation of how teachers and principals perceive school culture development in China. A survey was conducted among 1,992 informants from 37 schools (located in four different districts) in Beijing Municipality. The results of this study indicated that the respondents had overall positive perceptions of school culture construction and development in the educational change process. In general, they showed a positive attitude toward the school culture improvement initiatives, reported satisfaction about their current school culture and held confidence in the direction their school culture is heading. The study demonstrated that certain factors, such as school geographical location and respondents’ job duty, job title, and gender, make a difference in how participants perceive their school’s culture. Teachers and principals from a less economically developed district had less awareness of, involvement in, and understanding of school culture development in all its aspects. A notable gap between teachers and principals was identified in their perception of the core values and norms of the school and of communication between teachers and principals. This study suggests that for educational development to be further carried forward successfully, there is an urgent need for better distribution of educational resources (both financial and leadership), common understanding, agreed-upon goals, and efficient communication between principals and teachers. KeywordsEducational philosophy, Ethics, Chinese context, Gender, Learning
Author: Kai Yu Publisher: CRC Press ISBN: 1000791467 Category : Science Languages : en Pages : 149
Book Description
School culture is playing an increasingly important role in school performance and educational development. Within the national campaign in China for the innovative and sustainable development of education, local governments in Beijing Municipality have encouraged and facilitated educational innovation toward better school culture. In recent years various initiatives have been undertaken by a select group of schools to develop strategies and further action toward innovation and change. This book documents an investigation of how teachers and principals perceive school culture development in China. A survey was conducted among 1,992 informants from 37 schools (located in four different districts) in Beijing Municipality. The results of this study indicated that the respondents had overall positive perceptions of school culture construction and development in the educational change process. In general, they showed a positive attitude toward the school culture improvement initiatives, reported satisfaction about their current school culture and held confidence in the direction their school culture is heading. The study demonstrated that certain factors, such as school geographical location and respondents’ job duty, job title, and gender, make a difference in how participants perceive their school’s culture. Teachers and principals from a less economically developed district had less awareness of, involvement in, and understanding of school culture development in all its aspects. A notable gap between teachers and principals was identified in their perception of the core values and norms of the school and of communication between teachers and principals. This study suggests that for educational development to be further carried forward successfully, there is an urgent need for better distribution of educational resources (both financial and leadership), common understanding, agreed-upon goals, and efficient communication between principals and teachers. KeywordsEducational philosophy, Ethics, Chinese context, Gender, Learning
Author: Sylvester Chen Publisher: Springer Science & Business Media ISBN: 9462090106 Category : Education Languages : en Pages : 155
Book Description
This collection of papers by a group of Chinese educational administrators came about through a graduate study program that facilitated comparisons of educational practices from other cultures against the backdrop of globalization. Collaborative international programs allow contrast and comparisons of practices, policies and educational principles but are not without barriers faced by candidates which can include but are not limited to culture shock and communication and language adjustments. Comparisons of international educational institutions are telling when examined through transfer credit policies, degree recognition, institutional accreditation and the value of academic credits in a globalized educational marketplace. China and Chinese educators recognize that movement and take it most seriously as demonstrated by the group of educational ambassadors who have contributed a variety of perspectives and interests to this volume. They are a new wave of thinkers whose studies embrace their native culture and open minds to alternative ways of understanding and acting on rapidly changing educational circumstances for learners, teachers and administrators.
Author: Gerald C. Ubben Publisher: Allyn & Bacon ISBN: Category : Education Languages : en Pages : 408
Book Description
This book provides a bridge from learning the theory of school administration to the practical problem solving in which school principals and other leaders engage. This book continues to be based on the research indicating linkages between educational leadership and productive schools, especially in terms of outcomes for children. It supports the understanding that formal leadership in schools is a complex, multi-faceted task that requires continual learning and that effective school leaders must be strong educators focused on the central issues of learning, teaching, and school improvement. School leaders must also be moral agents and social advocates for the children and communities they serve while working with community stakeholders to create learning communities that value and care for others as individuals and as members of the educational community. For those aspiring to become principals or hold leadership positions.
Author: Ho-Ma Ada Shum Publisher: Open Dissertation Press ISBN: 9781361077047 Category : Education Languages : en Pages : 148
Book Description
This dissertation, "Perceptions of School Culture: NETS Vis-a-visstudents" by Ho-ma, Ada, Shum, 岑賀美, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3196254 Subjects: School environment - China - Hong Kong English language - Study and teaching (Secondary) - China - Hong Kong English teachers - China - Hong Kong - Attitudes Teachers, Foreign - China - Hong Kong - Attitudes High school students - China - Hong Kong - Attitudes Education, Secondary - Sociological aspects - China - Hong Kong Culture shock - China - Hong Kong - Case studies
Author: Daming Feng Publisher: Springer Nature ISBN: 981150749X Category : Education and state Languages : en Pages : 278
Book Description
This open access book outlines key terms of China’s school leadership in Chinese political and legal, financial, administrative, and cultural contexts. It reveals and interprets the real meaning of these practical terms based on existing laws, government documents, school policy texts as well as the latest empirical findings from school leaders and teachers’ surveys and interviews in China. Providing a holistic picture of China’s school leadership through the unique meanings of these terms, the book offers researchers and graduate students insights into school leadership practice and its context in China. Thus, it would likely intensify readers’ knowledge base to analyse and interpret the phenomenon and research data regarding China’s school leadership.
Author: Zhang Dongjiao Publisher: CRC Press ISBN: 1000791793 Category : Science Languages : en Pages : 194
Book Description
School Culture Improvement follows an abstract-concrete-abstract train of thought. The first three chapters answer the questions from the angle of abstract theory: what is the school culture and how is it managed? What is the school culture drive model? What is the school culture assessment? The two chapters thereafter solve major problems from the perspective of operations: how to develop the school culture solution and how to implement the school culture and promote cultural practices? The book concludes at the abstract theoretical level, on the position of sociological reflection, exploring what is the rationality and legitimacy of school culture and how does school culture happen?School Culture Improvement is one of the few school culture monographs which aims directly at management. Its contribution and features lie in two aspects: connecting school culture and school improvement and connecting research on project case and school culture, thus establishing a relatively complete system of school culture improvement theory. In this book, the author originates the following views and models: concept of school culture, school culture tripod structure theory, school culture spectrum theory, school culture drive model, and school culture unity and conflict.
Author: Mingyuan Gu Publisher: Springer ISBN: 9811040117 Category : Education Languages : en Pages : 294
Book Description
This book unravels the mysteries of the Chinese school system to enable international scholars to better understand the logic of basic education in China. By collecting the latest, first-hand empirical data, it outlines a panoramic and vivid portrait of Chinese schools from principals’, teachers’, students’ and parents’ perspectives, including descriptions of their daily lives. It also interprets different stakeholders’ duties and explains the unique characteristics and operation model of Chinese schools. It is of interest to all those who are concerned with the current situation and the future of the Chinese school system and basic education in China, especially international researchers, policymakers, and parents wanting to know what is really happening in schools.
Author: Allan Walker Publisher: Routledge ISBN: 1317351916 Category : Education Languages : en Pages : 316
Book Description
With existing educational leadership models and theories being predominantly western influenced, this book aims to provide more insight into school leadership in China. It pioneers building research- and practice-informed knowledge and unravels the complexities that characterize the scholarship, context and practices of school leadership. School leadership in China is presented through four sub-purposes: investigating how Chinese school leadership is conceptualized in the international and Chinese literature; exploring the shifting context within which Chinese school leaders enact their leadership, and examining key policies that have shaped the practice of leader development; extending the understandings about the complexities of work lives of Chinese school leaders; and further locating indigenous understandings of Chinese school leadership in the political and socio-cultural context of contemporary China, and the theoretical and conceptual context of international school leadership. This text will be particularly useful to international education researchers with focus on educational leadership, comparative education, education policy and education in China.
Author: Xudong Zhu Publisher: Springer Nature ISBN: 9811518270 Category : Education Languages : en Pages : 134
Book Description
This book comprehensively examines classroom culture in the Chinese context and develops the model of “collective-individualism-based learning.” Classroom culture plays a fundamental role in constructing students’ learning competencies, perceptions, and behaviors. This book puts forward a collective-individualism-based learning model to explain the classroom culture in China, both past and present. The collective-individualism-based model reflects the individualized learning style of students in Chinese classroom culture, and is characterized by nine symbolic objects; a textbook, an exercise book, a pen, a blackboard, a screen, a computer, a table, a chair, and a platform. In addition to summarizing this approach to learning, the book examines the construction of a classroom culture with Chinese characteristics and argues that the collective-individualism-based model accurately portrays the personal learning style of students in a specific classroom culture that includes particular symbolic objects.
Author: Hui Han Publisher: ISBN: Category : Cultural awareness Languages : en Pages : 374
Book Description
English Language education in China has gone through several stages of development in the past 30 years. The early method of language learning was centred on grammar acquisition but this has since moved to the current approach of communicative competence development. Although the Official Document in 2001 laid down?cultural awareness? as one of the language teaching objectives, there seems to be a gap between the new curriculum and what goes on in classrooms. The aim of this study is to investigate teachers? perspectives on cultural teaching in terms of the teaching objectives of language and culture; teachers? understanding of?culture?; the cultural topics they favour to teach in the classroom; the techniques they use to teach culture; time allocation to culture teaching and finally their attitudes towards intercultural communicative competence so as to design courses at the teacher training college to meet the needs of the teachers. The method of my research involves a survey: questionnaires were sent to the schools as well as trainers in the teaching college after a pilot run and group discussion in refining the questions. The returned survey is then categorized and analyzed based on Byram?s intercultural communicative competence model. The analyzed results show encouraging signs of teachers? and college trainers? willingness to engage in cultural teaching, but the results also reflect teething problems to fully engage cultural communicative competence in the classrooms. The highly examination-oriented environment, the practical approach of teachers and students and the academic qualification/experience of teachers are some of the current problems in teaching culture in the classroom. The teachers? college plays an important role in changing the perception of cultural teaching of teachers and the results show a need for courses to build the understanding and confidence of teachers in the classrooms.
Author: Kai Yu
Author: Kai Yu
Author: Sylvester Chen
Author: Gerald C. Ubben
Author: Ho-Ma Ada Shum
Author: Daming Feng
Author: Zhang Dongjiao
Author: Mingyuan Gu
Author: Allan Walker
Author: Xudong Zhu
Author: Hui Han