Pub Date : 2023-10-25DOI: 10.1177/20965311231206835
Xuting Tang (唐旭亭), Hui Guo (郭卉)
Purpose This study investigates the role of the engineering education environment created by the implementation of the “Plan for Educating and Training Outstanding Engineers” (PETOE) on the professional capability development of engineering students from the perspective of students’ experience. Design/Approach/Methods This study uses data from the National Engineering Student Survey and multiple regression analysis to explore the role of institutional resources and support, teaching reforms, and interpersonal interaction on the professional development of engineering students. Findings The opportunities for on-campus practical activities provided by the institution, content of the teachers’ teaching, teaching methods, comprehensive coursework assessment, and interpersonal interactions contributed to the development of students’ engineering competencies, with limited contributions from research-based teaching methods. Internship opportunities and international exchange environments were negatively associated with the development of engineering skills in an “unexpected” manner. Originality/Value Focusing on students’ experiences of engineering education reform, this study comprehensively evaluates the implementation of the reform measures adopted under PETOE. Furthermore, it assesses how corresponding changes in the general educational environment relate to students’ professional capability development. Thus, this study addresses an important research gap in educational reform—the lack of domestic empirical studies in China.
{"title":"Factors Influencing the Professional Development of Engineering Students Under the “Plan for Educating and Training Outstanding Engineers”","authors":"Xuting Tang (唐旭亭), Hui Guo (郭卉)","doi":"10.1177/20965311231206835","DOIUrl":"https://doi.org/10.1177/20965311231206835","url":null,"abstract":"Purpose This study investigates the role of the engineering education environment created by the implementation of the “Plan for Educating and Training Outstanding Engineers” (PETOE) on the professional capability development of engineering students from the perspective of students’ experience. Design/Approach/Methods This study uses data from the National Engineering Student Survey and multiple regression analysis to explore the role of institutional resources and support, teaching reforms, and interpersonal interaction on the professional development of engineering students. Findings The opportunities for on-campus practical activities provided by the institution, content of the teachers’ teaching, teaching methods, comprehensive coursework assessment, and interpersonal interactions contributed to the development of students’ engineering competencies, with limited contributions from research-based teaching methods. Internship opportunities and international exchange environments were negatively associated with the development of engineering skills in an “unexpected” manner. Originality/Value Focusing on students’ experiences of engineering education reform, this study comprehensively evaluates the implementation of the reform measures adopted under PETOE. Furthermore, it assesses how corresponding changes in the general educational environment relate to students’ professional capability development. Thus, this study addresses an important research gap in educational reform—the lack of domestic empirical studies in China.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-21DOI: 10.1177/20965311231201429
Jin Jin (金津), Jiaying Chen (陈佳颖)
Purpose Drawing on a study of international schools in Shanghai, this study explores how external experiences and curricula are mobilized as policy tools to inspire local educational innovations and how these experiences are enacted differently by schools. Design/Approach/Methods Based on a review of policy documents and interviews with school principals, senior management stakeholders, and teachers, this study identifies and compares the typologies of international schools in policy design and practice. Then, by deploying the network ethnography method following three key nodes, this study offers some explanations for the gaps between policy design and enactments. Findings This study demonstrates the complex relations, interests, and struggles involved in constructing and shaping the meanings of international curricula within local education. The findings show the autonomy of policy networks and the difficulties of ‘steering’ them in a clear-cut way. Originality/Value This study is one of the earliest attempts, if not the first, to experiment with the method of network ethnography in the context of China. These findings offer a nuanced account of the complex relations and ad hocery involved in policy learning.
{"title":"Experimenting With International Curricula in Shanghai: Policies, Practice, and a Network Ethnography Analysis","authors":"Jin Jin (金津), Jiaying Chen (陈佳颖)","doi":"10.1177/20965311231201429","DOIUrl":"https://doi.org/10.1177/20965311231201429","url":null,"abstract":"Purpose Drawing on a study of international schools in Shanghai, this study explores how external experiences and curricula are mobilized as policy tools to inspire local educational innovations and how these experiences are enacted differently by schools. Design/Approach/Methods Based on a review of policy documents and interviews with school principals, senior management stakeholders, and teachers, this study identifies and compares the typologies of international schools in policy design and practice. Then, by deploying the network ethnography method following three key nodes, this study offers some explanations for the gaps between policy design and enactments. Findings This study demonstrates the complex relations, interests, and struggles involved in constructing and shaping the meanings of international curricula within local education. The findings show the autonomy of policy networks and the difficulties of ‘steering’ them in a clear-cut way. Originality/Value This study is one of the earliest attempts, if not the first, to experiment with the method of network ethnography in the context of China. These findings offer a nuanced account of the complex relations and ad hocery involved in policy learning.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136153812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-20DOI: 10.1177/20965311231201668
Jiani Rong (荣佳妮), Shuangye Chen (陈霜叶), Xiaozhe Yang (杨晓哲)
Highlights This survey report outlined parents’ evaluation of the Shanghai online learning program during the pandemic. According to the survey results, most parents favorably accepted the Shanghai online learning initiative, while some parents held some concerns about the forms and impacts. This report reveals nuanced analysis of parents’ perception and their education backgrounds, stresses, and expectations.
{"title":"Parents’ Perceptions of Online Teaching During the Pandemic: A Shanghai Survey Report","authors":"Jiani Rong (荣佳妮), Shuangye Chen (陈霜叶), Xiaozhe Yang (杨晓哲)","doi":"10.1177/20965311231201668","DOIUrl":"https://doi.org/10.1177/20965311231201668","url":null,"abstract":"Highlights This survey report outlined parents’ evaluation of the Shanghai online learning program during the pandemic. According to the survey results, most parents favorably accepted the Shanghai online learning initiative, while some parents held some concerns about the forms and impacts. This report reveals nuanced analysis of parents’ perception and their education backgrounds, stresses, and expectations.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136314648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.1177/20965311231200507
Lauren Madden, Arti Joshi, Margaret Wang, Julia Turner, Samantha Lindsay
Purpose With climate change education becoming more prevalent in schools around the globe, it is increasingly important that we understand parental perspectives on this topic. Children cross the boundaries between home and school culture every day, and their parents’ attitudes, beliefs, and practices can influence their academic engagement in all content areas. In the 2022–2023 academic year, New Jersey (NJ) adopted climate change education standards across grade levels and subject areas. We seek to understand parental perspectives on this curriculum change. Design/Approach/Methods In October–November 2022, a survey was distributed to parents of children attending public (state) school in NJ to identify how they discuss, support, and question their children's education about climate change. A total of 83 parents responded to the survey. Findings Survey results revealed that parents talk to their children about climate change with the support of various tools and strategies. However, parents expressed concerns about teachers’ preparedness to introduce climate change topics appropriately and their own readiness to support this instruction at home. Furthermore, several respondents voiced concerns about how to approach climate change discussions in a way that is mindful of children's developmental and mental health needs. Originality/Value Little is known about the way in which parents view educational innovations affect their implementation. This study examines parents’ perspectives on a novel approach to integrating climate change instruction across subject areas and grade levels.
{"title":"Parents’ Perspectives on Climate Change Education: A Case Study From New Jersey","authors":"Lauren Madden, Arti Joshi, Margaret Wang, Julia Turner, Samantha Lindsay","doi":"10.1177/20965311231200507","DOIUrl":"https://doi.org/10.1177/20965311231200507","url":null,"abstract":"Purpose With climate change education becoming more prevalent in schools around the globe, it is increasingly important that we understand parental perspectives on this topic. Children cross the boundaries between home and school culture every day, and their parents’ attitudes, beliefs, and practices can influence their academic engagement in all content areas. In the 2022–2023 academic year, New Jersey (NJ) adopted climate change education standards across grade levels and subject areas. We seek to understand parental perspectives on this curriculum change. Design/Approach/Methods In October–November 2022, a survey was distributed to parents of children attending public (state) school in NJ to identify how they discuss, support, and question their children's education about climate change. A total of 83 parents responded to the survey. Findings Survey results revealed that parents talk to their children about climate change with the support of various tools and strategies. However, parents expressed concerns about teachers’ preparedness to introduce climate change topics appropriately and their own readiness to support this instruction at home. Furthermore, several respondents voiced concerns about how to approach climate change discussions in a way that is mindful of children's developmental and mental health needs. Originality/Value Little is known about the way in which parents view educational innovations affect their implementation. This study examines parents’ perspectives on a novel approach to integrating climate change instruction across subject areas and grade levels.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135203059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-14DOI: 10.1177/20965311231200908
Steven Lewis
{"title":"(Re)drawing Lines in Our Research: Using Policy Mobilities and Network Ethnography to Research Global Policy Networks in Education","authors":"Steven Lewis","doi":"10.1177/20965311231200908","DOIUrl":"https://doi.org/10.1177/20965311231200908","url":null,"abstract":"","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134970370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-14DOI: 10.1177/20965311231200510
Deoksoon Kim (김덕순), Katrina Borowiec, Stanton Wortham
{"title":"A New Era in EdTech: Emerging Challenges and Opportunities","authors":"Deoksoon Kim (김덕순), Katrina Borowiec, Stanton Wortham","doi":"10.1177/20965311231200510","DOIUrl":"https://doi.org/10.1177/20965311231200510","url":null,"abstract":"","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134970375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-10DOI: 10.1177/20965311231198254
Diego Santori, Jin Jin (金津)
people
{"title":"Globalization, Policy Mobilities, and the Method of Network Ethnography","authors":"Diego Santori, Jin Jin (金津)","doi":"10.1177/20965311231198254","DOIUrl":"https://doi.org/10.1177/20965311231198254","url":null,"abstract":"people","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136071452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-06DOI: 10.1177/20965311231198252
M. N. Kobakhidze, Ying Ma (马莹), A. Tsaloukidis
This study explores a nuanced understanding of tiger parenting by moving beyond cultural essentialist perspectives and an East (Chinese)-versus-West binary framework. The study draws on data from 80 parents in Hong Kong SAR, an example of a culturally-hybrid East Asian metropolis. We applied maximum variation sampling to recruit participants with diverse school choices encompassing different education levels, occupations, social classes, and ethnicities. We used semi-structured interviews to investigate parental beliefs, practices, and understandings of tiger parenting. The findings suggest that tiger parenting is a cross-class and cross-culture phenomenon that would be more fruitfully analyzed by considering parental mindsets, educational structures, peer pressure, generational influences, cultural roots, class preferences, and global aspirations. We posit that tiger parenting and similar parenting practices are increasingly necessitated by fiercely competitive education systems, and becoming globalized across ethnic groups and social class spectrums. This study contributes to the discussion on tiger parenting by highlighting previously understudied factors underpinning the concept. We argue that our analytical approach avoids the previous narrow and cultural essentialist understanding of tiger parenting, and advances the theoretical cogency of the concept.
{"title":"Tiger Parenting Beyond Cultural Essentialism: Discourses of Class, Culture, and Competition in Hong Kong","authors":"M. N. Kobakhidze, Ying Ma (马莹), A. Tsaloukidis","doi":"10.1177/20965311231198252","DOIUrl":"https://doi.org/10.1177/20965311231198252","url":null,"abstract":"This study explores a nuanced understanding of tiger parenting by moving beyond cultural essentialist perspectives and an East (Chinese)-versus-West binary framework. The study draws on data from 80 parents in Hong Kong SAR, an example of a culturally-hybrid East Asian metropolis. We applied maximum variation sampling to recruit participants with diverse school choices encompassing different education levels, occupations, social classes, and ethnicities. We used semi-structured interviews to investigate parental beliefs, practices, and understandings of tiger parenting. The findings suggest that tiger parenting is a cross-class and cross-culture phenomenon that would be more fruitfully analyzed by considering parental mindsets, educational structures, peer pressure, generational influences, cultural roots, class preferences, and global aspirations. We posit that tiger parenting and similar parenting practices are increasingly necessitated by fiercely competitive education systems, and becoming globalized across ethnic groups and social class spectrums. This study contributes to the discussion on tiger parenting by highlighting previously understudied factors underpinning the concept. We argue that our analytical approach avoids the previous narrow and cultural essentialist understanding of tiger parenting, and advances the theoretical cogency of the concept.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44832089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-03DOI: 10.1177/20965311231193692
Jinyan Wang (王瑾妍)
This study investigates university in-service English as a Foreign Language (EFL) teachers’ perceptions of technology integration and the relevant factors that may affect their technology integration in the classroom. This multiple case study applies Teo's extended technology acceptance model (TAM) and the theory of teacher value beliefs associated with using technology to explore seven in-service EFL teachers’ perceptions of effective technology integration and the challenges they encountered. This study suggests that (1) perceived usefulness and (2) teacher value beliefs are two important factors that influence in-service teachers’ technology integration. Additional factors are (3) subjective norm, (4) facilitating conditions of the environment, and (5) cultural values. This study contributes to the existing literature on in-service EFL teachers’ technology integration and increases the applicability of the extended TAM in China. This study also provides insights into these teachers’ perceptions and practices of technology integration. Finally, insights gleaned from this study will guide school-level, local, and national educational policy groups on optimally supporting in-service teachers’ future technology integration.
{"title":"In-Service Teachers’ Perceptions of Technology Integration in English as a Foreign Language Classrooms in China: A Multiple-Case Study","authors":"Jinyan Wang (王瑾妍)","doi":"10.1177/20965311231193692","DOIUrl":"https://doi.org/10.1177/20965311231193692","url":null,"abstract":"This study investigates university in-service English as a Foreign Language (EFL) teachers’ perceptions of technology integration and the relevant factors that may affect their technology integration in the classroom. This multiple case study applies Teo's extended technology acceptance model (TAM) and the theory of teacher value beliefs associated with using technology to explore seven in-service EFL teachers’ perceptions of effective technology integration and the challenges they encountered. This study suggests that (1) perceived usefulness and (2) teacher value beliefs are two important factors that influence in-service teachers’ technology integration. Additional factors are (3) subjective norm, (4) facilitating conditions of the environment, and (5) cultural values. This study contributes to the existing literature on in-service EFL teachers’ technology integration and increases the applicability of the extended TAM in China. This study also provides insights into these teachers’ perceptions and practices of technology integration. Finally, insights gleaned from this study will guide school-level, local, and national educational policy groups on optimally supporting in-service teachers’ future technology integration.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48584326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-27DOI: 10.1177/20965311231196313
Zongyi Deng (邓宗怡)
This article provides an interpretation of the construction of Life-Practice pedagogics by locating it within the Chinese pedagogic tradition and within the context of China's social and economic transition at the turn of the 21st century. As a theoretical essay, the article focuses on interpreting Lan Ye’s Return and Breakthrough: The Outline of Life-Practice Pedagogics, with reference to her other related writings. It draws on theoretical sources from continental Pädagogik and Anglo-American educational theory. Squarely in the tradition of Pädagogik, Life-Practice pedagogics exhibits a distinctively educational way of thinking and theorizing—in terms of education as self-formation ( Bildung), education as purposeful activities or practice ( Erziehung), and the dignity of practice. It is also a distinctive Chinese construction rooted in the reality of China and nourished by Chinese educational traditions, with its own unique research methodology. The construction of Life-Practice pedagogics provides a powerful case of how education can be established as distinctive discipline in the 21st century and of how pedagogics in China can be revitalized in today's context. This article calls for a rediscovery of the essence of education in the current context of the “learnification” of educational discourse and a multiplicity of educational fads.
{"title":"Understanding Life-Practice Pedagogics—A Distinctively Educational Way of Thinking and Theorizing With Chinese Characteristics","authors":"Zongyi Deng (邓宗怡)","doi":"10.1177/20965311231196313","DOIUrl":"https://doi.org/10.1177/20965311231196313","url":null,"abstract":"This article provides an interpretation of the construction of Life-Practice pedagogics by locating it within the Chinese pedagogic tradition and within the context of China's social and economic transition at the turn of the 21st century. As a theoretical essay, the article focuses on interpreting Lan Ye’s Return and Breakthrough: The Outline of Life-Practice Pedagogics, with reference to her other related writings. It draws on theoretical sources from continental Pädagogik and Anglo-American educational theory. Squarely in the tradition of Pädagogik, Life-Practice pedagogics exhibits a distinctively educational way of thinking and theorizing—in terms of education as self-formation ( Bildung), education as purposeful activities or practice ( Erziehung), and the dignity of practice. It is also a distinctive Chinese construction rooted in the reality of China and nourished by Chinese educational traditions, with its own unique research methodology. The construction of Life-Practice pedagogics provides a powerful case of how education can be established as distinctive discipline in the 21st century and of how pedagogics in China can be revitalized in today's context. This article calls for a rediscovery of the essence of education in the current context of the “learnification” of educational discourse and a multiplicity of educational fads.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41340958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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