Pub Date : 2023-11-01DOI: 10.1177/20965311231206134
Jiuquan Yang (杨九诠)
Highlights The transformation of China's education reform from extensive to connotative development involved a shift from characteristically exogenous and late development to endogenous and spontaneous development. The mechanism behind the shift from rationalism to universalism has resulted in tension between extension and intension in the process of modernization. Reflexive modernity has always existed in historical experience and situations, strengthening the appeal of intension to the right of defining. In terms of the scale effect, the expansion of higher education enrollment made historically significant contributions to the modernization of education in China; however, it also had several disadvantages. China's educational modernization invariably requires solving the problem of large-class teaching and promoting small-class teaching in the process of shifting from extensive to connotative development.
{"title":"From “Extensive” to “Connotative” Development: Modernization of Chinese-Style Education","authors":"Jiuquan Yang (杨九诠)","doi":"10.1177/20965311231206134","DOIUrl":"https://doi.org/10.1177/20965311231206134","url":null,"abstract":"Highlights The transformation of China's education reform from extensive to connotative development involved a shift from characteristically exogenous and late development to endogenous and spontaneous development. The mechanism behind the shift from rationalism to universalism has resulted in tension between extension and intension in the process of modernization. Reflexive modernity has always existed in historical experience and situations, strengthening the appeal of intension to the right of defining. In terms of the scale effect, the expansion of higher education enrollment made historically significant contributions to the modernization of education in China; however, it also had several disadvantages. China's educational modernization invariably requires solving the problem of large-class teaching and promoting small-class teaching in the process of shifting from extensive to connotative development.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135372059","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 : 2023-11-01DOI: 10.1177/20965311231210308
Ziyun Deng (邓兹韵), Jingyi Xu (徐敬宜), Yinan Jiang (蒋奕楠), Yoo Jin Choi (최유진), Suchakrey Koomplee (สุชาครีย์ คุ้มปลี), Yu Ye (叶羽)
Highlights This article consists of an interview with Professor Catherine Snow, an expert on English language and literacy education. The interview aims to introduce discussion-based instruction to educational practitioners. Discussion-based instruction inspires students to take initiatives and increases their engagement in the classroom. It is recommended that a dilemma without a singular answer should be set as the discussion topic. Discussion-based instruction can be combined with traditional lecture-based instruction. It helps students become better readers, thinkers, and writers, facilitating their achievements in standardized assessments. The article highlights that teachers can switch their roles from being owners and conveyors of knowledge to becoming fellow knowledge seekers with their students.
{"title":"Challenges and Potentials of Implementing Discussion-Based Instruction in Elementary and Middle School Classrooms: An Interview With Catherine Snow at Harvard Graduate School of Education","authors":"Ziyun Deng (邓兹韵), Jingyi Xu (徐敬宜), Yinan Jiang (蒋奕楠), Yoo Jin Choi (최유진), Suchakrey Koomplee (สุชาครีย์ คุ้มปลี), Yu Ye (叶羽)","doi":"10.1177/20965311231210308","DOIUrl":"https://doi.org/10.1177/20965311231210308","url":null,"abstract":"Highlights This article consists of an interview with Professor Catherine Snow, an expert on English language and literacy education. The interview aims to introduce discussion-based instruction to educational practitioners. Discussion-based instruction inspires students to take initiatives and increases their engagement in the classroom. It is recommended that a dilemma without a singular answer should be set as the discussion topic. Discussion-based instruction can be combined with traditional lecture-based instruction. It helps students become better readers, thinkers, and writers, facilitating their achievements in standardized assessments. The article highlights that teachers can switch their roles from being owners and conveyors of knowledge to becoming fellow knowledge seekers with their students.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135272919","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 : 2023-11-01DOI: 10.1177/20965311231210010
Kanwal Syeda Hassan, Ewan Wright
Purpose Leadership is a valuable skill for young people to navigate transformations in modern societies and find solutions to overcome global crises. However, gender stereotypes regarding leadership persist, potentially limiting female students’ leadership aspirations, experiences, and opportunities in schools. This study explores student perspectives on gender and leadership through the conceptual lens of student voice. Design/Approach/Methods Interviews were conducted with students ( n = 93) from 12 Round Square secondary schools in 11 countries: Australia, Argentina, Chile, China, India (two schools), New Zealand, the United States, Korea, Switzerland, Tanzania, and South Africa. Findings The findings demonstrate how interest in developing and practicing leadership transcends gender. The students exhibited a deep conviction in their ability to initiate change through leadership in their schools and communities. However, female students were more cognizant of gender stereotypes regarding leadership and how this represented a barrier to realizing leadership opportunities. Originality/Value This study presents students’ perspectives on leadership and gender in contexts that appear favorable for student leadership. Primarily, it argues that although schools may seek to promote equality in leadership opportunities, female students often remain comparatively sensitive to and aware of gender stereotypes. Overall, the study highlights the complex and deeply entrenched barriers to female leadership.
{"title":"Gender and Leadership: Student Perspectives on Gender Stereotypes in Round Square Schools","authors":"Kanwal Syeda Hassan, Ewan Wright","doi":"10.1177/20965311231210010","DOIUrl":"https://doi.org/10.1177/20965311231210010","url":null,"abstract":"Purpose Leadership is a valuable skill for young people to navigate transformations in modern societies and find solutions to overcome global crises. However, gender stereotypes regarding leadership persist, potentially limiting female students’ leadership aspirations, experiences, and opportunities in schools. This study explores student perspectives on gender and leadership through the conceptual lens of student voice. Design/Approach/Methods Interviews were conducted with students ( n = 93) from 12 Round Square secondary schools in 11 countries: Australia, Argentina, Chile, China, India (two schools), New Zealand, the United States, Korea, Switzerland, Tanzania, and South Africa. Findings The findings demonstrate how interest in developing and practicing leadership transcends gender. The students exhibited a deep conviction in their ability to initiate change through leadership in their schools and communities. However, female students were more cognizant of gender stereotypes regarding leadership and how this represented a barrier to realizing leadership opportunities. Originality/Value This study presents students’ perspectives on leadership and gender in contexts that appear favorable for student leadership. Primarily, it argues that although schools may seek to promote equality in leadership opportunities, female students often remain comparatively sensitive to and aware of gender stereotypes. Overall, the study highlights the complex and deeply entrenched barriers to female leadership.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135371913","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 : 2023-10-30DOI: 10.1177/20965311231206148
Youchao Deng (邓友超)
Highlights We live in a technology-driven age, so the education field must rationally consider chatbots powered by artificial intelligence (AI). Faced with increasing application of AI in education, teachers should be reflective educators, and students should be self-educators. AI chatbots will evolve into a new prosthesis before being institutionalized into the fabric of school education. Reflective, institutionalized, self-educators foreshadow the future rise of hybrid educators.
{"title":"The Rise of Hybrid Educators","authors":"Youchao Deng (邓友超)","doi":"10.1177/20965311231206148","DOIUrl":"https://doi.org/10.1177/20965311231206148","url":null,"abstract":"Highlights We live in a technology-driven age, so the education field must rationally consider chatbots powered by artificial intelligence (AI). Faced with increasing application of AI in education, teachers should be reflective educators, and students should be self-educators. AI chatbots will evolve into a new prosthesis before being institutionalized into the fabric of school education. Reflective, institutionalized, self-educators foreshadow the future rise of hybrid educators.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136069192","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 : 2023-10-30DOI: 10.1177/20965311231210007
Jian Zhao (赵健)
Purpose This study elucidates the rationale, implementation, values, and challenges of the Synergized Quality Improvement Program in Teacher Education (SQIPTE)—the first policy specifically dedicated to the development of teaching staff since the founding of the People's Republic of China. Design/Approach/Methods After introducing the primary structure and rationale of the SQIPTE, this study reviews the existing data and research to explain why the program focuses on local normal colleges and determine how it could be implemented more effectively. Findings In establishing group-based assistance under the principle of “1 + M + N” (M ≥ N), the SQIPTE seeks to make normal colleges the primary force in the education of rural teachers and explores a collaborative operating mechanism to this end. Evidence suggests that this innovative program will provide new practical experience for the collaborative development and quality improvement of teachers. Originality/Value This study reviews the SQIPTE as a new Chinese intervention to improve the quality of rural teachers. There is strong evidence to suggest that this innovative program will inspire the construction of collaborative operating mechanisms incorporating multiple resources for teacher education systems across different areas.
摘要本研究旨在阐述建国以来首个专门针对师资发展的政策——教师教育协同品质改善计划(SQIPTE)的基本原理、实施、价值和挑战。在介绍了SQIPTE的主要结构和基本原理之后，本研究回顾了现有的数据和研究，以解释为什么该计划侧重于地方师范院校，并确定如何更有效地实施该计划。在“1 + M + N”(M≥N)原则下，建立以小组为基础的援助模式，旨在使师范院校成为农村教师教育的主力军，并为此探索协同运作机制。有证据表明，这一创新项目将为教师的协同发展和素质提高提供新的实践经验。原创性/价值本研究回顾了SQIPTE作为一种新的语文干预手段来提高农村教师的素质。强有力的证据表明，这一创新方案将激发构建整合不同地区教师教育系统多种资源的协作运行机制。
{"title":"The Synergized Quality Improvement Program in Teacher Education: A Policy for Improving the Quality of China's Rural Teachers","authors":"Jian Zhao (赵健)","doi":"10.1177/20965311231210007","DOIUrl":"https://doi.org/10.1177/20965311231210007","url":null,"abstract":"Purpose This study elucidates the rationale, implementation, values, and challenges of the Synergized Quality Improvement Program in Teacher Education (SQIPTE)—the first policy specifically dedicated to the development of teaching staff since the founding of the People's Republic of China. Design/Approach/Methods After introducing the primary structure and rationale of the SQIPTE, this study reviews the existing data and research to explain why the program focuses on local normal colleges and determine how it could be implemented more effectively. Findings In establishing group-based assistance under the principle of “1 + M + N” (M ≥ N), the SQIPTE seeks to make normal colleges the primary force in the education of rural teachers and explores a collaborative operating mechanism to this end. Evidence suggests that this innovative program will provide new practical experience for the collaborative development and quality improvement of teachers. Originality/Value This study reviews the SQIPTE as a new Chinese intervention to improve the quality of rural teachers. There is strong evidence to suggest that this innovative program will inspire the construction of collaborative operating mechanisms incorporating multiple resources for teacher education systems across different areas.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136069463","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 : 2023-10-25DOI: 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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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