Pub Date : 2022-09-03DOI: 10.1080/10611932.2022.2136458
Sanbao Zhang, Y. Lei, Zhimin Luo
Abstract The Resource-based View argues that achieving a sustainable competitive advantage depends on managers seeking valuable and rare resources with a high cost of imitation from within an organization, particularly on the ability to organize such resources. Concomitant with the progression of the four stages of entrepreneurship education at Chinese higher education institutions—the formation stage, the development stage, the expansion stage, and the reform stage, entrepreneurship institutes have gradually become the primary vehicle through which higher education institutions provide entrepreneurship education. Due to the different characteristics of higher education institutions, three organizational models, namely independent, dependent and cooperative models, have been formed in the actual operation process. However, the current organizations of entrepreneurship education face organizational governance failure, target positioning deviation, and poor openness. They must innovate in optimizing organizational governance mechanisms, reshaping entrepreneurship education goals, and the collaborative participation of internal and external subjects. This research has practical and policy significance for deepening the reform of innovation and entrepreneurship education.
{"title":"How Did Chinese Higher Education Institutions Organize Entrepreneurship Education? Evolution, Comparison, and Orientation","authors":"Sanbao Zhang, Y. Lei, Zhimin Luo","doi":"10.1080/10611932.2022.2136458","DOIUrl":"https://doi.org/10.1080/10611932.2022.2136458","url":null,"abstract":"Abstract The Resource-based View argues that achieving a sustainable competitive advantage depends on managers seeking valuable and rare resources with a high cost of imitation from within an organization, particularly on the ability to organize such resources. Concomitant with the progression of the four stages of entrepreneurship education at Chinese higher education institutions—the formation stage, the development stage, the expansion stage, and the reform stage, entrepreneurship institutes have gradually become the primary vehicle through which higher education institutions provide entrepreneurship education. Due to the different characteristics of higher education institutions, three organizational models, namely independent, dependent and cooperative models, have been formed in the actual operation process. However, the current organizations of entrepreneurship education face organizational governance failure, target positioning deviation, and poor openness. They must innovate in optimizing organizational governance mechanisms, reshaping entrepreneurship education goals, and the collaborative participation of internal and external subjects. This research has practical and policy significance for deepening the reform of innovation and entrepreneurship education.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"46 1","pages":"233 - 246"},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77828775","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 : 2022-09-03DOI: 10.1080/10611932.2022.2136464
Xiaozhou Xu
Abstract Determining evaluation elements and their structure underlies the evaluation of innovation and entrepreneurship education. This study, based on Grounded Theory and interviews, proposes using a three-dimensional structural VPR evaluation model for innovation and entrepreneurship education. The VPR evaluation system consists of three first-level indicators (value, process, and result), eight second-level indicators (spiritual value, realistic value, policy input, educational input, students’ development, enterprise development, entrepreneurial performance, products and achievements), and 29 third-level indicators. This evaluation model, characterized by multiple dimensions, multiple levels, and multiple components, stresses the combination of spiritual value evaluation and realistic value evaluation, developmental evaluation and performance evaluation, and short-term evaluation and long-term evaluation. It enriches the evaluation of innovation and entrepreneurship education, providing a theoretical reference for its practice.
{"title":"The Structural VPR Model for the Evaluation of Innovation and Entrepreneurship Education","authors":"Xiaozhou Xu","doi":"10.1080/10611932.2022.2136464","DOIUrl":"https://doi.org/10.1080/10611932.2022.2136464","url":null,"abstract":"Abstract Determining evaluation elements and their structure underlies the evaluation of innovation and entrepreneurship education. This study, based on Grounded Theory and interviews, proposes using a three-dimensional structural VPR evaluation model for innovation and entrepreneurship education. The VPR evaluation system consists of three first-level indicators (value, process, and result), eight second-level indicators (spiritual value, realistic value, policy input, educational input, students’ development, enterprise development, entrepreneurial performance, products and achievements), and 29 third-level indicators. This evaluation model, characterized by multiple dimensions, multiple levels, and multiple components, stresses the combination of spiritual value evaluation and realistic value evaluation, developmental evaluation and performance evaluation, and short-term evaluation and long-term evaluation. It enriches the evaluation of innovation and entrepreneurship education, providing a theoretical reference for its practice.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"10 1","pages":"307 - 321"},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86970441","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 : 2022-09-03DOI: 10.1080/10611932.2022.2136446
Yutong Wang, Yingyi Ma
Innovation and entrepreneurship are increasingly associated with economic, technological and social development (Fagerberg, Fosaas, and Sapprasert 2012; Landstr€ om, Harirchi, and Åstr€ om 2012). As countries strive to strengthen their knowledge-based economies, policymaking has focused on how innovation and entrepreneurship activities can accelerate economic growth, promote industrial upgrading and transform employment structures (Bartels et al., 2012; World Bank, 2015). Universities, as organizations dedicated to knowledge transmission, production and application, have come under heighten pressure to demonstrate their contribution in nurturing talents, spurring innovation and supporting the development of knowledge-based economies (Etzkowitz 2003; Jessop 2017). Notably, universities’ engagement with innovation and entrepreneurship is often conceptualized by the term “entrepreneurial university.” This concept refers to universities that vigorously generate additional financial resources to support their operation through commercializing knowledge, forming collaborations beyond academia, and integrating an entrepreneurial culture (Clark 2001). The “triple helix model” further highlights the need for universities to engage deeply with industry and government to propel economic and social progress (Etzkowitz and Leydesdorff 2000). Undoubtedly, the emergence of such concepts has changed the positioning of universities from a support structure for innovation and entrepreneurship through knowledge generation, research output and personnel training to influential actor and equal partner (Etzkowitz 2003). The provision of educational programs related to innovation and entrepreneurship in the higher education sector has attracted much attention, and there is considerable enthusiasm in university-based entrepreneurship education globally. As a result, the nature, relevance, contents, methods of implementation, and impact of entrepreneurship education have been the subject of growing academic scrutiny. Broadly speaking, entrepreneurship education consists of “any pedagogical programme or process of education for entrepreneurial attitudes and skills” (Fayolle, Gailly, and Lassas-Clerc 2006, p. 702). In practice, it often consists of three essential parts: curricula, fundamental elements, and publications (Katz 2003). More specifically, entrepreneurship education involves the design of courses and supporting infrastructure for entrepreneurial activities as well as the availability of relevant learning materials and academic research (Katz 2003). Research has demonstrated the impact of entrepreneurship education, especially its
创新和创业越来越多地与经济、技术和社会发展联系在一起(Fagerberg, Fosaas, and Sapprasert 2012;Landstr - om, Harirchi, and Åstr - om 2012)。随着各国努力加强知识经济，政策制定将重点放在创新和创业活动如何加速经济增长、促进产业升级和改变就业结构上(Bartels et al.， 2012;世界银行，2015)。大学作为一个致力于知识传播、生产和应用的组织，在培养人才、鼓励创新和支持知识经济发展方面所做的贡献正面临着越来越大的压力(Etzkowitz 2003;Jessop 2017)。值得注意的是，大学对创新和创业的参与通常被概念化为“创业型大学”。这一概念是指大学通过将知识商业化，形成学术以外的合作，以及整合创业文化，大力产生额外的财政资源来支持其运作(Clark 2001)。“三螺旋模型”进一步强调了大学与行业和政府深入合作以推动经济和社会进步的必要性(Etzkowitz和Leydesdorff 2000)。毫无疑问，这些概念的出现改变了大学的定位，从通过知识产生、研究产出和人才培养来支持创新和创业的结构转变为有影响力的行动者和平等伙伴(Etzkowitz 2003)。在高等教育领域提供与创新创业相关的教育项目引起了人们的广泛关注，全球范围内对大学创业教育有着相当大的热情。因此，创业教育的性质、相关性、内容、实施方法和影响一直是学术界日益关注的主题。广义地说，创业教育包括“任何关于创业态度和技能的教学计划或教育过程”(Fayolle, Gailly, and Lassas-Clerc 2006，第702页)。在实践中，它通常由三个基本部分组成:课程、基本要素和出版物(Katz 2003)。更具体地说，创业教育包括为创业活动设计课程和支持基础设施，以及相关学习材料和学术研究的可用性(Katz 2003)。研究已经证明了创业教育的影响，尤其是它的
{"title":"Innovation and Entrepreneurship Education in Chinese Universities: Developments and Challenges","authors":"Yutong Wang, Yingyi Ma","doi":"10.1080/10611932.2022.2136446","DOIUrl":"https://doi.org/10.1080/10611932.2022.2136446","url":null,"abstract":"Innovation and entrepreneurship are increasingly associated with economic, technological and social development (Fagerberg, Fosaas, and Sapprasert 2012; Landstr€ om, Harirchi, and Åstr€ om 2012). As countries strive to strengthen their knowledge-based economies, policymaking has focused on how innovation and entrepreneurship activities can accelerate economic growth, promote industrial upgrading and transform employment structures (Bartels et al., 2012; World Bank, 2015). Universities, as organizations dedicated to knowledge transmission, production and application, have come under heighten pressure to demonstrate their contribution in nurturing talents, spurring innovation and supporting the development of knowledge-based economies (Etzkowitz 2003; Jessop 2017). Notably, universities’ engagement with innovation and entrepreneurship is often conceptualized by the term “entrepreneurial university.” This concept refers to universities that vigorously generate additional financial resources to support their operation through commercializing knowledge, forming collaborations beyond academia, and integrating an entrepreneurial culture (Clark 2001). The “triple helix model” further highlights the need for universities to engage deeply with industry and government to propel economic and social progress (Etzkowitz and Leydesdorff 2000). Undoubtedly, the emergence of such concepts has changed the positioning of universities from a support structure for innovation and entrepreneurship through knowledge generation, research output and personnel training to influential actor and equal partner (Etzkowitz 2003). The provision of educational programs related to innovation and entrepreneurship in the higher education sector has attracted much attention, and there is considerable enthusiasm in university-based entrepreneurship education globally. As a result, the nature, relevance, contents, methods of implementation, and impact of entrepreneurship education have been the subject of growing academic scrutiny. Broadly speaking, entrepreneurship education consists of “any pedagogical programme or process of education for entrepreneurial attitudes and skills” (Fayolle, Gailly, and Lassas-Clerc 2006, p. 702). In practice, it often consists of three essential parts: curricula, fundamental elements, and publications (Katz 2003). More specifically, entrepreneurship education involves the design of courses and supporting infrastructure for entrepreneurial activities as well as the availability of relevant learning materials and academic research (Katz 2003). Research has demonstrated the impact of entrepreneurship education, especially its","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"69 1","pages":"225 - 232"},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76536592","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 : 2022-09-03DOI: 10.1080/10611932.2022.2136473
Bingchao Pan, Genshu Lu
Abstract Entrepreneurship education in colleges and universities influences college students’ entrepreneurial intention and entrepreneurial self-efficacy, but previous studies have approached entrepreneurship education as a whole to obscure the relational mechanisms between the three. On the basis of the classification framework of theoretical and practical entrepreneurship education, the interactive relationships between lecture reports, entrepreneurship courses, entrepreneurship competitions, entrepreneurship training, and entrepreneurship practica and entrepreneurial intention and entrepreneurial self-efficacy among college students were analyzed. Analysis through structural equation modeling indicates that: Theoretical entrepreneurship education not only directly influences entrepreneurial intention among college students, but also indirectly influences entrepreneurial intention through entrepreneurial self-efficacy; practical entrepreneurship education only indirectly influences entrepreneurial intention among college students through entrepreneurial self-efficacy. The influencing effect of theoretical entrepreneurship education on entrepreneurial intention among college students is greater than that of practical entrepreneurship education, and furthermore, entrepreneurship courses have the largest influencing effect on entrepreneurial intention among college students. More importantly, relative to the direct effect of entrepreneurship education on entrepreneurial intention among college students, the indirect effect produced on entrepreneurial intention through entrepreneurial self-efficacy is greater.
{"title":"Study on the Relationship between Entrepreneurship Education and College Students’ Entrepreneurial Intention and Entrepreneurial Self-Efficacy","authors":"Bingchao Pan, Genshu Lu","doi":"10.1080/10611932.2022.2136473","DOIUrl":"https://doi.org/10.1080/10611932.2022.2136473","url":null,"abstract":"Abstract Entrepreneurship education in colleges and universities influences college students’ entrepreneurial intention and entrepreneurial self-efficacy, but previous studies have approached entrepreneurship education as a whole to obscure the relational mechanisms between the three. On the basis of the classification framework of theoretical and practical entrepreneurship education, the interactive relationships between lecture reports, entrepreneurship courses, entrepreneurship competitions, entrepreneurship training, and entrepreneurship practica and entrepreneurial intention and entrepreneurial self-efficacy among college students were analyzed. Analysis through structural equation modeling indicates that: Theoretical entrepreneurship education not only directly influences entrepreneurial intention among college students, but also indirectly influences entrepreneurial intention through entrepreneurial self-efficacy; practical entrepreneurship education only indirectly influences entrepreneurial intention among college students through entrepreneurial self-efficacy. The influencing effect of theoretical entrepreneurship education on entrepreneurial intention among college students is greater than that of practical entrepreneurship education, and furthermore, entrepreneurship courses have the largest influencing effect on entrepreneurial intention among college students. More importantly, relative to the direct effect of entrepreneurship education on entrepreneurial intention among college students, the indirect effect produced on entrepreneurial intention through entrepreneurial self-efficacy is greater.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"34 1","pages":"269 - 285"},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81049358","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 : 2022-05-04DOI: 10.1080/10611932.2022.2068334
Xianxuan Xu, L. Grant, J. Stronge
Abstract This study examines the beliefs and practices of 22 teachers identified as highly effective in Yunnan Province, China, who work with students facing significant academic and social challenges. In many cases, the selected teachers work with students at the extreme end of the at-risk continuum, including students having multiple disadvantaged characteristics such as ethnic minority status and poverty. Specifically, this paper shares findings about how these teachers address their students’ needs in three domains—academic, affective, and technical needs. Descriptive data from classroom observations are presented. From the themes regarding teachers’ beliefs and practices that emerged from the qualitative data, the findings reveal that these teachers address students’ affective, academic and technical needs concurrently through their thoughtful instructional delivery and interactions with students. The teachers not only provide academic support (e.g., using a variety of instructional strategies communicating high expectations) to their students, but also offer socio-emotional support by being caring yet firm toward students and by soliciting technical support to create a safety net for the students’ well-being.
{"title":"Dispositions and Practices of Effective Teachers: Meeting the Needs of At-Risk Minority Students in China","authors":"Xianxuan Xu, L. Grant, J. Stronge","doi":"10.1080/10611932.2022.2068334","DOIUrl":"https://doi.org/10.1080/10611932.2022.2068334","url":null,"abstract":"Abstract This study examines the beliefs and practices of 22 teachers identified as highly effective in Yunnan Province, China, who work with students facing significant academic and social challenges. In many cases, the selected teachers work with students at the extreme end of the at-risk continuum, including students having multiple disadvantaged characteristics such as ethnic minority status and poverty. Specifically, this paper shares findings about how these teachers address their students’ needs in three domains—academic, affective, and technical needs. Descriptive data from classroom observations are presented. From the themes regarding teachers’ beliefs and practices that emerged from the qualitative data, the findings reveal that these teachers address students’ affective, academic and technical needs concurrently through their thoughtful instructional delivery and interactions with students. The teachers not only provide academic support (e.g., using a variety of instructional strategies communicating high expectations) to their students, but also offer socio-emotional support by being caring yet firm toward students and by soliciting technical support to create a safety net for the students’ well-being.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"33 1","pages":"147 - 164"},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85620572","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 : 2022-05-04DOI: 10.1080/10611932.2022.2068343
Yu Li, Vilma Seeberg
Abstract Migrant workers in China and their children too frequently are treated as outsiders in the city. This paper explores and compares the opportunities for female Technical Vocational Education and Training (TVET) students in western rural areas of China. Learning from migrant girls how they perceive and evaluate benefits in and from their schooling provides us insights into how TVET played a role in achievements that rural migrant girls value and enact. The capability approach specified for education is used as a structure to assess TVET as experienced by its participants. This research shows that despite its deficiencies and obscurity within socio-economic structures, for the current generation of young rural migrant girls, TVET education was highly accessible, provided a singular opportunity and space to equip them with some skills and knowledge, and enhanced their capabilities to participate in a rapidly changing urbanizing economy. TVET education created changes on both individual and collective levels. Rural migrant girls’ opportunities were constrained by unequal migration patterns and were structured along intersections of gender and ethnic lines. Implications for improving TVET policy include improved information flow, diversification of TVET curriculums, standardization of regulations, and increased opportunities for female and ethnic students.
{"title":"Technical Vocational Education for Migrant Girls in Western China: Transformational Benefits","authors":"Yu Li, Vilma Seeberg","doi":"10.1080/10611932.2022.2068343","DOIUrl":"https://doi.org/10.1080/10611932.2022.2068343","url":null,"abstract":"Abstract Migrant workers in China and their children too frequently are treated as outsiders in the city. This paper explores and compares the opportunities for female Technical Vocational Education and Training (TVET) students in western rural areas of China. Learning from migrant girls how they perceive and evaluate benefits in and from their schooling provides us insights into how TVET played a role in achievements that rural migrant girls value and enact. The capability approach specified for education is used as a structure to assess TVET as experienced by its participants. This research shows that despite its deficiencies and obscurity within socio-economic structures, for the current generation of young rural migrant girls, TVET education was highly accessible, provided a singular opportunity and space to equip them with some skills and knowledge, and enhanced their capabilities to participate in a rapidly changing urbanizing economy. TVET education created changes on both individual and collective levels. Rural migrant girls’ opportunities were constrained by unequal migration patterns and were structured along intersections of gender and ethnic lines. Implications for improving TVET policy include improved information flow, diversification of TVET curriculums, standardization of regulations, and increased opportunities for female and ethnic students.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"75 1","pages":"203 - 224"},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88068373","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}
Abstract Drawing from the professional experience of one “zhijiao” teacher in the southwestern border of China, this study uses a narrative method to describe and analyze the growth and development of an effective teacher serving in a rural and remote school with a high concentration of ethnic minority students. Qualitative data for this single case study were generated through interviews with the selected teacher and her colleagues and students. Specifically, the study examines the teacher’s professional philosophy and beliefs, professional knowledge, and professional skills. It illustrates how these domains relate to the teacher’s effectiveness. The study also discusses possibilities for better preparation and development of teachers serving the most disadvantaged areas in China.
{"title":"“I Want to Influence More Children in the Mountains”—A Case Study of a “Zhijiao Teacher”","authors":"Yaling Sun, Yanling Li, Xianxuan Xu, Na-ri Song, Qianyao Wen","doi":"10.1080/10611932.2022.2068341","DOIUrl":"https://doi.org/10.1080/10611932.2022.2068341","url":null,"abstract":"Abstract Drawing from the professional experience of one “zhijiao” teacher in the southwestern border of China, this study uses a narrative method to describe and analyze the growth and development of an effective teacher serving in a rural and remote school with a high concentration of ethnic minority students. Qualitative data for this single case study were generated through interviews with the selected teacher and her colleagues and students. Specifically, the study examines the teacher’s professional philosophy and beliefs, professional knowledge, and professional skills. It illustrates how these domains relate to the teacher’s effectiveness. The study also discusses possibilities for better preparation and development of teachers serving the most disadvantaged areas in China.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"61 1","pages":"165 - 188"},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90553339","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 : 2022-05-04DOI: 10.1080/10611932.2022.2068333
Xinlin Liu, Lingqi Meng, Minghui Kong
Abstract Effective teaching is an important research topic worldwide. This review aims to analyze effective teaching literature in China with respect to general characteristics and conceptional dimensions. Two types of effective teaching literature, empirical studies written in Chinese and written in English, are selected for this review. Stronge’s effective teaching framework is adopted for examining the conceptual dimensions in the selected studies. The results taken from the two types of literature reveal different research orientations regarding effective teaching. The literature written in Chinese demonstrates a number of quantitative research studies that, overall, are ill-written from the standard criteria of empirical study writing, including serious design flaws, missing important information, and weak data interpretations. In contrast, the literature written in English tends to focus more on a qualitative research orientation with sufficient overall quality for methodological design. Regarding the effective teaching dimensions, the dimension of the Teacher as a Person is interpreted differently, while the dimension of Implementing Instruction is most often commonly adopted in the two types of literature. We suggest that more studies are needed to conceptualize effective teaching frameworks from macro, meso, and micro levels in order to enhance the quality of effective teaching research in China. Additionally, effective teaching studies related to minority students are rare and deserve future investigation.
{"title":"Effective Teaching Research in Chinese Educational Contexts: A General and Dimensional Review","authors":"Xinlin Liu, Lingqi Meng, Minghui Kong","doi":"10.1080/10611932.2022.2068333","DOIUrl":"https://doi.org/10.1080/10611932.2022.2068333","url":null,"abstract":"Abstract Effective teaching is an important research topic worldwide. This review aims to analyze effective teaching literature in China with respect to general characteristics and conceptional dimensions. Two types of effective teaching literature, empirical studies written in Chinese and written in English, are selected for this review. Stronge’s effective teaching framework is adopted for examining the conceptual dimensions in the selected studies. The results taken from the two types of literature reveal different research orientations regarding effective teaching. The literature written in Chinese demonstrates a number of quantitative research studies that, overall, are ill-written from the standard criteria of empirical study writing, including serious design flaws, missing important information, and weak data interpretations. In contrast, the literature written in English tends to focus more on a qualitative research orientation with sufficient overall quality for methodological design. Regarding the effective teaching dimensions, the dimension of the Teacher as a Person is interpreted differently, while the dimension of Implementing Instruction is most often commonly adopted in the two types of literature. We suggest that more studies are needed to conceptualize effective teaching frameworks from macro, meso, and micro levels in order to enhance the quality of effective teaching research in China. Additionally, effective teaching studies related to minority students are rare and deserve future investigation.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"74 1","pages":"123 - 146"},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85977712","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 : 2022-05-04DOI: 10.1080/10611932.2022.2068344
L. Grant, J. Stronge, Xianxuan Xu
This special issue focuses on the beliefs, practices, and impact of effective teachers in China, with a particular emphasis on teachers of ethnic minority students. Studies have shown that access to quality teaching and learning is inequitable across groups (Luschei and Jeong 2018; Wei and Zhou 2019). This special issue addresses an array of topics related to access to quality teachers and successful school experiences for Chinese ethnic minority students. Specifically, Chinese ethnic minority and migrant students face numerous academic and social challenges (Gao 2014; Yang et al. 2015), including separ-ation from their parents due to migration for work (left behind children) and exposure to learning environments and conditions that are substandard. These factors, among others, impact the potential for attending tertiary education and/or access to vocational educational training which provides opportunities for autonomy and empowerment. 55 ethnic minorities in China make up approximately 114 million people, or of China ’ s total population, with main in region Further, population of Focusing on Zhou This special issue addresses educational disparity by highlighting a prominent factor that has the largest potential in enhancing the educational outcomes of ethnic minority students — the teacher. In addition to some guiding issues around teacher quality, this issue also addresses student voice with an examination of the experiences of migrant girls in technical vocational education training.
本期特刊关注中国有效教师的信仰、实践和影响，特别强调少数民族学生的教师。研究表明，获得高质量教学和学习的机会在不同群体之间是不公平的(Luschei和Jeong 2018;Wei and Zhou 2019)。本期特刊探讨了与中国少数民族学生获得优质教师和成功学校经验相关的一系列主题。具体而言，中国少数民族和流动学生面临着许多学术和社会挑战(Gao 2014;Yang et al. 2015)，包括因外出工作而与父母分离(留守儿童)，以及接触不合格的学习环境和条件。除其他外，这些因素影响了接受高等教育和/或获得职业教育培训的可能性，而职业教育培训为自主和赋权提供了机会。中国55个少数民族约有1.14亿人口，占中国总人口的比例，主要集中在地区。这期特刊通过突出少数民族学生教育成果中最有潜力的一个突出因素——教师，来解决教育差距问题。除了围绕教师素质的一些指导性问题外，本专题还通过考察流动女童在职业技术教育培训中的经验来解决学生的声音问题。
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Pub Date : 2022-05-04DOI: 10.1080/10611932.2022.2068342
M. Lee
Abstract In this article, ethnic minority students describe teachers who helped them succeed in school. Data are drawn from interviews conducted in 1997 with successful students enrolled in a pre-service education program at Yunnan Normal University. Many of the interviewees are now mid-career teachers in schools throughout Yunnan Province. Plans (postponed due to the pandemic) have been made to interview these individuals again, hopefully later in 2022. The focus here is on one characteristic of effective teachers that was mentioned frequently by the students, and that is teachers’ ability to bring about change. A tentative theoretical model was developed to explain teacher change agency. Using the model, we find that change brought about by teachers is manifested in students, schools, and society.
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