Pub Date : 2017-09-01DOI: 10.1007/s11516-017-0028-z
Junqi Zhu, Baosheng Fei
{"title":"Asymmetric Perceptions of Information, Transparency, and Learning Intentions: An Investigation and Analysis of Undergraduates’ Willingness to Study General Elective Courses in Eastern Chinese Colleges","authors":"Junqi Zhu, Baosheng Fei","doi":"10.1007/s11516-017-0028-z","DOIUrl":"https://doi.org/10.1007/s11516-017-0028-z","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"12 1","pages":"394 - 413"},"PeriodicalIF":2.8,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11516-017-0028-z","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53119375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-08-03DOI: 10.1007/s11516-017-0014-5
Xuefeng Huang
This paper reports the impact of a new Canada and China school network on its participating teachers in the context of the Canada−China Partnership Grant Project. Eight schools formed four pairs of sister schools, and teachers in these schools created collaborations embedded in their practices. The data include interviews of teachers and principals in both countries and records of teachers’ cross-cultural collaborations. Informed by the literature on teacher learning and professional learning communities, this paper shows benefits of international teacher communities. Also, it explores a new approach to research that features spatiality considerations reflecting a new trend in the comparative education literature. Focusing on teacher knowledge and practice, it shows reciprocal effects of collaboration in the international school network. Finally, this paper links the research results to the literature in a way that highlights the potential of international teacher professional learning communities and contributions of this kind of practice and research.
{"title":"How teachers learn and change in reciprocal learning space","authors":"Xuefeng Huang","doi":"10.1007/s11516-017-0014-5","DOIUrl":"https://doi.org/10.1007/s11516-017-0014-5","url":null,"abstract":"This paper reports the impact of a new Canada and China school network on its participating teachers in the context of the Canada−China Partnership Grant Project. Eight schools formed four pairs of sister schools, and teachers in these schools created collaborations embedded in their practices. The data include interviews of teachers and principals in both countries and records of teachers’ cross-cultural collaborations. Informed by the literature on teacher learning and professional learning communities, this paper shows benefits of international teacher communities. Also, it explores a new approach to research that features spatiality considerations reflecting a new trend in the comparative education literature. Focusing on teacher knowledge and practice, it shows reciprocal effects of collaboration in the international school network. Finally, this paper links the research results to the literature in a way that highlights the potential of international teacher professional learning communities and contributions of this kind of practice and research.","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"51 1","pages":"151-179"},"PeriodicalIF":2.8,"publicationDate":"2017-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-26DOI: 10.1007/S11516-017-0021-6
L. Shaoxue
{"title":"Understanding Chinese engineering doctoral students in U.S. institutions: A personal epistemology perspective. Jiabin Zhu","authors":"L. Shaoxue","doi":"10.1007/S11516-017-0021-6","DOIUrl":"https://doi.org/10.1007/S11516-017-0021-6","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"12 1","pages":"298-300"},"PeriodicalIF":2.8,"publicationDate":"2017-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42157039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-26DOI: 10.1007/s11516-017-0024-3
Kaiyi Li
{"title":"Educating China: Knowledge, society, and textbook in a modernizing world, 1902–1937. Peter Zarrow","authors":"Kaiyi Li","doi":"10.1007/s11516-017-0024-3","DOIUrl":"https://doi.org/10.1007/s11516-017-0024-3","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"12 1","pages":"306-307"},"PeriodicalIF":2.8,"publicationDate":"2017-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42388184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-26DOI: 10.1007/s11516-017-0022-5
Hans G. Schuetze
{"title":"Canadian universities in China’s transformation: An untold story. Ruth Hayhoe, Julia Pan, & Qiang Zha (Eds.)","authors":"Hans G. Schuetze","doi":"10.1007/s11516-017-0022-5","DOIUrl":"https://doi.org/10.1007/s11516-017-0022-5","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"12 1","pages":"300-302"},"PeriodicalIF":2.8,"publicationDate":"2017-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46269445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines the issue of the quality of teacher-produced tests, limiting itself in the current context to objective, multiple-choice tests. The article investigates a short, two-part 20-item English language test. After a brief overview of the key test qualities of reliability and validity, the article examines the two subtests in terms of test and item quality, using standard classical test statistics. Unsurprisingly, the pretested items outperform the teacher-produced test. The differences between the two subtests underscore issues about the quality (or lack thereof) of teacher-produced tests. The article ends with suggestions of how teacher-produced tests might be improved.
{"title":"Pursuing the Qualities of a “Good” Test","authors":"David Coniam","doi":"10.1007/BF03397015","DOIUrl":"https://doi.org/10.1007/BF03397015","url":null,"abstract":"This article examines the issue of the quality of teacher-produced tests, limiting itself in the current context to objective, multiple-choice tests. The article investigates a short, two-part 20-item English language test. After a brief overview of the key test qualities of reliability and validity, the article examines the two subtests in terms of test and item quality, using standard classical test statistics. Unsurprisingly, the pretested items outperform the teacher-produced test. The differences between the two subtests underscore issues about the quality (or lack thereof) of teacher-produced tests. The article ends with suggestions of how teacher-produced tests might be improved.","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"26 1","pages":"238-249"},"PeriodicalIF":2.8,"publicationDate":"2017-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This essay argues that the concept of reaching peace within in order to sustain peace outside in classical Confucianism and Daoism offers us important lessons for peace education in the contemporary age. Building harmonious connections between differences in one’s personhood paves a path for negotiating interconnections across conflicting multiplicities in the outside world. The essay starts by discussing the Confucian and Daoist notions of personhood as a microcosmic universe connected to a macrocosmic universe. Second, the historical context of the Spring and Autumn and Warring States Period in which Confucianism and Daoism emerged are briefly reviewed. Third, Confucian self-cultivation and the Daoist conception of personhood are discussed. Fourth, relational issues of harmony in difference and tranquility in turbulence are analyzed. Lastly, inner peace reaching outer peace in leadership and governing is formulated in terms of the unity between means and end in peace education.
{"title":"Confucian Self-Cultivation and Daoist Personhood: Implications for Peace Education","authors":"Hongyu Wang","doi":"10.1007/BF03396962","DOIUrl":"https://doi.org/10.1007/BF03396962","url":null,"abstract":"This essay argues that the concept of reaching peace within in order to sustain peace outside in classical Confucianism and Daoism offers us important lessons for peace education in the contemporary age. Building harmonious connections between differences in one’s personhood paves a path for negotiating interconnections across conflicting multiplicities in the outside world. The essay starts by discussing the Confucian and Daoist notions of personhood as a microcosmic universe connected to a macrocosmic universe. Second, the historical context of the Spring and Autumn and Warring States Period in which Confucianism and Daoism emerged are briefly reviewed. Third, Confucian self-cultivation and the Daoist conception of personhood are discussed. Fourth, relational issues of harmony in difference and tranquility in turbulence are analyzed. Lastly, inner peace reaching outer peace in leadership and governing is formulated in terms of the unity between means and end in peace education.","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"1 1","pages":"62-79"},"PeriodicalIF":2.8,"publicationDate":"2017-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper is a cross-cultural comparative study in education philosophy. A comparative and philosophical approach is used to interpret texts from the Analects of Confucius and to find connections with ideas of critical educators. In comparing Confucius’ educational thought with that of Paulo Freire, John Dewey and other theorists in critical pedagogy, this paper finds four common threads between Confucian concepts of education and critical pedagogy: mutual learning, integration of theory and practice, importance of reflection in teaching and learning, and democratic purpose of education. By presenting these interwoven themes, this paper contributes to a cross-cultural dialogue on global understanding in education.
{"title":"Confucius as a Critical Educator: Towards Educational Thoughts of Confucius","authors":"Juanjuan Zhao","doi":"10.1007/BF03396959","DOIUrl":"https://doi.org/10.1007/BF03396959","url":null,"abstract":"This paper is a cross-cultural comparative study in education philosophy. A comparative and philosophical approach is used to interpret texts from the \u0000<i>\u0000 Analects of Confucius\u0000</i> and to find connections with ideas of critical educators. In comparing Confucius’ educational thought with that of Paulo Freire, John Dewey and other theorists in critical pedagogy, this paper finds four common threads between Confucian concepts of education and critical pedagogy: mutual learning, integration of theory and practice, importance of reflection in teaching and learning, and democratic purpose of education. By presenting these interwoven themes, this paper contributes to a cross-cultural dialogue on global understanding in education.","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"25 1","pages":"9-27"},"PeriodicalIF":2.8,"publicationDate":"2017-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this essay, we interrogate the role of academic freedom in the 21st century by describing its historical genesis in the modern university, its association with the concept of tenure, and how it is reinterpreted by different cultural and social contexts. Afterwards, we examine traditional infringements by national governments upon academic freedom, as well as new infringements brought on by the forces of globalization and commercialization. Since academic freedom not only protects scholarly inquiry, but the health and safety of academics across the world, we argue that academic freedom is a “transcendent value” that should be respected by political and institutional forces and carefully defended by engaged scholars.
{"title":"The Question of Academic Freedom: Universal Right or Relative Term","authors":"William G. Tierney,Michael Lanford","doi":"10.1007/BF03396999","DOIUrl":"https://doi.org/10.1007/BF03396999","url":null,"abstract":"In this essay, we interrogate the role of academic freedom in the 21st century by describing its historical genesis in the modern university, its association with the concept of tenure, and how it is reinterpreted by different cultural and social contexts. Afterwards, we examine traditional infringements by national governments upon academic freedom, as well as new infringements brought on by the forces of globalization and commercialization. Since academic freedom not only protects scholarly inquiry, but the health and safety of academics across the world, we argue that academic freedom is a “transcendent value” that should be respected by political and institutional forces and carefully defended by engaged scholars.","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"46 1","pages":"4-23"},"PeriodicalIF":2.8,"publicationDate":"2017-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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