Pub Date : 2017-12-01DOI: 10.1007/s11516-017-0035-0
Feng Teng
{"title":"Imagined Community, Identity, and Teaching Chinese as a Second Language to Foreign Students in China","authors":"Feng Teng","doi":"10.1007/s11516-017-0035-0","DOIUrl":"https://doi.org/10.1007/s11516-017-0035-0","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"12 1","pages":"490 - 514"},"PeriodicalIF":2.8,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11516-017-0035-0","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53119523","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 : 2017-12-01DOI: 10.1007/s11516-017-0033-2
Xiang Qi
{"title":"Policy and Practice of the Decentralization of Basic Education in China: The Shanghai Case","authors":"Xiang Qi","doi":"10.1007/s11516-017-0033-2","DOIUrl":"https://doi.org/10.1007/s11516-017-0033-2","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"12 1","pages":"445 - 467"},"PeriodicalIF":2.8,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11516-017-0033-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53119404","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 : 2017-12-01DOI: 10.1007/s11516-017-0037-y
G. Roche
{"title":"Learning to be Tibetan: The construction of ethnic identity at Minzu University of China","authors":"G. Roche","doi":"10.1007/s11516-017-0037-y","DOIUrl":"https://doi.org/10.1007/s11516-017-0037-y","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"12 1","pages":"540 - 542"},"PeriodicalIF":2.8,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11516-017-0037-y","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53119860","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 : 2017-12-01DOI: 10.1007/s11516-017-0038-x
Feiyu Wang
{"title":"Creativity and education in China: Paradox and possibilities for an era of accountability","authors":"Feiyu Wang","doi":"10.1007/s11516-017-0038-x","DOIUrl":"https://doi.org/10.1007/s11516-017-0038-x","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"12 1","pages":"542 - 544"},"PeriodicalIF":2.8,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11516-017-0038-x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53120009","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 : 2017-12-01DOI: 10.1007/s11516-017-0040-3
Yahui Chang,Suping Wang
{"title":"高中的故事: 一场关于高中教育的讨论 [The story of high school: A discussion about high school education]","authors":"Yahui Chang,Suping Wang","doi":"10.1007/s11516-017-0040-3","DOIUrl":"https://doi.org/10.1007/s11516-017-0040-3","url":null,"abstract":"","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"2 1","pages":"547-549"},"PeriodicalIF":2.8,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516775","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}
Family literacy programs in North America and the United Kingdom have enjoyed widespread public and political support. Thousands of initiatives following a variety of models currently operate under the spectrum of family literacy programs. In edthis paper, the influence of learning theories, the research on children’s early literacy development, and the sociopolitical context with gave rise to the intervention movement, will be reviewed with respect to their impact on current models of family literacy programs. The research on program evaluation is also considered, and is related to current practice and future directions in family literacy programming.
{"title":"Family Literacy Programs: Where Have They Come from and Where Are They Going?","authors":"Antoinette Doyle","doi":"10.1007/BF03396936","DOIUrl":"https://doi.org/10.1007/BF03396936","url":null,"abstract":"Family literacy programs in North America and the United Kingdom have enjoyed widespread public and political support. Thousands of initiatives following a variety of models currently operate under the spectrum of family literacy programs. In edthis paper, the influence of learning theories, the research on children’s early literacy development, and the sociopolitical context with gave rise to the intervention movement, will be reviewed with respect to their impact on current models of family literacy programs. The research on program evaluation is also considered, and is related to current practice and future directions in family literacy programming.","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"24 1","pages":"85-102"},"PeriodicalIF":2.8,"publicationDate":"2017-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516756","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}
The aim of this paper is to explore perspectives on equity, quality, motivation, and resilience by focusing in depth on the perspectives of educators in one small, semi-rural school in Japan. The paper is intended to provide rich, in-depth data and discussion as a way of providing insights from different perspectives into findings from large-scale international assessments. The two key questions addressed in the paper are, (1) How are equity and quality achieved and maintained in Japanese elementary schools? and (2) How are student motivation and resilience perceived and fostered in Japanese elementary schools? These questions are addressed through analysis of key official documents related to the questions, together with analysis of semi-structured interviews conducted with education professionals working in an elementary school. The paper will contribute to understanding the perspectives of teachers in a particular school context in Japan on the roles of state, teachers, and children themselves in the task of achieving and maintaining equity and quality in a high performing education system.
{"title":"Achieving Equity and Quality in Japanese Elementary Schools: Balancing the Roles of State, Teachers, and Students","authors":"Lynne Parmenter","doi":"10.1007/BF03397123","DOIUrl":"https://doi.org/10.1007/BF03397123","url":null,"abstract":"The aim of this paper is to explore perspectives on equity, quality, motivation, and resilience by focusing in depth on the perspectives of educators in one small, semi-rural school in Japan. The paper is intended to provide rich, in-depth data and discussion as a way of providing insights from different perspectives into findings from large-scale international assessments. The two key questions addressed in the paper are, (1) How are equity and quality achieved and maintained in Japanese elementary schools? and (2) How are student motivation and resilience perceived and fostered in Japanese elementary schools? These questions are addressed through analysis of key official documents related to the questions, together with analysis of semi-structured interviews conducted with education professionals working in an elementary school. The paper will contribute to understanding the perspectives of teachers in a particular school context in Japan on the roles of state, teachers, and children themselves in the task of achieving and maintaining equity and quality in a high performing education system.","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"24 1","pages":"272-298"},"PeriodicalIF":2.8,"publicationDate":"2017-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516779","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}
Over the last decade, there has been increasing awareness of the importance of engaging young children in research about their experiences and considering ways in which children’s experiences, expectations and perceptions influence both their interactions and those of others. This has resulted from recognition of young children as active citizens, with rights to be consulted about matters that affect them and from the principles underpinning the sociology of childhood, which emphasizes children’s capabilities and agency. This paper explores young Australian children’s perceptions of school and learning, as expressed through drawings and conversations about school. Data from children in preschools and the early years of school highlight children’s expectations and experiences of school, including the importance of play, friendships, children’s dispositions, and academic expectations of school and teachers. Drawing on previous research that notes the long term importance of children’s attitudes and approaches, as well as their sense of belonging and identity, at the start of school, this paper has implications for adults engaging with children as they make the transition to school.
{"title":"“In Kindy You Don’t Get Taught”: Continuity and Change as Children Start School","authors":"Sue Dockett,Bob Perry","doi":"10.1007/BF03396933","DOIUrl":"https://doi.org/10.1007/BF03396933","url":null,"abstract":"Over the last decade, there has been increasing awareness of the importance of engaging young children in research about their experiences and considering ways in which children’s experiences, expectations and perceptions influence both their interactions and those of others. This has resulted from recognition of young children as active citizens, with rights to be consulted about matters that affect them and from the principles underpinning the sociology of childhood, which emphasizes children’s capabilities and agency. This paper explores young Australian children’s perceptions of school and learning, as expressed through drawings and conversations about school. Data from children in preschools and the early years of school highlight children’s expectations and experiences of school, including the importance of play, friendships, children’s dispositions, and academic expectations of school and teachers. Drawing on previous research that notes the long term importance of children’s attitudes and approaches, as well as their sense of belonging and identity, at the start of school, this paper has implications for adults engaging with children as they make the transition to school.","PeriodicalId":45075,"journal":{"name":"中国教育学前沿","volume":"49 1","pages":"5-32"},"PeriodicalIF":2.8,"publicationDate":"2017-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516781","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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