The English Curriculum in the People's Republic of China

Change Processes and Strategies at the Local Level

Pre-service English teachers still need to gain the competence to develop authentic materials with Islamic values, reflected by their low perceived readiness. To reveal their readiness, this study was conducted by using narrative inquiry. The data were gathered from the storytelling of pre-service English teachers pursuing master's degrees at IAIN Kediri. Participants in this study were one male and one female student with teaching experience. The data were analyzed by using thematic analysis. The data showed that the pre-service teachers believed the readiness to develop digitalized authentic materials with Islamic values could have been more optimal. It is because of the existing instructional materials provided by the government, their lack of confidence as new teachers, and their limited autonomous access to their classes as a new teacher. English textbooks provided by the government are only general English. So, it makes the teachers follow the materials instead of developing authentic materials with Islamic values that are fundamentally needed by students studying in Islamic institutions, such as modifying the materials from books to reflect Muslim activities. Therefore, the pre-service teachers must expose themselves to integrated materials books and digital materials with Islamic values.

The Politics and Economics of Comparison

What Does Globalization Mean for Educational Change? A Comparative Approach

Education has long been characterized as a central requirement for national economic development and political democratization in the contemporary world. Moreover, international benchmarking has been identified as the “basis for improvement. . . . It is only through such benchmarking that countries can understand relative strengths and weaknesses of their education systems and identify best practices and ways forward” (OECD 2006, 18). Statements such as this example signal an international consensus that has emerged— at least among “developed” countries—about the legitimacy and, even more so, the necessity of international testing and national assessment. As David P. Baker and Gerald K. LeTendre (2005) observe, both international testing and national assessment are linked to efforts to reform educational systems and are often themselves stimuli for further cycles of reform. The results of international testing, they note, will fuel further interest in national assessment. Here we develop an argument about the global forces that have led to the explosive growth of national educational assessment and international testing. In particular, we argue that the international acceptance of testing comes from key ideological forces in the world polity that are associated with the accelerating globalization of national and international cultural, economic, and political structures. As we develop and warrant this argument, we also qualify it by pointing out that national adaptations to this larger world culture may vary depending on the presence and capacities of international organizations and regional associations that act to mediate and adapt these changes to conditions in individual countries. In addition, we consider the effects of subnational movements in introducing pressures for change that may favor more national assessment.

The Global Scope and Politics of ELT: Critiquing Current Policies and Programs.- Introduction: The Global Scope and Politics of ELT: Critiquing Current Policies and Programs.- ELT and Colonialism.- Ideology, Language Varieties, and ELT.- Tensions Between English and Mother Tongue Teaching in Post-Colonial Africa.- A Critical Discussion of the English-Vernacular Divide in India.- ELT Policy Directions in Multilingual Japan.- English Language Teaching in Korea.- The National Curriculum Changes and Their Effects on English Language Teaching in the People's Republic of China.- ELT and Bilingual Education in Argentina.- English, No Longer a Foreign Language in Europe?.- Common Property: English as a Lingua Franca in Europe.- Teaching English as a Third Language.- Protecting English in an Anglophone Age.- Adult Immigrant ESL Programs in Canada.- Focus on Literacy.- Methods, Meanings and Education Policy in the United States.- The Goals and Focus of the ELT Program: Problematizing Content and Pedagogy.- Introduction: The Goals and Focus of the ELT Program: Problematizing Content and Pedagogy.- The Goals of ELT.- Integrating School-Aged ESL Learners into the Mainstream Curriculum.- Communicative Language Teaching.- Language Instruction Through Tasks.- Knowledge Structures in Social Practices.- Accelerating Academic Achievement of English Language Learners.- Predicting Second Language Academic Success in English Using the Prism Model.- Four Keys for School Success for Elementary English Learners.- Collaborating in ESL Education in Schools.- Organization of English Teaching in International Schools.- English for Specific Purposes.- An Interdisciplinary Approach to Teaching Adults English in the Workplace.- Assessment and Evaluation in ELT: Shifting Paradigms and Practices.- Introduction: Assessment and Evaluation in ELT: Shifting Paradigms and Practices.- Standards-Based Approaches to the Evaluation of ESL Instruction.- The Standards Movement and ELT for School-Aged Learners.- High-Stakes Testing and Assessment.- New Directions in Testing English Language Proficiency for University Entrance.- The Impact of Testing Practices on Teaching.- Classroom-Based Assessment: Possibilities and Pitfalls.- The Power of Language Tests, The Power of the English Language and the Role of ELT.- Different Definitions of Language and Language Learning.- The Learner and the Learning Environment: Creating New Communities.- Introduction: The Learner and the Learning Environment: Creating New Communities.- ESL Learners in the Early School Years.- The Adolescent English Language Learner.- What about the Students? English Language Learners in Postsecondary Settings.- Imagined Communities, Identity, and English Language Learning.- Academic Achievement and Social Identity Among Bilingual Students in the U.S..- Sociocultural Theory.- Mediating Academic Language Learning Through Classroom Discourse.- Creating a Motivating Classroom Environment.- Autonomy and Its Role in Learning.- Creating a Technology-Rich English Language Learning Environment.- The Internet and English Language Learning.- Constructs of Language in ELT: Breaking the Boundaries.- Introduction: Constructs of Language in ELT: Breaking the Boundaries.- Psycholinguistic Perspectives on Language and Its Acquisition.- Academic Language.- Teaching Implications of L2 Phonology Research.- Current Perspectives on Vocabulary Teaching and Learning.- Changing Approaches to the Conceptualization and Teaching of Grammar.- Extending Our Understanding of Spoken Discourse.- New Directions in Student Academic Writing.- From Literacy to Multiliteracies in ELT.- Technology and Writing.- Multimodal Pedagogies, Representation and Identity: Perspectives from Post-Apartheid South Africa.- Approaches to Genre in ELT.- Researching and Developing Teacher Language Awareness.- Research and Teacher Education in ELT: Meeting New Challenges.- Introduction: Research and Teacher Education in ELT: Meeting New Challenges.- Qualitative Approaches to Classroom Research with English Language Learners.- Action Research.- Narrative Inquiry and ELT Research.- Conversation Analysis: Issues and Problems.- Poststructuralism and Applied Linguistics.- What Shapes Teachers' Professional Development?.- Appropriating Uncertainty.- Teacher Education for Linguistically Diverse Communities, Schools, and Classrooms.- Challenges and Opportunities for the Teaching Profession.- Teachers' Roles in the Global Hypermedia Environment.- Preparing Teachers for Technology-Supported ELT.

The UN Decade for Human Rights Education began in 1995, and since that time many nations have reported activities and programs in line with the decade (United Nations 1998; UNHCHR 2005). While 1995 was a pivotal year in the history of human rights education, the curricular movement neither began nor ended with the UN Decade. Human rights education has been developing for several decades, and efforts to introduce human rights into formal school curricula have included diverse and ongoing activities by nongovernmental organizations (NGOs), intergovernmental organizations (IGOs), and dedicated individuals throughout the world. Beyond advocating for human rights education in schools, the actors involved in promoting human rights education also have been involved in creating and developing a curricular movement. This article builds on previous comparative education research by analyzing the current discourse surrounding this emerging education model— human rights education. The first section provides a brief history of human rights education in formal education. The second section reviews research on international reforms, emphasizing analyses of processes in global diffusion and variation at national or local levels. Closely related, the third section discusses linkages and relational and associational processes that spread ideas and construct new models such as human rights education. The fourth section focuses on the current state of human rights education, ex-

The present study describes the conceptualization, interpretation and implementation of language-in-education policy and English language curriculum policy at the meso-/micro-level in the People’s Republic of China within the broader macro socio-political context. Previous studies of English language education in the PRC have focused on national policies, on progress and problems in English teaching and learning, on English curriculum changes, or on the implementation of curriculum policy including the effectiveness of the application of particular teaching methodologies. However, few studies have examined the relationships between national English language policy and policy implementation through teachers in schools. Classroom teachers’ awareness of the connections between policies and classroom practices has been neglected, and their perceptions of and possible contributions to the curriculum development have not been studied. The emphasis of this study is on foreign language policy and planning in the PRC with particular regard to English (as a foreign language) curriculum development and implementation in primary and secondary schools. There are three foci: 1) foreign language policy and planning; 2) English language-in-education policy and planning, in particular the 2001 English language curriculum policy; and 3) the EFL teachers’ role in both the policy making and the implementation processes. To examine these issues, three areas of literature are reviewed to provide a theoretical basis for the present study: 1) language planning and policy, leading to an understanding of the nature of foreign language planning and policy development in the PRC; 2) language-in-education planning and the goals of the foreign language planning process at different times in PRC; and 3) teacher’s roles in the process of language policy and planning in general, and in the development of English language curriculum in particular. By bringing together the literature concerning foreign language planning and policy and drawing on the theoretical framework for language-in-education planning and policy goals provided by Kaplan and Baldauf (2003, 2005), this study documents how foreign language policy and related planning have occurred, the extent to which current English language education in China has developed, either overtly or covertly, considering these policy goals, and the extent to which these goals consider teachers’ roles in the English language curriculum change. A multimethod research approach is used to collect data from a variety of sources: documents, interviews and questionnaires. To analyse the qualitative data, content analysis techniques are used while the quantitative data uses factor analysis and descriptive statistics. Foreign language-in-education policy and English language curriculum policy in the PRC are examined from the perspective of language-in-education policy goals. The conceptualization, interpretation and implementation of the language-in-education policy and English language curriculum policy at the meso-/micro-levels in China are described. EFL teachers’ role in policy making and policy implementation is explored and the implications of their role in foreign language policy and planning in the PRC are discussed. The findings shed light on the theoretical framework used in language-in-education policy and planning which serves to inform foreign language-in-education, especially English, policy and planning in the PRC.

In China, the national curriculum, which applies to both primary and secondary schools, is the most influential foundation for educational practice. The Ministry of Education (MOE) is responsible for the development of the national curriculum across all subject areas. The national English curriculum, in the past 20 years, has seen some major changes along with the country’s social, political, and economic developments. Changes in the English curriculum have had a profound influence on the methodological approaches to ELT in Chinese schools. This chapter, by providing an overview of the development of foreign language teaching in China over the last century, looks particularly into the ELT curriculum changes in the last 20 years with a focused examination of the different approaches taken in teaching and in materials development. The article gives special attention to the recent curriculum innovations and discusses the future directions of ELT in China.

CIES Bibliography 2011

FreeComparative and International Education: A Bibliography (2009)PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreAdult, Rural, Literacy, Vocational, Nonformal, Lifelong, and Popular EducationÅberg‐Bengtsson, Lisbeth. 2009. “The Smaller the Better? A Review of Research on Small Rural Schools in Sweden.” International Journal of Educational Research 48, no. 2 (June): 100–108.Alexopoulos, George, Alex Koutsouris, and Irene Tzouramani. 2009. “The Financing of Extension Services: A Survey among Rural Youth in Greece.” Journal of Agricultural Education and Extension 15, no. 2 (June): 177–90.Bhola, H. S. 2009. “Reconstructing Literacy as an Innovation for Sustainable Development: A Policy Advocacy for Bangladesh.” International Journal of Lifelong Education 28, no. 3 (May): 371–82.Boshier, Roger, and Yan Huang. 2009. “Madame Li Li: Communist Revolutionary, Adult Educator, Lifelong Learner.” Studies in Continuing Education 31, no. 1 (March): 45–59.Brock, Andy. 2009. “Moving Mountains Stone by Stone: Reforming Rural Education in China.” International Journal of Educational Development 29, no. 5 (September): 454–62.Cornford, Ian R. 2009. “Mere Platitudes or Realistically Achievable? An Evaluation of Current Lifelong Learning Policy in Australia.” International Journal of Lifelong Education 28, no. 1 (February): 19–40.Dausien, Bettina, and Dorothee Schwendowius. 2009. “Professionalisation in General Adult Education in Germany—an Attempt to Cut a Path through a Jungle.” European Journal of Education 44, no. 2 (June): 182–203.Dowling, Jennie. 2009. “Changes and Challenges: Key Issues for Scottish Rural Schools and Communities.” International Journal of Educational Research 48, no. 2 (June): 129–39.FitzSimons, Gail. 2009. “Perspectives on Adult Education in Portugal.” Studies in Continuing Education 31, no. 1 (March): 91–96.Foley, Ellen E. 2009. “The Anti‐politics of Health Reform: Household Power Relations and Child Health in Rural Senegal.” Anthropology and Medicine 16, no. 1 (January): 61–71.Gross, Marin. 2009. “The Professionalisation of Adult Educators in the Baltic States.” European Journal of Education 44, no. 2 (June): 221–42.Guimarães, Paula. 2009. “Reflections on the Professionalisation of Adult Educators in the Framework of Public Policies in Portugal.” European Journal of Education 44, no. 2 (June): 205–19.Gur’lanova, M. P. 2009. “Problems and Prospects of the Development of the Rural School in Russia.” Russian Education and Society 51, no. 7 (July): 3–12.Handa, Sudhanshu, Heiling Pineda, Yannete Esquivel, Blancadilia Lopez, Nidia Veronica Gurdian, and Ferdinado Regalia. 2009. “Non‐formal Basic Education as a Development Priority: Evidence from Nicaragua.” Economics of Education Review 28, no. 4 (August): 512–22.Hargreaves, Linda M. 2009. “Respect and Responsibility: Review of Research on Small Rural Schools in England.” International Journal of Educational Research 48, no. 2 (June): 117–28.Hargreaves, Linda, Rune Kvalsund, and Maurice Galton. 2009. “Reviews of Research on Rural Schools and Their Communities in British and Nordic Countries: Analytical Perspectives and Cultural Meaning.” International Journal of Educational Research 48, no. 2 (June): 80–88.Hillier, Yvonne. 2009. “The Changing Faces of Adult Literacy, Language, and Numeracy: Literacy Policy and Implementation in the UK.” Compare: Journal of Comparative and International Education 39, no. 4 (August): 531–46.Ireland, Timothy D. 2009. “Literacy in Brazil: From Rights to Reality.” International Review of Education 54, nos. 5–6 (December): 713–32.Kalaoja, Esko, and Janne Pietarinen. 2009. “Small Rural Primary Schools in Finland: A Pedagogically Valuable Part of the School Network.” International Journal of Educational Research 48, no. 2 (June): 109–16.Liu, Mingxing, Rachel Murphy, Ran Tao, and Xuehui An. 2009. “Education Management and Performance after Rural Education Finance Reform: Evidence from Western China.” International Journal of Educational Development 29, no. 5 (September): 463–73.Liu, Ning Rong. 2009. “Decentralisation and Marketisation of Adult and Continuing Education: A Chinese Case Study.” International Journal of Educational Development 29, no. 3 (May): 212–18.Lloyd, Cynthia B., Cem Mete, and Monica J. Grant. 2009. “The Implications of Changing Educational and Family Circumstances for Children’s Grade Progression in Rural Pakistan.” Economics of Education Review 28, no. 1 (February): 1997–2004.Luo, Renfu, Yaojiang Shi, Linxiu Zhang, Chengfang Liu, Scott Rozelle, and Brian Sharbono. 2009. “Malnutrition in China’s Rural Boarding Schools: The Case of Primary Schools in Shaanxi Province.” Asia Pacific Journal of Education 29, no. 4 (December): 481–501.Macpherson, Ian. 2009. “The Rights‐Based Approach to Adult Education: Implications for NGO‐Government Partnerships in Southern Tanzania.” Compare: Journal of Comparative and International Education 39, no. 2 (March): 263–79.Marshall, Jeffery H. 2009. “School Quality and Learning Gains in Rural Guatemala.” Economics of Education Review 28, no. 2 (April): 207–16.Maruatona, Tonic. 2009. “Reflections on Policies for Mass Literacy Education in Sub‐Saharan Africa.” International Review of Education 54, nos. 5–6 (December): 745–54.Mazurkiewicz, Grzegorz. 2009. “Adult Educators: An Example of the New Approach to Lifelong Learning in Poland.” European Journal of Education 44, no. 2 (June): 243–55.Moffat, Shaye, and Cynthia Vincent. 2009. “Emergent Literacy and Childhood Literacy‐Promoting Activities for Children in the Ontario Child Welfare System.” Vulnerable Children and Youth Studies: International Interdisciplinary Journal for Research, Policy, and Care 4, no. 2 (August): 135–41.Ogawa, Akihiro. 2009. “Japan’s New Lifelong Learning Policy: Exploring Lessons from the European Knowledge Economy.” International Journal of Lifelong Education 28, no. 5 (September): 601–14.Osborne, Michael, and Kate Sankey. 2009. “Non‐vocational Adult Education and Its Professionals in the United Kingdom.” European Journal of Education 44, no. 2 (June): 271–89.Papastamatis, Adamantios, and Eugenia Panitsidou. 2009. “The Aspect of ‘Accessibility’ in the Light of European Lifelong Learning Strategies: Adult Education Centres—a Case Study.” International Journal of Lifelong Education 28, no. 3 (May): 335–51.Pitman, Tim, and Susan Broomhall. 2009. “Australian Universities, Generic Skills, and Lifelong Learning.” International Journal of Lifelong Education 28, no. 4 (September): 439–58.Preece, Julia. 2009. “Lifelong Learning and Development: A Perspective from the ‘South.’” Compare: Journal of Comparative and International Education 39, no. 5 (September): 585–99.Probyn, Margie. 2009. “‘Smuggling the Vernacular into the Classroom’: Conflicts and Tensions in Classroom Codeswitching in Township/Rural Schools in South Africa.” International Journal of Bilingual Education and Bilingualism 12, no. 2 (April): 123–36.Reprintseva, G. I. 2009. “Relations between Parents and Children in a Rural Family.” Russian Education and Society 51, no. 9 (September): 85–93.Reprintseva, G. I. 2009. “A Social‐Pedagogical Analysis of Relations between Parents and Children in the Rural Family.” Russian Education and Society 51, no. 10 (October): 3–17.Riddell, Sheila, Linda Ahlgren, and Elisabet Weedon. 2009. “Equity and Lifelong Learning: Lessons from Workplace Learning in Scottish SMEs.” International Journal of Lifelong Education 28, no. 6 (December): 777–95.Sayilan, Feyziye, and Ahmet Yildiz. 2009. “The Historical and Political Context of Adult Literacy in Turkey.” International Journal of Lifelong Education 28, no. 6 (December): 735–49.Shiel, Gerry, and Eemer Eivers. 2009. “International Comparisons of Reading Literacy: What Can They Tell Us?” Cambridge Journal of Education 39, no. 3 (August): 345–60.Shiohtat, Mariko. 2009. “Exploring Literacy and Growth: An Analysis of Three Communities of Readers in Urban Senegal.” International Journal of Educational Development 29, no. 1 (February): 65–72.Smit, Hemmo, Den Oudendammer, Kats Frowine, and Jaap Van Lakerveld. 2009. “Lifelong Learning on Either Side of the Border: The Effects of Government Policy on Adult Education in the Netherlands and Belgium.” European Journal of Education 44, no. 2 (June): 257–70.Strathdee, Rob. 2009. “Tertiary Education Reform and Legitimation in New Zealand: The Case of Adult and Community Education as a ‘Local State of Emergency.’” Research in Sociology of Education 30, no. 1 (February): 303–16.Suwanpitak, Sombat. 2009. “Thailand’s Path to Literacy.” International Review of Education 54, nos. 5–6 (December): 763–71.Timperley, Helen S., and Judy M. Parr. 2009. “Chain of Influence from Policy to Practice in the New Zealand Literacy Strategy.” Research Papers in Education 24, no. 2 (June): 135–54.Usman, Lantana M. 2009. “Rural Adult Education and the Health Transformation of Pastoral Women of Northern Nigeria.” International Journal of Lifelong Education 28, no. 5 (September): 631–47.Van den Dungen, Marja. 2009. “Lifelong Learning within HE in the Netherlands.” European Journal of Education 44, no. 3 (September): 339–50.Weyer, Frédérique. 2009. “Non‐formal Education, out‐of‐School Learning Needs, and Employment Opportunities: Evidence from Mali.” Compare: Journal of Comparative and International Education 39, no. 2 (March): 249–62.Whitescarver, Keith, and Judith Kalman. 2009. “Extending Traditional Explanations of Illiteracy: Historical and Cross‐Cultural Perspectives.” Compare: Journal of Comparative and International Education 39, no. 4 (August): 497–511.Zarifis, George. 2009. “Decisions, Provisions, and Disillusionment for Non‐vocational Adult Learning (NVAL) Staff in South‐Eastern Europe: A Comparative Appraisal of Some Policy Developments with Diminishing Returns.” European Journal of Education 44, no. 2 (June): 163–82.Zepke, Nick. 2009. “A Future for Adult Lifelong Education in Aotearoa New Zealand: Neoliberal or Cosmopolitan?” International Journal of Lifelong Education 28, no. 6 (December): 751–61.Child, Citizenship, and Human RightsAraújo, Ulisses, and Valéria Arantes. 2009. “The Ethics and Citizenship Program: A Brazilian Experience in Moral Education.” Journal of Moral Education 38, no. 4 (December): 489–511.Bromley, R. D. F., and P. K. Mackie. 2009. “Child Experiences as Street Traders in Peru: Contributing to a Reappraisal for Working Children.” Children’s Geographies 7, no. 2 (June): 141–58.Castellino, Joshua. 2009. “The MDGs and International Human Rights Law: A View from the Perspective of Minorities and Vulnerable Groups.” International Journal of Human Rights 13, no. 1 (February): 10–28.Christie, Pam. 2009. “The Complexity of Human Rights in Global Times: The Case of the Right to Education in South Africa.” International Journal of Educational Development 30, no. 1 (January): 3–11.Cowan, Elaine M., and David C. McMurty. 2009. “The Implementation of ‘Education for Citizenship’ in Schools in Scotland: A Research Report.” Curriculum Journal 20, no. 1 (March): 61–72.Devaney, John, and Trevor Spratt. 2009. “Child Abuse as a Complex and Wicked Problem: Reflecting on Policy Developments in the United Kingdom in Working with Children and Families with Multiple Problems.” Children and Youth Services Review 31, no. 6 (June): 635–41.Evans, Carly Anne. 2009. “Ethical Implications of Child Welfare Policies in England and Wales on Child Participation Rights.” Ethics and Social Welfare 3, no. 1 (April): 95–103.Freeman, Mark. 2009. “Education and Citizenship in Modern Scotland.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 327–32.Ghosh, Biswajit. 2009. “Trafficking in Women and Children in India: Nature, Dimensions, and Strategies for Prevention.” International Journal of Human Rights 13, no. 5 (December): 716–38.Golmohamad, Muna. 2009. “Education for World Citizenship: Beyond National Allegiance.” Educational Philosophy and Theory 41, no. 4 (August): 466–86.Hand, Michael, and Joanne Pearce. “Patriotism in British Schools: Principles, Practices, and Press Hysteria.” Educational Philosophy and Theory 41, no. 4 (August): 453–65.Haynes, Bruce. 2009. “History Teaching for Patriotic Citizenship in Australia.” Educational Philosophy and Theory 41, no. 4 (August): 424–40.Herrera, Elsa, Gareth A. Jones, and Sarah Thomas de Benítez. 2009. “Bodies on the Line: Identity Markers among Mexican Street Youth.” Children’s Geographies 7, no. 1 (March): 67–81.Jaramillo, Rosario, and José A. Mesa. 2009. “Citizenship Education as a Response to Colombia’s Social and Political Context.” Journal of Moral Education 38, no. 4 (December): 467–87.Kanako, Ide. 2009. “The Debate on Patriotic Education in Post–World War II Japan.” Educational Philosophy and Theory 41, no. 4 (August): 441–52.Keating, Avril. 2009. “Educating Europe’s Citizens: Moving from National to Post‐national Models of Educating for European Citizenship.” Citizenship Studies 13, no. 2 (May): 135–51.Keating, Avril, Hinderliter Deborah Ortloff, and Stavroula Philippou. 2009. “Citizenship Education Curricula: The Changes and Challenges Presented by Global and European Integration.” Journal of Curriculum Studies 41, no. 2 (April): 145–58.Khong, Lana Yiu Lan. 2009. “Runaway Youths in Singapore: Exploring Demographics, Motivations, and Environments.” Children and Youth Services Review 31, no. 1 (January): 125–39.Kim, Chae‐Young. 2009. “Is Combining Child Labour and School Education the Right Approach? Investigating the Cambodian Case.” International Journal of Educational Development 29, no. 1 (February): 30–38.Li, Jun. 2009. “Fostering Citizenship in China’s Move from Elite to Mass Higher Education: An Analysis of Students’ Political Socialization and Civic Participation.” International Journal of Educational Development 29, no. 4 (July): 382–98.Macdonald, Catriona M. 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Teachers' Sense of Efficacy: An Important Factor in School Improvement

In recent decades, educational and curricular reforms worldwide have been designed with the goal of preparing citizens for the challenges of globalization. Globalization has been thought to require the broadening of children's occupational perspectives beyond conventional geopolitical borders and cultures. And this requirement has led to doubts about the importance of borders and nation-states and to calls for a multileveled citizenship polity. 1 Notwithstanding the demands to create global citizens, in Hong Kong and in Taiwan, as will be shown in this essay, school curricula have responded to contemporary sociopolitical changes primarily in relation to the People's Republic of China (PRC). Recent reforms in both Hong Kong and Taiwan have emphasized generic and transnational skills, such as English proficiency and information technology, and developed tripartite frameworks for citizenship education at local, national, and global levels. At the same time, the schools of both polities have included local languages, histories, and identities into their curricula, in each case expressing a different relation with the PRC when refocusing their national identities. In sum, the schools of both societies have paid more attention to local and national than to global concerns. In this sense, the reconfiguration of citizenship and citizenship education in Hong Kong and Taiwan are useful counterexamples to the predictions of transnational convergence offered by some globalization theorists.

Previous articleNext article No AccessReactions of Teachers to the Teaching Situation: A Study of Job SatisfactionHoward Y. McClusky and Floyd J. StrayerHoward Y. McClusky Search for more articles by this author and Floyd J. Strayer Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 48, Number 8Oct., 1940 Article DOIhttps://doi.org/10.1086/440571 Views: 3Total views on this site Citations: 10Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). Copyright 1940 The University of ChicagoPDF download Crossref reports the following articles citing this article:Edmund R. Thompson, Florence T. T. Phua A Brief Index of Affective Job Satisfaction, Group & Organization Management 37, no.33 (Jun 2012): 275–307.https://doi.org/10.1177/1059601111434201Mobezaji Ogunsanya The student factor in the achievement of school organizational goals, International Journal of Educational Development 3, no.33 (Jan 1983): 253–261.https://doi.org/10.1016/0738-0593(83)90045-7H. Jack Shapiro, Valerie L. Sodano Instrumentality Model of Age and Job Satisfaction for Males and Females, Psychological Reports 35, no.22 (Aug 2016): 707–717.https://doi.org/10.2466/pr0.1974.35.2.707A. S. Barr, D. A. Worcester, Allan A. Abell, Clarence Beecher, Leland E. Jensen, Archie L. Peronto, Thomas A. Ringness, John Schmid Wisconsin Studies of the Measurement and Prediction of Teacher Effectiveness a Summary of Investigations, The Journal of Experimental Education 30, no.11 (Jan 2015): 5–156.https://doi.org/10.1080/00220973.1961.11010706William B. Knox A Study of the Relationships of Certain Environmental Factors to Teaching Success, The Journal of Experimental Education 25, no.22 (Jan 2015): 95–151.https://doi.org/10.1080/00220973.1956.11010567Evelyn I. Banning Teacher Attitudes toward Curriculum Change, The Journal of Experimental Education 23, no.22 (Jan 2015): 133–147.https://doi.org/10.1080/00220973.1954.11010499Frank Edward Martindale Situational Factors in Teacher Placement and Success, The Journal of Experimental Education 20, no.22 (Jan 2015): 121–177.https://doi.org/10.1080/00220973.1951.11010439George E. Hill Teachers’ Instructional Difficulties–A Review of Research, The Journal of Educational Research 37, no.88 (Dec 2014): 602–615.https://doi.org/10.1080/00220671.1944.10881288Daniel A. Prescott Chapter III: Adjustment in School and College, Review of Educational Research 13, no.55 (Jul 2016): 433–437.https://doi.org/10.3102/00346543013005433ROBERT HOPPOCK, ROBERT H. SHAFFER Job Satisfaction, Occupations: The Vocational Guidance Journal 21, no.66 (Dec 2011): 457–463.https://doi.org/10.1002/j.2164-5892.1943.tb01971.x

The Elementary School Journal Volume 86, Number S O 1986 by The University of Chicago. All rights reserved. 0013-5984/86/8603-0002$01.00 Teachers have strong opinions about parent involvement. Some believe that they can be effective only if they obtain parental assistance on learning activities at home. Others believe that their professional status is in jeopardy if parents are involved in activities that are typically the teachers' responsibilities. The different philosophies and beliefs of teachers reflect the two main, opposing theories of school and family relations. One perspective emphasizes the inherent incompatibility, competition, and conflict between families and schools and supports the separation of the two institutions (Parsons, 1959; Waller, 1932; Weber, 1947). It assumes that school bureaucracies and family organizations are directed, respectively, by educators and parents, who can best fulfill their different goals, roles, and responsibilities independently. Thus, these distinct goals are achieved most efficiently and effectively when teachers maintain their professional, general standards and judgments about the children in their classrooms and when parents maintain their personal, particularistic standards and judgments about their children at home.