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E-RESOURCE

Title Chinese education models in a global age / Chuing Prudence Chou, Jonathan Spangler, editors.

Published Singapore : Springer, [2016]

Copies

Location Call No. Status
 UniM INTERNET resource    AVAILABLE
Physical description 1 online resource (xxiv, 362 pages)
Series Education in the Asia-Pacific region : issues, concerns and prospects, 2214-9791 ; volume 31
Education in the Asia-Pacific region ; v. 31. 2214-9791
Springer English/International eBooks 2016 - Full Set
Bibliography Includes bibliographical references and index.
Contents Series Editors' Introduction; Foreword; References; Preface; Contents; Contributors; About the Authors; Part I: When Past Meets Future; Chapter 1: Embedded Models of Development: Educational Changes in the People's Republic of China; 1.1 Introduction; 1.2 Models of Economic Development and Models of Education; 1.3 Phase One - Educational Development Under the Marxist Model 1949-1976; 1.4 Phase Two - Education Under Rostow's Model of Market Economy 1976-2000; 1.5 Embeddedness of Educational Models; References
Chapter 2: The Chinese University 3.0 in a Global Age: History, Modernity, and Future2.1 Introduction; 2.2 The Chinese University 1.0; 2.3 The Chinese University 2.0; 2.4 The New Era of the Chinese University 3.0; 2.4.1 The Ideological Rationale; 2.4.2 The WCU Movement; 2.4.3 The Massification Initiative; 2.4.4 The Internationalization Agenda; 2.5 Core Values and Features of the Chinese University 3.0; 2.5.1 Self-Mastery and Intellectual Freedom; 2.5.2 Humanist (Zhi-Xing) Mission; 2.5.3 Institutional Diversity (He'er Butong); 2.6 Implications for Future; 2.7 Conclusion; References
Chapter 3: Curriculum Reform and Education Policy Borrowing in China: Towards a Hybrid Model of Teaching3.1 Introduction; 3.2 Overview of the New Curriculum Reform in China; 3.3 Four Stages of Education Policy Borrowing in China; 3.3.1 Cross National Attraction; 3.3.2 Decision; 3.3.3 Implementation; 3.3.4 Internalisation/Indigenisation; 3.4 Discussion; 3.5 Conclusion; References; Chapter 4: Expanding Horizons of Curriculum Wisdoms: Teachers' Experiences in New Curriculum Reform in China; 4.1 Introduction; 4.2 Educational Traditions and the New Curriculum Reform
4.3 The New National Curriculum and Its Demands for Teachers4.4 Interpretive Curriculum Inquiry in Practice; 4.5 Findings of Research; 4.5.1 Meanings of Curriculum Reform for Teachers in China; 4.5.1.1 Feeling Lost in Curriculum Change; 4.5.1.2 To become a teacher-learner evolves psycological and pedagogical struggles; 4.5.1.3 Shaping new understandings about curriculum; 4.5.1.4 Pedagogical, cultural, and psychological tensions in reconstructing teaching identity; 4.5.2 New Curriculum as Confersation Between Chinese and Western Educational Perspectives
4.5.3 Curriclum Wisdoms in Chinese Philosophical Traditions4.6 Conclusion: Expanding Horizons of Curriculum Wisdoms; References; Chapter 5: A Study of Educational Policies Relating to Afterschool Programs and Educational Equality in Taiwan; 5.1 Introduction; 5.2 Minorities, Disadvantaged Students, and Schooling; 5.3 Disadvantaged Students, Afterschool Programs, and Remedial Teaching; 5.4 A New Approach to Remedial Teaching of Math; 5.4.1 Research on Remedial Teaching in Math; 5.4.2 Develop Professional Resources and Supporting Systems for Remedial Teaching in Math
Summary China’s rise, an increasing emphasis on international education benchmarking, and a global recognition of East Asian countries’ success in this regard have brought the issue of Chinese education to the forefront of public consciousness. In particular, the concept of a “Chinese education model” is one that has sparked debate and quickly become a major focus of education research around the world, especially in light of regional achievements vis-à-vis university rankings, bibliometric indices, the Programme for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS), and other such benchmarks. Chinese Education Models in a Global Age tackles this controversial issue head on by synthesizing a diversity of analyses from a world-class team of twenty-seven authors. It reveals that Chinese education models, which are present in many different geographic and institutional contexts, have an important influence on social and institutional norms as well as individual belief systems and behaviors in China and beyond. The first of its kind, this edited volume establishes a foundation for future research while providing a nuanced and tightly integrated compilation of differing perspectives on the role and impact of Chinese education models worldwide. It is essential reading for all scholars, policymakers, students, parents, and educators interested in the rising demographic and economic influence of people of Chinese descent on education around the world.
Other author Zhou, Zhuying, editor.
周祝瑛, editor.
Spangler, Jonathan, 1971- editor.
SpringerLink issuing body.
Subject Education -- China.
Electronic books.
Electronic books.
ISBN 9789811003301 electronic bk.
9811003300 electronic bk.
9789811003288
9811003289
9789811003288
Standard Number 10.1007/978-981-10-0330-1