Acing the test: an examination of teachers’ perceptions of and responses to the threat of state takeover

Welsh, Richard O.; Graham, Jerome; Williams, Sheneka M.

doi:10.1007/s11092-019-09301-y

Cited by 2 publications

(2 citation statements)

References 95 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…School turnaround can be achieved through internal and external forces. Internal forces highlight students, teachers and leaders as key stakeholders (Pazey and DeMatthews, 2019; Welsh et al ., 2019). School leaders are central to turnaround, as almost all turnaround efforts (e.g.…”

Section: Literature On School Turnaroundmentioning

confidence: 99%

Networking for the turnaround of an underperforming school: understanding the role of multiple external providers in China

Tao

2024

JPCC

View full text Add to dashboard Cite

PurposeWhile recognizing networking as a powerful means of school turnaround, most studies focus on governments’ and schools’ roles in promoting collaborative turnaround rather than the complexity of external providers and their behaviors. This study explores multiple external providers’ complex roles in networked school turnaround.Design/methodology/approachThis study employed a qualitative case study approach and collected data through document analysis, observation and interviews in a Shanghai public junior secondary school’s turnaround network.FindingsThis study revealed three patterns in external providers’ interactions with the school (direction leader, solution supplier and method instructor) corresponding to three types of external providers (universities, private enterprises and public institutions). While providing support at different levels (i.e. macro, meso and micro), different external providers shared common strategies for addressing policy requirements and school needs and co-constructing turnaround strategies.Originality/valueThis study offers new insights into external providers’ supporting roles in Chinese school turnaround and expands the scant international knowledge base on external providers in educational improvement.

show abstract

Section: Literature On School Turnaroundmentioning

confidence: 99%

Networking for the turnaround of an underperforming school: understanding the role of multiple external providers in China

Tao

2024

JPCC

View full text Add to dashboard Cite

show abstract

“…Subsequent research by several scholars has extended the understanding of teachers’ perceptions of the moral curriculum. Welsh et al (2019) examined how teachers’ perceptions and practices have shifted in response to the threat of state takeover and explored how the accountability pressures associated with the threat of state takeover have led to organizational change at the school level. On the other hand, research on teachers’ perceptions of the moral curriculum can contribute to education at schools, the development of students, and policymakers.…”

Section: Introductionmentioning

confidence: 99%

The Analysis of Teachers’ Perceptions of Moral Education Curriculum

2022

View full text Add to dashboard Cite

With the development of teachers’ psychological cognition, the moral education curriculum develops as per the changes in times. Currently, a resurgence of interest on studying teachers’ perceptions of the moral education curriculum has observed. This is because moral education curriculum of each country plays a unique role in the overall design of the country’s education curriculum. However, studies on teachers’ perceptions of the moral education curriculum are scarce, and no framework has been developed to guide the teaching and learning of teachers for the moral education curriculum for schools. The moral education curriculum serves as one of the main vehicles for value education, with teachers as direct executors. It can influence the overall development of the school system and long-term development of a country. Thus, in this paper, we reviewed current literature related to teachers’ perceptions of the moral education curriculum and developed future trends considering teachers’ perceptions of the moral education curriculum in improving existing moral education programs in a country. We identified a list of keywords related to moral education curriculum and teacher perceptions and relevant to the scope of this study. These keywords were used to search the articles from the Scopus and WoS studies. Overall, 32 papers meeting the search criteria were retrieved. Further, we conducted thematic studies, and four themes were successfully identified: the model of teacher perceptions of moral and national education, the dimensions of the teacher ethics model (framework), teaching strategies, and the role of teachers. The results of this study suggested a new framework for research trends in teachers’ perception models, particularly toward the moral education curriculum. This study contributed to the knowledge regarding teaching and learning approaches of moral education considering teachers’ perceptions of the moral education curriculum. The findings of study would benefit future studies and would improve the implementation of a country’s moral education program.

show abstract

Acing the test: an examination of teachers’ perceptions of and responses to the threat of state takeover

Cited by 2 publications

References 95 publications

Networking for the turnaround of an underperforming school: understanding the role of multiple external providers in China

Networking for the turnaround of an underperforming school: understanding the role of multiple external providers in China

The Analysis of Teachers’ Perceptions of Moral Education Curriculum

Contact Info

Product

Resources

About