Asian Geographies of Educational Leadership

Bryant, Darren Anthony; Walker, Allan David; Qian, Haiyan

doi:10.1002/9781118956717.ch20

Cited by 6 publications

(5 citation statements)

References 37 publications

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“…the success or failure of all bridges -real or symbolic -is in their design" (p. 161). Rural schools are distinct entities with needs and challenges different from urban and suburban schools (Bryant, 2010); therefore, reforms introduced in rural schools must be relevant to the lived experiences and issues of rural families. Below are suggestions for designing "bridges" to sustain and support students' literacy development in order to prevent later reading disability identification for rural students as they transition back and forth between home and school.…”

Section: Implications For Reading Interventionsmentioning

confidence: 99%

Home Literacy Environments and Foundational Literacy Skills for Struggling and Nonstruggling Readers in Rural Early Elementary Schools

Tichnor-Wagner

Garwood

Bratsch‐Hines

et al. 2015

Learn Disabil Res Pract

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Factors such as weak early literacy skills and living in poverty may put young students at risk for reading disabilities. While home literacy activities and access to literacy materials have been associated with positive reading outcomes for urban and suburban students, little is known about home literacy environments of rural early elementary school students living in poverty and their relationship to foundational reading skills for struggling and nonstruggling readers. This study examined how home literacy environments might relate to rural kindergarten and first grade students’ reading performance. Parents of 1,108 kindergarten and first grade students in the rural Southeast completed questionnaires on the frequency of home literacy activities and access to literacy materials. Multilevel model analyses revealed that home literacy activities and access to literacy materials were positively related to basic word reading skills, passage comprehension, and spelling. Implications for families and educators are discussed.

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Section: Implications For Reading Interventionsmentioning

confidence: 99%

Home Literacy Environments and Foundational Literacy Skills for Struggling and Nonstruggling Readers in Rural Early Elementary Schools

Tichnor-Wagner

Garwood

Bratsch‐Hines

et al. 2015

Learn Disabil Res Pract

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“…In Managing Chineseness, Lee (2017) posits that integration or situationalist identity grafting make better strategies for reconciling tensions posed by change. Similar positions have also been taken by scholarship in diverse knowledge domains, such as in political economy (e.g., Katzenstein 2013) and in education (e.g., Bryant et al 2017;Hayhoe et al 2012), although the position differs as to whether integration or situational strategies are more effective responses to change. We examine the validity of these theoretical propositions with the empirical insights presented by contributors to this special issue.…”

Section: Reconciling Of State-imposed Change and Organic Self-identity Via Integration And Situationalist Forms Of Identity Graftingmentioning

confidence: 76%

“…Attempts to understand non-Western contexts by international and indigenous scholars in East Asia either draw heavily on Western theories or avoid theoretical abstraction (Bryant et al 2017). Contributors to this special issue raise fundamental questions about how contemporary scholarship makes sense of the issues concerning Chinese school systems in Hong Kong (SAR), mainland China, and Singapore.…”

Section: Decentering Prescriptive Scholarshipmentioning

confidence: 99%

“…In the review of scholarship in East Asia, Bryant et al (2017) drew the conclusion that the potential for developing hybridities between Eastern and Western scholarship exists. That is, the pragmatic need for prescriptive scholarship that prevails in East Asia can be improved by situating these prescriptions in substantive theoretical contributions developed in Non-Western contexts.…”

Section: Situationalismmentioning

confidence: 99%

“…Global implications on the conflicting notions of how citizenship education is taught globally and how it is to be taught to exemplify Chinese Socialist Core Values apply and build on theories developed in the local-regional context, rather than developing global insights with the use of Western theories. With this approach to theory development, this Special Issue is one of the few attempts to devolve from prevailing practices of restricting Chinese scholarship to localized perspectives (Bryant et al 2017). It seeks to address concerns that Non-Western scholarship tends to operate on the periphery of international scholarship and is rarely recognized for its potential to offer insights into phenomena at global level (Alatas 2006).…”

Section: Advancing the Theory Of Identity Graftingmentioning

confidence: 99%

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Advancing the theory of identity grafting in Chinese school systems

Lee

Halse

2020

J Educ Change

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This paper examines the global implications of policy borrowing, employing case examples of Chinese school systems, which enjoy the success of grafting new identities to improve education. The paper comments on contemporary scholars' use of identity grafting theory (Lee in Managing Chineseness: identity and ethnic management in Singapore, Palgrave Macmillan, London, 2017) to generate insights on how schools, teachers and students engaged educational change in mainland China, Hong Kong and Singapore. Scholars presented empirical findings by using identity grafting constructs to explain education stakeholders' diverse responses to change:(1) born-again-rejecting change by reviving traditional practices; (2) repressionrepressing traditional identities instead of embracing change; (3) integration-combining traditional identities and progressive change to achieve a balance; and (4) situationalism-developing new identities that transcend boundaries between traditional identities and progressive change. The scholars contributed research that advances the theorization of identity grafting. First, rising born-again Chinese sentiments seek to reject the imposition of a singular Chinese identity imposed by state governments. Born-again Chineseness no longer singularly focuses on defending traditional identities against Western influences. Second, a better understanding is achieved on identity repression-change resistance results from a displaced focus on repressing traditional identities. Third, the prevalence of identity integration strategies can be explained by intensive policy borrowing in the region. Policy borrowers need to ensure externally imposed identities are represented to overcome challenges generated by identity grafting strategies that impede progressive change. This popularity of integrationist strategies accounts for the challenges in achieving identity situationalism-policy borrowing needs culturally divisive identity markers that provide clear indicators to what needs to change.

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What Impacts Academics’ Performance from the Learning Organisation Perspective? A Comparative Study

Bui

2020

Higher Education in Market-Oriented Socialist Vietnam

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Asian Geographies of Educational Leadership

Cited by 6 publications

References 37 publications

Home Literacy Environments and Foundational Literacy Skills for Struggling and Nonstruggling Readers in Rural Early Elementary Schools

Home Literacy Environments and Foundational Literacy Skills for Struggling and Nonstruggling Readers in Rural Early Elementary Schools

Advancing the theory of identity grafting in Chinese school systems

What Impacts Academics’ Performance from the Learning Organisation Perspective? A Comparative Study

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