Education Policy Borrowing: Professional Standards for School Leaders in China

Wei, Wei

doi:10.1080/10611932.2017.1331012

Cited by 15 publications

(5 citation statements)

References 27 publications

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“…Mass media are promoting the need to obtain higher education; this idea is cultivated in families, developed in kindergartens and schools. Primary and secondary education aims to prepare students for university developing their self-awareness and desire to continue education [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

RETRACTED ARTICLE: Chinese contemporary art teachers’ professional development in the 20th and 21st centuries within the multicultural framework

Yang

2022

Herit Sci

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The study of contemporary art is one of the main means of implementing aesthetic education in China. This discipline allows a student to develop a system of spiritual values, reveal talents and acquire skills needed for professional growth. Chinese art is an integral part of the global cultural space, and Chinese contemporary art performs the functions of cultural reflection, occupying an important place in developing the state’s cultural identity. In the process of globalization, it is extremely important to study not only Chinese, but also world contemporary art, as well as the peculiarities of its teaching in the educational institutions of the PRC within the framework of the multiculturalism movement. The study objectives are to develop a unique online platform for teaching and learning contemporary art in China, to identify the features of art teacher training, to identify the methods of and trends in teaching contemporary art in the Chinese system of secondary and higher education, as well as to determine the most effective method of teaching contemporary art in China based on the experiment. In the course of the study, a plan and structure of the website containing audio and video materials, graphic editors and a conference system for students and teachers were developed. An innovative classification of the contemporary art movements was made in accordance with the tools and methods of creating art works. The styles of contemporary art were divided into groups: painting, sculpture/architecture, photography, cybernetic art, literature, optical art, theatrical art, mass culture, and hybrid art. The database was compiled by the masters of Art from China and Ireland, which emphasizes the internationality and multiculturalism of the project. An experiment was conducted to determine the level of effectiveness of different methods of teaching contemporary art in China. In the course of the experiment, the Spark platform developed for the study purpose was recognized as the most effective (56.1%). The effectiveness of the active method and passive method of teaching was 27.2% and 16.7%, respectively. The study results can be used in the study of various trends in contemporary art in the process of modernization and within the framework of pedagogical and commercial activities related to the work of exhibitions and galleries. In addition, they can be used to improve the methods of teaching contemporary art online and offline to the broad public audience and improve the professional skills of graphic or UI/UX designers, 3D modeling experts, engineers, editors, and IT developers. The practical significance of the developed online platform lies in the possibility of database use, practical application of the knowledge gained, and taking online lessons with Chinese and foreign teachers as part of a multicultural experience exchange.

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Section: Introductionmentioning

confidence: 99%

RETRACTED ARTICLE: Chinese contemporary art teachers’ professional development in the 20th and 21st centuries within the multicultural framework

Yang

2022

Herit Sci

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“…In our study, we considered how these reforms have affected local school improvement is understood and implemented. Research highlights the vital role school leadership plays in implementing and succeeding with school improvement (Wei, 2017). While school growth is a complex and multifaceted process, consisting of interacting and sometimes contradictory factors, our study demonstrated the importance of school improvement literacy as part of the process.…”

Section: Discussion – Complexities Of School Developmentmentioning

confidence: 99%

Who owns the knowledge? Knowledge construction as part of the school improvement process

Glaés-Coutts

Nilsson

2020

Improving Schools

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When Sweden began to experience a steady decline in student achievement results in PISA and TIMMS, the Swedish National Agency of Education initiated a model of collaboration with Swedish universities aimed at providing support to schools with falling student achievement scores. In this article, we examine how such projects can work at the local school level. Our focus is mainly on how knowledge construction can be realized for teachers and principals; we reflect on whose knowledge is valued, and we explore what role research texts play in school improvement. Working within the frames of both social and cultural processes, we looked at how teachers and principals are provided opportunities to develop and define their own professional understanding of school improvement. We found that knowledge construction of school improvement, as both a political and cultural process, needed to be based on local needs. The guidance of a knowledgeable other in interpreting research literature on school improvement can support such knowledge construction only when the local needs and history are part of the process.

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“…Since the early 2010s, China as the largest educational system in the world has moved to a recently emerging status as a global leader of educational excellence, given the fact that its achievement is widely recognized and appreciated with admiration by many developed countries. In recent years policymakers, educational leaders, educators, and other stakeholders from these countries frequently visit China for closer and handy learning of educational reform and improvement together with their local counterparts -whether this be termed reciprocal learning or policy borrowing (Phillips, 1989;Wei, 2017). Within the past few decades in a post-colonial context, China has amazingly managed to transform itself from a learner in the 20th century to a re-rising leader of international experience of educational excellence.…”

Section: Discussionmentioning

confidence: 99%

Educational Policy Development in China in the 21st Century: A Multi-Flows Approach

Jun

2019

Beijing International Review of Education

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Recently China has miraculously transformed itself from a learner in the 20th century to a re-rising leader of educational excellence. The enduring policy endeavors over the past few decades have largely enabled China as the largest educational system in the world move to a recently emerging status as a global leader of educational improvement, recognized and appreciated with admiration by many traditionally advanced countries. The two authors intend to offer a snapshot of the China miracle of educational development in terms of public policies since the turn of the 21st century. With a Multi-Flows Approach constructed from Csikszentmihalyi’s idea of “flow”, this paper investigates the complexity and dynamism of three policy streams, i.e., basic education, teacher education and higher education. It is concluded from the literature review that central to China’s key policy actions in recent decades are four core themes, i.e., equality in terms of a democratic mission of education for every citizen, quality in terms of individual and social productivity, efficiency as a national priority based on practicality, and rejuvenation of the state for nation-building and global status. Educational policy development in China since the new century is thus examined with economic, political, cultural and international flows, each presenting a colorful jigsaw puzzle that is not easily tessellated by other flows. The authors argue that the different focus of flows and beyond can benefit policy communities in the world with varied directions for educational change resulting in significant improvement while none of them should be seen as a single force in solely shaping educational policy development without the convergence of other forces. This implies that for any public policy in education policymakers, implementers and other stakeholders must ensure a comprehensive consideration of the interdependent, converging effects of these forces to prioritize and maximize their outcomes, which may be easily missed by any single force of them. The implications from this paper sheds new light on policy studies in education in China and globally, and the learner-provider dynamism of educational development in a post-colonial context.

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Education Policy Borrowing: Professional Standards for School Leaders in China

Cited by 15 publications

References 27 publications

RETRACTED ARTICLE: Chinese contemporary art teachers’ professional development in the 20th and 21st centuries within the multicultural framework

RETRACTED ARTICLE: Chinese contemporary art teachers’ professional development in the 20th and 21st centuries within the multicultural framework

Who owns the knowledge? Knowledge construction as part of the school improvement process

Educational Policy Development in China in the 21st Century: A Multi-Flows Approach

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