Investigating the development of professional learning communities: compare schools in Shanghai and Southwest China

Jia, Zhang; Pang, Nicholas Sun‐Keung

doi:10.1080/02188791.2016.1148851

Cited by 43 publications

(52 citation statements)

References 27 publications

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“…(Hallinger et al, 1996: 542) Another aspect of the community context concerns differences in schools located in urban and rural communities (e.g. Hallinger and Liu, 2016;Pashiardis et al, 2014;Zhang and Pang, 2016). The relevance of this context feature has increased as a consequence of a growing gap in the achievement of urban and rural students, especially in developing nations (Hallinger and Liu, 2016;Othman and Muijs, 2013).…”

Section: Community Contextmentioning

confidence: 99%

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Bringing context out of the shadows of leadership

Hallinger¹

2016

Educational Management Administration & Leadership

421

357

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Research on educational leadership and management has resulted in the accumulation of increasingly persuasive findings concerning the impact school leadership can have on school performance. Indeed, there is a growing consensus that there exists a generic set of leadership practices (e.g. goal setting, developing people) which must be adapted to meet the needs and constraints that describe different school contexts. However, to date, researchers have yet to develop a theory or report comprehensive findings on this challenge. This paper explores several types of school contexts (institutional, community, socio-cultural, political, economic, school improvement) and what we have learned about how they shape school leadership practice. The analysis leads to several conclusions and recommendations. First, it affirms, elaborates and extends the assertion made by scholars of the importance of examining leadership in context. Second, the need to contextualize leadership highlights deficiencies in modal research methods that focus on mean effects and either ignore context effects or relegate them to the shadows. Finally, the field needs to refine current research methods and explore new approaches that enable us to better study how successful leadership responds and adapts to different contexts.

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Section: Community Contextmentioning

confidence: 99%

“…Lower quality human resources carry over into organizational conditions (e.g. leadership, school climate) that impact the quality of education (Hallinger and Liu, 2016;Zhang and Pang, 2016).…”

Section: Community Contextmentioning

confidence: 99%

Bringing context out of the shadows of leadership

Hallinger¹

2016

Educational Management Administration & Leadership

421

357

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“…mathematical academic outcome, mathematics anxiety, mathematics self-efficacy, teacher-student rapport, urban-rural difference Although the quality of education in China has been improved, a learning gap still exists in urban and rural schools (Hallinger & Liu, 2016;Zhang & Pang, 2016). One consistent finding is that rural students performed significantly lower than their urban peers in academics (Wang & Li, 2008;Wang et al, 2017;Zhou et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

On the different effects of teacher–student rapport on urban and rural students' math learning in China: An empirical study

Zhou

Liu

2020

Psychology in the Schools

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“…Most of the studies explore the development and improvement of teacher professional learning community in Europe and the United States. While the surveys on Asian schools with Confucian culture and hierarchical system is less (Hairon & Dimmock, 2012;Zhang & Sun-Keung Pang, 2016). Since 1950s, the Chinese government has required all primary and secondary schools to organise the teaching unit like teaching and research group.…”

Section: Introductionmentioning

confidence: 99%

Research on the Influencing Factors of High School English Teacher Professional Learning Community Evaluation in Changchun, China

Li¹,

Tu²

2018

ELT

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This research shows the development and influencing factors of high school English teachers' evaluation of professional learning community in Changchun, China. Followed Olivier and Hipp & Huffma's research, the teacher professional learning community evaluation questionnaire was developed by the researchers. 422 English teachers in Changchun were invited to participate in the online survey. This study found that the organization characteristics of professional learning communities in this city shared similar characteristics with Western countries at some degree. English perceptions of including the "shared personal practice" and "collective learning and application" achieves the average level in this research. Compared to the western professional learning communities, the Chinese professional learning communities in this study lack of the democratic leadership and shared value and vision attributions. According to the analysis, we find that the Confucian cultural context, teacher' career development stages, the pressures of national college entrance examination and the systematic teaching training have a significant impact on the evaluation of teacher professional learning communities. Aiming at to build a learning organisation rather than a bureaucratic administration, we suggest that the "shared value and vison" and "shared and supportive leadership" needs more reform in the current professional learning communities. Namely, traditional Soviet model of school-based professional learning communities need to reform toward a learning organisation emphasizing the teaching and learning.

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Investigating the development of professional learning communities: compare schools in Shanghai and Southwest China

Cited by 43 publications

References 27 publications

Bringing context out of the shadows of leadership

Bringing context out of the shadows of leadership

On the different effects of teacher–student rapport on urban and rural students' math learning in China: An empirical study

Research on the Influencing Factors of High School English Teacher Professional Learning Community Evaluation in Changchun, China

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