Run by others: school autonomy in Shanghai’s entrustment management reform

You, Yun

doi:10.1080/02188791.2020.1772198

Cited by 11 publications

(6 citation statements)

References 26 publications

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“…As a qualitative case study, this study is limited in its representativeness in Shanghai or elsewhere. Nevertheless, it involves myriad external providers as units of analysis (Yin, 2014) to understand the complexity of provider types and their turnaround interactions in China, generating important policy and practical implications. It suggests that policymakers should allow underperforming schools space to diversify external provider types to meet multilevel turnaround demands and that external providers should possess policy perspectives and center on school visions and missions in exerting their advantages.…”

Section: Discussionmentioning

confidence: 99%

“…(2014) and Sang et al . (2020) explored how universities collaborated with schools/school groups to facilitate teacher professional development, while Chen (2014), Huang (2014) and You (2021) illustrated the power distribution and dynamics between schools, governments and intermediary organizations. Tao (2022a) investigated how schools interacted with external providers in different turnaround networks.…”

Section: Literature On School Turnaroundmentioning

confidence: 99%

“…Considerable research has explored school turnaround networks’ influencing factors and benefits (Ainscow et al ., 2006; Armstrong et al ., 2021; Rincon-Gallardo and Fullan, 2016), operations and effectiveness (Chapman et al ., 2010; Chapman and Muijs, 2013; Duffy and Gallagher, 2017) and how multiple stakeholders collaborate for successful turnaround (Ehren and Perryman, 2018; Futernick and Urbanski, 2014; VanGronigen and Meyers, 2019). Chinese perspectives have examined turnaround’s networking mechanisms and multiple actors’ strategies and interactions (Liu, 2017, 2021; Wei et al ., 2021; You, 2021). However, external providers’ roles (i.e.…”

Section: Introductionmentioning

confidence: 99%

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

Tao

2024

JPCC

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Literature On School Turnaroundmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Tao

2024

JPCC

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“…In the nutshell, it was observed that both parents and teachers were dissatisfied with the curriculum. Designing the curriculum according to the aspiration of the people is more helpful for the attainment of knowledge and skills (You, 2020). All the participants agreed, "Curriculum development is not up to the mark and does not satisfy the needs of changing modern landscapes of society".…”

Section: Curriculum Development At the School Levelmentioning

confidence: 99%

A Qualitative Inquiry into School Reforms in Balochistan (2013 to 2020): Parents’ and Teachers’ Perspectives

Kakar

Yousaf

Shoaib

2022

IRJEI

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This qualitative study aimed to highlight parents’ and teachers’ perspectives on school reforms during 2013-2020 in Balochistan. This study is informed by the epistemological cannons of interpretivists’ tradition. In this research, qualitative research design is used, and exploratory research method is employed. A sample size of 20 participants was interviewed through In-depth interview schedule that includes ten parents and teachers each working in public schools. Moreover, purposive sampling technique was employed to interview the Teachers and parents whose children are studying in public schools. Thus, the data were recorded, transcribed, and interpreted through thematic analysis. The study found that free text provision, teacher training, teachers capacity building, the medium of instruction, infrastructure provision, curriculum development, monitoring, and evaluation system still require great attention of the concerned authority to properly implement the reforms and promote literacy in the area. The study suggests that the education sector plan should be seriously implemented with the provision of required resources to observe the prosperous future of Balochistan public schools.

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“…In addition, in the Teacher and Learning International Survey (TALIS), Shanghai school principals and teachers’ self-reported work effectiveness are high (for details, we referred to TALIS 2013/2018 results). This may either be on the one hand, a result of the influence of Confucius, and on the other hand, the hierarchical administration of education (Wang, 2016; You, 2021). The Ministry of Education (MOE) is at the top, holding the general accountability for supervision and the guidance on education.…”

Section: Introductionmentioning

confidence: 99%

Relationship between Principal Leadership Style and Student Achievement: A Comparative Study between Germany and China

Dan

2022

SAGE Open

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This article explored the different clusters of leadership styles and the relationship between principal leadership style and student academic achievement in domains of mathematics, reading, science, and collaborative problem-solving in Germany and China. We used PISA 2015 data covering 6,504 students and 256 school principals from German schools and 9,841 students and 268 school leaders from Chinese schools. Results identified three leadership styles in Germany, namely, transformational (23.4%), instructional (41.3%), and integrated (35.3%) leadership, and two leadership styles in China, namely, transformational (38.6%) and instructional (61.4%) principals. Principals with instructional and integrated leadership had higher student achievements in Germany, whereas only principals with transformational leadership had slightly higher student achievements in China. Moreover, three leadership styles in Germany and two in China showed their relationships with each domain of student achievement. In conclusion, principals in Germany and China had different priorities in leading schools. The differences that principal leadership made on student achievements highlighted the differences in principals’ situational context and leading characteristics between Germany and China.

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Run by others: school autonomy in Shanghai’s entrustment management reform

Cited by 11 publications

References 26 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

A Qualitative Inquiry into School Reforms in Balochistan (2013 to 2020): Parents’ and Teachers’ Perspectives

Relationship between Principal Leadership Style and Student Achievement: A Comparative Study between Germany and China

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