ECNU Review of Education最新文献_第10页

Organizing and Reconstructing Children’s Experiences: Compiling National Civic Textbooks in China 儿童经验的组织与重构:中国国家公民教科书的编纂

ECNU Review of Education Pub Date : 2022-12-01 DOI: 10.1177/2096531121990510

Desheng Gao (高德胜), Yue Zhang (张悦)

{"title":"Organizing and Reconstructing Children’s Experiences: Compiling National Civic Textbooks in China","authors":"Desheng Gao (高德胜), Yue Zhang (张悦)","doi":"10.1177/2096531121990510","DOIUrl":"https://doi.org/10.1177/2096531121990510","url":null,"abstract":"Purpose: The key to successful textbook compilation lies in incorporating children’s experiences and facilitating their growth. This study examines the process of textbook compilation. Design/Approach/Methods: This study criticizes the traditional compiling approach of excessive lecturing and reasoning. It further elaborates the theoretical and institutional background for the traditional approach. Involving retrospective narratives, researchers reflect on how new textbook compilation tends to connect with children’s experience. Findings: Researchers have explored several approaches to organizing and reconstructing children’s experiences in preparing textbooks, including using “an experience” to awaken children’s experiences, using the expression of experience to reconstruct children’s experience, and transforming children’s “experience” (jing yan, 经验) into lived experiences (ti yan, 体验). Another approach involves facilitating the connection and interaction between children’s experiences and those of others in order to bridge personal experience and sociocultural values. However, this can only be achieved by ensuring that textbooks reflect and are part of children’s lives. The successful incorporation of children’s experiences into textbook compilation lays the foundation for children to identify with textbooks and internalize textbook values. Originality/Value: Bridging the gap between children’s experience and textbooks constitutes the primary theoretical and practical issue in textbook compilation and education.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"5 1","pages":"683 - 701"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2096531121990510","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65512904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Embracing Complexity and Diversity: A Vision of Early Childhood Curriculum 拥抱复杂性和多样性:幼儿课程的愿景

ECNU Review of Education Pub Date : 2022-11-26 DOI: 10.1177/20965311221141446

Weipeng Yang (杨伟鹏)

{"title":"Embracing Complexity and Diversity: A Vision of Early Childhood Curriculum","authors":"Weipeng Yang (杨伟鹏)","doi":"10.1177/20965311221141446","DOIUrl":"https://doi.org/10.1177/20965311221141446","url":null,"abstract":"This book, co-authored by Philip Hui Li and Jennifer J. Chen (2023), offers a critical set of theoretical frameworks that can help bridge the policy–practice and belief–practice gaps widely documented in the existing research literature on Early Childhood Curriculum (ECC) reforms in different contexts, especially in the Global South (e.g., Altinyelken, 2010; Bautista et al., 2021; Sikoyo, 2010; Yang & Li, 2022). Li and Chen (2023) make a strong argument that meanwhile promotes an advanced understanding of ECC. In this book, aligned with a recent line of research (e.g., Bautista et al., 2021; Chen et al., 2017; Yang & Li, 2022), they propose a new hybrid model for curriculum making in early childhood as they present the historical evolution of theoretical perspectives on ECC. Alternative frameworks are presented in this book to provoke Early Childhood Education and Care (ECEC) stakeholders to reflect on a reliance on the developmental perspective. Li and Chen (2023) criticize the simplistic, naive, and fragmented traditional discourse, despite its being widely taken for granted, and fully restore the complexity and diversification of ECC by paving a “middle way” via a “fusion” discourse that may be inspired by the Doctrine of the Mean (or “Zhongyong” [中庸]) in Confucianism. Various old and new theories are explained in simple","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"6 1","pages":"349 - 351"},"PeriodicalIF":0.0,"publicationDate":"2022-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42185756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Meritocracy’s Disguise 精英政治的伪装

ECNU Review of Education Pub Date : 2022-11-20 DOI: 10.1177/20965311221141106

Yisu Zhou (周忆粟)

{"title":"Meritocracy’s Disguise","authors":"Yisu Zhou (周忆粟)","doi":"10.1177/20965311221141106","DOIUrl":"https://doi.org/10.1177/20965311221141106","url":null,"abstract":"Zachary Howlett’s book provides a new account of meritocracy in China. Unlike economists with their single-minded ideas of merits vis-à-vis individualized skills, Howlett deconstructs the concept to its social foundations. The book’s central subject is Gaokao, the national college entrance examination, where merits are constructed, tested, and publicly displayed. Howlett conceptualizes Gaokao as “fateful rites of passage” (pp. 10–18) that people feel as not only serving “to represent the universalistic judgment of the national community but also that of the ultimate transcendental power—fate” (p. 203). Fateful events are rituals; therefore, they are suited for ethnographic examination. Using such data from three sites in Fujian during 2011–2013, Howlett’s work is the latest attempt to understand the enormous Chinese system. This book comprises six chapters, analyzing various aspects of the fatefulness of Gaokao. Chapter One provides the contextualization. Chapter Two examines the high stakes involved and the consequences of the exam. Chapter Three focuses on the uncertainty of Gaokao. Chapter Four discusses the individual character of the test takers, while Chapter Five zooms in to the moment of the examination. Chapter Six provides a unique perspective on the religious and magical dimension of the fateful event.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"6 1","pages":"183 - 185"},"PeriodicalIF":0.0,"publicationDate":"2022-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43388941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Professional Learning Communities in Private Schools in Bahrain and Oman: Reflection on Two Cases 巴林和阿曼私立学校的专业学习社区:对两个案例的反思

ECNU Review of Education Pub Date : 2022-10-20 DOI: 10.1177/20965311221131583

Osama Al Mahdi, Marloes de Munnik, Luke Meinen, Marissa Green

引用次数: 0

Chinese Intellectual Traditions as Global Resources 作为全球资源的中国知识传统

ECNU Review of Education Pub Date : 2022-10-19 DOI: 10.1177/20965311221131333

Rui Yang (杨锐)

引用次数: 0

Philanthrocapitalism and the State: Mapping the Rise of Venture Philanthropy in Public Education in Australia 慈善资本主义与国家：澳大利亚公共教育中风险慈善的兴起

ECNU Review of Education Pub Date : 2022-09-29 DOI: 10.1177/20965311221128840

Emma E. Rowe

{"title":"Philanthrocapitalism and the State: Mapping the Rise of Venture Philanthropy in Public Education in Australia","authors":"Emma E. Rowe","doi":"10.1177/20965311221128840","DOIUrl":"https://doi.org/10.1177/20965311221128840","url":null,"abstract":"This article maps the rise of venture philanthropy in public education in Australia, exploring how policy networks mobilize high-level systemic reform and governance technologies. This is philanthrocapitalism, a fundamental shift for policy mobility and modes of redistribution. Drawing upon network ethnography, I focus on a node called Social Ventures Australia (SVA), an organization committed to revolutionizing venture philanthropy in Australian education reform. SVA, the brainchild of McKinsey & Company and multinational corporations, is a useful example to map how venture philanthropy leverages resources and, in the process, fundamentally changes the shape, functionality, and form of traditional government. SVA has successfully advocated for several intermediaries, such as an evidence broker (Evidence for Learning), a national charity (Schools Plus), and a national education research institute (Australian Education Research Organisation). Overlapping philanthropy and state, the intermediaries stand as a critical assemblage and technology of governance. Venture philanthropy and the way in which these networks achieve high-level systemic reform is under-researched in Australia. It stands as a critical lever of policy reform in public education. This article will scrutinize and map the way these networks mobilize reform and function as an identifiable form of economic exchange.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43915665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Ethical Codes for Early Childhood Teachers: How and Why Should We Use Them 幼儿教师的道德准则:我们如何以及为什么应该使用它们

ECNU Review of Education Pub Date : 2022-09-25 DOI: 10.1177/20965311221127322

Ruth Ingrid Skoglund, Juyan Ye (叶菊艳), Yong Jiang (姜勇)

引用次数: 0

Free Play and “Loving Care”: A Qualitative Inquiry of Chinese Kindergarten Teachers’ Professional Ethics 自由游戏与“关爱”:中国幼儿园教师职业道德的定性探究

ECNU Review of Education Pub Date : 2022-09-01 DOI: 10.1177/20965311221121677

Jie Zhang (张婕), Mollie R. Clark, Y. Hsueh

{"title":"Free Play and “Loving Care”: A Qualitative Inquiry of Chinese Kindergarten Teachers’ Professional Ethics","authors":"Jie Zhang (张婕), Mollie R. Clark, Y. Hsueh","doi":"10.1177/20965311221121677","DOIUrl":"https://doi.org/10.1177/20965311221121677","url":null,"abstract":"Purpose Chinese kindergarten teachers commonly held “loving and caring for young children” as a core professional ethic, but many reported fatigue and burnout because of this ethical practice. This study presents a unique account of how children’s free play has helped transform teachers’ professional ethics and increased their professional satisfaction. Design/Approach/Methods Following a purposive sampling, we interviewed eight Chinese teachers who actively promoted children’s free play. The analysis of the interview transcripts led to an in-depth interpretation of the teachers’ experiences through a dialogue with various concepts and theories. Findings A major finding was that children’s free play facilitated the change in teachers’ understandings of their professional ethics. Their observation and support of children’s free play brought them the unprecedented joy of teaching, which helped them redefine loving and caring for children and gave rise to a new code of professional ethics. Originality/Value This study was the first to assess the Chinese kindergarten teachers’ ethics in the free play movement in China. It reveals, in the teachers’ own words, how their growing commitment to supporting children’s free play has transformed their beliefs and understandings of what a loving and caring teacher means.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"5 1","pages":"664 - 682"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47529880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Teachers’ Reflective Practices in Implementing Assessment for Learning Skills in Classroom Teaching 教师在课堂教学中实施学习技能评价的反思实践

ECNU Review of Education Pub Date : 2022-09-01 DOI: 10.1177/2096531120936290

Nicholas Sun-Keung Pang(彭新强)

{"title":"Teachers’ Reflective Practices in Implementing Assessment for Learning Skills in Classroom Teaching","authors":"Nicholas Sun-Keung Pang(彭新强)","doi":"10.1177/2096531120936290","DOIUrl":"https://doi.org/10.1177/2096531120936290","url":null,"abstract":"Purpose: This article examines how 34 teachers self-assessed their work with the nine Assessment for Learning (AfL) strategies in teaching and their own suggestions for improvement as evidenced by the reflective statements given on reflection forms. Design/Approach/Methods: The sample was a group of 34 teachers from 10 primary schools and 10 kindergartens who have participated in the project. School Development Officers (SDOs) were assigned to conduct class observations in the schools, in which they recorded whether the teachers had used the AfL strategies in teaching. The SDOs would also share and discuss the comments with the teachers who had returned the self-reflection forms in which they wrote their feedback on the research questions. Findings: The findings show that teachers in kindergartens and teachers in primary schools might have different emphases on the nine AfL strategies in teaching. Their own suggested room for improvement in practicing AfL skills has provided insights for enhancing teaching effectiveness. Originality/Value: We propose that reflective practices can generate a “reflective spiral” of planning, acting, observing, and then reflecting. The study shows that reflective practitioners become professional experts who are able to assure the quality of teaching by self-enhancement and self-improvement.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"5 1","pages":"470 - 490"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2096531120936290","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65512698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Empirical Research Becoming the Most Powerful Driver of the Scientific Development of Education Research in China 实证研究成为中国教育研究科学发展的最强大推动力

ECNU Review of Education Pub Date : 2022-07-29 DOI: 10.1177/20965311221115751

Zhenguo Yuan (袁振国)

引用次数: 1