ECNU Review of Education最新文献_第9页

Enterprising Academics: Heterarchical Policy Networks for Artificial Intelligence in British Higher Education 有进取心的学者:英国高等教育人工智能的分层政策网络

ECNU Review of Education Pub Date : 2022-12-19 DOI: 10.1177/20965311221143798

D. Gellai

引用次数: 3

China Medical Education College Survey, 2013–2018 2013-2018年中国医学院校调查

ECNU Review of Education Pub Date : 2022-12-14 DOI: 10.1177/20965311221143797

You You (由由), Nali Jia (贾娜丽), Ana Xie (谢阿娜), Weimin Wang (王维民)

{"title":"China Medical Education College Survey, 2013–2018","authors":"You You (由由), Nali Jia (贾娜丽), Ana Xie (谢阿娜), Weimin Wang (王维民)","doi":"10.1177/20965311221143797","DOIUrl":"https://doi.org/10.1177/20965311221143797","url":null,"abstract":"Purpose China recently proposed a series of important policies intended to reform and improve the quality of medical education on the national level. This paper presents the findings of a national survey of China's medical schools conducted to review the development of undergraduate medical education over a five-year period (2013–2018). Design/Approach/Methods The National Center for Health Professions Education Development implemented the China Medical Education College Survey. Approximately 64% of the targeted medical schools participated in the survey, constituting a representative sample of higher education institutions offering educational programs in clinical medicine in China. Findings Following new policy orientations, medical schools showed positive developments in terms of the types of medical education programs offered, teaching and assessment methods, medical education resources, participation in accreditation, and quality of incoming students. However, the survey also revealed several worrying trends, including the coexistence of various types of education programs, significant regional differences in educational resources, dominance of traditional teaching and assessment methods, inconsistencies in quality, and an increase in graduates seeking employment in professions outside healthcare. Originality/Value Findings of the first national survey of China's medical schools show that there is still a long way to go to ensure high quality and efficient medical education on a national level.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"6 1","pages":"294 - 317"},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43004481","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

Enhancing Student Authorship and Broadening Personal Latitude in the Mathematics Classroom With Rich Dialogic Discourse 以丰富的对话话语增强数学课堂学生自主性，拓宽个人空间

ECNU Review of Education Pub Date : 2022-12-12 DOI: 10.1177/20965311221142887

Wing Kin Cheng (郑永健), Oi-Lam Ng (吴蔼蓝), Yujing Ni (倪玉菁)

引用次数: 0

Making Sense of Interdisciplinary General Education Curriculum Design: Case Study of Common Core Curriculum at the University of Hong Kong 通识教育跨学科课程设计之意义:以香港大学共同核心课程为例

ECNU Review of Education Pub Date : 2022-12-09 DOI: 10.1177/20965311221142888

Adrian Man-Ho Lam (林文灏)

{"title":"Making Sense of Interdisciplinary General Education Curriculum Design: Case Study of Common Core Curriculum at the University of Hong Kong","authors":"Adrian Man-Ho Lam (林文灏)","doi":"10.1177/20965311221142888","DOIUrl":"https://doi.org/10.1177/20965311221142888","url":null,"abstract":"Purpose This research is an interview-based study that captures the academics’ perspectives toward the planning and design of an interdisciplinary General Education Curriculum for undergraduate students in the Chinese context, using the Common Core Curriculum at the University of Hong Kong as a case study. Design/Approach/Methods A total of 28 academics with various levels of academic ranking, disciplinary context, proven teaching excellence, and research productivities were individually invited for and consented to a semi-structured and face-to-face interview. Findings This article suggests four fundamental and interrelated dimensions for consideration when structuring an interdisciplinary General Education Curriculum, namely, how to design, what is worth learning, how to learn and teach, and how to know students have learned. It is suggested that the ideal curriculum should remain coherent and coordinated, broad and balanced, as well as open and flexible, ensuring the capture of knowledge, skills, and attitudes, with the facilitation of active, authentic, and contextualized pedagogies and assessments. Originality/Value This article has the potential of providing insight for policymakers and educators around the world to better structure an interdisciplinary General Education Curriculum by creating an overall springboard for future discussion. They can also integrate these evidence-based elements and strategies into their everyday practices.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"6 1","pages":"410 - 432"},"PeriodicalIF":0.0,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42449087","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

How Would Preservice Teachers With Deeper Reflection Emerge as Teacher Leaders? 如何保护反思更深刻的教师成为教师领导者？

ECNU Review of Education Pub Date : 2022-12-08 DOI: 10.1177/20965311221142892

Ye Wang (王烨), James Ko (高裕安), Haiyan Qian (钱海燕)

{"title":"How Would Preservice Teachers With Deeper Reflection Emerge as Teacher Leaders?","authors":"Ye Wang (王烨), James Ko (高裕安), Haiyan Qian (钱海燕)","doi":"10.1177/20965311221142892","DOIUrl":"https://doi.org/10.1177/20965311221142892","url":null,"abstract":"Purpose This study aimed to identify the potential attributes of teacher leadership among preservice teachers with higher levels of reflection, especially in the Chinese context. Design/Approach/Methods A mixed research method was adopted in this study. First, a quantitative research method was conducted to examine preservice teachers’ reflection depth. The top 10% of the preservice teachers with higher levels of reflection were selected as the target respondents for comparison. Second, qualitative data analysis was conducted to identify potential attributes of emergent teacher leadership in these preservice teachers. Findings This study identified five potential attributes of emergent teacher leadership among preservice teachers who showed deeper reflection depth. Additionally, this study identified how the unique attributes fit into preservice teachers’ professional development in the Chinese context. Originality/Value This study proposes a new development model to develop preservice teachers that emphasizes the role of continuous reflections in context for professional growth. This study holds implications for understanding the potential attributes of emergent teacher leadership among Chinese preservice teachers. Additionally, this study appeals to the importance of cultivating preservice teachers to practice teacher leadership during the teacher training stage to support them to become outstanding future teachers.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"6 1","pages":"237 - 260"},"PeriodicalIF":0.0,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46590867","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

Learning From the United States?: Policy Transfer and the Development of Chinese Higher Education Since 1978 向美国学习?1978年以来中国高等教育的政策转移与发展

ECNU Review of Education Pub Date : 2022-12-07 DOI: 10.1177/20965311221142889

Wenqin Shen (沈文钦)

{"title":"Learning From the United States?: Policy Transfer and the Development of Chinese Higher Education Since 1978","authors":"Wenqin Shen (沈文钦)","doi":"10.1177/20965311221142889","DOIUrl":"https://doi.org/10.1177/20965311221142889","url":null,"abstract":"The paper tries to analyze the impact of the American higher education model on China's higher education since the reform and opening-up, enriching the research on policy learning in comparative education by adding a Sino-U.S. case. This study focuses on three cases of policy learning: undergraduate education reform, the transformation of polytechnic universities into comprehensive ones, and the introduction of the tenure-track system, using academic archives, oral interviews, and policy texts. This study identifies several characteristics of policy learning. First, while the influence of the United States remains dominant, other countries such as Germany, the United Kingdom, and France have also become learning targets. Second, policy learning from the United States reflects the characteristics of selective adoption, suggesting that the foreign model is partially copied and reinterpreted in the Chinese context. Policy transfer is a classic theme of comparative education research. Although the Western model—and the U.S. model in particular—has had a profound impact on China's higher education reform, research on the impact of the U.S. model since 1978 is limited. This study addresses this gap.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47007367","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

Evidence-Based Effective Pedagogy in Primary Schools 小学循证有效教学法

ECNU Review of Education Pub Date : 2022-12-07 DOI: 10.1177/20965311221143139

Hui Li (李辉)

引用次数: 0

Should China Expand Its Medical Education Scale? Evidence From Comparative Research 中国应该扩大医学教育规模吗?来自比较研究的证据

ECNU Review of Education Pub Date : 2022-12-06 DOI: 10.1177/20965311221141450

Jianlin Hou (侯建林), Kaiju Liao (廖凯举), Peng Liao (廖鹏), Weimin Wang (王维民), Ana Xie (谢阿娜), Yang Ke (柯杨)

{"title":"Should China Expand Its Medical Education Scale? Evidence From Comparative Research","authors":"Jianlin Hou (侯建林), Kaiju Liao (廖凯举), Peng Liao (廖鹏), Weimin Wang (王维民), Ana Xie (谢阿娜), Yang Ke (柯杨)","doi":"10.1177/20965311221141450","DOIUrl":"https://doi.org/10.1177/20965311221141450","url":null,"abstract":"Purpose This study compares doctor staffing level and the scale of medical education in China with those of other countries and proposes policy recommendations for future adjustments to the scale of China's medical education. Design/Approach/Methods This study employs a literature review and descriptive analysis. Findings China had 1.98 medical doctors per 1,000 people in 2018, ranking 85th out of the 193 member-states of the World Health Organization (WHO). In 2017, China had 1.99 practicing doctors per 1,000 people, only ranking above Turkey (1.88) in Organisation for Economic Co-operation and Development (OECD) countries. China had only 10.28 medical graduates per 100,000 people—placing in the bottom third of OECD countries. China's provision of 1.4 medical schools per 10 million people was also significantly lower than the global average (3.9). However, the average number of students enrolled in medical schools (509) in China was significantly higher than the global average (160). Originality/Value Although the scale of admission in undergraduate medical education must be expanded in China, this needs to be achieved while controlling the average number of medical students per school and reducing enrollment in low-quality medical schools. Furthermore, it is necessary to establish new medical schools while improving the operating level of existing ones.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"6 1","pages":"280 - 293"},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47444230","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

Compiling Life-Oriented Moral Education Textbooks for Elementary Schools in China: The Mimetic Approach in Morality and Law 中国小学德育生活化教材的编写:《道德与法律》的模仿方法

ECNU Review of Education Pub Date : 2022-12-01 DOI: 10.1177/2096531120982961

Yan Tang (唐燕)

{"title":"Compiling Life-Oriented Moral Education Textbooks for Elementary Schools in China: The Mimetic Approach in Morality and Law","authors":"Yan Tang (唐燕)","doi":"10.1177/2096531120982961","DOIUrl":"https://doi.org/10.1177/2096531120982961","url":null,"abstract":"Purpose: This study explores a novel approach to compiling life-oriented moral textbooks for elementary schools in China, specifically focusing on Morality and Law. Design/Approach/Methods: Adopting Aristotle’s Poetics as its theoretical perspective, this study illustrates and analyzes the mimetic approach used in compiling the life-oriented moral education textbook, Morality and Law. Findings: The mimetic approach involves imitating children's real activities, thoughts, and feelings in textbooks. The mimetic approach to compiling life-oriented moral textbooks comprises three strategies: constructing children's life events as building blocks for textbook compilation, designing an intricate textual device exposing the wholeness of children's life actions, and designing inward learning activities leading to children's inner worlds. Originality/Value: From the perspective of Aristotle's Poetics, the approach to compilation in Morality and Law can be defined as mimetic. And the compilation activity in the life-oriented moral education textbook also can be described as a process of mimesis. So this article presents a new approach to compile moral education textbooks and an innovative way to understand the nature of one compiling activity.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"5 1","pages":"720 - 740"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2096531120982961","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65512766","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

A Motivation Perspective on College Admission Reform in Shanghai: The Effect of Providing More Choices and Multiple Evaluation Criteria 上海高校招生改革的动因透视：提供更多选择和多元评价标准的效果

ECNU Review of Education Pub Date : 2022-12-01 DOI: 10.1177/2096531120940327

Jing Wang (汪靖)

{"title":"A Motivation Perspective on College Admission Reform in Shanghai: The Effect of Providing More Choices and Multiple Evaluation Criteria","authors":"Jing Wang (汪靖)","doi":"10.1177/2096531120940327","DOIUrl":"https://doi.org/10.1177/2096531120940327","url":null,"abstract":"Purpose: This study offered insights into how Chinese college admission reform brought about school changes and influenced students’ motivation and learning behaviors. Design/Approach/Methods: Four classes in one public high school in the Shanghai Municipality were observed in their homeroom activities and during class breaks. Students and teachers were purposively selected and interviewed. Findings: Due to the more choices on national college entrance examination-examined subjects, career development courses and internships were offered to give students guidance on subject selection. A class shifting system was adopted. In response to the comprehensive evaluation criteria, more free time and club activities were offered so that students can develop their own interests in nonacademic areas. While the reform promoted some students’ intrinsic motivation and mastery goals—that is, students reported their intention to develop interests and improve competences—some students made strategic decisions (e.g., avoiding choosing Physics, intensive preparation, and extracurricular academic tutoring) to maximize college admission possibilities at the cost of ignoring their personal interests. Originality/Value: This is a timely study that provides insights into school changes and impacts on students’ learning in a changing educational context. Implications for future research and practices are discussed.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"5 1","pages":"741 - 760"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2096531120940327","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47532928","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: 2