Search results

The purpose of this paper is to construct a proportion-integral-type (PI-type) memristor, which is different from that of the previous memristor emulator, but the constructing memristive chaotic circuit possesses line equilibrium, leading to the emergence of the initial conditions-related dynamical behaviors.

This paper presents a PI-type memristor emulator-based canonical Chua’s chaotic circuit. With the established mathematical model, the stability region for the line equilibrium is derived, which mainly consists of stable and unstable regions, leading to the emergence of bi-stability because of the appearance of a memristor. Initial conditions-related dynamical behaviors are investigated by some numerically simulated methods, such as phase plane orbit, bifurcation diagram, Lyapunov exponent spectrum, basin of the attraction and 0-1 test. Additionally, PSIM circuit simulations are executed and the seized results validate complex dynamical behaviors in the proposed memristive circuit.

The system exhibits the bi-stability phenomenon and demonstrates complex initial conditions-related bifurcation behaviors with the variation of system parameters, which leads to the occurrence of the hyperchaos, chaos, quasi-periodic and period behaviors in the proposed circuit.

These memristor emulators are simple and easy to physically fabricate, which have been increasingly used for experimentally demonstrating some interesting and striking dynamical behaviors in the memristor-based circuits and systems.

Whilst professional learning communities (PLCs) have been widely explored at the school level, they have received less attention at the departmental level. The study takes the variance between departments and the role of departmental teacher leaders into consideration, and the relationships amongst departmental-level PLC dimensions, two types of teacher leadership (TL) and individual teacher self-efficacy are investigated.

The sample consisted of 907 teachers from 81 departments in Chinese schools. The associations between the studied variables were explored through a multi-level analysis approach.

The results show that two specific characteristics of departmental PLCs, namely reflective dialogue (RD) and collective responsibility (CR), exhibit a positive correlation with individual teacher self-efficacy. Additionally, the findings indicate that teacher transformational leadership significantly predicts teacher self-efficacy, whereas teacher instructional leadership (IL) does not emerge as a significant predictor. These findings may be attributed to the contextual factors of Chinese teachers' collective work and the practice of teacher leaders.

This research contributes to the existing literature by addressing the variance between departments and uncovering the impacts of departmental PLC dimensions on individual teachers. Furthermore, two TL styles at the departmental level are differentiated, and their distinct influences on teacher self-efficacy are further analysed.

The purpose of this paper is threefold: to sketch the current policy context that frames the education of migrant children in Shanghai; to explore the work lives of school leaders in the privately owned but government-supported schools; and to understand the socio-cultural and educational factors that shape the leadership practices in these schools.

This paper drew from publicly accessible policy papers and interview data with four principals leading migrant children’s schools in Shanghai.

Migrant children’s schools have received increasing policy recognition and attention. Principals of these schools have strived to adopt various leadership strategies to enhance the quality of education as received by migrant children. However, due to the institutional barriers such as hukou, multiple challenges continue to face migrant children and leaders leading migrant schools.

This is one of the first few papers that collected data from principals leading migrant children’s schools. The paper contributes to further understandings about leadership in high-needs school context and about education quality and equity in relation to programme for international student assessment success in Shanghai.

The purpose of this paper is to review English-language publications about school principalship in China published between 1998 and 2013 and to present an overview of the authorship, topics, methodologies and key findings of these publications.

The methodology includes an exhaustive review of journal articles and book chapters about Chinese school principalship published in the English language. In total, 39 articles and 17 book chapters are identified for the 1998-2013 period. Qualitative analysis is conducted to determine the basic patterns of authorship, topics, methods and key findings. The changes or continuities in these patterns during the study period are also discerned.

The paper identifies several continuous and discontinuous patterns in each of the review categories and provides a better understanding of on-going research into the practice of school principalship in China. The results also suggest areas that require deeper exploration.

This paper explores the landscape of school principalship in China as reflected in the international literature and indicates the ways that this landscape has changed or remained the same over the years. As such, the paper contributes to the thin knowledge base concerning school principalship in China and sheds light on the enduring local-global tension in the evolution of education systems.

Emerging research on education reform in Shanghai for the last decade or so has either focused on broad contexts and trends of the second-cycle curriculum reform or the professional development in response to the reform or a few detailed cases of teaching improvement to meet the reform demand. Little attention has been paid to how schools as institutions have been made to respond to and enact the reform. Through three detailed school cases, the purpose of this paper is to understand their distinctive responses to reform in terms of how they interpreted, enacted and sustained their reform efforts and how more importantly lesson-case study and multi-tiered research projects has become a reinvigorated form of Chinese lesson study and teaching research to significantly mediate the school’s curriculum reform efforts. Features of sustainable development behind these cases are conceptualized by Lave and Wenger’s notion of transparency of the mediating technology of a community of practice.

Drawing on master’s thesis reports of school leaders (2010-2016), school research publications and lesson cases as secondary data sources, an instrumental multi-case research design was adopted to build detailed case narratives and tease out cross-case comparisons.

Building on unique strengths and legacies to solve school problems, the three secondary schools responded to, enacted and sustained the reform in unique ways: case 1, a municipal key school, has focused on “three translations (of curriculum)” involving all teaching research groups (TRGs) in specifying broad curriculum standards and turning them into concrete, actionable designs and student tasks which are tested and refined through iterative cycles of lesson-case study, with the decision making for each translation informed by research projects studying problems arising. Case 2, a district key school, has capitalized on its strong TRGs and used research projects and lesson-case study to unite teaching, research and PD into a whole; and case 3, a regular neighborhood school, has aimed to build a structured PD system to tackle teacher stagnation by stressing the reflection components of each cycle of lesson-case study, challenging teachers to learn in the district-level curriculum integration experiment, and nudging them into their own research projects with well-staged support. In all the three cases, research projects have been networked connecting municipal, district, school and teachers in building a research climate. The lesson-case study has turned designs into refined actions to ensure quality of curriculum implementation and teacher growth.

This study yields insights into the inner workings of Shanghai’s recent curriculum reform. With strategic injection of research into the familiar institutional structures and organic cultural forms of collegiality, school innovations can be built on familiarity to create a sense of continuity, coherence and institutional identity so that teachers learn from doing with least disruption. The slow and steady work of sustaining innovations and reform goes beyond simple notions of scaling up and relies on building internal drive and institutional and teacher capacity for deep learning in responding to reform.

This study aims to understand Chinese consumers’ perceived barriers to using peer-to-peer (P2P) accommodation before and after the outbreak of COVID-19 and the negotiation strategies they applied in overcoming the barriers and enabling consumption.

A qualitative research design with 28 semi-structured interviews was used. Data were analysed by content analysis.

Five psychological barriers and four functional barriers were found to inhibit consumers from using P2P accommodation both before and after the COVID-19 outbreak. In overcoming the perceived barriers, consumers applied both behavioural negotiation strategies, including seeking information, behavioural adaptation, selective choice and seeking social support, and cognitive negotiation strategies, including cognitive adaptation and trusting agents. COVID-19 was found to serve as both a barrier and a facilitator for using P2P accommodation. A barriers–negotiation framework was developed in the context.

Theoretically, this study advances consumer resistance and perceived barriers literature by integrating negotiation and developing a barriers–negotiation framework of P2P accommodation usage. This study also offers insights for practitioners in the P2P accommodation industry.

This study showcases the role of negotiation in understanding barriers to using P2P accommodation, paving the way to extend relevant knowledge to advance consumer resistance research, which is an emerging topic in the broader management domain.