Search results

The ‘managed stock’ market in Taiwan is neglected by the authorities and general investors. In this paper, we explore the link between financial trait and stock price changes in this special market.

Overall, we analyze and discuss managerial implications for institutional investors, general investors and the authorities as well.

Purpose and methodology – Focusing on the policy contexts of gender education in Taiwan, this chapter uses data from interviews with elite policymakers and policy documents to examine how feminist activists sought to legitimatize gender equity in education in the wake of the comprehensive social and educational reforms of the 1990s and early years of this decade.

Findings – The embedding of gender in education did not follow a smooth path in terms of policy formulation. Feminist activists drove the process of reform by retaining control over the naming of the legislation, and its wording, thus preserving the language and imperatives of gender equity.

Social implications – In this chapter, I examine the formation of the Gender Equity Education Law, detailing the struggles, contentions, and negotiations that underlay the eventual approval of gender reform in education.

Originality/value of chapter – The chapter contributes significantly by identifying the necessity to recognize the nature of the state and its relations with society in order to research gender in education in Taiwan.

When college entrance examinations act as gatekeepers to modern-sector jobs, the entire education system then becomes oriented toward these examinations. This occurs at the expense of learning for the sake of learning and other aspects of education that address the holistic development and well-being of students. In recent years in China, there has been growing concern that examination competition has compromised the quality of classroom teaching and learning and is detrimental to the development of skills necessary for the global knowledge economy. These concerns have given rise to a far-reaching set of education reforms known as the New Curriculum reforms which have aimed to move students to the center of teaching and learning and to transform teaching and learning so as to foster such capacities as creativity, innovation, collaboration, self-expression, engagement, enjoyment of learning, inquiry skills, problem-solving abilities, and ability to apply knowledge in practice. In this chapter, we use videotaped high school New Curriculum demonstration lessons to examine teaching and learning practices that are regarded as exemplary in the current reform context. We investigate how teachers are negotiating the competing demands of preparing students for the examinations and addressing the aims of the New Curriculum reforms. The nature of student participation in the classroom emerges in the analysis as a key indicator of the success of this negotiation.