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The study explores how pre-service teachers engage in Tong Ke Yi Gou (“Same lesson and different design”) as a Chinese version of lesson study in a language teacher education course.

Data were collected from multiple sources, including semi-structured interviews, field observations, as well as individual reflections constructed by the participants. The different data sources served to triangulate and enrich each other, shedding light on the student teachers’ learning experiences through lesson study.

The findings of the study reveal the participants’ enhanced motivation and participation through a process-oriented, collaborative design (i.e. joint lesson planning, micro-teaching, collaborative debrief and individual reflections). In addition, the participants engaged in constant comparisons at multiple levels, which collectively refined and expanded their pedagogical knowledge about language teaching. Such rich and collaborative experiences further contributed to their reflections on and for practice as future language teachers. On the other hand, the study also reveals the emotional challenges faced by some participants due to the competitive atmosphere brought by the comparative element embedded in the process of Tong Ke Yi Gou.

This study incorporates the mode of Tong Ke Yi Gou into a pre-service teacher education course in order to examine how it can benefit student teachers’ learning to teach. The findings highlight the power of “comparison” in promoting student teachers’ reflective and analytical thinking at multiple levels with practical implications for current pre-service teacher education programs.

The purpose of this paper is to analyze long-term institutional causes and consequences of preference falsification by studying the evolution of China’s patriarchal clan system.

The historic study shows that although the clan system was abolished in the Qin dynasty, it re-emerged among high-standing families in the Han dynasty and spread to common people after the Tang dynasty.

The author submits that the clan system was an institutional response to the preference falsification problem that arose due to the dictatorial political institutions first established in the Qin dynasty. It helped people to take collective action by themselves and also opened a back door to influence government decisions. A piece of clear evidence is the co-evolution of the clan system and government personnel system.

In this sense, the clan system probably also helped to prolong the political institutions for 2,000 years.

This is the first institutional study on the clan system in China.

Grey modeling technique is an important element of grey system theory, and academic articles applied to agricultural science research have been published since 1985, proving the broad applicability and effectiveness of the technique from different aspects and providing a new means to solve agricultural science problems. The analysis of the connotation and trend of the application of grey modeling technique in agricultural science research contributes to the enrichment of grey technique and the development of agricultural science in multiple dimensions.

Based on the relevant literature selected from China National Knowledge Infrastructure, the Web of Science, SpiScholar and other databases in the past 37 years (1985–2021), this paper firstly applied the bibliometric method to quantitatively visualize and systematically analyze the trend of publication, productive author, productive institution, and highly cited literature. Then, the literature is combed by the application of different grey modeling techniques in agricultural science research, and the literature research progress is systematically analyzed.

The results show that grey model technology has broad prospects in the field of agricultural science research. Agricultural universities and research institutes are the main research forces in the application of grey model technology in agricultural science research, and have certain inheritance. The application of grey model technology in agricultural science research has wide applicability and precise practicability.

By analyzing and summarizing the application trend of grey model technology in agricultural science research, the research hotspot, research frontier and valuable research directions of grey model technology in agricultural science research can be more clearly grasped.

This paper aims to study whether the adoption of an entry mode that fits the social trust level contributes to the improvement of foreign subsidiary performance.

The authors used the Probit model, linear regression, strategic fit approach and instrumental variable regression. The sample was made up of 11,095 observations of Chinese multinational enterprises' foreign subsidiaries in 54 countries from 2005 to 2020.

The results suggest that a host country with a high level of social trust results in fewer difficulties for enterprises in gaining legitimacy, thus foreign subsidiaries are more likely to select the wholly owned entry mode. The results also show that the effect is contingent on the formal institutions of host countries. The results of the mechanism test suggest that social trust influences subsidiaries' entry mode choice by reducing information asymmetry, costs and uncertainty risks. This study further finds that selecting a fit entry mode based on social trust level substantially increases foreign subsidiary performance and this effect is more significant when multinational enterprises (MNEs) are state-owned enterprises (SOEs).

The main limitation of this paper is its only focus on foreign subsidiaries of Chinese MNEs, which may limit the generalizability of research findings.

This paper responds to the call for conducting more research on informal institutions. Findings highlight the critical role of informal institutions in helping foreign subsidiaries in gaining legitimacy in host countries and the essentialness of selecting a fit entry mode based on the informal institutions of host countries for the development of foreign subsidiaries.

The purpose of this paper is to provide an understanding of principal preparation and training in China by providing a background discussion of principal preparation in a number of countries. As an illustration, it provides an overview of the curriculum used in the initial preparation of school principals at Beijing Normal University.

The paper draws mainly on writing and research from China, Australia and the USA to explore principal preparation and training in China.

In addition to providing a rich description of principal preparation in China, the paper's main findings comprise seven key challenges that confront China as it endeavours to provide quality principal preparation. These challenges include China's diversity and uneven social, cultural and educational development; limited resources in some regions throughout China; the place and importance of study tours for principal preparation; the teaching approach used to train principals; the process used for assessing principal learning during their training programs; the limited transfer of learning from the classroom to the school environment; and the timing of training for principals.

Each of the challenges arising here raises important practical implications for developers of principal training programs.

The paper paints a picture of principal preparation in China and raises a number of issues and challenges with which it continues to grapple. Of note is that China is not alone in facing some of these ongoing concerns.