Search results

The purpose of this study is to provide an alternative approach to teacher learning on top of the usual practices of listening to experts' lectures and conducting school-based activities among peers in China. A boundary-crossing lesson study (BCLS) through school-university partnership served as an example to illustrate how a class teacher's mindset changed towards her students in equal interactions with university scholars.

With the lenses of action science theory and boundary-crossing learning theory, the study used qualitative research approach to collect and analyze data. One Chinese primary school class teacher from a workshop on narrative action research was selected as the case for this study. Interviewing, observation and document analysis were used to collect data. Data analysis methods included categorization and contextualization of the teacher's mindset change towards her student.

The case teacher, Mrs. Li, collaborated closely in paired teaching with her university partner AP Yu in all the four phases of their BCLS. Each phase was marked with an interactive event such as dialogic illumination, reflexive theorization, embodied conversation, and fusion of teacher and trainer roles. With inspirational trust as a major interactive mechanism, Mrs. Li jumped out of her single-loop learning (changing strategies according to results) to double-loop learning (changing both strategies and values/values). As a result, her mindset changed from attribution to appreciation towards her low-achieving student.

This study made contributions in two ways. First, it examined a class teacher's mindset change towards her student, rather than that of subject matter teachers towards their teaching materials and methods. Second, it revealed how reflective interactions in a special kind of BCLS by school teachers and university scholars may promote the teacher's mindset change. The findings further confirm that having differences as boundaries is not enough for teacher learning. For deep learning like Mrs. Li's mindset change, it requires a respectful and inspirational relationship between school teachers and university scholars in the BCLS.

The purpose of this paper is to examine the cultural roots of Chinese lesson study (LS) so as to account for its persistence in the Chinese education history as well as its importance in Chinese teacher professional development and student learning.

The overarching research question is: “How can Chinese lesson study be theorized from a cultural perspective?” The sub-questions include: “What cultural features do Chinese teachers demonstrate in their LS activities? How can traditional Chinese cultural resources be utilized in explaining the existence and development of these features?” Based on a close reading of firsthand classic texts on Chinese cultural thoughts and related literature, the researchers collected data from Chinese teachers’ LS activities, stimulated recall interviews and focus groups, and related documents. An analysis is conducted with interplay among the theoretical framework, the data, and the researchers’ personal insights.

The findings of the study include three aspects. First, in terms of their actions, the Chinese teachers enact their understanding of teaching in public lessons through unity of knowing and doing (知行合一) more than conceptual explication. Second, with regard to their thinking, the Chinese teachers use practical reasoning (实践推理) in deliberate practice of repeated teaching through group inquiry and reflection. Third, a tendency of emulating those better than oneself (见贤思齐) is evident in novice teachers’ learning from “good” examples by expert teachers.

The revelation of these cultural features can not only contribute to a deeper understanding about the persistence and importance of LS in the Chinese education history, but also provide an example of analyzing LS from a cultural perspective to the world LS community.

Although CLS has been implemented in China for over a century, it is barely known to educators internationally. The purpose of this paper is to synthesize the salient characteristics of Chinese lesson study (CLS), introduce the major themes of this special issue, and invite dialogues about the theories and practices of CLS.

The authors of this editorial paper conducted an extensive literature review on CLS, analyzed the contents and methods of the existing research categorically, compared CLS with other models of LS globally, and present this special issue articles and their major contributions thematically. The theoretical framework of the paper relies mainly on cultural theories and theories on research paradigms such as improvement science, which explain why and how CLS functions in Chinese education system over time.

Existing studies suggest that CLS is a deliberate practice for developing instructional expertise, a research methodology for linking research and practice, and an improvement science for instruction and school improvement system wide. In addition to the theorization of CLS, this special issue also introduces some adaptations of CLS outside of China such as the USA and Italy.

This paper, for the first time, spells out some salient features of CLS, and discusses issues in adapting CLS in other parts of the world. It will enrich the understanding of LS theories and practices in China and promotes trans-cultural development of LS internationally.

The purpose of this paper is to reveal how the meanings of the current national curriculum reform in China changed in its transmission from the outside authoritative mandate to the local school practice through a case study of a lesson study on a reform practice called the “thematic teaching” in the Chinese language course.

By a longitudinal study of the case for more than two months in a primary school in Beijing, China, the authors of this paper followed all the steps of the lesson study cycle conducted by all the Chinese language teachers in the school. Observations, interviews and document analysis were employed to capture the teachers’ thoughts, actions and especially group interactions in trying to understand and implement this new reform practice.

The study found that due to the marked differences between the professional reform discourse and the teachers’ native discourse, the meanings of the reform tended to look alien to school teachers. In order to make meanings out of the reform, the teachers in this lesson study resorted to their own native discourse to understand the reform. Such strategies as “de-contextualization” and “re-contextualization” were found in the teachers’ joint efforts to reconstruct and reenact the reform.

This research points to the importance of school teachers’ own belief system in teaching as revealed by their native discourse. Only by finding an adequate link between the outside reform discourse and the teachers’ native discourse, can the national curriculum reform truly take hold in the school.

This study tested the hypothesis of collectivist orientation as a predictor of affective organizational commitment. Data from 510 employees working in two organizations in China supported the hypothesis, that is, collectivist orientation is a significant predictor of affective organizational commitment when employees' specific organization, age, sex, organizational tenure, educational level, and pay satisfaction are controlled.

In a U.S. invested enterprise in China, the receptivity of Chinese employees to a participative work environment was examined. Structural equation analysis indicated support for a model in which job satisfaction mediates the relationships between elements of a participative work environment (i.e., tasks performed, the relationships individuals had with their work groups, and the nature of the decision making processes) and employee willingness to cooperate with co‐workers and intention to quit. Task interdependence also had a direct relationship with willingness to cooperate.

The new town concept originated from the ideal city model of Ebenezer Howard and expanded from Europe to America in the 1900s. It has reemerged as a site for accommodating population from highly dense urban centers of China and India since the early twenty-first century. The massive infusion of public and private investments has enabled the emergence of new towns in China and India as planned centers of world-class residential, commercial, and work spaces. The rational goal of de-densifying the crowded central cities can lead to a more balanced distribution and use of resources across the metropolitan regions with more spacious housing for the growing middle class in China and India. Yet it is a relatively small number of the wealthy and mobile people who have turned out to be beneficiaries of the mostly high-end housing and well-developed transport infrastructure that evokes social and economic polarizations and political contestations. In this chapter, we will examine: (1) how these top-down planned and developed new towns have reshaped the urbanization process of the megacities in India and China, (2) the socio-spatial influence of these settlements on the central city as well as the surrounding rural areas, and (3) the expected and actual spatial users (both old and new residents) of the new towns? We address these questions by organizing two pairs of cases in a systematic framework: Anting New Town and Thames Town in Shanghai, China and Rajarhat New Town and the Kolkata West International City (KWIC) near Kolkata, India.

The purpose of this paper is to compare conflict management behaviors of American and Chinese managers. Its main aim is to uncover cultural differences in the way Chinese and American managers approach conflict – thereby developing a more thorough understanding of conflict management across cultures.

Inductive analysis is used to uncover conflict management constructs that are unique to each culture. Structured interviews and multidimensional scaling techniques are used.

Results show that the conflict management behaviors suggested by American and Chinese managers are different. For Chinese managers alone, embarrassing the colleague and teaching a moral lesson is an important element. For American managers alone, hostility and vengefulness are important elements. Results suggest that both cultures acknowledge avoidant approaches, but the underlying intentions for Americans alone are associated with a lack of confidence.

Results are based on one conflict scenario and the participants are managers working in mainland China. These factors may limit the generalizability of the results.

The findings of this paper suggest that managers should consider cultural differences in conflict management when diagnosing and intervening in conflict situations in different cultures.

The authors present new concepts for potential inclusion in a comprehensive model of conflict management. The authors illustrate the value of using an inductive approach to improve our understanding of conflict management across cultures.

In this paper, we model histories of coresidence between two cohorts of urban Chinese couples, married during the Cultural Revolution and early market reform periods. Most research on coresidence pictures families cross‐sectionally, but nuclear households are a natural part of extended coresidence systems that prefer stem family arrangements. We study histories of coresidence to determine what predicts ever having coresided with the husband’s parents, comparing the predictive power of modernization theory to the impact of demographic change, the availability of household members, and the resources and needs of each generation. While married children’s needs for childcare do not propel them into coresidence, they strongly predict the likelihood of staying coresident.