Abstract
Catching my breath after a hair-raising ride through the crowded rush-hour bicycle traffic, I watched an energetic demonstration of math and Chinese lessons from the back of a school auditorium in the Chinese industrial city of Xuzhou. I had been invited to study this new curriculum that was being introduced at the city’s best school. Afterward, my interpreter, Gong, and I walked the halls, video camera rolling, to the headmaster’s office for tea and a briefing about the school’s aims. Xuzhou, where major rail lines intersect, lies 400 miles south of Beijing, and I was the first Western teacher to visit schools there. It was March 1991. The lessons I saw were similar to what I see today.
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Notes
Sargent, Tanja, and Emily Hannum, “Keeping Teachers Happy: Job Satisfaction among Primary School Teachers in Rural Northwest China.” Gansu Survey of Children and Families: Gansu Survey of Children and Families Papers. University of Pennsylvania. 2005, 182–183.
Ma, Liping. Knowing and Teaching Elementary Mathematics: Teachers’ Understanding of Fundamental Mathematics in China and the United States. Mahwah: Erlbaum, 1999, 136.
Ding, Weili, and Steven F. Lehrer. “Do Peers Affect Student Achievement in China’s Secondary Schools?” The Review of Economics and Statistics 89.2 (2007):300–312. Includes a thorough description of the differences between “key” and regular schools.
Wang, Xingye. “High School History Education in China and America: A Comparative Study.” Final Report of the 2009 Laurence Liu Scholar. (Unpublished.), 2009, 10.
Zhao, Yong. “Increasing Math and Science Achievement: The Best and Worst of the East and West.” Phi Delta Kappan 87.3 (2005):219–222.
Wang, Jian, and Lynne W. Paine. “Learning to Teach with Mandated Curriculum and Public Examination of Teaching as Contexts.” Teaching and Teacher Education 19 (2003):75–94.
Stigler, James W. and James Hiebert. “Closing the Teaching Gap.” Phi Delta Kappan 91.3 (2009):37.
Pine, N. (Ed.). Participatory Research: Digging Deeper into Classroom Realities. Teacher Research Series. Claremont, CA: Institute for Education in Transformation, The Claremont Graduate School, 1994.
See Cochran-Smith, Marilyn, and Susan L. Lytle. Inquiry as Stance: Practitioner Research for the Next Generation. New York: Teachers College, 2009, for an overview of teacher research and its expansion during the last 20 years.
Wang, Jing. “Curriculum Reform of Elementary Education in China.” In China Features, Embassy of the People’s Republic of China in the United Kingdom, 2005. Retrieved from http://www.chinese-embassy.org.uk on May 6, 2011 at 2:27 P.M.
Sargent, Tanja C. Institutionalizing Educational Ideologies: Curriculum Reform and the Transformation of Teaching Practices in Rural China. (Unpublished doctoral dissertation.) University of Pennsylvania, 2006. Retrieved from http://www.ssc.upenn.edu/china/gscf/documents/Sargent_Dissertation.pdf on November 21, 2010.
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© 2012 Nancy Pine
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Pine, N. (2012). The Teacher’s Role. In: Educating Young Giants. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137037565_2
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DOI: https://doi.org/10.1057/9781137037565_2
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