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Chinese Scholars on Western Ideas about Thinking, Leadership, Reform and Development in Education

  • Book
  • © 2012

Overview

Editors:
  1. Sylvester Chen

    1. Brock University, Ontario, Canada

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  2. Michael Kompf

    1. Brock University, Ontario, Canada

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    You can also search for this editor in PubMed   Google Scholar

  • Written by experts, Gives a modern approach, Comprehensive in Scope

Part of the book series: Critical Issues in the Future of Learning and Teaching (CIFL, volume 7)

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Table of contents (18 chapters)

  1. Front Matter

    Pages i-xii
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  3. Research on Principals’ Leadership

    1. Front Matter

      Pages 29-30
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    2. Development and Practice of School Principals

      • Xiao Hongpu
      Pages 31-37

    3. Leading Change in School Culture

      • Li Jianping
      Pages 39-44

    4. Principals’ Leadership Against the Background of Curriculum Reform

      • Wu Zhiqiang
      Pages 45-51

    5. Becoming a Trusted Leader is My Goal

      • Fan Hong
      Pages 53-59

    6. The Study of Multi-Site School Management

      • Zhang Jinjun
      Pages 61-67

  4. Research on School Reform

    1. Front Matter

      Pages 69-70
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    2. Building an Attractive School

      • Zhao Peiyun
      Pages 71-78

    3. Building a Green Eco-School

      • Yu Ruili
      Pages 79-87

    4. How to Implement Innovation in Schools

      • Wang Wei
      Pages 89-95

  5. Research of Curriculum Reform

    1. Front Matter

      Pages 97-98
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    2. The New Curriculum in China

      • Tang Mingying
      Pages 99-105

    3. Chinese Curriculum Reform

      • Deng Heng
      Pages 107-111

    4. An Exploration of the Driving Force Behind Teacher Resistance to Curriculum Change

      • Ba Zhidong
      Pages 113-121

    5. Reflecting on the Integration of Chinese and Western Cultures

      • Xu Zhihui
      Pages 123-128
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Keywords

About this book

This collection of papers by a group of Chinese educational administrators came about through a graduate study program that facilitated comparisons of educational practices from other cultures against the backdrop of globalization. Collaborative international programs allow contrast and comparisons of practices, policies and educational principles but are not without barriers faced by candidates which can include but are not limited to culture shock and communication and language adjustments. Comparisons of international educational institutions are telling when examined through transfer credit policies, degree recognition, institutional accreditation and the value of academic credits in a globalized educational marketplace. China and Chinese educators recognize that movement and take it most seriously as demonstrated by the group of educational ambassadors who have contributed a variety of perspectives and interests to this volume. They are a new wave of thinkers whose studies embrace their native culture and open minds to alternative ways of understanding and acting on rapidly changing educational circumstances for learners, teachers and administrators.

Editors and Affiliations

  • Brock University, Ontario, Canada

    Sylvester Chen, Michael Kompf

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