Urban Teachers' Perceptions of Inclusion of Migrant Children in the Chinese Educational Institution: A Comparative Study

Autor/inn/en	Liu, Ting; Holmes, Kathryn; Albright, James
Titel	Urban Teachers' Perceptions of Inclusion of Migrant Children in the Chinese Educational Institution: A Comparative Study
Quelle	In: International Journal of Inclusive Education, 19 (2015) 9, S.994-1008 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2015.1024762
Schlagwörter	Urban Schools; Teacher Attitudes; Inclusion; Migrant Children; Foreign Countries; Educational Practices; Educational Policy; Interviews; Elementary School Teachers; Educational Experience; Metropolitan Areas; Rural to Urban Migration; Public Schools; Institutional Characteristics; Positive Attitudes; Migrant Education; Questionnaires; Statistical Analysis; Teacher Surveys; China + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Inklusion; Ausland; Bildungspraxis; Politics of education; Bildungspolitik; Interviewing; Interviewtechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungserfahrung; Ballungsraum; Landflucht; Public school; Öffentliche Schule; Fragebogen; Statistische Analyse
Abstract	Recently China has been undergoing an unprecedented urbanisation process which has resulted in millions of rural families living in urban areas. As part of a study of Chinese migrant children's educational experiences, surveys and interviews were conducted with primary school teachers in a metropolitan city in East China. The objectives of this study were to describe teachers' perceptions of migrant children's education in both migrant schools and in public schools, and to investigate differences in their beliefs between school types. Results found that urban teachers' perceptions of educational inclusion of migrant students were slightly negative in general. However, teachers in public schools showed significantly more positive attitudes to inclusion of migrant students than migrant school teachers. In the light of these findings, the paper concludes with implications for practice and policy for education of migrant children in China. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01