Learning to Make Change Happen in Chinese Schools: Adapting a Problem-Based Computer Simulation for Developing School Leaders

Autor/inn/en	Hallinger, Philip; Shaobing, Tang; Jiafang, Lu
Titel	Learning to Make Change Happen in Chinese Schools: Adapting a Problem-Based Computer Simulation for Developing School Leaders
Quelle	In: School Leadership & Management, 37 (2017) 1-2, S.162-187 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2017.1293640
Schlagwörter	Computer Simulation; Principals; Active Learning; Foreign Countries; Educational Change; Theory Practice Relationship; Research and Development; Administrator Education; Computer Assisted Instruction; Administrator Attitudes; Transfer of Training; Qualitative Research; Focus Groups; Workshops; Change Strategies; Cultural Differences; Problem Based Learning; Teaching Methods; Semi Structured Interviews; China + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Principal; Schulleiter; Aktives Lernen; Ausland; Bildungsreform; Theorie-Praxis-Beziehung; Forschung und Entwicklung; Computer based training; Computerunterstützter Unterricht; Training; Transfer; Ausbildung; Qualitative Forschung; Lernwerkstatt; Schulung; Lösungsstrategie; Kultureller Unterschied; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	School leader training has become a critical strategy in educational reform. However, in China, there still exists a big gap in terms of how to transfer leadership knowledge into practice. Thus, tools that can integrate formal knowledge into practice are called for urgently in school leader training. This paper presents the results of a research and development (R&D) approach to adapt an existing online computer simulation, Making Change Happen™, for use in Mainland China. The paper describes the process used to inform and assess our cultural adaptation of the simulation, as well as the response of Chinese principals to learning through this innovative method. Results affirmed the necessity for cultural adaptation of "Western" curricula and tools for use in the Chinese context. The positive response of the Chinese school principals to learning via an online computer simulation suggested future potential for employing technology-facilitated, active learning modes in China. Implications are outlined for theory, research, and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01