Changing Understandings of "Low Achievers": A Focused Ethnographic Approach to Academic Achievement in China's New Curricular Reform

Autor/in	Chen, Hongyan
Titel	Changing Understandings of "Low Achievers": A Focused Ethnographic Approach to Academic Achievement in China's New Curricular Reform
Quelle	In: Asia Pacific Journal of Education, 38 (2018) 3, S.348-360 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Hongyan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2018.1509058
Schlagwörter	Low Achievement; Ethnography; Academic Achievement; Curriculum Development; Foreign Countries; Educational Change; Attitude Change; Teacher Attitudes; Teacher Student Relationship; Elementary School Teachers; Elementary School Students; China + Suchen Sie Ihr Suchwort? Unterdurchschnittliche Leistung; Ethnografie; Schulleistung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Bildungsreform; Attitudinal change; Einstellungsänderung; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The term "low achiever", a by-product of achievement-driven societies, can cause panic among parents, educators, and psychologists. At the turn of the millennium, a new curriculum reform (NCR) was initiated by the Chinese government. Unlike previous political initiatives that aimed to boost student achievement, the NCR is intended to create cooperative, harmonious, and autonomous school communities where clear distinctions between high and low achievers is not encouraged. Alignment to the NCR is required to reappraise the burden of standardized testing and reconstruct notions of "low achievers". This empirical study based on focused ethnographic approach provides an alternative picture of how the understanding of low achievers has been reconceptualized in actual school within the context of the NCR. The findings indicate that instead of ascribing educational attainment to cognitive or intellectual faculties, teachers regard it as a facet of personality, and primary school teachers exercised considerable autonomy in the degree to which they evaluate students. Moreover, instead of considering low achievers as passive children, teachers tend to regard them as active agents and address the development of individual students' potential. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01