Action Research Localization in China: Three Cases

Autor/in	Bai, Yimin
Titel	Action Research Localization in China: Three Cases
Quelle	In: Educational Action Research, 17 (2009) 1, S.143-154 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
Schlagwörter	National Curriculum; Curriculum Development; Action Research; Educational Change; Foreign Countries; Teachers; College Faculty; College School Cooperation; Teacher Improvement; Teacher Effectiveness; Social Change; Professional Development; Elementary School Teachers; Case Studies; China + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Projektforschung; Bildungsreform; Ausland; Lehrer; Lehrerin; Lehrende; Fakultät; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Sozialer Wandel; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Case study; Fallstudie; Case Study
Abstract	Since the introduction of the action research into China in the 1980s, especially since the start of the twenty-first century, Chinese education researchers have been trying to localize it in relation to the backdrop of the national curriculum reform in basic education. This article presents three cases in which educators aimed for a conscious adaptation of education action research and which have been very influential in China. They provide a snapshot of the Chinese localization of action research. In the first case, the "Qingpu education experiment," there was an emphasis on supporting practitioners' own in-depth rational thinking. In the second example, there was a focus on cooperative educational action research involving university faculty and school teachers, with a focus on improving teachers' classroom performance. The final case, 'New basic education,' emphasized a conception of action research in which "theory comes first." It is argued that these and other cases where Chinese educators have adapted global models of action research to suit local circumstances are significant for China, which is currently in a period of significant school transformation and social transition. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10