Global Characteristics of School Transformation in China

Autor/inn/en	Harris, Jessica; Zhao, Yong; Caldwell, Brian J.
Titel	Global Characteristics of School Transformation in China
Quelle	In: Asia Pacific Journal of Education, 29 (2009) 4, S.413-426 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
Schlagwörter	Secondary Schools; Educational Change; Foreign Countries; Comparative Education; Alignment (Education); Governance; Educational Resources; Effective Schools Research; Case Studies; Literature Reviews; Workshops; Regional Characteristics; Australia; China; Finland; United Kingdom (Wales); United States + Suchen Sie Ihr Suchwort? Sekundarschule; Bildungsreform; Ausland; Vergleichende Erziehungswissenschaft; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsmittel; Schulforschung; Case study; Fallstudie; Case Study; Lernwerkstatt; Schulung; Regionaler Faktor; Australien; Finnland; USA
Abstract	In many ways, China's education system is quite different from systems of education in the West. Rich descriptions of school transformation, however, have revealed that the factors that fuelled transformation in schools in China are also evident in schools in Australia, England, Finland, Wales and the United States. This paper draws on an international project that examined how secondary schools from six countries achieved success by developing and drawing on their resources, referred to as four forms of capital: financial, intellectual, social and spiritual. It describes how five secondary schools in Chongqing, Western China, viewed each form of capital and how the four forms of capital were strengthened and aligned through outstanding governance to support the success of all students. The case is made that, although some aspects of the forms of capital found in schools in China may be viewed differently, the approaches adopted by these schools share a number of common elements with approaches to school transformation identified in Western schools. It is argued that these common elements from a range of international settings constitute a rich evidence base for understanding school transformation and for new insights in governance and leadership. (Contains 1 figure and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10