An Exploration of Reasons for Shanghai's Success in the OECD Program for International Student Assessment (PISA) 2009

Autor/inn/en	Minxuan, Zhang; Lingshuai, Kong
Titel	An Exploration of Reasons for Shanghai's Success in the OECD Program for International Student Assessment (PISA) 2009
Quelle	In: Frontiers of Education in China, 7 (2012) 1, S.124-162 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1673-341X
DOI	10.3868/s110-001-012-0007-3
Schlagwörter	International Education; Compulsory Education; Personnel Selection; Educational Change; Foreign Countries; Enrollment; Parent Aspiration; High Achievement; Achievement Tests; International Cooperation; Student Motivation; Teacher Education; Educational Improvement; Resource Allocation; High Schools; Student Evaluation; Comparative Education; Secondary School Students; China (Shanghai); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Internationale Erziehung; Schulpflicht; Personalauswahl; Personalentscheidung; Bildungsreform; Ausland; Einschulung; Elternwille; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Internationale Kooperation; Internationale Zusammenarbeit; Schulische Motivation; Lehrerausbildung; Lehrerbildung; Teaching improvement; Unterrichtsentwicklung; Ressourcenallokation; High school; Oberschule; Schulnote; Studentische Bewertung; Vergleichende Erziehungswissenschaft; Sekundarschüler
Abstract	The outstanding performance of Shanghai students in the 4th Programme for International Student Assessment (PISA 2009) gained widespread attention at home and abroad. In this paper, the authors attribute this outstanding performance to three traditional factors and six modern factors. The traditional factors are high parental expectations, belief in the power of effort, and the mechanisms of personnel selection. The modern factors are the openness of Chinese education, curriculum and teaching reform, teacher training, improvement of comparatively poor schools, the financial resources allocation mechanism in compulsory education, and the reform of high school enrollment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10