{"product_id":"empowered-educators-in-china-isbn-9781119369653","title":"Empowered Educators in China","description":"\u003cp\u003e\u003cb\u003eBEST PRACTICES FROM CHINA'S HIGH-PERFORMING SCHOOL SYSTEM\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eEmpowered Educators in China\u003c\/i\u003e is one volume in a series that explores how high-performing educational systems from around the world achieve strong results. The anchor book, \u003ci\u003eEmpowered Educators: How High-Performing Systems Shape Teaching Quality Around the World,\u003c\/i\u003e is written by Linda Darling-Hammond and colleagues, with contributions from the author of this volume.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eEmpowered Educators in China\u003c\/i\u003e describes the nation's policy reforms that built the modern Chinese educational system and the educational practices that are considered typical in China. The book spotlights Shanghai's system which is distinctive and superior. Shanghai offers a clear illustration of an educational system that continually invests in educating a diverse student population and, by measures of international comparison tests, is achieving outstanding results. Many factors contribute to the Shanghai system's ongoing success, including the students' motivation toward strong performance, the parental support for education that is culturally ingrained throughout the country, the focus that teachers place on high expectations for students, and the individual tutoring they provide. The author argues that these factors are only a partial explanation of Shanghai's success and then closely describes educational policies that support teachers' preparation, hiring, ongoing development, and opportunities for awards and leadership. These policies are based on the assumption that teachers are key to the nation's future and must be appropriately supported in order to contribute to student performance and achievement, an assumption that is also explicitly stated within Chinese law. This volume offers specific descriptions of how these national policies are translated, adapted, and enacted in Shanghai.\u003c\/p\u003e Foreword vii \u003cp\u003eAcknowledgments xi\u003c\/p\u003e \u003cp\u003eAbout the Sponsoring Organizations xv\u003c\/p\u003e \u003cp\u003eAbout the Authors xvii\u003c\/p\u003e \u003cp\u003eOnline Documents and Videos xix\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 The Surprising Success of Shanghai Students 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThis Study 3\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 Situating Shanghai in China’s National Education Policy Context 5\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEducation Financing in China 7\u003c\/p\u003e \u003cp\u003eBuilding and Reforming China’s Educational System through Policy 10\u003c\/p\u003e \u003cp\u003eEstablishing the Modern Chinese School System: 1986 Compulsory Education Law 12\u003c\/p\u003e \u003cp\u003eSeeking Educational Improvement: 1995 Education Law 15\u003c\/p\u003e \u003cp\u003eExpanding Access to Educational Opportunities: Reform in 2001 16\u003c\/p\u003e \u003cp\u003eAddressing National Equity Issues: Compulsory Education Law Revisited in 2006 20\u003c\/p\u003e \u003cp\u003eExpanding Access and Shifting the Curriculum Focus: 2020 National Educational Reform Plan 21\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 China’s Educational System Today 25\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGovernance of the National Education System 27\u003c\/p\u003e \u003cp\u003eThe Teaching Population in China 30\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 Education in Shanghai 33\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGeography and History of the City 33\u003c\/p\u003e \u003cp\u003eShanghai’s Schools and Students 35\u003c\/p\u003e \u003cp\u003eMeeting the Needs of Migrant Children in Shanghai’s Schools 37\u003c\/p\u003e \u003cp\u003eControversy about Migrant Children and the PISA Exam Results 38\u003c\/p\u003e \u003cp\u003eGovernance of the Shanghai Education System 41\u003c\/p\u003e \u003cp\u003eEducation Financing in Shanghai 42\u003c\/p\u003e \u003cp\u003eFamily Commitment to Education in Shanghai 43\u003c\/p\u003e \u003cp\u003eEducational Reform Efforts in Shanghai 44\u003c\/p\u003e \u003cp\u003eReforms in Curriculum and Teaching 45\u003c\/p\u003e \u003cp\u003eImproving the Overall Quality of Schools 47\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Teaching in China and Shanghai 53\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTeaching within the Chinese Culture 53\u003c\/p\u003e \u003cp\u003eEstablishing Teaching as a Profession: National Teacher Laws and Regulations in the 1990s 55\u003c\/p\u003e \u003cp\u003eEnsuring Ongoing Quality of Teachers: 2004 Continuing Education Requirements 58\u003c\/p\u003e \u003cp\u003eCurrent Focus on Quality and Distribution of Teaching Expertise: Teachers in the 2020 Plan 58\u003c\/p\u003e \u003cp\u003eResponding to the 2020 Plan: 2011 Teaching Standards in China 60\u003c\/p\u003e \u003cp\u003eHow School Structure Shapes Teachers’ Work 62\u003c\/p\u003e \u003cp\u003eThe “Class” Grouping of Students 62\u003c\/p\u003e \u003cp\u003eOrganizing the Physical Space of the School 63\u003c\/p\u003e \u003cp\u003eTeachers as Curriculum Specialists 64\u003c\/p\u003e \u003cp\u003eThe School Schedule 67\u003c\/p\u003e \u003cp\u003eExaminations 68\u003c\/p\u003e \u003cp\u003eTeaching Practices in China 69\u003c\/p\u003e \u003cp\u003eTeaching and Learning in Shanghai 71\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 Teacher Preparation in China and Shanghai 79\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTeacher Preparation Minimum Expectations 79\u003c\/p\u003e \u003cp\u003eTeacher Preparation Program Design 82\u003c\/p\u003e \u003cp\u003eTeacher Certifi cation Exams 88\u003c\/p\u003e \u003cp\u003eRecruiting and Hiring Teachers in Shanghai 89\u003c\/p\u003e \u003cp\u003eInducting Beginning Teachers in Shanghai 93\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 Supporting Teacher Professional Learning in Shanghai 97\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTeacher Professional Learning in Shanghai 97\u003c\/p\u003e \u003cp\u003eCareer Ladders and Leadership for Teachers 109\u003c\/p\u003e \u003cp\u003eTeacher Compensation and Evaluation 114\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Conclusion: How Teaching Culture, Policies, and Practices Support Student Performance 119\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eReferences 125\u003c\/p\u003e   \u003cp\u003e\u003cb\u003eMISTILINA SATO\u003c\/b\u003e is an associate professor of teacher development and science education at the University of Minnesota-Twin Cities. She is the inaugural holder of the Carmen Starkson Campbell Chair for Innovation in Teacher Development.    \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBEST PRACTICES FROM CHINA'S HIGH-PERFORMING SCHOOL SYSTEM\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003ci\u003eEmpowered Educators in China\u003c\/i\u003e is one volume in a series that explores how high-performing educational systems from around the world achieve strong results. The anchor book, \u003ci\u003eEmpowered Educators: How High-Performing Systems Shape Teaching Quality Around the World,\u003c\/i\u003e is written by Linda Darling-Hammond and colleagues, with contributions from the author of this volume. \u003c\/p\u003e\u003cp\u003e\u003ci\u003eEmpowered Educators in China\u003c\/i\u003e describes the nation's policy reforms that built the modern Chinese educational system and the educational practices that are considered typical in China. The book spotlights Shanghai's system which is distinctive and superior. Shanghai offers a clear illustration of an educational system that continually invests in educating a diverse student population and, by measures of international comparison tests, is achieving outstanding results. Many factors contribute to the Shanghai system's ongoing success, including the students' motivation toward strong performance, the parental support for education that is culturally ingrained throughout the country, the focus that teachers place on high expectations for students, and the individual tutoring they provide. The author argues that these factors are only a partial explanation of Shanghai's success and then closely describes educational policies that support teachers' preparation, hiring, ongoing development, and opportunities for awards and leadership. These policies are based on the assumption that teachers are key to the nation's future and must be appropriately supported in order to contribute to student performance and achievement, an assumption that is also explicitly stated within Chinese law. This volume offers specific descriptions of how these national policies are translated, adapted, and enacted in Shanghai.\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47989127053541,"sku":"NP9781119369653","price":30.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119369653.jpg?v=1761782905","url":"https:\/\/k12savings.com\/es\/products\/empowered-educators-in-china-isbn-9781119369653","provider":"K12savings","version":"1.0","type":"link"}