Chinese scholars on western ideas about thinking, leadership, reform and development in education [[electronic resource] /] / edited by Sylvester Chen and Michael Kompf

• Record Nr.: UNINA9910790806503321
• Pubbl/distr/stampa: Rotterdam, : Sense Publishers, 2012
• ISBN: 94-6209-009-2; 94-6209-010-6
• Edizione: [1st ed. 2012.]
• Descrizione fisica: 1 online resource (154 p.)
• Collana: Critical Issues in the Future of Learning and Teaching ; ; 7
• Altri autori (Persone): ChenSylvester; KompfMichael
• Disciplina: 370
• Soggetti: Education - China; Education - Western countries
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: ""Chinese Scholars on Western Ideas about Thinking,Leadership, Reform and Development in Education""; ""Table of Contents""; ""Foreword ""; ""å?? ""; ""Introduction and Overview ""; ""PART I : Research on Thinking Models""; ""1. A Principal with an International Horizon: Be Familiar with the Eastern and Western Thought Patterns""; ""INTRODUCTION""; ""AN OVERVIEW OF EASTERN AND WESTERN THOUGHT PATTERNS""; ""The Main Differences of these Two Thought Patterns""; ""DIFFERENT WORLD VIEW""; ""TRANSFERING STRENGTHS OF THESE TWO THOUGHT PATTERNS INTO LEADERSHIP PRACTICES""""APPLYING SYSTEMS THINKING OR HOLISM THOUGHT IN PRACTICE""; ""Principals Are Required to Master Systems Thinking Capacity""; ""Chinese Teachersâ€? Evaluation System Reflects Holism""; ""Leading the New National Curriculum Reform with Systems Thinking or Holism""; ""Make a Difference""; ""Sharing Leadership""; ""CONCLUSION""; ""REFERENCES""; ""Fullan, M. G. (2006). The future of educational change: system thinker in action. Journal of EducationChange (2006) 7:113â€?122. DOI 10.1007/s10833-006-9003-9.""; ""2. A Critical Reflection of Class-Grade Quantification Check Based on Transformational Learning Theory ; """"INTRODUCTION""; ""CONTEXT""; ""TRANSFORMATIVE LEARNING THEORY""; ""ASSUMPTION ONE""; ""Teachers Can Train Studentsâ€? Good Behaviours by Coercive Power""; ""ASSUMPTION TWO""; ""Creating a Habit in Twenty-One Days""; ""ASSUMPTION THREE""; ""The Mode of Training Slaves is Helpful to Cultivate Good Behaviour""; ""ASSUMPTION FOUR""; ""The Behaviourist Approach to Learning""; ""CONCLUSION""""REFERENCES""; ""3. How to be a Reflective Practitioner ""; ""INTRODUCTION""; ""STATUS AND PROBLEMS""; ""Coping with Inspection â€? a Mere Formality""; ""Comprehensive Rather than Deep""; ""Piecemeal Rather than Systematic""; ""Emphasis on Teachers and Neglect Students""; ""MORE NARRATIVE AND LESS ANALYSIS""; ""REFLECTION AND REFLECTION PRACTICE""; ""REFLECTIVE TEACHERS""; ""REFLECTIVE MODE""; ""REFLECTIVE METHODS""; ""Writing Diary/Journal""; ""Web-log""; ""Wikis (Collaborative Web Pages)""; ""Multimedia (Digital Stories & Podcasts)""""Narratives""; ""Case Study""; ""FUTURE RESEARCH""; ""REFERENCES""; ""PART II : Research on Principalsâ€? Leadership""; ""4. Development and Practice of School Principals ""; ""INTRODUCTION""; ""BACKGROUND""; ""THE PRINCIPALâ€?S DEVELOPMENT""; ""STRATEGIES FOR THE DEVELOPMENT OF PRINCIPALS""; ""Studying Theories""; ""Reflective Thinking""; ""Creative Thinking""; ""Critical Thinking""; ""Collaborate and Share""; ""THE REFLECTIVE PRACTICE""; ""REFLECTION""; ""REFERENCES""; ""5. Leading Change in School Culture ""
• Sommario/riassunto: This collection of papers by a group of Chinese educational administrators came about through a graduate study program that facilitated comparisons of educational practices from other cultures against the backdrop of globalization. Collaborative international programs allow contrast and comparisons of practices, policies and educational principles but are not without barriers faced by candidates which can include but are not limited to culture shock and communication and language adjustments. Comparisons of international educational institutions are telling when examined through transfer credit policies, degree recognition, institutional accreditation and the value of academic credits in a globalized educational marketplace. China and Chinese educators recognize that movement and take it most seriously as demonstrated by the group of educational ambassadors who have contributed a variety of perspectives and interests to this volume. They are a new wave of thinkers whose studies embrace their native culture and open minds to alternative ways of understanding and acting on rapidly changing educational circumstances for learners, teachers and administrators.