Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Rural education reform in China : a policy mapping perspective / / Eryong Xue and Jian Li
| Rural education reform in China : a policy mapping perspective / / Eryong Xue and Jian Li |
| Autore | Xue Eryong |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2023] |
| Descrizione fisica | 1 online resource (118 pages) |
| Disciplina | 379 |
| Collana | Exploring education policy in a globalized world : concepts, contexts, and practices |
| Soggetto topico |
Education and state
Education and state - China Education, Rural Reforma de l'educació Política educativa Escoles rurals |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-19-8364-X |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Acknowledgments -- Contents -- About the Authors -- 1 The Rural School Layout Adjustment in China -- 1.1 The Policy of "One Village, One School" in the Early Days of Reform and Opening Up -- 1.1.1 "Withdraw and Merge" Policy -- 1.1.2 "Retreat Point and School": Adjustment of Rural School Layout in the New Era -- 1.2 Historical Policy Review -- 1.2.1 Concept of Location Theory and Its Development -- 1.2.2 The Relationship Between Location Theory and Rural School Layout -- 1.2.3 The Relationship Between Scale Economy Theory and Rural School Layout -- 1.2.4 The Adaptation of Policy Development to Society -- 1.2.5 The Inevitable Requirement of Students' Healthy Growth and All-Around Development -- 1.2.6 The Purpose of Adjusting the Rural School Layout Policy Since the 18th CPC National Congress -- 1.3 Challenges and Problems in Practice -- 1.3.1 Local Governments Lack Reasonable Layout Adjustment Plans, Increasing the Pressure of Financial Investment in Education -- 1.3.2 Imbalance and Waste of Educational Resources (Teachers, Infrastructure, Students, Students' Education Costs) -- 1.3.3 Differences and Drawbacks at the School Scale -- 1.3.4 The Disappearance of the School's Cultural Radiation Function Aggravates the Cultural Crisis in Rural Areas -- References -- 2 Rural Teacher Development in China -- 2.1 Existing Research on the Construction of Rural Teachers in China -- 2.1.1 Problems Existing in the Construction of Rural Teachers in China -- 2.1.2 The Rural Revitalization Strategy Requires the Help of Rural Education -- 2.2 Policy Analysis and Implementation Data Analysis of Rural Teacher Team Construction -- 2.2.1 Rural Teachers Have Little Room for Improvement -- 2.2.2 Rural Characteristics Lead to a Series of Problems, Such as Poor Educational Environment, Low Quality of Students and Backward Educational Concepts.
2.2.3 The Quality and Quantity of Rural Teachers Can Be Prevented in This Kind of Selection to Some Extent -- References -- 3 Rural Students' All-Around Education Development in China -- 3.1 Literature Review -- 3.1.1 Good Physical Quality and a Healthy Physique -- 3.1.2 The Excellent Ideological and Moral Character and Psychological Quality -- 3.2 The Theoretical Tools -- 3.2.1 "All-round Development" -- 3.2.2 Theoretical Explanation and Guidance -- 3.2.3 Liang Shuming's Rural Education Theory -- 3.3 Challenges and Problems in Practice -- 3.3.1 Rural Students Drop Out of School -- 3.3.2 Lack of Quality Education in Rural Schools -- 3.3.3 Information Asymmetry Under the Urban‒rural Dual Pattern -- 3.3.4 Rural Education Financial System Adjustment Caused Economic Difficulties -- 3.4 The Suggestions and Comments -- 3.4.1 The Curriculum and Teaching Reform Should Be Actively Carried Out to Bring More Courses of Moral Education, Physical Education and Aesthetic Education into the School Teaching System -- 3.4.2 Improving the Quality of Teachers is also One of the Prerequisites for Vigorously Promoting Quality Education -- 3.4.3 Developing the Quality Education of Rural Students, We Should Make Full Use of Urban Education Resources to Drive the Development of Rural Education and Optimize the Educational Structure -- 3.4.4 Strengthen Educational Exchanges and Mutual Assistance Between Urban and Rural Areas and Gradually Narrow the Knowledge Gap Between Urban and Rural Areas -- References -- 4 Vocational Education in China's Rural Areas -- 4.1 The Research Background, Purpose and Significance of "Rural Oriented Vocational Education" -- 4.1.1 Study on the Value Orientation of Vocational Education for Rural Areas -- 4.1.2 Research on the Current Situation of Rural Development-Oriented Vocational Education -- 4.2 Problems and Challenges. 4.2.1 Rural Vocational Education Has Not Formed a Relatively Complete System and Mechanism -- 4.2.2 The Social Recognition of Rural Vocational Education Is Not High -- 4.3 Suggestions on "Vocational Education Oriented to Rural Areas" -- 4.3.1 Improve the Support for Rural Vocational Education -- 4.3.2 Looking Back at the Past Ten Years, Rural Vocational Education Is Indispensable in All Relevant Documents, and Its Importance Is Self-Evident -- 4.3.3 Society's Deep-Rooted Prejudice Against Vocational Education -- 4.3.4 Form a Reasonable, Distinctive and Adaptable Professional Structure -- 4.3.5 Strengthen the Strength of Teachers and Accelerate the Construction of High-Quality Teachers -- 4.3.6 Improving the Management System and Laws and Policies for Vocational Education -- 4.3.7 Innovate the School-Running System and Implement Targeted Talent Training Programs -- 4.3.8 Improve Legislation Related to the Development of Vocational Education -- References -- 5 Rural Education Informatization Development in China -- 5.1 Research Background, Purpose and Significance -- 5.1.1 The Current Situation of Education Informatization in Rural Schools in China -- 5.1.2 Comparative Study on Rural Education Informatization at Home and Abroad -- 5.1.3 Research on Government Measures, Financing Channels and Hardware Facilities of Rural Education Informatization -- 5.1.4 Research on Teacher Training and Information Literacy of Teachers -- 5.2 Rural Education Information Construction Theoretical Tools -- 5.2.1 Theory of Deep Integration of Information Technology and Curriculum -- 5.2.2 Innovation Diffusion Theory -- 5.3 Rural Education Information Construction Software Policy -- 5.3.1 Promotion of Teacher Training -- 5.3.2 Building a High-Quality Course Platform -- 5.4 Problems and Challenges of Rural Education Informatization Construction. 5.4.1 Material Resources and Human Resources -- 5.4.2 Weak Capital Investment and Low Utilization Rate -- 5.4.3 Excessive Reliance on Government Financial Input -- 5.4.4 Inadequate Capacity Construction and the Backward Consciousness of Rural Teachers -- 5.5 Countermeasures of Rural Education Informatization Construction -- 5.5.1 Optimizing Resource Allocation and Making Reasonable Use of Educational Resources -- 5.5.2 Expand the Supply of Resources, Increase the Supply of Resources -- 5.5.3 Innovate the Supply of Resources and Introduce Market Forces to Promote the Construction and Use of a Synchronized Supply of Resources -- 5.5.4 Combine Top-Level Design with Grassroots Innovation to Make Full Use of Educational Resources -- 5.5.5 Adhere to Multi-Pronged and Continue to Strengthen the Input of Rural School Education Informatization -- 5.5.6 Optimizing the Financial System and Making Rational Use of Financial Funds -- References. |
| Record Nr. | UNINA-9910633922303321 |
Xue Eryong
|
||
| Singapore : , : Springer, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Ruraling education research : connections between rurality and the disciplines of educational research / / Philip Roberts, Melyssa Fuqua, editors
| Ruraling education research : connections between rurality and the disciplines of educational research / / Philip Roberts, Melyssa Fuqua, editors |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (301 pages) |
| Disciplina | 370.72 |
| Soggetto topico |
Education - Research
Investigació educativa Escoles rurals |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-0131-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Contributors -- List of Figures -- List of Tables -- 1 Ruraling Education Research -- Ruraling? -- Education as a Discipline -- The Present Volume -- An Overview of Chapters -- References -- 2 Framing Rural and Remote: Key Issues, Debates, Definitions, and Positions in Constructing Rural and Remote Disadvantage -- Understanding 'Rural' -- Making Rural (Education) Policy -- Rural Colonialism -- Conceptualising Remote -- Hegemonic Rhetoric -- Power of Naming -- What Is 'Dis-Advantage'? -- Silences: Who Is Silent in Western Empiricism? -- Lack of Evidence-A Philosophical Issue -- Conclusion -- References -- 3 Rural Social Space: A Conceptual-Analytical Framework for Rural (Teacher) Education and the Rural Human Services -- Introduction: Understanding Rural Social Space -- Challenging the Deficit Model -- Conceptualising Rural Social Space -- Working with Rural Social Space -- Conclusion -- References -- 4 Exploring the Interplay of the 'Rural' and 'Community' in and for Teacher Education Research -- Introduction -- Beyond the Metropolis, Beyond the Rural, Beyond Populism -- Beyond the Metropolis -- Beyond the Rural -- Beyond Populism -- Coming to 'Terms': 'Rural Community' -- Exploring a Set of Spatial Theoretical Tools in, with and for: Rural Communities and Beyond -- Thirdspace -- Funds of Knowledge -- Conclusion -- References -- 5 The Rural Community Walk: A Structured Learning Experience for Understanding Place -- The Foot of the Farmer -- Teacher Preparation and the Rural Context -- Insights from Conceptual Change Theory -- Principles of Practice from Community Development Professionals -- The Rural Community Walk Context -- The Rural Community Walk Implementation -- Step One: Identify Your Guide -- Step Two: Identify Your Lenses -- Step Three: Explore Digital Representations of Rural Community.
Step Four: Develop Personal Understandings of Rural Community -- Step Five: Draw Your Map -- Step Six: Draw Your Conclusions -- Recommendations for Using the RCW Model to Build Accurate Understandings of Place -- Conclusion -- References -- 6 Using Rural Frameworks and Research to Develop Understandings of Educational Justice and Equity Across Socio-Spatial Settings -- Introduction: Researching Education Justice and Equity as Urban or Generic -- Researching Rurality to Rethink Structural Educational Injustice -- Places and Their Historical and Contemporary Production Relations -- School Presentations of Place and Values in the Age of Marketisation -- Discussion -- Conclusions -- References -- 7 Charter Schools and the Reconfiguring of the Rural School-Community Connection -- Introduction -- The Schools and Communities -- Riverton -- Jackson -- Rockridge -- Logansville -- School as the "Heart of Community" -- The Community in the School -- A School for Which Community? -- Reflections -- References -- 8 Erasing Rurality: On the Need to Disaggregate Statistical Data -- An Australian Example: Remoteness and Literacy and Numeracy Results -- Method -- Results -- An American Example: Remoteness and Advanced Placement Access -- Method -- Implications -- References -- 9 Pathways, Principals, and Place -- Introduction -- Conceptual Framework -- Rural Social Space -- Social Justice -- Mapping the Field -- Stay or Leave? Student and Community Futures -- The Study: Lived Experiences of Australian Rural Pathways Advisors -- Pathways Advising and Place -- Rural Pathways Advisors Need Strong Local Knowledge -- Principals and Place -- Understanding Place to Better Inform the Distribution of School Resources -- Understanding Place to Bolster Community Sustainability -- Supporting Local Knowledge as Professional Learning -- Closing Thoughts -- References. 10 Can Boarding Be Better? Ethical Dilemmas for Policy-Makers, Education Providers and Evidence-Makers -- Introduction and Background -- Policy Space in Which Boarding Operates for Remote and Rural Students -- Boarding Policy in Historical Context -- How Is Policy Constructed? -- What Does the Evidence Say? -- Outcome for Individuals -- Social and Emotional Well-Being -- Identity and Culture -- Families and Choice -- Towards an Ethical Response to Boarding -- Conclusions -- References -- 11 Using Rural Education Research to Rethink Literacies Pedagogies -- Introduction -- Reflecting on Three Incidents -- Incident One -- Incident Two -- Incident Three -- Considering Rural Education Research and Literacies Pedagogies -- Mapping Literacies Pedagogies -- Understanding the Effects of Different Pedagogical Approaches -- Putting Pedagogies on the Public Record -- How Might Rural Education Research Contribute to Literacies Pedagogies? -- Conclusion -- References -- 12 How Can Rural Education Research Make Inclusive Education Better? -- Introduction -- Conceptualising Rural Education Research and Inclusion Practice in Australia -- Theorising Rural Intersections-Using Strength-Based Approaches -- Using a Rural Lens -- Place-Affordances of Rural Schools and Districts -- How Might Rural Education Research Inform the Field of Inclusive Practice? -- Discussion and Implications-New Opportunities for Research -- Conclusion -- References -- 13 Linguistic Landscape Methodologies in Rural Education and Educational Research -- Linguistic Landscape Methodology -- A Case Study of the Main Street and Beyond -- New Theoretical Insights for LL from the Rural Perspective -- New Insights for Education Research to Be Gained from LL Methodology -- References. 14 Dancing Koalas, Burning Books, and "Fair Game": Using Butler's Concept of Performativity to Examine Rural Gender Performances -- Rurality and Gender: A Co-constitutive Affair -- Where I Fit in -- Coming to Know My Community -- Links Between Gender Performances and Schooling Performances -- Links Between Gender Performances, Rural Performances, and Domestic Violence -- Doing and Undoing Rural Gender Performances: Stories of Hope and Despair -- Unmasking and Re-masking Rural Gender Performances -- References -- 15 Harnessing Social Capital in Rural Education Research to Promote Aspiration and Participation in Learning -- Introduction -- Case Studies -- Volunteering at 'Agfest', Tasmania's Major Rural Event -- Pathways to Success -- Rural Aspirations -- Community Learning Plans (CLPs) in Two Rural Communities -- Implications and Conclusion -- References -- 16 The Invisible Cohort: Remote Students' Engagement and Success in Higher Education -- Introduction -- Background -- Research Approach -- Identifying the Invisible Cohort -- Remote Students' Perspectives -- Discussion -- Conclusion -- References -- 17 The Politics of Ethics in Rural Social Research: A Cautionary Tale -- Introduction: Understanding Rural Differences -- Rural Research Is About Place(s) -- Site Studies -- Research that Values Place Does not 'Anonymise' It -- Using Images -- Rural Research Is Often Directly or Indirectly About Aboriginal People -- Research Often Takes Longer in Rural and Remote Locations and Costs More -- Conclusion -- References -- 18 Valuing the Rural: Using an Ethical Lens to Explore the Impact of Defining, Doing and Disseminating Rural Education Research -- Introduction -- Valuing the Rural -- Thinking About Benefit or Harm -- Working Ethically in Rural Communities -- Defining Rural Research -- Doing Rural Research -- Rural Indigenous Research. Disseminating Rural Research -- Conclusion -- References -- 19 People, Places, and Communities in an Urban Century: Broadening Rural Education Research -- On Not Defining Rurality -- Building the Field of Rural Education Research Outward -- Context Matters -- A Spark of Inspiration -- Implications and Provocations -- Theory -- Methodological Considerations -- Disciplines in Education -- Schooling Choices -- Future Research Directions -- Closing Thoughts -- References -- Index. |
| Record Nr. | UNINA-9910484050303321 |
| Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
