Based on fieldwork at two elementary schools in northeastern China, the monograph explores how local schools responded to the Chinese New Mathematics Curriculum Reform in 2001, and how the current on-going reform started in 2011 inherited its legacy.
Based on fieldwork at two elementary schools in northeastern China, the monograph explores how local schools responded to the Chinese New Mathematics Curriculum Reform in 2001, and how the current on-going reform started in 2011 inherited its legacy.
Wei Gao, Ph.D., is an associate professor at the Institute of Higher Education at Beijing University of Technology, China. He obtained his doctorate from Syracuse University, United States of America. He has been an elementary teacher, UN Volunteer, special educator, and an engineer. His research is focused on STEM education and inclusion issues. Xianwei Liu, Ph.D., is an associate professor at the Institute of Higher Education at Beijing University of Technology, China. Dr. Liu focuses on the area of STEM education, with a particular interest in students' capacity development in the STEM areas.
Inhaltsangabe
1. Introduction 2. Curriculum Reform as Leverage of Change 3. Research Design 4. Merits School Confronted with the Reform 5. Teaching Evaluation at Merits School In Response to the Reform 6. Teachers' Learning and Professional Development at Merits School 7. Pioneer School Embraced the Reform 8. Teaching Evaluation at Pioneer School in Response to the Reform 9. Teachers' Experience of the Curriculum Reform at Pioneer School 10. Key Findings 11. General Discussion 12. Concluding Remarks
1. Introduction 2. Curriculum Reform as Leverage of Change 3. Research Design 4. Merits School Confronted with the Reform 5. Teaching Evaluation at Merits School In Response to the Reform 6. Teachers' Learning and Professional Development at Merits School 7. Pioneer School Embraced the Reform 8. Teaching Evaluation at Pioneer School in Response to the Reform 9. Teachers' Experience of the Curriculum Reform at Pioneer School 10. Key Findings 11. General Discussion 12. Concluding Remarks
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