This book is written by a diverse cohort of American educators,
including professors, teachers, and school administrators from
pre-K to college levels. They come from disciplinary areas of child
development, special education, English as a second language,
counseling, technology, school administration, educational
psychology, educational measurement and testing, as well as
mathematics education. The chapters explore various topics, ranging
from standardized testing, roles of central office, teacher
evaluation, teacher professional development, gender differences,
diversity, student engagement and parental involvement, student
services provided at school, use of technology with teacher and
students' perspectives of technology use, self-efficacy beliefs, to
teacher's perspectives of play in early childhood settings. While
the chapters reflect diverse conceptual and theoretical
orientation, disciplinary focus, methodological emphasis, writing
styles, and educational implications, they add together to present
a more holistic picture of Chinese education across disciplinary
areas. Taken together, these chapters reveal salient similarities
and differences in theoretical underpinnings, pedagogical
principles and classroom practices in China and in the United
States. They also shed light on some of the larger
conceptual/theoretical orientations between learning and learners
in the two countries. They debunk some common misconceptions of
education in the two countries as well. Since many chapters are
written by American authors that reflect directly on their study
abroad experiences in China, this allows fresh insight that helps
to transform the view that these countries learning from one
another would be a challenge into the realization that learning
from one another is not only invaluable but also essential.
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