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This book is written by a diverse cohort of both of American
educators, including professors, teachers, school counselors, and
school administrators from pre-K to college levels. Most of the
contributors come from disciplinary areas of English as a second
language and school administration. With the pressure of Common
Core State Standards Initiative, American educators are now
shifting their focus to standards-based instruction. Meanwhile,
Chinese educators are moving away from national standards and
developing state level curriculum and instruction to meet specific
needs of the students in local provinces. There is also a debate
about whether or not to use the National College Entrance
Examination as the only test for college admission. Some provinces
(e.g., Zhejiang and Hubei) are administering their own college
entrance examinations. The book outlines the sociocultural roots of
education in the three countries, linking the tradition and
philosophical orientations to each country's own history of
education. Furthermore, the book compares and contrasts the
curriculum, especially the teaching of English as a second/foreign
language, in three countries. This book examines the stress of
students, physical education, various pedagogical styles in foreign
language education as well as instructional texts and
cross-cultural dialogue between teachers. Additionally, the book
explores factors that influence parent's involvement and women's
educational and career aspirations. Lastly, the book presents
modern technologies such as smart learning technologies and online
learning platforms not only to facilitate future educational
systems but also to promote international exchanges. The chapters
of the book are thematically diverse, but they help to provide
inspirations for educators both in American and Asian countries.
The findings offer alternative practical lenses for educational
community to seek for some "middle ground" between Chinese, South
Korea and American education. The intended audience for this book
is graduate students, teachers, administrators, and professionals
in education.
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.
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.
A volume in Literacy, Language, and Learning Series Editors Claudia
Finkbeiner, University of Kassel; Althier M. Lazar, Saint Joseph's
University and Wen Ma, Le Moyne College This book is about the
learner sideof the teaching and learning equilibrium, centering on
the educational experiences and perspectives ofChinese students in
the United States. These students ranged from kindergarteners,
adolescents, undergraduate, graduate, toadult learners, across the
educational spectrum. Because Chinese students are the largest
cohort among all international students in the U.S., and their
prior educational experiences and perspectives in China are so
different fromthose in the U.S., exploring who they are, what their
learning experiences have been, and how their learning needs can be
met, may notonly help us better understandthese culturally
different students, but also allow U.S. educators to teach them
more effectively. The chapters in the book examine the constructs
of learner privilege and responsibilityin the teaching and learning
equation, cultural and linguistic challenges and transitional
adjustments, self-concept, learning strategies, comparison and
contrast of differences and similarities between Chinese and
American students, and/orcritical reflections on significant issues
confronting Chinese learners. While each chapter is situated in its
own research literature and connects with its own teaching and
learning practices, all of them are united around the overarching
themes of the book: the experiences and perspectives of diverse
learners from Chinese backgrounds in the United States. The
chapters also flesh out some of the larger theoretical/ pedagogical
issues between education in China and in the United States, provide
useful lenses for rethinking about and better understanding their
differences and similarities, as well as offer pertinent
suggestions about how the educational communities in both countries
may benefit from learning about and from each other.
A volume in Literacy, Language, and Learning Series Editors Claudia
Finkbeiner, University of Kassel; Althier M. Lazar, Saint Joseph's
University and Wen Ma, Le Moyne College This book is about the
learner sideof the teaching and learning equilibrium, centering on
the educational experiences and perspectives ofChinese students in
the United States. These students ranged from kindergarteners,
adolescents, undergraduate, graduate, toadult learners, across the
educational spectrum. Because Chinese students are the largest
cohort among all international students in the U.S., and their
prior educational experiences and perspectives in China are so
different fromthose in the U.S., exploring who they are, what their
learning experiences have been, and how their learning needs can be
met, may notonly help us better understandthese culturally
different students, but also allow U.S. educators to teach them
more effectively. The chapters in the book examine the constructs
of learner privilege and responsibilityin the teaching and learning
equation, cultural and linguistic challenges and transitional
adjustments, self-concept, learning strategies, comparison and
contrast of differences and similarities between Chinese and
American students, and/orcritical reflections on significant issues
confronting Chinese learners. While each chapter is situated in its
own research literature and connects with its own teaching and
learningpractices, all of them are united around the overarching
themes of the book: the experiences and perspectives of diverse
learners from Chinese backgrounds in the United States. The
chapters also flesh out some of the larger theoretical/ pedagogical
issues between education in China and in the United States, provide
useful lenses for rethinking about and better understanding their
differences and similarities, as well as offer pertinent
suggestions about how the educational communities in both countries
may benefit from learning about and from each other.
A volume in the Chinese American Educational Research and
Development Association Book Series Series Editor Jinfa Cai,
University of Delaware The book is linked to the annual theme of
the 2008 CAERDA International Conference with contributing authors
serving as keynote speakers, invited panelists, paper presenters,
as well as specialists and educators in the field. The book
provides a most comprehensive description of and a theoretically
wellinformed and a scholarly cogent account of teaching and
learning Chinese in general and in the United States in particular.
It examines a wide range of important issues in Chinese teaching
and learning: current state in teaching Chinese as a Second
Language (TCSL) in the United States, US national standards for
learning foreign languages K-12, policy making about how to meet
the growing demand for Chinese language and cultural education with
regard to a national coordination of efforts, professional teacher
training in terms of the quantity and quality of Chinese language
teachers at all levels, promotion of early language learning,
characteristics of Chinese pedagogy, aspects of Chinese
linguistics, methods and methodology in teaching TCSL, techniques
and technology in Chinese language education, curriculum and
instruction in TCSL, cultural aspects of teaching Chinese as a
Second Language, issues in Chinese pedagogy, development of Chinese
as a Heritage Language (HL) and the issue of cultural identity for
bilingual/multilingual learners (particularly
bilingual/multilingual children), testing and evaluation in TCSL,
Chinese literacy and reading, approaches to instruction and program
design, etc.
This book is written by a diverse cohort of both of American
educators, including professors, teachers, school counselors, and
school administrators from pre-K to college levels. Most of the
contributors come from disciplinary areas of English as a second
language and school administration. With the pressure of Common
Core State Standards Initiative, American educators are now
shifting their focus to standards-based instruction. Meanwhile,
Chinese educators are moving away from national standards and
developing state level curriculum and instruction to meet specific
needs of the students in local provinces. There is also a debate
about whether or not to use the National College Entrance
Examination as the only test for college admission. Some provinces
(e.g., Zhejiang and Hubei) are administering their own college
entrance examinations. The book outlines the sociocultural roots of
education in the three countries, linking the tradition and
philosophical orientations to each country's own history of
education. Furthermore, the book compares and contrasts the
curriculum, especially the teaching of English as a second/foreign
language, in three countries. This book examines the stress of
students, physical education, various pedagogical styles in foreign
language education as well as instructional texts and
cross-cultural dialogue between teachers. Additionally, the book
explores factors that influence parent's involvement and women's
educational and career aspirations. Lastly, the book presents
modern technologies such as smart learning technologies and online
learning platforms not only to facilitate future educational
systems but also to promote international exchanges. The chapters
of the book are thematically diverse, but they help to provide
inspirations for educators both in American and Asian countries.
The findings offer alternative practical lenses for educational
community to seek for some "middle ground" between Chinese, South
Korea and American education. The intended audience for this book
is graduate students, teachers, administrators, and professionals
in education.
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