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The Programme for International Assessment (PISA) is an important cross-national study of 15-year olds academic achievement. Although it has traditionally been conducted using paper-and-pencil tests, the vast majority of countries will use computer-based assessment from 2015. In this paper, we consider how cross-country comparisons of children's skills differ between paper and computer versions of the PISA mathematics test. Using data from PISA 2012, where more than 200,000 children from 32 economies completed both paper and computer versions of the mathematics assessment, we find important and interesting differences between the two sets of results. This includes a substantial drop of more than 50 PISA test points (half a standard deviation) in the average performance of children from Shanghai-China. Moreover, by considering children's responses to particular test items, we show how differences are unlikely to be solely due to the interactive nature of certain computer test questions. The paper concludes with a discussion of what the findings imply for interpretation of PISA results in 2015 and beyond.

Purpose: The purpose of this paper is threefold: to sketch the current policy context that frames the education of migrant children in Shanghai; to explore the work lives of school leaders in the privately owned but government-supported schools; and to understand the socio-cultural and educational factors that shape the leadership practices in these schools. Design/methodology/approach: This paper drew from publicly accessible policy papers and interview data with four principals leading migrant children's schools in Shanghai. Findings: Migrant children's schools have received increasing policy recognition and attention. Principals of these schools have strived to adopt various leadership strategies to enhance the quality of education as received by migrant children. However, due to the institutional barriers such as hukou, multiple challenges continue to face migrant children and leaders leading migrant schools. Originality/value: This is one of the first few papers that collected data from principals leading migrant children's schools. The paper contributes to further understandings about leadership in high-needs school context and about education quality and equity in relation to programme for international student assessment success in Shanghai.

Although international school teachers have always been hired on short-term contracts (usually from two to three years in duration), there has been relatively little research examining this aspect of international schooling. Whilst short-term contracts may appear to be a positive feature of international schooling, particularly for younger teachers who are keen to be mobile, recent studies have begun to examine the short-term as a feature of precarity and the precaritisation of international schooling. This paper adds to this small but growing body of scholarship by focusing on contract non-renewal as a form of international school precarity. In order to explore this issue, this paper utilises autoethnography, drawing on the author's experiences of contract renewal in an internationalised school in Shanghai, as well as interviews with two participants. Whilst the author's experiences of precarity as a foreign teacher in China were characterised by vulnerability and discrimination, his positionality as a white, British male teacher enabled him to negotiate contract non-renewal relatively easily, something that women teachers or minority groups might be unable to do due to the differential nature of precarity. Despite being privileged, white male international school teachers must still negotiate contractual employment and diminished white-skin privilege. This paper goes some way to bringing into focus white male teachers' "precarious privilege".

This paper will discuss how intercultural communication (ICC) and Spanish classes at the Sydney Institute of Language and Commerce (SILC)-Business School at Shanghai University were adapted to be conducted virtually during COVID-19. The platforms used included Zoom, WeChat, and pre-recorded videos of lessons. While the Spanish course met for short classes to practice speaking, the ICC course only discussed via messaging in a WeChat group. Both had pre-recorded videos of lessons. The merits and drawbacks of each of these will be discussed. Additionally, perceptions of these tools were collected via questionnaires with 25 Likert-scale items and 15 open-ended items conducted with the students of the courses and teachers of different subjects at SILC. Findings indicate that each have their strengths and weaknesses but could be used synchronously to achieve the best outcomes. For example, Zoom being used only for small groups to practice speaking and videos for lecturing. Interestingly, most teachers reported not using WeChat for teaching purposes despite the students being very familiar with it and finding it useful for several aspects. The paper ends with suggestions on how these methods can be used for classes after the pandemic, whether they are conducted online or in person.

Translanguaging and codeswitching are frequently employed in second/foreign language classrooms. Though the differences between these two practices have been examined from a conceptual perspective, the potential of translanguaging as a pedagogical resource has not been empirically addressed. This article opens with a concise comparison of translanguaging and codeswitching, arguing that they offer different analytical and practical advantages in second/foreign language education. Using extracts from a practitioner study conducted in a high school EFL classroom in Shanghai, this paper illustrates how different linguistic and semiotic resources are deployed in a teacher's and students' translanguaging practices in order to achieve pedagogical goals, thus demonstrating the possibilities that pedagogical translanguaging encompasses. The paper argues that practitioners should be encouraged to make full use of these resources so as to create arenas of opportunity for the students.

The promotion of the English language continues to be instrumental in helping China to engage with the world, but it has caused identity anxiety and cultural uncertainty among language learners. In this paper, we analyze data from a favorite-character-presentation task and an oral survey conducted with 82 preschool children in Shanghai. We found that Chinese remains the most important language for the participants in expressing their transcultural identity aspirations, but the influences of English can be observed in their language practice when presenting their favorite characters. These findings suggest that the participants' identity aspirations can be understood in the context of their translanguaging practices, which unfold in their use of linguistic and pictorial resources. The paper concludes with a discussion of how language educators and policymakers should consider children's exposure to informal language learning beyond the classroom in teaching.

This paper offers a historiographic and ethnographic analysis of how reflexivity, as a communicative practice and valued personality trait, has been understood, regulated, legitimised and used to control Chinese workers from the planned-economy era to the present. Using a Shanghai-based multinational company as a case study, I document how and under what conditions English-mediated reflexivity, with its stress on self-entrepreneurship, came to replace former Mandarin-mediated reflexivity supporting a notion of collective workerhood. Special attention is paid to reflexivity's changing roles in shaping, managing and evaluating workers and facilitating understandings of labour, power and agency. The paper argues that the emerging English-dominated reflexivity represents a required linguistic shift for the creation of a new worker type in the current globalised economy as it normalises managerial technologies of discipline, stratification and exclusion.

This paper explores how teacher leaders enact leadership practice across a regional learning network, Master Teacher Studios, an officially initiated teacher learning program in Shanghai. It investigates the leadership strategies that are employed for cross-boundary endeavors in the network. The concepts of "boundary" and "boundary crossing," as expounded by Wenger and others, are used to guide an examination of the process of teacher leadership enactment across a network, which is elucidated as interpreting the boundaries, selecting/designing boundary objects, and participating in communities of practice. The paper fosters an understanding of teacher leadership practice as boundary work in a network context, and delineates a process of teacher leadership enactment, as well as the importance of teacher leader identity in the process.

Properties of arithmetic operations are important in mathematics and play a significant role in elementary school students' learning of mathematics. At the same time, it is quite challenging to help students learn arithmetic operational properties beyond memorization, so that they know when and how to use a specific arithmetic property. This paper reports a study containing two parts to explore students' learning of the Commutative Property of Addition (CPA) as related to the content presentation in textbooks. Part one is to assess selected students' performance on CPA at the end of Grade two, and part two is to explore possible contributions of textbooks to students' performance in Shanghai. Firstly, we evaluated the performance of 41 second-graders on CPA by collecting data through a paper-and-pencil test, which was followed up with individual interviews. Through analyzing how textbooks present and organize this topic, we sought to better understand from a curriculum standpoint how students' performance on CPA is impacted by textbooks. Results revealed that Shanghai textbooks make a positive contribution to students' learning performance. The findings from this study help to shed light on how those textbooks aid student learning, and provide an example for further reflection on student learning of arithmetic operational properties in different curricula.

The research reported in this paper seeks to assess the potential of the Russian market for exported educational services through the example of the Shanghai Cooperation Organisation Network University (SCOU). The authors share the findings from their analysis of a set of educational models for the SCOU, provide an assessment of the role of backbone Russian and Chinese colleges in and their contribution to the implementation of priority areas for the training of specialists from SCO member states, share the findings from their statistical analysis of demand for joint export educational programs (JEEPs), and examine some of the key forms and characteristics of the academic mobility of students attending school via a JEEP, which they view as an indispensable part of today's international educational process. The paper shares the findings from a sociological study which was conducted by the authors in the form of a questionnaire-based survey of students from top Chinese and Russian colleges participating in the SCOU program for the purpose of exploring the motivation of students in the context of planning out their individual educational path based on the pursuit of studies overseas. The work makes use of SCOU-related data from the Ministries of Education of China and Russia and various statistics websites on the Internet to analyze the results from the implementation of SCOU JEEPs and also explore the foreign student body attending school in Russia. In putting this work together, the authors employed a set of traditional methods of research, including classification, comparative analysis, summarization, juxtaposition, forecasting, and surveying by questionnaire. The authors' assessments of the potential of the Russian market for export educational programs, based on the example of the Shanghai Cooperation Organisation Network University, have helped put together a set of recommendations on boosting the competitiveness and efficiency of the market for the export of educational projects and programs.

There is now a general acceptance that schools need to prepare students for the realities of a globalised world, which necessitates developing intercultural competence. Such an educational mandate is felt particularly keenly in internationalised schools, where the work of teaching and learning involves the negotiation of diverse cultural assumptions, practices, and identities on a daily basis. Whilst schools are in a position where they need to formulate some kind of understanding of what intercultural competence means and how it is expected to be developed with educational content and pedagogical practices, the notion of intercultural competence is perpetually contested. Critical scholars have critiqued the tendency for theorising on intercultural competence to adhere to "solid" notions of culture and assume that there is an end to the intercultural process at which point an individual will become interculturally competent (e.g., Dervin, 2016; Ferri, 2018). This paper, however, argues that it is important to understand the ways in which solid notions of culture surface in the lived experiences of teachers working in intercultural contexts. The paper draws on findings from a qualitative case study of international teachers' cross-cultural experiences in an international school in Shanghai, China to highlight the ways in which individuals draw on notions of solid culture as a resource for claiming an identity position in relation to dominant cultural practices in the local context.

A considerable number of German multinational enterprises (MNE) are located in the Greater Shanghai Area. German MNE in the industrial sector show an inclination to export German forms of technical training--more specifically German-style dual apprenticeship training--to their worldwide subsidiaries. Within China, this is especially the case for the Greater Shanghai Area, which has established itself as a 'hotspot' for dual apprenticeship training in the last 15 years. This paper explores what makes the Greater Shanghai Area such a 'hotspot' for dual apprenticeship training--in international comparison--by focusing on factors influencing the spatial agglomeration of dual apprenticeship training activities in this region. The paper finds unevenly distributed institutional resources regarding the attraction of German Foreign Direct Investment as well as unevenly distributed resources at the skill formation system level as important influencing factors. Both factors show 'self-reinforcing' dynamics strengthening already existing spatial agglomeration of dual apprenticeship training activities.

In this paper we report on a survey study of teachers' perceptions of how mathematics textbooks, including broadly student books, teacher manuals, and exercise books, facilitate or hinder teachers' teaching in Shanghai educational settings. For the study we established a conceptual framework about teachers' teaching, partly drawing on Shulman's model of pedagogical reasoning and action of teachers. The data were collected from a stratified random sample of 133 mathematics teachers in 13 secondary schools through a questionnaire, and follow-up interviews with 24 of them. The results revealed the following: the textbooks were highly regarded and used by the Shanghai mathematics teachers as facilitators rather than barriers for their teaching and instructional change, and the facilitation was most evident in the process of transformation and comprehension, and least evident in evaluation in teachers' pedagogical reasoning and action; compared with student books and exercise books, teacher manuals played a larger facilitating role in teachers' teaching; and finally, compared with teacher characteristics, school characteristics had a greater influence on the extent to which textbooks played a role of facilitation or hindrance for teachers' instructional practice. Implications and suggestions are given at the end of the paper.

Given that intervention has been relatively under-researched in pragmatics, this paper offers a linguistic-pragmatic examination of a case of bystander intervention, a notion which is generally known in social psychology. This study approaches the phenomenon of bystander intervention by analyzing discourse data transcribed from a video posted online. Drawing on participation status and relational identity theory, this paper investigates the issues of relational identity and relationships involved in an intervening interaction. The findings indicate that the intervener's relational identity is in a constant process of construction and negotiation, and the study also notices that three most prominent strategies in our case are employed that give rise to the effective intervention, namely humor, empathy and imposition of power, which might provide some insights into further research in this field.

Purpose: The purpose of the paper is to discuss some of the mysteries around the much-touted recent success of school education in China and to explore some of the key conditions that may underpin the success. Design/Approach/Methods: It is a conceptual paper. A wide range of available data and literature has been consulted and analyzed to carefully marshal arguments about how to understand the mysteries and the conditions underpinning the success. Findings: The paper discusses four mysteries around education success in China. It argues for the development of a fuller and more contextualized perspective to view the success. The paper further suggests that neither of the four general conditions for success--values, reform, leadership or teaching approaches--taken alone, can explain pathways to success. Originality/Value: The paper provides an original explanatory description of the mysteries of education success and underlying conditions. This paper helps fill a gap in Western understanding of the "why" and "how" of school success in China.

Purpose: This paper aims to examine the educational demands in the digital age from tomorrow's teachers and policy-makers, and to encourage and incentivize all actors to develop the innovative learning environments that we need for tomorrow's schools. Design/Approach/Methods: As a conceptual paper, this article has consulted and analyzed a wide range of updated data and literature to consolidate the argumentation on tomorrow's educational demands. Findings: The paper mainly provides possible answers on how to educate students for their future, rather than our past. The heart of future education is to help students develop a reliable compass and tools, transformative competency, and to navigate through an increasingly complex, volatile, and uncertain world. To fulfill this core mission, a new set of curriculum design principles, changing school system, renewed teacher culture, and an alternative assessment program are highly advocated. Originality/Value: Based on the latest observations and reflections, the paper broadens our visions on tomorrow's education and future schools.

This paper discusses the emergence of the new global educational governance characterized by 1) global educational reform movement, 2) the active participation of the international organizations in global educational policy making, and 3) the emerging performative culture. Against this background, this article contextualizes the East Asian Educational Model (Shanghai, Singapore, and Hong Kong) and its operation mechanism by appropriating the Confucian habitus and educational harmonization. Then this study compares the EAEM, the high performing educational system, and the representative global fourth-way countries by interrogating the underling binary--new orientalism vs. reciprocal learning. Finally, this paper draws some implications by learning from these different educational systems.

Purpose: The purpose of this paper is to analyse the qualification measures of 12 German multi-national companies (MNCs), all of which are present in China, India and Mexico. In particular, the transfer of dual initial training practices and further training measures are investigated. It examines the impact consistent training strategies across national borders have emerged in German companies or local arrangements have developed despite identical internal influencing factors. Design/methodology/approach: Because of its design, the focus is on the external factors that influence the companies' training measures. However, an exploratory approach was followed. To pursue the research question face-to-face expert interviews were conducted with 46 training managers in 12 active companies in all 3 countries. The interviews were completely transcribed and evaluated using qualitative methods. Findings: The analysis shows that it is not internal company factors but country-specific contextual factors that influence training measures and that companies cannot act in the same way worldwide. Research limitations/implications: The study is based on 12 MNC and only analyses the blue-collar area. Therefore, it would have to be evaluated whether a similar analysis would result from a survey of other companies in different sectors or whether the differences in terms of training and further training measures would then be even greater. Practical implications: The study supports the internationalization strategies of MNC by providing first-hand empirical results concerning recruitment and training of blue colour workers on an intermediate skill level. It gives evidence on the need of national adaptation in the process of transferring training cultures from countries of origin into the host countries. More attention must, therefore, be paid to external factors when developing and implementing training measures. Social implications: The economic development in many countries includes an expansion of foreign investments. MNC provides employment and income for workers and their families. However, successful foreign investments also include sustainable recruitment and training strategies of the local workforce. The results of the study support policymakers to guide and support foreign companies to develop successful Human Resource Management strategies in the host countries. Originality/value: This paper is original because due to the research design the internal factors are kept largely constant and the external influencing factors are singularly focused in detail. Therefore, this procedure makes it possible to investigate whether consistency training strategies across national borders have emerged in German companies or local arrangements have developed despite identical internal influencing factors.

Due to the impact of COVID-19, collaborative online international learning (COIL) increasingly plays an important role in the internationalization of higher education. Based on a participatory case study of a COIL program given at Shanghai University (SHU), this paper explores how students, foreign professors, and professors in China prepare, understand, and experience online teaching, learning, and assessment in a COIL program. Three findings include 1). Organizing COIL Programs with a Global Perspective; 2). Enhancing Teaching and Learning through Intercultural Communication; and 3). The Barriers of COIL in Chinese Universities. Taking insiders' perspectives, we argue that a cultural gap regarding teaching and learning styles can affect COIL programs in Chinese universities, posing challenges for both students and teachers. We suggest that program organizers should focus on the cultural gaps affecting these programs, and provide additional opportunities for intercultural communication to address the cultural gaps.

This paper examines the multilingual translation efforts of a group of university student volunteers during the COVID-19 outbreak in Shanghai. Data were collected through semi-structured interviews of the volunteer team leader, team members, and a local community health worker. Findings identified time constraints, limited language proficiency, and limited technical knowledge as the major challenges confronting the university volunteers. In order to overcome the challenges, they worked in close collaboration and used translingual and network strategies to facilitate prompt and high-quality crisis translation. Findings suggest that foreign language university students in local universities may serve as readily available multilingual resources and can be mobilized in prompt response to the grassroots multilingual needs of the local community in times of crisis. The paper ends with implications for measures and strategies to enhance effective emergency language service and crisis communication for global multilingual cities.

Universities throughout the world contain people of Chinese heritage studying, researching or working in higher educational institutions. This paper offers a case study example from a higher education institution in China in analysing the fluctuating identity positions of Chinese heritage students. From a critical intercultural perspective, the study explores Chinese heritage students' reflexivity about perceptions of their own Chineseness and foreignness. The paper argues against labeling or categorizing Chinese heritage students as local or international students as the notions are biased insofar that they negate the possibility for identity. Thus, a critical intercultural lens is used as a way to problematise a deeper engagement into dialogues about the self and the other. The paper also problematises the implications the study has for teacher education in terms of attempting to move beyond essentialist logics and practices in how Chinese heritage students are understood and researched.

Highlighting the fluid nature of habitus/capital, this paper critiques a 'rucksack approach' (Erel, 2010) in the Bourdieusian studies of Chinese migrants' cultural reproduction and social inclusion, which takes a determinism and fatalism standpoint and neglects the re-structuring of the migrant habitus and cultural capital over generations. Semi-structured interviews were conducted in Beijing and Shanghai with 62 teachers, rural migrants and local parents and students. This paper conceptualises an urban field of cultural reproduction, which is marked by the reproduction and validation of urban-specific cultural configurations, including knowledge, skill, language, aesthetic/taste, value and lifestyle. In this field, migrant children have experienced re-structuring of habitus and accumulation of new forms of cultural capital. This is illustrated by their manner of speaking, ways of behaving, self-presentation, and their appreciation of extra-curricular hobbies. A well-integrated relationship between migrant and local children can be identified, which contributes to the production of a generation of 'new urban citizens', yet in the meantime reproduces the migrant families' class status as low-skilled labourers.

Governmental language policies in China have varied across recent decades, including the intensive promotion of Mandarin as a language of unification and public championing of regional varieties. Concomitantly, increasing urbanisation, regional migration, and cross-linguistic marriage have led to greater use of Mandarin in private domains. Given the varied status of regional language varieties by city, language ideologies and home practices play an increasingly important role in shaping youth language proficiencies, and maintaining dialect diversity. This paper examines links between parental language ideologies and child language proficiencies in three Chinese cities. The analysis of 167 interviews with young adult children and their parents reveals that parents tend to hold one of four ideological stances: Mandarin-dominant, dialect-dominant, bilingual diglossic, and 'whatever works'. Furthermore, we find that location matters: families differ by region in their ideologies and support for local varieties. Moreover, parental language ideology predicted children's current language proficiencies: parents who reported having explicit pro-Mandarin language ideology tended to have young adult children with lower levels of reported skill in the regional dialect. However, the strength of that relationship varies by city. We conclude by considering the implications of these findings for language policy and the promotion of dialect diversity.

Purpose: This paper explores a district government's role in using school networks to transform turnaround schools in rural Shanghai, China. Design/methodology/approach: Qualitative case studies were conducted. Findings: Findings showed that the C District government varied its power in initiating school networks; collaborative networks were developed but addressed local problems in a limited manner and collaborative networks had difficulties innovating to solve novel problems. Originality/value: This article presents an "external-internal context" framework for understanding local government's role in school networks and turnaround school transformation in China.

International higher education branch campuses (IBCs) in China and elsewhere possess dual identity. There are stakeholders on both the home and host sides. While international branch campuses receive scholarly attention, there has been little study of their research and the role of institutional dual identity in research capacity building. This paper develops a conceptual framework that brings the conditions, practices, and outcomes of research together with dual institutional identity, to study research capacity building at NYU Shanghai. Data from 16 semi-structured interviews with academics, administrators, and university leaders indicate that institutional dual identity is central to what the institution has achieved in building research, influencing every aspect of the process. NYU Shanghai's American identity has shaped academic practices and workloads, and NYU's multi-site structure provides significant networks and resources, yet the institution has also adapted to its Chinese identity and local stakeholders. Dual identity has generated policy conflicts and logistical hurdles yet has also opened institutional and academic opportunities unavailable to other US institutions. While every IBC is embedded in a complex and partly unique context, this study suggests a reflexive understanding of research capacity building in such settings, and contributes to empirical knowledge of cross-border institutions, especially in China.

This paper provides a bottom-up way of approaching China's macro-level initiative in the regions of Asia and examines the language ideologies and linguistic entrepreneurship of international students as an agentive response to China's rise. Using data gathered via semi-structured interviews, we present the narratives of 26 Asian international students enrolled in courses at higher education institutions in Shanghai. The findings reveal that China's growing presence in the region has increased the instrumental value of Chinese, as a majority of students acknowledged China's rapid development as well as the dominant positioning of Chinese in the current regional language system. Chinese was ideated as linguistic capital in the local labour market, where the learners were empowered to express their desire for material success and upward mobility. The findings also reveal linguistic entrepreneurship associated with Chinese language learning, and such agentive behaviour was previously observed in the domain of English language learning, especially in South Korea. We argue that the process of commodifying the Chinese language appeared to legitimise the value of Chinese in the regions of Asia, while providing an entry point to problematise our current understanding of English hegemony and linguistic imperialism in the changing global landscape.

The modern Learning City concept emerged from the work of OECD on lifelong learning with streams of Learning Cities and Educating Cities having much in common but having little contact with each other. While the early development of Learning Cities in the West has not been sustained, the present situation is marked by the dynamic development of Learning Cities in East Asia--especially in China, the Republic of Korea, and Taiwan. In this context, the paper discusses the evolution of three generations of Learning Cities since 1992 and speculates on the future. The experience of the first generation is discussed in terms of development in the UK, Germany, Canada, and Australia where initiatives, with some exceptions, have not been sustained. Beijing and Shanghai are discussed as examples of the innovative second generation in East Asia, which is seen as a community relations model in response to the socio-economic transformation of these countries. International interest in Learning Cities has now been enhanced following a major UNESCO International Conference on Learning Cities in Beijing in October 2013, which is to be followed by a Second International Conference in Mexico City. The Beijing Conference adopted the Beijing Declaration on Learning Cities supported by a Key Features document. The paper speculates on possible future development post Mexico City, including the situation in Australia, which is seen as opening opportunities for innovative initiatives.

The purpose of this paper is to extend Bunnell's (2016) thesis that international education teachers (IETs) are forming a 'global educational precariat'. The paper draws upon interview data from a larger study of international teachers in two international schools in Shanghai, China. In order to substantiate and develop Bunnell's thesis, narrative inquiry was employed as a guiding methodology, which ensured that data analysis remained rooted in the participants' lived experience but also allowed for triangulation, thereby enhancing validity. Findings confirm Bunnell's thesis by highlighting a lack of agency, financial insecurity, and the marginalisation of professional identities as common experiences of IET precarity. The findings also challenge the notion of a global educational precariat by arguing that it may be more appropriate to conceptualise IETs in terms of a localised educational precariat rather than a global class in and of itself. The paper ends by sketching a research agenda that would involve comparing teachers' experiences in different types of international schools in China and other contexts.

Drawing upon Aihwa Ong's concept of 'neoliberalism as exception', this paper explores how the education authority in Shanghai capitalises on neoliberal knowledge, techniques and logics to address local challenges. Through the creation of 'new high-quality schools' that is accompanied by a new assessment system, the authority hopes to persuade parents to choose non-elite schools instead of prestigious schools that excel in academic performance. The neoliberal strategy of school choice is supported by the policy of school autonomy for educators to go beyond test scores to promote holistic development in students. The paper underlines the indigenisation of neoliberalism through policy dynamics where multiple educational stakeholders interact with and mutually influence one another. By highlighting 'neoliberalism with Chinese characteristics' in Shanghai, this study demonstrates how neoliberalism coexists with state forms, cultural norms and social practices in a particular locality.

Professional development (PD) for mathematics teachers in China, especially in Shanghai, has received growing international attention. However, most of available research concerning Chinese PD has focused on successful practices, and far too little attention has been paid to less successfully organized PD practices, particularly for mathematics teachers in Shanghai. This study aims to examine key aspects and underlying reasons for less successfully organized PD practices in Shanghai from teachers' perspectives. The data were collected from 132 mathematics teachers in 9 randomly selected secondary schools in Shanghai through a questionnaire survey and follow-up interviews. The results show that Shanghai mathematics teachers perceived "time, duration and frequency", "assessment and management" and "objective" as the three most unsatisfactory aspects in less successfully organized PD they attended, and they considered that organized PD practices were less successful mainly due to lack of assessment for the PD organizers and of necessary coordination between PD organizers at different levels. In addition, there were statistically significant differences in teachers' perceptions of various specific problems in different aspects about less successfully organized PD between teachers with different demographic features, such as length of teaching experience and gender. Implications of the findings of the study to Chinese educational settings and beyond are discussed at the end of the paper.

One major obstacle for integrating the history of mathematics in teaching (hereafter referred to as IHT) is how to help teachers, particularly those who lack experience in IHT, use historical materials in their teaching. Based on many IHT practices in Shanghai, this paper proposes an IHT framework including two parts: one is a triangular pyramid IHT model, and the other is a design-based IHT procedure. The pyramid model is composed of three different communities: teachers, researchers, and historians of mathematics. The design-based procedure, also called operating model, includes cyclic stages, which are investigation, design, implementation, assessment, and publication. The primary purpose of this framework is to build a bridge between theory and practice by combining the two models to address particular teaching concerns and improve teaching. In addition, this paper details the process of the dynamic pyramid model and the design-based IHT procedure, and illustrates an example of the application of this framework. Finally, this paper discusses the differences and similarities between this model and others and also discusses the challenge of applying this model in practice.