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In this paper, we analyze recently collected data that conducts a unique assessment of high school student performance for over two thousand students from five Chinese provinces. Across three domains of scientific intelligence tested, we document heterogeneous gender gaps in academic performance. These differences generally arise due to differential productivity of inputs to the education production process and not differential levels of inputs. At many quantiles of the achievement distribution, girls perform better than boys when identifying scientific issues, whereas the converse holds on the portion of the assessment that measures whether one can apply scientific evidence. These differences may partially explain the subsequent gap in decision to major in specific STEM disciplines in college. Further, our results imply caution from using a single summative gender achievement gap measure when gender gaps in subject knowledge are not constant across each domain of intelligence examined within the test.

Explores three problems emerging since transfer of Canadian English as second language teaching method to People's Republic of China: (1) assumption that teaching methodologies are exportable and acceptable in same way as modern technology, (2) lack of clarity between scientific and educational theories, and (3) assumption that these teaching methodologies are value-free, and thus, applicable to all teaching situations. (SL)

Presents an interview with Bell Yung, a scholar of Chinese music and ethnomusicology. Maintains that world music (music from many nations and cultures) should be taught as early as possible in the schools and at home. Includes two lesson plans for teaching about Chinese music. (CFR)

Presents a comprehensive plan for restructuring the intermediate grade curriculum. Emphasizes hands-on training, extracurricular activities, and vocational and physical education. Includes eight tables detailing weekly time allotted for core and elective courses throughout the grades. Emphasizes the need for active, vigorous young people to lead China into the 21st century. (MJP)

Examines foreign attitudes toward Chinese learning methods in the light of a course taught in China. Argues that there are a number of historical, psychological, and pedagogical reasons for the Chinese learning methods and that these methods are not necessarily unworkable alongside modern English-as-a-foreign-language teaching methods. (SED)

This article describes the different world views and sense of history held by typical United States and Chinese citizens. Based on a personal relationship between the author and a family of intellectuals in China, the article includes anecdotes from the Chinese Cultural Revolution. (JDH)

Some pedagogical problems in Chinese numeration are described. They involve the teaching and learning of how to speak numerals with fluency in Chinese, using Hindu-Arabic written numbers. An alternative approach which stresses regularity is proposed. (MNS)

Argues that geography can be made more relevant in today's social studies if it is presented as the study of the environmental impact of culture. This theme is illustrated by contrasting cultural influences which shaped the physically similar east and southeastern regions of China and the U.S. (JDH)

Presents views of four Chinese visiting scholars regarding social, political, and economic conditions in China. Contemporary conditions are contrasted with previous periods, exposing some of the misconceptions which are typical of U.S. citizens who have failed to keep up with China's development. (JDH)

Discusses a program at the John Eaton Elementary School in Washington, D.C. in which the students are taught about the People's Republic of China. Describes implementation of this interdisciplinary curriculum and concludes that the program helped promote better understanding of Chinese culture. (GEA)

Describes cultural and temporal problems in learning about contemporary China. Provides an introduction to the other articles on China in this issue of the journal. (JDH)