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To investigate the pending problem and improve the effectiveness of online classrooms in the post-COVID-19 era, researchers conducted semi-structured interviews with 41 teachers from China, the Philippines, and other countries who have experienced long-time online classrooms. The research indicated that (1) all problems the teachers face in the online classroom can be classified into two types, including internal problems (the problems in teachers' teaching, students' learning, classroom discipline, and students' psychology) and external problems (the problems in hardware and equipment, school management, education equity and privacy protection, and family interference). (2) To better improve online classroom effectiveness, teachers strongly call for a series of reforms, including the reform of school management, curriculum and teaching, after-class instruction, and psychological support, which require schools, teachers, and parents to work together to make fundamental improvements. (3) Educational equity issues caused by economic development level, long-term inefficient online interaction, and various internal contradictions are the fundamental reasons why the previous problems existing in the online classroom have not been solved. Teachers, schools, educational researchers, and government departments need to deeply study and analyze these reasons, which will help solve a series of past and present problems in the online classroom. [ABSTRACT FROM AUTHOR]

This document is a compilation of various research articles and studies related to education and teacher quality. The topics covered include the history of teacher education in England, in-service training policies during the COVID-19 pandemic, quality management and patient safety in healthcare, student performance prediction, classroom management, teacher training effectiveness, and the impact of social media on student performance. The articles provide insights into different aspects of education and offer perspectives from various countries and contexts. [Extracted from the article]

Rural preschool teachers are increasingly experiencing job burnout, which could lead to their intention to leave and negatively impact education quality. This research explored the prevalence of job burnout among preschool teachers in rural China. It further investigated the potential influence of job-related characteristics on their levels of burnout. This study surveyed 10,581 preschool teachers across 34 counties in 18 provinces in China, utilizing multilevel structural equation models to analyze the situation and factors influencing job burnout. The findings indicate that the situation regarding job burnout among preschool teachers is not encouraging, particularly in the western areas and independent public kindergartens. Job resources were found to be associated with a reduction in burnout, while job demands had the opposite effect. The findings also revealed that job demands served as a mediating variable between job resources and job burnout. Moreover, the results also showed that reduced job burnout among preschool teachers was related to teacher cooperation, decision making, kindergarten resources and salary. On the other hand, role commitments, business issues, and classroom management were associated with increased burnout among preschool teachers. Furthermore, the impact of demands and resources on burnout was found to be intensified by kindergarten variables. To address the issue of burnout, it is essential to recognize the diversity and heterogeneity of kindergartens and take specific measures to reduce work demands while providing adequate and specific resources. Attention should be given to diversity and integration to ensure a positive work environment that can effectively prevent job burnout among preschool teachers. [ABSTRACT FROM AUTHOR]

Adapting traditional classroom teaching methods to students' personalized learning styles and needs can be challenging, resulting in passive learning, low teaching quality, and insufficient support for students' learning and development. The flipped classroom teaching model integrates information technology (IT) into education, enriches teaching approaches, and emphasizes a student-oriented concept. The flipped classroom can help students deeply understand the content by building upon shallow learning guided by effective teaching strategies. In turn, it facilitates the development of higher-order thinking skills and promotes students' physical and mental well-being. In this study, five engineering management colleges in Henan Province, China, were surveyed using a questionnaire distributed during the fall semester of 2022-2023. The factors influencing the teaching effect of the flipped classroom were analyzed using a multivariate ordered logit model. Results demonstrated that the questionnaire had a reliability coefficient of 0.844, a KMO value of 0.788, and a Bartlett sphericity test with a corresponding P value of less than 0.01. Several factors, including gender (P = 0.054), self-study ability (P = 0.064), campus network (P = 0.000), teaching resources (P = 0.085), and classroom interaction (P = 0.036), significantly influence the teaching effect of the flipped classroom. The findings of this study provide valuable insights for enriching the teaching management theory of the flipped classroom, helping teachers enhance their management abilities in implementing the flipped classroom, and facilitating convenient teaching and learning experiences for both teachers and students in information technology. [ABSTRACT FROM AUTHOR]

This paper investigates the impacts of teacher characteristics on student performance using a randomly assigned teacher-student sample in China. We find that having a more experienced or female homeroom teacher (HRT) with additional classroom management duties significantly improves students' test scores and cognitive and noncognitive abilities. In contrast, these effects are not observed for subject teachers who are responsible only for teaching. More experienced or female HRTs are also associated with a better classroom environment, more self-motivated students, more parental involvement, and higher parental expectations. These mechanisms explain 10–25 percent of HRT effects on test scores and cognitive ability and 50–60 percent of HRT effects on noncognitive ability. Our findings highlight the importance of teacher management skills in education production. [ABSTRACT FROM AUTHOR]

This study utilizes semi-structured interviews to explore the status quo of teacher training of rural and urban public primary school teachers in Henan Province China. Our findings showed that both rural and urban teachers had very limited training opportunities available to them. Most of the participants did not find the current training opportunities useful in improving their teaching practices. Both rural and urban teachers desired training in pedagogy, educational psychology, and curriculum. Rural teachers particularly expressed the need for training in ICT and classroom management skills. Observing education experts' demonstration classes is the most preferred training format. Policy implications are discussed. [ABSTRACT FROM AUTHOR]

Across China, English language teaching curricula have advocated for task-based language teaching (TBLT) for more than 20 years. Yet, there is reason to believe that practice varies widely. As such, this multiple case study sheds light on two Chinese teachers' understandings and implementation of TBLT in a public primary school in Chongqing, southwest China. Data collection consisted of eight semi-structured interviews and eight classroom observations. Data were analyzed using qualitative content analysis. The analysis indicated that the teachers had basic understandings of TBLT, but their teaching was incongruent with its principles. Few tasks were observed in their lessons. Three main factors affected the teachers' implementation of TBLT: (1) classroom management issues; (2) preparation and teaching resources; and (3) the teachers' own tacit reluctance. [ABSTRACT FROM AUTHOR]

This study investigated the characteristics of high-quality mathematics teaching in China following the launch of a new standard curriculum. Data was gathered through video-recorded observations of lessons that won a national teaching contest. We identified and examined the characteristics of the instructional practices through six domains: (1) the mathematics, (2) cognitive demand, (3) classroom management (4) equitable access to mathematical content, (5) agency, authority, and identity, and (6) formative assessment. The results indicated that a well-managed classroom and low level of formative assessment were salient features of the observed lessons. In most cases, though students had a chance to say or explain things, their ideas were not explored or built upon. The majority of the mathematics task designs offered possibilities for "student struggle," but teaching practices tended to "scaffold away" the challenges, which reduced cognitive demand for students. Good mathematics instructional practices are nested in underlying social and cultural values and norms. Implications for practice and future research are presented. [ABSTRACT FROM AUTHOR]

Both a student-centered instruction approach and a classroom management technique based on the learning protocol are known as protocol-guided learning. This paper describes the protocol-guided learning model's implications for classroom practice and its impacts on classroom reconstruction with the aim of ensuring that learning actually occurs on students. Its definition, advantages, and practical roles are described. [ABSTRACT FROM AUTHOR]

Undergraduate education is very important for higher education. Among the factors affecting the quality of undergraduate education, teaching quality is the most important factor. At present, an important issue that affects teaching quality is insufficient teaching investment. An open-ended questionnaire survey was conducted on 62 faculty members and 65 university students in China. Results found that the undergraduate teaching investment of faculty members mainly consists of four parts: workload investment, ability investment, energy investment, and teaching emotional investment. A preliminary test was conducted on 342 faculty members, and the results of an exploratory factor analysis supported the proposed four-dimensional teaching investment model. The test involved 293 faculty members and confirmatory factor analysis showed that the four-dimensional model had a good degree of fit. A further criterion-related test showed that the four-dimensional teaching investment of faculty members has a significant positive correlation with classroom management, clarity of teaching materials, teacher–student interaction, teaching strategies, and skills application, and work engagement. These results show that the proposed four dimensions of teaching investment effectively measure the teaching investment of faculty members, specifically the indicators of teaching investment and that they promote the development of faculty teaching investment research. [ABSTRACT FROM AUTHOR]

This study aimed to determine the effectiveness of a professional development program on the use of a STEM-based 5E Inquiry Learning Model in enhancing the learning of STEM-based Inquiry Learning Model among 78 in- and pre-service science teachers. The topic electric circuit was used as the context of the study. Given the aim and the exploratory nature of this study, a triangulation mixed-methods design was employed: One-group pretest-posttest design which involved a single group that was pre-tested, exposed to the STEM-based 5E Inquiry Learning Model, and post-tested. This was triangulated by the qualitative responses from the participants' reflections. The analysis of the quantitative dataset using the paired samples t-test indicated that the post-test mean score was statistically significantly higher than the pre-test mean score and that the effect size obtained was educationally significant. Further analyses by gender and participants' teacher status, indicated a non-significant difference, giving credence that this result was truly the outcome of the intervention (treatment) effect instead of any disguised effect. The analysis of qualitative data through a recursive process resulted in the crystallization of three overarching key themes: Enhanced knowledge on the content used, empowered pedagogical skills on STEM-based Inquiry Learning, and heightened classroom management skill on promoting collaboration in the classroom. [ABSTRACT FROM AUTHOR]

Highlights • Examined the relations between teachers' instructions and child-centered beliefs. • Three patterns were identified through the person-centered latent profile analysis. • Varying instructional quality but similar child-centered beliefs among profiles. • Profiles were distinguished by multiple teacher, classroom, and program features. [ABSTRACT FROM AUTHOR]

It is widely known that there is a discrepancy between educational policy on the one side, and teaching and learning practices on the other. Most studies have been focusing on the sociocultural and micropolitical frames that shape teachers’ understandings and enactments of teaching, and that cause the vast diversity of classroom practices around the world. This article wants to draw attention to the ‘politics of use’ in teachers’ work: how teachers mobilize larger political narratives when implementing curriculum reform. Arguably, these narratives provide a shortcut between the central government and street-level actors, thus circumventing the logics of these actors’ immediate institutional environments. In order to showcase the politics of use, the article uses the case of education for creativity as it is designed for and practiced at Chinese schools. The case reveals how education for creativity is compromised by requirements emanating from larger political programs when implemented in Chinese classrooms. The article challenges the view that educational policy necessarily moves through a trickle-down process, from higher to medium to lower-level actors. In cases of strong ideological alignment between street-level actors and central state actors, educational policy may in fact sidestep and hence neutralize important institutional actors. [ABSTRACT FROM AUTHOR]

Abstract With the rapid advancement of internet and information technology, Students' lifelong learning and independent learning is becoming more and more important. This paper mainly introduces the "three-in-one" three-dimensional classroom construction, which dim the time nodes between "on-class" and "off-class". It makes the teaching activities in various novel ways. It not only make the student learn and earn, but also can inspire the students' enthusiasm. The assessments of more than 500 undergraduates and hundreds of teachers in China have approved its effectiveness. The practice has proved that the construction of "trinity" three-dimensional classroom is effective and feasible. [ABSTRACT FROM AUTHOR]

This single case study explored the practicum and student teaching experience of a native Chinese pre-service language teacher in order to better understand her process of developing classroom management strategies and the difficulties and challenges emerged in that process. In a broader sense, the case study aims to inform teacher preparation programs in terms of preparing Chinese teachers for secondary public schools in the U.S. The longitudinal study employed semi-structured interviews, classroom observation notes, teaching reflections and documents. Six themes - instructional challenges, coping strategies, cultural difference, language frustration, attitudes and feelings, and improvement - emerged from constant comparative analysis. Compared with previous literature, the current research underscores the importance of accessibility of classroom management resources and the positive problem-solving attitude of the native Chinese pre-service teacher in her challenging experience of developing classroom management strategies in American public schools. The researchers discuss the needs for providing supporting accommodations for native Chinese preservice teachers in teacher preparation programs. [ABSTRACT FROM AUTHOR]

This qualitative study investigated teachers' views on differences in children with disruptive behavior and high versus low levels of callous-unemotional (CU) traits in response to classroom management strategies, instructional methods, and teacher-child and teacher-caregiver relationship quality. Twenty teachers from three Chinese preschools were interviewed about 40 children with disruptive behavior (aged 4–6 years). Teachers perceived children with CU traits to have more severe disruptive behavior, poorer quality teacher-child and teacher-caregiver relationships and to be less responsive to discipline. The implications of findings for school-based intervention promoting engagement and prosocial behavior for children with CU traits are discussed. [ABSTRACT FROM AUTHOR]

With the rapid development of China's economy in recent years, the scale of students has expanded gradually, which has led to many new problems, including the problems of the quality and the quantity of teachers, and the teaching facilities being insufficient. The assessment of teaching quality is one of the most important aspects of teaching management, which come to the attention of every university. Therefore, it has become the current focus in the research of university teaching. At the same time, the traditional method of teaching quality assessment has not been able to deal with the phenomenon of big data in the field of education. As a new technology, cloud computing provides a broad space for the development of a new model in the aspects of hardware environment construction, software resource development, network teaching implementation and personal knowledge management. In order to effectively deal with the challenges of big data processing in the field of education, this paper proposes a GA-SVM teaching quality assessment algorithm which is based on MapReduce. Through the design of a map function and reduce function, this paper realizes the parallelization of the GA-SVM algorithm and the selection of the main parameters. Secondly, this paper uses a genetic algorithm to optimize the penalty coefficient C and kernel parameters 2 ! of SVM, and then solves the problem of difficulty in determining the parameters of support vectors. In addition, we improve the sensitivity of the search through the method of logarithmic transformation, and speed up the convergence rate of the GA model. Finally, we compare the parallel algorithm and the serial algorithm on the Hadoop platform. The results of experiments show that the GA-SVM based on MapReduce is suitable for teaching quality assessment under the environment of big data. [ABSTRACT FROM AUTHOR]

This study was designed to investigate how cognitive style affects Chinese students’ learning behaviours in the classroom. A concept labelled as the structure-oriented vs. depth-oriented learning approach was constructed, and its mediating effects in the link between cognitive style and learning behaviour were proposed and examined in this study. Three measures assessing cognitive style, learning approach and learning behaviour in the classroom were administered to 332 undergraduates recruited from two large public universities in China. The results of data analyses revealed that Chinese students tended to be more holistic in cognitive style, and holistic style significantly predicted learning behaviour. It was also found that the structure-oriented learning approach significantly mediated the association between holistic style and learning behaviour. The findings were, in general, supportive of the major assumption of this study that cognitive style plays a role in explaining the behavioural traits presented by Chinese students in the classroom. [ABSTRACT FROM PUBLISHER]

The present study aims to validate Akbari et al.'s (2010) English Language Teaching Reflection Inventory in a Chinese EFL context. It comprises two phases. During the first phase, Akbari et al.'s (2010) hypothetical model was modified and validated through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The data used in this phase includes two samples (S1 = 334 and S2 = 1055), making a total of 1389 EFL teachers from 16 different universities or colleges in China. The EFA was carried out with the first sample, and the CFA was carried out with both the first and second samples. During the second phase, the data from the second sample was used to investigate the surveyed participants' reflective practices. To gain a deeper understanding of their practices, 12 teachers were interviewed. The analysis of the data revealed the following outcomes and conclusions: (1) Akbari et al.'s original six-factor model with 42 items was modified and a new seven-factor model with 33 items was developed; (2) The Chinese EFL teachers' reflection in this study was found to be at a medium level. The “classroom management” and “moral” factors were found to be the most frequently reflected on, and the “critical” and the “practice” factors were the least. Suggestions for future research on teachers' reflective practices are also offered. [ABSTRACT FROM AUTHOR]

This paper reports a case study of four project schools in the primary school context of Hong Kong. It has investigated how teachers who were assigned subject panel head's and curriculum leader's roles perceived the student assessment reform and how they experimented with new assessment strategies in the school policy and classroom practice. The major focus of the paper lies on how these teacher leaders expressed their understanding of student assessment reform in classroom practice. The main discussion of findings shows the perception of these teacher leaders on student assessment reform, how they put their ideas of formative assessment into practice, and in addition, the challenges they faced in the reform process. [ABSTRACT FROM AUTHOR]

School-based teacher learning activities constitute a bottom-up approach to knowledge development which encourages teachers to search for good practices based on individual and collective efforts. In China, engaging in these learning programmes has been institutionalized as a daily practice of teachers. This qualitative study uses the concept of 'knowledge conversion' as an analytical lens to examine how 35 teachers from three schools in Shanghai develop their knowledge derived from participating in these learning activities. Results show that teachers in China use socialization (tacit knowledge acquired through individual interactions) and externalization (theorizing individual tacit knowledge) to develop sympathized and conceptual knowledge, respectively. However, successful internalization of this knowledge to the point of becoming operationally systematised is rare. Knowledge development in schools seems to involve knowledge adaptation and transfer rather than creation. Most of the teacher-participants apply an 'exploitative' learning approach which reinforces and refines existing practices and values in their professional development. However, reprofessionalization of teachers takes place through participating in research projects, writing papers and cases. These activities provide an opportunity for teachers to engage in 'exploratory' learning by which teachers can develop innovative practices with support from colleagues or outside experts. This learning approach can lead to both teacher development and school improvement by helping teachers construct their 'know-why' knowledge. Importantly, a network of schools and teachers is necessary for establishing an exploratory learning approach. This, however, can result in inequality of learning opportunities for teachers who do not have such networks, which would ultimately limit the effects of such a learning approach. [ABSTRACT FROM AUTHOR]

In China, student status management is an important component of universities. It can supervise the quality assessment and management of the learning and performance of undergraduate students, from entrance to graduation, and it reflects universities teaching management in a scientific, standardized, systematic level, as well as it establishes a stable teaching order and provides guarantee to achieve the goal of teaching and personnel training. Based on the analysis of the current situation of student status management systems of China and international universities, this paper discusses design, implementation strategies and guarantee measures of status management systems. [ABSTRACT FROM AUTHOR]

This paper discusses the degree to which recently reported relationships between the classroom management techniques and coping styles of Australian teachers apply in two other national settings: China and Israel. Little is known about which teacher characteristics relate to their approach to classroom management, although researchers in Australia have recently found that teachers' coping styles appear to predict the management techniques they utilize in classrooms. In this study, 772 teachers from a range of schools in Australia, China, and Israel completed questionnaires asking how frequently they use six classroom management techniques-hinting, discussion, involvement, recognition and reward, punishment, and aggression-and how often they use a range of coping behaviours. The analysis showed that some of the Australian findings were replicated only in Israel and others only in China, revealing national variations in the links between management techniques and coping styles, which have wider implications for investigations in this area. The implications of these findings are discussed, as are their potential ramifications for future research. [ABSTRACT FROM AUTHOR]

Previous studies have shown that teachers' aggressive classroom management impacts negatively on students. The authors compared student reaction to teachers' use of aggressive management techniques in Australia, China, and Israel. Reactions included distraction negativity toward teachers and perceptions that teachers' responses were unjustified, yet the perception of aggression as justified (or not) only minimally affected the degree of students' distraction and negativity toward the teacher. Yelling in anger and sarcasm appeared less problematic in Israel and somewhat less so in China; in Australia, no difference in potential impact between different forms of aggression was evident. Implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

Abstract: This paper presents the results of a small-scale study of codeswitching (CS) between Chinese and English in primary English classrooms with a view to informing classroom interaction with young learners of English as a Foreign Language (EFL). It analyzes CS of two teachers participating in the Primary English Curriculum Innovation (PECI) project in Beijing, which adopts a holistic approach to innovation and implementation of curriculum. The data consist of 20 videoed lessons, covering lessons from grade 1 to grade 4. The findings comprise syntactical identification of the switches and the pedagogical and social functions that these switches serve. The conclusions are: (1) CS is a discourse strategy that teachers use for promoting classroom interaction and ensuring efficient classroom management. (2) A suitable quantity of CS use helps cultivate and reinforce good habits of learning and foster a close student-teacher relationship. (3) Teachers have the ability to instruct in the target language; only when occasions call for efficient instruction do they turn to L1. (4) The decrease of CS over the years proves the efficiency of a holistic approach to curriculum innovations in the fulfillment of education objectives at the time of curriculum change. [Copyright &y& Elsevier]

The dramatic rise of Chinese learners in the western classrooms and growing number of western teachers in the Chinese classrooms have raised awareness among researchers, educators and teachers about the "cultural shock" that both learners and teachers face when transiting to a different educational system with a different teaching and learning philosophy. However, no judgement or interpretation can be correctly made on learning behaviour and teaching practices without an understanding and respect of the Chinese characteristics of teaching and learning. This critical review provides a guide to analysis or discussions concerning the ways Chinese learn English. It gives an overview of the history, ideology, structure, centralisation, development and political maxims of English teaching and learning in the Chinese education system and discusses the characteristics of Chinese learners, the English language teaching environment and the contemporary classroom practices in China. It also aims to shed lights to English native teachers on developing teaching or classroom practices appropriate to these Chinese learners. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the relationship between teachers' classroom discipline techniques and students' individual and communal responsibility in Australian, Chinese, and Israeli classrooms. The sample comprised 5521 students in grades 7-12 and 748 teachers. The participating Australian, Chinese, and Israeli schools included both larger and smaller schools, situated in a range of socioeconomic and geographic areas. Results showed that teachers who utilize more inclusive disciplinary techniques have students who take more responsiblity for their own behavior and for the behavior of their peers. In general students appeared to act responsibly in class in all three settings, and their self-reported levels of responsibility were generally validated by their teachers' perceptions. Implications for educators and further research are discussed. [ABSTRACT FROM AUTHOR]

This study examined teachers' perceptions of classroom behaviour problems in five provinces of the People's Republic of China. Researchers surveyed 527 Chinese teachers from 27 elementary schools. Consistent with previous studies in China, teachers perceived non-attention to be the most frequent and troublesome behaviour problem. Teachers' perceptions of which behaviour problems were most difficult to tolerate and most negative in their effects on student development were also investigated. Approximately 45% of the teachers reported spending too much time on behaviour problems. Significant differences were found in the prevalence of teachers' perceptions of student misbehaviour and of the time spent on classroom management; there were also differences in these perceptions according to students' gender, type of school, classroom subject taught, and teachers' level of experience. The implications of these findings for researchers and practitioners are addressed. [ABSTRACT FROM AUTHOR]

Teachers' own level of human capital development is commonly believed to be deterministic for the quality and effectiveness of their instruction and management in the classroom. Yet, there still exists an international debate on whether better educated teachers contribute to students' cognitive development. Leveraging a random class-assignment subsample (N = 3436) from a nationally representative teacher-student linked dataset in China, this study reassesses the ongoing contention regarding the value of teacher education. By linking differences in teachers' own educational attainment levels across different subjects of instruction to variation in seventh grade students' Chinese, Math and English test scores using student fixed-effect models, this study quantifies the cognitive returns attributable to better educated teachers, in student learning terms. Findings show that teachers with at least a bachelor's degree contribute substantially to student learning compared to those who are less qualified, by as much as 0.069 SDs or about two additional months of learning over a typical academic year. Additional sensitivity analyses suggest that this observed effect is robust to model specifications, and is consistent for students from different backgrounds. [ABSTRACT FROM AUTHOR]

This study assessed perceptions of self-efficacy and successful intelligence among 220 Chinese prospective and in-service secondary school teachers in Hong Kong. Teacher self-efficacy in six domains - teaching highly able learners, classroom management, guidance and counselling, student engagement, teaching to accommodate diversity, and teaching for enriched learning - was related to the three triarchic dimensions (analytical, creative, and practical) of successful intelligence. Each of the three triarchic abilities was found to contribute independently and in combination to the prediction of the six domains of teacher self-efficacy. Practical abilities were the most significant predictor of self-efficacy beliefs in five domains. Teaching teachers for successful intelligence, in strategies to enhance teacher self-efficacy, is discussed. [ABSTRACT FROM AUTHOR]

In a Hong Kong study, the author examined the effect on undergraduate business students of university business school instructors' exhibiting a transformational leadership style in the classroom. Transformational leadership is one of the central concepts in management, and research has indicated that a positive association exists between this style of leadership and desirable leadership outcomes. The author examined this relation in a university classroom context, and the results indicated that transformational classroom leadership was significantly and positively associated with desirable classroom leadership outcomes such as extra effort. [ABSTRACT FROM AUTHOR]

This article discusses bullying in schools in China, the educational mandate of the Chinese Ministry of Education, and the transition of children from home to the classroom. The article evaluates the planning of Chinese classrooms, which have been designed to promote a social-emotional well-being. Also discussed are strategies used by teachers to make each child feel as though they belong.

China has initiated experiments on "Learning in Regular Classrooms" (LRC) since the mid-1980s in response to the international trend of inclusive education and the domestic need of serving large numbers of children with disabilities. LRC is the main strategy to promote compulsory education for youngsters with disabilities. Despite the fact that LRC has been practiced for 20 years and the enrollment of children with disabilities is increasing each year, high instructional quality for students with disabilities who are learning in the general education classrooms has not yet been achieved. This is largely due to the shortage of trained teachers and resources. The authors advocate that a more systematic teacher training system in China be developed to address diverse learning needs in general classrooms and domestic and international efforts be made to transform the education system from the current rigidity toward a more flexible structure. [ABSTRACT FROM AUTHOR]

This study focuses on Chinese teachers' perceptions of students' classroom misbehaviour. A questionnaire was designed to assess teachers' general concerns about classroom management, teachers' perceptions of the most frequent and troublesome types of misbehaviour, and teachers' perceived needs for help with improving classroom management. A total of 244 responses were collected, from lower elementary to high school teachers in two provinces in mainland China. In general, the majority of Chinese teachers (65.6%) do not think that classroom management is a great concern. They perceive 'daydreaming' to be the most frequent and troublesome misbehaviour. This contrasts with many prior studies in Western settings where 'talking out of turn' has been reported as the biggest concern. In addition, Chinese teachers are eager to understand the psychological reasons behind student misbehaviour. They also suggest that the Chinese system of 'teaching for testing' should be reformed. [ABSTRACT FROM AUTHOR]

This study investigates the extent to which students from Australia, Israel, and China report that their teachers’ classroom disciplinary behaviour affects their attitudes towards schoolwork and the teacher. They also report how justifiable a teacher''s intervention appeared. In all three settings, both punishment and aggression relate significantly to the level of students’ distraction and negative affect towards the teacher. Teachers’ recognition of responsible behaviour and discussion with students relate to less distraction and greater belief that the intervention was necessary. Hinting and the involvement of students in classroom discipline decision making relate to a stronger belief that the disciplinary actions taken are warranted. Implications are discussed. [Copyright &y& Elsevier]

This article reports the development of a teacher self-efficacy scale that aims to accommodate the complexity of teacher functioning in secondary schools in times of education reforms in Hong Kong. The scale was designed to assess six domains of teacher self-efficacy: teaching highly able learners, classroom management, guidance and counselling, student engagement, teaching to accommodate diversity, and teaching for enriched learning. The total scale and the six subscales were evaluated based on the responses of 159 Hong Kong Chinese prospective and in-service teachers for internal consistency and construct validity, and for convergent and discriminant validation with external measures. [ABSTRACT FROM AUTHOR]

For a long time, there has been a tradition in China of experienced teachers helping beginning teachers. This empirical school study investigates the kinds of support that are provided by eight dyads of mentoring teacher and first-year secondary school teachers in Guangzhou of southern China and the major factors affecting mentoring support. In addition, this research focuses on the professional development of first-year teachers in areas of subject knowledge, student, teaching and classroom management. The findings reveal that mentors provide four forms of support: provision of information, mutual lesson observation, collaborative lesson preparation and discussion in the office. Factors affecting mentoring support include teaching workload, grade and subject, style of mentor-protégé interactions, relationships between mentor and mentee, incentives for the mentors, and collegial culture in the case study schools. It is notable that there are positive and negative developments perceived by the protégé and the foci of mentoring tend to be the teaching of content rather than curriculum and pedagogy. [ABSTRACT FROM AUTHOR]

Examines the implementation of a task-based learning with young learners in primary schools in Hong Kong, China. Theme of task-based learning; Strategies for classroom practice; Conduction of semi-structured interviews.

Recently, a teacher education institute in Hong Kong initiated a school attachment scheme. Lecturers were required to teach in a local primary school for a short period in order to obtain recent, relevant and successful classroom experience. This scheme is taken as part of professional development for the staff in the institute. This paper describes a lecturer's attachment experience in primary classrooms. The lecturer went back to school and approached the attachment as a learner. As a language educator in a tertiary institute, she was used to the paradigm of theory informing practice. This attachment, however, provided her with an opportunity to see the importance of practice informing theory. Through the teaching and participant observation, she was able to look at what was going on in the classroom from the perspective of a primary teacher. She was also able to identify some practical issues that she paid little attention to in her previous teaching. The attachment proved to be a valuable chance for her to reflect on the beliefs and perceptions she held about language teaching and learning in the context of real learners and real classrooms. It is the lecturer's belief that teacher education is a life-long experience of learning and professional development. In order to go forward, sometimes, educators need to go back to the school classroom, where educators can always find their insights, inspirations and incentives. [ABSTRACT FROM AUTHOR]

Focuses on a study on the music curriculum in secondary schools in Hong Kong, China. Survey instrument and method; Factors contributing to a listening oriented music curriculum; Transmission teaching and classroom management; Results of the study.

• Validity of grades were examined across two learning contexts. • Explored 35 Canadian and Chinese secondary teachers' grading practices. • Canadian and Chinese teachers valued fairness yet reported challenges when generating and considering grades. • Canadian teachers included achievement factors rather than non-achievement ones. • Chinese teachers included both achievement and non-achievement factors. Grades are the dominant currency that enables student migration patterns; in particular, the recent upsurge of Chinese students studying and settling in Canada. Given the use of grades for student promotion, mobilization, and admission into educational programs internationally, there is an urgent need to understand the validity of grades across learning contexts. This study explored 35 Canadian and Chinese secondary school teachers' grading decisions and practices through nine focus groups. Following inductive analyses, findings indicated that teachers primarily valued fairness as an overarching driver of decision-making when generating and considering grades. Teachers' considerations of fairness centred around four emergent themes: (a) context and classroom management, (b) learning values: grades as academic enablers, (c) policy and external pressures, and (d) consequences of grade use. The overarching thread common among both Canadian and Chinese teachers was their reported challenge in maintaining fair grading practices. [ABSTRACT FROM AUTHOR]

A correction to the article "Student perception of assessment practices: towards 'no loser' classrooms for all students in the ethnic minority schools in Hong Kong" that was published in the previous issue is presented.