Atnaujinkite slapukų nuostatas

El. knyga: Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools: A Chinese Perspective

Edited by
Kitos knygos pagal šią temą:
Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools: A Chinese PerspectiveDidesnis paveikslėlis
Kitos knygos pagal šią temą:

DRM apribojimai

  • Kopijuoti:

    neleidžiama

  • Spausdinti:

    neleidžiama

  • El. knygos naudojimas:

    Skaitmeninių teisių valdymas (DRM)
    Leidykla pateikė šią knygą šifruota forma, o tai reiškia, kad norint ją atrakinti ir perskaityti reikia įdiegti nemokamą programinę įrangą. Norint skaityti šią el. knygą, turite susikurti Adobe ID . Daugiau informacijos  čia. El. knygą galima atsisiųsti į 6 įrenginius (vienas vartotojas su tuo pačiu Adobe ID).

    Reikalinga programinė įranga
    Norint skaityti šią el. knygą mobiliajame įrenginyje (telefone ar planšetiniame kompiuteryje), turite įdiegti šią nemokamą programėlę: PocketBook Reader (iOS / Android)

    Norint skaityti šią el. knygą asmeniniame arba „Mac“ kompiuteryje, Jums reikalinga  Adobe Digital Editions “ (tai nemokama programa, specialiai sukurta el. knygoms. Tai nėra tas pats, kas „Adobe Reader“, kurią tikriausiai jau turite savo kompiuteryje.)

    Negalite skaityti šios el. knygos naudodami „Amazon Kindle“.

This edited volume explores how Chinese school-based educators learn from others and attain awareness in dialogue with the world in an era of increasing globalization and information exchange. Minzhu Primary School in Shanghai, China, and Bay Street School in Toronto, Canada, have been connected as sister schools of cross-cultural exchange since 2008. Together, they have explored ways to reciprocally learn in a cross-cultural partnership while remaining grounded in their home culture and language. In this book, chapter authors examine how Chinese school-based educators view themselves, understand others, and grow and develop as a consequence of a decade of cross-cultural reciprocal learning as sister schools. Further, the authors discuss prospects for future educational interactions between Canada and China.

1 Introduction
1(16)
Yuhua Bu
1.1 Origin and Background
2(1)
1.2 Our Learning and Growth in Projects as Researchers
3(4)
1.3 Objectives of the Sister School Project
7(2)
1.3.1 Objectives of the Sister School Reciprocal Learning
7(1)
1.3.2 The Research Purpose of the Sister School Project
8(1)
1.3.3 The Purpose of Writing This Book
9(1)
1.4 Structure and Main Ideas of the Book and Its Authors
9(7)
1.4.1 Structure of the Book
9(1)
1.4.2 Synopsis of Each
Chapter
10(3)
1.4.3 Authors and Division of the Book
13(3)
References
16(1)
2 Friends from Afar
17(36)
Yuhua Bu
2.1 Who Are We: Understanding Our Cultural Identity from Both Sides of Chinese Traditional Culture
19(7)
2.1.1 Looking Inward: Expressions of Love and Consideration of Others
19(4)
2.1.2 Looking Outward: Harmony Without Uniformity, Loyalty Together with Consideration
23(3)
2.2 Repositioning Contemporary Chinese Cultural Identity: A Member of a "Community of Shared Future for Mankind"
26(2)
2.3 A Century's East-West Dialogue About China's Education and Its Contemporary Appeal
28(5)
2.4 The Two Contemporary Schools of Education Involved in This Project
33(12)
2.4.1 From Dewey and Schwab to Connelly and His Students: The Development of Empiricism Educational Theory
34(5)
2.4.2 Ye Lan and Her Academic Team: School of "Life-Practice" Educology and "New Basic Education" Research
39(6)
2.5 Conclusion
45(1)
References
46(7)
3 Dewey Meets Confucius
53(34)
Shan Qi
3.1 Introduction
53(1)
3.2 Dewey's First Encounter with Chinese Education at the Beginning of the Twentieth Century
54(10)
3.2.1 Dewey to China: A Basic Judgment on Chinese Education
55(2)
3.2.2 China to Dewey: The Reaction of China to Dewey in the Modern Age
57(7)
3.3 Connelly Coming to China: Another Meeting with China's Education at the Beginning of the Twenty-First Century
64(8)
3.3.1 Connelly to China: Basic Judgement About Chinese Education
65(4)
3.3.2 China to Connelly: The Reaction of Chinese Education to Connelly
69(3)
3.4 Discussion and Conclusion
72(8)
3.4.1 A Century of Chinese Education: What Has Changed and What Remains Unchanged
72(5)
3.4.2 The Future of Reciprocal Learning Between China and Canada: Mutual Benefit and Symbiosis
77(3)
References
80(7)
4 Literature Review, Theoretical Framework and Research Method
87(22)
Yuhua Bu
4.1 Literature Review
87(6)
4.1.1 Reciprocal Learning
87(2)
4.1.2 Sister School
89(2)
4.1.3 Narrative Inquiry in China and in the World
91(2)
4.2 Theoretical Framework and Methodology
93(3)
4.2.1 School of Life-Practice Educology
93(1)
4.2.2 Narrative Inquiry
94(2)
4.3 Research Method
96(8)
4.3.1 Researchers of the Sister School Project
96(2)
4.3.2 Sister School Research Partners
98(6)
4.4 Data Collection and Analysis Method
104(2)
4.4.1 Data Sources
104(1)
4.4.2 Research Tools
105(1)
4.5 Ethical Considerations
106(1)
References
106(3)
5 Society, History, and Interaction of Sister Schools
109(30)
Yuhua Bu
5.1 An Overview of the Sister Schools
109(11)
5.1.1 History of Minzhu Primary School
109(5)
5.1.2 The Landscape of Bay Street School
114(4)
5.1.3 Summary
118(2)
5.2 The Process of Reciprocal Learning Between Sister Schools
120(6)
5.2.1 Exploratory Phase (September 2013--September 2014)
121(1)
5.2.2 Breakthrough Phase (September 2014--December 2015)
121(2)
5.2.3 Development Phase (March 2016-October 2019)
123(2)
5.2.4 Continuous Symbiosis Phase (March 2018--Present)
125(1)
5.3 Basic Methods and Content of Cross-Cultural Reciprocal Learning Between Sister Schools
126(11)
5.3.1 Modes of Communication Between Sister Schools
127(5)
5.3.2 Contents of Communication Between Sister Schools
132(5)
5.4 Summary
137(1)
References
137(2)
6 Circles and Straight Lines: Teachers' Life Worlds
139(36)
Yuanyuan Zhu
6.1 Introduction
139(1)
6.2 Conceptualizing the Background
140(3)
6.2.1 Teachers and Teachers' Teaching in Different Contexts
140(3)
6.2.2 Reciprocal Learning Across Cultures in RLP
143(1)
6.3 Research Methodology
143(5)
6.3.1 Data Collection
144(1)
6.3.2 Data Analysis
144(1)
6.3.3 Introducing the Teachers and the Researcher
145(3)
6.4 Shanghai-Toronto Sister School Teachers Stories
148(14)
6.4.1 Heterogeneous Lesson: "The Tree's Shadow"
148(5)
6.4.2 Lesson Preparation and Discussion: "Brave Duck, Brave Me"
153(5)
6.4.3 Lesson Preparation and Discussion: "My School"
158(4)
6.5 Findings
162(5)
6.5.1 Curriculum Structure
162(1)
6.5.2 Teachers' Teaching
163(3)
6.5.3 Teachers in Community
166(1)
6.6 Conclusion and Discussion
167(3)
References
170(5)
7 Interaction Between Teachers and Students
175(38)
Yangjie Li
7.1 Introduction
175(2)
7.2 Literature Review
177(2)
7.3 Theoretical Basis and Research Methods
179(5)
7.3.1 Theoretical Basis
179(1)
7.3.2 Research Method
180(1)
7.3.3 Research Participant
181(1)
7.3.4 Research Process
182(2)
7.4 Findings
184(17)
7.4.1 Teacher-Student Interaction in Classroom Teaching Between Two Sister Schools
184(13)
7.4.2 Teacher-Student Interactions in Two Video Conferences Between Two Sister Schools
197(4)
7.5 Discussion
201(6)
7.5.1 Comparison of the Characteristics of Teacher -- Student Interactions in China and Canada
201(3)
7.5.2 The Factors Influencing the Differences of Teacher-Student Interaction in Two Countries
204(3)
7.6 Conclusion
207(2)
References
209(4)
8 Leadership and Power
213(46)
Cheng Zhong
8.1 Background
214(7)
8.1.1 The Trajectory of HE LE Culture in Minzhu Primary School
214(4)
8.1.2 HE LE Culture Met Bay Street School
218(3)
8.2 Research Method
221(2)
8.2.1 Narrative Inquiry
221(1)
8.2.2 Introducing the Researcher and Research Process
222(1)
8.3 Literature Review
223(9)
8.3.1 Image, Metaphor, and Experience
223(3)
8.3.2 Encounter of Teacher Leadership Images in Life-Practice Educology and the Ontario Leadership Framework
226(6)
8.4 Story Constellations of Principals and Their Teacher Leadership Images
232(9)
8.4.1 Images of Principal Ting
233(6)
8.4.2 Images of Principal Darlene as the Lead Learner and Co-learner
239(2)
8.5 Cultural Comparison and Analysis on Sister School Principal's Teacher Leadership
241(3)
8.5.1 Family Culture and the Power Structure Behind the Principal Images
241(1)
8.5.2 Principal Appointment System and the Principal-Teacher Relationship
242(1)
8.5.3 "Life Consciousness" Encounter Teacher Professional Development
243(1)
8.6 Discussion: What Can We Learn from Each Other'?
244(6)
8.6.1 Moral Leadership: Intersection of the East and the West
245(2)
8.6.2 The Integration of Technology and Technique Matters
247(1)
8.6.3 Autocracy or Democracy? From Dualism Misunderstanding to Cosmopolitan Learning Community
248(2)
References
250(9)
9 Faith and Action
259(30)
Yuhua Bu
9.1 How China-Canada Sister Schools Understand and Locate Themselves and Each Other
260(16)
9.1.1 The Understanding of MPS about Itself and MPS in the Eyes of BSS
260(7)
9.1.2 The Understanding of BSS about Itself and BSS in the Eyes of MPS
267(9)
9.2 The Social Identity of Sister Schools Between Canada and China
276(7)
9.2.1 The Social Mission of Schools in Canada
277(4)
9.2.2 Identity Orientation of Schools in China
281(1)
9.2.3 Why China Understands School Identity in this Way
282(1)
9.3 Discussion
283(3)
9.3.1 Do Chinese Schools Need to Learn from Canada and Re-understand the Relationship between Schools and Society in the Future?
283(2)
9.3.2 Do Canadian Schools Need to Have Their Own Unique Culture?
285(1)
References
286(3)
10 Future
289(28)
Yuhua Bu
10.1 Will the Sister Schools Continue Their Cooperation After the Project?
289(11)
10.1.1 Do Teachers Think the Project Beneficial? Will They Continue to Cooperate?
290(7)
10.1.2 Are There Conditions for Further Cooperation?
297(3)
10.2 What Should MPS Learn from BSS if the Cooperation Continues?
300(9)
10.2.1 Learn to Leave More Space for Children's Individualized Growth
301(3)
10.2.2 Learn to Provide Students with the Structured Framework of Thinking to Support Independent Learning
304(2)
10.2.3 Learn to Provide Special Students with More Professional and Inclusive Education
306(2)
10.2.4 Learn to Become More Open-Minded and Positive in Reciprocal Learning
308(1)
10.3 What Should MPS Stick To?
309(2)
10.4 What Positive and Negative Experiences Has the Sister-School Cooperation Provided for Cross-Cultural Reciprocal Learning?
311(4)
10.4.1 Positive Experience in Sister Schools' Reciprocal Learning
311(2)
10.4.2 Reciprocal Learning Between Sister Schools Needs Further Improvement
313(2)
10.5 Expectations: What Kind of Future Do We Expect?
315(1)
References
316(1)
Index 317
Yuhua Bu is Professor, PhD Supervisor, and Deputy Director of both the Institute of Life Practice Educology Research and the Institute of Schooling Reform and Development at East China Normal University, China. Her research interests include philosophy of education, teacher education, school reform, and ethics of education.
Daugiau apie elektronines knygas Daugiau apie elektronines knygas
Pastovi nuoroda: https://www.kriso.lt/db/97830306108526e.html
Raktažodžiai: