Understanding China's School Leadership

Interpreting the Terminology
1. Auflage 2020
ISBN: 978-981-15-0555-3
Verlag: Springer Nature Singapore

Buch, Englisch, 278 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 617 g

Outlines key terms reflecting the characteristics and uniqueness of China’s school leadership
Provides readers with a holistic picture of China’s school leadership by understanding the real meaning of the terms
Offers insights into school leadership context of China to researchers and graduate students in this field
Enriches the knowledge base to analyse and interpret the phenomenon or research data regarding China's school leadership
Open Access

Zielgruppe

Research

Autoren/Hrsg.

Feng, Daming

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung

Inhaltsverzeichnis

Forewords.- Preface.- Acknowledgements.- 1. China’s school leadership: an overview.- 1.1 Brief retrospect.- 1.2 School leadership contexts.- References.- 2. Local school system and school inner system.- 2.1 Local school system.- 2.2 School organizational system.- 2.3 Principal-in-charge system.- 2.4 Party-administration rules of order.- 2.5 Fundamental requirements for decision making.- 2.6 Subject-based operation system.- 2.7 Grade-based operation system.- 2.8 Major meetings.- Appendix.- References.- 3. Principalship and leadership team.- 3.1 Co- headship.- 3.2 School level leadership.- 3.3 Junior management.- 3.4 Six-principle.- 3.5 Principal selecting procedure.- 3.6 Principal rank system.- 3.7 Democratic reviewing.- Appendix.- References.- 4. Leadership strategies.- 4.1 Tong-Yi-Si-Xiang (TYSX).- 4.2 Yi-Shen-Zuo-Ze (YSZZ).- 4.3 Yi-Qing-Dong-Ren (YQDR).- 4.4 Xian-Jin-Ping-Bi.- 4.5 Group honor building.- 4.6 Arousing three-facet-attitude/disposition.- 4.7 Cardinal perspective toward teachers.- 4.8 Performance related pay policy.- Appendix.- References.- 5. Curriculum leadership.- 5.1 Curriculum change and rebuilding.- 5.2 Three-level-curriculum frameworks.- 5.3 Curriculum leadership capacity building.- 5.4 School-based curriculum design.- 5.5 School-based curriculum development and implementation.- 5.6 School-based curriculum evaluation and assurance.- 5.7 University-School collaboration.- Appendix.- References.- 6. Instructional Leadership.- 6.1 Teaching-study group.- 6.2 Five-step requirement.- 6.3 Open/public lessons.- 6.4 Tong-Ke-Yi-Gou (TKYG).- 6.5 Jie-Ban-Shang-Ke (JBSK).- 6.6 Getting a taste.- 6.7 Teaching reflection.- 6.8 Individual professional file.- Appendix.- References.- 7. Teacher supervision and development.- 7.1 Licensure examination.- 7.2 Normalized internship.- 7.3 Periodical registration.- 7.4 Five-step career ladder.- 7.5 Two honorary titles for outstanding teachers.- 7.6 Professional community building.- 7.7 Inter-school vehicles of CPD.- 7.8 Cross-district vehicles of CPD.- Appendix.- References.- 8. Student supervision and guidance.- 8.1 Class supervisor.- 8.2 Class collectivism building.- 8.3 Class committee.- 8.4 Conduct guiding and supervision.- 8.5 School ceremony & ritual.- 8.6 Themed activities.- 8.7 Adolescent center.- 8.8 Social practice.- Appendix.- References.- 9. Home and Community education coordination.- 9.1 Parent committee.- 9.2 Parents school.- 9.3 Community education committee.- 9.4 Community service.- 9.5 Community volunteer educator.- 9.6 Local education.- 9.7 Campus sharing.- Appendix.- References.

Über Autor(innen)

Dr. Daming Feng is Professor of Educational Administration at the Faculty of Education, East China Normal University (ECNU). He is also a research fellow at the ECNU-based National Institute of Basic Education Reform & Development, Ministry of Education (MOE) and a senior research fellow at the Asia-Pacific Center for Leadership and Change, Hong Kong University of Education. He has served as a member of the Standing Committee of China National Academic Council for Educational Administration, as well as an expert for MOE National Key Teacher Training Programs and as the qualification reviewer for the Top-grade Teacher & Superfine Teacher, Shanghai Municipal Education Commission (SMEC).
He was formerly the Associate Chairperson of the Committee for Theory Study of National Association of Adult Education, the Deputy Director of the Training Department at the National Training Center for High School Principals of MOE, secretary general of the UNESCO-APEID Associated Center at ECNU, expert for the OECD-TALIS program at Shanghai, SMEC and Dean of the College for Continuing Education and Executive Director of the Center for Teacher Development at ECNU.
In the last decade, his books, chapters, and articles concerning educational leadership, management & administration in Chinese contexts, leadership for learning in China’s disadvantaged schools, CPD for K-12 teachers, and school leadership development have been published in China, the USA, the UK, New Zealand, and the Netherlands.