The Take-Action Guide to World Class Learners Book 3: How to Create a Campus Without Borders

Zhao, Yong; Tavangar, Homa; McCarren, Emily; Rshaid, Gabriel F.; Tucker, Kay

doi:10.4135/9781483394602

Cited by 3 publications

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“…The third core element of the new paradigm of education is the globalized campus (Zhao, 2012(Zhao, , 2016d. In other words, the setting of education is not limited to the classroom or physical campus.…”

Section: Globalized Campusmentioning

confidence: 99%

“…The new paradigm is not entirely new. The three core elements have been implemented in many schools and taken various forms under the traditional paradigm of education, see for example (Zhao, 2012(Zhao, , 2016c(Zhao, , 2016d(Zhao, , 2018aZhao & Tavangar, 2016). While the experiments have seen positive results, the changes are not fundamental and significant enough for the future.…”

Section: Globalized Campusmentioning

confidence: 99%

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Shifting the Education Paradigm: Why International Borrowing is No Longer Sufficient for Improving Education in China

Zhao

2018

ECNU Review of Education

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Purpose —The purpose of this article is to examine the consequences of mutual borrowing of educational policies and practices between the East and the West and implications for Chinese education. Design/Approach/Methods —This paper draws upon a wide variety of historical, cultural, and international assessment data. Findings —The analyses found that the mutual borrowing is unlikely to improve education to the extent that the future world demands. Originality/Value —Thus, the article concludes that instead of wasting resources and time on learning from each other's past, education systems around the world should work on inventing a new paradigm of education. China is in a unique position to work on the new paradigm.

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Section: Globalized Campusmentioning

confidence: 99%

Section: Globalized Campusmentioning

confidence: 99%