Understanding the Ecologies of Education Reforms: Comparing the Perceptions of Parents and Secondary Teachers and Students in China

Abstract

This study examines how secondary school teachers have implemented educational reforms in China. To examine the implementation process, we conducted teacher, student, and parent surveys. Teachers and students surveys asked questions on how often a teaching or evaluation strategy was used in a given course. The survey concluded that teachers and parents liked the reform initiatives, although some teachers still struggle with the transition to the new reforms, most were able to make the necessary changes to include some student-centred lessons. However, students claimed that teacherdirected lessons still dominate most classrooms and tests, class work, homework, and exams are still the most common evaluation systems. The surveys also revealed that classroom management needs increased attention as a result of the reforms. The largest problem, however, lies with the examination systems, as there is currently little room for introducing activity-based learning. Parents and society need to change their mind-sets of valuing examination achievements.Correspondence should be sent to

Teacher Mediated Agency in Educational Reform in China

“…These studies have contributed in a number of ways in the area of curriculum reform implementation. Firstly, in contrast to studies conducted in Western countries, the examination-oriented or teachercentred culture is one prominent factor impacting on and constraining reform implementation in China (Dai et al 2011 ;Dello-Iacovo 2009 ;Gu 2012 ;Halstead and Zhu 2009 ;Joong 2012 ;Liu and Dunne 2009 ;. In addition, different from most Western countries, curriculum reforms in China have a centralised implementation system and top-down style implementation Hu and McGrath 2012 ;.…”

“…In the reviewed studies, except for some studies (Hu and McGrath 2012 ;, most research on teacher roles in reform lacked an explicit theoretical or conceptual framework for analysis. In addition, even though most reviewed studies focus on teachers' efforts and capacity to meet reform requirements (Joong 2012 ;Liu and Dunne 2009 ;, teachers in these studies are viewed as followers of the reform. However, teacher should be the main agent for change (Darling-Hammond and Bransford 2005 ).…”

“…In contradiction with the national policy, this reaffi rmed exam orientation within Chinese schools and has resulted in an increasingly stratifi ed education system. Joong's ( 2012 ) study also concluded that the biggest hindrance for Chinese secondary teachers to implement activitybased and student-centred teaching is the examination system, which left little space for teacher to make changes. Similarly, the results of survey study also indicate that the challenges the Chinese English teachers face are relevant to the centralised examination-driven educational system.…”

“…In addition, different from most Western countries, curriculum reforms in China have a centralised implementation system and top-down style implementation Hu and McGrath 2012 ;. Moreover, many studies reveal that conceptual gaps exist between the intended reform and teacher understanding (Dello-Iacovo 2009 ;Joong 2012 ;Lai and Lo 2011 ;Liu and Dunne 2009 ;. In addition, studies indicate that support from schools' administration and teacher learning and professional development (Dai et al 2011 ;Lai 2010 ;Wong and Tsui 2007 ; are also important for successful reform implementation.…”

“…Most research in this area has been conducted from a normative perspective on equipping teachers for reform. In these studies, teachers were viewed as passive followers of the reform requirements (Joong 2012 ;Liu and Dunne 2009 ;Gu 2012 ;. This study shifts to a more explanatory form by examining how teachers' pedagogical agency can enable them to play an active part in the era of reform.…”