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A Qualitative Examination of Classroom Assessment in Chinese High Schools from the Perspective of Self-Regulated Learning
ZHANG Wenxiao, LI Yanqing
Front. Educ. China. 2019, 14 (3): 387-421.
https://doi.org/https://doi.org/10.1007/s11516-019-0020-x
The present study is set in the context of ongoing educational reform that advocates fostering self-regulated learners and using assessment to improve learning. Drawing on existent research on classroom assessment (CA) and self-regulated learning (SRL), the authors have formulated a conceptual framework outlining the CA features that promote SRL among students. Guided by this framework, the 12 high school teachers’ CA practice was scrutinized to find out to what extent their CA was pro-SRL. Based on interview data and classroom observation, gaps were found in Chinese high school teachers’ CA. First, CA tasks are primarily low-level closed-end problems, with rare exceptions. Second, students are not allowed much autonomy in CA. Third, self-assessment practice is mostly self-grading. Fourth, peer-assessment is uncommon and mainly involves simply marking peers’ work. Fifth, teacher feedback is focused on task and process levels; regulation-level feedback is less common. Sixth, despite teachers’ encouragement, most students feel threatened by CA.
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“They Have It Better There”: Chinese Immigrant Teachers’ Beliefs, Ideologies and Imaginaries in Cross-National Comparisons
Haiqin LIU, Fred DERVIN, Huiling XU, Robyn MOLONEY
Front. Educ. China. 2019, 14 (3): 453-479.
https://doi.org/https://doi.org/10.1007/s11516-019-0022-8
This paper was written in response to a growing need to address the perceptions and experiences of immigrant teachers. Based on a critical intercultural theoretical perspective, which moves beyond typical “culture shock” and “adaptation” models of understanding and explaining immigrants’ experiences, this paper makes use of the concepts of teacher beliefs, ideologies and imaginaries (Holliday, 2010) in considering how Finland-based Chinese immigrant teachers perceive the position of being teachers of Chinese in Finland and Australia. An analysis of data from group discussions during a teacher training workshop indicates that these teachers constructed a “utopia” (Australia) and “dystopia” (Finland) of Chinese language teaching, and reveals that multiple factors have influenced these immigrant teachers’ perceptions and experiences. Findings provide information for teacher educators and stakeholders to better understand and support immigrant teachers from various linguistic and cultural backgrounds.
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