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Reform as hybrid model of teaching and teacher development in China
6 references·16 citing·36 second hop
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(2010)Cross-national policy borrowing: understanding reception and translation (2014)Research in International Education (2008)International transfer of vocational education and training: a literature review (2021)Teacher Quality, Opportunity Gap, and National Achievement in 46 Countries (2007)Research on Globalization and Education (2008)Policy borrowing, policy learning: testing times in Australian schooling (2010)
this work references cited by second hop

References

  • 1960The Process of Education6,018 cited
  • 1999Knowing and teaching elementary mathematics: teachers' understanding of fundamental mathematics in China and the United States1,829 cited
  • 2004The global politics of educational borrowing and lending889 cited
  • 2005National differences, global similarities: world culture and the future of schooling412 cited
  • 2004Local meanings, global schooling: anthropology and world culture theory232 cited
  • 1990The Teacher as Virtuoso: A Chinese Model for Teaching185 cited

Cited by

  • 2012Learning from Shanghai116 cited
  • 2016School leadership and professional learning community: case study of two senior high schools in Northeast China113 cited
  • 2014Contrived collegiality versus genuine collegiality: demystifying professional learning communities in Chinese schools99 cited
  • 2016School context and instructional capacity: A comparative study of professional learning communities in rural and urban schools in China95 cited
  • 2017A review of research on professional learning communities in mainland China (2006–2015)85 cited
  • 2017Developing Pedagogical Content Knowledge for Teaching a New Topic: More Than Teaching Experience and Subject Matter Knowledge80 cited
  • 2009How a Chinese teacher improved classroom teaching in Teaching Research Group: a case study on Pythagoras theorem teaching in Shanghai76 cited

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  • 2009China's basic education reform: an account of an international collaborative research and development project75 cited
  • 2020Exploring the effects of professional learning communities on teacher’s self-efficacy and job satisfaction in Shanghai, China64 cited
  • 2020How do educational systems regulate the teaching profession and teachers’ work? A typological approach to institutional foundations and models of regulation59 cited
  • 2022The Relationships among Transformational Leadership, Professional Learning Communities and Teachers’ Job Satisfaction in China: What Do the Principals Think?58 cited
  • 2014Teacher education changes in China: 1974–201457 cited
  • 2016Professional learning communities: research and practices across six educational systems in the Asia-Pacific region56 cited
  • 2014Professional Learning Communities and the Diffusion of Pedagogical Innovation in the Chinese Education System55 cited
  • 2020Unveiling the Practices and Challenges of Professional Learning Community in a Malaysian Chinese Secondary School54 cited
  • 2022How Can the Professional Community Influence Teachers’ Work Engagement? The Mediating Role of Teacher Self-Efficacy52 cited