The culture of education policy making: Curriculum reform in Shanghai

Critical Studies in Education

Volumn 53, Issue 2, 2012, Pages 153-167

  Tan, Charlene ^a  

^a NANYANG TECHNOLOGICAL UNIVERSITY   (Singapore)

Author keywords

comparative and international education; curriculum; educational policy; globalisation and internationalisation; school effectiveness and improvement

Indexed keywords

EID: 84860343055     PISSN: 17508487     EISSN: 17508495     Source Type: Journal    
DOI: 10.1080/17508487.2012.672333     Document Type: Article

References (45)

1. Angus, L. 2004. Globalisation and educational change: Bringing about the reshaping and renorming of practice. Journal of Education Policy, 19(1): 23-41.
2. Areepattamannil, S. Influences of metacognitive and self-regulated learning strategies for reading on mathematical literacy of adolescents in four high-performing education systems. Paper presented at the CRPP Research Seminar, National Institute of Education. Singapore. March.
3. Biggs, J. and Watkins, D. 1996. "The Chinese learner in retrospect". In Teaching the Chinese learner: Psychological and pedagogical perspectives, Edited by: Watkins, D.A. and Biggs, J.B. 269-285. Hong Kong/Melbourne: Comparative Education Research Centre, The University of Hong Kong/Australian Council for Educational Research.
4. Biggs, J. 1996. "Western misperceptions of the Confucian-Heritage Learning culture". In Teaching the Chinese learner: Psychological and pedagogical perspectives, Edited by: Watkins, D.A. and Biggs, J.B. 46-47. Hong Kong/Melbourne: Comparative Education Research Centre, The University of Hong Kong/Australian Council for Educational Research.
5. Chan, C.K.K. 2009. "Classroom innovation for the Chinese learner: Transcending dichotomies and transforming pedagogy". In Revisiting the Chinese learner: Changing contexts, changing education, Edited by: Chan, C.K.K. and Rao, N. 169-210. Hong Kong: Springer and Comparative Education Research Centre, University of Hong Kong.
6. Chan, C.K.K. and Rao, N. 2009. "The paradoxes revisited: The Chinese learner in changing educational contexts". In Teaching the Chinese learner: Psychological and pedagogical perspectives, Edited by: Watkins, D.A. and Biggs, J.B. 315-349. Hong Kong/Melbourne: Comparative Education Research Centre, The University of Hong Kong/Australian Council for Educational Research.
7. Collier, J.S. and Ong, A. 2005. "Global assemblages, anthropological problems". In Global assemblages: Technology, politics and ethics as anthropological problems, Edited by: Ong, A. and Collier, S.J. 3-21. Malden, MA: Blackwell.
8. Cortazzi, M. and Jin, L. 2001. "Large classes in China: 'Good' teachers and interaction". In Teaching the Chinese learner: Psychological and pedagogical perspectives, Edited by: Watkins, D.A. and Biggs, J.B. 115-134. Hong Kong/Melbourne: Comparative Education Research Centre, The University of Hong Kong/Australian Council for Educational Research.
9. Dohn, B.N. 2007. Knowledge and skills for PISA: Assessing the asssessment. Journal of Philosophy of Education, 41(1): 1-16.
10. Grek, S. 2009. Governing by numbers: The PISA 'effect' in Europe. Journal of Education Policy, 24(1): 23-37.
11. Huang, R. and Leung, K.S.F. 2004. "Cracking the paradox of the Chinese learners: Looking into the Mathematics classrooms in Hong Kong and Shanghai". In How Chinese learn mathematics: Perspectives from the insiders, Edited by: Fan, L., Wong, N.-Y., Cai, J. and Li, S. 348-381. Singapore: World Scientific Publishing.
12. Jiafang ribao. (2004). Shanghaishi putong zhongxiaoxue kecheng fangan zhenshi banbu [Official announcement of the curricular plan for mainstream primary and secondary schools in Shanghai city]. http://www.mhedu.sh.cn/cms/data/html/doc/2004-11/15/36847/index.html.
13. Jiang, X. (2010, December 8). The test Chinese schools still fail. Wall Street Journal. http://online.wsj.com/article/SB10001424052748703766704576008692493038646.html?mod=googlenews_wsj.
14. Jonassen, D.H. 1997. Instructional design models for well-structured and ill-structured problem solving learning outcomes. Educational Technology, Research & Development, 45(1): 65-94.
15. Kamens, H.D. and McNeely, L.C. 2010. Globalisation and the growth of international testing and national assessment. Comparative Education Review, 54(1): 5-25.
16. Kim, H.S. 2002. We talk, therefore we think? A cultural analysis of the effect of talking on thinking. Journal of Personality and Social Psychology, 83: 828-842.
17. Koh, A. 2010. Tactical globalisation: Learning from the Singapore experiment, New York: Peter Lang.
18. Koh, A. 2011. Singapore's 'global assemblage': Digging into the culture of education policy making. Critical Studies in Education, 52(3): 267-278.
19. Li, J. 2009. "Learning to self-perfect: Chinese beliefs about learning". In Revisiting the Chinese learner: Changing contexts, changing education, Edited by: Chan, C.K.K. and Rao, N. N. 35-69. Hong Kong: Springer and Comparative Education Research Centre, University of Hong Kong.
20. Li, W. and Li, Y. 2010. An analysis on social and cultural background of the resistance for China's education reform and academic pressure. International Education Studies, 3(3): 211-215.
21. Lingard, B. 2010. Policy borrowing, policy learning: Testing times in Australian schooling. Critical Studies in Education, 51(2): 129-147.
22. Marton, F., Wen, Q. and Wong, K.C. 2005. 'Read a hundred times and meaning will appear...': Changes in Chinese University students' views of the temporal structure of learning. Higher Education, 49: 291-318.
23. Ministry of Education of the PRC. 2001. Guidelines for curriculum reform in basic education[draft], Beijing: Ministry of Education.
24. Mok, I.A.C. The story of a 'teacher-dominating' lesson in Shanghai. Paper presented at the 10th Biennial Conference organised by the European Association for Research on Learning and Instruction. Padova, Italy. August.
25. Organisation for Economic Co-operation and Development (OECD). (2010a). PISA 2009 results: Executive summary. http://www.oecd.org/document/61/0,3343,en_32252351_46584327_46567613_1_1_1_1,00.html#News_release_and_press_material.
26. OECD. (2010b). Shanghai and Hong Kong: Two distinct examples of education reform in China. http://www.oecd.org/dataoecd/34/45/46581016.pdf.
27. Ong, A. 2007. Neoliberalism as a mobile technology. Transactions of the Institute of British Geographers, 32: 3-8.
28. Phillips, D. and Ochs, K., eds. 2004. Educational policy borrowing: Historical perspectives, Oxford: Symposium Books.
29. Shangguan, Z.M. 2005. Jiaoyu de guoji shiye [Education's international vision], Shanghai: East China Normal University Press.
30. Shanghai Municipal Education Commission. (n.d.) Shanghaishi putong zhongxiaoxue kecheng fangan shixinggao shuoming [Explanation of the trial curricular plan for ordinary primary and secondary schools in Shanghai]. www.shmec.gov.cn/attach/article/72.doc (http://www.shmec.gov.cn/attach/article/72.doc)
31. Shanghai Municipal Education Commission. (2004). Shanghaishi putong zhongxiaoxue kecheng fangan (shixinggao) [Curricular plan for ordinary primary and secondary schools in Shanghai (trial version)]. Shanghai: Shanghai Education Press. www.shmec.gov.cn/web/hdpt/download.php?filename=27.pdf.
32. Shanghai Municipal Education Commission. (2006). Shanghaishi zhongxiao xueshen zhonghe sushi pingjia fangan (shixing) de tongzhi [Notice on Shanghai secondary and primary school student's comprehensive appraisal plan]. http://www.ptq.sh.gov.cn/gb/shpt/node4343/node4349/node4649/node4668/node4672/userobject1ai56455.html.
33. Shanghai Municipal Government. 2010. Shanghai yearbook 2009, Shanghai: Author.
34. Shen, Y.S. 2006. Kecheng pingjia [Classroom appraisal], Beijing: Beijing Normal University Press.
35. Shen, X. 2007. Shanghai education, Singapore: Thomson Learning.
36. Tan, C. 2008. Globalisation, the Singapore state and educational reforms: Towards performativity. Education, Knowledge and Economy, 2(2): 111-120.
37. Tan, C. 2010. Contesting reform: Bernstein's pedagogic device and madrasah education in Singapore. Journal of Curriculum Studies, 42(2): 165-182.
38. Tan, C. forthcoming. Learning from Shanghai: Lessons on educational success (tentative title), Dordrecht: Springer.
39. Xu, L. (2007). Erqi kegai linian guandian de xuexi [The implications of the ideology of the second curriculum reforms on learning]. http://www.anzhong.sh.cn/po40/info_detail.jsp?infoId=info29000000628.
40. Yang, D. (2010). Chinese cool on report calling Shanghai students smartest. Xinhua News Agency, http://news.xinhuanet.com/english2010/china/2010-12/10/c_13643778.htm.
41. Zhao, Y. 2007. China and the whole child. Educational Leadership, May,: 70-73.
42. Zhen, J. 2006. "Xiaoben yanjiu [School-based research]". In Zou xiang youzhi jiaoyu [Walking towards quality education], Edited by: Shen, Y. 84-124. Shanghai: East China Normal University Press.
43. Zhejiang zaisian. (2010). Zhongguo xueshen quanqiu PISA kaoshi duo diyi meiguo zhenjing [America is shocked at Chinese students topping PISA]. http://edu.163.com/11/0112/06/6Q66D8L300294IIT.html.
44. Zhong, Q. and Qu, G. 2007. Fansi zhongguo jiaoyu [Reflections on Chinese education], Shanghai: East China Normal University Press.
45. Zhu, Z. (n.d.). Shanghai erqi kegai fazhan ji xiangguan yanjiu zongshu [Review of the developments and related research on Shanghai's second curriculum reforms]. http://www.fxedu.cn:8080/jiaoyuziyuan/jujiaokegai/41.htm.