Understanding China’s School Leadership : Interpreting the Terminology

Understanding China’s School Leadership Interpreting the Terminology

This open access book outlines key terms of China’s school leadership in Chinese political and legal, financial, administrative, and cultural contexts. It reveals and interprets the real meaning of these practical terms based on existing laws, government documents, school policy texts as well as the...

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Detalles Bibliográficos
Autor principal: Feng, Daming. author (author)
Formato: Electrónico
Idioma:Inglés
Publicado: Singapore Springer Nature 2020
Singapore : 2020.
Edición:1st ed. 2020.
Materias:
School management and organization.
School administration.
Educational policy.
Education and state.
Schools.
Administration, Organization and Leadership.
Educational Policy and Politics.
Schools and Schooling.
Education
School management and organization
School administration
Educational policy
Education and state
Schools
Ver en Biblioteca Universitat Ramon Llull:https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009431296606719
Tabla de Contenidos:
  • Forewords
  • Preface
  • Acknowledgements
  • 1. China’s school leadership: an overview
  • 1.1 Brief retrospect
  • 1.2 School leadership contexts
  • References
  • 2. Local school system and school inner system
  • 2.1 Local school system
  • 2.2 School organizational system
  • 2.3 Principal-in-charge system
  • 2.4 Party-administration rules of order
  • 2.5 Fundamental requirements for decision making
  • 2.6 Subject-based operation system
  • 2.7 Grade-based operation system
  • 2.8 Major meetings
  • Appendix
  • References
  • 3. Principalship and leadership team
  • 3.1 Co- headship
  • 3.2 School level leadership
  • 3.3 Junior management
  • 3.4 Six-principle
  • 3.5 Principal selecting procedure
  • 3.6 Principal rank system
  • 3.7 Democratic reviewing
  • Appendix
  • References
  • 4. Leadership strategies
  • 4.1 Tong-Yi-Si-Xiang (TYSX)
  • 4.2 Yi-Shen-Zuo-Ze (YSZZ)
  • 4.3 Yi-Qing-Dong-Ren (YQDR)
  • 4.4 Xian-Jin-Ping-Bi
  • 4.5 Group honor building
  • 4.6 Arousing three-facet-attitude/disposition
  • 4.7 Cardinal perspective toward teachers
  • 4.8 Performance related pay policy
  • Appendix
  • References
  • 5. Curriculum leadership
  • 5.1 Curriculum change and rebuilding
  • 5.2 Three-level-curriculum frameworks
  • 5.3 Curriculum leadership capacity building
  • 5.4 School-based curriculum design
  • 5.5 School-based curriculum development and implementation
  • 5.6 School-based curriculum evaluation and assurance
  • 5.7 University-School collaboration
  • Appendix
  • References
  • 6. Instructional Leadership
  • 6.1 Teaching-study group
  • 6.2 Five-step requirement
  • 6.3 Open/public lessons
  • 6.4 Tong-Ke-Yi-Gou (TKYG)
  • 6.5 Jie-Ban-Shang-Ke (JBSK)
  • 6.6 Getting a taste
  • 6.7 Teaching reflection
  • 6.8 Individual professional file
  • Appendix
  • References
  • 7. Teacher supervision and development
  • 7.1 Licensure examination
  • 7.2 Normalized internship
  • 7.3 Periodical registration
  • 7.4 Five-step career ladder
  • 7.5 Two honorary titles for outstanding teachers
  • 7.6 Professional community building
  • 7.7 Inter-school vehicles of CPD
  • 7.8 Cross-district vehicles of CPD
  • Appendix
  • References
  • 8. Student supervision and guidance
  • 8.1 Class supervisor
  • 8.2 Class collectivism building
  • 8.3 Class committee
  • 8.4 Conduct guiding and supervision
  • 8.5 School ceremony & ritual
  • 8.6 Themed activities
  • 8.7 Adolescent center
  • 8.8 Social practice
  • Appendix
  • References
  • 9. Home and Community education coordination
  • 9.1 Parent committee
  • 9.2 Parents school
  • 9.3 Community education committee
  • 9.4 Community service
  • 9.5 Community volunteer educator
  • 9.6 Local education
  • 9.7 Campus sharing
  • Appendix
  • References.

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