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Perceptions of effectiveness and fai...

Sun, Jing.

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Perceptions of effectiveness and fairness of Chinese higher education admissions policy reformed.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Perceptions of effectiveness and fairness of Chinese higher education admissions policy reformed./
作者:	Sun, Jing.
面頁冊數:	284 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0138.
Contained By:	Dissertation Abstracts International72-01A.
標題:	Education, Policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3427888
ISBN:	9781124330860

Perceptions of effectiveness and fairness of Chinese higher education admissions policy reformed.
Sun, Jing.

Perceptions of effectiveness and fairness of Chinese higher education admissions policy reformed. - 284 p.

Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0138.

Thesis (Ph.D.)--University of California, Santa Barbara, 2010.

Since 1949 when the People's Republic of China was established, China adopted the single criterion higher education admissions policy. That is, admissions only looked at the Gao Kao scores. The test-score-centered admissions policy undermined students' health, distorted instructions and curricula and also resulted in corruption. As a result, China has attempted to implement the multiple criteria Gao Kao policy since 2003. Besides the Gao Kao scores, the higher education institutions started requiring recommendations and interviews.

ISBN: 9781124330860Subjects--Topical Terms:

1669130
Education, Policy.

Perceptions of effectiveness and fairness of Chinese higher education admissions policy reformed.
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245 1 0 $a Perceptions of effectiveness and fairness of Chinese higher education admissions policy reformed.
300 $a 284 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0138.
500 $a Adviser: Michael M. Gerber.
502 $a Thesis (Ph.D.)--University of California, Santa Barbara, 2010.
520 $a Since 1949 when the People's Republic of China was established, China adopted the single criterion higher education admissions policy. That is, admissions only looked at the Gao Kao scores. The test-score-centered admissions policy undermined students' health, distorted instructions and curricula and also resulted in corruption. As a result, China has attempted to implement the multiple criteria Gao Kao policy since 2003. Besides the Gao Kao scores, the higher education institutions started requiring recommendations and interviews.
520 $a This dissertation attempted to investigate whether or not the single criterion Gao Kao policy is perceived more effective and fairer than the multiple criteria Gao Kao policy in China. This dissertation used the case study as the major research strategy. Data were collected through interviewing the four experts in the higher education admissions. The two of them were from the Ministry of Education in China and the other two were the admission administrators at Tsinghua University. The interview protocol was designed through the theory developed from the literature review in terms of the policy effectiveness and fairness. Concretely, this researcher developed a theoretical framework on the policy effectiveness and fairness through reviewing past literatures, and then compared the empirical models with the theory. The closer one policy was to the theory, the more effective and fairer that policy would be perceived.
520 $a Finally, through comparisons, this dissertation drew the conclusion that the multiple criteria Gao Kao policy was perceived more effective than the single criterion Gao Kao policy in China, whereas the single criterion Gao Kao policy was perceived fairer than the multiple criteria Gao Kao policy. Further, this researcher gave recommendations on policy, practice and research.
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710 2 $a University of California, Santa Barbara. $b Education. $3 1024457
773 0 $t Dissertation Abstracts International $g 72-01A.
790 1 0 $a Gerber, Michael M., $e advisor
790 1 0 $a Glasman, Naftaly $e committee member
790 1 0 $a Conley, Sharon $e committee member
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791 $a Ph.D.
792 $a 2010
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