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Chinese teachers' conceptualization ...

Liu, Wei.

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Chinese teachers' conceptualization of "what is a good child".

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Chinese teachers' conceptualization of "what is a good child"./
作者:	Liu, Wei.
面頁冊數:	218 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
Contained By:	Dissertation Abstracts International76-04A(E).
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3646570
ISBN:	9781321365818

Chinese teachers' conceptualization of "what is a good child".
Liu, Wei.

Chinese teachers' conceptualization of "what is a good child". - 218 p.

Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2014.

This item is not available from ProQuest Dissertations & Theses.

This study examines contemporary Chinese teachers' beliefs of what constitutes a good child. It explores the meanings that underlie these conceptions and scrutinizes the changes that have transpired in the classrooms as well as in teachers' beliefs over the past ten years. The study employs a combination of observations, interviews, and a survey to examine the research questions. I identified seven principal attributes in a good child: Individuality, Independence, Optimism, Collaboration, Collectivity, Responsibility, and Honesty. The meaning of these attributes is exemplified through vignettes and interview excerpts. Based on these principal attributes, a survey was developed and distributed to a larger population of teachers in attempt to confirm the findings of the interviews and observations and to further explore the research question. Three hundred and forty nine teachers participated in the survey. Both descriptive and inferential statistics were used to analyze the questionnaires. The overall findings indicate a shift of values and beliefs of Chinese teachers that has simultaneously occurred with changes that have taken place in their classrooms as well as in Chinese society.

ISBN: 9781321365818Subjects--Topical Terms:

518817
Early childhood education.

Chinese teachers' conceptualization of "what is a good child".
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300 $a 218 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
500 $a Adviser: Daniel J. Walsh.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2014.
506 $a This item is not available from ProQuest Dissertations & Theses.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This study examines contemporary Chinese teachers' beliefs of what constitutes a good child. It explores the meanings that underlie these conceptions and scrutinizes the changes that have transpired in the classrooms as well as in teachers' beliefs over the past ten years. The study employs a combination of observations, interviews, and a survey to examine the research questions. I identified seven principal attributes in a good child: Individuality, Independence, Optimism, Collaboration, Collectivity, Responsibility, and Honesty. The meaning of these attributes is exemplified through vignettes and interview excerpts. Based on these principal attributes, a survey was developed and distributed to a larger population of teachers in attempt to confirm the findings of the interviews and observations and to further explore the research question. Three hundred and forty nine teachers participated in the survey. Both descriptive and inferential statistics were used to analyze the questionnaires. The overall findings indicate a shift of values and beliefs of Chinese teachers that has simultaneously occurred with changes that have taken place in their classrooms as well as in Chinese society.
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