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ERIC Number: EJ1102380
Record Type: Journal
Publication Date: 2016-May
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1874-8597
EISSN: N/A
Teachers' Perceptions of Effective Teaching: A Comparative Study of Elementary School Teachers from China and the USA
Meng, Lingqi; Muñoz, Marco
Educational Assessment, Evaluation and Accountability, v28 n2 p179-199 May 2016
This international study investigated Chinese and American elementary school teachers' perceptions of effective teaching. The sample comprised Chinese (n = 108) and US (n = 110) participating teachers. The Effective Teaching Quality Survey (ETQS) was adopted for this comparative education research, an instrument that operationalized Stronge's effective teaching theoretical framework. Research questions that guided this study were as follows: (1) what are the differences between the USA and China's elementary school teachers' perceptions regarding effective teaching? And (2) when comparing teaching experience, school location, and effective/ineffective teachers, what are the differences between the USA and China's elementary school teachers' perceptions on effective teaching? Statistically significant results were found when comparing nationality, teaching experience, school location, and effective/ineffective teaching. How these results related to the US and Chinese educational contexts with respect teaching and learning are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; United States
Grant or Contract Numbers: N/A