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ERIC Number: EJ1122973
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0162-6620
Education Reform in China: Toward Classroom Communities
Tan, Charlene; Hairon, Salleh
Action in Teacher Education, v38 n4 p315-326 2016
Focusing on China's current education reform, this article critically discusses how contextual factors, specifically sociocultural factors and resources, assist and constrain Chinese educators in their attempt to develop dynamic and inviting classroom communities. Three main findings are highlighted in this article, the first being that the creation of classroom communities is perceived by Chinese educators to be beneficial to the students. Secondly, Chinese educators judiciously rely on existing professional learning communities to experiment with and launch classroom communities. The third finding foregrounds two key challenges faced by educators. The first challenge is the difficulty with fostering classroom communities in the poorer parts of China where schools perennially struggle with huge class size and inadequate educational support. The second key challenge is a predominantly exam-centric culture that inhibits the flourishing of classroom communities for effective teaching and learning. The experience in China illustrates the moderating effects of local conditions in shaping the evolving concept and practice of classroom community.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China (Beijing)
Grant or Contract Numbers: N/A