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ERIC Number: EJ975105
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-1555-5062
Unexpected Realities: Lessons from China's New English Textbook Implementation
Niu-Cooper, Rui
International Journal of Education Policy and Leadership, v7 n2 p1-17 2012
Although studies have been done in China's large cities on education policy issues, research is lacking on China's smaller towns, which are more indicative of the situations throughout China. This article presents lessons learned from studying Chinese English teachers at four different schools that were adopting new English textbooks, in accordance with revised national education policy. Using conflict theory and social action theory as an analytical lens, and combining ethnographic and naturalistic inquiry as research methods, the article reports on the conflicts that the Chinese English teachers confronted as they were adopting the new English textbooks at the classroom level. Analysis of the implementation conflict resulted in lessons learned related to the influence of the traditional cultural and education structures, the impact of policy implementation contexts, and the availability of support systems for teachers. The lessons indicate that future education policymakers in both China and the United States need to be mindful of obstacles that teachers struggle to overcome when implementing new policies. (Contains 2 notes and 1 chart.)
Association for Supervision and Curriculum Development, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China