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ERIC Number: EJ1015690
Record Type: Journal
Publication Date: 2013-Sep
Abstractor: As Provided
Curriculum Reform in Rural China: An Exploratory Case Study
Riley, Patricia E.
Research and Issues in Music Education, v11 n1 Sep 2013
This case study consisted of an examination of the perspectives of students, teachers, and administrators at the Shuangling Primary School, a rural Chinese school in Shaanxi Province, as they relate to themes of China's most recent curricular reform efforts. The intent was to understand these perspectives and determine how to best assist teachers in rural primary schools in Shaanxi Province, and perhaps more broadly in other rural Chinese primary schools, in implementing the themes outlined in the reform document (Ministry of Education of the Peoples' Republic of China, 2010). Researcher narrative describes this exploration, and data include student, teacher, and administrator reflections, notes and statements. Results indicate that participants reacted positively toward lessons embodying the active, child-centered pedagogy that school reform efforts call for. These include constructivism, diversity of activity, innovation, communication, cooperation, collaboration, exploration, creativity, analysis, problem-solving, and independent thinking.
Descriptors: Foreign Countries, Music, Music Education, Music Teachers, Curriculum Development, Student Attitudes, Teacher Attitudes, Administrator Attitudes, Elementary School Teachers, Educational Change, Constructivism (Learning), Educational Innovation, Music Activities, Cooperation, Creativity, Problem Solving, Thinking Skills, Musical Composition, Context Effect, Cultural Context, Mentors, Elementary School Students, Teacher Surveys, Educational Environment, Rural Areas, Rural Schools, Case Studies
University of St. Thomas. Graduate Programs in Music Education, Loras Hall 103, 2115 Summit Avenue, Saint Paul, MN 55105. Tel: 651-962-5729; Web site: http://www.stthomas.edu/rimeonline
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6
Authoring Institution: N/A
Identifiers - Location: China