Abstract
We have come to an end of our Shanghai story. I have narrated, through the various chapters, the people, policy and practices related to education in Shanghai. In this concluding chapter, I shall draw the key ideas together by returning to the concept of educational success. As mentioned in the introductory chapter, educational success can be seen from 4 main components: shared moral vision, standards and policies, school leadership and management, and teaching and learning. I shall return to the 4 research questions mentioned at the start of this book:
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ball, S. J. (2000). Performativities and fabrications in the education economy: Towards the performative society? The Australian Educational Researcher, 27(2), 1–23.
Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228.
Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 66(5), 46–53.
Jeynes, W. (2008). What we should and should not learn from the Japanese and other East Asian education systems. Educational Policy, 22(6), 900–927.
Jiang, Y. (2011). Jiang Yinqiao: PISA kaoshi qishilu – yi Shanghai diqu weili [Jiang Yinqiao: revelations from PISA assessment – using Shanghai as an example]. http://www.bonoffer.com/view-3269-1.html. Accessed 20 Jan 2012.
Kamens, H. D., & McNeely, L. C. (2010). Globalisation and the growth of international testing and national assessment. Comparative Education Review, 54(1), 5–25.
Law, W.-W. (2012). Educational leadership and culture in China: Dichotomies between Chinese and Anglo-American leadership traditions? International Journal of Educational Development, 32(2), 273–282.
Li, W., & Li, Y. (2010). An analysis on social and cultural background of the resistance for China’s education reform and academic pressure. International Education Studies, 3(3), 211–215.
Lingard, B. (2010). Policy borrowing, policy learning: Testing times in Australian schooling. Critical Studies in Education, 51(2), 129–147.
OECD [Organisation for Economic Co-operation and Development]. (2011). Lessons from PISA for the United States. Strong performers and successful reformers in education. http://dx.doi.org/10.1787/9789264096660-en. Accessed 12 Jan 2012.
Paine, W. L., & Fang, Y. (2006). Reform as hybrid model of teaching and teacher development in China. International Journal of Educational Research, 45(4–5), 279–289.
Shangguan, Z. M. (2005). Jiaoyu de guoji shiye [Education’s international vision]. Shanghai: East China Normal University.
Shen, Y. (2006a). Xuexiao jiaoyu zhiliang baozhang wenti tanxi [Exploring the problems for school education quality assurance]. In Y. Shen (Ed.), Zou xiang youzhi jiaoyu [Walking towards quality education] (pp. 210–252). Shanghai: East China Normal University Press.
Shen, Y. S. (2006b). Kecheng pingjia [Classroom appraisal]. Beijing: Beijing Normal University Press.
Shen, Z. (2011b). Cong PISA kan Shanghai yiwu jiaoyu junyun fazhan [Looking at educational balanced development in Shanghai basic education from PISA]. National Assessment of Education Quality. http://www.eachina.org.cn/eac/dfjc/ff8080812d26e618012e6f19817e00e8.htm. Accessed 20 Mar 2012.
Tan, C. (2008b). Globalisation, the Singapore state and educational reforms: Towards performativity. Education, Knowledge and Economy, 2(2), 111–120.
Tan, C. (2012). The culture of education policy making: Curriculum reform in Shanghai. Critical Studies in Education, 53(2), 153–167.
Tian, M. (2011). Distributed leadership and teachers’ self-efficacy: The case studies of three Chinese schools in Shanghai. Master’s thesis, Department of Education, Institute of Educational Leadership, University of Jyväskylä. https://jyx.jyu.fi/dspace/bitstream/handle/123456789/37175/URN:NBN:fi:jyu-201201091015.pdf?sequence=1. Accessed 7 Mar 2012.
Troman, G. (2008). Primary teacher identity, commitment and career in performative school cultures. British Educational Research Journal, 34(5), 619–633.
Tsui, B. N. A., & Wong, J. (2009). In search of a third space: Teacher development in mainland China. In C. K. K. Chan & N. Rao (Eds.), Revisiting the Chinese learner: Changing contexts, changing education (pp. 281–311). The HKU Scholars Hub. http://hdl.handle.net/10722/57048. Accessed 3 Jan 2012.
Turner-Bisset, R. (2007). Performativity by stealth: A critique of recent initiatives on creativity. Education 3–13: International Journal of Primary, Elementary and Early Years Education, 35(2), 193–203.
Wang, J. (2011a). Cong PISA2009 ceshi tankaiqu [Views from PISA 2009]. Shanghai Education, 5(3A), 48–51.
Ye, J. (2010). Shenma shi zhongguo tese de shuxue jiaoyu [What is mathematics education with Chinese characteristics?]. http://www.stxq.yje.cn/news4/disnews.asp?id=1118&lm_id=49&b-type_id=492. Accessed 1 Feb 2012.
Zhen, J. (2006). Xiaoben yanjiu [School-based research]. In Shen, Y. (Ed.). Zou xiang youzhi jiaoyu [Walking towards quality education] (pp. 84–124). Shanghai: East China Normal University Press.
Zhong, Q., & Qu, G. (2007). Fansi zhongguo jiaoyu [Reflections on Chinese education]. Shanghai: East China Normal University.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2013 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Tan, C. (2013). The End: Learning ABC from Shanghai. In: Learning from Shanghai. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 21. Springer, Singapore. https://doi.org/10.1007/978-981-4021-87-6_19
Download citation
DOI: https://doi.org/10.1007/978-981-4021-87-6_19
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-4021-86-9
Online ISBN: 978-981-4021-87-6
eBook Packages: Humanities, Social Sciences and LawEducation (R0)