Some error occured while loading the Quick View. Please close the Quick View and try reloading the page.
This book provides a detailed account of an educational experiment in a middle school in Shanghai, China. The school, called Zhabei No. 8 Middle School (hereafter No. 8 School), is located in a run-down, lower working class district. Since the mid-1980s the school has experimented on an educational reform program called success education, aiming to help those at-risk students to be successful in school. This book illustrates how this educational experiment has been carried out and to identify experiences that could be learned by the international educational community.
The book analyzes the critical role played by Principal Liu Jinghai, and particular attention is paid to the strategies adopted by the school to help enhance students’ self-esteem through integrating love and care throughout the school’s curriculum and activities. The pivotal roles played by teachers called “class directors” are meticulously studied, and efforts the school has made to collaborate with parents and the local community are examined. An ethnographic approach was used to gather data in this study. A combination of interviews, participant observation, and document analysis was applied to arrive at a systematic and complex understanding of this educational endeavor in China.
Abstract.
Acknowledgments.
Chapter 1. Introduction.
Chapter 2. Academic Success, At-Risk Students, and Educational Reform.
Chapter 3. Comprehensive School Reform in the United States and China.
Chapter 4. Educational Reforms and Its Social Context: The Radical Changes in China Politics, Economy, and Culture Since 1978. Social Inequalities in Urban China in the Era of Economic Reform and Its Impact on Education.
Chapter 5. The History of Success Education Reform.
Chapter 6. Multiple Levels of Leadership Support and the Crucial Roles of Principal Liu Jinghai.
Chapter 7. Professional Development in Success Education Model.
Chapter 8. The Quiet Revolution in the Classroom: Approaches to Help Students Learn and Succeed.
Chapter 9. The New Function of Moral Education in Success Education: A Network of Developing At-Risk Students Self-Confidence and Ability of Self Education.
Chapter 10. The Role of the Class Director in Classroom Management.
Chapter 11. Parental and Community Involvement: Effective Resources and Active Support for At-Risk Students.
Chapter 12. Summaries, Reflections, and Conclusions.
Appendices.
A. Mission Statement.
B. Class Schedule for Grade 7, No. 8 School, Shanghai, China (Fall, 2006).
C. Timetable of Teacher and Administrator Activities, No. 8 School, Shanghai, China.
D. Middle School Students' Regulations in Shanghai, China (6–9 grades).
E. The Objectives of Cultivating Basic Qualities for Compulsory Education from Grade Six to Nine in Shanghai, China.
F. Newspaper Report (translation from Chinese) (1): Liu Jinghao Arrived in Hong Kong from Shanghai and Shared His Experience on How to Educate At-Risk Students: Carrying Out Evaluation of Encouragement to Eliminate Students' Feelings of Frustration.
G. Newspaper Report (translation from Chinese) (2): Success Education in Zhabei No. 8 School Has Achieved Remarkable Success: Helping At-Risk Students to Develop Their Confidence in Learning.
Bibliography.