Relevant bibliographies by topics / College-school cooperation – China – Shanghai

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'College-school cooperation – China – Shanghai'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "College-school cooperation – China – Shanghai"

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Mensin', Cyan'. "Professional Communication of Russia and the People’s Republic of China in the Field of Education: History and Perspectives." Scientific Research and Development. Modern Communication Studies 10, no. 4 (2021): 54–60. http://dx.doi.org/10.12737/2587-9103-2021-10-4-54-60.

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The article provides a detailed analysis of professional communication between Russia and the People's Republic of China in the field of education. Noting the long historical relationships between the two countries, the author notes that Russia and China have a rather long relationship in the field of educational communications, starting in 1862, when a teacher from Russia was first invited to teach the Russian language at the Beijing School. Interaction and professional communication is also explained by the fact that in China the model of Soviet education was once borrowed, but adapted to Ch
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Cerna, Miguel Angel. "The Chinese “Togetherness-Separation” Paradox: An Analytical Approach to Understanding Chinese People’s Behavior and Its Implication to International Cooperation." International Journal of Business and Management 10, no. 12 (2015): 194. http://dx.doi.org/10.5539/ijbm.v10n12p194.

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<p>This investigation takes an explanatory approach to Chinese paradoxical behavior and sheds light upon one the most recent findings regarding, what I called, the “togetherness-separation” paradox of the Chinese society. It includes data collected in Mainland China between 2010 and 2012 from Chinese and non-Chinese professionals working in Shanghai, Guangzhou, Hangzhou and Beijing in different fields including international trade, sourcing, logistics, compliance, quality control, supply chain consultancy, diplomacy and education. Respondents were presented with twenty-six aspects, divid
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Lewis, Steven. "Communities of practice and PISA for Schools: Comparative learning or a mode of educational governance?" education policy analysis archives 25 (August 21, 2017): 92. http://dx.doi.org/10.14507/epaa.25.2901.

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This paper examines the Organization for Economic Cooperation and Development’s (OECD) PISA for Schools, a new variant of the Programme for International Student Assessment (PISA) that compares school-level performance on reading, math and science with international schooling systems (e.g., Shanghai-China, Finland). Specifically, I focus here on a professional learning community – the Global Learning Network (GLN) – of U.S. schools and districts that have voluntarily participated in PISA for Schools, and how this, arguably, helps to normatively determine ‘what works’ in education. Drawing sugg
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Lukin, Alexander, and Dmitry Novikov. "Sino-Russian rapprochement and Greater Eurasia: From geopolitical pole to international society?" Journal of Eurasian Studies 12, no. 1 (2021): 28–45. http://dx.doi.org/10.1177/18793665211000057.

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Can international anarchy be stabilized, if not globally, then at least regionally? Those scholars who give a positive answer usually refer to the North Atlantic community which can be categorized as an international society from the viewpoint of the English school. The emergence of such a community outside the West is traditionally considered hardly possible. However, this article argues that it may already be emerging in Eurasia, with Russia and China being the key drivers of this trend. In the past few years, these two powers have put forward a number of major initiatives aimed at developin
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Zhu, Yan, and Dingfang Shu. "The Haitong Project: Exploring a collaborative approach to implement TBLT in primary classrooms in China." Language Teaching 50, no. 4 (2017): 579–85. http://dx.doi.org/10.1017/s0261444817000180.

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As one of the two ‘educational special zones’ in China, Shanghai is launching a new round of curriculum reforms centring on lide shuren, viz. ‘fostering integrity and promoting rounded development of people’ (Hu 2012). Apart from piloting a new plan for Gaokao, the national college entrance examination in 2014, a ground-breaking endeavour by the Shanghai Municipal Education Commission was to establish 17 key research centres at higher institutions for 16 basic education subjects in an effort to push forward city-wide curriculum innovations through in-depth university-school collaborations. Fou
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Li, Fan, Yaqun Yuan, Xinming Xu, et al. "Nutrition Education Practices of Health Teachers from Shanghai K-12 Schools: The Current Status, Barriers and Willingness to Teach." International Journal of Environmental Research and Public Health 17, no. 1 (2019): 86. http://dx.doi.org/10.3390/ijerph17010086.

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China is facing challenges in both undernutrition and overnutrition, resulting from unhealthy diets. Nutrition education early in life, especially in school settings, has been reported to be effective in addressing these challenges. However, little is known about how nutrition education is delivered in schools in China. This study aimed to investigate the current status of delivering nutrition education by health teachers in Shanghai and to determine the barriers and resources that influence the teachers’ practices and their willingness to teach nutrition. In 2016–2017, a cross-sectional quest
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Tian, Felicia F., and Lin Chen. "Unequal at the college door." International Journal of Sociology and Social Policy 38, no. 11/12 (2018): 1041–56. http://dx.doi.org/10.1108/ijssp-03-2018-0050.

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Purpose The purpose of this paper is to investigate the inequality in career constructions among freshmen in an elite university in Shanghai, China. The authors first investigated whether rural students and those from municipalities (zhi xia shi) and provincial capitals differ in their career awareness when arriving at college. After finding the difference, the authors explored how this initial difference in career awareness evolves and influences the career construction process in the freshman year. Design/methodology/approach This study used a complementary mixed-methods approach to monitor
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Wang, Ling. "Drug discovery in China: challenges and opportunities." National Science Review 5, no. 5 (2018): 768–73. http://dx.doi.org/10.1093/nsr/nwy085.

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Abstract Human history is also a chronicle of battling against diseases. Thanks to the rapid advancement of life science and biotechnologies such as gene editing and deep sequencing, recent decades have seen more and more untreatable illnesses on the verge of being conquered. However, an efficient drug-innovation system involves multiple driving forces—policy stimulation and commercial interests play important roles, besides advances in science and technology. Therefore, establishing the synergism among various driving forces is essential for new drug discovery and development. As the most pop
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Liu, C. M., Zu Lin Wang, and Ji Li Chen. "Research on Characteristics and Models of China’s Cooperative Education." Applied Mechanics and Materials 33 (October 2010): 571–74. http://dx.doi.org/10.4028/www.scientific.net/amm.33.571.

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This paper utilizes the method of synthetic analysis to summarize the characteristics and models of China’s cooperative education, which shows the distinctive research and practice of China’s Co-op according to 113 thesis and 27 reports presented on Summit of China’s Cooperative Education in 2009. Co-op (short for "cooperative education") in graduate education is particular, diversified in undergraduate education and perfect in vocational college. The reform and development of CIAR (short for cooperation of industry-academy-research) becomes much more prosperous. Finally we make the following
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Liu, C. M., Zu Lin Wang, and Ji Li Chen. "Research on Characteristics and Models of China’s Cooperative Education." Applied Mechanics and Materials 33 (October 2010): 598–601. http://dx.doi.org/10.4028/www.scientific.net/amm.33.598.

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This paper utilizes the method of synthetic analysis to summarize the characteristics and models of China’s cooperative education, which shows the distinctive research and practice of China’s Co-op according to 113 thesis and 27 reports presented on Summit of China’s Cooperative Education in 2009. Co-op (short for "cooperative education") in graduate education is particular, diversified in undergraduate education and perfect in vocational college. The reform and development of CIAR (short for cooperation of industry-academy-research) becomes much more prosperous. Finally we make the following
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Dissertations / Theses on the topic "College-school cooperation – China – Shanghai"

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He, Peichang, and 何佩嫦. "Learning to teach in school-university partnership: tension, agency and identity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B49858774.

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This thesis explores the identity formation of three EFL pre-service teachers during their teaching practicum in a school-university partnership school in Mainland China. Drawing on the sociocultural perspective, learning-to-teach is conceptualized as student teachers participating in and becoming a member of the communities of practice (Wenger, 1998) which consist of boundary-crossing members from both activity systems of the university and the school (Engestrom, 1987, 1999, 2001). Following a poststructural perspective, the student teachers’ learning-to-teach is also conceptualized as a pro
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Chan, Yu-yan Cheri, and 陳如茵. "Tensions and complexities in school-university collaboration: a HongKong case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47228416.

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The aim of this study is to problematise the social practice of school-university collaboration in the context of assessment reform in Hong Kong English Language teaching. Hong Kong’s education system has been undergoing major reforms since 1997 and collaboration between tertiary institutions and schools has been negotiated in education policy discourse as a way to improve teaching and learning. In the key policy documents shaping professional development practices for Hong Kong teachers, school-university collaboration is neatly packaged as achievable and unproblematic. In reality, however,
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"院校協作過程中的教師專業性: 香港與上海的個案比較研究". 2003. http://library.cuhk.edu.hk/record=b6073863.

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操太聖.<br>論文(哲學博士)--香港中文大學, 2003.<br>參考文獻 (p. 233-247).<br>中英文摘要.<br>Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Mode of access: World Wide Web.<br>Cao Taisheng.<br>Zhong Ying wen zhai yao.<br>Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2003.<br>Can kao wen xian (p. 233-247).
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"大學-學校協作情景下的教師學習: 香港與北京的個案研究". Thesis, 2007. http://library.cuhk.edu.hk/record=b6074482.

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A sociocultural theoretical lens is used to study university and school collaboration, and the ways in which a context for teacher learning is created in this process. It also examines the results of teacher learning. Using qualitative data gathered in the two projects, the study confirms that collaboration can offer a supportive context for teachers to learn.<br>As an area of inquiry, teacher learning has grown increasingly important in the field of teacher development and school improvement. It is commonly believed that teacher development is a form of professional development; and professio
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"透過大學與學校建立伙伴關係推動課程改革: 新全語文寫作計劃個案硏究". 2001. http://library.cuhk.edu.hk/record=b6073819.

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鄧薇先.<br>論文(哲學博士)--香港中文大學, 2001.<br>參考文獻 (p. 215-236)<br>中英文摘要.<br>Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong.<br>Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Mode of access: World Wide Web.<br>Deng Weixian.<br>Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2001.<b
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Book chapters on the topic "College-school cooperation – China – Shanghai"

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Marlow, Eugene. "Jazz Education in China." In Jazz in China. University Press of Mississippi, 2018. http://dx.doi.org/10.14325/mississippi/9781496817990.003.0017.

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This chapter first discusses music education in China. The Shanghai Conservatory (Shanghai) and the Central Conservatory (Beijing) are the two dominant music conservatories in China. Changes in music education takes three forms: (1) more Western-style music education; (2) a much greater connection, culturally and musically, to the outside world; and (3) the emergence of music education in jazz at the college level. The chapter then turns to the evolution of jazz education, which has occurred through various phases since its first appearance in Shanghai in the 1920s. But just like the rest of the world, jazz education ranges from the highly informal (listening, experimentation, self-teaching) to the highly formal, e.g., studying at the University of Beijing or the Midi School in Beijing, or the Shanghai Conservatory of Music, or the JZ Club School in Shanghai, or the jazz program established at Ningbo University.
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Journal articles
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