Understanding China’s school : leadership Interpreting the terminology
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“China, with its geographical, historical, cultural, and political distance from the West, long has been a black box upon which we readily paste labels communist, non-Western, developing country but whose internal logic remains a mystery to us”. (Cohen, 2010) In this global era and also with China’s rapid developing economy over these decades, the international education community has a growing interest in understanding how school leadership works in China’s context. Understanding China’s School Leadership: Interpreting the Terminology1 is a book on school leadership in China’s context, but is not the school leadership book in the conventional sense and with common formats. This book primarily focuses on the key terms2 widely accepted and high-frequency used in school leadership practice in China, which may be a bit difficult to understand for outsiders. It is not a book based on an empirical study, in which a specific issue of China’s school leadership is concerned. Rather, it seeks to provide a broader, but nuanced and accurate picture with ample information about current status of China’s school leadership by attempting to explore a set of key terms and explicate the real meaning of them so as to assist readers to have access to China’s school leadership terminology system, which would be likely to help international audience to understand the fundamental characteristics of China’s school leadership practice, and even to gain insight into the internal dynamic and hidden logic of school leadership practice in China’s context.
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