Title page for ETD etd-10222006-172424


Type of Document Dissertation
Author Liu, Shujie
Author's Email Address sliu6@lsu.edu
URN etd-10222006-172424
Title School Effectiveness Research in China
Degree Doctor of Philosophy (Ph.D.)
Department Educational Leadership, Research & Counseling
Advisory Committee
Advisor Name Title
Charles Teddlie Committee Chair
Eugene Kennedy Committee Member
Kim S. MacGregor Committee Member
Yiping Lou Committee Member
David Sobek Dean's Representative
Keywords
  • teaching effectiveness
  • school effectiveness
  • China
Date of Defense 2006-08-28
Availability unrestricted
Abstract
The major purpose of this study was to identify the processes of effective schools in China, thereby enriching the international study of school effectiveness. A multistrand concurrent mixed model design was utilized to test the research hypotheses and answer the research questions. Both probability and purposive sampling strategies were employed in this study.

The MANOVA analyses from the teacher, student, and parent questionnaires revealed a consistent result: there were significant differences between more effective and less effective schools across all the traditional school effectiveness variables. The MANOVA results for classroom teaching also demonstrated significant differences between more effective and less effective schools across nine traditional teacher effectiveness variables.

This study revealed many differences in the processes of effective schooling in China as opposed to those described in the international literature. These differences included the importance of the role of the Banzhuren (the director of a class), the overriding importance of studentsí test scores in teacher evaluation, the impact of large class sizes, and the impact of inadequate facilities and resources especially in the rural areas. Results regarding effective schooling in urban areas in China (as opposed to rural areas) are that the major differences center on faculty participation in decision making, expectations for students (especially future expectations), opportunities for teachers' professional development, and so forth.

This study also revealed many differences in the processes of effective teaching in China as opposed to those described in the international literature. For example, Chinese teaching behaviors are very uniform (relatively small variance across classrooms), Chinese classes emphasize whole class activities more than small group activities, teachers are very strict with students in both discipline and studies, and demonstration lessons are very popular both within and across schools.

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