1st Edition

No School Left Behind
Implementation of China’s New Mathematics Curriculum Reform (2000–2020)

  • Available for pre-order. Item will ship after July 12, 2021
ISBN 9781032023359
July 12, 2021 Forthcoming by Routledge
240 Pages 8 B/W Illustrations

USD $160.00

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Book Description

Based on the fieldwork at two elementary schools in northeastern China, the monograph details how local schools enacted the New Mathematics Curriculum Reform that was launched in early 2000.

The trajectory of the reform implementation at each school was plotted out. Both schools resorted to the long-standing quality control mechanism and teaching norms to operationalize the reform ideas. The mechanism functioned by placing teachers under reform-aligned, measurable supervision and evaluation. The schools responded to the reform out of school people's practical concerns as well as the established school culture. Merits School arrived at a two-faces strategy to cope with the reform. Pioneer School managed to maintain a balance between promoting reform pedagogy and maintaining good test rankings. Both schools marginally involved parents in the implementation of the reform. This study suggests that to achieve success, reformers need to place equal emphasis on the transformation of teachers as well as local policymakers.

This book enriches the existing literature on the implementation of mathematics curriculum reform at the school level and brings insights into the schools’implementation decisions, which will appeal to policy makers, curriculum researchers and administrators.

Table of Contents

1. Introduction  2. Curriculum Reform as Leverage of Change  3. Research Design  4. Merits School Confronted with the Reform  5. Teaching Evaluation: In Response to the Reform  6. Teachers’ Learning and Professional Development  7. Pioneer School Embraced the Reform  8. Teaching Evaluation: In Response to the Reform  9. Teachers’ Experience of the Curriculum Reform  10. Key Findings  11. General Discussion  12. Concluding Remarks

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Wei Gao, Ph.D., is an associate professor in the Institute of Higher Education at Beijing University of Technology. He has been an elementary teacher, UN Volunteer, special educator, and an engineer. His research is focused on STEM education and inclusion issues.

Xianwei Liu, Ph.D., is an associate professor in the Institute of Higher Education at Beijing University of Technology, China. Dr.Liu focuses on the area of STEM education, with a particular interest in students’ capacity development in the STEM areas.