Thomas, Sally
(2017).
Improving teacher development and educational quality in China: Examining schools as professional learning communities.
[Data Collection]. Colchester, Essex:
Economic and Social Research Council.
10.5255/UKDA-SN-851265
This study will investigate the nature and extent of teachers' professional development and learning in China as well as the significance of the concept of professional learning communities to evaluate and enhance teacher quality and school effectiveness in rural and urban senior secondary schools.
The study also aims to extend previous (single cohort) models of school effectiveness employing innovative quantitative methodology (multilevel modelling) in two crucial ways - by examining improvement in school effectiveness over four consecutive student cohorts (2009-2012) and by investigating the impact of teacher development factors on student outcomes and progress.
The research seeks to provide new insights and extend current theories about:
(1) The key features of effective teacher development and learning in China, taking into account local contexts and priorities;
(2) The value, relevance and utility of the concept of professional learning communities in Chinese schools;
(3) The impact of teacher development factors, in addition to pupil, school and contextual factors, on students attainment and progress at school.
The studies are intended to lead to the development of new tools to enhance teacher and school evaluation and educational quality and guidelines for implementation via collaboration with key stakeholders.
Data description (abstract)
This study will investigate the nature and extent of teachers' professional development and learning in China as well as the significance of the concept of professional learning communities to evaluate and enhance teacher quality and school effectiveness in rural and urban senior secondary schools.
The study also aims to extend previous (single cohort) models of school effectiveness employing innovative quantitative methodology (multilevel modelling) in two crucial ways - by examining improvement in school effectiveness over four consecutive student cohorts (2009-2012) and by investigating the impact of teacher development factors on student outcomes and progress.
The research seeks to provide new insights and extend current theories about:
The key features of effective teacher development and learning in China, taking into account local contexts and priorities;
The value, relevance and utility of the concept of professional learning communities in Chinese schools;
The impact of teacher development factors, in addition to pupil, school and contextual factors, on students attainment and progress at school.
The studies are intended to lead to the development of new tools to enhance teacher and school evaluation and educational quality and guidelines for implementation via collaboration with key stakeholders.
| Data creators: |
| Creator Name |
Affiliation |
ORCID (as URL) |
| Thomas Sally |
University of Bristol |
|
|
| Contributors: |
| Name |
Affiliation |
ORCID (as URL) |
| Peng Wen-Jung |
|
|
|
| Sponsors: |
ESRC
|
| Grant reference: |
RES-167-25-0428
|
| Topic classification: |
Education
|
| Project title: |
Improving Teacher Development and Educational Quality in China: Examining Schools as Professional Learning Communities
|
| Grant holders: |
Sally Thomas, Wen-Jung Peng
|
| Project dates: |
| From | To |
|---|
| 1 May 2010 | 30 April 2014 |
|
| Date published: |
26 Feb 2014 13:35
|
| Last modified: |
13 Jul 2017 14:02
|
| Collection period: |
| Date from: | Date to: |
|---|
| 1 May 2010 | 30 April 2014 |
|
| Country: |
China |
| Data collection method: |
interview, focus groups, survey, administrative records including student examination reults |
| Observation unit: |
Group, Individual, Other |
| Kind of data: |
Numeric, Text |
| Type of data: |
Qualitative and mixed methods data |
| Resource language: |
English |
|
| Data sourcing, processing and preparation: |
A waiver/exemption has been granted to this project with regard to the requirement to deposit data. The reason for this is due to the very extreme sensitivity of the data, particularly the university entrance examination data, in the Chinese context. Crucially, the local education authorities participating in the project were only willing to contribute data if the data are treated as strictly confidential and only accessible by the core UOB/NIES research project team. Note that in the original grant application it was stated explicitly that “datasets involve confidential exam/other data previously collected & owned by Chinese LEAs; data archiving will be subject to consents by data owners”
|
| Rights owners: |
| Name |
Affiliation |
ORCID (as URL) |
| Thomas Sally |
University of Bristol |
|
|
| Contact: |
| Name | Email | Affiliation | ORCID (as URL) |
|---|
| Thomas, Sally | s.thomas@bristol.ac.uk | University of Bristol | Unspecified |
|
| Notes on access: |
The Data Collection only consists of metadata and documentation as the data could not be archived due to legal, ethical or commercial constraints. For further information, please contact the contact person for this data collection.
|
| Publisher: |
Economic and Social Research Council
|
| Last modified: |
13 Jul 2017 14:02
|
|
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