Improving teacher development and educational quality in China: Examining schools as professional learning communities

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.

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