The DOI matches its Crossref record.
Student-centredness in urban schools in China
Open accessAbstract
This study investigates how teachers understand and implement the emphasis on studentcentredness in the new English curriculum in secondary classrooms in urban areas of China and the factors affecting implementation. It focuses on whether the advantages (greater access to resources, better trained teachers, and so on) of the urban context make implementation easier than in rural areas. Data from lesson observations and reflective statements by teachers in urban schools show that their understanding of the notion of student-centredness is superficial and that the well-resourced urban schools find reform as challenging as rural schools.
Overview
Integrity signals
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Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“This has been attributed to poorly disseminated policies (Tang & Adamson, 2014) that are vaguely worded (Gu, 2014).”
From ‘Complex teaching realities’ and ‘deep rooted cultural traditions’: Barriers to the implementation and internalisation of formative assessment in China (2016) · cites this paper as Tang & Adamson, 2014
In the citing paper
“Researchers repeatedly mention a lack of teacher training or professional development (Gu, 2014;Tang & Adamson, 2014) as a barrier to implementing formative assessment.”
From ‘Complex teaching realities’ and ‘deep rooted cultural traditions’: Barriers to the implementation and internalisation of formative assessment in China (2016) · cites this paper as Tang & Adamson, 2014
Citations
Cited by
Sorted by citations
Poole, A. (2016) · Cogent Education · doi:10.1080/2331186x.2016.1156242 · Cited by 46
“Researchers repeatedly mention a lack of teacher training or professional development (Gu, 2014; Tang & Adamson, 2014) as a barrier to implementing formative assessment.”
Background
Metadata
- Authors
- Tang, S., & Adamson, B.
- ORCID
- Adamson, Bob
- Venue
- London Review of Education
- Publisher
- UCL Press
- Published
- 2014
- Volume
- 12
- Issue
- 1
- ISSN
- 1474-8460 (ISSN-L)
- 1474-8479
- OpenAlex
- W2522718835
- Cited by
- 12
- References
- 0
- Citations by year
- 2025: 1 · 2024: 1 · 2023: 3 · 2022: 4 · 2021: 1 · 2016: 2
- FWCI
- 4.71
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- London Review of Education (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Education › Education Pedagogy and Practices
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- English curriculum reform, curriculum implementation, urban schools, rural schools, teacher understanding, secondary education, educational reform, China
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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