Assessing Student Engagement in China: Responding to Local and Global Discourse on Raising Educational Quality.
Assessing Student Engagement in China: Responding to Local and Global Discourse on Raising Educational Quality.
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发表时间：
2011
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通讯作者：
H. Ross;Yuhao Cen;Zejun Zhou
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作者：
H. Ross;Yuhao Cen;Zejun Zhou
2010年，中国教育政策氛围升温，表明国家对提高教育质量和教育质量评估的关注日益增加。尽管国际观察家对中国教育描绘了光辉的肖像，但中国公众对教育质量一直表示不满。本文所述的相互关联的研究项目是为了深化教育质量的比较讨论，并响应中国提高和评估各级教育质量的努力而启动的。本文将介绍教育质量是如何在未来十年塑造中国教育的关键政策改革文件框架。这将为两个研究项目的结果提供背景，这两个研究项目代表了重新关注高中和大学生及其教育经历的质量和质量评估辩论的努力。来自并改编自十多年对美国学生参与度的强有力研究，研究项目包括学生参与度调查，这是有效教育实践的一个关键因素，在中国的质量评估框架和工具包中基本缺失。
China’s heated education policy climate in 2010 indicated an increasing national concern for improving educational quality and educational quality assessment. Despite glowing portraits of Chinese education painted by international observers, the Chinese public has expressed consistent dissatisfaction with educational quality. The inter-related research projects described in this article were launched with a desire to deepen comparative discussion of educational quality and to respond to China’s drive to improve and assess educational quality across all levels of schooling. This paper will introduce how educational quality is framed in key policy reform documents shaping Chinese education over the next decade. This will provide the backdrop for findings from two research projects that represent an effort to re-focus quality and quality assessment debates on high school and college students and their educational experiences. Derived and adapted from over a decade of robust research on student engagement in the U.S., the research projects include surveys on student engagement, a key factor in effective educational practice largely missing from Chinese quality assessment frameworks and toolkits.