{"id":{"repo_id":"lsu-thes","oai_identifier":"oai:repository.lsu.edu:gradschool_dissertations-2260"},"canonical_url":"https://search.dev.ndltd.org/etd/lsu-thes/oai:repository.lsu.edu:gradschool_dissertations-2260","repository":{"repo_id":"lsu-thes","name":"Lousiana State University","base_url":"https://repository.lsu.edu/do/oai/"},"display":{"title":"School effectiveness research in China","abstract":"The major purpose of this study was to identify the processes of effective schools in China, thereby enriching the international study of school effectiveness. A multistrand concurrent mixed model design was utilized to test the research hypotheses and answer the research questions. Both probability and purposive sampling strategies were employed in this study. The MANOVA analyses from the teacher, student, and parent questionnaires revealed a consistent result: there were significant differences between more effective and less effective schools across all the traditional school effectiveness variables. The MANOVA results for classroom teaching also demonstrated significant differences between more effective and less effective schools across nine traditional teacher effectiveness variables. This study revealed many differences in the processes of effective schooling in China as opposed to those described in the international literature. These differences included the importance of the role of the Banzhuren (the director of a class), the overriding importance of students’ test scores in teacher evaluation, the impact of large class sizes, and the impact of inadequate facilities and resources especially in the rural areas. Results regarding effective schooling in urban areas in China (as opposed to rural areas) are that the major differences center on faculty participation in decision making, expectations for students (especially future expectations), opportunities for teachers' professional development, and so forth. This study also revealed many differences in the processes of effective teaching in China as opposed to those described in the international literature. For example, Chinese teaching behaviors are very uniform (relatively small variance across classrooms), Chinese classes emphasize whole class activities more than small group activities, teachers are very strict with students in both discipline and studies, and demonstration lessons are very popular both within and across schools.","abstract_html":"The major purpose of this study was to identify the processes of effective schools in China, thereby enriching the international study of school effectiveness. A multistrand concurrent mixed model design was utilized to test the research hypotheses and answer the research questions. Both probability and purposive sampling strategies were employed in this study. The MANOVA analyses from the teacher, student, and parent questionnaires revealed a consistent result: there were significant differences between more effective and less effective schools across all the traditional school effectiveness variables. The MANOVA results for classroom teaching also demonstrated significant differences between more effective and less effective schools across nine traditional teacher effectiveness variables. This study revealed many differences in the processes of effective schooling in China as opposed to those described in the international literature. These differences included the importance of the role of the Banzhuren (the director of a class), the overriding importance of students’ test scores in teacher evaluation, the impact of large class sizes, and the impact of inadequate facilities and resources especially in the rural areas. Results regarding effective schooling in urban areas in China (as opposed to rural areas) are that the major differences center on faculty participation in decision making, expectations for students (especially future expectations), opportunities for teachers' professional development, and so forth. This study also revealed many differences in the processes of effective teaching in China as opposed to those described in the international literature. For example, Chinese teaching behaviors are very uniform (relatively small variance across classrooms), Chinese classes emphasize whole class activities more than small group activities, teachers are very strict with students in both discipline and studies, and demonstration lessons are very popular both within and across schools.","abstract_has_math":false,"creators":["Liu, Shujie"],"institution":"Educational Leadership, Research and Counseling","degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-01-01T08:00:00Z","date_published":"2006-01-01T08:00:00Z","updated_at":"2026-07-24T02:59:15Z","subjects":["teaching effectiveness","school effectiveness","China"],"languages":[],"rights":["unrestricted","Release the entire work immediately for access worldwide."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-10222006-172424","https://repository.lsu.edu/gradschool_dissertations/1261"],"render_values":[{"text":"etd-10222006-172424","href":null,"code":true},{"text":"https://repository.lsu.edu/gradschool_dissertations/1261","href":"https://repository.lsu.edu/gradschool_dissertations/1261","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.31390/gradschool_dissertations.1261","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Liu, Shujie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2006-08-28"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-12T23:11:33Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Educational Leadership, Research and Counseling"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["teaching effectiveness","school effectiveness","China"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","Release the entire work immediately for access worldwide."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-10222006-172424","10.31390/gradschool_dissertations.1261","https://repository.lsu.edu/gradschool_dissertations/1261"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The major purpose of this study was to identify the processes of effective schools in China, thereby enriching the international study of school effectiveness. A multistrand concurrent mixed model design was utilized to test the research hypotheses and answer the research questions. Both probability and purposive sampling strategies were employed in this study. The MANOVA analyses from the teacher, student, and parent questionnaires revealed a consistent result: there were significant differences between more effective and less effective schools across all the traditional school effectiveness variables. The MANOVA results for classroom teaching also demonstrated significant differences between more effective and less effective schools across nine traditional teacher effectiveness variables. This study revealed many differences in the processes of effective schooling in China as opposed to those described in the international literature. These differences included the importance of the role of the Banzhuren (the director of a class), the overriding importance of students’ test scores in teacher evaluation, the impact of large class sizes, and the impact of inadequate facilities and resources especially in the rural areas. Results regarding effective schooling in urban areas in China (as opposed to rural areas) are that the major differences center on faculty participation in decision making, expectations for students (especially future expectations), opportunities for teachers' professional development, and so forth. This study also revealed many differences in the processes of effective teaching in China as opposed to those described in the international literature. For example, Chinese teaching behaviors are very uniform (relatively small variance across classrooms), Chinese classes emphasize whole class activities more than small group activities, teachers are very strict with students in both discipline and studies, and demonstration lessons are very popular both within and across schools."]},{"key":"dc:title","label":"Title","values":["School effectiveness research in China"]}]}],"canonical_facts":{"dc:creator":["Liu, Shujie"],"dc:date":["2006-08-28"],"dc:date.available":["2022-05-12T23:11:33Z"],"dc:description.abstract":["The major purpose of this study was to identify the processes of effective schools in China, thereby enriching the international study of school effectiveness. A multistrand concurrent mixed model design was utilized to test the research hypotheses and answer the research questions. Both probability and purposive sampling strategies were employed in this study. The MANOVA analyses from the teacher, student, and parent questionnaires revealed a consistent result: there were significant differences between more effective and less effective schools across all the traditional school effectiveness variables. The MANOVA results for classroom teaching also demonstrated significant differences between more effective and less effective schools across nine traditional teacher effectiveness variables. This study revealed many differences in the processes of effective schooling in China as opposed to those described in the international literature. These differences included the importance of the role of the Banzhuren (the director of a class), the overriding importance of students’ test scores in teacher evaluation, the impact of large class sizes, and the impact of inadequate facilities and resources especially in the rural areas. Results regarding effective schooling in urban areas in China (as opposed to rural areas) are that the major differences center on faculty participation in decision making, expectations for students (especially future expectations), opportunities for teachers' professional development, and so forth. This study also revealed many differences in the processes of effective teaching in China as opposed to those described in the international literature. 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