Sensemaking and Sensegiving in Schooling Reform: South Korea and China

Autor/in	Tan, Charlene
Titel	Sensemaking and Sensegiving in Schooling Reform: South Korea and China
Quelle	In: Globalisation, Societies and Education, 17 (2019) 4, S.536-547 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tan, Charlene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2019.1567302
Schlagwörter	Educational Change; Cross Cultural Studies; Educational Policy; Foreign Countries; Comparative Analysis; Parent Attitudes; Policy Analysis; Elementary Secondary Education; Curriculum Development; Educational Resources; Student Centered Learning; National Curriculum; Educational History; Decision Making; Family Financial Resources; Tutoring; Academic Achievement; High Stakes Tests; Parent Aspiration; Teacher Effectiveness; China; South Korea + Suchen Sie Ihr Suchwort? Bildungsreform; Cultural comparison; Kulturvergleich; Politics of education; Bildungspolitik; Ausland; Elternverhalten; Politikfeldanalyse; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsmittel; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; History of education; Bildungsgeschichte; Decision-making; Entscheidungsfindung; Förderkonzept; Nachhilfeunterricht; Schulleistung; Elternwille; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Korea; Republik
Abstract	This article analyses and compares the motivations and (re)actions of the education authorities and parents in South Korea and mainland China towards schooling reform. The focus is on two policy initiatives -- Free Semester Programme in South Korea and Comprehensive Practical Activity Curriculum in China. Applying the theoretical constructs of sensemaking and sensegiving, it is contended that the policy actors in both countries mutually influence each other in their calculated responses to prevailing educational challenges and policy measures. The examples of South Korea and China illuminate the power of resources, processes and meanings as an integral part of sensegiving and sensemaking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01