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| Autor/in | Binli, Chen |
|---|---|
| Titel | Stratification of Teachers' Status and the Basis for the Organizational System: A Microanalysis of the Institutional Dynamics of the Examination-Oriented Educational System at the Secondary School Level |
| Quelle | In: Chinese Education and Society, 43 (2010) 4, S.49-59 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1061-1932 |
| DOI | 10.2753/CED1061-1932430405 |
| Schlagwörter | Foreign Countries; Secondary Schools; Counties; School Organization; Rural Environment; College Entrance Examinations; Role; Teacher Motivation; Rewards; Incentives; Status; Intellectual Disciplines; School Culture; Teachers; China |
| Abstract | This article is a study of secondary schools in W. County from the perspective of the stratification of teachers' status. It provides a microanalysis of the institutional dynamics of the examination-oriented educational system. In an effort to increase the matriculation rate of the students, the body of teachers has become stratified through institutional dynamics based on entrance exam subjects, content, and scores. There is a systematized reward system corresponding to this phenomenon. The teacher status system is connected to and strengthened by the arrangement of concepts and lessons, as well as by the system of economic (and other) incentives; furthermore, via a broad motivational system, the examination-oriented system has effectively placed all actors and resources in the school organization at the command of matriculation standards. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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