Return to the CERC Studies in Comparative Education.
Zhang Wei Yuan
1998, 160pp
ISBN 10: 962-8093-89-4
ISBN 13: 978-962-8093-89-2
HK$180 (local), US$30 (overseas)
Published by Comparative Education Research Centre (CERC)
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Education in China and Abroad: Perspectives from a Lifetime in Comparative Education
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Gu Mingyuan
2001, 260 pp
ISBN 10: 962-8093-70-3
ISBN 13: 978-962-8093-70-0
HK$200 (local), US$32 (overseas)
Published by Comparative Education Research Centre (CERC)
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Gu Mingyuan is one of China’s most distinguished specialists in the field of comparative education. He is a long-serving of the China Comparative Education Society, and in 2000 he was elected President of the Chinese Education Society. Yet because most of his works have been published only in Chinese, they have been little-known internationally.
The book commences with an Introduction to Professor Gu’s life and work by Ruth Hayhoe. She is a Past-President of the Comparative & International Education Society, and has made seminal contributions to the study of education in China from a comparative perspective. Since 1997 she has been Director of the Hong Kong Institute of Education.
The book commences with an Introduction to Professor Gu’s life and work by Ruth Hayhoe. She is a Past-President of the Comparative & International Education Society, and has made seminal contributions to the study of education in China from a comparative perspectives. Since 1997 she has been Director of the Hong Kong Institute of Education.
Knowledge Across Cultures: A Contribution to Dialogue Among Civilizations
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Edited by Ruth Hayhoe & Julia Pan
2000, 391pp.
ISBN 10: 962-8093-73-8
ISBN 13: 978-962-8093-73-1
HK$250 (local), US$38 (overseas)
Published by Comparative Education Research Centre (CERC)
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At the start of the new millennium, the United Nations designated 2001 the ‘Year of Dialogue among Civilizations’. This dialogue emerged after the collapse of the Soviet Union in 1991, and changed much of the field of comparative education. The dialogue draws attention to deep-rooted cultural differences around the world which shape approaches to education.
This book gives voice to outstanding scholars from three major Eastern civilizations – Chinese, Arabic and Indian – who have entered into dialogue with equally distinguished scholars from the West. One of the authors, Abdus Salam, was the first scientist from Pakistan to win the Nobel Prize in Physics. The themes of the book include challenges to knowledge in the late modern era; Eastern contributions to scientific knowledge; knowledge transfer across regions and civilizations; indigenous knowledge and modern education; and past and present influences from China. The book will contribute to an ongoing dialogue among civilizations, and enhance mutual understanding in the increasingly globalized society of the 21st Century.
Ruth Hayhoe is Director of the Hong Kong Institute of Education, and is an Associate Member of the Comparative Education Research Centre of the University of Hong Kong. She is also an Honorary Fellow of the University of London Institute of Education, and Advisory Professor to ten universities in different regions of China. She has devoted two decades to studies of China’s education and Chinese-Western relations in education.
Julia Pan teaches at the Ontario Institute for Studies in Education, University of Toronto. She has recently led two major projects of educational and scientific collaboration between Canadian and Chinese scholars, supported by the Canadian International Development Agency. At the start of the new millennium, the United Nations designated 2001 the ‘Year of Dialogue among Civilizations’. This dialogue emerged after the collapse of the Soviet Union in 1991, and changed much of the field of comparative education. The dialogue draws attention to deep-rooted cultural differences around the world which shape approaches to education.
This book gives voice to outstanding scholars from three major Eastern civilizations – Chinese, Arabic and Indian – who have entered into dialogue with equally distinguished scholars from the West. One of the authors, Abdus Salam, was the first scientist from Pakistan to win the Nobel Prize in Physics. The themes of the book include challenges to knowledge in the late modern era; Eastern contributions to scientific knowledge; knowledge transfer across regions and civilizations; indigenous knowledge and modern education; and past and present influences from China. The book will contribute to an ongoing dialogue among civilizations, and enhance mutual understanding in the increasingly globalized society of the 21st Century.
Ruth Hayhoe is Director of the Hong Kong Institute of Education, and is an Associate Member of the Comparative Education Research Centre of the University of Hong Kong. She is also an Honorary Fellow of the University of London Institute of Education, and Advisory Professor to ten universities in different regions of China. She has devoted two decades to studies of China’s education and Chinese-Western relations in education.
Julia Pan teaches at the Ontario Institute for Studies in Education, University of Toronto. She has recently led two major projects of educational and scientific collaboration between Canadian and Chinese scholars, supported by the Canadian International Development Agency.
Centralization and Decentralization: Educational Reforms and Changing Governance in Chinese Societies
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Edited by: Mok Ka-Ho
2003, 230pp.
ISBN 10: 962-8093-58-4
ISBN 13: 978-962-8093-58-8
HK$200 (local), US$32 (overseas)
Published by Comparative Education Research Centre (CERC) and Kluwer Academic Publishers
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Globalization has brought dramatic changes to the character and functions of education in most countries around the world. However, the impact of globalization on schools and universities is not uniform. One public-policy strategy that has been widely adopted is decentralization; but there is no consensus on whether centralization or decentralization is more effective to improve organization and management in education.
This book is contextualized in the literature on globalization, and examines how policies of decentralization have affected the running of education in Hong Kong, Taiwan, Shanghai, Singapore, Macau and Mainland China. It analyzes the strategies that the governments of the selected societies have adopted in reforming the structure of education system, mobilizing different forces to create more educational opportunities and devising new measures to assure quality in the education sector.
Mok Ka-Ho is Associate Dean in the Faculty of Humanities & Social Sciences at the City University of Hong Kong. He has written extensively in the domains of public policy and comparative education.
Portraits of Influential Chinese Educators
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Ruth Hayhoe
2006, 398 pp.
ISBN 978-962-8093-40-3
HK$250 (local), US$38 (overseas)
Published by Comparative Education Research Centre (CERC) and Springer
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China’s economic rise has surprised the world, and most governments and large corporations feel the need for a China-strategy to shape their relations with this emerging super-power. What do they know, however, about the educational ideas and achievements that have contributed to this economic success? Names of political figures such as Mao Zedong, Deng Xiaoping and Jiang Zemin are household words, yet how many people have heard of Li Bingde, Gu Mingyuan, Lu Jie or Ye Lan?
Substantial research has been done on Chinese educational development by Sinologists and Comparative Educationists, making a wealth of data and analysis available to the specialist reader. Most of these studies have been framed within Western social science parameters, integrating an objectivist assessment of Chinese education into the international research literature.
This book conveys an understanding of China’s educational development from within, through portraits of eleven influential educators whose ideas have shaped the educational reforms initiated by Deng Xiaoping in 1978. They are portrayed in the context of their cultural heritage, families, communities and schools, offering their own deeply reflective interpretations of Chinese education. The book is written for the general reader, to provide glimpses into the educational context of China’s recent move onto the world stage.
Ruth Hayhoe is Professor at the Ontario Institute for Studies in Education of the University of Toronto, President Emerita of the Hong Kong Institute of Education, Past President of the Comparative and International Education Society, and an Associate Member of the Comparative Education Research Centre at the University of Hong Kong. She has written extensively on higher education in China and on educational relations between China and the West. She is an Honorary Fellow of the University of London Institute of Education, and was awarded the Silver Bauhinia Star by the Hong Kong SAR Government and the title of Commandeur dans l’ordre des Palmes Académiques by the Government of France in 2002. In the same year she was also awarded an honorary Doctorate of Education by the Hong Kong Institute of Education.
Revisiting The Chinese Learner: Changing Contexts, Changing Education
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Edited by Carol K.K. Chan & Nirmala Rao
June 2009
ISBN 978-962-8093-16-8
HK$250 (local), US$38 (overseas)
Published by Comparative Education Research Centre (CERC) and Springer
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This book, which extends pioneering work on Chinese learners in two previous volumes, examines teaching and learning in Chinese societies and advances understanding of “the Chinese learner” in changing global contexts. Given the burgeoning research in this area, pedagogical shifts from knowledge transmission to knowledge construction to knowledge creation, wide-ranging social, economic and technological advances, and changes in educational policy, Revisiting the Chinese Learner is a timely endeavor.
The book revisits the paradox of the Chinese learner against the background of these educational changes; considers how Chinese cultural beliefs and contemporary change influence learning; and examines how Chinese teachers and learners respond to new educational goals, interweaving new and old beliefs and practices. Contributors focus on both continuity and change in analyzing student learning, pedagogical practice, teacher learning and professional development in Chinese societies. Key emerging themes emphasize transcending dichotomies and transforming pedagogy in understanding and teaching Chinese learners. The book has implications for theories of learning, development and educational innovation and will therefore be of interest to scholars and educators around the world who are changing education in their changing contexts.
Carol K.K. Chan is an Associate Professor in the Faculty of Education at The University of Hong Kong. Her research areas include learning, cognition and instruction, computer-supported knowledge building and teacher communities for classroom innovation. She has published in leading journals in these areas and won international research awards on knowledge building conducted in Chinese classrooms. Dr Chan has received Outstanding Teaching Awards from both her Faculty and University. She is currently Co-Director of a Strategic Research Theme on Sciences of Learning at The University of Hong Kong.
Nirmala Rao is a Professor in the Faculty of Education at The University of Hong Kong. She is a Developmental and Educational Psychologist whose research focuses on early childhood development and education. She has published widely in these areas and has engaged in policy relevant child development research in several countries in the region. She has also been actively involved, at the international level, in several professional organizations concerned both with the well-being of young children and research on early child development.
Listen to the recording from John Biggs and read the Powerpoint presentationabout the book in the book launch
Read the powerpoint presentation from Carol K.K. Chan about the book in the book launch
Review published in the journal Asia Pacific Journal of Education, Volume 31, Issue 2, (June 2011).
Read the review in New Zealand Studies in Applied Linguistics, Vol.15(2) 2009
Feature article in Youth Hong Kong, a quarterly journal from the Hong Kong Federation of Youth Groups, September 2009 Volume 1 Number 4. The online version of the journal at http://youthhongkong.hkfyg.org.hk.
Crossing Borders in East Asian Higher Education
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Edited by David W. Chapman, William K. Cummings & Gerard A. Postiglione
March 2010
ISBN 978-962-8093-98-4
HK$250 (local), US$38 (overseas)
Published by Comparative Education Research Centre (CERC) and Springer
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Flyer for the book, Table of Contents
This book received 1st place in the 2nd Annual Comparative and International Education Society (CIES) Higher Education SIG (HE-SIG) Best in Books for the academic year 2009-2010!
This book examines issues that have emerged as higher education systems and individual institutions across East Asia confront and adapt to the changing economic, social, and educational environments in which they now operate. The book’s focus is on how higher education systems learn from each other and on the ways in which they collaborate to address new challenges. The sub-theme that runs through this volume concerns the changing nature of cross-border sharing. In particular, the provision of technical assistance by more industrialized countries to lower and middle income countries has given way to collaborations that place the latter’s participating institutions on a more equal footing. At the same time, there is a greater number of partnerships that link higher education systems in the East Asian region to one another. Even as boundaries become more porous and permeable, there is growing acceptance of the view that cross border collaboration, if done well, can offer mutually beneficial advantages on multiple levels. There is a new recognition that the intensified international sharing of ideas, strategies of learning, and students is not only of enormous value to systems and institutions but essential to their long term survival. To this end, the chapters in this volume examine various motivations, goals, mechanisms, outcomes and challenges associated with cross-border collaboration in higher education.
David W. Chapman is the Birkmaier Professor of Educational Leadership in the Department of Organizational Leadership, Policy, and Development in the College of Education and Human Development at the University of Minnesota. He has worked in more than 45 developing countries, assisting national governments and international organizations in the areas of educational policy and planning, program design and evaluation. The author of over 125 journal articles and book chapters, he was awarded a Fulbright New Century Scholars grant for the 2007-08 academic year.
William K. Cummings is Professor of International Education and International Affairs at George Washington University. He has been involved in development work for over 25 years, focusing on evaluation and monitoring, policy analysis, sector assessment, management analysis, and teacher training. He has written extensively on the challenges of development and on models of successful development strategies, and has written or edited over 100 articles and 20 books or monographs. He is a past president of the Comparative and International Education Society.
Gerard A. Postiglione is Professor and Head, Division of Policy, Administration and Social Sciences Education, and Director of the Wah Ching Centre of Research on Education in China, Faculty of Education, the University of Hong Kong. He has published 10 books and over 100 journal articles and book chapters. He worked on higher education projects for the Asian Development Bank, United Nations Development Programme, World Bank, the Carnegie Foundation for the Advancement of Teaching, the Ford Foundation, and the International Institute for International Education.
Portraits of 21st Century Chinese Universities: In the Move to Mass Higher Education
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 | Ruth Hayhoe, Jun Li, Jing Lin, Qiang Zha April 2011; 483 pages ISBN 978-988-1785-23-7 HK$300 (local), US$45 (overseas) Published by Comparative Education Research Centre (CERC) and Springer Order from CERC, Springer, or online Preview on Google Books This book received the 2nd place in the 3rd Annual Comparative and International Education Society (CIES) Higher Education Special Interest Group (HE-SIG) Best in Books for the academic year 2011-2012! This book examines the ways in which China's universities have changed in the dramatic move to a mass stage which has unfolded since the late 1990s. Twelve universities in different regions of the country are portrayed through the eyes of their students, faculty and leaders. The book begins with the national level policy process around the move to mass higher education. This is followed by an analysis of the views of 2,300 students on the 12 campuses about how the changes have affected their learning experiences and civil society involvement. The 12 portraits in the next section are of three comprehensive universities, three education-related universities, three science and technology universities, and three newly emerging private universities. The final chapter sketches the contours of an emerging Chinese model of the university, and explores its connections to China's longstanding scholarly traditions. Ruth Hayhoe is a professor at the Ontario Institute for Studies in Education of the University of Toronto. Jun Li is an assistant professor in international education policy at the Hong Kong Institute of Education. Jing Lin is a professor of international education policy at University of Maryland, College Park. Qiang Zha is an assistant professor at York University. |
Parenting Styles and Practices among Chinese Mothers in the U.S. and China
12:45-2:00pm
Wednesday, 20 November 2013
Runme Shaw 203, HKU Main Campus
Speaker: Jennifer Chen
Chair: Nirmala Rao
This seminar will draw on interviews of 12 Chinese immigrant mothers in the USA with children aged two to six. The mothers’ parenting practices reflected the concept of jiaoyang, i.e. educating and rearing. The approach to parenting adopted by most mothers also reflected the psychological interdependence interaction pattern of the family model with a childrearing orientation focusing on parental control, emotional closeness and child autonomy. In addition to discussing the results of this qualitative study, the seminar will highlight those of a separate, quantitative study on the effects of the parenting practices of Chinese mothers in the U.S. and China on the behavioral adjustment of their children.
Jennifer Chen is a Fulbright Visiting Associate Professor in the Faculty of Education at HKU. An Associate Professor of Early Childhood and Family Studies at Kean University in the USA, she is also the President of the New Jersey Association of Early Childhood Teacher Educators. Dr. Chen earned her Ed.D. in Human Development and Psychology from Harvard University.
Reducing the Burden on the Poor: Household Costs of Basic Education in Gansu, China
Return to the CERC Monograph Series.
Mark Bray, Ding Xiaohao, Huang Ping
2004, 117pp.
ISBN 10: 9628093320
ISBN 13: 9789628093328
HK$100 (local), US$16 (overseas)
Published by Comparative Education Research Centre (CERC)
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The Gansu Basic Education Project (GBEP) was launched in 1999 with the goal of helping one of the poorest parts of China to achieve universal basic education. The project aims particularly to assist minority children and girls, and has had a significant impact.
The reasons why children do not enrol in school, or drop out at an early stage, are many and complex. This study focuses on the costs of schooling to households. These costs can be a heavy burden, and may be a major obstacle to universalisation of basic education. The GBEP has aimed to reduce the costs to poor households in various ways. This study examines the arrangements for financing education at county and school levels. Among other project components, it focuses on the effectiveness of a targeted scholarship scheme for poor children, a reformed system of education budgeting, and a free-lunch programme.
Mark Bray is Dean of the Faculty of Education at the University of Hong Kong. Ding Xiaohao is Head of the Economics of Education Department in Peking University; and Huang Ping is Deputy Director of the Institute of Sociology of the Chinese Academy of Social Sciences.
