785
Views
7
CrossRef citations to date
0
Altmetric
Articles

A narrative inquiry into schooling in China: three images of the principalship

References

  • Aoki, T. (1989/1990). Beyond the half-life of curriculum and pedagogy. One world. Edmonton: Alberta Teachers’ Association.
  • Barone, T. (2001). Touching eternity: The enduring outcomes of teaching. New York, NY: Teachers College Press.
  • Brown, K., & Anfara, V. (2003). Paving the way for change: Visionary leadership in action at the middle level. NASSP Bulletin, 87, 16–34.10.1177/019263650308763503
  • Bruner, J. (1986). Actual minds, possible worlds. Boston, MA: Harvard University Press.
  • Cheng, K.-M. (2011). Pedagogy: East and west, then and now. Journal of Curriculum Studies, 43, 591–599.10.1080/00220272.2011.617836
  • Cheng, L., & Xu, N. (2011). The complexity of Chinese pedagogic discourse. Journal of Curriculum Studies, 43, 606–614.10.1080/00220272.2011.595430
  • Clandinin, D. J. (1985). Personal practical knowledge: A study of teachers’ classroom images. Curriculum Inquiry, 15, 361–385.10.2307/1179683
  • Clandinin, D. J. (1986). Classroom practice: Teacher images in action. Philadelphia, PA: The Falmer Press.
  • Clandinin, D. J. (2000). Learning to teach: A question of knowledge. Education Canada, 40, 28–35.
  • Clandinin, D. J., & Connelly, F. M. (1992). Teacher as curriculum maker. In P. Jackson (Ed.), Handbook of curriculum (pp. 363–461). New York, NY: Macmillan.
  • Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.
  • Clandinin, D. J., Huber, J., Huber, M., Murphy, S., Murray Orr, A., Pearce, M., & Steeves, P. (2006). Composing diverse identities: Narrative inquiries into the interwoven lives of children and teachers. New York, NY: Routledge.
  • Clandinin, D. J., & Murphy, M. S. (2009). Comments on coulter and smith: Relational ontological commitments in narrative research. Educational Researcher, 38, 598–602.10.3102/0013189X09353940
  • Conle, C. (1996). Resonance in preservice teacher inquiry. American Educational Research Journal, 33, 137–152.
  • Connelly, F. M., & Clandinin, D. J. (1985). Personal practical knowledge and the modes of knowing: Relevance for teaching and learning. In E. Eisner (Ed.), Learning and teaching ways of knowing: The eighty-fourth yearbook of the national society for the study of education (pp. 174–198). Chicago, IL: University of Chicago Press.
  • Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience. New York, NY: Teachers College Press.
  • Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19, 2–14.10.3102/0013189X019005002
  • Connelly, F. M., & Clandinin, D. J. (1999). Shaping a professional identity: Stories of educational practice. New York, NY: Teachers College Press.
  • Connelly, F. M., & Clandinin, D. J. (2000). Teacher education: A question of teacher knowledge. In A. Scott & J. F. Moir (Eds.), Tomorrow's teachers: International and critical perspectives on teacher education (pp. 89–105). Christchurch: Canterbury Press.
  • Connelly, F. M., & Clandinin, D. J. (2003). Personal practical knowledge at bay street school: Ritual, personal philosophy, and image. In M. Kompf & P. Denicolo (Eds.), Teacher thinking twenty years on: Revisiting persisting problems and advances in education (pp. 1450–1570). Lisse: Swets & Zeitlinger.
  • Connelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry. In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in educational research (pp. 477–489). Washington, DC: American Educational Research Association.
  • Craig, C. (1995a). Knowledge communities: A way of making sense of how beginning teachers come to know. Curriculum Inquiry, 25, 151–175.10.2307/1180185
  • Craig, C. (1995b). Safe places in the professional knowledge landscapes. In D. J. Clandinin & F. M. Connelly (Eds.), Teachers’ professional knowledge landscapes (pp. 137–141). New York, NY: Teachers College Press.
  • Craig, C. (1999). Life on the professional knowledge landscape: Living the principal as rebel image. In F. M. Connelly & D. J. Clandinin (Eds.), Shaping a professional identity: Stories of educational practice (pp. 150–167). New York, NY: Teachers College Press.
  • Craig, C. (2001). The relationships between and among teachers’ narrative knowledge, communities of knowing, and school reform: A case of ‘The Monkey’s Paw’. Curriculum Inquiry, 31, 303–331.10.1111/curi.2001.31.issue-3
  • Craig, C. (2003). Narrative inquiries of school reform: Storied lives, storied landscapes, storied metaphors. Greenwich, CT: Information Age.
  • Craig, C. (2004). The dragon in school backyards: The influence of mandated testing on school contexts and educators’ narrative knowing. Teachers College Record, 106, 1229–1257.10.1111/tcre.2004.106.issue-6
  • Craig, C. (2005). The epistemic role of novel metaphors in teachers’ knowledge constructions of school reform. Teachers and Teaching: Theory and Practice, 11, 195–208.10.1080/13450600500083972
  • Craig, C. (2011). Narrative inquiry in teaching and teacher education. In J. Kitchen, D. Ciuffetelli-Parker, & D. Pushor (Eds.), Narrative inquiries in curriculum making in teacher education (pp. 19–42). Bingley: Emerald Books.10.1108/S1479-3687(2011)00000130005
  • Craig, C. (2012). ‘Butterfly under a pin’: An emergent teacher image amid mandated curriculum reform. Journal of Educational Research, 105, 1–12.
  • Craig, C. (2013a). Coming to know in ‘the eye of storm’: A beginning teachers’ introduction to teacher community. Teaching and Teacher Education, 9, 25–38.10.1016/j.tate.2012.08.003
  • Craig, C. (2013b). Teacher education and the best-loved self. Asia-Pacific Journal of Education, 33, 261–272.10.1080/02188791.2013.788476
  • Craig, C., & Olson, M. (2002). The development of teachers’ narrative authority in knowledge communities: A narrative approach to teacher learning. In N. Lyons & V. LaBoskey (Eds.), Narrative inquiry in practice: Advancing the knowledge of teaching (pp. 115–129). New York, NY: Teachers College Press.
  • Craig, C., & Ross, V. (2008). Cultivating teachers as curriculum makers. In F. M. Connelly (Ed.), Sage handbook of curriculum and instruction (pp. 282–305). Thousand Oaks, CA: Sage.10.4135/9781412976572
  • Darish, J., & Male, T. (2000). Crossing the border into leadership: Experiences of newly appointed British headteachers and American principals. Educational Management, Administration & Leadership, 28, 89–101.
  • Darling-Hammond, L. (2007). Race, inequality and educational accountability: The irony of ‘No Child Left Behind’. Race Ethnicity and Education, 10, 245–260.10.1080/13613320701503207
  • Deng, Z. (2011). Confucianism, modernization and Chinese pedagogy: An introduction. Journal of Curriculum Studies, 43, 561–568.10.1080/00220272.2011.617837
  • Denzin, N., & Lincoln, Y. (1998). The landscape of qualitative research: Theories and issues. Thousand Oaks, CA: Sage.
  • Dewey, J. (1908/1981). The practical character of reality. In J. McDermot (Ed.), The philosophy of John Dewey (pp. 209–211). Chicago, IL: University of Chicago Press.
  • Dewey, J. (1938). Education and experience. New York, NY: Collier Books.
  • Downey, C. A., & Clandinin, D. J. (2010). Narrative inquiry as reflective practice: Tensions and possibilities. In N. Lyons (Ed.), Handbook of reflection and reflective practice: Mapping a Way of knowing for professional reflective inquiry (Vol. XXVII, pp. 385–400). New York, NY: Springer.
  • Elbaz-Luwisch, F. (2001). Understanding what goes on in the heart and in the mind: Learning about diversity and co-existence through storytelling. Teaching and Teacher Education, 17, 133–146.10.1016/S0742-051X(00)00047-0
  • Evetts, J. (2002). Becoming a secondary head teacher. New York, NY: Continuum International Publishing Group.
  • Fullan, M. (1997). What’s worth fighting for in the principalship? New York, NY: Teachers College Press.
  • Fullan, M. (2008). Six secrets of change. San Francisco, CA: Josey-Bass.
  • Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.
  • Greenleaf, R. (1977). Servant leadership: A journey into the nature of legitimate power and greatness. Mahwah, NJ: Paulist Press.
  • Greenleaf, R., & Spears, L. (1999/2002). Servant leadership. Mahwah, NJ: Paulist Press.
  • Guo, S. & Guo, B. (2008). China in search of a harmonious society. Lanham, MD: Rowman & Littlefield.
  • Han, A. G. (2008). Building a harmonious society and achieving individual harmony. In S. Guo & B. Guo (Eds.), China in search of a harmonious society (pp. 13–33). Lanham, MD: Rowman & Littlefield.
  • Han, X., & Feng, Z. (2013). School-based instructional research (SBIR): An approach to teacher professional development in China. In C. J. Craig, P. C. Meijer, & J. Broeckmans (Eds.), From teacher thinking to teachers and teaching: The evolution of a research community (pp. 503–525). Bingley: Emerald Books.10.1108/S1479-3687(2013)0000019027
  • Heyhoe, R. (1995). China's universities 1985–1995: A century of cultural conflict. New York, NY: Routledge.
  • Heyhoe, R. (1997). Education as communication. In J. Montgomery (Ed.), Values in education: Social capital formation in Asia and the Pacific (pp. 92–111). Hollis: Hollis Publishing.
  • Heyhoe, R. (2006). Portraits of influential Chinese educators. Hong Kong: Comparative Education Research Centre, The University of Hong Kong.
  • Hlebowitsh, P. (2013). Being there: The ontological measure of teaching. Curriculum and Teaching Dialogue, 14(2).
  • Huber, J., Caine, V., Huber, M., & Steeves, P. (2013). Narrative inquiry as pedagogy in education: The extraordinary potential of living, telling, retelling, and reliving stories of experience. Review of Research in Education, 37, 212–242.10.3102/0091732X12458885
  • Ivanhoe, P. J., & Van Norden, B. W. (Eds.). (2003). Readings in classical Chinese philosophy. Indianapolis, IN: Hackett Press.
  • Jackson, P. W. (1968). Life in classrooms. New York, NY: Holt, Rinehart, & Winston.
  • Kelchtermans, G. (2007). Teachers’ self-understanding in times of performativity. In L. Deretchin & G. Kelchtermans (Eds.), International research on the impact of accountability systems (pp. 13–30). Lanham, MD: Rowman & Littlefield.
  • Kleinhenz, E., & Ingvarson, L. (2004). Teacher accountability in Australia: Current policies and practices and their relation to the improvement of teaching and learning. Research Papers in Education, 19, 275–289.
  • Kouzes, J. M., & Posner, B. Z. (1993). Credibility. San Francisco, CA: Josey-Bass.
  • Lane, B. (1988). Landscapes of the sacred: Geography and narrative in American spirituality. New York, NY: Paulist Press.
  • Laozi. (1959). Tao Te Ching: A new (C. Ta-kao, Trans.). London: Allen & Unwin.
  • Laozi. (2005). The Tao Te Ching: A contemporary (J. B. Tompkin, Trans.). Blountsville, AL: Fifth Estate.
  • Lau, D. C. (1963). Laso-Tzu—Tao Te Ching. New York, NY: Penguin Classics.
  • Levine, A. (2006). Educating school teachers. Washington, DC: Education Schools Project.
  • Li, X., Conle, C., & Elbaz Luwisch, F. (2009). Shifting polarized positions: A narrative approach to teacher education. New York, NY: Peter Lang.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry (Vol. 75). Thousand Oaks, CA: Sage.
  • Lindemann Nelson, H. (1995). Resistance and insubordination. Hypatia, 10, 23–40.10.1111/j.1527-2001.1995.tb01367.x
  • Lyons, N. (1990). Dilemmas of knowing: Ethical and epistemological dimensions of teachers’ work and development. Harvard Educational Review, 66, 159–181.
  • Lyons, N., & LaBoskey, V. K. (Eds.). (2002). Narrative inquiry in practice: Advancing the knowledge of teaching. New York, NY: Teachers College Press.
  • Mishler, E. (1990). Validity in inquiry-guided research: The role of exemplars in narrative studies. Harvard Educational Review, 60, 415–442.
  • Murphy, M. S. (2009). Stories in relationship: Experience, identity, and curriculum making in an elementary classroom. Curriculum: Issues and Innovations, 2, 109–121.
  • Murphy, M. S., & Pushor, D. (2010). Teachers as curriculum planners. In C. Kridel (Ed.), Encyclopedia of curriculum studies (Vol. 2, pp. 657–658). Thousand Oaks, CA: Sage.
  • Newberry, M., Gallant, A., & Riley, A. P. (2013). Emotion and school: Understanding how the hidden curriculum influences relationships, leadership, teaching and learning. Bingley: Emerald Publishing.
  • Nichols, J. D. (2011). Teachers as servant leaders. Lanham, MD: Rowman & Littlefield.
  • Obituary. (1952, June, 2). Dr. John Dewey dead at 92; philosopher, noted liberal. Retrieved from http://www.nytimes.com/learning/general/onthisday/bday.1020hmtl
  • Ornstein, A., & Hunkins, F. (1988). Philosophical foundation of curriculum, curriculum: Foundations principles and issues (pp. 25–51). Upper Saddle River, NJ: Prentice Hall.
  • Poimbeauf, R. (2008). Professionalism vs reality. Action in Teacher Education, 29, 185–200.
  • Schön, D. (2003). Generative metaphor: A perspective of problem-setting in social policy. In A. Ortony (Ed.), Metaphor and thought (pp. 137–163). New York, NY: Cambridge University Press.10.1017/CBO9781139173865
  • Schwab, J. J. (1954/1978). Eros and education: A discussion of one aspect of discussion. In I. Westbury & N. Wilkof (Eds.), Science, curriculum and liberal education: Selected essays (pp. 105–132). Chicago, IL: University of Chicago Press.
  • Schwab, J. J. (1969). The practical: A language for curriculum. School Review, 78(1), 1–23.10.1086/sr.1969.78.issue-1
  • Schwab, J. (1983). The practical 4: Something for curriculum professors to do. Curriculum Inquiry, 13, 239–265.10.2307/1179606
  • Silin, J., & Schwartz, F. (2003). Staying close to the teacher. Teachers College Record, 105, 586–1605.
  • Spindler, G., & Spindler, L. (1994). Pathways to cultural awareness: Cultural therapy with teachers and students. Thousand Oaks, CA: Corwin Press.
  • Strauss, S. L. (2001). An open letter to Reid Lyon. Educational Researcher, 30, 26–33.10.3102/0013189X030005026
  • Tan, S.-H. (2011). Why study Chinese classics and how to go about it: Response to Zonghie Wu’s’ interpretation, autonomy, and transformation: Chinese pedagogic discourse in cross-cultural perspective. Journal of Curriculum Studies, 43, 623–630.10.1080/00220272.2011.577813
  • Troman, G. (2008). Primary teacher identity, commitment and career in performative school cultures. British Educational Research Journal, 34, 619–633.10.1080/01411920802223925
  • Tu, W. (1979). Humanity and self-cultivation: Essays in confucian thought. Berkeley, CA: Asian Humanities Press.
  • Tu, W. (1985). Confucian thought: Selfhood as a creative transformation. Albany, NY: State University of New York Press).
  • Ukpokodu, O. (2011). Developing teachers’ cultural competence: One teacher educator’s practice of unpacking student culturelessness. In N. Gallavan & C. Craig (Eds.), Valuing diversity that is honest, natural, authentic, and holistic: Cultural competence in P-12 classrooms, schools, and higher education (Vol. 33, issue 5–6, pp. 432–454).
  • Vinz, R. (1997). Capturing a moving form ‘Becoming’ as teachers. English Education, 29, 137–146.
  • Wu, Z. (2011). Interpretation, autonomy, and transformation: Chinese pedagogic discourse in a cross-cultural perspective. Journal of Curriculum Studies, 43, 569–590.10.1080/00220272.2011.577812
  • Xu, S. (2011). Bridging the east and west dichotomy: Harmonizing eastern learning with western knowledge. In J. Ryan (Ed.), Education reform in China: Changing concepts, contexts and practices (pp. 224–242). New York, NY: Routledge.
  • Xu, S. J., & Connelly, F. M. (2010). Narrative inquiry for school-based research. Narrative Inquiry, 20, 349–370.10.1075/ni.20.2
  • Xu, S., & Stevens, C. (2005). Living in stories through images and metaphors: Recognizing unity in diversity. McGill Journal of Education, 110, 303–319.
  • Yang, X. (2013). Back to the future from a Chinese perspective: A philosophical reconstruction of ideas gleaned from the fifteenth ISATT conference. In C. Craig, P. Meijer, & J. Broeckmans (Eds.), From teacher thinking to teachers and teaching: The evolution of a research community (pp. 703–723). Bingley: Emerald Books.10.1108/S1479-3687(2013)0000019035
  • Zou, Y. (1994). Adaptive strategies of a Chinese immigrant. In E. Trueba & Y. Zou (Eds.), Power in education: The case of Miao university students and its significance for American culture. Washington, DC: Falmer Press.
  • Zou, Y. (1998). Dilemmas faced by critical ethnographers in China. In Y. Zou & E. Trueba (Eds.), Ethnic identity and power: Cultural contexts of political action in school and society (pp. 389–409). Albany: State University of New York.
  • Zou, Y. (2001). The voice of a Chinese immigrant in America: Reflections on research and self-identity. In H. Trueba & L. I. Bartolome (Eds.), Immigrant voices: In search of educational equity (pp. 187–202). Boulder, CO: Rowman & Littlefield.
  • Zou, Y. (2002). Multiple identities of a Chinese immigrant: A story of adaptation and empowerment. International Journal of Qualitative Studies in Education, 15, 251–268.10.1080/09518390210122854
  • Zou, Y. (2003). A Chinese American woman’s struggle for success and self-discovery in the academy. In L. Jacobs, J. Cintrón, & C. Canton (Eds.), The politics of survival: Narratives of unexpected success in academia (pp. 125–140). Lanham, MD: Rowman & Littlefield.
  • Zou, Y. (2006). An ethnographic study of highest achieving high school Asian, Anglo and Hispanic students in a diverse urban center in the United States. Spencer Foundation Grant No. 199900035.
  • Zou, Y. (under review). An ethnographic study of effective learning strategies among highest achieving high school Asian, Anglo and Hispanic students in a diverse urban center in the United States.
  • Zou, Y., & Trueba, H. (Eds.). (1998). Ethnic identity and power: Cultural contexts of political action in school and society. New York, NY: State University of New York Press.
  • Zou, Y., & Trueba, H. (Eds.). (2002). Ethnography and education: Qualitative approaches to the study of education. Boulder, CO: Rowman & Littlefield.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.