Urban teachers’ perceptions of inclusion of migrant children in the Chinese educational institution: a comparative study

References

• All China Women's Federation. 2013. “A Report on China's Rural Left-behind Children and Rural-urban Migrant Children”. http://acwf.people.com.cn/n/2013/0510/c99013--21437965.html.
   Google Scholar
• Baquedano-López, Patricia, Rebecca Anne Alexander, and Sera J. Hernandez. 2013. “Equity Issues in Parental and Community Involvement in Schools What Teacher Educators Need to Know.” Review of Research in Education 37 (1): 149–182.
   Web of Science ®Google Scholar
• Chan, Kam Wing. 2014. “China's Urbanization 2020: A New Blueprint and Direction.” Eurasian Geography and Economics 55 (1): 1–9.
   Web of Science ®Google Scholar
• Chen, Yuanyuan, and Shuaizhang Feng. 2013. “Access to Public Schools and the Education of Migrant Children in China.” China Economic Review 26: 75–88.
   Web of Science ®Google Scholar
• Cho, Seonhee, and Gabriel A. Reich. 2008. “New Immigrants, New Challenges: High School Social Studies Teachers and English Language Learner Instruction.” The Social Studies 99 (6): 235–242.
   Google Scholar
• Devine, Dympna. 2005. “Welcome to the Celtic Tiger? Teacher Responses to Immigration and Increasing Ethnic Diversity in Irish Schools.” International Studies in Sociology of Education 15 (1): 49–70.
   Google Scholar
• Diuguid, Darryn. R. 2010. “Student Teachers’ Awareness, Preparedness And Attitudes Of Issues Related To High Poverty Schools.” Doctoral diss., Saint Louis University, Saint Louis, United States.
   Google Scholar
• Dotson-Blake, Kylie P., Victoria A. Foster, and Charles F. Gressard. 2009. “Ending the Silence of the Mexican Immigrant Voice in Public Education: Creating Culturally Inclusive Family-school-community Partnerships.” Professional School Counseling 12 (3): 230–239.
   Google Scholar
• Duan, Chengrong, and GeYang. 2008. “Study on the Latest Situation of Floating Children in China.” Population Journal 172 (6): 23–31.
   Google Scholar
• Dunne, Mairead, and Louise Gazeley. 2008. “Teachers, Social Class and Underachievement.” British Journal of Sociology of Education 29 (5): 451–463.
   Web of Science ®Google Scholar
• Fu, Q., and Q. Ren. 2010. “Educational Inequality Under China's Rural-urban Divide: The Hukou System and Return to Education.” Environment and Planning 42: 592–610.
   Web of Science ®Google Scholar
• Gao, Wei, and Gerald Mager. 2011. “Enhancing Preservice Teachers’ Sense of Efficacy and Attitudes Toward School Diversity Through Preparation: A Case of One US Inclusive Teacher Education Program.” International Journal of Special Education 26 (2): 92–107.
   Google Scholar
• García, Eugene, M. Beatriz Arias, Nancy J. Harris Murri, and Carolina Serna. 2010. “Developing Responsive Teachers: A Challenge for a Demographic Reality.” Journal of Teacher Education 61 (1–2): 132–142.
   Web of Science ®Google Scholar
• Goodburn, Charlotte. 2009. “Learning from Migrant Education: A Case Study of the Schooling of Rural Migrant Children in Beijing.” International Journal of Educational Development 29 (5): 495–504.
   Web of Science ®Google Scholar
• Goodwin, A. Lin. 2002. “Teacher Preparation and the Education of Immigrant Children.”Education and Urban Society 34 (2): 156–172.
   Web of Science ®Google Scholar
• Hsieh, Wu-Ying, Chang-Ming Hsieh, Michaelene Ostrosky, and Jeanette McCollum. 2012. “Taiwanese First-grade Teachers’ Perceptions of Inclusive Education.” International Journal of Inclusive Education 16 (1): 71–88.
   Web of Science ®Google Scholar
• Ingvarson, Lawrence, Marion Meiers, and Adrian Beavis. 2005. “Factors Affecting the Impact of Professional Development Programs on Teachers’ Knowledge, Practice, Student Outcomes & Efficacy.” Education Policy Analysis Archives 13 (10): 1–28.
   Google Scholar
• Jussim, Lee, S. Robustelli, and Thomas R. Cain. 2009. “Teacher Expectations and Self-Fulfilling Prophecies.” In Handbook of Motivation at School, edited by Kathryn R. Wentzel and Allan Wigfield, 349–380. New York: Routledge.
   Google Scholar
• Kumar, Revathy, and Lynne Hamer. 2013. “Preservice Teachers’ Attitudes and Beliefs Toward Student Diversity and Proposed Instructional Practices A Sequential Design Study.” Journal of Teacher Education 64 (2): 162–177.
   Web of Science ®Google Scholar
• Lai, Fang, Chengfang Liu, Renfu Luo, Linxiu Zhang, Xiaochen Ma, Yujie Bai, Brian Sharbono, and Scott Rozelle. 2014. “The Education of China's Migrant Children: The Missing Link in China's Education System.” International Journal of Educational Development 37: 68–77. doi:10.1016/j.ijedudev.2013.11.006.
   Web of Science ®Google Scholar
• Lam, Chi-Chung, Esther Sui Chu Ho, and Ngai-Ying Wong. 2012. “Parents’ Beliefs and Practices in Education in Confucian Heritage Cultures: The Hong Kong Case.” Southeast Asian Journal of Education 3 (1): 99–114.
   Google Scholar
• Li, Guofang. 2012. Culturally Contested Pedagogy: Battles of Literacy and Schooling between Mainstream Teachers and Asian Immigrant Parents. New York: Suny Press.
   Google Scholar
• Li, Xiaowei, Heng Zou, and Li Wang. 2009. “A Comparative Study on School Adjustment Between Migrant Children in Public School and Those in Migrant Worker Children's School.” Chinese Journal of Special Education 119 (9): 81–86.
   Google Scholar
• Liang, Zai, and Yiu Por Chen. 2007. “The Educational Consequences of Migration for Children in China.” Social Science Research 36 (1): 28–47.
   Web of Science ®Google Scholar
• Liu, Yang, Xiaoyi Fang, Rong Cai, Yang Wu, and Yaofang Zhang. 2009. “The Urban Adaptation and Adaptation Process of Urban Migrant Children: A Qualitative Study.” Frontiers of Education in China 4 (3): 365–389.
   Google Scholar
• Liu, Jing, and W. James Jacob. 2013. “From Access to Quality: Migrant Children's Education in Urban China.” Educational Research for Policy and Practice 12 (3): 177–191.
   Google Scholar
• Liu, Ting, and Ronald S. Laura. 2014. “Mathematics Achievement Levels of Internal Migrant Children: Perspectives on Chinese Segregation Policy.” Proceedings of the NSW annual higher degree student-led conference, Sydney, Australia.
   Google Scholar
• Lu, Yao, and Hao Zhou. 2013. “Academic Achievement and Loneliness of Migrant Children in China: School Segregation and Segmented Assimilation.” Comparative Education Review 57 (1): 85–116.
   PubMed Web of Science ®Google Scholar
• Malinen, Olli-Pekka, Hannu Savolainen, and Jiacheng Xu. 2012. “Beijing In-service Teachers’ Self-efficacy and Attitudes Towards Inclusive Education.” Teaching and Teacher Education 28 (4): 526–534.
   Web of Science ®Google Scholar
• Murtagh, Lelia, and Tracy Francis. 2012. “Supporting Pupils with EAL and Their Teachers in Ireland: The Need for a Co-ordinated Strategy.” Language and Education 26 (3): 201–212.
   Web of Science ®Google Scholar
• Qian, Haiyan, and Allan Walker. 2013. “How Principals Promote and Understand Teacher Development Under Curriculum Reform in China.” Asia-Pacific Journal of Teacher Education 41 (3): 304–315.
   Web of Science ®Google Scholar
• Song, K. H. 2006. “Urban Teachers’ Beliefs on Teaching, Learning, and Students: A Pilot Study in the United States of America.” Education and Urban Society 38 (4): 481–499.
   Google Scholar
• Tao, Hongmei, Yan Xu, Xiaofang Zhang, Lili Gu, and Jinxia Hong. 2004. “Comparison of the Mental Health Status between Migrant and Local High School Students in Beijing.” Chinese Journal of Special Education 51 (9): 24–32.
   Google Scholar
• Tejada, Antonio J. Rojas, Raquel M. Cruz delPino, Moshe Tatar, and Pablo Jiménez Sayáns. 2012. ““Spanish as a Foreign Language” Teachers’ Profiles: Inclusive Beliefs, Teachers’ Perceptions of Student Outcomes in the TCLA Program, Burnout, and Experience.” European Journal of Psychology of Education 27 (3): 285–298.
   Google Scholar
• Theodorou, Eleni. 2011. “‘Children at Our School are Integrated. No one Sticks Out’: Greek-Cypriot Teachers’ Perceptions of Integration of Immigrant Children in Cyprus.” International Journal of Qualitative Studies in Education 24 (4): 501–520.
   Google Scholar
• Tschannen-Moran, Megan, Anita Woolfolk Hoy, and Wayne K. Hoy. 1998. “Teacher Efficacy: Its Meaning and Measure.” Review of Educational Research 68 (2): 202–248.
   Web of Science ®Google Scholar
• Van den Bergh, Linda, Eddie Denessen, Lisette Hornstra, Marinus Voeten, and Rob W. Holland. 2010. “The Implicit Prejudiced Attitudes of Teachers Relations to Teacher Expectations and the Ethnic Achievement Gap.” American Educational Research Journal 47 (2): 497–527.
   Web of Science ®Google Scholar
• Vezzali, Loris, Dino Giovannini, and Dora Capozza. 2012. “Social Antecedents of Children's Implicit Prejudice: Direct Contact, Extended Contact, Explicit and Implicit Teachers’ Prejudice.” European Journal of Developmental Psychology 9 (5): 569–581.
   Web of Science ®Google Scholar
• Wei, Jianwen, and Jiawei Hou. 2010. “The Household Registration System, Education System, and Inequalities in Education for Migrant Children.” Chinese Education & Society 43 (5): 77–89.
   Google Scholar
• Wu, Qiaobing, Lawrence A. Palinkas, and Xuesong He. 2010. “An Ecological Examination of Social Capital Effects on the Academic Achievement of Chinese Migrant Children.” British Journal of Social Work 40 (8): 2578–2597.
   Web of Science ®Google Scholar
• Xie, Yuntian. 2007. “A Survey Report on the Growth Education of the Migrant Workers’ Children in Wuhan.” Journal of Hubei University (Philosophy and Social Science) 34 (6): 13–17.
   Google Scholar
• Yuan, Qiaoling. 2010. “Social Integration of Children of Migrant Farmer Workers: Investigation and Reflection.” Journal of Eastern Liaodong University (Social Science) 12 (5): 66–70.
   Google Scholar
• Zhao, Yan-jun. 2011.“The Introduction of Native Knowledge in Mathematic-Teaching in Ethnic Elementary and Secondary Schools–Based on the Theory of “Cultural Discontinuities”.” US-China Education Review 8 (4): 429–434.
   Google Scholar