Education reform through westernization in Taiwan: a case of transferring the constructivist-based mathematics curriculum from the United States

References

• Adamson, B., & Morris, P. (1997). The english curriculum in the people’s Republic of China. Comparative Education Review, 41(1), 3–26. https://doi.org/10.1086/447413
   Web of Science ®Google Scholar
• Apple, M. W. (1985). Education and power. ARK.
   Google Scholar
• Apple, M. W. (1990). Ideology and curriculum. Routledge.
   Google Scholar
• Ball, S. J. (1994). Education reform: A critical and post-structural approach. Open University Press.
   Google Scholar
• Barkema, H. G., Chen, X.-P., George, G., Luo, Y., & Tsui, A. (2015). West meets east: New concepts and theories. Academy of Management Journal, 58(2), 460–479. https://doi.org/10.5465/amj.2015.4021
   Web of Science ®Google Scholar
• Bernstein, A. (2008). The social life of regulation in Taipei city hall: The role of legality in the administrative bureaucracy. Low & Social Inquiry, 33(4), 925–954. https://doi.org/10.1111/j.1747-4469.2008.00128.x
   Web of Science ®Google Scholar
• Bourdieu, P. (1977). Outline of a theory of practice. Oxford University Press.
   Google Scholar
• Cairney, P. (2019). Policy learning and transfer: Can it be ‘evidence based’? In understanding public policy: Theories and issues (2nd ed.). Bloomsbury Publishing PLC.
   Google Scholar
• Chan, K.-B., Walls, J. W., & Hayward, D. (Eds.). (2007). East—West identities: Globalization, localization, and hybridization. Brill: Leiden.
   Google Scholar
• Chen, M.-S. (1989). Research for science and mathematics curriculum experiment at elementary school in Taiwan. Bulletin of the National Institute of Education Materials, 14, 109–133.
   Google Scholar
• Chen, W. H. (2017). An inquiry into our mathematics curriculum reform: From 1961 to 2000. Newsletter of Ordinary Senior High School Curriculum Math Resource Center of MOE, 119, 1–21.
   Google Scholar
• Chen, C.-H. (2020). Investigation critical issues of mathematics education from the perspective of the development of national curriculum in Taiwan. Journal of Taiwan Education Studies, 1(1), 177–192.
   Google Scholar
• Chiu, M.-S., & Whitebread, D. (2011). Taiwanese teachers’ implementation of a new ‘constructivist-based mathematics curriculum’: How cognitive and affective issues are addressed. International Journal of Educational Development, 31(2), 196–206. https://doi.org/10.1016/j.ijedudev.2010.06.014
   Web of Science ®Google Scholar
• Christensen, T., Lisheng, D., & Painter, M. (2008). Administrative reform in China’s central government – How much ‘learning from the West? International Review of Administrative Sciences, 74(3), 351–371. https://doi.org/10.1177/0020852308095308
   Web of Science ®Google Scholar
• Chung, J., & Li, C.-L. (2004). The relation between constructivist teaching and the school mathematics learning. Journal of National Taipei Teacher College, 17(2), 53–82.
   Google Scholar
• Clements, K. (1995). Restructuring mathematics teacher education: Overcoming the barriers of elitism and separatism. In R. Hunting, G. Fitzsimons, P. Clarkson, & A. Bishop (Eds.), Regional collaboration in mathematics education (pp. 1–10). Monash University.
   Google Scholar
• The commission on educational reform, the Executive Yuan (1996). The consultants’ concluding report on education reform. The Executive Yuan.
   Google Scholar
• Dale, R. (1999). Specifying globalization effects on national policy: A focus on mechanism. Journal of Educational Policy, 14(1), 1–17. https://doi.org/10.1080/026809399286468
   Web of Science ®Google Scholar
• Derbyshire, J. (2003). Prime obsession: Bernhard Riemann and the greatest unsolved problem in mathematics. Washington, DC: Joseph Henry Press.
   Google Scholar
• Dolowitz, D. P., & Marsh, D. (2000). Learning from abroad: The role of policy transfer in contemporary policy-making. Governance: An International. Journal of Policy and Administration, 13(1), 5–24. https://doi.org/10.1111/0952-1895.00121
   Google Scholar
• Dunlop, C., Radaelli, C. M., & Treln, P. (2018). Introduction: The family tree of policy learning. In C. Dunlop, C. Randaelli & P. Trein (Eds.), Learning in public policy: Analysis, modes and outcomes. Palgrave Macmillan. https://doi.org/10.1007/978-3-319-76210-4_1
   Google Scholar
• Eta, E. A. (2015). Policy borrowing and transfer, and policy convergence: Justifications for the adoption of the Bologna Process in the CEMAC region and the cameroonian higher education system through the LMD reform. Comparative Education, 51(2), 161–178. https://doi.org/10.1080/03050068.2014.941174
   Web of Science ®Google Scholar
• Evans, M. (2006). At the interface between theory and practice- policy transfer and lesson-drawing. Public Administration, 84(2), 479–515. https://doi.org/10.1111/j.1467-9299.2006.00013.x
   Web of Science ®Google Scholar
• Huang, J.-X. (2002). Reflection and practice of grade 1-9 Curriculum Reform. Psychology Publishing.
   Google Scholar
• Hung, C.-H. (2007). Is it necessary for the elements of curriculum content to be included in the grade 1-9 curriculum guidelines? Bulletin of Educational Research, 53(4), 33–69.
   Google Scholar
• Hwang, -J.-J. 1994. Jumping up to the political stage of curriculum reform.In China Education Society (Ed.). Educational reform. (pp. 125–164). Lucky Bookstore
   Google Scholar
• Institute of Educational Sciences (1999). Mathematics and Science Achievement of Eighth-Graders in 1999. Retrieved January 20, 2021, from https://nces.ed.gov/timss/results99_1.asp
   Google Scholar
• James, O., & Lodge, M. (2003). The limitations of ‘policy transfer’ and ‘lesson drawing’ for public policy research. Political Studies Review, 1(2), 179–193. https://doi.org/10.1111/1478-9299.t01-1-00003
   Google Scholar
• Jerrim, J., & Vignoles, A. (2015). The link between East Asian “mastery” teaching methods and English children’s mathematics skills. Economics of Education Review, 50(4), 29–44. https://doi.org/10.1016/j.econedurev.2015.11.003
   Google Scholar
• Ladi, S. (2011). Policy change and soft europeanisation. Public Administration, 89(4), 1643–1663. https://doi.org/10.1111/j.1467-9299.2011.01929.x
   Web of Science ®Google Scholar
• Ladwig, J. G. (1994). For whom this reform? Outlining educational policy as a social field.British Journal of Sociology of Education, 15(3), 341–363. https://doi.org/10.1080/0142569940150303
   Web of Science ®Google Scholar
• Lal, D. (2000). Does modernization requireWesternization?The Independent Review, 5(1), 5–24. https://www.jstor.org/stable/24562392
   Google Scholar
• Law, -W.-W. (1996). Fortress state, cultural continuities and economic change: Higher education in mainland China and Taiwan.Comparative Education, 32(3), 377–394. https://doi.org/10.1080/03050069628777
   Web of Science ®Google Scholar
• Leung, F. K. S., Park, K., Shimizu, Y., & Xu, B. (2015). Mathematics education in East Asia. In S. J. Cho (Ed.), Proceedings of the 12th international congress on mathematical education. Intellectual and attitudinal challenges (pp. 123–143). New York, NY: Springer.
   Google Scholar
• Liu, P.-H. (2004). How does Taiwan draw lessons from the “mathematics war” in the United States? Math Media, 28(4), 3–16.
   Google Scholar
• March, J. G., & Olsen, J. P. (Eds.). (1976). Ambiguity and choice in organizations. Universitetsforlaget.
   Google Scholar
• Marsh, D., & Sharman, J. C. (2009). Policy diffusion and policy transfer. Policy Studies, 30(3), 269–288. https://doi.org/10.1080/01442870902863851
   Web of Science ®Google Scholar
• Ministry of Education. (1985). Junior high school curriculum standard.
   Google Scholar
• Ministry of Education. (2003). Grade 1-9 curriculum guidance.
   Google Scholar
• Morris. P., & Chan, K. K. (1997). The Hong Kong school curriculum and the political transition: Politicisation, contextualisation and symbolic action. Comparative Education, 33(2), 247–264.
   Web of Science ®Google Scholar
• Moyson, S., Scholten, P., & Weible, C. M. (2017). Policy learning and policy change: Theorizing their relations from different perspectives. Policy and Society, 36(2), 161–177. https://doi.org/10.1080/14494035.2017.1331879
   Web of Science ®Google Scholar
• Peng, F.-Y. (2009). The keynote and reflection of the compulsory education reform in Taiwan. Bulletin of the National Institute of Education Materials, 4(1), 1–4.
   Google Scholar
• Phillips, D., & Ochs, K. (2003). Processes of policy borrowing in education: Some explanatory and analytical devices. Comparative Education, 39(4), 451–461. https://doi.org/10.1080/0305006032000162020
   Web of Science ®Google Scholar
• Pieterse, J. N. (1994). Globalization as hybridization. International Sociology, 9(2), 161–184. https://doi.org/10.1177/026858094009002003
   Web of Science ®Google Scholar
• Pieterse, J. N. (2010). Globalization goes in circles: Hybridities East-West. Retrieved January 20, 2021, from https://www.researchgate.net/publication/252220774_Globalization_goes_in_circles_Hybridities_East-West
   Google Scholar
• Rogers, L. (1992). Then and now. For the Learning of Mathematics, 12(3), 22–23.
   Google Scholar
• Rose, R. (1991). What is lesson-drawing? Journal of Public Policy, 11(1), 3–30. https://doi.org/10.1017/S0143814X00004918
   Google Scholar
• Rose, R. (2005). Learning from comparative public policy: A guide to lesson-drawing. Routledge.
   Google Scholar
• Sadler, M. (1990). How far can we learn anything of practical value from the study of foreign systems of education? In J. H. Higginson (Ed.), Selections from michael sadler (pp. 48–51). Dejall & Meyorre.
   Google Scholar
• Smith, D. C. (Ed.). (1991). The confucian continuum. Educational modernization in Taiwan. Praeger Publishers. (Vol. xxii. pp. 453).
   Google Scholar
• Stone, D. (2017). Understanding the transfer of policy failure: Bricolage, experimentalism and translation. Policy and Politics, 45(1), 55–70. https://doi.org/10.1332/030557316X14748914098041
   Web of Science ®Google Scholar
• Task force of the revision of Grade 1-9 Curriculum Guidelines. (2003). Grade 1-9 curriculum guidelines revised exposure draft: Mathematics learning areas. the Ministry of Education.
   Google Scholar
• Tu, C.-S. (2007). Educational reform in Taiwan: Retrospect and prospect. Retrieved January 20, 2021, from https://english.moe.gov.tw/cp-13-14093-78A57-1.html
   Google Scholar
• Usiskin, Z. (1992). Thoughts of an ICME regular. For the Learning of Mathematics, 12(3), 19–20.
   Google Scholar
• Wang, H.-W., & Xu, H.-X. (2006). Revisiting the theoretical bases of Taiwan’s curriculum reform. Journal of Curriculum Studies, 1(2), 21–45. 38244d1b4d9e4d35a7139cd8d4dae334
   Google Scholar
• Watkins, D. A., & Biggs, J. B. (Eds.). (1996). The Chines learner: Cultural, psychological and contextual influences. The Comparative Education Research Centre, Faculty of Education, University of Hong Kong, Hong Kong.
   Google Scholar
• Weng, F.-Y. (2003). The developing trend in curriculum policy toward a new era: The curriculum role and power in curriculum reform. In M.-Z. Zhuang (Ed.), Curriculum reform: Reflection and prospect (pp. 49–68). Higher Education Publishing.
   Google Scholar
• Westney, D. E. (1987). Imitation and innovation: The transfer of Western organizational patterns to Meiji Japan. Harvard University Press.
   Google Scholar
• Wilson, M. (2002). On the mathematics of split milk. In E. Groshoiz & H. Breger (Eds.), The growth of mathematical knowledge. Dordrecht: Springer.
   Google Scholar
• Wong, N.-Y., Hai, J., & Lee, P.-Y. (2004). The mathematics curriculum: Toward globalization or westernization? In L. Fan, N.-Y. Wong, J. Cai, and S. Li (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 27–70). SG. World Scientific.
   Google Scholar
• Xie, M.-C. (2010). Mathematics curriculum reform in the globalization era. Math Media, 34(2), 82–90.
   Google Scholar
• Yang, S.-K. (2006). Metahistorical analysis of methodologies in education reform research. Bulletin of Education Research, 52(4), 141–171. http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/82020
   Google Scholar
• Yu, M.-N., & Han, P.-H. (2009). The influence of teaching methods on the mathematics learning interests and achievement: The case of TIMSS 2003 Taiwan Data. Psychological Testing, 56(1), 19–48. https://doi.org/10.7108/PT.200903.0019
   Google Scholar
• Zeng, Z.-H. (2018). Chapter 4: The development of mathematics curriculum standards period at elementary school. In Z.-H. Zheng (Ed.), The developmental history of mathematics curriculum for grades 1-9 (pp. 94–134). National Academy for Educational Research.
   Google Scholar
• Zhou, X.-T. (Ed.). (1995). New curriculum subjects conference proceeding and meeting minutes (AY 1994). Taiwan Provincial lnstitute for Elementary School Teachers lnservice Education.
   Google Scholar