Teacher Empowerment and Receptivity in Curriculum Reform in China-Reference-Cited by-同舟云学术

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Teacher Empowerment and Receptivity in Curriculum Reform in China

Published:2011-07 Issue:4 Volume:44 Page:64-81
ISSN:1061-1932
Container-title:Chinese Education & Society
language:en
Short-container-title:Chinese Education & Society

Author:

Lee John Chi-Kin¹,Yin Hong-biao²,Zhang Zhong-hua³,Jin Yu-le⁴

Affiliation:

1. a Hong Kong Institute of Education, Hong Kong

2. b Department of Curriculum and Instruction, Faculty of Education, Chinese University of Hong Kong, Hong Kong

3. c Centre for Religious and Spiritual Education, Hong Kong Institute of Education

4. d College of Education, Southwest University, Chongqing, China

Publisher

Informa UK Limited

Subject

Sociology and Political Science,Education

Link

https://www.tandfonline.com/doi/pdf/10.2753/CED1061-1932440404

Reference28 articles.

1. Structural Antecedents and Psychological Correlates of Teacher Empowerment;J. Dee;Journal of Educational Administration,2003

2. Personal Empowerment, Efficacy, and Environmental Characteristics;J. Edwards;Journal of Educational Administration,2002

3. Empowerment as a Way to Facilitate Change: Can Process Consultation Help?;H. Hornstein;OD Practitioner,2006

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1. A journey towards teacher empowerment in differentiated instruction: implications for a sustainable teacher professional development model;Asia Pacific Education Review;2024-06-12

2. Unpacking the effect of teacher empowerment on professionalism: The mediation of trust in colleagues and affective commitment;Teaching and Teacher Education;2024-04

3. Unpacking the linkages between beliefs and behavioural intention for curriculum reform: A cognitive approach for school middle leaders;Educational Management Administration & Leadership;2024-01-09

4. The effect of empowerment on English language teachers’ commitment to schools: the mediation of teachers’ attitudes towards curriculum reform;Innovation in Language Learning and Teaching;2024-01-09

5. Improving teacher career satisfaction through distributed leadership in China: The parallel mediation of teacher empowerment and organizational commitment;International Journal of Educational Development;2024-01

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