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AN INTERPRETIVE STUDY OF SIX SELECTE...

CLARK, LINDA LEE.

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AN INTERPRETIVE STUDY OF SIX SELECTED SITES IN THE PEOPLE'S REPUBLIC OF CHINA: TRANSFORMATION THROUGH LEADERSHIP AND EDUCATION.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	AN INTERPRETIVE STUDY OF SIX SELECTED SITES IN THE PEOPLE'S REPUBLIC OF CHINA: TRANSFORMATION THROUGH LEADERSHIP AND EDUCATION./
作者:	CLARK, LINDA LEE.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1987,
面頁冊數:	190 p.
附註:	Source: Dissertation Abstracts International, Volume: 48-12, Section: A, page: 3063.
Contained By:	Dissertation Abstracts International48-12A.
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8802588

AN INTERPRETIVE STUDY OF SIX SELECTED SITES IN THE PEOPLE'S REPUBLIC OF CHINA: TRANSFORMATION THROUGH LEADERSHIP AND EDUCATION.
CLARK, LINDA LEE.

AN INTERPRETIVE STUDY OF SIX SELECTED SITES IN THE PEOPLE'S REPUBLIC OF CHINA: TRANSFORMATION THROUGH LEADERSHIP AND EDUCATION. - Ann Arbor : ProQuest Dissertations & Theses, 1987 - 190 p.

Source: Dissertation Abstracts International, Volume: 48-12, Section: A, page: 3063.

Thesis (Educat.D.)--University of San Francisco, 1987.

Statement of the Problem. This study investigates how China can attain goals of modernization and full competition within the global society through education and leadership.Subjects--Topical Terms:

2122778
Bilingual education.

AN INTERPRETIVE STUDY OF SIX SELECTED SITES IN THE PEOPLE'S REPUBLIC OF CHINA: TRANSFORMATION THROUGH LEADERSHIP AND EDUCATION.
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100 1 $a CLARK, LINDA LEE. $3 3341577
245 1 3 $a AN INTERPRETIVE STUDY OF SIX SELECTED SITES IN THE PEOPLE'S REPUBLIC OF CHINA: TRANSFORMATION THROUGH LEADERSHIP AND EDUCATION.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1987
300 $a 190 p.
500 $a Source: Dissertation Abstracts International, Volume: 48-12, Section: A, page: 3063.
502 $a Thesis (Educat.D.)--University of San Francisco, 1987.
520 $a Statement of the Problem. This study investigates how China can attain goals of modernization and full competition within the global society through education and leadership.
520 $a Procedure and Methods. The study was conducted in six sites within the P.R.C., and questions posed on leadership, economic changes, educational programs guide the investigation. A participatory method was employed and included individual interviews, transcriptions and correspondence with interviewees after the researcher returned to the United States. Categories were drawn from Jurgen Habermas's Legitimation Crisis, and were keyed to his concepts of legitimation, rationality and motivation. A fourth category, leadership, was added and proved to be a unifying element throughout the study.
520 $a Results. Although Habermas's work was written for post-capitalist societies, the data demonstrated that China suffers from deficits in rationality, legitimation and motivation that are similar to deficits in these societies. This is due to the fact that although China is viewed as a socialist/communist nation, the shift from purposive to functional rationality is coupled with a shift from a planned economy to an economy based on market and commodity mechanisms that has resulted in "mixed" economic practices. Moreover, the spirit of the people is becoming capitalistic.
520 $a In addition, the data substantiates the fact that China's attempt at modernization cannot succeed unless major revision takes place within education. Educational opportunity must be provided for workers across the stratum of Chinese society, and particular attention must be given to the development of leadership with emphasis given to new forms of participatory leadership.
520 $a Implications. Implications speak to educational and curricular changes in China and the United States. These include: the need for internationalizing education in the U.S.; expansion of educational opportunities in China with emphasis on segments of society denied educational access by the Cultural Revolution; improvement in educational preparation for teachers in China; development and implementation of teacher evaluation in the P.R.C.; expansion of leadership competencies at all levels of Chinese society; and, integration of political science, sociology, philosophy, economics and history in curriculum development in China.
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