Teacher empowerment and China's curriculum reform : to what extent do teachers feel empowered by Chinese curriculum reform? : a case study based on Dalian No. 24 Senior High School
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study examines the enactment of teacher empowerment in Dalian No. 24 Senior High School within the context of the current Chinese Curriculum Reform Movement (CRM). A review of current Chinese and American literature on teacher empowerment was given to provide a background to better understand specific issues that impact teacher empowerment. Additionally, a qualitative case study on this leading Chinese high school is presented with the aim of raising awareness of teacher empowerment involving Chinese curricular reform. Data collection included a literature review, semi-structured open-ended interviews and surveys. Face-to-face interviews and questionnaire surveys were conducted at Dalian No. 24 Senior High School. Accordingly, this study aims to provide practical insights on issues affecting teacher empowerment as applicable to Dalian No. 24 Senior High School. Two additional purposes of the study are to build on the existing, but limited, research knowledge in this area and to provide avenues for future inquiry. Results from this study highlight the benefits of teacher empowerment, including increased performance and productivity, improved teacher morale, and increased knowledge of subject matter and pedagogy. At Dalian No. 24 Senior High School, three key issues were discovered: first, most of the teacher participants hold a positive attitude towards teacher empowerment and the latest National Curriculum Reform (NCR); second, this school holds a supportive environment to teacher empowerment and teachers’ professional development; and third, there are still drawbacks to implementing teacher empowerment and the changes required by the NCR that the teachers and the school need to address.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.008 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it