A Cross-Cultural Comparative Study of Teacher Effectiveness: Analysis of Award-Winning Teachers in the United States and China

• In Event: The Impact of Teacher Reflexivity on Student Achievement, Part 2

Abstract

The purpose of this study was to develop a richer understanding of teacher effectiveness through cross-cultural analyses of the practices and beliefs of selected China and U.S. teachers who have received national awards for their teaching. Twelve China teachers and 13 U.S. teachers participated in this study. The researchers used semi-structured interviews, classroom observations, and artifacts for data generation/collection. This study revealed that both China and U.S. teachers: 1) used a variety of instructional activities which spanned across different cognitive levels; 2) were opportunistic planners; 3) maintained a challenging but supportive learning environment; etc. Primary differences were found in their beliefs and practices in the areas of instructional planning, differentiation, assessment, classroom management, relationships with students and parents, and professional development.

Authors

• Leslie Grant, Old Dominion University

• Xianxuan Xu, College of William and Mary

• Patricia Ann Popp, College of William and Mary

• James H. Stronge, College of William and Mary

• Yaling Sun, Yunnan Normal University

• Catherine A. Little, University of Connecticut