Prethodno priopćenje
https://doi.org/10.15516/cje.v20i0.3039
Promoting Equitable Quality of Early Childhood Education in Rural and Urban China: A Case Study of Rural-Urban Continuum Model
Xiaoping Yang
; Southwest University, Center for Studies of Education and Psychology of Ethnic Minorities in Southwest China
Aixiang Shen
; Southwest University, Faculty of Education
Yumei Han
orcid.org/0000-0001-7596-7409
; Southwest University, Center for Studies of Education and Psychology of Ethnic Minorities in Southwest China
Dandan Cao
; Southwest University, Faculty of Education
Sažetak
Through the case of the rural-urban continuum model in China, this study aimed at evaluating the effectiveness of local government’s policy intervention in promoting equitable quality of early childhood education in rural and urban areas through multi-stakeholders’ voices. With simultaneous mixed method approach and self-developed instruments, the authors collected 891 valid parent questionnaires, 184 teacher questionnaires, 52 observational evaluation scales, and conducted interviews with 13 kindergarten principals and 6 administrators. The data were analysed by SPSS and NVIVO Plus. The findings show that a) rural and urban parents’ satisfaction levels had significant difference in terms of kindergartens’ cost and environment conditions; b) rural and urban teachers exhibited significant difference only when evaluating their professional attitudes and access to material support; c) researchers found no significant difference in quality of play activities and group teaching between rural and urban kindergarten classes, while significant difference was found in child care activities; d) principals perceived positively the effectiveness of the RUC model, yet had big concerns about teachers’ quality, and e) government intervention was proved to be a key factor enhancing equitable quality in rural and urban areas.
Ključne riječi
educational partnership; equity; quality; rural and urban education disparity; simultaneous mixed methods.
Hrčak ID:
224086
URI
Datum izdavanja:
17.12.2018.
Posjeta: 1.207 *