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Chinese Teachers' Evaluation Criteria as Reflected in Narrative Student Evaluations: Implications for Psychological Services in Schools

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Title: Chinese Teachers' Evaluation Criteria as Reflected in Narrative Student Evaluations: Implications for Psychological Services in Schools
Language: English
Authors: Ni, Hong, Jones, Constance, Bruning, Roger
Source: School Psychology International. Apr 2013 34(2):223-238.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Cultural Context, School Psychologists, School Psychology, Cultural Differences, Qualitative Research, Elementary School Teachers, Evaluation Criteria, Moral Development, Teacher Attitudes, Student Behavior, Ethics, Student Evaluation, Elementary School Students
Geographic Terms: China
DOI: 10.1177/0143034312437079
ISSN: 0143-0343
Abstract: To increase school psychologists' understanding of school contextual culture in China, this study used a qualitative research method to investigate 30 Chinese elementary school teachers' evaluation criteria as reflected in narrative student evaluations. In the study, 450 narrative student evaluations were coded and analysed. Overall, results showed that Chinese teachers' evaluation criteria primarily included moral development, effort and learning, as they were referenced most frequently in students' narrative evaluations. Teachers' positive comments tended to focus on moral character, effort, and learning; negative comments tended to focus on effort, behavior, and learning. Implications are discussed for school psychological services in China and in other countries with a cultural orientation different from the Western individualist culture. (Contains 1 table and 1 figure.)
Abstractor: As Provided
Number of References: 60
Entry Date: 2014
Accession Number: EJ1010483
Database: ERIC
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  Data: Chinese Teachers' Evaluation Criteria as Reflected in Narrative Student Evaluations: Implications for Psychological Services in Schools
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology+International%22"><i>School Psychology International</i></searchLink>. Apr 2013 34(2):223-238.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Context%22">Cultural Context</searchLink><br /><searchLink fieldCode="DE" term="%22School+Psychologists%22">School Psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22School+Psychology%22">School Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Criteria%22">Evaluation Criteria</searchLink><br /><searchLink fieldCode="DE" term="%22Moral+Development%22">Moral Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1177/0143034312437079
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– Name: Abstract
  Label: Abstract
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  Data: To increase school psychologists' understanding of school contextual culture in China, this study used a qualitative research method to investigate 30 Chinese elementary school teachers' evaluation criteria as reflected in narrative student evaluations. In the study, 450 narrative student evaluations were coded and analysed. Overall, results showed that Chinese teachers' evaluation criteria primarily included moral development, effort and learning, as they were referenced most frequently in students' narrative evaluations. Teachers' positive comments tended to focus on moral character, effort, and learning; negative comments tended to focus on effort, behavior, and learning. Implications are discussed for school psychological services in China and in other countries with a cultural orientation different from the Western individualist culture. (Contains 1 table and 1 figure.)
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  Data: 2014
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        Value: 10.1177/0143034312437079
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        PageCount: 16
        StartPage: 223
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      – SubjectFull: Moral Development
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      – SubjectFull: China
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