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      Student-centredness in urban schools in China

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            Abstract

            This study investigates how teachers understand and implement the emphasis on studentcentredness in the new English curriculum in secondary classrooms in urban areas of China and the factors affecting implementation. It focuses on whether the advantages (greater access to resources, better trained teachers, and so on) of the urban context make implementation easier than in rural areas. Data from lesson observations and reflective statements by teachers in urban schools show that their understanding of the notion of student-centredness is superficial and that the well-resourced urban schools find reform as challenging as rural schools.

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            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            31 March 2014
            : 12
            : 1
            : 90-103
            Article
            1474-8460(20140331)12:1L.90;1- s9.phd /ioep/clre/2014/00000012/00000001/art00009
            10.18546/LRE.12.1.09
            36e51a79-fbf6-4690-8162-0e77cc4b1c92
            Copyright @ 2014
            History
            Categories
            General articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            ENGLISH LANGUAGE TEACHING,PEDAGOGY,STUDENT-CENTREDNESS,CURRICULUM REFORM

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