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Public-school students in the world's largest city, Shanghai, China, are academically outperforming their counterparts across the globe and becoming the talk and envy of education experts worldwide. Using an innovative partnering approach that matches successful schools with low-performing schools, Shanghai has valuable lessons to teach on turning around public-school systems--lessons that transcend several of the unique characteristics of the Chinese educational system, as well as the country's rich pedagogical traditions. In this report the authors discuss and closely examine Shanghai's empowered-management program, an important education initiative that has markedly improved low-performing schools in Shanghai. The authors discuss the program and its implementation in detail in order to help readers better understand it and to determine those aspects of it that would best suit school systems in the United States. Importantly, this paper argues that cultural differences would not prevent the bulk of this program from being successfully reproduced in the United States, although the authors fully acknowledge that the program cannot be replicated without some attention to differences across systems. Methodology is appended.

These are individual files from the over 60 microfilm rolls of the Shanghai Municipal Police archives held in the Records of the Central Intelligence Agency. Record Group 263. On the 67 rolls of this microfilm publication, M1750, are reproduced some of the Shanghai Municipal Police investigation files, 1894-1944. See this pamphlet for a detailed overview of the collection: Records Of The Shanghai Municipal Police 1894-1949 Microfilm Pamphlet Describing M1750 See these files as embedded in the microfilm rolls here: SMPA Microfilm Rolls on the Internet Archive

Vince Watson plays a unique liveset at VOID Shanghai. http://www.void-shanghai.com http://www.vincewatson.co.uk

These are individual files from the over 60 microfilm rolls of the Shanghai Municipal Police archives held in the Records of the Central Intelligence Agency. Record Group 263. On the 67 rolls of this microfilm publication, M1750, are reproduced some of the Shanghai Municipal Police investigation files, 1894-1944. See this pamphlet for a detailed overview of the collection: Records Of The Shanghai Municipal Police 1894-1949 Microfilm Pamphlet Describing M1750 See these files as embedded in the microfilm rolls here: SMPA Microfilm Rolls on the Internet Archive

The Chinese province of Shanghai has gained international recognition as a high performing education system with strong teaching and learning outcomes. One accountability mechanism in Shanghai's education reform strategy is statewide performance-based compensation (PBC), also known as performance- or merit pay. Providing a first time account of PBC in the Shanghai context, this study investigated variance in stated and perceived aims of this policy instrument. To explore this variance, the study drew on data from national, state, and school level policy documents, and data from interviews with 20 teachers and the principal in a high performing elementary school. The analysis revealed that PBC was intended to improve teaching quality. However, the teachers' perceived merit pay was meant to increase teacher enthusiasm, job satisfaction, and participation in teacher and student development activities. Importantly, the teachers perceived these aims as tangential from instructional improvement goals. Based on these findings, I argue that this particular PBC policy, as a manifestation of the marriage of standardization and incentivism, is unable to fulfill the promises of this marriage--to link incentives with homogenous, uniform metrics associated with a generic and shared notion of teaching quality.

The present study estimates the global validity of existing constructs and serves as the basis for the development of the "Self-Reported Study Habits for International Students (SR-SHI)" used to identify at-risk students in international programs. One-year classroom observations, recollection of study habits though interviews with high performing students show that they are mainly from low-context and individualistic countries while most low performing students come from high-context and collectivistic countries. Among other aspects, high performing students give opinions based on reading material and class content, use the expression "I think", ask questions in class, are on time, ask for feedback regarding assignments, take notes in class and while studying, look for the professor after class, sit at the front of the classroom and attend every class, study in silence and alone at regular times along the whole semester, read the material about two weeks before the exam, review notes before the exam, talk about the content with other students. On the other hand, low performing students remain quiet the whole semester, miss at least three classes per semester, are normally late, sit at the back of the classroom, don't take notes in class and never look for the professor after class hours. It seems that specific training programs at the start and during the semester as well as training on cultural intelligence were identified as necessary.

The performance of teachers in schools has become a questionable phenomenon during COVID-19 due to changing landscape of teaching. Since the performance of teachers is linked to performance of students, it is imperative to investigate the influencing factors for teachers’ performance. This study is conducted to examine the relationships between instructional leadership (IL), teaching autonomy (TA), school resources (SR), teacher self-efficacy (TSE), teacher performance (TP) and teaching workload (TW). A sample of 321 responses was collected using a Likert scale questionnaire. Partial least square–structural equation modeling (PLS-SEM) was used to analyze the data using Smart PLS 3. The findings of the study confirmed that TA, IL, and SR are significant antecedents of TSE. The study reports that TSE is a significant predictor of TP. The study reports that TSE is a significant mediator and TW is a significant moderator. The study suggests that TP can be improved with TSE which is improved by IL, TA, and SR. The school education administration in China is required to develop policies in line with this research to contribute to knowledge. The study recommends that the policymakers and practitioners should focus on school’s resources, I L and TA which significantly will improve the performance of teachers in China .

The performance of teachers in schools has become a questionable phenomenon during COVID-19 due to changing landscape of teaching. Since the performance of teachers is linked to performance of students, it is imperative to investigate the influencing factors for teachers’ performance. This study is conducted to examine the relationships between instructional leadership (IL), teaching autonomy (TA), school resources (SR), teacher self-efficacy (TSE), teacher performance (TP) and teaching workload (TW). A sample of 321 responses was collected using a Likert scale questionnaire. Partial least square–structural equation modeling (PLS-SEM) was used to analyze the data using Smart PLS 3. The findings of the study confirmed that TA, IL, and SR are significant antecedents of TSE. The study reports that TSE is a significant predictor of TP. The study reports that TSE is a significant mediator and TW is a significant moderator. The study suggests that TP can be improved with TSE which is improved by IL, TA, and SR. The school education administration in China is required to develop policies in line with this research to contribute to knowledge. The study recommends that the policymakers and practitioners should focus on school’s resources, I L and TA which significantly will improve the performance of teachers in China .

The performance of teachers in schools has become a questionable phenomenon during COVID-19 due to changing landscape of teaching. Since the performance of teachers is linked to performance of students, it is imperative to investigate the influencing factors for teachers’ performance. This study is conducted to examine the relationships between instructional leadership (IL), teaching autonomy (TA), school resources (SR), teacher self-efficacy (TSE), teacher performance (TP) and teaching workload (TW). A sample of 321 responses was collected using a Likert scale questionnaire. Partial least square–structural equation modeling (PLS-SEM) was used to analyze the data using Smart PLS 3. The findings of the study confirmed that TA, IL, and SR are significant antecedents of TSE. The study reports that TSE is a significant predictor of TP. The study reports that TSE is a significant mediator and TW is a significant moderator. The study suggests that TP can be improved with TSE which is improved by IL, TA, and SR. The school education administration in China is required to develop policies in line with this research to contribute to knowledge. The study recommends that the policymakers and practitioners should focus on school’s resources, I L and TA which significantly will improve the performance of teachers in China .

These are individual files from the over 60 microfilm rolls of the Shanghai Municipal Police archives held in the Records of the Central Intelligence Agency. Record Group 263. On the 67 rolls of this microfilm publication, M1750, are reproduced some of the Shanghai Municipal Police investigation files, 1894-1944. See this pamphlet for a detailed overview of the collection: Records Of The Shanghai Municipal Police 1894-1949 Microfilm Pamphlet Describing M1750 See these files as embedded in the microfilm rolls here: SMPA Microfilm Rolls on the Internet Archive

These are individual files from the over 60 microfilm rolls of the Shanghai Municipal Police archives held in the Records of the Central Intelligence Agency. Record Group 263. On the 67 rolls of this microfilm publication, M1750, are reproduced some of the Shanghai Municipal Police investigation files, 1894-1944. See this pamphlet for a detailed overview of the collection: Records Of The Shanghai Municipal Police 1894-1949 Microfilm Pamphlet Describing M1750 See these files as embedded in the microfilm rolls here: SMPA Microfilm Rolls on the Internet Archive