The cultural aspirations, attitudes and behaviour of both parents and children play an important part in academic attainment. Research has shown, the more parents are engaged in the education of their children, the more likely their children are to succeed in the education system (Harris, 2007). School improvement and school effectiveness research consistently shows that parental engagement is one of the key factors in securing higher student achievement (Goodal et al, 2010). This article will examine the effect of parental aspirations on education in both China and England.
It is argued parents in China have greater educational expectations for their children than do parents in the England (Jin et al, 2014). Researchers have attributed the high academic achievement of students in China to their parents' high expectations and willing-ness to put in time and effort for their children's education (Schneider & Lee, 1990; Stevenson & Lee, 1990). Chinese parents place more emphasis on effort and English parents have a more fatalistic approach and place more emphasis on ability and IQ. Chinese parents often view their child’s difficulty with the educational material as directly related to a lack of effort by their child. In contrast, English parents are more likely to rationalise their children’s difficulty as a deficiency in the ability of the child, the teacher, or even the school (Li, 2003).
Issues surrounding parental aspirations in England appear to be more closely related to social class; the gap between rich and poor children is already large at the age of three, but continues to widen in the primary and early secondary years. One of the biggest distinctions between poorer and richer families is the extent to which parents aspire towards higher education, and how much they believe their own actions can make a really big difference in the lives of their children (Goodman, 2010). A report by the Joseph Rowntree Foundation (2010) found that only 37 per cent of the poorest mothers hoped their nine-year-old would go to university compared with 81 per cent of the richest mothers. However, in China education has been highly valued since classical time, regardless of economic or social position.
Parents in China play a strong role in their children's education through encouraging high aspirations and promoting academic achievement (Kao, 1995; Zhou, 2000). Traditional Chinese philosophy emphasises education above other values. This cultural value on learning continues to be important in Chinese society today; a high standard of education is associated with higher social status and the vast majority of parents have high expectations for the educational achievements of their children. This, together with the introduction of the one child policy, leads to parents making great sacrifices in order to ensure that their children receives the best possible education. Parents and entire families place their hopes in the educational success of their single offspring (Deodhar, 2012). However this pressure to do well can have a negative effect on young peoples mental health and increasingly England too.
Although it is clear to see there is a distinct correlation between parental aspirations and academic attainment in both England and China, in England there is a much larger gap between disadvantaged children and their peers. This difference is not seen in China possibly due to the suggestion of there being no social class.
By Zoe Westgarth
England and China class sizes compared
In this article I will make comparisons between the impact of smaller class sizes on student achievement in England and China.
Smaller classes are favoured by parents and teachers. England and China are recognised as having large classroom sizes. The issue with small class sizes is that money spent on smaller classes can not be spent on better teacher salaries, and better opportunities for the professional development of teachers.
According to the The annual report on education in richer nations by the Organisation for Economic Cooperation and Development the average class size twenty-one. However the average class size in the UK state sector is twenty-six which is marginally higher than the average. The cause of the increase in classroom sizes are due to pressure being placed on schools by rising birth rates and the effects of immigration, and experts have claimed that large classes can reduce the quality of children's education.
China similarly have large classroom sizes with an average of thirty-eight pupils. However in China class size depends on the region. In a national minority area the average class size is twenty-four, but in towns forty it is forty. Cultural factors also affect the classroom sizes throughout the year, as in some rural areas teachers and pupils are permitted to help family agricultural work for planting or harvesting, so there are seasonal variations in class sizes.
The quality of additional teachers that are brought into schools can determine whether or not having a large class size will be an issue. Chinese teachers are known to be well trained, and highly qualified and therefore see little correlation between class size and learning outcomes. Benbow, Mizrachi, Oliver & Said-Moshiro (2007) described that large class size is an inevitable feature of the developing countries.
Evidence suggests that class sizes do in fact contribute to the quality of learning in England, as one can not separate out teacher quality from the social context. Larger classes in most regions of the UK would have a negative effect because of student behaviour, which is not a problem they face in the high-performing countries like China. Achievement and working conditions are also negative effects of having large classes in England, and so it is evident that smaller classes produce higher achievement levels. (OECD 2014). The predicament however is that smaller class sizes mean that it is necessary to bring in more teachers to raise more classes which is costly.
To conclude research indicates that increasing class sizes have a detrimental effect on student behaviour and in hindsight, reduce the opportunities for schools to provide the level and quality of teaching that is needed to enhance student learning and achievement. Cramped conditions may adversely affect children’s behavior and academic performance (Maxwell 2003; Evans, Saegert and Harris 2001). Research evidence suggests that reduced class size in the early years of primary education is positively associated with higher academic attainment and a better attendance record (Finn et al. 2001). However smaller class sizes are costly as highly trained teachers are required. As previously mentioned it is inevitable to have larger class sizes in China as it is a developing country. However teacher quality in China is at a high level, and therefore class size may not be as detrimental towards students many believe them to be.
Jadene Richards
Comparisons of Education in China and England
This piece of writing analyses the differences and similarities of the schooling between England and China. It primarily focuses on the time children spend pursuing academic endeavours – not only in the classroom, but also in the home. To do this, I will be comparing and contrasting two articles. The first is an article from China Daily (2007) ‘Chinas children too busy for playtime’, which discusses the hours, which children put into study and how this affects their time to play. The second article, written by The Telegraph (2014) ‘Children face nine-hour school days and shorter holidays’, looks at the possibility of extended school opening times in England.
In the China Daily article, it is argued that the length of hours children are expected to work has negative connotation on children’s mental health. A consequence of extended academic hours is a reduction playtime for Chinese children. This is met with negativity in the article: China daily (2007: p.1) as it, leads to “increases in stress, psychological problems and even tragedy.” In fact, An Hui, when discussing the lack of playtime afforded to her daughter, Zhuzhu, laments, the fact that “this is the reality of China”. In comparison to this, The Telegraph (2014: p.1), suggests that increased hours of schooling would benefit children and society as a whole, “transforming the lives of most households” within two years and that this “once in a generation reset” would be of vast benefit to children in England. However, the increased hours of schooling I feel are not only to benefit the child but the economy also, this comes apparent to me being aware of the political alignment that the telegraph follows.
Interestingly, however, both articles recognise the advantages to extended schooling hours with regard to the competitive nature of the workplace. The Telegraph (2014) proposes that increased hours of education will be useful in facilitating the transition between study and work. However, I do not feel children are at the age for the world of work. The Telegraph (2014: p1) says that extended days would boost educational standards and “prepare children for the world of work by getting them use to full days”. Similarly, the China Daily (2007: p1) places the need for longer working hours on the “country’s highly competitive market for university places and jobs.” Both articles, therefore, recognise the economic benefit of longer school hours.
In conclusion, both articles address the hours of schooling partaken in England and China. The China Daily highlights the negative effects this has on children: sleepless nights, depression and even suicide seem to be consequences of the Chinese model. However, it appears to concede to the necessity of study in an incredibly competitive marketplace. The Telegraph (2014), in contrast, appears to view extended opening hours in a wholly positive light. I however, do not see these extended hours as a positive, I feel that it will reduce the time which children should participate and enjoy social activities. It suggests that increased studying hours will ease the transition from study to the workplace. Not only this, it will address the issues of childcare along the way. Both articles, therefore, recognise the benefit of extended schooling hours. However, they differ in their views of this concept. The Chinese do so with reluctance. The English however, appears, to embrace the increased schooling hours.
References:
The Telegraph (2014) Children face nine-hour school days and shorter holidays. Available at: http://www.telegraph.co.uk/education/educationnews/10606439/Children-face-nine-hour-school-days-and-shorter-holidays.html [Accessed: 2nd November 2014]
China Daily (2007) Chinas children too busy for playtime. Available at: http://www.chinadaily.com.cn/china/2007-05/13/content_871182.htm [Accessed: 2nd November 2014]