Project name：Educating Moral Citizens in a Globalizing World: A dialogue between Beijing and Sydney
Person-in-charge： TANG Chuanbao (FOE)
Murray Print（Faculty of Education and Social Work，USyd))
The proposed study focuses on the discussion of the concept of “good citizen,” and attempts to take an intercultural and multi-disciplinary approach to exploring the issue of “civic virtue” as the intersection between citizenship education and moral education. It intends to define the concept of “civic virtue” and hence helps to better nurture “good citizens (qualified citizens) ” awareness among people.
Traditionally citizenship education belongs to the field of political education. A dominant view in the West is to differentiate qualities of a citizen from moral qualities of a person, and thus citizenship education is regarded as a distinct field from moral education. However, according to Lee Wing On and his colleagues, the notion of “citizen” is always associated with the concept of “morality”, and “a good citizen” often means “a moral citizen” in the context of East Asia. Consequently the two fields of citizenship education and moral education overlap in terms of how to educate for “civic virtue”.
The following questions call for our attention and further study:
1. What is a “good citizen” (the meaning of “civic virtue”)?
2. How to nurture “civic virtue”?
3. What are the implications of the concepts of “civic virtue” and/or “good citizen” in education?
Project name：Sino-Western Culture Conflict and Dialogue: Education and State Formation in Republican China(1912-1949)
Person-in-charge： SUN Banghua (FOE)
Yeow-Tong CHIA（Faculty of Education and Social Work，USyd）
Our proposed project examines the role of education in the formation of the new Chinese republican state. In particular, it focuses on civics and history curriculum, and its relationship to state formation. Key questions for this study include:
1. What then are the civic and citizenship education programs (and their aims) that were introduced from 1912 to 1949?
2. What is the nature of citizenship education in the Republican China?
3. What is the role and relationship between citizenship education and state formation and nation building?
4. To what extent do all the above aspects reflect the dialogue and conflict between the East and the West?
Project name：Augmented Reality Application in Science Education
Person-in-charge： CAI Su (FOE)
Michael Jacobson（Centre for Computer Supported Learning and Cognition，USyd)
The goal of this project is to enhance current teaching methods that mainly rely on static texts and images through the use of Augmented Reality (AR) learning environments. In this research, we will explore pedagogical factors and approaches when integrating AR into learning systems that may improve the grasp of challenging knowledge and skills.
There are three main facets of this project.
First, we will study the relationship between a diversity of learning theories and AR-based learning environments. We’re going to discuss the supporting role of situational cognition theories and learning activity theories in the application of AR-based teaching methods.
Second, we will explore ways by which AR interactive technologies can be integrated in teaching contexts. As part of this work, we will develop a prototype AR system based on ordinary camera capturing and further assemble an experiment collection of blended interactive teaching practice in science education disciplines. We will also adapt an immersive 3D virtual world for use in Chinese secondary science classes.
Third, we will conduct preliminary research to compare the actual learning outcomes associated with the use of the AR and virtual world technologies developed in this project. Overall, this project will provide baseline data of how innovative teaching and learning approaches based on AR technologies may be used in Chinese educational contexts.
Project name：Growth (‘Personal Best’) Goals: A Comparative Study of Chinese and Australian Students
Person-in-charge： YU Kai (FOE)
Andrew Martin（School of Education and Social Work (Educational Psychology，USyd)
The proposed study is focused on China and its juxtaposition with Australia. In this study, we exploresimilarities and differences in growth (‘personal best’, PB) goals and their effects across the two countries’contexts.
Specifically, the proposed research project aims to understand the nature and role of growth (PB) goals through the following research questions: (i) How are the psychometric properties of growth goals similar to or different from each other across Australian and Chinese contexts? (ii) How do growth goals operate as a function of gender, age, family background, socio-economic status, and geographic location (urban, regional) across Australian and Chinese samples? (iii) What is the impact of pursuing growth goals on students’ academic outcomes (e.g., achievement, motivation, engagement) for each of the Chinese and Australian samples? (iv) How do the effects of growth goals compare to the effects of other well-recognised goal approaches (e.g., mastery and performance goals) for Chinese and Australian students? (v) For each nation, to what extent are growth goals effective at student, classroom, and school levels? (vi) Based on the findings of this study, can we develop a strategy framework for schools, teachers, and psychologists/counsellors that allows a focus on students’ growth and optimises students’ academic trajectories?
In addition to generating new insights into cutting-edge motivational phenomena, the proposed study is also an opportunity to further build on Martin and Yu’s previous (2012) collaborative data collection, data analysis, and article writing (currently in review at the journal ‘Educational Psychology’).
Project name：An Exploratory Study of Primary School Teacher Job Satisfaction: Cases in the North, South and West of China
Person-in-charge： PEI Miao (FOE)
Lesley Harbon（Faculty of Education and Social work，USyd))
Our proposed research will examine the perceptions of teachers and head teachers regarding job satisfaction and career progression. An amount of this examination of perceptions will necessitate the examination of: teacher emotions, self-beliefs, motivation, the notion of how for some teachers, teaching as their vocation/mission in life, and teaching as a make-a-difference cause, the China context, specifically the curriculum policy context, and the local cultural context.The research will be both quantitative and qualitative in design. And this project will identify factors impacting on the satisfaction/dissatisfaction among primary school teachers in 3 regions in China – North, South and West. By identifying such factors, recommendations can be made to enhance teacher satisfaction and ultimately teacher performance.
Project name：Charting Trade in Higher Education Services: Asian Perspectives
Person-in-charge： DU Yuhong (FOE)
Anthony Welch（Faculty of education and social work，USyd）
Objectives for the project are:
1．to chart the extent of trade in higher education services, in both public and private higher education institutions (HEIs), using the WTO/GATS Four Modes of Service Sector Trade as a framework, and
2．to accurately estimate earnings for the 3 nations selected (China, Malaysia and Singapore). This does not imply the acceptance of the WTO/GATS framework, but rather that it forms a clear way of distinguishing modes of trade, and hence a useful way of organizing the research.
The initial phase (first year) of the project is focused on Mode 2 (Student mobility), but it is proposed that later stages (second and third years) might examine foreign branch campuses, language services, provision of consultancy services, and other aspects of the trade. Hence the initial objective is to gather accurate data on the extent of student flows into the 3 selected countries, and to estimate as carefully as possible the total amounts earned, from both fees and associated living costs. While such estimates have long been available for major OECD nations, equivalent research has not been done in Asia, and certainly not a systematic comparison of the 3 largest Asian hosts of international students, each of which has ambitious plans to expand further.
Project name：Equity Matters: Historical Antecedents and Developments across China and Australia
Person-in-charge： HONG Chengwen (FOE)
Rob Tierney（Faculty of Education，USyd)
This study is a comparison study on Sino-Australian education equity of higher education access and enrollment.
This study will focus on three main targets: show the real situation of the enrollment policy and their practice at universities; analyze the effect of the policies; and explore the problems related to the enrollment equity. Based on the findings, some suggestions will be proposed to improve equity with regards to the university enrollment.
This study will firstly explore the historic development of the policies related to the enrollment in both China and Australia. In the second part, we are going to conduct a systematic study on the policy evolvement in both China and Australia. In the third part, we are going to select 3 to 4 main issues related to the enrollment policy and explore which issue is the most challenging for the two nations. We are also going to use some experience from USA to offer a background for us to do a better comparison and analysis. In the last part, we are going to provide some policy suggestions for the governments of the two countries.
Project name：Research of Drama in Education (Theater in Education) Promoting the Juveniles’ Moral and Citizenship Development
Person-in-charge： MA Liwen (FOE)
Michael Anderson（Faculty of Education and Social Work，USyd)
The Objectives of the research proposal are as following:
1. To look into the status of DiE (TiE and other applied theater ) in Australia and New Zealand, including the status quo, experience from past projects and development tendency. To deeply analyze China’s status quo and development opportunity of DiE and TiE, and to promote the development of moral education and citizenship education through TiE and DiE based on the experience we extract from Australia and New Zealand.
Project name: Towards Culturally Responsive Policy-making and Reform: Teacher Development and Minority/indigenous Education in Rural Context
Person-in-charge： ZHENG Xinrong (FOE)
Allan LUKE（Faculty of Education and Social Work，QUT）
This research is proposed on the basis of two previous nation-wide studies on rural teachers in China during the past two years. In 2011 and 2012, the existing research findings and needs inspired us to propose this research that attempted to address the following questions:
1．What are the current policies centering on the recruitment and retention of quality teachers in remote rural teaching posts in minority/indigenous regions in China and Australia? To what extent were the goals achieved because of the policies and what are the challenges? How can the experiences and research in the two social contexts shed light on each other’s efforts of promoting equity and quality in minority/indigenous education?
2．What are the characteristics of the processes of policy-making and implementation at different governmental levels in the field of education in China, particularly in relation to the “special-post plan” aiming at the development of rural teachers? How is this field structured and interrelated to other fields and issues, including ethnicity, gender, language, local culture, and regional developmental gaps?
3．Who are the major stakeholders in the field of minority education in rural China and how do various groups involved in minority education perceive and interact with the existing and/or proposed policies concerning the recruitment and retention of quality teachers at high-needs schools for minorities, with a focus on the “special-post plan”?
Project name：Transformation of Today’s Classrooms towards Smart Learning Environments
Person-in-charge： CHEN Guang (FOE)
Kinshuk（School of Computing and Information Systems，AU）
KONG Siu Cheung（Department of Mathematics and Information Technology，HKIEd）
The objectives of this research proposal are：
1. To investigate the teaching and learning methods in three different kinds of classrooms, namely (a) traditional classroom; (b) scattered technology (ad-hoc use of technology) classroom and (c) integrated technology classroom, to identify different types of classroom use of technology.
2. To compare the teaching and learning methods adopted for the same subjects at the same grade of schools in Mainland China, Canada and Hong Kong (two schools from each region).
3. To help teachers to integrate technology for supporting smart learning in technology-rich classrooms based on established frameworks, such as TPACK.
This research focuses on three research questions:
1. What kind of classroom environments would support students in learning different subjects more effectively, efficiently and engaged?
2. What kind of social and cultural factors would influence teaching and learning in technology-rich classrooms?
3 .What kind of pedagogical changes would suit today’s learning needs; and how can smart learning environments support the changes?