| The purpose of this study was to develop a richer understanding of teacher effectiveness through cross-cultural analyses of the practices and beliefs of selected China and U.S. teachers who have received national awards for their teaching. This study was based upon an interpretivist, phenomenological design that used semi-structured interviews, classroom observations, and artifacts for data generation/collection. Twelve China teachers and 13 U.S. teachers participated in this study. This study revealed similarities and differences between U.S. teachers and China teachers in their patterns of instructional practices and professional thinking. The major similarities found between them were: using a variety of instructional activities which spanned across different cognitive levels; being opportunistic planners to maximized meaningful student learning; having high student engagement; presenting effective classroom management skills; and maintaining a learning environment that was conducive to optimal learning. Primary differences between U.S. and China teachers' classrooms included the types of instructional activities used and their beliefs and practices in the areas of instructional planning, differentiation, assessment, classroom management, relationships with students and parents, and professional development. |
