A Comparison Between Chinese and American Education Models Based on Case Study of Education Assistance in China and Inclusive Education in the United States
Abstract
Educational inequity has always been an issue that needs to be addressed in every country. However, due to the differences in social backgrounds and educational systems, the approaches taken by China and the United States are not the same. This study compares the differences in education between China and the United States through the research methods of case study and literature review, based on the study of the policies and programs of China and the United States to address this issue. China's educational assistance has narrowed the urban-rural education gap in a short period of time, and there is instability in teaching resources. Teachers' teaching skills need to be improved and educational resources optimized to ensure that the benefits of educational assistance are maximized. In the United States, inclusive education aims to ensure that all children have equal access to education, but there are still problems in practice, and there is a need to strengthen the protection of minorities so as to ensure a balanced allocation of teaching resources.
References
- Yan Luo, Fei Guo & Jinghuan Shi (2018) Expansion and inequality of higher education in China: how likely would Chinese poor students get to success?, Higher Education Research & Development, 37:5, 1015-10349
- Yueying Wang. (2019). Supervision, Human Care and the Implementation of Supporting Education Policy—Interpretation of Supporting Education Policy and Analysis of Policy Logic
- Zheng X, Meng, Y. The Changes, Implementation Effectiveness and Future Prospects of the Rural Compulsory Education Teachers' Special Job Program Policy[J]. Educator, 2022,(32):11-13.
- Zhang, M, Xu, T. Air Force's “Lantianchunleijihua”focuses on education and poverty alleviation [J]. Society and Public Welfare, 2022,(11):70-71.
- Liu, Y.Research on WeChat Public Service Communication of Educational NGOs in China [D]. Wuhan University of Technology, 2016.
- Dee, T. S., & Jacob, B. (2011). The impact of No Child Left Behind on student achievement. Journal of Policy Analysis and management, 30(3), 418-446.
- Peder Haug (2017) Understanding inclusive education: ideals and reality, Scandinavian Journal of Disability Research, 19:3, 206-217, DOI: 10.1080/15017419.2016.1224778
- Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. ASCD.
- Pane, J. F., Steiner, E. D., Baird, M. D., & Hamilton, L. S. (2015). Continued progress: Promising evidence on personalized learning. RAND Corporation.
- Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129-147.
- Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in US schools. Educational Researcher, 35(7), 3-12.
- Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
- Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
- Smith, R. (2021). Comparing Education Systems: China and the United States. International Journal of Educational Development, 80, 102-112.
- Li, Y. (2020). Challenges in Rural Education: A Case Study from China. Rural Education Journal, 29(2), 20-34.
- Adams, P. (2019). Educational Outcomes in the US: An Analysis of Policy Impact. American Educational Research Journal, 56(5), 1308-1330.