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| 1 | The Idea of a Normal University in the 21st Century显示文摘The establishment of normal colleges and universities is an important component of building a modern country,which possesses different value ethos with the universities.The emergence of theÉcole Normale Supérieure in Paris and the local normal schools has set a new model for teacher education around the world and promoted values and knowledge patterns promoted by them quite distinctive from those of the traditional European university.In order to improve the quality of teacher education,the models of teacher education in the U.S.,Japan,U.K.,etc.,are being continually innovated.China has created the teacher education model different with the U.S.,Japan,U.K.and France,which is a contribution to the development of international teacher education. | Ruth Hayhoe Jun Li | 2010 | Frontiers of Education in China2010，5，1： | 2 |
| 2 | A Chinese Puzzle显示文摘 | RUTH HAYHOE | 1989 | Comparative Education Review1989，，2： | 1 |
| 3 | The“Beijing Consensus”and the Chinese Model of University Autonomy显示文摘This paper attempts to address connections between the Chinese model for development or the“Beijing Consensus”and Chinese universities.Chinese universities seem to be caught between serving governmental agendas and pursuing their own goals as an academic community.Up until recently,they had become used to following the lead of the government,which often comes with rationales and approaches featuring pragmatism and utilitarianism.Drawing on the perspectives of social embeddedness and external control of organizations in higher education,we argue that the lack of dynamism and innovation that is hindering Chinese higher education’s development is largely owing to the political,social,and cultural factors prevailing in the environment in which the universities operate.Put in another way,Chinese universities are confronting a crisis,owing to the inbuilt constraints of China’s development model. | Qiang ZHA Ruth HAYHOE | 2014 | Frontiers of Education in China2014，9，1： | 1 |
| 4 | Chinese universities and the social sciences显示文摘 | Ruth Hayhoe | 1993 | Minerva1993，，4： | 1 |
| 5 | China in the Center:What Will It Mean for Global Education?显示文摘This paper begins by reflecting on the significance of the 16th World Congress of Comparative Education Societies which was held at Beijing Normal University(BNU)in August 2016.Part I focuses on China’s experience in educational development since the late 1970s,and the support provided by organizations such as the Canadian International Development Agency(CIDA)and the World Bank,which facilitated the rapid restoration of China’s universities after the Cultural Revolution and supported a dramatic social and economic transformation.Part II goes on to profile China’s rich educational civilization and suggests that the normal university is uniquely suited to bringing that to a wider world.Part III overviews China’s programs of support for educational development in Africa and Southeast Asia,and suggests that these embody forms of dialogue and reciprocity that have the potential to open up refreshingly new approaches to educational thought and practice in the global arena. | Ruth HAYHOE | 2017 | Frontiers of Education in China2017，12，1： | 1 |
| 6 | The formulation and transition of China’s educational policy from 1978 to 2007:A policy discourse analysis显示文摘Quite a lot is known about the dramatic changes in educational policy in China over the period after Deng Xiaoping came to power and declared China open to modernization,the world and the future.However it is rare to see a sophisticated analysis of the policy formulation and implementation process,set in the frame of the literature of critical discourse analysis,as is done in this volume. | Ruth HAYHOE | 2015 | Frontiers of Education in China2015，10，1： | 1 |
| 7 | Knowledge Across Cultures-A Contribution to Dialogue Among Civilization显示文摘 | Ruth Hayhoe Julia Pan | 2001 | Comparative Education Research Center of the University of Hong Kong2001，，： | 1 |
| 8 | Lessons from the Legacy of Canada-China University Linkages显示文摘This article looks at a series of university linkages between Canadian and Chinese universities that were supported by the Canadian International Development Agency as a result of a development agreement signed in 1983 between the two governments.It first reviews relevant theoretical literature on higher education in a global context,and discusses the methodology adopted for the study.Then it provides an overview of a major program of collaboration in management education between 1983 and 1996,presenting views of leaders and participants on both sides.The next section overviews parallel linkages in the areas of education,engineering,agriculture,and medicine over the period from 1988 to 2001,and draws on the literature around university partnerships to identify factors that led,in some cases,to long-term sustainable relationships,but not in all.The final section of the paper reviews two major culminating linkages in environment and law,and suggests that these may have significant lessons for current and future cooperation between Chinese and Canadian universities in a new era of global geo-politics. | Ruth HAYHOE Julia PAN Qiang ZHA | 2013 | Frontiers of Education in China2013，8，1： | 0 |
| 9 | Internationalization and Indigenization显示文摘Yang Rui has focused his research on issues of internationalization in China’s higher education since the time of his doctoral thesis and thus is able to probe this issue at a profound historical and philosophical level.In many ways,China is a dramatic example of how differently internationalization is experienced by countries which adopted Western models of the university in processes of self-strengthening or indeed colonization and had little time or opportunity to incorporate into them elements of their own rich indigenous traditions of higher learning. | Ruth HAYHOE | 2014 | Frontiers of Education in China2014，9，2： | 0 |
| 10 | A Narrative Background to the Study显示文摘It is both an honor and a pleasure for me to be co-editing this special issue of Frontiers of Education in China with Professor Yan Fengqiao of Peking University.We have worked together since launching this study of China’s move to mass higher education in 2006,with ever increasing commitment and involvement from our Chinese partners,as will be evident in the introduction Professor Yan has written to follow this one.There he reflects on the difference between the perspectives of insiders and outsiders in observing and interpreting the dramatic changes taking place in universities over these years,and the tensions that have emerged in the process. | Ruth HAYHOE | 2010 | Frontiers of Education in China2010，5，4： | 0 |
| 11 | '行动教育'与中国认识论的血与脉显示文摘在2004年国际教育教学委员会(ICET)大会上,顾泠沅教授指出,教师专业发展是解决学校课程教学问题的最后保障,但目前以讲授为主的教师在职教育,却面临理论向行动转移的困境。上海学校已普遍采用的校本教学研修制度,正向基于行动的学习型组织——“行动教育”范式转型。这种革新的尝试,特别关注小组学习,关注向经验学习,关注行动与反思的建构性联结,因此是教师实践智慧获得的必由之路,是促进教师专业成长的不竭动力,也是沟通教学理论与实践的桥梁,顾泠沅倡导的“行动教育”范式引起了与会代表的极大关注。加拿大安大略省教育研究院研究员、香港教育学院原院长Ruth Hayhoe(露丝·海霍)对顾泠沅教授的报告作了精辟的回应—— | Ruth Hayhoe 胡庆芳 | 2005 | 上海教育2005，，04A： | 0 |
| 12 | Introduction:Canada-China Educational Cooperation显示文摘The six papers in this special issue were presented at the concurrent sessions of a conference on Canada-China educational cooperation held on May 9-10,2014,at Tsinghua University in Beijing,and have subsequently gone through rigorous peer review and revision.1 The purpose of the conference was to reflect on the legacy of Canadian development assistance for China’s universities in the first two decades after the Cultural Revolution;and to examine the modality of university linkages that had been intended to foster a multiplication of contacts at the thinking level across the fields of management,engineering,agriculture,health,education,and environment(Hayhoe,Pan,&Zha,2013).How far had they contributed to China’s remarkable transformation,and what had been the impact on the development of Canadian universities?What lessons could be drawn for the very different circumstances of collaboration between Canadian and Chinese scholars and educators in the 21st century? | Ruth HAYHOE Julia PAN | 2015 | Frontiers of Education in China2015，10，3： | 0 |
| 13 | A Reflection on the Achievements of One of China’s Most Influential Scholars of Comparative Education,Professor Wang Chengxu,at 100显示文摘Wang Chengxu,born in 1912,has been one of the most influential figures in comparative education in China and this year is his 100th birthday.He received his Bachelor of Education degree from the National Zhejiang University in 1936,staying on as an assistant lecturer.In 1938,he was selected to study abroad on a Boxer Indemnity scholarship,obtaining his Teacher’s Diploma and Master of Education degree from the Institute of Education,University of London in 1941. | Robert ARNOVE Ruth HAYHOE | 2011 | Frontiers of Education in China2011，6，1： | 0 |
| 14 | BOOK REVIEW显示文摘This remarkable historical account of the life of an influential American missionary educator is translated from an original Chinese version.A historian,with a doctorate in history from Peking University,Hao Ping based his study on a wide-ranging and meticulously selected set of original documents. | Ruth HAYHOE | 2019 | Frontiers of Education in China2019，14，2： | 0 |
| 15 | Educational policy borrowing in China:Looking West or looking East显示文摘Charlene Tan.Abingdon,England and New York,NY:Routledge,2016.202pp.,(hardback),£95 and$160,ISBN:978-041-574-324-2.This remarkable book contributes in multiple ways both to our understanding of current schooling and educational issues in China,and of processes of educational and cultural borrowing,a core theme in the field of comparative education.It is broad in scope as well as rich in empirical depth. | Ruth HAYHOE | 2016 | Frontiers of Education in China2016，11，3： | 0 |
| 16 | A Bridge Too Far?Comparative Reflections on St.Paul and Confucius显示文摘This paper is a personal reflection on a lifetime experience of bridging the values and ideas of two distinctive faith traditions:the Christian and the Confucian.The author has chosen to focus on the lives and beliefs of two great teachers:St.Paul in Europe of the first century CE and Confucius in China of the 5th century BCE First the context in which they lived their lives is sketched out and then their core messages are abstracted from the texts they left behind and juxtaposed.Of particular interest is the way in which they viewed the end of life,given the fact that neither could have known the enormous influence their teachings were to have on future generations. | Ruth HAYHOE | 2012 | Frontiers of Education in China2012，7，3： | 0 |
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