Relevant bibliographies by topics / High schools – China

Academic literature on the topic 'High schools – China'

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Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "High schools – China"

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Zhaohe, Wang, and Ian K. Bradbury. "Geography in High Schools in China." Journal of Geography 92, no. 6 (November 1993): 244–46. http://dx.doi.org/10.1080/00221349308979665.

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Wu, Yong Cheng. "Research on School Sports Insurance in China." Advanced Materials Research 271-273 (July 2011): 1049–52. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1049.

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Sports insurance originates in the nature of sports-high risk, and its basic position in the sports industry is determined by its particularity. However, sports insurance in China is only limited to high-risk competitive sports. School sports insurance is still in the development stage. The self-construction of sports insurance and insurance codes are imperfect with few sectors. What’s more, because of weak insurance consciousness of schools and students, unavoidable sports accidents take great pressure to the school, family and the student, which make an impact on the normal operation of schools. Thus it is necessary and urgent to build up and perfect school sports insurance.
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Zhong, Minghua, and Jian Zhang. "Analysis of the citizenship education of China’s junior high school stage." Asian Education and Development Studies 4, no. 2 (April 13, 2015): 190–203. http://dx.doi.org/10.1108/aeds-05-2014-0018.

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Purpose – In China, it is the continuation of citizenship education in primary schools, which lays the foundation for citizenship education in senior high schools. So the authors have chosen citizenship education at the junior high schools stage in mainland China as the purpose of this paper is to provide answers to three research questions: (1) is ideological and moral education citizenship education at junior high schools in China? (2) What is the content of citizenship education at junior high schools in China? (3) What are the characteristics of citizenship education at junior high schools in China? Design/methodology/approach – This paper adopts the methods of literature review and text analysis. Text analysis means that researchers must study from the surface to the depths of a text and grasp the profound meaning which cannot be found otherwise by general readers. Of course, there are many modes of text analysis. Here, we mainly adopt intertextuality and dialogue analysis modes to understand citizenship education and its characteristics from the Ideology and Morality textbooks. The analysis of the textbooks has been carried out from three perspectives (i.e. the concepts, contents and teaching methods of citizenship education), where the focus is on the analysis of the textbook content. Through literature review, this study presents a critique of the definitions, and of analogous and conflicting ideas, to provide answers to research questions RQ1 and RQ2. Because of the authority and representativeness of the Ideology and Morality textbooks in citizenship education studies at the relevant stage in mainland China, they are chosen and are subject to text analysis from three perspectives (i.e. the concept, content and teaching method of citizenship education), to answer RQ3. The paper’s argument is built on an appropriate base of theory and concepts. Findings – Through a textual analysis of Ideology and Morality for junior high schools in China, we can report the following findings: First, the junior high school ideological and moral course is citizenship education with Chinese characteristics. Second, the contents of citizenship education in junior high schools in China include the identification of the Chinese state and nation, the enhancement of citizenship education based upon the unity of right and obligations, and the importance of the contents and requirements of such civic knowledge as a means for public consciousness education. Third, the methods involve classroom instruction and the participation in practical activities. Originality/value – The Ideology and Morality course in junior high schools in China is representative of a citizenship education that has Chinese characteristics. The citizenship education at this stage is peculiar, but its construction is far from perfect. Besides, this special form of education is now facing challenges from burgeoning nationalism and globalization, which is creating pressure for the improvement of the theories of citizenship education presented in this period, the standardization of its content and the change of its methods of delivery. This paper sheds light on this issue to some extent.
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Anderson, Kathryn, Xue Gong, Kai Hong, and Xi Zhang. "Do selective high schools improve student achievement? Effects of exam schools in China." China Economic Review 40 (September 2016): 121–34. http://dx.doi.org/10.1016/j.chieco.2016.06.002.

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Ji, Yanyan, and Yanjun Zhang. "New Curricular Standards of Senior High Schools in China." Beijing International Review of Education 1, no. 2-3 (June 29, 2019): 579–83. http://dx.doi.org/10.1163/25902539-00102008.

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China has embarked on a new wave of curriculum reform since 2018. New Curricular Standards attempts to reposition high schools with the aim of improving the quality of citizens nationwide. It repositions basic education for the public which shall not only prepare students for university, but also for students to adapt to social life and career development, thus laying a foundation for their whole-life development. Emphasizing the key competence that students are expected to possess and formulating the academic quality standards are the two major innovations in this reform.
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Cai, Zhengjie, Ziwei Zhang, Mao Zeng, Jinli Xian, Xun Lei, and Yong Zhao. "Differences in Lifestyle Behaviours of Students between Inner Urban and Peri-urban High Schools: A Cross-Sectional Study in Chongqing, China." International Journal of Environmental Research and Public Health 17, no. 7 (March 28, 2020): 2282. http://dx.doi.org/10.3390/ijerph17072282.

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Background: Lifestyle behaviours of students from schools in different socioeconomic areas may be different. Few studies have investigated such topics in China. This study aimed to explore the differences in lifestyle behaviours between inner urban high school students (IUHSSs) and peri-urban high school students (PUHSSs). Methods: A cross-sectional survey based on a self-report questionnaire was administered among 1560 high school students (726 from inner urban high schools and 834 from peri-urban high schools) in Chongqing, China. Physical activity, sleep time, screen time and dietary behaviours were assessed according to a series of recommendations of Chinese guidelines. Results: No significant difference was found in meeting the recommendation for daily physical activity between IUHSSs and PUHSSs (7.6% vs. 6.8%, p > 0.05). PUHSSs were more likely to meet the recommendations of weekdays’ sleep time (14.9% vs. 5.4%, p < 0.001), weekdays’ and weekends’ screen time (85.4% vs. 76.7%, p < 0.001; 21.1% vs. 14.3%, p < 0.001), and had higher proportion of high-score group of dietary behaviours (58.6% vs. 36.4%, p < 0.001) than those of IUHSSs. IUHSSs were more likely to meet the recommendation of weekends’ sleep time (75.6% vs. 67.9%, p < 0.001) than that of PUHSSs. Conclusions: A low proportion met the recommendations of physical activity, weekdays’ sleep time and weekends’ screen time among high school students in Chongqing, China. Lifestyle behaviours may differ between inner urban and peri-urban high school students. Additional support or targeted health education should be provided by high schools to improve the lifestyle behaviours of students, especially in inner urban districts.
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Yu, Lihong, Qiuqian Song, and Junxiang Miao. "A Study on the Problems and Countermeasures of Oral English Teaching in Rural Junior Middle Schools under the Background of Man-machine Dialogue Examination in China." Theory and Practice in Language Studies 9, no. 7 (July 1, 2019): 810. http://dx.doi.org/10.17507/tpls.0907.09.

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English is a main subject of high school entrance examination in China. Many Students have learned English for more than ten years, but they are still unable to communicate with others in English after they graduate from middle school or even high school because of the poor oral English. With the advocacy of the new curriculum reform and quality-oriented education, many provinces and municipalities in China have introduced oral English test into the English exam of high school entrance examination. However, comparing with urban students, students’ oral English in rural areas is relatively weak, which is undoubtedly a huge challenge for rural junior middle schools. Hence, rural junior middle schools need to take measures to improve the oral English of students. This paper analyses the problems of oral English teaching in rural junior middle schools from the aspects of teaching facilities, teachers and students, putting forward some suggestions accordingly.
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Jia, Cun-Xian, Shi-Bao Li, Mei Han, and Qi-Gui Bo. "Health-Related Factors and Suicidal Ideation in High School Students in Rural China." OMEGA - Journal of Death and Dying 73, no. 3 (March 5, 2015): 263–74. http://dx.doi.org/10.1177/0030222815576126.

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The study aimed to understand the reporting rate of suicidal ideation and its health-related factors in 1,378 high school students in rural China. These students were recruited from two high schools in Lijin County, Shandong Province, China by using a stratified random cluster sampling method. Overall, 13.5% of the sample reported having suicidal ideation in the past year, and there was no significant difference between boys and girls in reporting rate of suicidal ideation. Nightmares, physical activity, and sleep duration as well as family environment, paternal education, and mental heath status were significantly associated with suicidal ideation. More efforts for these factors should be considered in suicide prevention for high school students in rural China.
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Shi, Qi, Xi Liu, and Wade Leuwerke. "Students’ Perceptions of School Counselors: An Investigation of Two High Schools in Beijing, China." Professional Counselor 4, no. 5 (December 2014): 519–30. http://dx.doi.org/10.15241/qs.4.5.519.

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Shell, Duane F., Ian M. Newman, and Ming Qu. "Alcohol Expectancies Among High School Students in Inner Mongolia, China." Asia Pacific Journal of Public Health 21, no. 4 (September 25, 2009): 433–41. http://dx.doi.org/10.1177/1010539509344345.

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Objective. This study examines differences in Chinese high school students’ alcohol expectancies by drinking status (nondrinker, occasional drinker, regular drinker) and gender (male, female). Method . The authors administered the Chinese Adolescent Alcohol Expectancy Questionnaire (CAEQ) to a convenience sample of 1244 high school students (M = 627; F = 617) from schools in Huhhot City and Tongliao City in Inner Mongolia, China. Results . Differences were found in the 8 CAEQ factors (3 negative and 5 positive factors). Regular drinkers had lower negative consequences and higher positive perception expectancies than nondrinkers or occasional drinkers. Nondrinkers had higher harm to person/reputation expectancies than occasional or regular drinkers. Occasional drinkers had higher beneficial/moderation and lower harm to person/ reputation expectancies than nondrinkers. Boys had higher positive perception expectancies than girls. Conclusions . Expectancies are associated with Chinese adolescents’ drinking. Identifying the characteristics of alcohol consuming youth can inform the development of prevention interventions and alcohol policies.
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Dissertations / Theses on the topic "High schools – China"

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Zhang, Lei. "School and teacher effectiveness of senior high schools in Western China." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701391.

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Pang, Sun-keung Nicholas, and 彭新強. "School climate: a discipline view." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956166.

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Leung, Bo Wah School of Music &amp Music Education UNSW. "Creative Music Making in Hong Kong Secondary Schools: The Present Situation and Professional Development of Music Teachers." Awarded by:University of New South Wales. School of Music and Music Education, 2002. http://handle.unsw.edu.au/1959.4/18665.

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Present research provides strong support for the use of creative activities in school music programmes based on evidence that learning music is more effective when students are exposed to authentic, experiential learning activities, rather than verbal descriptions and explanations by the teacher. Based on this background the purpose of this study was to address the need to train music teachers with the confidence and skills necessary to incorporate creative music making in their classroom teaching. The study was divided into two phases. Phase I included a questionnaire survey that investigated the current situation of music teaching in Hong Kong secondary schools. To extend this survey three composers and three curriculum planners were invited to participate in semi-structured interviews in order to survey their opinions and suggestions on creative music making. Based on the literature review and findings from Phase I, Phase II focused on the design of a teacher education programme that would prepare teachers to undertake creative activities in their classroom music teaching. The programme was trialled twice with two groups of in-service music teachers studying at the Hong Kong Institute of Education. The trainees were asked to design their own creative projects that were taught during a four-week Teaching Practice session. Findings reveal that the most effective creative projects possessed a logical teaching sequence, addressed students???? musical preferences, and integrated listening and performing activities with the creative task. Findings suggest that Hong Kong music teachers should adopt the techniques proposed in this study when designing and implementing their teaching programmes in order to nurture the musical creativity of their students. Music teacher education programmes in Hong Kong should also consider revising their modules so that they provide more balance between theory and practice, and integrate subject-based knowledge with pedagogical skills. A major conclusion of the study is that music teaching in Hong Kong secondary schools would benefited from a balance between creating, performing and listening activities where teachers apply a student-centred approach to expose their students to active, experiential and reflective learning environments in which creative musical expression is fostered at all levels of student development.
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Leung, Chi-kin Michael, and 梁志堅. "Principal's leadership style, teachers' morale and school effectiveness: perceptions of teachers inaided secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956555.

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Nung, Tai-fai Paul, and 農大煇. "Subject department effectiveness: a case study of three secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31225032.

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O, Sui-fong, and 柯瑞芳. "School based management: a way to improve teacher performance in Hong Kong Government schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3028823x.

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Lam, Yuen-kwan, and 林宛君. "Teachers' perception of leadership in school-based management (SBM)schools: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30217544.

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Jiang, Yimin, and 蔣逸民. "Family environment and academic achievement in Nanjing secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244294.

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Leung, Pui-ling, and 梁佩玲. "Achieving quality education: a study of secondary school principals' and teachers' perception and strategiesfor promoting quality in their schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962300.

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Liu, Lin Lucia, and 柳琳. ""Muddling through": a cultural perspective onlife in schools for China's deviant students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329903.

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China’s radical social transformation, brought about by its rapid economic growth, has placed more of its youth at risk. There has been an increase in juvenile delinquency, internet addiction, school bullying, and gang involvement. Research on this subject in China has attributed the problem to lower socioeconomic status of students’ families, faulty parenting style, academic failure, and aggressive personality. However, the dominant discourse virtually ignores the lives of young people within their context and fails to examine what a deviant lifestyle means to them. This research addresses this limitation by examining the process through which unprivileged students navigate through the problems they face in secondary schooling and construct a deviant subculture. This was accomplished through an intensive fieldwork in an urban secondary school in southeast China with participant observation and interview methods to collect data on a range of students, their parents and teachers over an eight-month period. The results of the data analysis reveal that school plays a critical role in the formation of students’ deviant identities. Its preoccupation with academic performance and bureaucratic management pushes students who bear with cumulative disadvantages inherited from their families and community to a more marginalized position. Deviancy develops from a label to a response. The key manifestation of this is the creation and development of a ‘muddling’ subculture as their strategy to survive schooling. Although the ‘muddling through’ strategy may not provide them with better chance of employment for them to jump out of working-class, nor give much hope for access to the cultural mainstream of society, it still has some positive aspects. The subculture not only offers an alternative way to safeguard their psychological well-being and hone their interpersonal skill, but also facilitates them to gain more social space and resource in the subordinate situation. This finding coincides with selected sociological studies of deviant students in the West but also aligns with the special context of contemporary China. First, the Chinese society is evolving even faster after the establishment of Deng’s economic model. It is a broadly accepted fact and a roaring public concern that the gap between the poor and rich in China is heading towards a new class structure. In this context, schooling doubtlessly plays a role in the social reproduction. This study claims that lower class students’ deviant subculture is not simply an oppositional culture to the value of school education as argued in Western literature; rather, it is a strategic negotiation with the social structure in order to ‘muddle through’ their lives. Second, the nature of this ‘muddling’ subculture has strong links with a pragmatic social ethos that glorifies monetary success. When “whatever works to become rich” is the dominant “Chinese dream”, other forms of social recognition, value and well-being attached to formal school education can appear as overwhelmingly irrelevant to the eyes of those students who inherited a social class they did not choose and an educational system that tells them little.
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Books on the topic "High schools – China"

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Zhou, Chengfen. Reading in selected high middle schools in China. Birmingham: University of Birmingham, 1998.

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Zhong Xi nü zhong xiao shi bian xie zu zu, ed. Zhong Xi nü zhong: 1892-1952 = McTyeire School : 1892-1952. Shanghai: Tong ji ta xue chu ban she, 2016.

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Zhong Xi nü zhong xiao shi bian xie zu zu, ed. Hui yi Zhong Xi nü zhong: 1900-1948 = McTyeire School : 1900-1948. Shanghai: Tong ji ta xue chu ban she, 2016.

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Zhong Xi nü zhong xiao shi bian xie zu zu, ed. Hui yi Zhong Xi nü zhong: 1949-1952 = McTyeire School : 1949-1952. Shanghai: Tong ji ta xue chu ban she, 2016.

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Modeling of parenting style, achievement variables, and learning approaches: Hong Kong Chinese and Anglo-Australian perspectives. Hauppauge, N.Y: Nova Science Publisher's, 2011.

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Yu, Haibo. Identity and schooling among the Naxi: Becoming Chinese with Naxi identity. Lanham, Md: Lexington Books, 2010.

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Identity and schooling among the Naxi: Becoming Chinese with Naxi identity. Lanham, Md: Lexington Books, 2010.

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International Conference and Spring School on Medium and High Energy Nuclear Physics (2nd 1990 Taiwan). Progress in high energy physics: Proceedings of the Second International Conference and Spring School on Medium and High Energy Nuclear Physics, part A, held May 8-18, 1990 in Taiwan, Republic of China. Edited by Hwang W. Y. P. New York: North-Holland, 1991.

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Zhongguo zhu ming zhong xue =: Famous high school, China. Liaoning sheng xin hua shu dian fa xing, 1988.

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N, Butvillo, ed. Lit͡s︡eĭ Sv. Nikolai͡a︡ 1929-1949 v g. Kharbine. Waverley, NSW, Australia: N. Butvillo, 1996.

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Book chapters on the topic "High schools – China"

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Gu, Mingyuan, Jiansheng Ma, and Jun Teng. "High Quality Schools in China: Demonstration Senior Middle Schools." In Perspectives on Rethinking and Reforming Education, 245–54. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4011-5_14.

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Liao, Yuqun. "Medical Schools and Theories." In The High Tide of Science and Technology Development in China, 125–70. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-7847-2_4.

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Li, Jian, and Eryong Xue. "An Analysis of the Diversified Development of High School Education in China." In Education Policy in Chinese High Schools, 155–80. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2358-5_6.

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Rui, Li, and Zheng Fuxing. "Redefinition of International Classes in Public High Schools in China." In Multidisciplinary Research Perspectives in Education, 73–82. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-615-6_10.

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Cheng, Baoyan, Le Lin, and Aiai Fan. "Adaptations of “Parachute Kids” from China in American High Schools." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 101–12. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5588-6_7.

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Zhao, Decheng, Bo Yan, Liwei Tang, and Yao Zhou. "Teachers’ Understanding, Implementing and Reflecting upon Classroom Assessment in Primary and Junior High Schools of China." In Teacher Learning with Classroom Assessment, 77–98. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-9053-0_5.

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Xue, Eryong, and Jian Li. "The Private High School Education in China." In Private Education Policy in China, 65–85. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3272-3_4.

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Liao, Boqin, Juan Yang, and Yannan Shao. "New Curriculum Structure of High School in China." In International Conference on Science Education 2012 Proceedings, 85–92. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-54365-4_8.

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Vickers, Edward, and Zeng Xiaodong. "Evaluation, assessment and the senior high school." In Education and Society in Post-Mao China, 177–99. Abingdon, Oxon ; New York, NY : Routledge, 2017. | Series: Routledge studies in education and society in Asia ; 7: Routledge, 2017. http://dx.doi.org/10.4324/9781315180571-8.

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Xue, Eryong, and Jian Li. "Promoting the Diversified Development of High School in China." In Creating a High-Quality Education Policy System, 107–19. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3276-1_8.

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Conference papers on the topic "High schools – China"

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Yu, Meixin. "Physical and Mental Wellness among Students: Comparison of State-Level Model High Schools and Regular High Schools in China." In Proceedings of the 2nd International Workshop on Education Reform and Social Sciences (ERSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191206.022.

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Jiang, Hao, and MingXi Tang. "Web-Based Learning Platforms Integrating Social Networking for Design Education at High Schools in China." In 2010 International Conference on Computational Intelligence and Software Engineering (CiSE). IEEE, 2010. http://dx.doi.org/10.1109/cise.2010.5676838.

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Yan, Kaiwei. "Application of Communicative Language Teaching Approach in China-Taking Senior High Schools' English Teaching as an Example." In 2017 International Conference on Management, Education and Social Science (ICMESS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icmess-17.2017.80.

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Pang, Nicholas, and Jie Cao. "HOW PRINCIPAL LEADERSHIP LEADS TO TEACHER PROFESSIONAL LEARNING: A CASE STUDY OF TWO ‘NEW-HIGH-QUALITY’ PRIMARY SCHOOLS IN SHANGHAI, CHINA." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2108.

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Jing, Zhihui, and Xiaowei Liu. "Survey into the Curricular Reform of Sports and Health and Its Implementation Status--Citing as an Example Five High Schools in Mianyang city in Sichuan Province of China." In 2013 International Workshop on Computer Science in Sports. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iwcss-13.2013.18.

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Chao Fan and Rui Zhang. "Study on the teaching quality of China high school aerobics based on SEM." In 2012 4th Electronic System-Integration Technology Conference (ESTC). IEEE, 2012. http://dx.doi.org/10.1109/estc.2012.6485722.

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Ding, Wowo, Ruoyao Li, and Lian Tang. "Evaluation of Generating Mechanism of Residential Building Patterns in Contemporary Cities – Case Study on Xi’an and Nanjing." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5920.

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Ruoyao Li, Lian Tang, Wowo DingNanjing University School of Architecture and Urban Planning, Nanjing University, Nanjing, Jiangsu, 200093, ChinaE-mail: lilyhehua@163.com, tanglian@nju.edu.cn, dww@nju.edu.cnTelephone number:+86 13675149161,+86 13770849401,+86 25 83593020 Keywords: residential building pattern, generating mechanism, living behavior, floor area ratio, sunshine regulations Residential area occupies a large portion of urban land, so it is very important to understand the characteristics of the residential building patterns and how such patterns, normally parallel multi-story and high-rise slab apartments in various cities of China, are formed. The residential building patterns are according to the living behavior, climate consideration, environmental requirement and market demands. Our previous studies have shown that sunshine regulation is by far the most important factor in the generation of the residential building pattern since 1980. This paper attempts to make a comprehensive evaluation to see the generating mechanism of the residential morphological patterns. Ten residential plots from two cities located in different climate zones of Xi’an and Nanjing are evaluated. Five factors, namely, the type of the apartment, plot FAR, land coverage, sunshine regulations and spatial characteristics of plot pattern, will be used as comprehensive evaluation indicators in the comparison. The study reveals how these factors interplay in the generation of the observed plot patterns and which factor is most important in this process. If the sunshine regulations were the key factor, how different the plot patterns in different climate zones and latitudes would have varied. Through evaluating generating mechanism we could find out the key generating factors, which is useful as the references for design. References Standard for Assessment Parameters of Sunlight on Building (GB/T 50947-2014) Code for Design of Residential Buildings (GB 50096-2011) Quan Liu, Wowo Ding(2014) Morphological Study on the Unit of Urban Fabric of Contemporary Residential Plots in Yangtze River Delta, China Lina Zhang, Wowo Ding(2014) Density, Height Limitation, and Plot Pattern: Quantitative Description of the Residential Plots, Nanjing, China Jintang Chen, Sheng Yao, Yinsheng Tian (2014) Experiences from Researches about Residential Areas Employing Conzenian Approach
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Chao Fan. "Factor analysis of affecting teaching quality for China high school PE based on SEM." In 2012 4th Electronic System-Integration Technology Conference (ESTC). IEEE, 2012. http://dx.doi.org/10.1109/estc.2012.6485721.

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Yang, HaiRu, Ling Liu, Wenfeng Wu, Yulan Fang, and Rui Zhang. "Exploring the Informatization Teaching Ability of High School Teachers in the Western Region of China." In IC4E 2021: 2021 12th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3450148.3450167.

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10

Zhang, Lin, Tian Feng, Qinghua Zhang, and Tao Ren. "The impact of subjects and gender in value-added assessment of senior high school in China." In 2018 International Symposium on Security and Privacy in Social Networks and Big Data (SocialSec). IEEE, 2018. http://dx.doi.org/10.1109/socialsec.2018.8760378.

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Reports on the topic "High schools – China"

1

Lu, Vivian. The Socio-cultural Content Analysis of English as a Foreign Language Textbooks Used in Junior High School in Taiwan, Republic of China. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7047.

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2

Comparative Analysis of the Programs of “Pedagogics of Physical Culture” Discipline at Russian State University of Physical Culture, Sport, Youth and Tourism and “Pedagogics of Physical Culture of High School” Discipline at Wuhan State University of Physical Culture (China). Lyu Tszinyuy, Albert R. Baymurzin, Sergey D. Neverkovich, December 2016. http://dx.doi.org/10.14526/01_1111_155.

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