School Culture Development in China - Perceptions of Teachers and Principals

Kai Yu (  ), Ph.D., is an associate professor of education and public policy in the Faculty of Education at Beijing Normal University. He earned his Ph.D. in comparative education from Beijing Normal University in 1999 and an Ed. D. degree in education policy and leadership from the University of Massachusetts at Amherst in 2008. He worked as policy analyst for the Chinese Ministry of Education from 1999 to 2003 and for the United Nations Department of Economic and Social Affairs in 2006. At present, he serves as a consultant to UNICEF and Chinese governmental agencies and is a board member of the Zigen Rural Education and Development Fund of China. Among other works, Dr. Kai Yu is the author of The Implementation of Inclusive Education in Beijing: Exorcizing the Haunting Specter of Meritoc- racy and American Education, as well as numerous articles, book chapters, and monographs on education and public policy, school improvement, and evaluation studies. Xiaoju Duan (  ), Ph.D., is a post-doctoral fellow in the Department of Learning and Philosophy at Aalborg University. She is also an assistant professor at the Institute of Psychology, Chinese Academy of Sciences. Her Ph.D. is in educational and developmental psychology. She has published a number of peer-reviewed articles in the fields of education, neurosciences, and cognitive development. Xiangyun Du (  ), Ph.D., is a professor in the Department of Learning and Philosophy and director of the Confucius Institute for Innovation and Learning at Aalborg University. She is also an adjunct professor at Beijing Normal University and at China Medical University. Her main research interests include innovative teaching and learning in education, particularly, problem-based and project-based learning method in fields ranging from engineering, medicine and health, and language education, to diverse social, cultural and educational contexts. She has also engaged with educational institutions in over 10 countries in substantial work on pedagogy development in teaching and learning. Professor Du has over 120 relevant international publications including monographs, international journal papers, edited books and book chapters, as well as conference contributions.