The importance of principals to school improvement has been widely recognized, but few studies have focused on principals’ own perceptions of school change and their special roles in reform. This article reports findings from a comparative survey study of American and Chinese school principals’ basic beliefs regarding education and schooling, their views on school reform and the role of the principal in reform, and their visions of ideal schools in the 21st century. Although similarities exist in their perceptions, there are striking contrasts between the American and Chinese views and visions, which point to quite different directions and paths of reform in the two nations. While Americans are busy constructing common standards, developing and using more standardized tests for all students, and moving toward standards-based school reform, the Chinese seem to desire just the opposite—deconstructing uniform standards, moving away from the pressures of national exams, and focusing more on the interests and potentials of each individual student, a goal that has been largely ignored in the past in the Chinese culture and schools.
TPACK’s pedagogy and the gradual release of responsibility model coalesce: integrating technology into literacy teacher preparation
