[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-600433-en":59,"doc-seo-600433-105":81},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":72,"language":73,"language_code":74,"site_id":75,"html_lang":74,"table_of_contents":76,"faqs":77,"seo_title":78,"seo_description":66,"update_tm":79,"read_time":80},600433,962090893581,"OmBimo","https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Current Issues in Comparative Education - Issue 1 - Winter 2024","Explores how Chinese (n=40) and U.S. (n=44) literacy teachers in Pre-K to 8th grade articulate beliefs about literacy education, using inductive content analysis of teachers’ self-reported written narratives and double coding. Finds that teachers’ disciplinary beliefs converge on largely similar themes, yet their “lenses” differ sharply due to instructional context substance and style and culturally grounded epistemological foundations. Examines how belief-practice inconsistencies emerge differently across groups while drawing shared underlying sources.","Current Issues in Comparative Education (CICE), Volume 26, Issue 1, Winter 2024  \nSimilar Foci, Different Lenses: Literacy Education Beliefs and Practices of Chinese and U.S. Teachers  \nYang Hu  \nHunter College of the City University of New York  \nBeifei Dong  \nEast China Normal University  \nThe differences in literacy education practices between China and the United States are often attributed to their different educational, sociocultural, and historical contexts.  \nHowever, this sweeping view offers little to help literacy educators in both countries understand the beliefs behind literacy instructional practices and how different or similar these beliefs are. This study examines key characteristics of how Chinese (n=40) and U.S.  \n(n=44) literacy teachers (Pre-K-8th grade) articulate their beliefs about literacy education, delineating their differences and similarities. An inductive content analysis of teachers’self-reported written narratives about their beliefs and practices in literacy education, along with double coding, reveal that the teachers’espoused disciplinary beliefs focus on similar themes for the most part. However, their lenses were markedly different, tinted by both the substance and style of their literacy instruction contexts, as well as their cultural epistemological foundations. Inconsistencies between teachers’ beliefs and practices manifested differently in the two groups, but they reflected similar sources.  \nUnderstanding these varying and nuanced beliefs in cross-cultural contexts can inform teacher education and education reform and counter the insularity of educational research.  \nKeywords: cross-cultural study, teacher beliefs and practices, literacy teacher education, comparative education, international comparison, United States, China  \n“I love the idea of differentiated literacy instruction. But I don’t think it is realistic for my class of 54 kids. I can see how it could be done in the U.S.  \nwith 20 or 25 kids in a classroom.”  \n“I think differentiated instruction has more to do with the cultural value of individualism in the U.S. When they value the individual, they would make it possible to differentiate, including having small class sizes.”  \n“But differentiated instruction has been in the Chinese educational thought for more than two thousand years. Our Confucius believed that teaching should be tailored to students’ intelligence. But to date we haven’t gone very far with it at all.”  \nThese comments from Chinese literacy teachers attending the first author’s talk on U.S. literacy education raise profound questions about the complex interplay between  \n© 2024, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education 26(1), 27-53.  \nHu & Dong  \nteachers' beliefs, cultural contexts, and educational practices. They highlight a critical gap in our understanding of how teachers across different cultures conceptualize and implement literacy instruction, particularly in the face of varying systemic constraints and cultural values.  \nThe important role of teachers' beliefs in shaping their instructional practices has long been recognized in teacher education (Fives & Buehl, 2012; Pajares, 1992). However, much of this research focuses on teachers from single cultural contexts, leaving a significant gap in our understanding of how these beliefs and practices might vary across different cultural and educational systems (Hoy et al., 2006) . The last two decades have seen an increase in research studies comparing teacher education in China and the U.S., including examinations of teachers' beliefs and practices in mathematics (Correa et al., 2008), early childhood (Wang et al., 2008), English language (Clark-Gareca & Gui, 2019), and preservice teacher education (Richardson, 2003) . These studies have provided valuable insights into cross-cultural similarities and differences in various educational settings. However, a ","cbCaiuJhmm1yz857","https://ap.wps.com/l/cbCaiuJhmm1yz857","pdf",253890,27,"English","en",105,"# Overview\n# Literacy and Literacy Education in China and the United States\n# Research Focus and Questions\n## Comparative articulation of beliefs\n## Similarities and differences in beliefs and practices","[{\"question\":\"What is the study’s main purpose regarding literacy education beliefs?\",\"answer\":\"To examine key characteristics of how Chinese and U.S. literacy teachers articulate their beliefs about literacy education, highlighting both differences and similarities across cultural contexts.\"},{\"question\":\"How were teachers’ beliefs analyzed in the study?\",\"answer\":\"Through inductive content analysis of teachers’ self-reported written narratives about their beliefs and practices, supported by double coding.\"},{\"question\":\"What did the study find about similarities and differences between teachers’ beliefs?\",\"answer\":\"Teachers espoused disciplinary beliefs focusing on similar themes for the most part, but their interpretive lenses differed markedly, shaped by instructional context and cultural epistemological foundations.\"}]","Current Issues in Comparative Education - Issue 1 - Winter 2024 | PDF",1792090681,68,{"code":4,"msg":82,"data":83},"ok",{"site_id":75,"language":74,"slug":84,"title":65,"keywords":85,"description":66,"schema_data":86,"social_meta":140,"head_meta":142,"extra_data":144,"updated_unix":145},"current-issues-in-comparative-education-issue-1-winter-2024","",{"@graph":87,"@context":139},[88,102,122],{"@type":89,"itemListElement":90},"BreadcrumbList",[91,95,97,100],{"item":92,"name":93,"@type":94,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":96,"name":9,"@type":94,"position":14},"https://docshare.wps.com/document/",{"item":98,"name":40,"@type":94,"position":99},"https://docshare.wps.com/document/research-report/",3,{"item":101,"name":65,"@type":94,"position":19},"https://docshare.wps.com/document/current-issues-in-comparative-education-issue-1-winter-2024/600433/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":74,"description":66,"dateModified":115,"datePublished":116,"encodingFormat":114,"isAccessibleForFree":117,"interactionStatistic":118},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/current-issues-in-comparative-education-issue-1-winter-2024/600433.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":92,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":119,"interactionType":120,"userInteractionCount":29},"InteractionCounter",{"@type":121},"ViewAction",{"@type":123,"mainEntity":124},"FAQPage",[125,131,135],{"name":126,"@type":127,"acceptedAnswer":128},"What is the study’s main purpose regarding literacy education beliefs?","Question",{"text":129,"@type":130},"To examine key characteristics of how Chinese and U.S. literacy teachers articulate their beliefs about literacy education, highlighting both differences and similarities across cultural contexts.","Answer",{"name":132,"@type":127,"acceptedAnswer":133},"How were teachers’ beliefs analyzed in the study?",{"text":134,"@type":130},"Through inductive content analysis of teachers’ self-reported written narratives about their beliefs and practices, supported by double coding.",{"name":136,"@type":127,"acceptedAnswer":137},"What did the study find about similarities and differences between teachers’ beliefs?",{"text":138,"@type":130},"Teachers espoused disciplinary beliefs focusing on similar themes for the most part, but their interpretive lenses differed markedly, shaped by instructional context and cultural epistemological foundations.","https://schema.org",{"og:url":101,"og:type":141,"og:title":65,"og:site_name":112,"og:description":66},"article",{"robots":143,"canonical":101},"index,follow",{"doc_id":61,"site_id":75},1792167010]