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Study on the Urban and Rural Differences in Education Quality Supervision and Instruction of Public Interest Kindergartens in Chongqing

Received: 8 January 2020     Accepted: 27 February 2020     Published: 17 March 2020
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Abstract

Supervision and instruction of education quality is an important guarantee for public interest kindergartens to realize their public welfare, popularization and high quality. The purpose of the study is to investigate the current status of supervision and instruction quality of public interest kindergartens in urban and rural areas of Chongqing. The study was carried out on 325 teachers, 85 directors and 51 other teaching staff from public interest kindergartens. Data collected from the respondents were coded and entered into the computer for analysis using SPSS version-20 for windows. The results show that the education quality supervision of public interest kindergartens is generally at a satisfactory level. There is no significant difference between urban and rural public interest kindergartens in the education quality supervision, and the public interest kindergartens in urban and rural areas show a trend of equal development in terms of structural quality. However, there are significant differences in the supervision quality standards and the professionalism of supervision personnel between urban and rural public interest kindergartens, those of which in urban areas are better than those in rural areas. Findings highlight that it should formulate a developmental preschool education quality evaluation system, perfect the quality supervision mechanism, implement special training for supervision personnel, strengthen the quality supervision of public interest kindergartens in townships and improve the quality support mechanism in order to realize the balanced and high-quality development of public interest kindergartens both in urban and rural areas.

Published in Education Journal (Volume 9, Issue 1)

This article belongs to the Special Issue Pathway to Quality Preschool Education: Chinese Perspectives

DOI 10.11648/j.edu.20200901.15
Page(s) 29-36
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Public Interest Kindergarten, Preschool Education Quality, Supervision and Instruction of Education Quality

References
[1] Xu, F. Q., Mo, W. (2012). The connotation, measuring Standard and Policy suggestion of generally beneficial Kindergarten [J]. Preschool Education Research, 7, 22-26.
[2] Litjens, I. (2013). Literature Review on Monitoring Quality in Early Childhood Education and Care [R]. Paris:Network on Early Childhood Education and Care, 6.
[3] Jalongo, M., Fennimore, B., Pattnaik, J., et al (2004). Blended perspectives: a global vision for high-quality early childhood education. Early Childhood Education Journal, 32 (3), 143-155.
[4] Huntley, & Jill. (2001). The development of a model of process‐oriented quality in early childhood services with a preschool component. Early Child Development and Care, 171 (1), 47-63.
[5] Xiaoping, Y. Yabo, F. (2019). The focus and trend of China's generally beneficial education research in the new era [J]. Education and teaching research, 46 (02), 95-106.
[6] Mei, L., Kejian, L. (2015) Perspective of urban-rural gap in preschool education quality based on 428 class samples nationwide [J]. Research on preschool education, (6): 13-20.
[7] Xiu, M. (2015) The current situation of government support and management of public private kindergartens [J]. Theory and Practice of Education (23): 15-17.
[8] Xiaoxia, L. (2018) Analysis on the development difference of preschool education in urban and rural China under new urbanization [J]. Journal of Minnan normal university: philosophy and social sciences, (1): 119-127.
[9] Jingchao, H. (2015) Cost sharing theory of preschool education [J]. Early childhood education, (Z3): 36-41.
[10] Xiumin, H. & Wenting, Z. (2019) Comparison of educational quality of inclusive kindergartens under different kindergarten management systems -- and on the quality and benefit of preschool education resource allocation [J]. Chinese journal of education, (08): 39-44.
[11] Jing, H. & Zhonglian, Y. (2014) Rural preschool education needs reasonable quality standards [J]. Modern education management, (8): 31-35.
[12] Stuart, D., H. Aiken, K. Gould and A. Meade (2008), Evaluation of the Implementation of Kei Tua o te Pae Assessment for Learning: Early Childhood Exemplars: Impact evaluation of the Kei Tua o te Pae 2006 professional development, Ministry of Education New Zealand, Wellington.
[13] Patricia, B. (1982). Assessment and development: some theoretical and practical issues. International Journal of Educational Development, 2 (2), 107–116.
[14] Bullough, R. & Goldstein S L. (1984) Ideology, Teacher Role, and Resistance [J]. Teachers College Record, (2): 339-358.
[15] Manno, B. & Vanourek, G. (2000). Beyond the Schoolhouse Door: How Charter Schools are Transforming [J]. U.S. Public Education. Phi Delta Kappan, (10): 736-744.
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  • APA Style

    Li Zonglu, Cai Hongmei, Liao Linlin. (2020). Study on the Urban and Rural Differences in Education Quality Supervision and Instruction of Public Interest Kindergartens in Chongqing. Education Journal, 9(1), 29-36. https://doi.org/10.11648/j.edu.20200901.15

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    ACS Style

    Li Zonglu; Cai Hongmei; Liao Linlin. Study on the Urban and Rural Differences in Education Quality Supervision and Instruction of Public Interest Kindergartens in Chongqing. Educ. J. 2020, 9(1), 29-36. doi: 10.11648/j.edu.20200901.15

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    AMA Style

    Li Zonglu, Cai Hongmei, Liao Linlin. Study on the Urban and Rural Differences in Education Quality Supervision and Instruction of Public Interest Kindergartens in Chongqing. Educ J. 2020;9(1):29-36. doi: 10.11648/j.edu.20200901.15

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  • @article{10.11648/j.edu.20200901.15,
      author = {Li Zonglu and Cai Hongmei and Liao Linlin},
      title = {Study on the Urban and Rural Differences in Education Quality Supervision and Instruction of Public Interest Kindergartens in Chongqing},
      journal = {Education Journal},
      volume = {9},
      number = {1},
      pages = {29-36},
      doi = {10.11648/j.edu.20200901.15},
      url = {https://doi.org/10.11648/j.edu.20200901.15},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20200901.15},
      abstract = {Supervision and instruction of education quality is an important guarantee for public interest kindergartens to realize their public welfare, popularization and high quality. The purpose of the study is to investigate the current status of supervision and instruction quality of public interest kindergartens in urban and rural areas of Chongqing. The study was carried out on 325 teachers, 85 directors and 51 other teaching staff from public interest kindergartens. Data collected from the respondents were coded and entered into the computer for analysis using SPSS version-20 for windows. The results show that the education quality supervision of public interest kindergartens is generally at a satisfactory level. There is no significant difference between urban and rural public interest kindergartens in the education quality supervision, and the public interest kindergartens in urban and rural areas show a trend of equal development in terms of structural quality. However, there are significant differences in the supervision quality standards and the professionalism of supervision personnel between urban and rural public interest kindergartens, those of which in urban areas are better than those in rural areas. Findings highlight that it should formulate a developmental preschool education quality evaluation system, perfect the quality supervision mechanism, implement special training for supervision personnel, strengthen the quality supervision of public interest kindergartens in townships and improve the quality support mechanism in order to realize the balanced and high-quality development of public interest kindergartens both in urban and rural areas.},
     year = {2020}
    }
    

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    AU  - Li Zonglu
    AU  - Cai Hongmei
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    UR  - https://doi.org/10.11648/j.edu.20200901.15
    AB  - Supervision and instruction of education quality is an important guarantee for public interest kindergartens to realize their public welfare, popularization and high quality. The purpose of the study is to investigate the current status of supervision and instruction quality of public interest kindergartens in urban and rural areas of Chongqing. The study was carried out on 325 teachers, 85 directors and 51 other teaching staff from public interest kindergartens. Data collected from the respondents were coded and entered into the computer for analysis using SPSS version-20 for windows. The results show that the education quality supervision of public interest kindergartens is generally at a satisfactory level. There is no significant difference between urban and rural public interest kindergartens in the education quality supervision, and the public interest kindergartens in urban and rural areas show a trend of equal development in terms of structural quality. However, there are significant differences in the supervision quality standards and the professionalism of supervision personnel between urban and rural public interest kindergartens, those of which in urban areas are better than those in rural areas. Findings highlight that it should formulate a developmental preschool education quality evaluation system, perfect the quality supervision mechanism, implement special training for supervision personnel, strengthen the quality supervision of public interest kindergartens in townships and improve the quality support mechanism in order to realize the balanced and high-quality development of public interest kindergartens both in urban and rural areas.
    VL  - 9
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Author Information
  • Taizhou Vocational College of Science & Technology, Zhejiang, China

  • Chongqing Normal University, School of Education, Chongqing, China

  • Chongqing Normal University, School of Education, Chongqing, China

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