A standalone literature review was conducted to ascertain the extent and status of research on the practical inclusion of Chinese music in Western educational contexts. The study identified a body of journal articles and postgraduate theses on the topic. The papers were analysed to discern what might constitute best practice classroom approaches…

This study examined the effects of a professional development (PD) intervention on inservice teachers' use of embedded instruction practices within inclusive preschool classrooms. The results of a multiple baseline across participants design suggested the PD intervention was effective in increasing teachers' implementation fidelity of embedded…

This study explores how Orff-inspired music education may promote inclusion when Chinese urban students and their migrant classmates with diverse backgrounds attend music education lessons together. Fieldwork focused on a large state secondary school in Fujian, China. Two Key Findings are examined. Key Finding 1 focuses on the mechanisms of how…

The development of Global Citizenship Education (GCE) in China has spurred some transitions in cultural education related to English curriculum development. Notwithstanding researchers have discussed cultural education in the field of English language teaching, there is still a dearth of study in Chinese academia about the diachronic analysis of…

Curriculum development has long been regarded as a central pillar in the architecture of educational effectiveness; however, this theme has been largely overlooked in the unique context of foundation years in higher education, with research on transnational programmes in China focusing on the point of view of the foreign institutions. In this…

Little is known about inclusive teachers' belief systems about teaching students with mild, moderate, or severe intellectual disabilities across different subjects (e.g. language arts, math, science, PE, art, and music) in less developed countries. To address this gap, this study aims to understand inclusive teachers' belief systems about teaching…

Due to China's unique rural-urban dual system, education differs significantly between rural and urban schools. However, research related to the rural-urban disparity in inclusive education is limited. Moreover, general education teachers' instructional strategies, in particular, remain unclear and could be studied further. To bridge this gap, a…

This paper examines one key theme of 'education and equality' arising from a qualitative study that explores what special and inclusive education may mean for Chinese primary schools. The focus is on unpacking teachers' interpretations, values, and deeper assumptions of the 'equality' concept. Drawing from 37 interviews with mainstream primary…

With advancements in technology, the role of the translator has expanded beyond traditional language skills to include expertise in tools such as machine translation, computer-assisted translation (CAT), and natural language processing. As the field embraces digital innovation, new pedagogical approaches emerge that combine theory with hands-on…

This study examines the current state of music education for high school students with autism spectrum disorder (ASD) at Xing Yu School in Fuzhou, Fujian Province, China, to optimize the teaching model to enhance their educational experience. The research employs a qualitative approach, including interviews with key informants such as school…

This article explores students' acquisition of cosmopolitanism through transnational education (TNE). It adopts a critical approach to educational cosmopolitanism, distinguishing 'ways of being' at the dispositional level and 'ways of doing' at the practice level, to unfold the contingency and multiplicity of cosmopolitanism as well as the…

Considering the broad context that there is a growing number of international students seeking English teacher education in the Western TEOSL programs and the majority of them will eventually go back to their own countries to teach, these international TESOL trainees face the challenge of integrating two different language education systems.…

Research Findings: Preschool social-emotional education has become an increasingly important area of research and practice in mainland China. The social development domain has been recognized as an independent preschool curricular domain since 2001. Little is known, however, about the specific practices that preschool teachers in China are using…

This study explored the experiences of professionals and parents from the United Kingdom and China of autism-relevant policies, school involvement, and applied behavior analysis-based interventions. Semistructured interviews involving 36 parents and professionals and direct behavioral observations were carried out of five parents and three…

In this article, we investigate Chinese immigrant teachers' cross-national education experiences in determining the implementation of culturally inclusive practices in United States classrooms. Based on a critical framework of culturally responsive teaching, findings of our multiple-case study indicated our participants regard teaching in the U.S.…