Teacher Expectations of Student Reading in Middle and High Schools

Liqing Tao, College of Staten Island
Haiwang Yuan, Western Kentucky University
Zhuo Li, United Nations
Gaoyin Qian, Lehman College
Bruce Murray, Auburn University

Abstract

This article investigates China’s middle school and secondary school teacher expectations of student book use as an aspect of learning environments. A questionnaire was used to probe the following teacher expectations: physical accessibility of books, homework, mastery of texts and types of extra-curricular reading materials. Results showed China’s teachers believed in mastering exemplary texts and the moral value of reading materials. Homework was viewed as a means to enhance student learning. The findings of the article can help educators understand better the learning environments of Chinese students and can offer a critical comparison of learning environments across cultures.