Meer over Pham Thi Hong Thanh

Pham Thi Hong Thanh

Implementing Cross-Culture Pedagogies

Name: Implementing Cross-Culture Pedagogies
Author: Pham Thi Hong Thanh

Cooperative Learning at Confucian Heritage Cultures

Paperback Engels 2016 9789811011511

120,99

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Samenvatting

During the last two decades Confucian heritage culture countries have widely promoted teaching and learning reforms to advance their educational systems. To skip the painfully long research stage, Confucian heritage culture educators have borrowed Western philosophies and practices with the assumption that what has been done successfully in the West will produce similar outcomes in the East. The wide importation of cooperative learning practices to Confucian heritage culture classrooms recently is an example. However, cooperative learning has been documented in many studies not to work effectively in Confucian heritage culture classrooms. The reason is that the educators often impose this instructional method on the students without a careful consideration of its appropriateness in the socio-cultural context of Confucian heritage culture countries. This procedure is not effective and professional because learning does not stand alone. Rather, it is shaped and influenced by other factors including teaching methods, learning tasks, assessment demands, workload and the learning culture of students in the local context. For cooperative learning to work effectively in Confucian heritage culture classrooms, reformers need to consider the importation of this approach in line with a careful examination of all supports and constraints that affect those factors that are associated with learning.

The volume provides an applied theoretical framework and culturally appropriate and practical instructions that could assist Confucian heritage culture educators and teachers to address various factors at multiple levels in order to optimize success in importing cooperative learning to their classrooms. Overall, it provides strategies to assist Confucian heritage culture teachers to change their teaching practices, redesign lessons plans, design assessment methods, and organize learning activities in a manner that can influence Confucian heritage culture students to shift from employing teacher-centered learning approaches to cooperative learning.

Specificaties

ISBN13:9789811011511

Taal:Engels

Bindwijze:paperback

Uitgever:Springer Nature Singapore

Serie:Education in the Asia-Pacific Region: Issues, Concerns and Prospects

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Inhoudsopgave

Preface Acknowledgements Chapter 1) Introduction and Research OverviewChapter 2) Cooperative Learning in Comparison with the Teacher-Centredness 2.1 Introduction 2.2 Theoretical Perspectives Underpinning Cooperative Learning 2.3 Benefits of Cooperative Learning 2.4 Cooperative Learning Strategies 2.5 Differences between Cooperative Learning and Teacher-Centredness 2.6 Chapter SummaryChapter 3) Cooperative Learning in CHC Countries 3.1 Introduction 3.2 Educational Reforms toward Cooperative Learning in CHC Countries 3.3 Cooperative Learning in CHC Classrooms 3.4 Chapter SummaryChapter 4) An Applied Theoretical Framework to Implement Cooperative Learning in CHC Countries 4.1 Introduction 4.2 The Procedures of Implementing Current Cooperative Learning Reforms in CHC Countries 4.3 An Applied Theoretical Framework to Better Cooperative Learning Reforms in CHC Countries 4.4 Chapter SummaryChapter 5) Teaching Practices at CHC Education Institutions: A Hidden Challenge and Techniques to Enhance Cooperative Learning 5.1 Introduction 5.2 Teaching Practices at CHC Education Institutions 5.3 A Study to Develop Culturally Appropriate Strategies to Enable CHC Teachers to Promote Cooperative Learning Chapter 6) Assessment at CHC Education Institutions: Problems and Strategies to Enhance Cooperative Learning 6.1 Introduction 6.2 Nature of Assessments at CHC Education Institutions 6.3 A Study to Identify Assessment Practices That Could Enhance Cooperation among CHC Students Chapter 7) Learning Culture of CHC Students: Its Support and Challenge to Cooperative Learning 7.1 Introduction 7.2 Learning Cultural Values of CHC Students That Cooperative Learning Reformers Need to Be Aware of 7.3 A Study to Investigate Conflicts between Learning Cultural Values of CHC Students and Cooperative Learning PrinciplesChapter 8) Structural Constraints at CHC Education Institutions: Barriers Hindering Cooperative Learning and Strategies to Overcome 8.1 Introduction 8.2 Institutional Barriers That Hinder Cooperative Learning in CHC Classrooms 8.3 A Study to Develop Strategies to Minimize the Impact of Institutional Constraints on Cooperative Learning in CHC ClassroomsChapter 9) Conclusion: Reflection and Integration 9.1 Rethinking the Importation of Educational Reforms to CHC Classrooms 9.2 An Applied Theoretical Framework to Implement Educational Reforms in CHC Countries 9.3 Contributions and Limitations

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