Implementing Cross-Culture Pedagogies

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November 2013



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.


Preface                Acknowledgements      
Chapter 1) Introduction and Research Overview
Chapter 2) Cooperative Learning in Comparison with the Teacher-Centredness2.1 Introduction 2.2 Theoretical Perspectives Underpinning Cooperative Learning  2.3 Benefits of Cooperative Learning 2.4 Cooperative Learning Strategies2.5 Differences between Cooperative Learning and Teacher-Centredness2.6 Chapter Summary
Chapter 3) Cooperative Learning in CHC Countries 3.1 Introduction3.2 Educational Reforms toward Cooperative Learning in CHC Countries3.3 Cooperative Learning in CHC Classrooms3.4 Chapter Summary
Chapter 4) An Applied Theoretical Framework to Implement Cooperative Learning in CHC Countries4.1 Introduction4.2 The Procedures of Implementing Current Cooperative Learning Reforms in CHC Countries4.3 An Applied Theoretical Framework to Better Cooperative Learning Reforms in CHC Countries4.4 Chapter Summary
Chapter 5) Teaching Practices at CHC Education Institutions: A Hidden Challenge and Techniques to Enhance Cooperative Learning 5.1 Introduction5.2 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 Introduction6.2 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 Learning7.1 Introduction7.2 Learning Cultural Values of CHC Students That Cooperative Learning Reformers Need to Be Aware of7.3 A Study to Investigate Conflicts between Learning Cultural Values of CHC Students and Cooperative Learning Principles
Chapter 8) Structural Constraints at CHC Education Institutions: Barriers Hindering Cooperative Learning and Strategies to Overcome  8.1 Introduction8.2 Institutional Barriers That Hinder Cooperative Learning in CHC Classrooms8.3 A Study to Develop Strategies to Minimize the Impact of Institutional Constraints on Cooperative Learning in CHC Classrooms
Chapter 9) Conclusion: Reflection and Integration9.1 Rethinking the Importation of Educational Reforms to CHC Classrooms9.2 An Applied Theoretical Framework to Implement Educational Reforms in CHC Countries9.3 Contributions and Limitations 


EAN: 9789814451918
Untertitel: Cooperative Learning at Confucian Heritage Cultures. 2014. Auflage. 8 schwarz-weiße Abbildungen, 40 schwarz-weiße Tabellen, Bibliographie. eBook. Sprache: Englisch. Dateigröße in MByte: 2.
Verlag: Springer Singapore
Erscheinungsdatum: November 2013
Seitenanzahl: xiv221
Format: pdf eBook
Kopierschutz: Adobe DRM
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