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LEADER 00000cam  2200733Mi 4500 
001    868922480 
003    OCoLC 
005    20181130031444.5 
006    m     o  d         
007    cr cn||||||||| 
008    131127t20142014si a    ob    001 0 eng d 
019    869093296|a1026444895|a1058810739|a1066621541 
020    9789814451918|q(electronic bk.) 
020    9814451916|q(electronic bk.) 
020    9814451908 
020    9789814451901 
020    |z9789814451901 
024 7  10.1007/978-981-4451-91-8|2doi 
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050  4 LB14.7|b.T53 2014eb 
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082 04 370.1|223 
100 1  Thanh, Pham Thi Hong,|eauthor. 
245 10 Implementing cross-culture pedagogies :|bcooperative 
       learning at Confucian heritage cultures /|cby Pham Thi 
       Hong Thanh. 
264  1 Singapore :|bSpringer,|c[2014] 
264  4 |c2014 
300    1 online resource (221 pages) :|billustrations. 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
340    |gpolychrome|2rdacc|0http://rdaregistry.info/termList/
       RDAColourContent/1003 
347    text file|2rdaft|0http://rdaregistry.info/termList/
       fileType/1002 
490 1  Education in the Asia-Pacific Region: Issues, Concerns and
       Prospects,|x1573-5397 ;|v25 
504    Includes bibliographical references and index. 
505 00 |tIntroduction and Research Overview --|tCooperative 
       Learning in Comparison with the Teacher-Centredness --
       |tCooperative Learning in CHC Countries --|tAn Applied 
       Theoretical Framework to Implement Cooperative Learning in
       CHC Countries --|tTeaching Practices at CHC Education 
       Institutions: A Hidden Challenge and Techniques to Enhance
       Cooperative Learning --|tAssessment at CHC Education 
       Institutions: Problems and Strategies to Enhance 
       Cooperative Learning --|tLearning Culture of CHC Students:
       Its Support and Challenge to Cooperative Learning --
       |tStructural Constraints at CHC Education Institutions: 
       Barriers Hindering Cooperative Learning and Strategies to 
       Overcome --|tConclusion: Reflection and Integration. 
505 0  Chapter 1) Introduction and Research Overview -- Chapter 
       2) Cooperative Learning in Comparison with the Teacher-
       Centredness -- Chapter 3) Cooperative Learning in CHC 
       Countries -- Chapter 4) An Applied Theoretical Framework 
       to Implement Cooperative Learning in CHC Countries -- 
       Chapter 5) Teaching Practices at CHC Education 
       Institutions: A Hidden Challenge and Techniques to Enhance
       Cooperative Learning -- Chapter 6) Assessment at CHC 
       Education Institutions: Problems and Strategies to Enhance
       Cooperative Learning -- Chapter 7) Learning Culture of CHC
       Students: Its Support and Challenge to Cooperative 
       Learning -- Chapter 8) Structural Constraints at CHC 
       Education Institutions: Barriers Hindering Cooperative 
       Learning and Strategies to Overcome -- Chapter 9) 
       Conclusion: Reflection and Integration. 
520    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 
       theeducators often impose this instructional method on the
       students without a careful consideration of its 
       appropriateness in the socio-cultural context ofConfucian 
       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 inConfucian 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 totheir 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. 
546    English. 
588 0  Online resource; title from PDF title page (ebrary, viewed
       January 6, 2014). 
650  0 Education|xPhilosophy.|0http://id.loc.gov/authorities/
       subjects/sh85041014 
650  0 Education.|0http://id.loc.gov/authorities/subjects/
       sh85040989 
650  0 Educational tests and measurements.|0http://id.loc.gov/
       authorities/subjects/sh85041154 
650 14 Education. 
650 24 International and Comparative Education. 
650 24 Philosophy of Education. 
650 24 Learning & Instruction. 
650 24 Assessment, Testing and Evaluation. 
655  4 Electronic books. 
776 08 |iPrint version:|aThanh, Pham Thi Hong.|tImplementing 
       Cross-Culture Pedagogies : Cooperative Learning at 
       Confucian Heritage Cultures.|dDordrecht : Springer, 2013
       |z9789814451901 
830  0 Education in the Asia-Pacific region ;|0http://id.loc.gov/
       authorities/names/n2002159949|vv. 25. 
880    |6520-00|aDuring 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&
       #xFFFD;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&
       #xFFFD;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. 
880 0  |6505-00|aChapter 1) Introduction and Research Overview --
       Chapter 2) Cooperative Learning in Comparison with the 
       Teacher-Centredness -- Chapter 3) Cooperative Learning in 
       CHC Countries -- Chapter 4) An Applied Theoretical 
       Framework to Implement Cooperative Learning in CHC 
       Countries -- Chapter 5) Teaching Practices at CHC 
       Education Institutions: A Hidden Challenge and Techniques 
       to Enhance Cooperative Learning -- Chapter 6) Assessment 
       at CHC Education Institutions: Problems and Strategies to 
       Enhance Cooperative Learning� -- Chapter 7) 
       Learning Culture of CHC Students: Its Support and 
       Challenge to Cooperative Learning -- Chapter 8) Structural
       Constraints at CHC Education Institutions: Barriers 
       Hindering Cooperative Learning and Strategies to Overcome 
       -- Chapter 9) Conclusion: Reflection and Integration. 
990    SpringerLink|bSpringer English/International eBooks 2014 -
       Full Set|c2018-10-31|yNew collection 
       springerlink.ebooks2014|5OH1 
990    SpringerLink|bSpringer English/International eBooks 2014 -
       Full Set|c2018-11-30|yMaster record variable field(s) 
       change: 650|5OH1 
990    SpringerLink|bSpringer English/International eBooks 2014 -
       Full Set|c2018-11-16|yMaster record variable field(s) 
       change: 650, 773|5OH1 
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