This book provides a starting point for understanding the contexts of learning and teaching in the Chinese classroom. Drawing upon recent research in Hong Kong, Taiwan, Singapore and China, this book aims to bridge the gap between traditional texts on educational psychology and the unique nature of the Chinese learner and their teacher. It draws on recent research to illustrate the application of these theories, thereby helping teachers and students in teacher education programmes understand the variability in student achievement.
|Print publication date: 2011||Print ISBN-13: 9789888083428|
|Published to Hong Kong Scholarship Online: January 2012||DOI:10.5790/hongkong/9789888083428.001.0001|