Culture and Schooling: Building Bridges Between Research, Praxis and Professionalism
The essence of this book is to assist educators to improve eduational practice in the constantly changing cultural contexts of school and society. Cross cultural dimensions such as diversity; uniformity; individualism, and collectivism emerge as key focus areas of discussion. Where possible, bridges are built between relevant cross cultural research on one hand, and its impact on improving learning/teaching, assessment, school and classroom management, schooling and the community on the other. The bridge building is also extended to the methods of how teachers may be trained to meet the challenges of cultural diversity in multicultural classrooms.
The approach of this book is to provide a selective review of relevant research into cross cultural areas and to provide practical suggestions of how this research may improve activities such as teaching and learning. Much use is made of the case study material from both developing and developed societies, and the experience gained by the author of working as a teach educator in Britain and many Asian and African countries. In addition there are case study exemplars from Australia, USA and some Latin American countries, eg Peru and Brazil.
Culture and Schooling: Building Bridges Between Research, Praxis and Professionalism is an essential reseource for Cross Cultural and Educational Psychologists, Teachers, Education Professionals, Child Guidance Specialists and Child Care Professionals working in the classroom environment.
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The Cultural Dynamics of Learning Processes
The Cultural Dynamics of Teaching
Cultural Context and Educational Assessment
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acculturation achievement approaches to learning areas Asian behaviour Biggs bilingual Brislin challenge chapter CHCs child classroom management cognitive collectivist community-based education concept Confucian cross-cultural research cross-cultural training cultural backgrounds cultural bridge cultural context cultural diversity cultural dynamics Cultural Psychology cultural values culture-specific curriculum developing countries different cultural discussed educa educational assessment educational management effective emic and etic emphasise enrichment examine factors goals head teacher I-C dimension important individual influence instance integrative intercultural role involved issues language leadership learners learning and teaching literacy Malaysia management practice mathematics ment motivation multicultural classrooms multicultural education organisation parents particular pedagogy perspectives praxis problems professional programmes psychological pupils reflect relevant rote learning school and society school management school-society relationship Singapore situations social socialisation socio-cultural studies styles task teacher development teacher education teaching and learning tion traditions transfer tural understanding Western