TY - BOOK ID - 19488973 TI - Revisiting The Chinese Learner : Changing Contexts, Changing Education AU - Chan, Carol K.K. AU - Rao, Nirmala. AU - Comparative Education Research Centre. PY - 2010 SN - 9048138396 9400731779 9786612927720 904813840X 1282927728 PB - Dordrecht : Springer Netherlands : Imprint: Springer, DB - UniCat KW - Chinese students. KW - Educational change KW - Education, Secondary KW - Curriculum planning. KW - Curriculum Studies. KW - Educational Policy and Politics. KW - Learning & Instruction. KW - International and Comparative Education. KW - Sociology of Education. KW - Curriculum development KW - Education KW - Instructional systems KW - Planning KW - Curricula KW - Design KW - Children KW - High school education KW - High school students KW - Secondary education KW - Secondary schools KW - High schools KW - Change, Educational KW - Education change KW - Education reform KW - Educational reform KW - Reform, Education KW - School reform KW - Educational planning KW - Educational innovations KW - Students KW - Education (Secondary) KW - Teenagers KW - Curriculums (Courses of study). KW - Education—Curricula. KW - Educational policy. KW - Education and state. KW - Learning. KW - Instruction. KW - International education . KW - Comparative education. KW - Educational sociology. KW - Education, Comparative KW - Global education KW - Intellectual cooperation KW - Internationalism KW - Learning process KW - Comprehension KW - Education policy KW - Educational policy KW - State and education KW - Social policy KW - Endowment of research KW - Core curriculum KW - Courses of study KW - Curricula (Courses of study) KW - Curriculums (Courses of study) KW - Schools KW - Study, Courses of KW - Education and sociology KW - Social problems in education KW - Society and education KW - Sociology, Educational KW - Sociology KW - History KW - Government policy KW - Aims and objectives UR - https://www.unicat.be/uniCat?func=search&query=sysid:19488973 AB - This book examines teaching and learning in Chinese societies and advances understanding of ‘the Chinese learner’ in changing global contexts. Given the burgeoning research in this area, pedagogical shifts from knowledge transmission to knowledge construction to knowledge creation, wide-ranging social, economic and technological advances, and changes in educational policy, Revisiting the Chinese Learner is a timely endeavor. The book revisits the paradox of the Chinese learner against the background of these educational changes; considers how Chinese cultural beliefs and contemporary change influence learning; and examines how Chinese teachers and learners respond to new educational goals, interweaving new and old beliefs and practices. Contributors focus on both continuity and change in analyzing student learning, pedagogical practice, teacher learning and professional development in Chinese societies. Key emerging themes emphasize transcending dichotomies and transforming pedagogy in understanding and teaching Chinese learners. The book has implications for theories of learning, development and educational innovation and will therefore be of interest to scholars and educators around the world who are changing education in their changing contexts. ER -