Journal ArticleDOI
Dimensions of dialogue: large classes in China
Lixian Jin,Martin Cortazzi +1 more
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TLDR
The authors argue that teaching large classes is successful in China partly because of interactive techniques in classroom dialogue, but mainly because of the underlying culture of learning and argue that the dialogue about large classes needs to take cultures of learning into account and in the Chinese case to consider collectivist and Confucian values.About:
This article is published in International Journal of Educational Research.The article was published on 1998-11-01. It has received 268 citations till now. The article focuses on the topics: Chinese culture & Group work.read more
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Changing Practices in Chinese Cultures of Learning.
Lixian Jin,Martin Cortazzi +1 more
TL;DR: In this article, the authors analyse the changing aspects of learning and "cultures of learning" in China, which are related to meeting the needs of Chinese learners studying in higher education in the UK.
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Vygotsky's philosophy: Constructivism and its criticisms examined
TL;DR: This paper examined the underlying epistemological beliefs of popular constructivist theories and their criticisms and concluded that confusions about Vygotsky's theory often arise from concepts taken literally and from the lack of appreciation of the general philosophical orientation underpinning his works.
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Culture and cooperation
TL;DR: Analysis of the data of Herrmann et al. (2008a) finds that culture has a substantial influence on the extent of cooperation, in addition to individual heterogeneity and group-level differences identified by previous research.
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Learning and Teaching: A cross-cultural perspective
TL;DR: This paper conducted a meta-analysis on teaching and learning from a cross-cultural perspective and found that across a number of very different cultures higher quality learning strategies are associated with higher student self-esteem and an internal locus of control.
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Teachers’ classroom discipline and student misbehavior in Australia, China and Israel
TL;DR: This paper examined data from 748 teachers and 5521 students to identify how teachers' use of various disciplinary strategies, and the extent to which these relate to student misbehavior, differ in three national settings.
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