Titlebook: Implementing Cross-Culture Pedagogies; Cooperative Learning Pham Thi Hong Thanh Book 2014 Springer Science+Business Media Dordrecht 2014 CH

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Assessment at CHC Education Institutions: Problems and Strategies to Enhance Cooperative Learning,orative explanations, value group benefits more importantly than individual achievements and enjoy working with each other. Importantly, ill-structured tests were also found to increase cooperation among different ability students.

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Learning Culture of CHC Students: Its Support and Challenge to Cooperative Learning,C students’ learning culture including mixed-ability grouping versus friendship grouping, role-rotating grouping vs. leader-led grouping and intra-peer assessment versus inter-peer assessment. The chapter finally reports an empirical study that examined Vietnamese students’ responses to these mismat

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Conclusion: Reflection and Integration,perative learning principles to fit hard-to-change learning values of CHC students. In addition, strategies that could assist CHC teachers to deal with local institutional constraints need to be developed. This conclusion chapter will summarise evidence found in empirical studies reported throughout

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1573-5397 y CHC nations have been trying to replace teacher-centered i.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

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