Learner's Privilege and Responsibility

A Critical Examination of the Experiences and Perspectives of Learners from Chinese Backgrounds in the United States

Nonfiction, Reference & Language, Education & Teaching, Student & Student Life, Educational Theory, Philosophy & Social Aspects, Teaching, Teaching Methods
Cover of the book Learner's Privilege and Responsibility by , Information Age Publishing
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781623965914
Publisher: Information Age Publishing Publication: March 1, 2014
Imprint: Information Age Publishing Language: English
Author:
ISBN: 9781623965914
Publisher: Information Age Publishing
Publication: March 1, 2014
Imprint: Information Age Publishing
Language: English

This book is about the learner side of the teaching and learning equilibrium, centering on the educational experiences and perspectives of Chinese students in the United States. These students ranged from kindergarteners, adolescents, undergraduate, graduate, to adult learners, across the educational spectrum. Because Chinese students are the largest cohort among all international students in the U.S., and their prior educational experiences and perspectives in China are so different from those in the U.S., exploring who they are, what their learning experiences have been, and how their learning needs can be better met, may not only allow U.S. educators to teach them more effectively, but also help the educational community in both countries better learn about and from each other. The chapters in the book examine the constructs of learner privilege and responsibility in the teaching and learning equation, cultural and linguistic challenges and transitional adjustments, selfconcept, learning strategies, comparison and contrast of differences and similarities between Chinese and American students, and/or critical reflections on significant issues confronting Chinese learners. While each chapter is situated in its own research literature and connects with its own teaching and learning practices, all of them are united around the overarching themes of the book: the experiences and perspectives of diverse learners from Chinese backgrounds in the United States. The chapters also flesh out some of the larger theoretical/pedagogical issues between education in China and in the United States, provide useful lenses for rethinking about and better understanding their differences and similarities, as well as offer pertinent suggestions about how the educational community in both countries may benefit from learning about and from each other.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This book is about the learner side of the teaching and learning equilibrium, centering on the educational experiences and perspectives of Chinese students in the United States. These students ranged from kindergarteners, adolescents, undergraduate, graduate, to adult learners, across the educational spectrum. Because Chinese students are the largest cohort among all international students in the U.S., and their prior educational experiences and perspectives in China are so different from those in the U.S., exploring who they are, what their learning experiences have been, and how their learning needs can be better met, may not only allow U.S. educators to teach them more effectively, but also help the educational community in both countries better learn about and from each other. The chapters in the book examine the constructs of learner privilege and responsibility in the teaching and learning equation, cultural and linguistic challenges and transitional adjustments, selfconcept, learning strategies, comparison and contrast of differences and similarities between Chinese and American students, and/or critical reflections on significant issues confronting Chinese learners. While each chapter is situated in its own research literature and connects with its own teaching and learning practices, all of them are united around the overarching themes of the book: the experiences and perspectives of diverse learners from Chinese backgrounds in the United States. The chapters also flesh out some of the larger theoretical/pedagogical issues between education in China and in the United States, provide useful lenses for rethinking about and better understanding their differences and similarities, as well as offer pertinent suggestions about how the educational community in both countries may benefit from learning about and from each other.

More books from Information Age Publishing

Cover of the book ServiceLearning for Diverse Communities by
Cover of the book Publish Don't Perish by
Cover of the book Deep Change by
Cover of the book Transforming Schools by
Cover of the book Recovery the Native Way by
Cover of the book African Traditional Oral Literature and Visual cultures as Pedagogical Tools in Diverse Classroom Contexts by
Cover of the book Understanding Developmental Disorders of Auditory Processing, Language and Literacy Across Languages by
Cover of the book Critical Global Perspectives by
Cover of the book Affect and Emotion by
Cover of the book Spark the Brain, Ignite the Pen (FIRST EDITION) by
Cover of the book Continuing to Disrupt the Status Quo? by
Cover of the book Curriculum and Teaching Dialogue by
Cover of the book The EdD and the Scholarly Practitioner by
Cover of the book Exploring the School Choice Universe by
Cover of the book Readings in American Educational Thought by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy