Classroom Change in Developing Countries: From Progressive Cage to Formalistic Frame. Routledge Research in International and Comparative Education

Autor/in	Guthrie, Gerard
Titel	Classroom Change in Developing Countries: From Progressive Cage to Formalistic Frame. Routledge Research in International and Comparative Education
Quelle	(2018), (248 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8153-5519-9
Schlagwörter	Progressive Education; Developing Nations; Educational Change; Student Centered Learning; Comparative Education; Case Studies; Foreign Countries; Confucianism; Failure; Teaching Styles; Resistance to Change; Conventional Instruction; Africa; China; Papua New Guinea + Suchen Sie Ihr Suchwort? Reformpädagogik; Progressive Erziehung; Developing country; Developing countries; Entwicklungsland; Bildungsreform; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Vergleichende Erziehungswissenschaft; Case study; Fallstudie; Case Study; Ausland; Konfuzianismus; Lehrstil; Unterrichtsstil; Afrika; Papua-New Guinea; Papua-Neuguinea
Abstract	Progressive Education, derived mainly from Anglo-American culture, has been the primary frame of reference for student-centered classroom change in developing countries for over 50 years. Yet in many developing countries, strong evidence shows that progressivism has not replaced teacher-centered formalistic classroom practice. "Classroom Change in Developing Countries: From Progressive Cage to Formalistic Frame" presents a robust case for why formalism should be the primary frame of reference for upgrading classroom teaching in developing countries. Theoretically rich yet grounded in practice, the book draws on case studies from Africa, China and Papua New Guinea to show how culturally intuitive formalistic teaching styles can induce positive classroom change. Synthesising research and evaluation literature on classroom change in developing countries, Guthrie examines some of the methodological flaws in the literature. The book considers the progressive cage, and looks at Confucian influences on teaching in China, progressive reform failures in both Sub-Saharan Africa and Papua New Guinea, as well as offering a critical take on some failings in comparative education. It examines the formalistic frame, addresses methodological issues in culturally grounded research and offers a model of teaching styles for basic classroom research. The book concludes by returning the focus back to teachers and considers the so-called teacher resistance to change. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: http://www.routledge.com/books/series/RRICE/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01