Multidisciplinary Research Perspectives in Education: Shared by Indika Liyanage, Badeng Nima
By Indika Liyanage, Badeng Nima
"The editors of this notable publication, Indika Liyanage and Badeng Nima, have introduced jointly a perfectly wide-ranging selection of chapters. The breadth and intensity of the reviews of schooling concerns in China and Australia are notable. the subjects surround very important questions relating schooling regulations, curricula, pedagogy, equality, parental engagement, cultural history, and anti-drug schooling. The scope of the publication comprises chinese language and Australian settings that diversity from kindergartens to better schooling, and from rural to city environments. the range of the booklet strengthens instead of weakens its coherence, as the golden thread operating via all of the chapters is a portrayal of the complexity of schooling provision whilst worldwide, nationwide and native forces engage. Written through teachers with hands-on adventure, the chapters supply evidence-based discussions of functional conundrums, enriched by means of the subtle use of interdisciplinary ways. for that reason, this booklet is strong, difficult and ground-breaking." - Bob Adamson, UNESCO Chairholder in TVET and lifetime studying, schooling college of Hong Kong
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Additional info for Multidisciplinary Research Perspectives in Education: Shared Experiences from Australia and China
Teachers and Teaching: Theory and Practice, 18(6), 655–673. 24 ACCOUNTING FOR CLASSROOM CURRICULUM Tan, C. (2013). Learning from Shanghai: Lessons on achieving educational success. Singapore: Springer. Underwood, P. (2012). Teacher beliefs regarding the integration of English grammar under new national curriculum reforms: A theory of planned behaviour perspective. Teaching and Teacher Education, 12(6), 911–925. , & Meijer, P. (2001). Teacher knowledge and the knowledgebase of teaching. International Journal of Educational Research, 35(5), 441–461.
It was observed in English classes that Tibetan students do not concentrate on listening to teachers, and their interest in class is easily transferred to irrelevant activities such as mobile phone games. According to the survey data, 80% of Tibetan students are feeling tired of school life, and nearly 90% of students rarely enjoy learning or the experience of success. English learning is a burden of being forced to cater to the wishes of their parents and teachers. Faced with lags in learning outcomes, Tibetan students do not want to actively seek solutions with appropriate learning methods.
From a social aspect, although the national culture has been evolving in a longterm historical process, and in interaction with all ethnic groups’ cultures, Han mainstream culture is promoted through policy by the Chinese government and is very different from Tibetan minority culture, which puts minority culture and education in a marginalized and weakened disadvantaged position. Outcomes of the process of education show the chance of admission to higher education for minorities does not really match that for non-ethnic minorities.