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The dilemma of time: Student-centered teaching in the rural classroom in China · Study

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ArticleThe dilemma of time: Student-centered teaching in the rural classroom in China

Dan Wang2010

OA

Articlegreen2010

The dilemma of time: Student-centered teaching in the rural classroom in China

129 citations·0/0 files stored·Teaching and Teacher Education

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Education in Rural Contexts Teacher Education and Leadership Studies Education Pedagogy and Practices

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References

1992Basics of Qualitative Research: Grounded Theory Procedures and Techniques.1993Basics of Qualitative Research: Grounded Theory Procedures and Techniques 1978Theoretical Sensitivity: Advances in the Methodology of Grounded Theory 2001Culture and pedagogy: international comparisons in primary education 2006Suzhi : A Keyword Approach 2008Curriculum reform and ‘Quality Education’ in China: An overview 2002The Early Education of Socioeconomically Disadvantaged Children 2005Inside teaching: how classroom life undermines reform

Cited by

2013Emerging perceptions of teacher quality and teacher development in China 2020The multiple meanings of ‘student-centred’ or ‘learner-centred’ education, and the case for a more flexible approach to defining it 2018The seeming ‘round trip’ of learner-centred education: a ‘best practice’ derived from China’s New Curriculum Reform?2019I Know I Can, but Do I Have the Time? The Role of Teachers’ Self-Efficacy and Perceived Time Constraints in Implementing Cognitive-Activation Strategies in Science 2013Educational equality or social mobility: The value conflict between preservice teachers and the Free Teacher Education Program in China

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Details

Year2010

Typearticle

Published2010-09-03

VenueTeaching and Teacher Education

ISSN-L0742-051X

Languageen

Citations129

Files0 public / 0

ShelfEducation in Rural Contexts

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doi10.1016/j.tate.2010.07.012

openalex_workW1971298544

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2017PROJECT-BASED LEARNING IN PROMOTING LEARNER AUTONOMY IN AN EFL CLASSROOM

2014The Family Socioeconomic Effect on Extra Lessons in Greater China: A Comparison between Shanghai, Taiwan, Hong Kong, and Macao

2016When Whole-Person Development Encounters Social Stratification: Teachers’ Ambivalent Attitudes Towards Private Supplementary Tutoring in Hong Kong