Learning from the Confucian heritage: so size doesn’t matter?JOHN B. BIGGS1998-11-01articleInternational Journal of Educational Research182 citationsclosedNo readable copy stored yet — this record is metadata only.Educational Environments and Student OutcomesSchool Choice and PerformanceGlobal Educational Policies and ReformsAbstractNo abstract was published for this record.Citations in this libraryStored only when both papers are in the corpus — 182 citations exist upstream.References1976ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*1996Enhancing teaching through constructive alignment1987Student Approaches to Learning and Studying1974The Analysis of Subjective Culture.1988The Impact of Classroom Evaluation Practices on Students1993The Learning Gap: Why Our Schools are Failing and What We Can Learn from Japanese and Chinese Education.1993What do inventories of students' learning processes really measure? A theoretical review and clarification1979Individual differences in study processes and the Quality of Learning OutcomesCited by2020Teacher and school determinants of teacher job satisfaction: a multilevel analysis2008Chinese teachers' perceptions of students' classroom misbehaviour2008"A Language Teacher is Like...": Examining Malaysian Students' Perceptions of Language Teachers through Metaphor Analysis.2001Teaching Across Cultures2007Learning Issues and Learning Problems of Confucian Heritage Culture Students Studying Hospitality and Tourism Management in Australia1999The Dialogics of Legal Meaning: Spectacular Trials, the Unwritten Law, and Narratives of Criminal Responsibility2018Socio-Cultural Adaptation Through Leisure Among Chinese International Students: An Experiential Learning Approach2014Learner-centred teaching in Tanzania: Geography teachers' perceptions and experiences