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We investigate the effects of 'lecture-based' (LBT)--i.e. individual work and rote learning--vs. 'discussion-based' (DBT)--i.e. participative and focused on student-centred learning--teaching styles on the test scores and socio-economic inequality of middle-school students randomly assigned to classes using data from the China Education Panel Survey--a large-scale nationally representative survey. Estimates from unconditional quantile regressions and decompositions based on the recentred influence function suggest that LBT raises scores in mathematics, but the effect is non-linear, as students in the bottom and top quintiles are more likely to benefit from it. In contrast, LBT lowers scores in Chinese and English. Lecture-based teaching also has greater influence on socio-economically advantaged students, resulting in larger inequality within classrooms, especially between top and median students. These effects arise under various robustness checks, implying that (i) teaching styles affect scores and classroom inequality and (ii) they appear to be subject-specific. These results suggest that teaching styles can be used as a tool to influence students' academic performance as well as the socio-economic heterogeneity that they bring to their classrooms.

Grounded in Self-Determination Theory (SDT), this study aimed at comparing autonomy-supportive (e.g., the teacher allows students to choose a project they are interested in from several options), structuring (e.g., the teacher breaks down problem-solving steps into manageable parts to help students understand), controlling (e.g., the teacher strictly enforces classroom rules and punishes non-compliance), and chaotic (e.g., despite some students being disruptive in class, the teacher does not intervene) planned, adopted, and student-perceived (de)motivating teaching styles. A mixed method was adopted by involving 20 secondary school teachers and their 38 students in focus group interviews and in filling in a measure of (de)motivating teaching styles. While the questionnaire data did not reveal significant differences, the focus group interviews uncovered noteworthy distinctions. The data from focus group interviews with teachers and students revealed that the proportion of teachers adopting a controlling teaching style is higher than those who had initially planned to use this style. Simultaneously, the proportion of teachers adopting a controlling style is lower than the proportion of students perceiving this style. Thematic analysis of data gathered from focus group interviews with teachers identified five main themes influencing teachers' adoption of teaching styles: "teacher factors", "school factors", "student factors", "management and relationships", and "teaching methods and design". Overall, this study provides a more comprehensive understanding of (de)motivating teaching styles in China. Educational implications are discussed.

The growth of Sino-foreign cooperative universities, departments and courses in China necessitates further discussion of how to develop teaching approaches that suit students attending these institutions. Despite substantial analysis of the commercial dimensions of Sino-foreign university partnerships, discussion of effective teaching strategies within these settings remains underdeveloped. This paper shares the author's experience of developing and delivering a Western civilization course to 210 students attending a Sino-foreign undergraduate program at a Chinese university over the course of one academic year. Specific attention is paid to how digital tools can be used to address the challenges of unfamiliar teaching styles, limited language comprehension, and the lack of prior exposure to course content. Student feedback and anecdotal observations are drawn upon to underscore the potential utility of certain digital course aids deployed in the classroom and lecture hall, as well as being accessible to students through an online platform.

This study investigates adaptive instructions concerning students' interactive learning activities in evolving vocational environments and explores collaborative learning in the professional field. Classroom orchestration, as the overarching framework, indicates how the teacher acts as a conductor in leading different levels of classroom activities. A mixed-method design integrates quantitative and qualitative data collection and analysis methods, including a sample of sixty observations for evaluating teaching behaviours and clustering teaching with students' learning engagement. Three videotaped lessons are analysed to illustrate vocation-oriented lesson activities in which students interact in the classroom. Findings suggest that vocational teachers adopt informal approaches to enhance student engagement during classroom practices. For example, they are small-group-oriented collaborative teaching, lesson activities connected to real-life situations, adaptive and structured instructions on students' learning activities, and flexible teaching arrangements in the vocational learning environment. These findings indicate the importance of integrating students' career-based learning and instruction within collaborative vocational learning environments. The study sheds light on strategies for adapting instructional approaches to meet the diverse needs of vocational students. Additionally, it highlights the significance of collaborative learning for the advancement of pedagogical practices in the context of vocational education.

Recognising children as active and competent citizens holds promise for early childhood research and pedagogies worldwide. Researchers in China have not previously explored young children's citizenship in detail. The project that is the focus of this article sought to address this research gap. Moss' critical approach and Chen's "Asia as Method" were employed as the tools for theoretical analysis. This article draws from the first author's doctoral study and explores data gathered from interviews with kindergarten teachers in selected Chinese kindergartens. The findings reveal the teachers' expanding conceptions of child citizens and offer insight into the syncretism of Western and Chinese discourses in early childhood care and education. Finally, the value of intercultural reflexivity is considered.

Purpose: The purpose of this study is that the teaching style of college physical education (PE) teachers affects the establishment of college students' exercise habits. Design/methodology/approach: This study uses the teaching style scale for 32 PE teachers and the autonomic motivation and exercise habits scale for 320 college students in the form of self-report. Findings: Chinese college PE teachers mainly use the teacher-centered reproduction style, and the practice style is the most frequently used. The overall teaching style of college PE teachers was significantly negatively correlated with autonomous motivation and exercise habits. PE teachers' teaching style can negatively affect college students' autonomous motivation, and college students' autonomous motivation can positively affect their exercise habits. Originality/value: There is a significant negative correlation between the teaching style of college PE teachers and the exercise habits of college students. However, it cannot directly affect the establishment of college students' exercise habits, but is achieved through the mediating role of college students' autonomous motivation.

Teachers are closely connected with secondary students and have an impact on students' approaches to learning and academic results. The present study aimed to explore the effects of teacher immediacy and autonomy support on junior high students' approaches to learning. We conducted a questionnaire survey with 232 junior high school students and found that both teacher immediacy and autonomy support were positively related to students' deep approach to learning, with the dual-pathway mediating roles of positive academic emotion and academic efficacy. Regression results showed that when participants perceived their teachers to have both high levels of immediacy and autonomy support, they reported the highest level of deep approach to learning. No significant results were found in the influence of teacher immediacy, autonomy support, and the interaction effect on surface approach to learning. The implications and limitations are discussed.

The rapid growth of postgraduate education in China necessitates the imperative to augment the innovative behaviors of postgraduates. The purpose of this study was to explore whether a supportive mentoring style affects the innovative behavior of master's degree students and the potential role that academic aspiration may play in the relationship between the two. A time-lag questionnaire was given to 911 master's degree students in central China for Study 1. The results revealed that a supportive mentoring style positively predicted innovative behavior. Furthermore, the connection between a supportive mentoring style and innovative behaviors was mediated by academic aspirations. Study 2 matched five pairs of students with mentors to administer the survey using semi-structured interviews. The results confirmed the mechanisms through which supportive mentoring styles impact innovative behavior and provided more evidence for them. This study examines the development path of master's degree students' innovative behavior, reveals how internal (academic aspiration) and external (mentoring) factors impact such behavior, and offers insights into graduate students' educational practices.

Special class secondary school physics teachers represent outstanding secondary school physics teachers in China. This paper analyzes the personal life histories of 13 outstanding secondary school physics teachers. We coded and analyzed the sample materials and summarized the laws of professional development of outstanding secondary school physics teachers. The study shows that cultivating outstanding secondary school physics teachers takes a relatively long time. Their professional development can be divided into five stages: the pre-service learning period, the initial adaptation period, the exploration and skill-developing period, the maturing innovation period, and the excellence and advancement period. Individuals' own efforts and continuous learning, guidance from master teachers and experts, and support from family and school play an important role in the professional growth of outstanding secondary school physics teachers. Outstanding secondary school physics teachers can apply lifelong learning, do educational research, and develop their own distinctive physics teaching styles.

Work environments are pivotal to teachers' professional development. However, effective instruments assessing teachers' perceived work context are still lacking. The principal aim of the present study was to validate a Work Environments Inventory for Teachers (WEIT) constructed using the Job Demands-Resources (JD-R) model. Two studies were implemented on two independent samples totaling 696 (232 for Study 1 and 464 for Study 2) schoolteachers in Mainland China. Both exploratory and confirmatory factor analyses were employed to cross-validate the WEIT. The external construct validity of the WEIT was estimated through investigating its connection with the Thinking Styles in Teaching Inventory. Findings indicated that the WEIT is an adequate measure to map the characteristics of work environments for schoolteachers. Limitations are discussed and implications for future studies are suggested.

Developing and implementing impactful international partnerships was the top priority for higher education institutions prior to the pandemic breakout. The pandemic forced higher education to change and act quickly to avoid international enrollment crash and spurred some unprecedented international collaborations. This case study examines an unconventional international cooperation that a public research university in China initiated for providing a college learning environment for Chinese students enrolled in other countries during the global challenge. This study responds to the call for how to build sustainable internationalization. The research findings contribute to the development of a new paradigm of internationalization and creative internationalization for the future of new normal.

Science teachers in many countries were required to shift from face-to-face (F2F) instruction to distance learning (DL) during the COVID-19 pandemic. With the aim of helping science teachers learn how to support their students in negotiating such shifts in the future, we used an online motivation survey based on achievement goal theory to investigate the shifts to over two thousand 8th grade students' perceptions of their science teachers' motivational practices and their own goal orientations towards science that occurred during the transition from F2F instruction to DL in two very different countries, China and Israel. We hoped to identify issues common to both countries, assuming that these issues might be relevant to other countries as well. Factor analysis, t-tests, and multiple regression were used to identify key teacher motivational practices, changes to these practices and to students' goal orientations, and relations between teacher practices and student goal orientations. The major predictor of students' mastery orientation towards science in both F2F instruction and DL, teachers' attentiveness to their students' need to understand, declined for students in both countries during the shift from F2F to DL, and was associated with a decline in students' mastery orientation, engagement, and enjoyment.

The current investigation examined models of homework interest according to the data from middle school students in China. Homework interest was positively related to homework favorability, feedback quality, deep approach, monitoring motivation, peer interest, self-concept, teacher control, and family homework help. Additionally, homework interest was negatively associated with the surface approach. At the class level, homework interest was related positively to feedback quality, yet negatively to parent education. Thus, the current study extended prior research on homework, by indicating that student interest in homework was further associated with peer interest and homework approaches. Implications for further investigation and practice are discussed based on these findings.

The development of education to improve poverty in the region has become an essential direction of the world's poverty alleviation work. In the poverty alleviation by education work in China, educators who are on the front line of poverty are determined by education and nurturing their wisdom, leading countless children from families out of poverty and toward hope. In 2016, Liqun Chen, the principal who retired from a prestigious high school in eastern China loving the Miao Townships, insisted on combining poverty alleviation with supporting aspirations, using the love and responsibility of a "teacher" to inject new spirit into basic education in ethnic areas. He ignited dreams and hopes for children in frontier regions. This article elaborates on Liqun Chen's help and aspirations in Taijiang County from the perspectives of students, teachers, and regions.

This research asks the question: "How and why does "musicking" occur throughout the day in kindergartens in Qingdao city, Shandong Province, China?' This study was carried out in 12 kindergartens, of which 6 were public and 6 were private. Two data collection methods were utilised: semi-structured interviews with teachers, as well as participant and non-participant observation of all activities over the research period. The research demonstrates that musicking occurs in kindergartens within three themes: (i) organised music sessions, (ii) socially functional musicking and (iii) background music. Although there were many functions that emerged during such musicking (e.g. music for physical exercises, music for fun, etc.), the most important music activity for teachers and children in kindergartens is structured music lessons, the main purpose of which is for children's musical learning. This study not only demonstrates that organised music sessions in kindergartens were group activities within a teacher-centred teaching style, but it also reveals how teachers rely heavily on textbooks.

This paper presents the reflections of one of the authors, a junior faculty member, on teaching a master's level, English-medium instruction (EMI) course. The course was titled, "International Research on Teacher Education," and it took place in a Chinese research-intensive university. It was, in part, a response to the need for internationalisation in higher education. The authors explore seven contradictions embedded in the EMI course: (1) teacher-centred vs. student-centred educational beliefs, (2) authoritarian vs. democratic classroom atmosphere, (3) traditional printed materials vs. multi-modal learning resources, (4) direct instruction vs. self-regulated learning, (5) classroom-based teaching vs. place-based learning, (6) individual learning vs. group-based work, and (7) summative assessment vs. formative assessment. The authors apply Engeström's cultural historical activity theory to extrapolate these contradictions. Using student narratives to demonstrate, the titular question of whether the course was a bane or a boon is answered. An autoethnographic or three-dimensional narrative approach was employed to analyse the data in the context of temporality, sociality, and place. Additionally, the authors discuss the dilemmatic space and implications associated with implementing the EMI course in China.

International student numbers in China are growing, but limited research considers their academic experiences in China's higher education system. This qualitative study reveals international students' experiences regarding academic adaptation and success in China's two academic management environments: 'semi-differential' and 'differential'. The findings reveal that students' academic experiences and challenges differ depending on the academic management environment. International students in the 'semi-differential' model struggle with adapting to academic knowledge, language proficiency and poorly fitted teaching styles but generally overcome these challenges and achieve academic success owing to push motivations and a more integrated environment. In contrast, the 'differential' model allows easy adaptation and graduation but leads to a lack of academic confidence, low levels of responsibility towards education and questioning educational quality. To promote the sustainable development of international education and better support international students, Chinese campuses should enhance their institutional arrangements.

Despite the rapid development of TNHE over the past decade, research studies on students' perceptions and experiences of teaching and learning at TNHE programmes in China are very limited. Using both surveys (328) and follow-up interviews (40) from students at two Anglo-Sino programmes, this study explores students' perceptions and experiences of teaching and learning in TNHE in China. Drawing on the five components of the intercultural dialogue framework, this paper reveals that Chinese students' experience of teaching was fragmented not least through a mixture of cultural approaches to pedagogy including a teacher-centred approach by the local Chinese teachers and a student-centred approach by the foreign teachers, with the latter generally preferred by the students. The findings yield several important implications for contextualized curriculum and careful consideration of the TNHE learning environment in China.

Argumentative writing is one of the main writing types in Second Language Writing (SLW) instruction, as it links with the assessment of language capacity in tests. It is a common course for students of tertiary education, but few instructors have a clear comprehension of it. With the goal of giving circumspect teaching implications, this study serves as an illustration for argumentative writing lecturers in higher education. In this study, semi-structured interview, classroom observation and collected written drafts are used as research tools to discover the conceptualization and teaching practice of two lecturers who are instructing English-major sophomores. The findings show that different teaching beliefs (human-oriented and task-oriented) lead to different teaching process in argumentative writing class. Besides, the assessment criteria and students' response are revealed to understand the effects of those instructions accordingly.

This research investigated the significance of learning dispositif (LD) and emotional attachment (EA) on perceived learning success (LS) across a diaspora of Western, Russian, Asian, Middle Eastern and Chinese student cohorts. Foucault's LD captures the disparate socio-cultural contexts, institutional milieus and more or less didactic teaching styles that moderate learning. EA is a multi-dimensional notion involving affective bonds that emerged in child psychology and spread to marketing and other fields. The sequential explanatory research reviewed the learning and EA literatures and generated an LD-EA framework to structure the quantitative phase of its mixed investigations. In 2017 and 2018, the research collected 150 responses and used a range of statistical techniques for quantitative analysis. It found that LS varied significantly across cohorts, intimating that dispositifs influence learning. Nonparametric analysis suggested that EA also influenced learning, but regressions were inconclusive. Exploratory techniques hint at a dynamic mix of emotional or cognitive motivations during the student learning journey, involving structural breaks in student/instructor relationships. Cluster analysis identified distinct student groupings, linked to years of learning. Separately, qualitative analysis of open-ended survey questions and expert interviews intimates that frequent teacher interactions can increase EA. The synthesis of quantitative with qualitative results and pedagogical reflection suggests that LD and EA both influence learning in a complex, dynamic system. The key constituents for EA are Affection, Connection, Social Presence (SP), Teaching Presence (TP) and Flow but student emotional engagement is conditioned by the socio-cultural milieu (LD) and associated factors like relationships and trust. Unlike in the Community of Learning framework, in the EA framework Cognitive Presence (CP) is an outcome of the interaction between these EA constituents, associated factors and the socio-cultural milieu. Finally, whilst awareness of culture and emotions is a useful pedagogical consideration, learning mainstays remain inclusive educational systems that identify student needs and support well-designed programmes. Within these, scaffolded modules should include a variety of engaging learning activities with non-threatening formative and trustworthy summative feedback. We acknowledge some statistical study limitations, but its tentative findings make a useful preliminary contribution.

This study investigated students' preferences towards native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs). The research methodology employed a mixed-method, which included a questionnaire and an interview. The participants were thirty Year 1 students and thirty-five Year 2 students from the College of International Education (CIE) Program, Guangxi University of Finance and Economics, P. R. China. Results indicated that these two groups of students viewed both NESTs and NNESTs favorably, but that different types of teachers had different strengths. NESTs were considered more effective in teaching culture, speaking, and pronunciation for the target language, but they had some problems communicating with students. NNESTs were more effective in imparting fundamental knowledge (especially grammatical structures), writing, and reading. Their teaching style, however, was rather lacking in traditional class activities. Therefore, this paper suggested that students would benefit from being co-taught by both NESTs and NNESTs.

International graduate students meet TOEFL, GPA, and other admissions criteria to gain entry into US colleges and universities. During their stay in the USA, they provide educational and economic contributions for their host country. In contrast to their educational and economic potential, international students often demonstrate poor academic and social integration at their host institutions. Grounded theory methodology was used to investigate what accounts for the academic, cultural, and social adjustment problems faced by East Asian graduate students pursuing studies at an elite private not-for-profit university in the USA. Findings reveal that students experienced lowered self-confidence and acculturative stress as a result of challenges encountered during their first year, language barriers, different teaching styles and teaching environments, and their interactions with professors. Raising faculty sensitivity to cultural differences among international students, early adjustment counseling and obtaining regular feedback are recommended.

Based on Self-determination Theory (SDT), this research intends to analyze the effect of different physical education (PE) teachers' teaching styles on students' class participation motivation in universities. Students of some universities and colleges in Sichuan Province and Shanghai Municipality, China, are researched. Total 871 valid copies of questionnaire are retrieved for testing the research hypotheses. The results reveal positive correlation between incentive, intelligence inspiration and the intrinsic motivation of student learning as well as between charisma and the extrinsic motivation of student learning in transformational leadership. In transactional leadership, contingent reward and positive involving management show positive relationship with the intrinsic motivation of student learning, and negative involving management also presents positive relationship with the extrinsic motivation of student learning. Finally, it is suggested that PE teachers should build the situation which could satisfy the needs of autonomy, sense of competence and sense of belonging as well as create the physical education environment which could satisfy basic psychological needs of autonomy, competence, and sense of belonging to reinforce students' positive motivation on physical education. Sports education is the most important education to develop the students' physical and mental health.

According to the self-determination theory, autonomy-supportive teaching is considered an effective approach to motivate students to learn. The present study investigates the effect of students' perceived autonomy support on math achievement over time, i.e. from grades 4 to 6, using a longitudinal survey administered in Chinese elementary schools. A total of 1624 participants were assessed over four waves. Autonomy need satisfaction and classroom engagement were included as predictors of achievement growth. Latent growth curve modelling (LGCM) indicated that perceived autonomy support accounted for more variance in mathematics achievement among 4th- and 5th-grade students than it did for 6th-grade students. Furthermore, student autonomy need satisfaction positively predicted the growth rate of their achievement, while behavioural engagement significantly and positively predicted both the growth rate and the average initial level of mathematics achievement.

Since the 1960s, concerns for beginning teachers have attracted extensive attention. High attrition rates among beginning teachers have been an international challenge, which is costly for a nation's budget. To improve the retention of new teachers, it is imperative to understand what beginning teachers have experienced in their professional practice. This qualitative research examined the career development trajectories of beginning kindergarten teachers in China. The experiences of 23 kindergarten teachers from Nanjing were investigated through semi-structured interviews. Using grounded theory, this research identified four main themes and four career development trajectories. Themes include orientation, mastery, re-examination and self-validation, while career development trajectories reveal that teacher career development is not unilinear, but diverse. These findings are crucial in raising the awareness of researchers and practitioners about the diversities and possibilities of teacher career development trajectories. Further implications for researchers, teacher educators and kindergarten teachers are discussed.

This phenomenological study provided an in-depth description of the internal meaning of the lived experiences of Canadian-born and foreign-born Chinese students in Canada and uncovered the differences in their social experiences. The study used semi-structured interviews to allow the participants to express their views on their lives in Northern Ontario, Canada. Four themes emerged: (a) perceptions of ethnic identity; (b) cultural integration; (c) perceptions of academic performance and (d) the effect of Canadian education on career options. The study revealed that Canadian-born Chinese students differed from their foreign-born counterparts in their viewpoints on ethnic identity; their perceptions concerning acculturation; and academic performance. They shared similarities in their views about Canadian and Chinese educational systems, teaching styles, and their career expectations.

This paper first reviews the developmental history and status quo of Business English Program in China. Then based on the theory of needs analysis, it researches on 226 questionnaires from Business English Program students from Guangdong University of Foreign Studies to investigate the problems encountered and current situation of Business English Program in China. From the statistical analysis of the questionnaires, it finds: (1) employment and interest are the main reasons that students choose Business English as their major, but the current Business English teaching materials haven't fully considered student's demands for vocational requirements; (2) it should take into account both the learners' and societies' needs in Business English curriculum arrangement to increase the number of business-related courses appropriately; (3) students generally agreed that they lacks business knowledge and skills, so Business English courses should focus on cultivating the practical business skills; (4) Business English teaching materials should always be practicality oriented and targeted and communicative; (5) in order to improve teaching effectiveness, Business English teachers should consciously adopt different teaching methods targeted for different teaching content during the teaching process; (6) teachers' morality, knowledge, teaching style and mutual relationship with students can be further enhanced to meet the needs of students.

The current study examines cultural effects on college professors' teaching styles. Ninety-four Chinese university instructors participated in the study. A 40-item teaching style inventory was used in the study. The responses were compared with American professors' teaching styles reported by Grasha (2006). Results show that the Chinese participants are no more likely than their American counterparts to use the authority-based, top-down teaching style cluster. However, they are more likely to report using student-centered teaching styles. These findings suggest that with globalization and westernization, Chinese teaching styles in higher education continue to evolve, and Chinese professors may be employing both the traditional Confucian style and the Western democratic teaching styles.

This study focuses on exploring the difficulties that native-English-speaking teachers (NESTs) and non-native-English-speaking teachers (NNESTs) encounter in their collaborative teaching in a Chinese context. Using an open-ended questionnaire and semi-structured interview, the researchers discovered that the difficulties in team teaching were mainly brought about by three sources: the team teachers, the students and the educational system. Five constraints from the team teachers were identified: lack of training in team teaching, lack of mutual understanding, conflict of teaching styles, unclear role distribution, and little time for and expertise in planning team teaching. Meanwhile, three obstacles caused by the students were reported: deficiency in aural and oral English, unaccustomedness to team teaching approach, and unwillingness to participate in class activities. Finally, two barriers from educational system were found to limit teachers' use of team teaching: large classes and grammar-based examination. The results from the study suggest that, to maximise benefit from team teaching in class, local schools should provide team teachers with a pre-semester training. As for team teachers, they should establish a harmonious relationship, reconcile different teaching styles and make a detailed team teaching plan.

The Chinese teaching research system was created, improved, and developed in response to the ongoing process of addressing issues and needs in teaching in China's primary and secondary education system. The teaching research system is an important and integral part of the Chinese approach to managing teaching. Its 70-year course of development can be divided into six periods: initial creation period (1949-1956)--starting from nothing; development period (1957-1965)--gradual improvement; setback period (1966-1976)--at a low ebb; restoration period (1977-1984)--regrouping; standardization period (1985-1999)--great prosperity; improvement period (2000-)--transformation and innovation. The teaching research system developed alongside the changes in China's basic education and the ongoing development of primary and secondary education curricula, teaching materials, and teaching, becoming the core supporting mechanism ensuring reforms to curricula, teaching materials, and teaching, and improving the quality of teaching education, and the professionalization of teachers. The teaching research system has formed a set of relatively mature, improved, and effective multi-level province, city (district, county), and school, teaching research systems, and has formed teaching research groups that have accumulated rich teaching experience, substantial academic achievement, and strong management and leadership capabilities. The teaching research work emerges out of the practical needs of teachers, and its objective is to resolve teachers' day to day problems encountered in the classroom and in the implementation of the curriculum. The Chinese teaching research system faces new challenges as curriculum reform deepens, the education level and level of professional development of primary and secondary teachers improves, and multimedia technology advances. These changes require a deepening of the work of the teaching research system, demanding greater professionalization, standardization, and scientific backing. [English translation written by Jeff Keller.]

This paper explores Cultural and Creative Industry (CCI) teaching and curriculum development across disciplines, based on a case study of a newly established Cultural and Creative Industry (CCI) programme at the School of Modern Languages, Cardiff University, UK. It illustrates how different academic values and goals influence styles of teaching and curriculum development, and it considers how this drives disciplinary evolution. As CCI increasingly attracts international students, in particular from China's middle-class market, this paper questions the direct 'import' of western CCI for Chinese students, in terms of both content relevance and programme development sustainability. This paper suggests that curriculum evolution should be viewed as key for UK higher education to retain market competitiveness, especially a pending 'Brexit'.

This study investigates the teaching and learning of single-digit whole number multiplication in China. Analysis of data from documents, classroom teaching, and semi-structured interviews revealed three salient characteristics of emphasizing "oral calculation," "calculation speed," and "understanding" across standards, textbook and classroom practices. It also showed how mathematics teachers enact these features in their teaching practice to help students develop their computational skills. The study particularly elaborates the role played by the nine-times table, or "Chengfa Kou Jue Table" (CKJ Table) in teaching practices, as well as how teachers treat memorization of CKJ and how understanding of operations contributes to their better understanding the relationship between the two in the teaching process.

Both the Mainland and Hong Kong have witnessed the trend of educational internationalisation since the handover. The recruitment of non-local students is regarded as an important strategy to internalise universities in Hong Kong. Within Hong Kong's western-style educational setting, an increasing number of Mainland students attracted by the English-medium education and widely adopted western-oriented pedagogy have become the majority non-local students. Studies explored the adjustment experiences of Mainland students to study in Hong Kong and found evidence that the adjustment of the host group was as difficult as the sojourning group did in classroom interaction. Nevertheless, limited research examines the role of teachers in promoting interaction between diverse learners from pedagogical perspective. Effective teaching strategies can enhance positive classroom interaction. There is substantial literature within disciplines, such as healthcare, economics, and teacher education, but there is little investigation of effective strategies in English that studies as a discipline, particularly, in the new context of the HKSAR (Hong Kong Special Administrative Region), PRC (People's Republic of China). This paper attempted to investigate how lecturers' teaching strategies promoted productive interaction through surveys in the discipline of English. The results should have implications for other worldwide institutions other than Hong Kong involved in enhancing quality teaching and learning in higher education. (Contains 5 tables.)

In the early heyday of ITA education, English as a second language (ESL) educators played a key role in defining three basic learning needs for ITAs: Language, teaching, and culture. Of this model, culture is the most broadly defined and least developed component. It was predicted by some, apparently on the basis of nationality, that ITAs would have trouble interacting with U.S. undergraduates because of different ideas about teacher and student roles, and unfamiliarity with "interactive" teaching styles. The current study revisited an earlier study by the author on the intersections between educational cultures of ITAs, with the purpose of further investigating salient aspects of individual ITAs' educational experiences (teaching experience, etc.), and how these experiences mediated ITAs' teaching beliefs at the outset of their teaching careers at the university where the study took place. The current study went further by conceptualizing ITA "nationality" as a context for possible educational experiences, and by exploring this variable with a larger sample size (N = 202) in which questionnaire responses of ITAs who had earned their bachelor's degrees in China, India, Korea, Sri Lanka, Turkey, or the U.S.A. (international students earning their degrees in the U.S.A.) could be considered. Results suggested that these differences might be partly explained by whether ITAs had opportunities, either in the L1s or L2s, to develop procedural knowledge with teaching. This research supports proposes a central role for development of language and procedural knowledge for ITA adaptation to their professional roles in U.S. higher education. (Contains 3 tables.)

Higher Education is experiencing an increasingly diverse student population. Students bring a range of skills and experiences to their courses; they have different backgrounds and different needs. This fluidity requires an approach to teaching that encompasses the social aspects of learning. It has been suggested that authentic approaches to teaching and learning can assist in offering a perspective on learning which views learning as "enabling participation in knowing". We propose that the authentic learning practices developed in The Gift design project, discussed in this paper, constituted approaches which acknowledged that students' interests and experience are intrinsically bound up with motivation and engagement and, as such, have a major influence on the ways in which learning is constituted and developed. The Gift project has developed a range of innovative formative strategies which have provided both students and tutors with opportunities to become involved in peer assessment and review, peer feedback and reflection on learning outcomes. This re-conceptualisation of the assessment process has provided valuable insights into the development of learning skills such as problem solving, critical analysis, and the development of creativity and learner autonomy.

To ensure a student-centered campus, schools must integrate student empowerment in and out of the classroom. In China, this concept remains a novel idea. In the US, student empowerment outside of the classroom, for example, in student governance, is prevalent. However, faculty at-large still remains somewhat unaware that internal belief systems about power shape, not only the curriculum or content they are delivering, but also their choices of pedagogy. We assert that the internal political assumptions of an individual are manifested in the teaching styles selected by that individual. Little research exists to understand how individual faculty political perceptions correlate with classroom pedagogical practices that impact student learning. This paper provides a conceptual foundation for embarking upon empirical study of this fascinating phenomenon.

Students preferentially take in and process information in different ways: by seeing and hearing, reflecting and acting, reasoning logically and intuitively, analyzing and visualizing. Teaching methods also should vary accordingly. How much a student can learn is also determined by the compatibility of the student's learning styles and the teacher's teaching styles. It is important for teachers to know their learners' preferred learning styles because this knowledge will help teachers to plan their lessons to match or adapt their teaching and to provide the most appropriate and meaningful activities or tasks to suit a particular learner group at different stages.

This paper analyzed the common errors in university students' writing. At the same time, it showed some methods based on activities designed to give students practice in these problem areas. The activities are meant to be carried out in a comfortable, non-threatening atmosphere in which students can make positive steps toward reducing their errors and increasing their motivation to write in English.

The literature focusing on Christian home schooling has been entirely ignored in the educational context of China, because practising home schooling is illegal and such families have strong religious beliefs. In particular, in China, studies grounded in empirical research and dealing with the development of Christian home schooling are negligible. The findings of this study were generated by an analysis of qualitative data: they provided in-depth information about the motivation of those who practice Christian home schooling, types of existing Christian home schooling, teaching content, and teaching methods and outcomes. It was found that Christian beliefs and values philosophically support Chinese Christian families in the process of their practice of home schooling.

Opportunities for high quality teachers' continuing professional development (CPD) are considered scarce in Asian countries such as China, Vietnam, and Cambodia. In addition, there seem to be few sustainable outcomes of teachers' CPD. The present study aimed to address English teachers' dissatisfaction with their own CPD in China. With some university-based teacher educators' support, reciprocal coaching circles were formed by English teachers, where they identified common teaching problems and worked out practical solutions appropriate for their local contexts collaboratively. The findings suggest multiple benefits, including higher confidence in teaching, an expanded repertoire of teaching strategies, and teachers' professional communities. Both in-service teachers and university-based teacher educators contribute to reciprocal coaching circles in complimentary ways, with local teachers being the main agent for change and university-based teacher educators being facilitators.

We have examined an experienced chemistry teacher's pedagogical content knowledge (PCK) of teaching with practical work in China. Based on the well-known PCK model by Magnusson S. J., Krajcik J. and Borko H., (1999), "Nature, sources, and development of pedagogical content knowledge for science teaching," in Gess-Newsome J. and Lederman N. G. (ed.), "Examining pedagogical content knowledge: the construct and its implications for science education," Boston: Kluwer, pp. 95-132, we focused on how the participant's teaching orientations and relevant contextual factors shaped his practical knowledge of teaching with practical work. Data from multiple sources were collected and analysed over one semester (four months), including interviews, direct classroom observation, textbooks and lesson plans. Three conclusions were drawn from this study: (1) the participant held multidimensional and mixed science teaching orientations, (2) the participant's science teaching orientations shaped his knowledge and beliefs about students' learning and the instructional strategies related to practical work, and (3) contextual factors exerted great influence on his PCK.

Recent decades have witnessed a growing number of native English speakers teaching English in Chinese classroom. However, their teaching does not gain expected ends. Extensive studies have found that the mismatch between learning styles and teaching styles is a possible reason for this phenomenon. This paper aims to investigate whether the teaching styles of NS English teachers are matched with learning styles adopted by Chinese English learners with quantitative methods. (Contains 5 tables and 1 figure.)

The Myers-Briggs Type Indicator (MBTI) was given to 264 students in an undergraduate Pharmacy course at a military medical university. Selected MBTI personality types were compared for achievement in the course using a t-test to compare total points earned. High grades were earned by students stronger in the traits of introversion (I) and judgment (J), whereas the extraverted (E) and perceptive (P) types had the lowest grades and dropped out of the course in the largest numbers. When combinations of MBTI types were compared, the highest grades were earned as follows: IJ greater than SJ greater than ST greater than IS (S: Sensing; T: Thinking; J: Judgment). This ranking indicates that a sensing personality also has a strong relationship to achievement in this pharmacy course when it is combined with judgment, thinking. Instructors and students need to be aware of the relationship between personality and learning so that they can modify their teaching style and learning behavior to enhance academic achievement. (Contains 2 tables.)

There are a few unique English teaching and learning styles among some Chinese teachers and learners, which affect their work efficiency or are toxic to their work and study. Some suggestions on getting rid of toxic teaching and learning styles are necessary to the improvement of teaching and learning efficiency. Cultivating healthy styles for English teaching and learning is the key to success.

This paper reports the results of a pilot in-service teacher training program undertaken in China from 2001 to 2004. Upon completion, the in-service teachers were awarded a Bachelor of Arts degree (non-honor) specializing in English Language Education. Many interesting findings resulted from this pilot program. By integrating low- and high-technology in the distance in-service teacher training programs, both the trainers (the university lecturers) and the student teachers (in-service school teachers) were able to transform their pedagogical skills. The student teachers learned to become independent learners. The university lecturers learned to adjust their teaching styles to be more learner-centred. Both the lecturers and the student teachers adopted task-based approaches to learning and teaching. Finally, the student teachers were given the means to upgrade their qualifications and teaching skills. Based on these findings, the authors offer suggestions for the future development of student teacher training in China using distance modalities. (Contains 2 figures.)

Individual learners' affective factors are very important for foreign language learning. In China foreign language learning mainly happens in the classroom. Foreign language teachers are the organizers and carriers of language classes, and thus they inevitably influence the students' affection. This study explores how EFL teachers influence students' affect, what the teachers should do to develop and make good use of students' positive affect, and what the teachers should do to avoid the negative affect and facilitate its possible transformation into the positive. (Contains 10 tables.)

This study examines two teaching styles in Chinese middle schools, traditional lecture-based and cooperative learning. The study uses simple descriptive statistics to analyze economic status and achievement scores for both strategies in four Chinese middle schools. There were 145 randomly selected middle school students involved in the study. The results showed that the participants in the traditional lecture-based group obtained higher achievement scores during the course of the semester. The paper concludes with some discussion about the application, implementation and recommendation of traditional and cooperative learning and their impact on educational leaders, school improvement, educational policy, and educational reforms. (Contains 3 tables and 1 chart.)

The rapid development and popularization of smart phones and mobile internet has created a new social lifestyle, and correspondingly prompts the transformation of network teaching from desktop computer to mobile teaching. This article has compared the pros and cons of Tsinghua Education Online and WeChat official account (WOA) in fulfilling teaching functions. We also described the construction of WOA platform with the example of WOA-based teaching in biochemistry and molecular biology. The platform can establish nearly 75 menu catalogs and 2,250 items, which is capable for the publication of any types of teaching materials and information. The WOA teaching is well accepted and becomes popular in China due to the free, interactive, attractive, adaptable, portable, sustainable, and more participatory teaching styles.