File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Teaching styles and conceptions of effective teachers: Tibetan and Han Chinese academics compared

TitleTeaching styles and conceptions of effective teachers: Tibetan and Han Chinese academics compared
Authors
KeywordsChinese academics
Conceptions of effective teachers
Teaching styles
Issue Date2011
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindif
Citation
Learning And Individual Differences, 2011, v. 21 n. 5, p. 619-623 How to Cite?
AbstractThe principal objective of this research is to ascertain if the "research-teaching dichotomy" as revealed in the relationship between conceptions of effective teachers and teaching styles among Han Chinese academics can be found among Tibetan academics. As a preliminary objective, this research examines the appropriateness of the Effective Teacher Inventory (Zhang, 2003) for evaluating Tibetan academics' conceptions of effective teachers and compares the conceptions of effective teachers between Tibetan and Han Chinese academics. The Thinking Styles in Teaching Inventory (Grigorenko & Sternberg, 1993) and the Effective Teacher Inventory (Zhang, 2003) were administered to 162 Tibetan academics. For the purpose of comparison, data from 93 Han Chinese academics in Zhang's (2009) study were integrated into the present research.The results warranted two conclusions. First, the Effective Teacher Inventory was appropriate for assessing Tibetan academics' conceptions of effective teachers; and there was no substantial difference in the conceptions of effective teachers between the two samples. Second, as it was among Han Chinese academics, the apparent "research-teaching dichotomy" was identified among Tibetan academics. Limitations and significance of this research are discussed and directions for future research are proposed. © 2011 Elsevier Inc.
Persistent Identifierhttp://hdl.handle.net/10722/164693
ISSN
2015 Impact Factor: 1.631
2015 SCImago Journal Rankings: 1.057
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorZhang, LFen_HK
dc.date.accessioned2012-09-20T08:08:03Z-
dc.date.available2012-09-20T08:08:03Z-
dc.date.issued2011en_HK
dc.identifier.citationLearning And Individual Differences, 2011, v. 21 n. 5, p. 619-623en_HK
dc.identifier.issn1041-6080en_HK
dc.identifier.urihttp://hdl.handle.net/10722/164693-
dc.description.abstractThe principal objective of this research is to ascertain if the "research-teaching dichotomy" as revealed in the relationship between conceptions of effective teachers and teaching styles among Han Chinese academics can be found among Tibetan academics. As a preliminary objective, this research examines the appropriateness of the Effective Teacher Inventory (Zhang, 2003) for evaluating Tibetan academics' conceptions of effective teachers and compares the conceptions of effective teachers between Tibetan and Han Chinese academics. The Thinking Styles in Teaching Inventory (Grigorenko & Sternberg, 1993) and the Effective Teacher Inventory (Zhang, 2003) were administered to 162 Tibetan academics. For the purpose of comparison, data from 93 Han Chinese academics in Zhang's (2009) study were integrated into the present research.The results warranted two conclusions. First, the Effective Teacher Inventory was appropriate for assessing Tibetan academics' conceptions of effective teachers; and there was no substantial difference in the conceptions of effective teachers between the two samples. Second, as it was among Han Chinese academics, the apparent "research-teaching dichotomy" was identified among Tibetan academics. Limitations and significance of this research are discussed and directions for future research are proposed. © 2011 Elsevier Inc.en_HK
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindifen_HK
dc.relation.ispartofLearning and Individual Differencesen_HK
dc.subjectChinese academicsen_HK
dc.subjectConceptions of effective teachersen_HK
dc.subjectTeaching stylesen_HK
dc.titleTeaching styles and conceptions of effective teachers: Tibetan and Han Chinese academics compareden_HK
dc.typeArticleen_HK
dc.identifier.emailZhang, LF: lfzhang@hkucc.hku.hken_HK
dc.identifier.authorityZhang, LF=rp00988en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.lindif.2011.06.005en_HK
dc.identifier.scopuseid_2-s2.0-80052425613en_HK
dc.identifier.hkuros209155en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-80052425613&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume21en_HK
dc.identifier.issue5en_HK
dc.identifier.spage619en_HK
dc.identifier.epage623en_HK
dc.identifier.eissn1873-3425-
dc.identifier.isiWOS:000295435700020-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridZhang, LF=15039838600en_HK
dc.identifier.citeulike9564460-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats