Indigenous Education in Taiwan
Teacher Beliefs, Knowledge, and Practices
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Indigenous students are the least empowered studentsin Taiwan. They struggle with the crises of poverty,discrimination, identity conflict, low achievement,and high drop-out rates. Those problems imposeradically different educational, social, andpsychological demands on Indigenous students. Asolution to the continuing learning problems ofIndigenes might be to improve classroom instruction.This book provides a holistic description andinterpretation of effective teaching by documentingthe beliefs, knowledge, and practices of exemplaryeducators in various cultural contexts in Taiwan.Such specific ...
Indigenous students are the least empowered students
in Taiwan. They struggle with the crises of poverty,
discrimination, identity conflict, low achievement,
and high drop-out rates. Those problems impose
radically different educational, social, and
psychological demands on Indigenous students. A
solution to the continuing learning problems of
Indigenes might be to improve classroom instruction.
This book provides a holistic description and
interpretation of effective teaching by documenting
the beliefs, knowledge, and practices of exemplary
educators in various cultural contexts in Taiwan.
Such specific and detailed profiles can help teacher
educator and school administration direct the changes
necessary to improve teachers practices to achieve
cultural diversity. Moreover, this book advances
alternative perspectives on the nature and
development of expertise in teaching by comparing
exemplary practices for minority students in other
countries. Such cross-cultural exchange and
understanding could ultimately illuminate wider
dimensions of effective practices that expand current
theories of culturally diverse teaching.
in Taiwan. They struggle with the crises of poverty,
discrimination, identity conflict, low achievement,
and high drop-out rates. Those problems impose
radically different educational, social, and
psychological demands on Indigenous students. A
solution to the continuing learning problems of
Indigenes might be to improve classroom instruction.
This book provides a holistic description and
interpretation of effective teaching by documenting
the beliefs, knowledge, and practices of exemplary
educators in various cultural contexts in Taiwan.
Such specific and detailed profiles can help teacher
educator and school administration direct the changes
necessary to improve teachers practices to achieve
cultural diversity. Moreover, this book advances
alternative perspectives on the nature and
development of expertise in teaching by comparing
exemplary practices for minority students in other
countries. Such cross-cultural exchange and
understanding could ultimately illuminate wider
dimensions of effective practices that expand current
theories of culturally diverse teaching.
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