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Moving Beyond Paradoxes: Understanding Chinese Learners and Their Teachers

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Revisiting The Chinese Learner

Part of the book series: CERC Studies in Comparative Education ((CERC,volume 25))

Abstract

Over the past two decades, researchers have accorded increasing attention to understanding Chinese students. This interest has been spurred by many factors, including the consistently high performance of East Asian students in cross-national studies of achievement (e.g., Mullis, Martin, Gonzalez, & Chrostowski, 2004a, 2004b; Organization for Economic Co-operation and Development [OECD], 2007), pioneering research that has sought to explain this superior performance (Stevenson, Chen, & Lee, 1993; Stevenson & Lee, 1990; Stevenson, Lee, & Stigler, 1986), the large numbers of Chinese students studying overseas (Rastall, 2006), and, more recently, the marked expansion and influence of the Chinese economy.

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  1. Faculty of Education, The University of Hong Kong, Hong Kong, China

    Nirmala Rao & Carol K. K. Chan

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  1. Fac. Education, University of Hong Kong, Pokfulam Road, Hong Kong, Hong Kong SAR

    Carol K.K. Chan

  2. Fac. Education, University of Hong Kong, Pokfulam Road, Hong Kong, Hong Kong SAR

    Nirmala Rao

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Rao, N., Chan, C.K.K. (2010). Moving Beyond Paradoxes: Understanding Chinese Learners and Their Teachers. In: Chan, C., Rao, N. (eds) Revisiting The Chinese Learner. CERC Studies in Comparative Education, vol 25. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3840-1_1

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