Classroom Change in Developing Countries: From Progressive Cage to Formalistic Frame
Language: English
Published by Taylor & Francis, 2020
Series: Book 34 of 74 - Routledge Research in International and Comparative Education
- Softcover
- New
Seller: Revaluation Books, Exeter, United KingdomRevaluation Books
AbeBooks seller since January 6, 2003
Condition: New
£ 71.76
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266 pages. 9.21x6.14x0.59 inches. In Stock.
Seller Inventory # x-0367592517
- Title
- Classroom Change in Developing Countries: From Progressive Cage to Formalistic Frame
- Author
- Guthrie, Gerard
- Publisher
- Taylor & Francis
- Publication year
- 2020
- Condition
- Brand New
- Binding
- Paperback
- Language
- English
- ISBN 10
- 0367592517
- ISBN 13
- 9780367592516
- Item weight
- 0.5 kilograms
- Series
- Book 34 of 74: Routledge Research in International and Comparative Education
Progressive Education, derived mainly from Anglo-American culture, has been the primary frame of reference for student-centered classroom change in developing countries for over 50 years. Yet in many developing countries, strong evidence shows that progressivism has not replaced teacher-centered formalistic classroom practice. Classroom Change in Developing Countries: From Progressive Cage to Formalistic Frame presents a robust case for why formalism should be the primary frame of reference for upgrading classroom teaching in developing countries. Theoretically rich yet grounded in practice, the book draws on case studies from Africa, China and Papua New Guinea to show how culturally intuitive formalistic teaching styles can induce positive classroom change.
Synthesising research and evaluation literature on classroom change in developing countries, Guthrie examines some of the methodological flaws in the literature. The book considers the progressive cage, and looks at Confucian influences on teaching in China, progressive reform failures in both Sub-Saharan Africa and Papua New Guinea, as well as offering a critical take on some failings in comparative education. It examines the formalistic frame, addresses methodological issues in culturally grounded research and offers a model of teaching styles for basic classroom research. The book concludes by returning the focus back to teachers and considers the so-called teacher resistance to change.
The book will be an essential purchase for academics and research students engaged in the fields of classroom teaching, teacher education and curriculum and will also be of interest to academics, aid officials, and decision-makers in developing countries.
"Synopsis" may belong to another edition of this title.
About the Author
Dr Gerard Guthrie is an educationalist with 45 years of experience who has specialised in teaching styles in developing countries.
"About the title" may belong to another edition of this title.
Revaluation Books
Exeter, United Kingdom
AbeBooks seller since January 6, 2003
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Edward Bowditch Ltd
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Exeter, United Kingdom EX3 0PP
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