LITERATURE CITED

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LITERATURE CITED

LITERATURE CITED

  • “Activity based learning- A radical change in Primary Education”. UNICEF.
  • Ahlfeldt, S., Mehta, S., & Sellnow, T. (2005). Measurement and analysis of student engagement in university classes where varying levels of PBL methods of instruction are in use.
  • Batesko, M. L. (2007). Creating a positive elementary environment for Asperger children. Journal of College Teaching and Learning, 4(10), 82-87.
  • Botts, D. C., Losardo, A. S., Tillery, C. Y., & Werts, M. G. (2012). A comparison of activity based intervention and embedded direct instruction when teaching emergent literary skills. The Journal of Special Education, (In press).
  • Bush, T., & Qiang, H. (2000). Leadership and culture in Chinese education. Asia Pacific Journal of Education, 20(2), 58-67.
  • Chan, S. (1999). The Chinese learner: A question of style. Education + Training, 41(6/7), 294-305.
  • Chiu, M.L. (1995). The influence of anticipatory fear on foreign student adjustment: An explanatory study. International Journal of Intercultural Relations, 19, 1-44.
  • Chickering, A. W., & Gamson, Z. F. (1999). Development and adaptations of the seven principles for good practice in undergraduate education. New Directions for Higher
  • Cohen & Ball, 1990
  • Chinese learner: Cultural, psychological and contextual influences(pp. 85-105). Hong Kong/Australia:
  • Comparative Education Research Centre/Australian Council for Educational Research.
  • Education, (80), 75-81. (Elrod, 2007). Genetics Concept Inventory
  • Forsyth, I., Jolliffe, A., & Stevens D. (1999). Evaluating a course – practical strategies for teachers, lecturers and trainers. London: Kogan Page.
  • Finch, A. (2002). The language clinic: The teacher as an agent of change. Thai TESOL Bulletin Special Issue, 69-78. Retrieved from http://www.finchpark.com/arts/Clinic.pdf
  • Gao, L., & Watkins, D.A. (2002). Conceptions of teaching held by school science teachers in PR
  • Henrico, A. (2012). Activity-based learning: A business management case study. African Journal of Business Management, 6(33), 9452-9459.
  • Hake, R.R. (1998). Interactive-engagement versus traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-75. Johnson, D.W., Johnson R., & Smith K., (1998). Active Learning: Co-operation in the college classroom. Edina, MB: Interaction Book Co.
  • Keengwe, J., Onchwari, G. & Onchwari, J. (2009). Technology and Student Learning: Towards a Learner-Centered Teaching Model. AACE Journal, 17(1), 11-22.
  • Higher Education Research and Development, 24(1) 5-20.
  • Schwerdt, G., & Wuppermann, A. C. (2011). Is traditional teaching really all that bad? A within-student between-subject approach. Economics of Education Review, 30(2), 366-379.
  • Stoll, L. (2009). Capacity building for school improvement or creating capacity for learning? A changing landscape. Journal of Educational Change, 10(2-3), 115-127.
  • Halloun, & Hestenes, 1985 Guo, S. (1996). Adult teaching and learning in China. Convergence, 29(1), 21-34. Ji,  S.B.  (2001).  How  to  help  Chinese  English  students  overcome  the  fear  of  writing  English compositions. ELT Newsletter, 67. Retrieved from http://www.eltnewsletter.com/back/July2001/ art672001.htm Ke,  L.  (2008).  Teaching  college  English  to  a  large  class:  Problems  and  remedies. Sino-US  English Teaching, 5(2), 13-18.
  • Kennedy, P. (2002). Learning cultures and learning styles: Myth-understandings about adult (Hong Kong) Chinese learners. International Journal of Lifelong Education, 21(5), 430-445.
  • Liu, M. (2005). Reticence, anxiety and oral English performance of Chinese university students in oralEnglish lesson and tests. [Abstact]. Scientific Commons. Retrieved from http://en.scientificcommons.org/33719514
  • Liu, M. (2007). Chinese students’ motivation to learn English at the tertiary level. Asian EFL Journal, 9(1). Retrieved from http://www.asian-efl-journal.com/March_07_ml.php
  • National Council of teachers of Mathematics (1989, 1991)
  • National Council of teachers (1996)
  • National Bard of Professional Teaching Standards (1989)
  • Pine G. (1989)
  • Qing, N. (2007). Traditional Chinese culture and ELT. SAAL Quarterly, 80. Retrieved from http://saal.org.sg/sq80.pdf
  • Ryan, M.E., & Twibell, R.S. (2000). Concerns, values, stress, coping, health and educational outcomes of college students who studied abroad. International Journal of Intercultural Relations, 24, 409-435.
  • Salili, F. (1996). Accepting personal responsibility for learning. In D. Watkins & J.Biggs (Eds.), The
  • Savinaien, Scott, 2002
  • Singh (2004) described, “lesson planning prevent wastage of time and energy of both the teachers and the ta.
  • Tailor Made Professional Development Pilot Programme, Pakistan (1999-2000). Research on projectbased learning to facilitate learner autonomy. Retrieved from http://www.hayo.nl/zakia_sarwar.doc
  • (Timmerman et al., 2010).
  • Towndrow, A.P. (2004). What English teachers from the People’s Republic of China find surprising
  • about Information Technology: Thoughts on how to address the need for change. Asia Pacific
  • Journal of Education, 24, 105-116.
  • Toyokawa,  T.,  &  Toyokawa,  N.  (2002).  Extracurricular  activities  and  the  adjustment  of  Asian
  • international students: A study of Japanese students. International Journal of Intercultural Relations,
  • 26, 363-379.
  • Tsui, A. (1996). Reticence and anxiety in second language teaching. In K. Bailey & D.Nunan (Eds.),
  • Voices from the language classroom(pp. 145–167). Cambridge: Cambridge University Press.
  • K.  Meenakshi  is  an  assistant  professor  in  the  School  of  Social  Sciences  and
  • Languages of Vellore Institute of Technology, Vellore, India.
  • Wang, J., & Mao, S. (1996). Culture and the kindergarten curriculum in the People’s Republic of
  • China. Early Child Development and Care, 123, 143-156.
  • Vaidya (1971) explained, “we plan lessons because we can present material in a logical, systematic and effective way, keeping in mind, at the same time, the mental development of those for whom we plan to teach
  • Wang, T. (2006). AARE Conference Paper 2006: Understanding Chinese culture and learning. Paper Code
  • WAN06122. Retrieved from www.aare.edu.au/06pap/wan06122.pdf
  • Wilden et al., (2002), concerned students at the University of Nevada, Reno
  • Wong, K.C. (2001). Culture and educational leadership. In K.C. Wong & C.W. Evers (Eds.), Leadership
  • for quality schooling: International perspectives(pp. 36–53). London: RoutledgeFalmer.
  • Yang, S.C., & Chen, Y.-J. (2007). Technology enhanced language learning: A case study. Computers in Human Behaviour, 23, 860-879.
  • Liu, M. (2007). Chinese students’ motivation to learn English at the tertiary level. Asian EFL Journal,
  • 9(1). Retrieved from http://www.asian-efl-journal.com/March_07_ml.php
  • Qing, N. (2007). Traditional Chinese culture and ELT. SAAL Quarterly, 80. Retrieved from http://saal.
  • org.sg/sq80.pdf
  • Ryan, M.E., & Twibell, R.S. (2000). Concerns, values, stress, coping, health and educational outcomes
  • of college students who studied abroad. International Journal of Intercultural Relations, 24, 409-435.
  • Salili, F. (1996). Accepting personal responsibility for learning. In D. Watkins & J.Biggs (Eds.), The
  • Chinese learner: Cultural, psychological and contextual influences(pp. 85-105). Hong Kong/Australia:
  • Comparative Education Research Centre/Australian Council for Educational Research.
  • Tailor Made Professional Development Pilot Programme, Pakistan (1999-2000). Research on projectbased learning to facilitate learner autonomy. Retrieved from http://www.hayo.nl/zakia_sarwar.doc
  • Towndrow, A.P. (2004). What English teachers from the People’s Republic of China find surprising
  • about Information Technology: Thoughts on how to address the need for change. Asia Pacific
  • Journal of Education, 24, 105-116.
  • Toyokawa,  T.,  &  Toyokawa,  N.  (2002).  Extracurricular  activities  and  the  adjustment  of  Asian
  • international students: A study of Japanese students. International Journal of Intercultural Relations,
  • 26, 363-379.
  • Tsui, A. (1996). Reticence and anxiety in second language teaching. In K. Bailey & D.Nunan (Eds.),
  • Voices from the language classroom(pp. 145–167). Cambridge: Cambridge University Press.
  • K.  Meenakshi  is  an  assistant  professor  in  the  School  of  Social  Sciences  and
  • Languages of Vellore Institute of Technology, Vellore, India.
  • Wang, J., & Mao, S. (1996). Culture and the kindergarten curriculum in the People’s Republic of
  • China. Early Child Development and Care, 123, 143-156.
  • Wang, T. (2006). AARE Conference Paper 2006: Understanding Chinese culture and learning. Paper Code
  • WAN06122. Retrieved from www.aare.edu.au/06pap/wan06122.pdf
  • Wong, K.C. (2001). Culture and educational leadership. In K.C. Wong & C.W. Evers (Eds.), Leadership
  • for quality schooling: International perspectives(pp. 36–53). London: RoutledgeFalmer.
  • Yang, S.C., & Chen, Y.-J. (2007). Technology enhanced language learning: A case study. Computers in
  • Yu-Lun, H. (2011). Enhancing students’ learning process in business management: A case study of activity based teaching in hospitality marketing class. African Journal of Business Management, 5(25), 10271-10275.
  • http://www.wisegeek.com/what-is-activity-based-teaching.htm 20 May 2014
  • Zhu, M. (Ed.). (2002). Zoning Chechen: Yukecheng shishizhe duihua [Step into new curricula: A dialogue with curricula implementer]. Beijing: Beijing fashion daxue ch

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