Reference list for culture

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References:
Confucian Heritage Culture, Learning and Assessment Practice (Updated
on 11 April 2006)
Biggs, J. (1996). Western misperceptions of the Confucian-heritage learning culture.
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Biggs, J. (1998). Learning from the Confucian heritage: So size doesn’t matter?
International Journal of Educational Research, 29, 723-738. (Printed)
Biggs, J. B., & Watkins, D. A. (2001). Insights into teaching the Chinese
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Bond, M. H. (1991). Beyond the Chinese face: Insights from psychology. Hong Kong:
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Bond, M. H., & Hwang, K. K. (1986). The social psychology of Chinese people. In M.
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Chan, C. K. K. (2001). Promoting learning and understanding through
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Cheng, R. H. M. (2004). Moral education in Hong Kong: Confucian-parental,
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Cortazzi, M., & Lixian, J. (2001). Large classes in China: ‘Good’ teachers and
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Dahlin, B., Watkins, D. A., & Ekholm, M. (2001). The role of assessment in
student learning: The views of Hong Kong and Swedish lecturers. In D. A.
Watkins & J. B. Biggs (Eds.), Teaching the Chinese learner:
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(Printed)
Dimmock, C., & Walker, A. (1998a). Towards comparative educational administration:
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(Printed)
Dimmock, C., & Walker, A. (1998b). Comparative educational administration:
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(Printed)
Gow, L., Balla, J., Kember, D., & Hau, K. T. (1996). The learning approaches of
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Ho, D. Y. F. (1986). Chinese patterns of socialization: A critical review. In M. H. Bond,
The psychology of the Chinese people (pp. 1-37). Hong Kong: Oxford
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Ho, I. T. (2001). Are Chinese teachers authoritarian. In D. A. Watkins & J. B. Biggs
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Ho, I. T. (2004). A comparison of Australian and Chinese teachers' attributions for
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Huo, Y. P., & Clinow, M. (1995). On transplanting human resource practices to China:
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Kwok, P. (2004). Examination-Oriented knowledge and value transformation in East
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(Printed)
Lee, W. O. (1996). The cultural context for Chinese learners: Conceptions of learning
in the Confucian tradition. In D. Watkins & J. Biggs (Eds.), The Chinese learner:
Cultural, psychological, and contextual influences (pp. 25-41). Hong Kong:
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Luk, B. H. K. (1991). Chinese culture in the Hong Kong curriculum: Heritage and
colonialism. Comparative Education Review, 35 (4), 650-668. (Printed)
Mok, I., Chik, P. M., & Ko, P. Y. et al. (2001). Solving the paradox of the
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Neville, M. (1995). School culture and effectiveness in an Asian pluralistic society.
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Salili, F. (1996). Accepting personal responsibility for learning. In Watkins, D., &
Biggs, J. (Eds.), The Chinese learner: Cultural, psychological, and contextual
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Salili, F. (2001). Teacher-student interaction: Attributional implications and
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Stevenson, H. W., & Lee, S. Y. (1996). The academic achievement of Chinese
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Tang, C. (1996). Collaborative learning: The latent dimension in Chinese students’
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Tang, C., & Biggs, J. (1996). How Hong Kong students cope with assessment. In
Watkins, D., & Biggs, J. (Eds.), The Chinese learner: Cultural, psychological,
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Thomas, E. (2000). Culture and schooling: Bridges between research, praxis and
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Walker, A., & Dimmock, C. (2000). One size fits all? Teacher appraisal in a Chinese
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(Printed)
Watkins, D. (1996). Hong Kong secondary school learners: A developmental
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Watkins, D. A., & Biggs, J. B. (2001). The paradox of the Chinese learner and
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Yu, A. B. (1996). Ultimate life concerns, self and Chinese achievement motivation. In
Bond, M. H. (Ed.), The handbook of Chinese psychology (pp. 227-246). Hong
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