Lucy Crehan


As a teacher in an inner-city school, Lucy Crehan was exasperated with ever-changing government policy claiming to be based on lessons from ‘top-performing’ education systems. She resolved to find out what was really going on in the classrooms of countries whose teenagers ranked top in the world in reading, maths and science.
Cleverlands documents Crehan’s journey around the world, weaving together her experiences with research on policy, history, psychology and culture to offer extensive new insights into what we can learn from these countries.

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    b3952511743цитирует9 месяцев назад
    Chinese students have higher levels of autonomous motivation because they have internalised the cultural and familial goals, and made them their own. They are less externally motivated despite the pressure from parents and teachers because the pressure is to pursue goals that they themselves believe in
    b3952511743цитирует9 месяцев назад
    Chinese parents tend to play down their children’s successes, because they see it as their role to promote effort in their children, and fear that emphasising their achievements might lead to a lack of motivation to learn. For similar reasons they are more prone to highlight their children’s failures, but this isn’t always as harsh as it sounds to the Western ear
    b3952511743цитирует9 месяцев назад
    In all my school years, when we had a quiz or exam in class, the teacher frequently asked the most hard-working student, not the highest-achieving one, to stand up to receive applause from peers for his or her great learning virtue.’151 This praise for effort rather than achievement is one of the most effective methods of promoting a growth mindset in children, according to the marvellous Carol Dweck
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