The Experiences of U.S. Faculty Adapting to Cultural Differences When Teaching in China
This qualitative modified case study was constructed to investigate U.S. facultymembers’ perceptions of cultural differences in the Chinese classroom and how they learn to cope with and adapt to these differences in their teaching practice. The study is based on the following assumptions: (1) U.S. v...
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| Language: | English |
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2021
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| Online Access: | https://doi.org/10.7916/d8-6jst-xy88 |