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The 'Tiger Mother' factor: Curriculum, schooling and mentoring of Asian students in an Australian context

Chapter


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Abstract


  • There is evidence from a range of sources that indicates that South and East Asian

    background students are academically outperforming their peers in Australian

    primary and secondary schools (see, for example, Khoo and Birrell, 2002; Marks

    et al., 2000; Mcinerney, 2008; Paar and Mok, 1995). This evidence ranges from

    tertiary enrolment figures and the enrolment statistics of academically selective

    programs, through to school achievement records and research studies. Several

    explanations for the superior academic outcomes have been posited by researchers.

    These have included their work ethic, motivation and aspirations, and the

    support and expectations of their parents. While these explanations have some

    appeal for educators, they have not been brought together into one theoretical

    construct. Therefore, this chapter will examine these differences between the

    South and East Asian background students and their peers in Australian schools

    through the analytical lenses of the actiotope model of giftedness (Ziegler, 2005)

    and its logical companion, a systemic approach to giftedness (Ziegler and

    Phillipson, 2012).

Publication Date


  • 2013

Citation


  • Vialle, W. (2013). The 'Tiger Mother' factor: Curriculum, schooling and mentoring of Asian students in an Australian context. In S. N. Phillipson, H. Stoeger & A. Ziegler (Eds.), Exceptionality in East Asia (pp. 147-166). London: Routledge.

International Standard Book Number (isbn) 13


  • 9780415507295

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1524&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/525

Book Title


  • Exceptionality in East Asia

Start Page


  • 147

End Page


  • 166

Place Of Publication


  • London

Abstract


  • There is evidence from a range of sources that indicates that South and East Asian

    background students are academically outperforming their peers in Australian

    primary and secondary schools (see, for example, Khoo and Birrell, 2002; Marks

    et al., 2000; Mcinerney, 2008; Paar and Mok, 1995). This evidence ranges from

    tertiary enrolment figures and the enrolment statistics of academically selective

    programs, through to school achievement records and research studies. Several

    explanations for the superior academic outcomes have been posited by researchers.

    These have included their work ethic, motivation and aspirations, and the

    support and expectations of their parents. While these explanations have some

    appeal for educators, they have not been brought together into one theoretical

    construct. Therefore, this chapter will examine these differences between the

    South and East Asian background students and their peers in Australian schools

    through the analytical lenses of the actiotope model of giftedness (Ziegler, 2005)

    and its logical companion, a systemic approach to giftedness (Ziegler and

    Phillipson, 2012).

Publication Date


  • 2013

Citation


  • Vialle, W. (2013). The 'Tiger Mother' factor: Curriculum, schooling and mentoring of Asian students in an Australian context. In S. N. Phillipson, H. Stoeger & A. Ziegler (Eds.), Exceptionality in East Asia (pp. 147-166). London: Routledge.

International Standard Book Number (isbn) 13


  • 9780415507295

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1524&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/525

Book Title


  • Exceptionality in East Asia

Start Page


  • 147

End Page


  • 166

Place Of Publication


  • London