Abstract Cambodia and her international development partners have been promoting child-centered pedagogy for almost two decades. However, classroom instruction remains predominantly front-oriented and textbook-based. Drawing on questionnaire and interview surveys with primary school teachers in two districts of Cambodia, this study analyzes teachers’ beliefs in and classroom implementation of child-centered … Continue reading Song, S. (2015). Cambodia teachers’ responses to child-centered instructional policies: A mismatch between beliefs and practices, Teaching and Teacher Education, 50, 36-45.