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1.
Positive attitudes of key stakeholders, such as school principals, towards a new policy are considered a necessary pre-requisite
to implement any such policy. Hong Kong has recently formulated a policy that supports the integration of students with disabilities
into regular schools. This study investigated the attitudes of Hong Kong primary school principals toward integration, with
a view to determining if these school leaders are prepared to implement integrated education practices in their schools. A
modified version of the School Principals’ Attitudes toward Inclusion scale (Bailey, 2004) was used to collect data from participants.
Based on the responses of 130 primary school principals, it was found that their attitudes toward integration were slightly
negative. Principals who had less teaching experience and who were administering schools with smaller student enrolment were
found to hold more positive attitudes toward integration. The variable of “having a family member or close friend with a disability”
had a significant and positive effect on the principals’ attitudes toward integration. 相似文献
2.
Vanithamani Saravanan 《Educational Research for Policy and Practice》2005,4(2-3):97-113
‘Thinking schools’ will be sites of learning for everyone declared the Singapore Prime Minister, Goh Chok and Minister of
Education Teo Chee Hean’s in 1997 also spoke on the model of’ ‘thinking schools, learning nation’. Gardner’s model was used
for the thinking school model in Singapore, in order to develop critical and creative thinking in students. This was to be
done with the use of instructional technology as an enabling tool using a diversity of approaches including integrated project
work. This paper reports on how one school went about changing approaches to teaching and learning by implementing integrated
project work as a way of integrating the content areas of the curriculum, mathematics and science through English language,
supported by the tools of instructional technology. 相似文献
3.
YIN CHEONG CHENG 《Cambridge Journal of Education》2003,33(3):417-439
This paper aims to report how school leadership is challenged by the three waves of education reform and development in Hong Kong. Since the 1970s, school leaders in the first wave were mainly concerned with achievement of the planned goals through improvement of teaching and learning. In the 1990s, school leaders of the second wave often focused on interface improvement through various types of quality inspection and assurance. In facing the challenges in the new century, the third wave of changes in Hong Kong is moving towards the pursuit of future effectiveness. The school leaders need to be concerned with enhancing educational relevance and creating new goals. This paper will discuss how the leadership conceptions and concerns of the third wave in Hong Kong are completely different from the traditional thinking. Implications are drawn for educators, policy-makers, and scholars in different parts of the world. 相似文献
4.
Zhi Hong Wan 《Educational studies》2019,45(3):285-304
Although the relationship between the classroom learning environment and academic achievement has been explored in subject-free and disciplinary subject contexts, research into this relationship is still lacking in the context of interdisciplinary subjects. This study investigated the relationship between the classroom learning environment and student achievement in an interdisciplinary subject (i.e. liberal studies) in Hong Kong secondary schools. The mediating role of critical thinking was also explored. The participants were 410 Hong Kong secondary school graduates. The structural equation modelling analyses indicated that (1) the Content aspect of the classroom learning environment had an effect on the achievement in liberal studies, and this effect was not mediated by critical thinking; (2) the Pedagogy aspect predicted critical thinking skills, which in turn predicted the achievement in liberal studies; (3) the Relation aspect had no significant effects on critical thinking skills and student achievement in liberal studies. Suggestions on enhancing students’ high-order thinking skills and achievement in interdisciplinary subjects were provided. 相似文献
5.
Sze Yin Shirley Yeung 《Asia Pacific Education Review》2009,10(3):377-386
Hong Kong has been actively promoting a student-centered approach to teaching since the 1980s. Despite this effort, students
in Hong Kong still tend to be traditional learners who rarely experience and gain from real student-centered learning. While
teachers hold a “quantitative” concept of learning and focus on transmitting declarative knowledge to students (Biggs and
Watkins, Classroom learning: Educational psychology for the Asian teacher, 1995), students generally practise “rote learning.” Constructive learning models such as inquiry remain little used by students
in most Hong Kong classrooms. This article reports a study that examines the feasibility of implementing inquiry method in
Kong Kong’s primary classrooms. It analyses the implementation and some outcomes of an inquiry-based project conducted in
two local primary schools—a traditional elite Catholic school and a progressive, less-privileged school. Finally, it discusses
the contextual factors as well as cultural issues on teachers’ perception and implementation of inquiry in teaching. These
factors include the following: impacts of prevailing ideology in the community of Hong Kong, and the top-down policy-making
and management by the government.
相似文献
Sze Yin Shirley YeungEmail: |
6.
Benny Hin Wai Yung Siu Ling Wong Man Wai Cheng Ching Sum Hui Derek Hodson 《Research in Science Education》2007,37(3):239-259
A CD-ROM consisting of videos of two lessons by different teachers demonstrating exemplary science teaching was used to elicit,
develop and track the changing conceptions of good science teaching of student teachers enrolled for the one-year Postgraduate
Diploma in Education (PGDE) at several stages during the programme. It was found that the videos acted as an effective probe
to elicit student teachers’ conceptions and had significant impact on those conceptions at different stages of the programme
through the provision of teacher models demonstrating exemplary teaching. The experience has extended novice teachers’ awareness
of alternative teaching methods and approaches not experienced in their own schooling, broadened their awareness of different
classroom situations, provided proof of existence of good practices and prompted them to reflect on their current conceptions
of good science teaching. Most importantly, the strategy of asking student teachers to watch the same videos on three separate
occasions at different times of the course was recognized by them as a crucial element in facilitating their reflection on
their changing conceptions of good science teaching.
PGDE is the standard form of pre-service teacher education in Hong Kong. It provides qualified teacher status within Hong
Kong. Student teachers enrolled for the PGDE have completed a relevant undergraduate degree. 相似文献
7.
Sylvia Yee Fan Tang 《Asia-Pacific Journal of Teacher Education》2002,30(1):51-65
This paper presents a qualitative study of student teachers' school-based learning in a teacher education program for secondary school teachers in Hong Kong. Learning to teach is examined through the lens of a personal-professional conceptualization of learning. An in-depth study of two cases of student teachers' professional learning is reported. Research methods used include interviewing, tape-recording supervisory meetings, field observation and document analysis. Through an inquiry into the individual's interaction with pre-training influences, the teacher education program and the teaching practice context in the two cases, this study extends our understanding of student teachers' professional learning in terms of the formation of the teaching self and the process of framing in the action and socio-professional contexts of teaching practice. 相似文献
8.
The Effects of Political Education and Critical Thinking on Hong Kong and Mainland Chinese University Students' National Attitudes 总被引:2,自引:0,他引:2
GREGORY P. FAIRBROTHER 《British Journal of Sociology of Education》2003,24(5):605-620
In a context of patriotic education in Mainland China and depoliticised civic education in colonial Hong Kong, this article inquires into the nature of student resistance to state hegemonic political socialisation and examines the effects of critical thinking, as a form of resistance, on students' patriotism and nationalism. With data from questionnaires completed by 535 Hong Kong and Mainland university students, analyses of relationships among perceptions of political socialisation, critical thinking dispositions, and national attitudes reveal that critical thinking mediates the state-intended effects of schooling on political attitudes. The article concludes with a reconceptualisation of the concept of resistance. 相似文献
9.
Mei-Yee Wong 《British Journal of Sociology of Education》2016,37(2):248-267
This paper examines the factors shaping teacher–student power relations, based on observations, interviews and document analysis from a Hong Kong study. It identifies and examines six factors: China’s traditional culture of respect, examination-oriented teaching and religious culture were found to encourage imbalanced teacher–student power relations, whereas curriculum reform, values education and some school cultures facilitated relatively balanced teacher–student power relations. The paper depicts teacher–student power relations in Hong Kong as a reflection of multileveled intertwined interactions, and as affected by the interplay of various factors. It provides empirical evidence to supplement existing understandings of the nature of teacher–student power relations, especially in a non-western context with varied socio-cultural, educational, school and classroom levels. 相似文献
10.
Schools in Hong Kong are now undergoing many educational reforms. With so many ideas and demanding tasks ahead, principals
have been expected to bear the responsibility for implementing change. In 1991, the leadership of Hong Kong principals was
described as “dictatorial” in a government document, which painted a bleak picture of the leadership being offered by Hong
Kong principals at that time. However, this recent study showed that teachers perceived that principals as exerting some degree
of transformational leadership in schools. All the eight dimensions of the leadership were above the mid-point on the rating
scale. It seems that there is a shift in Hong Kong primary school principals leadership conceptions. This paper describes
the extent to which teachers perceived their principal ’s to be exercising transformational leadership. Issues concerning
principal development are discussed. 相似文献
11.
This article studies the dilemma between professionalization and professionalism in the development of teaching into a bureaucratic
organization in Hong Kong. Professionalization and bureucractization are simultaneous processes. Teaching as an occupation
has grown from a state of idiosyncrasy to a profession with defined boundaries. However, achieving system efficiency and technical
rationality, both features of bureaucracy, could undermine or suppress teachers’ individual autonomy. Thus, bureaucratization
supports professionalization by raising the status of teaching, but undermines professionalism by constraining teachers’ autonomy.
The article examines the changing pattern of stratification and how it shaped the relationship between the professionalization,
bureaucratization and professionalism of teaching in Hong Kong. It argues that teaching cannot be a true profession without
realizing professionalism, and that teacher education has a central role in the drive towards it. Key Words: Hong Kong teachers,
teacher education, professionalization, professionalism, stratification 相似文献
12.
Duck-Joo Kwak 《Asia Pacific Education Review》2008,9(2):127-135
The contemporary educational discourse on critical thinking, as one of the primary aims of education. has been divided into
the spheres of modernist defense and post-modernist criticism. Critical of both positions, this paper attempts to find a new
way of employing critical thinking, especially for the purposes of moral education, by drawing on Bernard William’s concept
of “ethical reflection.” It will be shown that employing critical thinking for the fostering of ethical reflection in our
young students can lead them into an “understanding” of ethical, rather than “ethical knowledge,” which enables them to properly
deal with moral relativism in a culturally pluralistic society. This paper then explores the educational possibilities presented
by Socrates’ teaching method as an example of this employment, though not without consideration of the attendant educational
limitations and dangers. 相似文献
13.
Alphonse Uworwabayeho 《Journal of Mathematics Teacher Education》2009,12(5):315-324
This article presents practical perspectives on mathematics teacher change through results of collaborative research with
two mathematics secondary school teachers in order to improve the teaching and learning of mathematics in Rwanda. The 2006
national mathematics curriculum reform stresses pedagogies that enhance problem-solving, critical thinking and argumentation.
Teachers need to use new teaching strategies. This article is a case study looking at issues around developing teachers’ use
of interactions in mathematics classrooms independently of the national programme. Outputs of the study include teachers’
awareness of the need for change and their increased flexibility to accept learners’ autonomy in shifting from teacher-centred
to learner-centred pedagogy. Geometer’s Sketchpad challenged teachers’ practice and then provoked reflection to improve student
learning. 相似文献
14.
Joe Y. F. Lau 《Educational Philosophy and Theory》2019,51(2):163-174
AbstractThe 2014 Umbrella Movement was one of the most significant social and political events in recent Hong Kong history. This paper offers some initial reflections on the connections between the movement and broader issues related to civic education, critical thinking, and theories of education. First, it is suggested that the movement closely resembles a form of civic education known as ‘action civics,’ offering an alternative pedagogy that might encourage more authentic civic participation. Second, the movement raises questions about how the teaching of critical thinking can be made more practically relevant to modern citizenship. Third, the deep political polarization associated with the movement indicates that civic education and critical thinking training need to pay attention to cognitive biases that affect political ideology. Finally, the Umbrella Movement reflects the failure of democratization in Hong Kong and coincides with increasing political pressures on the local education system. We discuss how political reality connects to issues about democratic education, critical pedagogy, and the idea of political neutrality in education. 相似文献
15.
Given the widely accepted notion of whole person education in Confucian societies such as Hong Kong, Mainland China and Singapore,
it is surprising that research literature originated in these societies pays little attention to how students learn and develop
through out-of-class experiences at university. There is little research evidence on how the prevailing culture among student
social communities (residential halls and student societies/clubs) influences students’ social involvement and development.
This paper examines 42 Chinese students’ social experiences and development during their freshman year at a Hong Kong university.
The majority of them were intensively involved in out-of-class activities. Their active social involvement was both a response
to the culture of student communities and a conscious choice about social experiences at university. As a result, the students
attained development in four dimensions: (1) the social competences of interpersonal and collaboration skills and new friendships;
(2) the practical competences of time management, organisation, negotiation, decision making and leadership; (3) the intellectual
competences of open-mindedness and independent judgment; and (4) the personal competences of self- responsibility and self-confidence.
Educational implications are discussed towards the end of the paper on supporting and advising students regarding social involvement,
particularly during the first year of university. 相似文献
16.
17.
This paper reports a qualitative case study of four preservice student teachers’ professional learning experiences in an international
field experience programme situated in the language and cultural immersion component of a PGDE(Primary) Programme in Hong
Kong. Two of the student teachers undertook the international field experience in Australia and Canada. The other two had
their “non-local” field experience in mainland China1. The findings reveal student teachers' development in personal and intercultural
competence in cross-cultural experiences. Their professional learning experiences in the action context, socio-professional
context, and supervisory context of the cross-cultural school settings, and their reflection upon these experiences constituted
the development of their professional competence. Suggestions for improvement of the international field experience programme
and implications for future research are discussed. 相似文献
18.
Chui Shan Lau 《Educational Research for Policy and Practice》2011,10(3):135-147
This study focuses on the transformation of pro-Beijing labour education in the socio-political context of Hong Kong. It explores
the reasons that Hong Kong pro-Beijing educators initiated Workers’ Night Schools for adults; the organisation of schools
in many locales and the transformation of labour education that workers received in these educational settings. The history
of the development of this organization is deeply intertwined with the politics of education and the social transformation
of that period. That development provides an understanding of how the pro-Beijing educators constructed an alternative culture
that opposed the colonial government and was later transformed to serve as a pro-hegemonic force in the post-1997 era. In
addition, rapid and widespread changes were taking place throughout Hongkongese life. Labour education was once viewed as
a radical project to enhance working-class’s anti-hegemonic consciousness, socialist practices and political activism in the
colonial Hong Kong. The introduction of international standards, global benchmarks for career and technical education and
the transfer of sovereignty have created a new situation forcing these pro-Beijing educators to respond quickly. This article
aims to see how the pro-Beijing educators related to international standard for vocational training and how the schools transforms
itself to fit into the industrialized, market-oriented and globalized society of HKSAR (Hong Kong Special Administrative Region). 相似文献
19.
Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking 总被引:1,自引:0,他引:1
This longitudinal case-study aimed at examining whether purposely teaching for the promotion of higher order thinking skills
enhances students’ critical thinking (CT), within the framework of science education. Within a pre-, post-, and post–post
experimental design, high school students, were divided into three research groups. The experimental group (n = 57) consisted of science students who were exposed to teaching strategies designed for enhancing higher order thinking
skills. Two other groups: science (n = 41) and non-science majors (n = 79), were taught traditionally, and acted as control. By using critical thinking assessment instruments, we have found
that the experimental group showed a statistically significant improvement on critical thinking skills components and disposition
towards critical thinking subscales, such as truth-seeking, open-mindedness, self-confidence, and maturity, compared with
the control groups. Our findings suggest that if teachers purposely and persistently practice higher order thinking strategies
for example, dealing in class with real-world problems, encouraging open-ended class discussions, and fostering inquiry-oriented
experiments, there is a good chance for a consequent development of critical thinking capabilities. 相似文献
20.
For more than a decade, the Government of Hong Kong has instituted a policy of school decentralization aimed at devolving
authority to all stakeholders, including the representatives of School Sponsoring Bodies, principals, teachers, parents, and
community members. This study examines the relative contribution of two dimensions of school decentralization – teacher participation
and school autonomy – to students' mathematics performance, and examines the role of school climate as a mediating variable
between decentralization and performance. Data for the present study come from the second cycle of the Programme for International
Student Assessment (PISA 2003), which is a large international assessment measuring 15-year-old students' literacy performance
across over 40 countries and regions around the world. Using multi-level analysis, the study finds that teacher participation
is more important than school autonomy for student mathematics performance in Hong Kong. In addition, the effect of teacher
participation on students' performance is mediated by four major school climatic factors – sense of belonging, disciplinary
climate, students' morale and student behaviour – in Hong Kong's secondary schools. 相似文献