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131.
Kerry J. Kennedy Lo Yiu Chun Gregory P. Fairbrother 《International Journal of Educational Research》2004,41(7-8):534-542
The study reported here used the OECD scenarios on the future of schooling to probe the views of a sample of educators identified as having the potential to influence education policy formation in Hong Kong. The results indicated that among this sample, there were multiple perspectives on the future of schooling and these were related to the very public education reform agenda that was currently being implemented in Hong Kong schools. The future of schooling was seen to be dependent on the role of the political process in articulating a clear vision, school leadership and teacher capacity. Lack of any one of these was seen as an impediment to achieving change in Hong Kong schools. 相似文献
132.
This paper reports a case study on Maneesha Rai, a Nepalese girl living in Hong Kong and an “out of school” student. Based on in-depth interviews, a case was constructed of her previous school days and current “out of school” days. These provided a vivid picture of her life and several themes were created using schema analysis that help explain the reasons for her “dropping out” of school after Form Five. It has been common to attribute school failure for ethnic minority students in Hong Kong to problems with Chinese language education. Yet Maneesha’s case study shows that her experience of failure in other subjects such as Mathematics and Science contributed to her lack of successful schooling. Maneesha’s school failure was more than simply a consequence of academic failure. Rather, there were many other interrelated factors such as peer and community factors, dropout history in the family, racism, differences in schooling culture found that contributed to her school failure. In addition, Maneesha, like many of her ethnic minority friends, enjoyed the freedom afforded her in Hong Kong, but it seemed such freedom also meant inadequate attention from her teachers. 相似文献
133.
134.
Trevor Kerry 《International Journal of Research & Method in Education》2013,36(1):103-111
The capacity of Bayesian methods in estimating complex statistical models is undeniable. Bayesian data analysis is seen as having a range of advantages, such as an intuitive probabilistic interpretation of the parameters of interest, the efficient incorporation of prior information to empirical data analysis, model averaging and model selection. As a simplified demonstration, we illustrate (1) how Bayesians test and compare two non‐nested growth curve models using Bayesian estimation with non‐informative prior; (2) how Bayesians model and handle missing outcomes in the context of missing values; and (3) how Bayesians incorporate data‐based evidence from a previous data set, construct informative priors and treat them as extra information while conducting an up‐to‐date analogy analysis. 相似文献
135.
This paper summarizes the presentations made at the “Academic Journal Publishing” session of the 2007 NASIG conference. The session was conducted by four publishers from a variety of academic publishing companies who made presentations (specifically tailored to a librarian audience) which provided a broad stroke overview of their industry and how they go about the process of publishing and distributing academic journals in the 21st century. Through each of their presentations they spoke to the questions of “what they do, how they do it, and why they do it.” Topics covered included the launch and acquisition of journals, the peer review process, the tools and services supplied to authors and editors, the production processes employed, special legal and copyright issues, marketing and distribution strategies, and usage. 相似文献
136.
Terence Lovat Neville Clement Kerry Dally Ron Toomey 《Cambridge Journal of Education》2010,40(3):213-227
The article’s main focus is on exploring ways in which modern forms of values education are being utilized to address major issues of social dissonance, with special focus on dissonance related to religious difference between students of Islamic and non‐Islamic backgrounds. The article begins by appraising philosophical and neuroscientific research relevant to the underpinning concepts behind such forms of education. It then explores evidence from the federally funded Australian Values Education Program, and its various related research projects, that suggests that values education has potential to impact on a range of educational measures, including those related to enhancing understanding and tolerance across lines of religious difference. 相似文献
137.
Kerry Cochrane Anantanarayanan Raman Anthony McKenzie 《Environmental Education Research》2007,13(3):349-366
While the science community continues to ask how its responsibility to society needs to be expressed in the modern world, higher education grapples with issues of its own, including issues embroiled in the perennial tug‐of‐war between principle and economic pragmatism. In this paper, the authors give an account of the origins and development of a new undergraduate course in ‘ecological agriculture’ at a regional Australian university campus. In this story, the tug‐of‐war is dragged strongly back to central issues of purpose and philosophy. Supplementary pragmatic information included are summaries from the feedback from students who have undergone the course and members of the relevant industry obtained through the course evaluations done in the years 2002–2005; moreover, a brief explanation as to how the obstacles faced were met in launching the programme has also been included. 相似文献
138.
139.
Recent official publications have emphasised the need for differentiation to take place in classrooms in order to ensure that the needs of all pupils, including the more able, are met effectively. These publications list methods of differentiation which are ‘recommended’ for classroom use. This article researches the views of teachers about the value of these recommended methods of differentiation for able pupils in primary and secondary classrooms. It concludes that the teachers are more subtle in their use of the methods than the official publications allow for and it suggests that no single method can be applied without understanding the context in which it is used. 相似文献
140.
This study investigated the relationships of students’ incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom attention and disruption. In addition, students’ end-of-year math achievement scores were collected from school records. The hypothesised mediation model was supported in structural equation modelling analysis. Incremental beliefs of math ability were associated positively with math enjoyment and pride, and negatively with math boredom and anxiety. Achievement emotions fully mediated the relationships of incremental beliefs of math ability to classroom engagement and math achievement. Incremental beliefs of math ability were associated positively with classroom attention through math enjoyment and pride, negatively with classroom disruption through math anxiety and positively with math achievement through the two outcome-related emotions, math pride and anxiety. The findings and implications are discussed in the academic context of Singapore. 相似文献