Cognitive load in algebra: element interactivity in solving equations

Central to equation solving is the maintenance of equivalence on both sides of the equation. However, when the process involves an interaction of multiple elements, solving an equation can impose a high cognitive load. The balance method requires operations on both sides of the equation, whereas the inverse method involves operations on one side only. In an experiment, middle school students (N?=?71) were randomly assigned to the balance and inverse methods to complete a pre-test, an acquisition phase and a post-test. Pre-test and post-test comparisons found that the inverse group outperformed the balance group for those equations that involved high element interactivity. Instructional efficiency measures further confirmed that the balance method imposed higher cognitive load. The inverse method was capable of reducing cognitive load due to the interacting elements.     

The legitimacy of curriculum development in post-colonial Hong Kong: insights from the case of Liberal Studies

Liberal Studies was initially introduced as a non-statutory subject in Hong Kong in 1992. It then confronted intense opposition and a bumpy implementation path before securing mandatory status in the new senior secondary curriculum introduced in 2009. Recently, this core subject has been under review. Whilst it is considered to promote students’ socio-political participation, the subject has also been accused of triggering antagonism towards the government. In view of these concerns, this article probes teachers’ perceptions of the recent development of Liberal Studies and examines the dynamic interplay between the curriculum review and the potential political controversies surrounding the subject in post-colonial Hong Kong. Reporting the results of a study comprising questionnaire-based surveys and follow-up semi-structured interviews, it reveals that whilst teachers are worried about the proposed reduction of socio-political topics in the curriculum, they approve of incorporating additional China-related content. Furthermore, the participating teachers praised Liberal Studies for its notable impact on raising students’ social consciousness, which has motivated them to learn about community affairs and fight for justice. Finally, the article also explores the study’s profound implications for the further development of Liberal Studies and citizenship education in Hong Kong and beyond.     

The role of socioeconomic status in Chinese word reading and writing among Chinese kindergarten children

Reading and Writing - The number of Chinese children living in poverty has risen steadily in Hong Kong, China. However, little is known on the longitudinal effects of family socioeconomic status...     

Reviews

Pat Sadler, Hiroshima Shudo University, The Caring Child by Nancy Eisenberg. Cambridge, Mass, and London: Harvard University Press, 1992, hb ISBN 0 674 09725 4, pb ISBN 0 674 09726 2, US$8.95

Garry Hornby, University of Hull, Youth in Trouble: Educational Responses, by J. F. Schostak. London: Kogan Page, 1991. 192pp., pb. ISBN 0 7494 0372 1, np

Gordon Dimmock, Harold Hill Community School, Havering, ‘Some Way to Go’: A Pilot Study on the Appraisal of Educational Resources on Leaving Home and Homelessness, Leaving Home Project. London: Information Services Charity Limited, 1987. 56pp., £4.95

Gordon Dimmock, Harold Hill Community School, Havering, Experimental Project. Final Report, Leaving Home Project. London: Information Services Charity Limited, 1991. 30pp., £6

Gordon Dimmock, Harold Hill Community School, Havering, ‘Making the Break’: Choices and Decisions Facing Young People Leaving Home, by Philip Hope, edited by Catherine ByGott. London: CSV Advisory Service and Leaving Home Project, 1989. 157pp. plus VHS video ‘Cutting Loose’, 20 min., CSV, 1988. ISBN 0 907829 57 0, £28.25+£2.40 p. & p.

Don Baines, Anglia Polytechnic University, Teacher Training in Secondary Schools, by Rowie Shaw. London: Kogan Page Limited, 1992. 162pp., pb ISBN 0 7494 0637 2, £14.95

Gill Collins, Sovereign Centre Tutorial Unit, Issues: A Cross-Curricular Course for PSE, by John Foster. Hammersmith: Collins Educational, 1992. Pupil Book One, ISBN 0 00 327334 2, £4.95; Teachers Resources One, ISBN 0 00 327339 3, £7.25; Pupil Book Two, ISBN 0 00 327335 0, £4.95; Teachers Resources Two, ISBN 0 00 327340 7, £7.25; Pupil Book Three, ISBN 0 00 327336 9, £4.95; Teachers Resources Three, ISBN 0 00 3273415, £7.25; Pupil Book Four, ISBN 0 00 327337 7, £5.50; Teachers Resources Four, ISBN 0 00 327342 3, £7.95; Pupil Book Five, ISBN 0 00 327338 5, £5.50; Teachers Resources Five, ISBN 0 00 327343 1, £7.95     

Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers

This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher education programmes. Based on the results of surveys in 11 Faculties of Education, men have higher self-efficacy than women for managing behaviour in the classroom, elementary preservice teachers have higher self-efficacy in collaboration than those teaching in secondary schools, those enrolled in the 1-year post-degree programme show lower self-efficacy than those enrolled in programmes of other durations, and those who have experience with people with special education needs show higher self-efficacy than those who do not. Differences illustrated that women were more inclusive than men, 1-year post-degree preservice teachers were less inclusive than others, and those who have experience with people with special education needs are more inclusive than those who do not. Recommendations for teacher education and limitations surrounding the practical significance of the findings are discussed.     

Women,adult education and literacy: A Caribbean perspective

The main function of agricultural extension is generally thought to be the transfer through nonformal educational means of practical knowledge to agriculture and the enhancement of rural development. Agricultural extension has received renewed attention in recent years from international development agencies and considerable discussion has ensued regarding the appropriate role for extension programmes. Much of the attention has been directed towards improving the functions of existing services. This article discusses the policy considerations of extension within the broader context of agricultural development goals and the overall direction of the country's development objectives and strategies. A framework is presented for analysing important characteristics of different extension development options. The issues raised are relevant to the larger concerns of adult education policy and the promotion of lifelong learning strategies within society. They include the relationship of sectoral goals and policies to broader national objectives, the audience the public sector should target, the role of the private sector, the structural arrangements best suited to meet certain objectives and the correct mixture and co‐ordination of various services and programmes.     

Social factors and adult learners’ motivations in re‐entering higher education

While there is less doubt that adult learners are motivated by different reasons to re‐attend school, it is important to note that, other than psychological factors, social factors are also important in shaping the participation decision. Although researchers have attempted to include social factors in participation models, there is not a conclusive relationship between socioeconomic background and motivation for participation. This study attempts to clarify the linkage between different social factors and adult motivations in re‐entering school to acquire a university degree. By regressing motivations onto three sets of social variables, we found that family role and social position have significant impact in affecting some of the motivations for re‐entering school. These results confirm that adult motivations to learn are embedded within the social lives of adults.     

Assessment discourse and constructions of social reality in infant classrooms

The 1968 structural reform of the education system in Israel was part both of a global process of democratization of education launched after the Second World War and of a larger modernization project in which the social sciences played a crucial role. This dynamic was an expression of a conjunction of interests, in which political forces used research on educational matters in order to advance their socio‐political agendas, while researchers used the state's interest in their work and in the ‘social problems’ they elaborated in order to receive public funding and to obtain state recognition of their scientific contribution. This article traces the reformist discourse structuration—the process of institutionalization of the different social science discourses in state institutions, such as universities and national institutes—in order to disclose the social sciences/politics linkage in Israel. It also puts forward the argument that in order to understand discourse structuration at a national level, it is essential to consider an additional factor: global education networks. Global networks adopted a discourse inspired by the American school model that tended to be adopted by scholars in different countries. The article focuses on the processes in Israel whereby knowledge producers elaborated the ‘inequality of opportunity’ and ‘ethnic gap’ social problems, and proffered the 1968 structural reform as the solution.