Implicit theories of creativity: a comparison of student‐teachers in Hong Kong and Singapore

This study attempts to uncover the beliefs regarding various aspects of creativity among trainee‐teachers in Hong Kong and Singapore. Trainee‐teachers from Hong Kong (N = 188) and Singapore (N = 127) completed a questionnaire on beliefs about creativity. The 30‐item questionnaire covering 15 aspects of beliefs regarding creativity was presented to the respondents as a set of six‐point Likert scales. Through factor analysis, creativity was found to have five dimensions: (1) physiology, (2) generality, (3) culture, (4) individuality and (5) youth. Hong Kong respondents were found to hold more rigid views of creativity than their Singaporean counterparts. In particular, Hong Kong respondents believed more strongly that creativity is dependent on birth order, effort, health, logical thinking and youth and that there is a critical period beyond which creativity may not develop.     

关于学习困难学生帮扶机制的思考

由于缺乏相应的运行和保障机制,导致大部分有学习困难的中小学生没有得到所需的帮助,从而对义务教育的公平、质量与效率产生了不利影响。因此必须从法律法规制定、教育资源配置、教师培训等方面健全学习困难学生的帮扶机制,使每个学生都能获得平等的发展权。     

Scientific Understanding,Control of the Environment and Science Education

The concerns of this paper are two-fold. First, the paper addresses the allegation made by the indigenous science movement that violence is evident in the control of nature because science is inherently violent. This charge, if not refuted, undermines the claim that science is neutral. Next, the article considers the shortcomings of a school science curriculum based on traditional social values of control.     

线性分式规划的Frank—wolfe优化算法

线性分式规划在经济管理领域有着广泛的应用,但分式规划是非线性优化模型,相对复杂。利用Frank-wolfe优化方法,将带有线性约束条件的一类线性分式规划转化为线性规划,求得此类线性分式规划的局部最优解;同时给出了算法的步骤,讨论了收敛性定理;通过数值实验,发现该算法具有迭代次数少等优点。     

Sharing practices,but what is the story? Exploring award-winning teachers’ conceptions of teaching

This paper critically considers the attempt by a research-intensive university in Asia to draw on and make public the practices of teaching award winners in different disciplines through the use of narrative vignettes. More specifically, this paper examines what the vignettes suggest about the connection between award-winning teachers’ conceptions of teaching (CT) on the one hand, and scholarly investigations of practice on the other, and to what extent the vignettes meet the aim of using the scholarship of teaching and learning as an instrument of effective academic development. Content analysis of the vignettes revealed that award-winning teachers’ CT tend to focus predominantly on enhancing learning, followed by encouraging collective knowledge creation and transmission of knowledge. A two-dimensional framework was also used to analyse the vignettes along a tacit-integrated continuum and within an intuitive-reflective frame of inquiry. The findings are discussed in relation to teachers’ perception of their impact on students’ learning and ways to enhance their own practice, with implications for teaching awards, documentation, and dissemination of high-level teaching achievement.     

Stakeholders’ perceptions and recommendations of a high school leadership development programme for athletes in Singapore

ABSTRACT

This study examined the perceptions of key stakeholders of a high school athlete leadership development training programme. Participants included 36 athletes (males = 23, females = 13) from two team sports (rugby n = 11 and volleyball n = 6) and two individual sports (bowling n = 8 and table tennis n = 11), as well as four coaches representing each of these sports and four teachers. Individual interviews were conducted for coaches, teachers, and athlete leaders, while athletes took part in focus group interviews. Inductive thematic analysis was used to analyse all data sets. Results showed that the athlete leadership programme developed qualities such as responsibility, role modelling, motivation, communication, perseverance, and team unity that would help athlete leaders perform their roles and responsibilities. The results also highlighted some limitations including earlier involvement from key stakeholders, tailored training for athlete leaders, and a more effective transfer of learning.     

Hierarchical Mentoring: A Transformative Strategy for Improving Diversity and Retention in Undergraduate STEM Disciplines

In the United States, less than half of the students who enter into science, technology, engineering, and mathematics (STEM) undergraduate curricula as freshmen will actually graduate with a STEM degree. There is even greater disparity in the national STEM graduation rates of students from underrepresented groups with approximately three-fourths of minority students leaving STEM disciplines at the undergraduate level. A host of programs have been designed and implemented to model best practices in retaining students in STEM disciplines. The Howard Hughes Medical Institute (HHMI) Professors Program at Louisiana State University, under leadership of HHMI Professor Isiah M. Warner, represents one of these programs and reports on a mentoring model that addresses the key factors that impact STEM student attrition at the undergraduate level. By integrating mentoring and strategic academic interventions into a structured research program, an innovative model has been developed to guide STEM undergraduate majors in adopting the metacognitive strategies that allow them to excel in their programs of study, as they learn to appreciate and understand science more completely. Comparisons of the persistence of participants and nonparticipants in STEM curricular, at the host university and with other national universities and colleges, show the impact of the model’s salient features on improving STEM retention through graduation for all students, particularly those from underrepresented groups.     

Using a Dialogical Approach to Examine Peer Feedback During Chemistry Investigative Task Discussion

Peer feedback is an inherent feature of classroom collaborative learning. Students invariably turn to their peers for feedback when carrying out an investigative task, and this feedback is usually implicit, unstructured and may positively or negatively influence students’ learning when they work on a task. This study explored the characteristics of verbal peer feedback during a collaborative investigative chemistry task involving New Zealand Year 13 students. During the planning stage of the students’ investigation, the discussions of five pairs of students were recorded and then transcribed. Analysis of transcribed verbal data focused on interactions that involved peer feedback along two dimensions, interactive/non-interactive and dialogic/authoritative (Mortimer and Scott, 2003). The findings indicated that although students adopted a predominantly interactive/authoritative communicative approach, with peer feedback as confirmation or evaluation, they are also capable of a more interactive/dialogic exchange, characterised by elaborative peer feedback. We discuss how this dialogic perspective on peer feedback provides an alternative approach to the analysis and study of student–student interactions during science investigations. The findings should be interpreted in light of the limitations in terms of sample size, grouping and specificity of the coding scheme. Implications for teacher practice are discussed in relation to facilitating peer feedback discourse in the science classroom.     

In the right vein? How adequately are departments of information and library studies educating for health care information management and library services in a changing health service?

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