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121.
David F. Treagust A. L. Chandrasegaran Julianne Crowley Benny H. W. Yung Irene P.-A. Cheong Jazilah Othman 《International Journal of Science and Mathematics Education》2010,8(1):141-164
This paper reports on the understanding of three key conceptual categories relating to the kinetic particle theory: (1) intermolecular
spacing in solids, liquids and gases, (2) changes of state and intermolecular forces and (3) diffusion in liquids and gases,
amongst 148 high school students from Brunei, Australia, Hong Kong and Singapore using 11 multiple-choice items that required
students to provide explanations for their selection of particular responses to the items. Students’ responses to the items
revealed limited understanding of the particle theory concepts, with nine alternative conceptions held by more than 10% of
various samples of students. Also, 40.5–78.4% of all students indicated consistent understanding relating to the three conceptual
categories based on their responses to the 11 items. However, when their explanations were taken into account, very few students
displayed consistent understanding of the related concepts. 相似文献
122.
This study examines the prevalence, contexts, and demographic correlates of monotonic response patterns (MRPs) in online student evaluations. Results of two-level hierarchical generalized linear models show evidence of careless monotonic responses to a survey administered to students enrolled in a university-level foreign language course in the Republic of Korea. All else being equal, freshmen and students in classes with fewer survey participants were more likely to choose monotonic response patterns in course evaluations. Possible factors at work in generating MRPs are identified and discussed. The severity of the MRP problem in online ratings underscores the importance for administrators to consider possible validity threats in student evaluations before using them as tools to inform instructional and administrative decisions. It is also important to design course evaluation surveys in such a way as to minimize careless responses and to identify means to induce more thoughtful responses from college students. 相似文献
123.
Yin Cheong Cheng 《School Effectiveness & School Improvement》2013,24(3):299-317
This study aims to investigate how principal's leadership is related to school performance in terms of multi‐level indicators such as school's organizational characteristics, teachers’ group‐level and individual‐level performances, and students’ performances. In the study, strong leadership represents that a principal can be supportive and foster participation for teachers, can develop clear goals and policies and hold people accountable for results, can be persuasive at building alliances and solving conflicts, can be inspirational and charismatic, and can encourage professional development and teaching improvement. The strong leadership is found associated with high organizational effectiveness, strong organizational culture, positive principal‐teachers relationship, more participation in decision, high teacher esprit and professionalism, less teacher disengagement and hindrance, more teacher job satisfaction and commitment, and more positive student performance particularly on attitudes to their schools and learning. The findings support that principal's leadership is a critical factor for school performance at multi‐levels. Implications are advanced for further study and development of leadership. 相似文献
124.
Although researchers have demonstrated that studying multiple examples is more effective than studying one example to facilitate
learning, the principles found in the literature for designing multiple examples remain ambiguous. This paper reviews variation
theory research on example design which sheds light on unclear issues regarding the effects of example variability. First,
the distinction of surface/structural should be replaced by critical/uncritical in example study. Aspects and features that
are critical to students’ understanding should be identified and compared in example design. Second, variation as well as
similarity among examples should be taken into consideration in example design. Certain patterns of variation and invariance
should be adopted to systematically determine the variability of examples. Third, students with different levels of prior
knowledge perceive different aspects of examples that are critical for their learning. Examples should be designed according
to aspects that are critical to specific students. 相似文献
125.
Samuel Yeung Shan Wong Frank Wan Kin Chan Chi Kei Lee Martin Li Fai Yeung Christopher Chor Ming Lum 《Journal of sports sciences》2013,31(3):295-302
Abstract The aims of the present study were to assess the maximal oxygen uptake and body composition of adult Chinese men and women, and to determine how these variables relate to age. The cross-sectional sample consisted of 196 men and 221 women aged 20 – 64 years. Maximal oxygen uptake ([Vdot]O2max) was determined by indirect calorimetry during a maximal exercise test on an electrically braked cycle ergometer. The correlations between [Vdot]O2max and fat mass were ?0.52 in men and ?0.58 in women. Linear regression defined the cross-sectional age-related decline in [Vdot]O2max as 0.35 ml · kg?1 · min?1 · year?1 in men and 0.30 ml · kg?1 · min?1 · year?1 in women. Multiple regression analysis showed that more than 50% of this cross-sectional decline in [Vdot]O2max was due to fat mass, lean mass, and age. Adding fat mass and lean mass to the multiple regression models reduced the age regression mass from 0.35 to 0.24 ml · kg?1 · min?1 · year?1 in men and from 0.30 to 0.15 ml · kg?1 · min?1 · year?1 in women. We conclude that age, fat mass, and lean mass are independent determinants of maximal oxygen uptake in Chinese adults. 相似文献
126.
AbstractThis study examined the effects of mobile apps on the learning motivation, social interaction and study performance of nursing students. A total of 20 students participated in focus group interviews to collect feedback on their use of mobile apps for learning and communicative activities. Two consecutive cohorts of students in a nursing programme, each with about 200 students, were recruited for assessing their learning motivation through a survey and study performance by two tests. The results showed that the students actively used the mobile apps for studying supplementary materials as well as participating in in-class activities and clinical assessments. The students had a relatively high level of motivation for performing and learned well, but relatively low perceived satisfaction and self-efficacy with mobile learning. They showed better study performance after practising mobile learning. The results also suggest that students’ perceived intrinsic value with mobile learning has to be enhanced for improving study performance. 相似文献
127.
Yin Cheong Cheng 《Educational Research for Policy and Practice》2007,6(2):71-85
In facing up to the challenges and impacts of globalization, high technology, economic transformation, international competitions
and local developments in the new century, there have been numerous educational reforms and initiatives in many countries
in the Asia-Pacific Region (Cheng, 2005a, A new paradigm for re-engineering education : Globalization, localization and individulization.
Dordrecht, The Netherlands: Springer). Unfortunately, many of these educational reforms with good intentions and huge resources
investment have been found ineffective and unsustainable if not totally failed. One of the major reasons for this is lack
of a comprehensive knowledge base for policy development and implementation supported by sophisticated and relevant educational
research.
From the waves and trends of educational reforms in the Asia-Pacific Region, this article aims to draw implications for future
developments of educational research in supporting paradigm shifts, policy formulation, and practice of educational reforms
in the Region and other parts of the world in an era of globalization and transformation.
This article was adapted from the president address at the International Conference of Asia-Pacific Educational Research Association
held on 28–30 November 2006, Hong Kong. 相似文献
128.
要约的法律效力不同于要约的拘束力,要约的法律效力包括要约的拘束力和要约的赋予效力。要约的拘束力指要约对要约人所产生的约束性义务,要约的赋予效力指要约对要约人和受要约人所产生的权利,包括要约人的撤销权和受要约人的承诺权。此外,还区分了受要约人和承诺人、要约失效与要约消灭。 相似文献
129.
Yin Cheong Cheng 《School Effectiveness & School Improvement》2013,24(1):10-30
This article briefly describes the Hong Kong education system, discusses the policies and efforts for education quality and school improvement, and reviews the development of school effectiveness research in Hong Kong. Hong Kong people have shown their strong commitment to educational reform for better societal development in the coming decades. A number of important policies have been issued to improve educational practice and school management. Even though some drawbacks and difficulties have inevitably been encountered in policy formulation and implementation, numerous good opportunities have been created for policy-makers, school practitioners, and educational researchers to conduct educational innovation, school improvement, and school effectiveness research. The ongoing education experiments, reform experiences, improvement practices, and effectiveness studies at both the system and school levels may not only benefit Hong Kong people but also make a contribution to international concern for school effectiveness and improvement. 相似文献