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91.
We identify literature that argues the process of creating knowledge‐based system is often imbalanced. In most knowledge‐based systems, development is often technology‐driven instead of requirement‐driven. Therefore, we argue designers must recognize that evaluation is a critical link in the application of requirement‐driven development models because it provides the information that keeps the iterative developmental process on track. In this study we took a closer look at the decision‐making in the design of a complex performance system in a non‐profit organization. The purpose was to gain insights into the roles and functions of evaluation during the process of building a performance support system. This study adopted an exploratory case study as its inquiry method. Findings suggested that effective communication is as important a function to evaluation as is decision‐making, and that the implementation of evaluation seldom follows the textbook guidelines. That is, evaluation practice is a patchwork history of the designers' knowledge and experience. Further, neither complexity nor the informality of the evaluation protocols seems to influence the quality of decision‐making. 相似文献
92.
State testing programs regularly release previously administered test items to the public. We provide an open-source recipe for state, district, and school assessment coordinators to combine these items flexibly to produce scores linked to established state score scales. These would enable estimation of student score distributions and achievement levels. We discuss how educators can use resulting scores to estimate achievement distributions at the classroom and school level. We emphasize that any use of such tests should be tertiary, with no stakes for students, educators, and schools, particularly in the context of a crisis like the COVID-19 pandemic. These tests and their results should also be lower in priority than assessments of physical, mental, and social–emotional health, and lower in priority than classroom and district assessments that may already be in place. We encourage state testing programs to release all the ingredients for this recipe to support low-stakes, aggregate-level assessments. This is particularly urgent during a crisis where scores may be declining and gaps increasing at unknown rates. 相似文献
93.
An exploratory study on collaborative modes of professional development and learning for teachers of students with autism spectrum disorder (ASD) 下载免费PDF全文
Fuk Chuen Ho Cici Sze‐Ching Lam Sam Ka‐lam Sam Michael Arthur‐Kelly 《Support for Learning》2018,33(2):142-164
This study aims to deliver a school‐based mode of training for in‐service teachers of students with ASD in Hong Kong. The training is delivered following the phases of implementation science, namely, exploration, installation, and implementation. The project team used the theory of mind approach, which enables teachers to engage with students with ASD and to focus on recognizing and reacting to emotions. Participants in this study included four educators from a teacher education institution, three expert teachers, and 19 in‐service teacher trainees. The most salient responses came from trainees who were provided with the opportunity to apply learned skills in their own classrooms immediately and to share the knowledge and skills in dealing with students with ASD in the post‐conference meetings. 相似文献
94.
95.
Wai-Chung Ho 《Asia Pacific Journal of Education》2006,26(2):225-241
This study deals with the issue of incorporating values education in music education in Hong Kong's primary and secondary schools. It includes the development of the state's cultural and national identity since its handover from the United Kingdom to the People's Republic of China (PRC). Thirty primary and secondary school music teachers were interviewed in order to understand how notions of “musical values” and “non-musical values” have been addressed in the curriculum. In particular, this study focuses on music teachers' perspectives on teaching world music, traditional Chinese music, the PRC national anthem, and non-musical values. This paper questions the effectiveness of existing curricular and pedagogical attempts to encourage the students' musical experience and extra-musical education. It concludes that values education must have clear conceptions of “values”, “musical cultures”, and “national identity” in order to maintain unity amidst the intensifying plurality of ethnicities and cultures in Hong Kong. 相似文献
96.
Ho Wah Kam 《Asia Pacific Journal of Education》1988,9(2):59-62
The purpose of the Functional Objectives in Language Learning Project (FOLL) is two-fold:
? to identify what may be called “functional objectives” in language learning (in English, Chinese, Malay and Tamil) at three grade levels, viz. Primary 6 Normal (P6N), Secondary 4 Normal (S4N) and Secondary 4 Express (S4E), and
? to determine empirically how realistic or attainable these objectives are for pupils at each of the three grade levels. 相似文献
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98.
Fong Ho Kheong 《Asia Pacific Journal of Education》1987,8(2):32-44
Many students have found the learning of multiplication a difficult task. Without mastering multiplication facts, a student will always resort to fundamental strategies which may be undesirable in problem-solving. Many teachers and educators agree that learning basic facts in the four operations are the fundamental steps that precede learning harder facts. Referring to the aspect of computational errors, Knifong and Holton (1975) indicated that computational errors accounted for 49% of the total errors made by 35 students who sat for the Metropolitan. Achievement Test. Suydam (1975) and NCTM (1977) stressed the importance of basic facts even though calculators and lately computers have been introduced into the school curriculum. The purpose of this study was to investigate the methodology of teaching basic facts which would alleviate the problems of teaching these facts to low achievers of Mathematics. A review of studies on thinking strategies shows that very few were carried out in learning the thinking strategies, particularly in multiplication using low achievers as the target. The success of using thinking strategies to teach multiplication number facts to most students does not imply its success in teaching all students. One of the intentions of this study is to investigate what strategies are useful in helping the low achievers in learning mathematics. 相似文献
99.
儒家文化对认知发展的影响 总被引:1,自引:0,他引:1
本论文研究儒家文化对中国儿童认知发展有何影响。文献归类为几方面的研究:早期控制冲动的能力与日后学业成就的关系,言语能力与非言语能力的比较,创造力的培养,学业成就动机,成就动机与集体取向的关系,对学习成败的信念与归因,及学习方式与思维。证据表明儒家文化①强调把早期冲动控制的掌握作为日后学业成功的先决务件,②培育植根于集体主义倾向的学业成就动机,③把成功或失败归因于努力。其教学和学习的方式着重于记忆和重复练习,而不是鼓励发现、创造和元认知。 相似文献
100.
Kevin Downing Richard Ho Kristina Shin Lilian Vrijmoed Eva Wong 《Educational studies》2007,33(1):1-13
It is now largely accepted that social and cultural factors have a significant impact on cognitive development in children. Piaget acknowledged the impact of social factors and peer interaction on cognitive development. However, there has been relatively little work on the impact of social and cultural factors on the development of metacognition in first‐year university students. Using the Learning and study strategies inventory (LASSI) as a measure of metacognition, this study samples first‐year undergraduates in Hong Kong (N = 1815) and identifies significant differences in metacognitive abilities between students living in their home environment and those who have moved away from their family and, in some cases, culture, to pursue undergraduate education. 相似文献