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71.
Wai‐Chung Ho 《Gender and education》2009,21(4):405-422
This paper examines the extent of gender differences, and discusses the role of gender in musical instrument learning. It focuses on the collective instrumental experiences of 1493 Chinese students (774 boys and 719 girls attending grades 7–13) within Western and non‐Western musical traditions in Hong Kong. The discussion draws attention to gender differences in the learning of Chinese and Western musical instruments, in musical interest and instrumental learning, and in the reasons why students learn or do not learn musical instruments. The paper argues that, while female and male students exhibit different attitudes towards the types of instruments learnt, significant correlations exist between their interest in music and parental support for their instrumental learning. Gender is brought to the fore by the pedagogical actions of the teacher, the mass media and by parental efforts to reduce gender bias and stereotypes through school, public and family education. 相似文献
72.
Thomas Siu Ho Yau Ming Lun Chung Ho Ching Li Derek Wai Sun Chun 《Chinese Education & Society》2018,51(6):476-490
Abstract In this article, factors contributing to the poor perceptions and inferior status of vocational education in Hong Kong are discussed. Critical discourse analysis (CDA) is employed as the methodology in examining the discursive construction of vocational education in the policy context. A total of five policy documents published between 1970 and 2015 are included. Our findings show that the socioeconomic transformation of Hong Kong in recent decades, massification of higher education, and cultural factors such as parental expectations are pertinent to the stigmatization observed in vocational education. This article discusses the implications from the findings and concludes with possible solutions for the future development of vocational education in Hong Kong under the novel vocational and professional education and training (VPET) initiative launched by the government. 相似文献
73.
Jan van Aalst Fung Wai Hing Li Siu May Wong Pui Yan 《Library & information science research》2007,29(4):533-552
Current curriculum reforms in Hong Kong emphasize learning how to learn and project-based learning. The most recent reform introduces “Liberal Studies” as a mandatory school subject in senior secondary school. This article reports on an exploratory case study of the information searching process (ISP) among Form 6 (Grade 12) students in a Liberal Studies course. Researchers examined sources of information used by students, students' cognitive and emotional experience during the ISP, and communication within the collaborative groups. Findings indicated that Internet-based sources were predominant but that most students had difficulty completing the ISP. Work is needed to help students develop a theory of knowledge in which the meaning of information is contextual and the process of interpreting information requires effort. Such work is important if collaborative inquiry projects in Liberal Studies courses are to lead to deep learning. 相似文献
74.
75.
近年来,技术教育在世界范围内得到广泛发展的同时,对技术本质的认识也一直缠绕着技术教育领域。技术具有丰富的内涵,它是"硬技术"和"软技术"的统一。以往的技术教育对于"软技术"的忽视是技术教育最大的不足,完整的技术教育应该是有效整合"软技术"和"硬技术"的教育。 相似文献
76.
Forms of assessment and their potential for enhancing learning: conceptual and cultural issues 总被引:2,自引:2,他引:0
Kerry John Kennedy Jacqueline Kin Sang Chan Ping Kwan Fok Wai Ming Yu 《Educational Research for Policy and Practice》2008,7(3):197-207
Assessment has become an important topic of debate and even reform in many Western countries. It is equally important in other
regions of the world, although less subject to reform. Yet discussions of assessment across cultural boundaries are not frequent
and in a globalizing world this can be problematic. The purposes of this article, therefore, are to review concepts such as
‘formative’ and ‘summative’ assessment and how they have developed over time. A focus of this review will be to identify the
implications of different kinds of assessment for student learning, especially in relation to the cultural contexts in which
they take place. The article will argue that different forms of assessment can be directed towards different learning purposes,
especially where cultural pressures dictate certain kinds of assessment practices. Valorizing one form of assessment over
another may well be counterproductive in particular cultural contexts. 相似文献
77.
78.
Miscarriages, stillbirths, and infant loss are a constant threat to Nigerian women. Little research has sought to understand the cultural silence and taboo that typifies these issues needs and its impact on the women. Drawing on 35 in-depth interviews with Nigerian women, this study explored the sociocultural understanding of perinatal loss among Nigeria women. A thematic analysis of the women’s narratives indicated that cultural norms and practices contribute to disenfranchised grief, which translates into ridicule and blame for women, identity loss, marital instability, and a feeling of despair. The findings point to a need for more empirical research into the grieving processes of diverse populations. Theoretical and practical implications are discussed. 相似文献
79.
Wai Hsien Cheah Hemla Singaravelu 《Journal of Intercultural Communication Research》2017,46(5):401-423
This exploratory study was an attempt to understand the coming-out process and lived experiences of gay and lesbian individuals in Islamic Malaysia. Fifteen in-depth interviews were conducted, and data were subjected to qualitative thematic analysis. Three themes which centered on the “coming-out” process were uncovered, and they include: disclosure as self-acceptance, concealment as self and other protection, and sexual identity is not public identity. Even though the specific condition for disclosure and concealment vary from individual to individual, relationship with others and safety appeared to be the two most common reasons for why disclosure and concealment were enacted by the participants. 相似文献
80.
After globalisation: A reconceptualisation of transnational Higher Education governance in Singapore and Hong Kong
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William Yat Wai Lo 《Higher Education Quarterly》2018,72(1):3-14
Research on transnational Higher Education governance has provided a thesis explaining how East Asian states have successfully selectively blended elements of globalisation in Higher Education with their pre‐existing regulatory regimes. However, this paper argues that the thesis overlooks the significance of local politics in understanding the formulation of Higher Education policy, thus insufficiently acknowledging the indeterminacy that arises in the globalisation process. To address this argument, this paper examines the transnational Higher Education development in Singapore and Hong Kong and explains how political resistance and corresponding policy changes that emerged in these two societies help reconceptualise transnational Higher Education governance. 相似文献