Communicative Foreign Language Teaching and how it Reflects on the Training of Modern Foreign Language Teachers     

Dora Dolle‐Willemsen  Jan Menting  Gerard M. Willems 《欧洲师范教育杂志》1983,6(2):175-181

If acquiring a foreign language is a highly individual process—part cognitive part affective, part information based part discovery based—the methodology of creating teaching/learning situations must take (next to linguistic issues) the individual into account: his learning style, his needs, interests, etc.

The article has two distinct emphases: (I) a cognitive, applied linguistics emphasis and (II) an affective, learner‐centred emphasis. By way of conclusion the implications of (I) and (II) for teacher training are involved.  相似文献   

Local language a medium of instruction: challenges and way forward     

Lucy Dora Akello  M. C. Greetje Timmerman 《Educational Action Research》2018,26(2):314-332

The paper reports on a participatory action research study conducted in six rural primary schools in Uganda in 2013 to establish why children taught in the local language had difficulties in reading and writing. Findings through interviews, focus group discussions, reviews of exercise books and lesson observations indicated that though it was easier for pupils to learn the concepts in the local language; challenges ranging from poor translation, inadequate teachers’ language proficiency, lack of instructional materials, high pupils’ enrolment, lack of administrative support and teacher-centred approach of teaching, affected pupils’ learning to read and write. Participants recommended adopting the child-centred pedagogy, incorporating instructional materials, conducting continuous assessment and recording pupils’ competencies attained in reading and writing. Teachers need to engage more in Participatory action research in order to reflect on their practices and pupils’ learning, and collaboratively decide what works best and what needs improvement in their classrooms.  相似文献   

Effectiveness of an Intensive Learning Skills Course for University Students on Restricted Enrolment     

Emmanuel Manalo  Glenis Wong‐Toi  Marcus Henning 《高等教育研究与发展》1996,15(2):189-199

Prior to the commencement of the 1994 academic year, University of Auckland students who had failed one‐half or more of their papers in the previous year were invited to attend a four‐day intensive learning skills course conducted by the Student Learning Centre of the University. The course covered various topics such as effective time management and study organisation, preparing for and taking tests and exams, memory and concentration, and writing skills. A total of 74 students attended the course. After final examinations, the results of these students were analysed. As a group these students significantly improved on their previous year's pass rates. Furthermore, their pass rates were significantly better than those of a randomly selected group of students who were in a similar situation with regard to their previous year's academic performance, but who did not attend the course.  相似文献   

Capacity building for school development: current problems and future challenges     

Dora Ho  Moosung Lee 《School Leadership & Management》2016,36(5):493-507

This article offers a theoretical discussion on the current problems and future challenges of school capacity building in early childhood education (ECE), aiming to highlight some key areas for future research. In recent years, there has been a notable policy shift from monitoring quality through inspection to improving quality through school capacity building in early childhood institutions in the global discourse for quality. Reflecting this policy shift and its implications on school development, ECE in Hong Kong is used as an illustrative example to deliberate the issues of school capacity building in Chinese educational contexts. We identify three challenging contexts: (1) low professional qualification and minimal teacher education resulting in a deficit approach to processional development, (2) absence of school-based professional learning culture for empowering teachers as internal agents of change, and (3) hierarchical culture within a school and between university and school hindering the process of school capacity building. Corresponding to these challenges, we aim to propose two suggestions, including (1) empowering teachers in ECE through school-based professional learning community and (2) promoting authentic external support in the process of university–school collaboration. Finally, we further propose specific directions for future research on school capacity building in ECE in Hong Kong. In doing so, it will contribute to knowledge-based development in school capacity building in Chinese educational contexts.  相似文献   

Moving from a Personal to a Social Constructivist View of Learning: Implications for Support in the Student Teaching Experience 1     

May Cheng May Hung  Winnie So Wing Mui  Wong Yu Lai Wah  Lee Man Yuk Ching 《Asia Pacific Journal of Education》2003,23(1):85-98

Recently, the school and co‐operating teachers have an increasingly important role, by offering stronger support during the teaching practice. Being congruent with similar developments in teacher education programmes in other countries, this development in Hong Kong is strengthened by research studies examining the process of learning to teach. By arguing that the process of learning to teach can be examined from a personal constructivist view of learning, this paper examines the experience from the student‐teachers’ perspective. The finding reports on the problems perceived by the student‐teachers during the student teaching practice and the support provided by the co‐operating teachers. The problems encountered and the support obtained were compared and contrasted to reveal the possible roles of the co‐operating teachers. The process of learning to teach is extended from a personal view to include support from the social milieu. This paper proposes to consider the process from a social constructivist view of learning. Drawing on the findings, it concludes with implications on how the school and the teacher education institute can collaborate and support the student‐teachers from a social constructivist view of learning.

  相似文献   

‘Just turn to us’: the persuasive features of contract cheating websites     

Susan Rowland  Christine Slade  Kai-Sheng Wong  Brooke Whiting 《Assessment & Evaluation in Higher Education》2018,43(4):652-665

Academic integrity is important to universities and students must abide by codes of academic conduct around assessment. Students are, however, subject to multiple pressures around assessment, some of which can push them to cheat. Modern contract cheating websites are the fronts for sophisticated, commercial operations that offer individually written assessment items for a fee; to combat their use we need a better understanding of the tools they use to persuade students to become customers. In this study we examined the persuasive features of 11 highly-visible contract cheating websites and mapped these features to a previously used persuasiveness framework. We find that contract-cheating websites use a variety of credibility, interactive and informative features designed to persuade students to use their services. In addition, the sites offer low-cost, customisable products available in very short timeframes. We suggest ways in which educators can encourage academic integrity by talking with their students about how the websites promulgate their ‘just turn to us’ message.  相似文献   

Web &; Wild     

Bibek Bhattarai  Mike Wong  Rahul Singh 《TechTrends》2003,47(2):68-68

  相似文献   

The Italian adaptation of courage measure     

Ginevra  Maria Cristina  Santilli  Sara  Camussi  Elisabetta  Magnano  Paola  Capozza  Dora  Nota  Laura 《International Journal for Educational and Vocational Guidance》2020,20(3):457-475

International Journal for Educational and Vocational Guidance - This project developed and examined the psychometric properties of an Italian version of the Courage Measure, the reduced version...  相似文献   

Seamlessly learning Chinese: contextual meaning making and vocabulary growth in a seamless Chinese as a second language learning environment     

Lung-Hsiang Wong  Ronnel B. King  Ching Sing Chai  May Liu 《Instructional Science》2016,44(5):399-422

  相似文献   

Empirical Performance of Covariates in Education Observational Studies     

Vivian C. Wong  Jeffrey C. Valentine  Kate Miller-Bains 《Journal of research on educational effectiveness》2017,10(1):207-236

This article summarizes results from 12 empirical evaluations of observational methods in education contexts. We look at the performance of three common covariate-types in observational studies where the outcome is a standardized reading or math test. They are: pretest measures, local geographic matching, and rich covariate sets with a strong theory of treatment selection. Overall, the review demonstrates that although the pretest often reduces bias in observational studies, it does not always eliminate it. Its performance depends on the pretest's correlation with treatment selection and the outcome, and whether preintervention trends are present. We also find that although local comparisons are prioritized for matching, its performance depends on whether comparable no-treatment cases are available. Otherwise, local comparisons may produce badly biased results. In cases where researchers have a strong theory of selection and rich covariate sets, observational methods perform well, but additional replication studies are needed. Finally, observational methods that rely on demographic covariates without a theory of selection rarely produce unbiased treatment effects. The article concludes by offering education researchers empirically based guidance on covariate selection in observational studies.  相似文献