How has recent curriculum reform in China influenced school-based teacher learning? An ethnographic study of two subject departments in Shanghai,China   总被引：1，自引：1，他引：0  

Jocelyn L.N. Wong 《Asia-Pacific Journal of Teacher Education》2012,40(4):347-361

Curriculum reforms with a focus on helping students ‘learn to learn’ are now an established global educational phenomenon. China has been implementing such curriculum reform and this poses challenges to teachers as they need to develop new pedagogical skills and knowledge to deal with new educational demands that arise. This ethnographic study investigates the impacts of current curriculum reform on teacher learning using two subject departments from two schools in Shanghai, China. It shows that teachers direct much attention towards searching for good practices and norms of practice to encounter new curriculum challenges. Findings show that outside experts who act as ‘boundary brokers’ are crucial in teacher learning. They also identify two modes of teacher learning activities: hierarchical, which relies on imported expert knowledge; and reciprocal, which depends on exploiting local knowledge. Striking a balance between these two approaches may be the way forward.  相似文献   

Investigating changes in pedagogical knowledge and skills from pre-service to the initial year of teaching     

Angela F. L. Wong  Sylvia Chong  Doris Choy  Kam Ming Lim 《Educational Research for Policy and Practice》2012,11(2):105-117

This study examined the levels of pedagogical knowledge and skills as perceived by student teachers who were enrolled in the Post Graduate Diploma in Education program at the National Institute of Education, Singapore, from the beginning of their initial teacher preparation program to the end of their first year of teaching. Their perceptions were assessed using the Pedagogical Knowledge and Skills in Teaching (PKST) survey which comprised six factors, namely, Student Learning, Lesson Planning, Instructional Support, Accomodating Diversity, Classroom Management, and Care and Concern. A sample of 812 student teachers participated in the study. The MANOVA conducted showed that there were significant increases in both their pedagogical knowledge and skills in teaching in all six factors from the start of their initial teacher preparation (ITP) program till the end of their first year of teaching. However, between the exit from the program to the end of the first year of teaching, they only perceived that their level of pedagogical knowledge in classroom management and care and concern continued to increase significantly. In the case of self-perceived skills, their level increased significantly between entry and exit of the program for all factors, except for care and concern, while the increase between the exit and first year of teaching was significant for all six factors. These results may have implications for preservice teacher education and this will be discussed in this article.  相似文献   

Numeracy of Young Children in Singapore, Beijing & Helsinki     

Jessie Ee  Khoon Yoong Wong  Pirjo Aunio 《Early Childhood Education Journal》2006,33(5):325-332

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初始缺陷和拉-弯耦合对于叠层板的振动屈曲和非线性动力稳定性的影响     

王列东  刘正宁  周承倜 《大连大学学报》1998,(4)

研究了复合材料叠层板的初始缺陷和拉伸-弯曲耦合对于其振动、屈曲和非线性动力稳定性的影响,推导了控制方程,这是一个修正的非线性Mathieu方程,进行了5种典型复合材料的数值计算,它们是玻璃环氧Scotch-1002,芳纶环氧Kevlar-49,硼环氧B4/5505,石墨环氧T300/5208和AS/3501,结果表明,由于初始缺陷以及耦合效应的存在,使叠层板对于进入参数共振更加敏感,并且其振幅大于无初始缺陷或者无耦合效应的叠层板,对于不同材料的复合叠层板,尤其是层数较少的板,耦合效应是不相同的,在板结构的屈曲和动力稳定性设计中,如果忽略了耦合效应的影响,其不安全性将超过10％以上。  相似文献   

The effects of expressions of fear induced by background music on reading comprehension     

Agnes S.K. Wong  Matthew Moreno  Samantha Burns  Earl Woodruff 《Journal of Research in Reading》2023,46(2):143-162

Background

Research has suggested that background music can have a positive or negative effect that can influence the affective state of individuals. Although research has demonstrated that fear negatively influences our cognitive performance, there is a research gap in understanding the combined effects of different background music tempo and fear in influencing reading comprehension performance.

Methods

Data were collected from 70 participants enrolled at a public university in Canada. Participants were required to listen to background music of varying speeds with three conditions (no music, slow music and fast music). We adopted a cross-sectional multi-level modelling approach for the main analyses, and further analyses using t-test and ANOVA.

Results

Results indicated that expression of fear was not a significant predictor of participants' reading comprehension performance (Model 1). However, when music condition was added (Model 2) in addition to expression of fear, a significant relationship between reading comprehension performance and music condition was found, showing better reading comprehension performance in the slow music condition than in the no music condition. Furthermore, there was a significant interaction effect between music condition and expression of fear on reading comprehension performance (Model 3). Importantly, not all individuals were affected by the music to the same extent, with the possibility that baseline level of fear being the key issue in influencing comprehension performance.

Conclusions

Considering both expression of fear and music condition is required to understand the combined effects on cognitive performance. Expression of fear during cognitive tasks such as reading could be an essential signal that interventions should be applied. Such strategies may be especially beneficial for task performers with higher baseline levels of fear and possibly provide us with insights for best practice and research implications in the field of reading comprehension among individuals with special needs.

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