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21.
Kok-Aun?TohEmail author Boon-Tiong?Ho Joseph?P.?Riley Yin-Kiong?Hoh 《Educational Research for Policy and Practice》2006,5(3):187-194
The moulding of the future of a nation depends on the teachers and the education they provide in schools. Research evidence
from the US. National Assessment of Educational Progress (NAEP) confirms this to be the case. Quantitative analysis of data
indicates that measures associated with pre-service teacher preparation are by far the strongest correlates of student achievement
(Darling-Hammond 2000). The research report of Wilson, Floden, and Ferrini-Mundy (2001) also suggests a strong relationship
between teacher preparation and teacher effectiveness. Other research studies similarly indicate that differences in teacher
quality are the most crucial for student achievement when compared with variables such as class size, streaming, or the amount
of homework (Anderson & Helms 2001; Mendro 1998; Powell & Anderson 2002; Rivkin, Hanushek & Kain 2001; Saunders & Horn 1994;
Strong & Tucker 2000) as possible contributory factors. In the pursuit of improved student achievement, we therefore need
to examine seriously the role of teacher variables, ranging from teacher qualifications and their subject matter knowledge,
to what motivates them to take up teaching as a career and as a consequence, how they teach in classrooms. 相似文献
22.
This article reports on how young women in Hong Kong relate to the penis. A total of nine focus group interviews were conducted at the University of Hong Kong to enable participants to reflect on and talk about their 'experience of the penis'. It is found that despite society's various attempts to restrict their access to the penis, it is very much present and available to the young women in Hong Kong. While most of the participants reported the normative response of disgust, which was expected as part of the 'proper femininity', positive experiences of the penis characterised by agency, mastery and fulfilment were also reported. Some of the things they do, such as watching an exhibitionist or actively consuming sexually explicit materials and pornography, subvert the discursive practice of positioning women as passive sexual objects. It is believed that with more open access to knowledge and experience, women will stand a better chance of achieving a more agentive relationship, not only with the penis as a potential transitional object in intimate relationships, but also with their own sexuality. 相似文献
23.
Susanna Ho 《Journal of Adventure Education & Outdoor Learning》2013,13(2):153-171
This paper discusses the purposes that outdoor education does, could and should serve in Singapore. Gert Biesta’s conceptualisation of three functions of education is adapted to frame deliberations on the purposes of outdoor education in Singapore’s socio-political and educational milieu. The author suggests that outdoor education in Singapore could and should give high priority to serving three educational purposes; namely, building resilience, building emotional bonds with the place that constitutes Singapore, and building ecological literacy. In pursuing such purposes, outdoor education in Singapore might lessen the gap between the educational outcomes it currently produces and those it could achieve in the future. 相似文献
24.
This study is to examine the impact of organizational learning on affective commitment in Korea. In particular, this study addressed the importance of organizational learning as an HRD strategy from the socio-cognitive perspective. Data were collected from four large companies located in the area of Seoul, South Korea. There were 233 usable questionnaires yielding a response rate of 61 %. Multiple regression analysis and principal factor analyses were applied to conduct a data analysis. The results showed that a linear relationship existed between the organizational learning capacity and affective commitment (R 2 = .495). Four dimensions were statistically significant with the exception of “feedback.” Participative decision-making is the most important factor. Finally, the study discussed some implications for HRD theory and practice. 相似文献
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This study extends the cognitive mediation model (CMM) by examining the role of social media in cultivating public science knowledge. A sample of 901 Singaporeans was collected through an online survey panel. The results showed that the CMM could be applied to a social media context with a focus on science literacy. Specifically, the findings indicated that people with higher levels of surveillance gratification and social utility motivations tended to pay more attention and to elaborate more about science news that they encounter on social media. Likewise, people with greater social utility motivation tended to engage in greater interpersonal discussions on social media. Notably, attention to news on social media had an indirect association with science knowledge through news elaboration and interpersonal discussion on social media. Implications for theory and practice for science communication were discussed. 相似文献
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The Urban Review - Social bonds and social organization theory are combined to examine schools’ roles in regulating youth gang involvement in the context of community changes—an... 相似文献
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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