Patriotism and National Education: Perceptions of trainee teachers in Singapore     

Chee Keng John Wang  Angeline Khoo  Chor Boon Goh  Steven Tan  S. Gopinathan 《Asia Pacific Journal of Education》2006,26(1):51-64

The effective teaching of national education requires from the teacher a sense of commitment and personal conviction. The teacher has to demonstrate confidence in what is said and taught in class and, more importantly, through his or her personal values and convictions. In other words, the teacher is required to be patriotic. This paper examines the different types of patriotism among trainee teachers in Singapore, and how these types of patriotism influence their perceptions of citizenship values, the importance of national education, and the extent to which national education is viewed as government propaganda. The results revealed four homogenous clusters that differed significantly in terms of their perceptions.  相似文献   

The Minnesota International Counseling Institute (MICI) 1989—Present: History,Joyful Moments,and Lessons Learned     

Thomas?SkovholtEmail author  Sunny?Hansen  Michael?Goh  John?Romano  Kay?Thomas 《International journal for the advancement of counseling》2005,27(1):17-33

This article describes the Minnesota International Counseling Institute, a biennial counseling institute created by faculty in the University of Minnesotas Counseling and Student Personnel Psychology Program. One hundred and fifty-two international counseling personnel from 40 countries have participated in the Minnesota International Counseling Institute. After eight Institutes and nearly 20 years, we wish to share our experiences with the international counseling community. The article presents reflection and evaluation by the faculty on our cumulative experiences with the MICI, including history, guiding principles, format, participants, evaluation, successes, lessons learned, and struggles. We hope our experience will be useful to other counseling and human development professionals and adapted by others interested in promoting counseling across cultures.  相似文献   

Gender Difference,Misconceptions and Instruction in Science     

Goh Ngoh Khang  Chan Chee Kai  Chia Lian Sai 《Asia Pacific Journal of Education》1995,15(2):33-41

The study examined into the relationship between gender and students' misconceptions in science. Two different groups were treated with two different teaching strategies, namely, teaching strategy 1, which is basically didactic in nature, and teaching strategy 11, which incorporates students' misconceptions and applies the Generative Learning Model. Two groups of secondary three students (N=26,27; randomly sampled), underwent 6 weeks of instruction, with the respective strategies mentioned above. Each group consisted of male and female students, the numbers of which resulted from the grouping based on their academic achievements. A constructed and validated diagnostic instrument was used as a means to measure the effectiveness of these two teaching strategies. The findings showed that gender differences did not relate well to students' misconceptions in science. The implications of this finding are discussed.  相似文献   

A CROSS CULTURAL STUDY OF LEADERSHIP,SOCIAL MATURITY AND CREATIVE POTENTIAL IN ADOLESCENTS     

Ban Eng Goh  John F. Feldhusen 《High Ability Studies》1994,5(1):39-48

This study investigated relationships among leadership potential, social maturity, creativity, intelligence, and academic achievement among adolescents in the United States and Singapore. Results showed higher intelligence but lower leadership potential among Singapore students and a positive correlation in general between social maturity and intelligence, while creativity was found to be negatively correlated with both intelligence and academic achievement.  相似文献   

Development and application of a two‐tier multiple choice diagnostic instrument to assess high school students' understanding of inorganic chemistry qualitative analysis*     

Kim Chwee Daniel Tan  Ngoh Khang Goh  Lian Sai Chia  David F. Treagust 《科学教学研究杂志》2002,39(4):283-301

This article describes the development and application of a two‐tier multiple choice diagnostic instrument to assess high school students' understanding of inorganic chemistry qualitative analysis. The development of the diagnostic instrument was guided by the framework outlined by Treagust. The instrument was administered to 915 Grade 10 students (15 to 17 years old) from 11 schools after they had learned the theory involved in qualitative analysis and after a series of qualitative analysis practical sessions. The Cronbach alpha reliability of the instrument was .68, the facility indices ranged from .17 to .48, and the discrimination indices ranged from .20 to .53. The study showed that the Grade 10 students had difficulty understanding the reactions involved in the identification of cations and anions, for example, double decomposition reactions, the formation and reaction of complex salts, and thermal decomposition. The findings of the study and literature on practical work were used to develop a qualitative analysis teaching package. © 2002 Wiley Periodicals Inc. J Res Sci Teach 39: 283–301, 2002  相似文献   

Multiple Factors in the Development of the Expert Counselor and Therapist   总被引：1，自引：0，他引：1  

Len Jennings  Michael Goh  Thomas M. Skovholt  Matthew Hanson  Devjani Banerjee-Stevens 《Journal of Career Development》2003,30(1):59-72

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Teacher Education Objectives: A Survey of Student Views     

R Mosbergen  Chin Long Fay  Goh Soo Tian  Soh Kay Cheng  Tan Wee Kiat 《Asia Pacific Journal of Education》1983,5(1):1-5

This article is a summary of the Survey of Teacher Education Objectives: The Views of Diploma in Education Students published as a monograph in 1982. A report of the previous study was published in 1981 and a summary of the report appeared in Vol. 4 No. 1 of this Journal.  相似文献   

The Malaysian Teacher Standards: a look at the challenges and implications for teacher educators   总被引：1，自引：0，他引：1  

Pauline Swee Choo Goh 《Educational Research for Policy and Practice》2012,11(2):73-87

Talks of education transformation to improve the quality and outcomes of education in Malaysia culminated in the articulation of standards for teachers. The all new Malaysian Teacher Standards (MTS) launched in 2009 is to establish ??high competency?? standards for the teaching profession and to increase the status of teachers in Malaysia. This article briefly describes the standards that concern teachers and teacher educators alike. It is proposed that there are three challenges to the standards system that teacher educators may face. First, on transforming ingrained beliefs, values and biased perceptions of teaching that student teachers bring to the teaching institution. The second centers on the rhetoric-reality gap of the MTS itself, while the third challenge involves the actual training of teachers. Given these three challenges, this article also outlines several avenues for teacher educators to consider as they set out to better understand and re-design teacher education programs in this standards-based era of educational transformation. The discussion of the challenges and the proposed resources to meet the challenges are by no means exhaustive or acts as a conclusion but rather to create awareness for further discussion and analysis of the implications proposed in this article.  相似文献   

The impact of persuasive SMS on students' self‐regulated learning     

Tiong‐Thye Goh  Boon‐Chong Seet  Nian‐Shing Chen 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):624-640

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The significance of social relationships in learning to become a vocational and technical education teacher: a case study of three individuals     

Adeline Yuen Sze Goh 《Studies in Continuing Education》2013,35(3):366-378

This article about workplace learning examines the learning of individuals in becoming a Vocational and Technical Education (VTE) teacher in Brunei. Drawing on research findings from a group of student teachers, it presents case study accounts of three individuals to illustrate the importance of social relationships in learning to become a VTE teacher. These findings also extend current theorising about learning at work which integrates individual learners into predominantly social theories of learning.  相似文献