Cross-and same-race friendships of Vietnamese immigrant adolescents: A focus on acculturation and school diversity     

Wing Yi Chan  Dina Birman 《Int J Intercult Relat》2009,33(4):313-324

The purpose of this study was to examine friendship developments of 153 Vietnamese immigrant adolescents who resided in an East Coast metropolitan area of the United States. We examined the influences of school diversity and acculturation on the quantity and quality of cross-and same-race friendships. Surprisingly, students who came from schools that are more diverse reported fewer cross-race friendships and lower levels of social support from their cross-race friends. American acculturation predicted greater levels of social support from cross-race friends. For same-race friendships, students who went to schools with higher percentage of Asian students reported more same-race friendships; however, percentage of Asian students was not a significant predictor of social support from same-race friends. Students who reported greater levels of Vietnamese acculturation reported greater levels of social support from their same-race friends. This study has implications for understanding the impact of school diversity and acculturation on friendship development of Vietnamese immigrants. Also, suggestions on how to better conceptualize and measure diversity are discussed.  相似文献   

The object of learning in action research and learning study     

Ference Marton  Wai Ming Cheung  Stephanie W. Y. Chan 《Educational Action Research》2019,27(4):481-495

ABSTRACT

The Learning study and the Educational Action Research approaches to educational research are compared, not from a third, neutral point of view, but from the perspective of the former. Hence, the comparison is carried out in terms of how the main point of departure of the Learning study (LS), the question of ‘What is to be learned?’, is addressed in the two approaches. Both represent critical stances to Educational objectives, the frequently taken-for-granted answer to the question. Educational objectives communicate, however, what the students are expected to become able to do, but not what they need to learn in order to get there. Hence, what is to be learned cannot be stated in advance, prior to the teacher learning what her students need to learn. The two approaches to educational research agree on the principle that what is to be learned has to be found in the interaction between students and teachers; however, there is an important difference between the two concerning the very point of departure. Educational objectives are too wide and imprecise according to LS, the teachers have to find the critical aspects (necessary to appropriate, but not appropriated as yet by the students) of the object of learning. According to Action research, as formulated by Lawrence Stenhouse, educational objectives are too narrow, too limited and limiting. We shall start looking for what is to be learned amongst inherent aspects of the content itself.  相似文献   

A Review of “Cataloging Correctly for Kids: An Introduction to the Tools”     

May Chan 《Cataloging & classification quarterly》2013,51(5):428-430

  相似文献   

How helpful are error management and counterfactual thinking instructions to inexperienced spreadsheet users' training task performance?     

Peter Caputi  Amy Chan  Rohan Jayasuriya 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):592-597

This paper examined the impact of training strategies on the types of errors that novice users make when learning a commonly used spreadsheet application. Fifty participants were assigned to a counterfactual thinking training (CFT) strategy, an error management training strategy, or a combination of both strategies, and completed an easy task (assessing direct application of the skills learned) followed by a hard task (assessing adaptive transfer). Even though there were no objective differences in performance across conditions, a positive relationship was found between errors and task performance for the CFT and combined conditions in the hard task. These preliminary findings indicate the usefulness of examining not only task performance but also types of errors when assessing the effectiveness of software training strategies.  相似文献   

Preservice teacher education students’ epistemological beliefs and conceptions about learning   总被引：1，自引：0，他引：1  

Kwok-Wai Chan 《Instructional Science》2011,39(1):87-108

A questionnaire was administered to 231 Hong Kong preservice teacher education students to examine their epistemological beliefs and conceptions of learning. Pearson correlation analysis showed significant pairs of epistemological beliefs and conceptions of learning. Regression and path analysis showed epistemological beliefs had significant predictor relationships with conceptions of learning. Four structural equation models were proposed to examine the predictive relationships between epistemological beliefs and selected pairs of quantitative and qualitative conceptions of learning, and the models were validated by confirmatory factor analysis. The results support the hypothesis that epistemological beliefs have significant predictive relationships with quantitative and qualitative conceptions of learning, implying epistemological beliefs play an important role in students’ learning. The paper concludes with implications drawn for the future direction of educational practices and research.  相似文献   

Association between childhood sexual abuse and adult sexual victimization in a representative sample in Hong Kong Chinese     

Chan KL 《Child abuse & neglect》2011,35(3):220-229

  相似文献   

Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia     

Chung KK  Ho CS  Chan DW  Tsang SM  Lee SH 《Reading and writing》2011,24(7):835-859

The present study sought to identify cognitive abilities that might distinguish Hong Kong Chinese adolescents with dyslexia and to assess how these abilities were associated with Chinese word reading, word dictation, and reading comprehension. The cognitive skills of interest were morphological awareness, visual-orthographic knowledge, rapid naming, and verbal working memory. A total of 90 junior secondary school students, 30 dyslexic, 30 chronological age controls, and 30 reading level controls was tested on a range of cognitive and literacy tasks. Dyslexic students were less competent than the control students in all cognitive and literacy measures. The regression analyses also showed that verbal working memory, rapid naming, morphological awareness, and visual-orthographic knowledge were significantly associated with literacy performance. Findings underscore the importance of these cognitive skills for Chinese literacy acquisition. Overall, this study highlights the persistent difficulties of Chinese dyslexic adolescents who seem to have multiple causes for reading and spelling difficulties.  相似文献   

从小盆栽到阳台花园     

Tonny Chan 《广东第二课堂》2010,(5):43-45

小时候,我特喜欢在长满野花的荒地上奔跑,那些酢浆草、野菊花漫山遍野,到处都是,蓬勃的生命力令人着迷。离开乡村,走进城市,看到了整齐的绿化树、花色一致的盆栽,规规矩矩,觉得毫无吸引力。但转念一想,  相似文献   

试论小山词之妙用天气描写     

冯婵 《内江师范学院学报》2010,25(3):91-94

晏几道时常巧妙运用天气描写,创造出奇特的艺术表达效果。用天气虚写与天气泛写之新概念从天气描写的角度分析小山词,从而对流传千古、家喻户晓之名篇警句进行新视角的解读。  相似文献   

色彩在室内装饰设计中的运用     

产婵  李云杰 《科教文汇》2012,(36):49-50

室内空间色彩的搭配可以根据室内环境状况,外加设计图案的样式要求和艺术规律角度进行色彩的调配和选用,保证色彩与室内的空间布置和相互关系相吻合,符合色彩学的合理分配和组合.室内装饰期间,室内设计应首先考虑到室内空间效果,以便在室内设计完工后,做到使室内呈现的是一个色彩的主旋律——色调.其次,在实际操作过程中,按照设计对象的功能和审美需要加以灵活应用.  相似文献