Deparochializing Education: Globalization,regionalization, and the formation of an ASEAN education space1     

Aaron Koh 《Discourse: Studies in the Cultural Politics of Education》2007,28(2):179-195

Research on the Association of Southeast Asian Nations (ASEAN) has hitherto attracted scholarly attention and debate by both regional and international scholars working in area studies, such as international relations and Asia-Pacific/Southeast Asia studies. Confined to area studies, scholarly research on ASEAN is limiting because the parameters of research are invariably locked into issues related to economics, politics, security, and trade development in and around the region. Notably, education has been an under-researched topic. On the cusp of its 40th anniversary ASEAN envisages the formation of an ASEAN identity and socio-cultural community. As a point of departure from area studies, this paper engages in “regionalist thinking” about ASEAN, education and identity making. This “regionalist thinking” is, however, only thinkable and imaginable with reference to the “global,” because as a region ASEAN, whether perceived in geographical or in spatial terms, is part of the global sphere in which it is embedded. I argue in this paper that while historically education and schooling are directly related to the imaginaries of nation building and national identity making, the call for the creation of an ASEAN identity and the formation of a socio-cultural community requires that nation states in the region deparochialize education and redesign pedagogies that “teach and learn beyond the nation.”  相似文献   

CHELLO: The Child/Home Environmental Language and Literacy Observation     

Susan B. Neuman  Serene Koh  Julie Dwyer 《Early childhood research quarterly》2008,23(2):159-172

The purpose of this study was to develop a valid and reliable tool for measuring the quality of the language and literacy environment in home-based settings. Based on a convergence of research on the ecological and psychological factors associated with early literacy development, the Child/Home Environmental Language and Literacy Observation (CHELLO) was developed to gauge the quality of current practices associated with positive early childhood literacy outcomes. Following the structure of the Early Language and Literacy Classroom Observation Scale (ELLCO) [Smith, M., & Dickinson, D. (2002). Early language & literacy classroom observation. Baltimore, MD: Brookes], we developed two interdependent tools: The Literacy Environment Checklist and the Group/Family Observation and Provider Interview. Inter-rater reliability using weighted kappas indicated acceptable reliability. Following this analysis, the CHELLO was administered in 128 home-based settings in four low-income urban areas. Initial evidence of its psychometric properties provided support for internal consistency. Although more research is needed, the CHELLO has the potential to serve as a useful tool for examining the language and literacy environment in home-based settings.  相似文献   

Models of English and Chinese word reading for adolescent Chinese–English bilinguals     

Alexandra Gottardo  Poh Wee Koh  Xi Chen  Fanli Jia 《Reading and writing》2017,30(7):1377-1406

These two studies examined the processes underlying English and Chinese word reading in Chinese–English bilinguals in relation to their experiences with their second language (L2), as determined by length of time in an English-speaking environment. Phonological awareness, morphological awareness and vocabulary measures were administered in English and Chinese to adolescents and young adults living in Canada. The results show that similar word reading processes were used to read English and Chinese for the bilinguals who were recent immigrants and had less exposure to English. Specifically, vocabulary knowledge was directly related to English and Chinese word reading in the more recent immigrants. However, phonological awareness was not related to English word reading in this group. Conversely, reading processes in the two languages were less similar for participants who were long-term immigrants. In the long-term immigrant group, English reading was related to phonological awareness. The writing system of the first language (L1) exerted an influence on L2 reading and the degree of influence was related to language experience.  相似文献   

Creating thinking schools through authentic assessment: the case in Singapore     

Kim H. Koh  Charlene Tan  Pak Tee Ng 《Educational Assessment, Evaluation and Accountability》2012,24(2):135-149

Using Singapore as an example, we argue that schools need to equip and encourage teachers to adopt authentic assessment in teaching and learning so as to develop the students’ higher-order thinking. The importance of teaching and assessing higher-order thinking in Singapore classrooms is encapsulated in the vision of ‘Thinking Schools’ launched by the Ministry of Education in 1997. Underpinning this vision is a shift from conventional assessment to authentic assessment. Unlike conventional paper-and-pencil tests that focus on knowledge reproduction and low-level cognitive processing skills in artificial, contrived contexts, authentic assessment tasks underscore knowledge construction, complex thinking, elaborated communication, collaboration and problem solving in authentic contexts. However, the creation of thinking schools in Singapore remains a constant challenge as many teachers tend to rely on conventional assessment and are often ill-prepared to implement authentic assessment. By presenting the findings from a recent empirical study, we propose that schools build teacher capacity by providing ongoing and sustained professional development on authentic assessment for teachers.  相似文献   

Assessing motivational styles of students in the south-east Asian context of Singapore     

Caroline Koh  David Galloway 《Asia Pacific Education Review》2006,7(2):184-194

High levels of academic achievement in Asian educational systems have generated interest in the study of motivational patterns of students in these contexts. The objectives of this paper are firstly, to provide a review of existing literature on the study of motivational styles amongst students and secondly, to identify the occurrence of different motivational styles amongst students in Singapore,. The method of identifying different motivational styles was adapted from a procedure first developed by Craske (1988). The findings of this study indicate that although the distribution of motivational styles amongst the Singaporean students was consistent with that as obtained by Craske, there was a higher tendency for maladaptive motivation amongst the males than the females. In contrast, Craske found no gender differentiation, though earlier researchers had found that maladaptive motivation was more common among the females.  相似文献   

Three approaches for supporting faculty technological pedagogical content knowledge (TPACK) creation through instructional consultation     

Joyce Hwee Ling Koh 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2529-2543

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The Family Festival Prevention Model: findings from a pilot of a teenage pregnancy prevention programme conceptualised by and for Mexican American communities     

Yvette Murphy-Erby  Kim Stauss  Eun Koh 《Sex education》2013,13(6):567-579

Despite an overall reduction in teenage pregnancy rates in the USA, the decrease for young women of Mexican heritage in the USA has been less significant than the decrease for their White and African-American peers. Furthermore, the availability of teenage pregnancy prevention models that are conceptualised specifically for people of Mexican descent is minimal. Using qualitative focus group data that were triangulated against quantitative survey data and collected from 35 young people and their parents, this paper presents findings from the pilot of a teenage pregnancy prevention model designed for and with input from Mexican American young women and men and their parents. Reflecting a favourable and impactful experience for the participants, the findings present implications for future intervention efforts and research.  相似文献   

The effect of a fast bowling harness in cricket: an intervention study     

R. Wallis  B. Elliott  M. Koh 《Journal of sports sciences》2013,31(6):495-506

The influence of a bowling harness, as a training aid, was assessed as a means of modifying bowling technique. Thirty-three 13-year-old bowlers received a standardized 15 min of bowling coaching twice a week for 8 weeks. They were randomly assigned to one of two groups. The 13 participants in the intervention group used the bowling harness throughout the coaching, while also receiving verbal and visual feedback. The 20 participants in the non-harness group received the same visual and verbal feedback. Three-dimensional videography (200 Hz) of each player's bowling action enabled the calculation of transverse plane shoulder alignment counter-rotation, separation angle, lateral flexion and hyperextension of the trunk before and after the intervention. The restriction applied by the harness produced a significant reduction ( P = 0.006) in separation angle and forced the bowler to adopt a position at back-foot impact that reduced the 'twist' in the spine. However, it had no effect on restricting other aspects of trunk movement during the critical phases of the bowling action. No significant long-term modifications to technique were found after the coaching intervention when players were assessed without the harness.  相似文献   

掺杂法提高聚合物电导率的蒙特卡洛法讨论     

缪江平  徐进  周立新  吴宗汉  林义华 《东南大学学报》2002,18(2):188-190

掺杂法提高聚合物电导的机理是考虑导电填充物和高聚物所构成的不均匀体系中，导电颗粒间会形成链式组织或聚集体组织而提高导电性能，在此过程中导电颗粒有相互作用。本是采用蒙特卡洛法对掺杂高分子材料的电导特性作了研究，研究结果与实验符合较好，并得出存在剧变特征的所谓绝缘体－金属相变特性的计算结果。  相似文献   

A framework for fostering a community of practice: scaffolding learners through an evolving continuum   总被引：1，自引：0，他引：1  

David Hung  Tan Seng Chee  John G Hedberg  Koh Thiam Seng † 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(2):159-176

This paper proposes a framework of an evolving community of practitioners along a simulation, participation, and codetermined interactions continuum. Simulation, participation, and codetermined interactions are three models of learning, which describe how learners can be brought through a scaffolded process within a community experience. The framework also focuses on the processes rather than on the outcomes or products of a community. In this paper, we describe a case study of a group of heads of Information and Communications Technology (ICT) in schools being scaffolded through an experiential workshop to achieve learning outcomes such as ICT‐based project work (as product) and other constructivist dispositions of learning (as processes). The proposed framework is intended to be sufficiently broad so that learners are supported from simulation to codetermined interactions where autonomy of learners’ co‐construction efforts are encouraged and experienced.  相似文献