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31.
Developing reflective teachers: the experience of two modules in the teacher training programme at the national institute of education,Singapore 总被引：1，自引：0，他引：1
Pak?Tee?NgEmail author Lana?Khong?Yiu?Lan Jason?Tan?Eng?Thye 《Asia Pacific Education Review》2004,5(2):200-206
The Singaporean education system is undergoing many changes in order to develop schools and nation which cultivate learning
and education. A crucial success factor to these initiatives is the teacher. Singapore needs reflective teachers who can continually
reflect upon their own practices to find better ways of teaching as well as maintain their purpose and direction amid a sea
of changes. This article describes attempts during the years of 2002 to 2004 to develop trainee teachers into more reflective
teachers at the National Institute of Education (NIE), focusing specifically on the experience of two revamped pre-service
teacher education modules. The experience suggests that a social constructivist approach, in which trainee teachers discuss
and debate critical issues impinging on their professional practice, is more successful than the traditional ‘tell and regurgitate’
approach, in developing reflective teachers. 相似文献
32.
Manuela Sauer Thomas Hauf Ludmila Sakiew Pak Wai Chan Shuk-Mei Tse Patrick Hupe 《浙江大学学报(A卷英文版)》2016,17(3):171-185
The safety and efficiency of air traffic are significantly affected by adverse weather. This holds especially in terminal maneuvering areas (TMA) where, in addition to the impact of weather itself, potential weather avoidance routes are strongly restricted by air traffic regulations. A weather avoidance model DIVMET has been developed which proposes a route through a field of developing thunderstorms. Air traffic control regulations have not been included in it at this stage. DIVMET was applied to the TMA of Hong Kong International Airport as air traffic control (ATC) there has become interested in improving the controller’s work load, especially for managing incoming traffic by avoidance route simulations. Although visual inspection of simulated avoidance routes by ATC was satisfactory, a quantitative validation of simulated with real observed routes was also carried out. Two real adverse weather situations with thunderstorms within the TMA of Hong Kong and with heavily distorted traffic were chosen. The main objective prior to any validation, however, was to identify routes which are solely impacted by weather but do not show any signs of regulation. Route selection was done on the base of flight position data. Landing flights were selected and deviations from standard approach routes were analyzed. As a result, the majority of 272 flights were found to be affected by both weather and regulations (60%), highlighting the challenge for air traffic controllers to manage landing traffic under adverse weather conditions safely and efficiently. Only a few weather-affected flights (7%) were not regulated and could be used for validation. DIVMET simulation routes were presented to local air traffic controllers who confirmed them as potential and realistic avoidance routes. DIVMET weather avoidance route simulations within a TMA appear to be helpful but further model development has to incorporate traffic regulations, to include holdings, short-cuts, and slow-downs. 相似文献
33.
Pak Tee Ng 《International Journal of Lifelong Education》2013,32(3):318-334
Lifelong learning is now a recurring topic in national human resource, employment, entrepreneurship and educational reform discourse. In Singapore, the government urges citizens to be lifelong learners to enhance their employability and reminds them that lifelong learning is a survival strategy for the country. This paper presents and analyses Singapore’s rhetoric and initiatives on lifelong learning using an adaptation of Power and Maclean’s framework of lifelong learning, consisting of the following aspects: a basic human right for individual development and empowerment; a means to better employment prospects and higher income; a strategy for poverty alleviation or closing income gaps; an enabler for social benefits such as higher productivity and social capital; and a ‘master key’ for the achievement of national vision. The paper argues that while there are a considerable number of lifelong learning activities in the country, there is also a degree of eclecticism in its rhetoric and practice. 相似文献
34.
This study investigated the relationships of students’ incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom attention and disruption. In addition, students’ end-of-year math achievement scores were collected from school records. The hypothesised mediation model was supported in structural equation modelling analysis. Incremental beliefs of math ability were associated positively with math enjoyment and pride, and negatively with math boredom and anxiety. Achievement emotions fully mediated the relationships of incremental beliefs of math ability to classroom engagement and math achievement. Incremental beliefs of math ability were associated positively with classroom attention through math enjoyment and pride, negatively with classroom disruption through math anxiety and positively with math achievement through the two outcome-related emotions, math pride and anxiety. The findings and implications are discussed in the academic context of Singapore. 相似文献
35.
This article argues that the social practice of learning (SPL), involving life-long learning, meta-learning, deep reflection,
and dialogue in a community, should be the distinguishing knowledge base of schools in the twenty-first century. This article
also analyses the strategies and challenges of the recent education reforms in Singapore through the lens of an SPL education
paradigm. Although the Singapore government has done much to train teachers, trim syllabi and introduce new ways of teaching
and learning, such as project work, the real challenge is to go beyond the provision of structural changes to the substance
of the epistemological reform. 相似文献
36.
IrinaP.Solovova Theodoros Ntaflos Andrei Girnis Natalya N.Kononkova Vyacheslav V.Akinin 《中国科技期刊研究》2007,23(1):83-92
Melt and fluid inclusions were studied in the minerals of Cenozoic olivine melanephelinites from the Chukehi Peninsula, Russia. The rock contain several generations of olivine phenocrysts varying in composition at mg=0.88 - 0.77. The phenocrysts bear fluid and melt inclusions recording various stages of melt crystallization in volcanic conduits and shallow magma chambers. Primary fluid inclusions are CO2-dominated with a density of up to 0.93 g/cm^3. All fluid inclusions are partially leaked, which is indicated by haloes of tiny fluid bubbles around large fluid inclusions in minerals. Melt inclusions contain various daughter crystals, which were completely resorbed in thermometric experiments at about 1230~C. Assuming that this temperature corresponds to the entrapment conditions of the CO2 fluid inclusions, the minimum pressure of the beginning of magma degassing is estimated as 800MPa. Variations in the compositions of homogenized silicate melt inclusions indicate that olivine was the earliest crystalline phase followed by clinopyroxene, nepheline and orthoclase. This sequence is in agreement with the mineralogy of the rocks. The melts are strongly enriched in incompatible trace elements and volatiles （in addition to CO2 , high C1, F, and S contents were detected）. There are some differences between the compositions of melts trapped in minerals from different samples. Variations in SiO2 , FeO, and incompatible element contents are probably related to melt generations at various levels in a homogeneous mantle reservoir. 相似文献
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38.
This study investigates students' causal beliefs about the relation between certain variables in an electric experiment and seeks to determine the degree to which their tendency to make either idea-based or evidence-based statements about the experiment depends on their having had a prior belief about the causal efficacy of that variable. Fourteen eighth-grade students of both sexes from an initial sample of 49 were presented with experiments and interviewed to determine whether their responses were idea-based or evidence-based, and whether these responses were correlated with the type of prior idea they had held about that variable (causal or noncausal). We found that 34% of all responses were idea-based despite the presentation of physical evidence. We also found that students who had previously thought that a particular variable would not affect the outcome of the experiment (i.e., who had a noncausal idea for that variable) were more likely to make idea-based responses than students who had causal ideas. Furthermore, students tended to make fewer evidence-based responses when evidence was unavailable rather than available. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34 : 57–67, 1997. 相似文献
39.
Wing-Kai Lam Lok-Yee Pak Charis King-Wai Wong Mohammad Farhan Tan Sang-Kyoon Park Jiseon Ryu 《Journal of sports sciences》2020,38(14):1629-1634
ABSTRACT While foot orthoses are commonly used in running, little is known regarding biomechanical risk potentials during uphill running. This study investigated the effects of arch-support orthoses on kinetic and kinematic variables when running at different inclinations. Sixteen male participants ran at different inclinations (0°, 3° and 6°) when wearing arch-support and flat orthoses on an instrumented treadmill. Arch-support orthoses induced longer contact time, larger initial ankle dorsiflexion, maximum ankle eversion, and knee sagittal range of motion (RoM) (p < 0.05). As incline slopes increased, vertical impact peak and loading rate, stride length, and ankle coronal RoM decreased, but contact time, stride frequency, initial ankle dorsiflexion and inversion, maximum dorsiflexion, initial knee flexion, and ankle sagittal RoM increased (p < 0.05). Furthermore, knee sagittal RoM was lowest when running at an inclination of 3°. The interaction effect indicated that in arch-support condition, participants running at 6° induced higher maximum ankle eversion than running at 0° (p < 0.05), while no differences were found in flat orthosis condition. These findings suggest that the use of arch-support orthoses would influence running biomechanics that is related to injury risks. Running at higher inclination led to more alterations to biomechanical variables than at lower inclination. 相似文献
40.
Pak Tee Ng 《Educational Research for Policy and Practice》2013,12(2):121-131
School accountability is such a familiar concept in many education systems that questions about what it actually means and entails are rather uncommon, especially to busy practitioners on the ground. This paper reports a research that examines each of the questions of what and to whom Singapore schools are accountable, from the point of practitioners holding leadership positions in Singapore schools. This research was a qualitative study with a sample of 36 vice-principals. This analysis was enriched and interpreted with a literature-based discussion, which pointed out the implications of the research findings. According to the findings, the participants felt that Singapore schools were accountable for students’ holistic development; site, funding and staff management; national survival and nation building; and humanity and the future. Singapore schools were accountable to students, parents, country and citizens, and themselves. Interestingly, for a system that was reputed for its academic achievement, none of the participants mentioned examination results directly but referred to the importance of holistic education. The findings also suggested an inseparability of the concepts ‘accountability’ and ‘responsibility’ in the participants’ minds. 相似文献