The roles of teacher efficacy in instructional innovation: its predictive relations to constructivist and didactic instruction     

Youyan Nie  Gim Hoon Tan  Albert Kienfie Liau  Shun Lau  Bee Leng Chua 《Educational Research for Policy and Practice》2013,12(1):67-77

Constructivist instruction has been implemented in the current instructional innovation in Singapore. Large scale survey study was conducted to examine the roles of teacher efficacy in implementing the innovative constructivist instruction. The results showed that the positive correlation between teacher efficacy and constructivist instruction was stronger than the correlation between teacher efficacy and didactic instruction. The study suggests that policy makers and school leaders should try to improve teacher’s efficacy beliefs so that innovative instruction could be effectively implemented by school teachers.  相似文献   

A Two-Stage Approach to Synthesizing Covariance Matrices in Meta-Analytic Structural Equation Modeling     

Mike W.L. Cheung  Wai Chan 《Structural equation modeling》2013,20(1):28-53

A great obstacle for wider use of structural equation modeling (SEM) has been the difficulty in handling categorical variables. Two data sets with known structure between 2 related binary outcomes and 4 independent binary variables were generated. Four SEM strategies and resulting apparent validity were tested: robust maximum likelihood (ML), tetrachoric correlation matrix input followed by SEM ML analysis, SEM ML estimation for the sum of squares and cross-products (SSCP) matrix input obtained by the log-linear model that treated all variables as dependent, and asymptotic distribution-free (ADF) SEM estimation. SEM based on the SSCP matrix obtained by the log-linear model and SEM using robust ML estimation correctly identified the structural relation between the variables. SEM using ADF added an extra parameter. SEM based on tetrachoric correlation input did not specify the data generating process correctly. Apparent validity was similar for all models presented. Data transformation used in log-linear modeling can serve as an input for SEM.  相似文献   

Diversified professionalism of physical education teachers in the Asian context of Hong Kong     

Raymond Kim Wai Sum  Clive Dimmock 《Teachers and Teaching》2013,19(4):453-469

This study investigates the socialization and professional experiences of primary school physical education teachers (PSPETs) in the Asian context of Hong Kong. A qualitative research design is adopted. The researcher used semi-structured interviews, supplemented by documentary sources (diaries) for conducting data collection. Eleven PSPETs participated in this study. Data were analysed through open axial and selective coding. The concepts of organizational sensitivity, sources of satisfaction, dealing with influential persons or critical incidents, status of the profession, educational reform as a trend, and versatile roles are revealed in the theory of ‘Diversified Professionalism’. The substantive theory thus contributes to an increased appreciation of the PSPETs’ work and to the literature on physical education teachers’ professionalization and professionalism.  相似文献   

The Development and Validation of a Survey for Evaluating Primary Students’ Self-efficacy in STEM Activities     

Luo  Tian  So  Winnie Wing Mui  Li  Wai Chin  Yao  Jianxin 《Journal of Science Education and Technology》2021,30(3):408-419

STEM integration has become a popular concept not only in the context of education practices but also as a way of learning. The integration of the STEM domains is evident in students’ learning experiences when engaging in STEM activities. However, there is a lack of instruments for evaluating students’ levels of self-efficacy in these activities. Therefore, the aims of this study were to develop a survey for evaluating upper primary students’ self-efficacy in STEM activities and to explore whether a student’s gender, grade, and participation in STEM activities predict his or her self-efficacy in STEM activities. A total of 844 fourth- to sixth-grade primary students participated in this study. After pilot testing, exploratory factor analysis and confirmatory factor analysis were conducted, the survey was found to have a single-factor structure with high reliability (Cronbach’s alpha = .90). Linear regression analysis showed that school and out-of-school participation in STEM activities significantly predicted the students’ self-efficacy in STEM activities, while grade and gender did not. The survey developed in this study provides a reliable and valid way to measure students’ self-efficacy in STEM activities. These findings also highlight the importance of encouraging students’ participation in both formal and informal STEM activities.

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Effect of sport education on students’ perceived physical literacy,motivation, and physical activity levels in university required physical education: a cluster-randomized trial     

Choi  Siu Ming  Sum  Kim Wai Raymond  Leung  Fung Lin Elean  Wallhead  Tristan  Morgan  Kevin  Milton  Daniel  Ha  Sau Ching Amy  Sit  Hui Ping Cindy 《Higher Education》2021,81(6):1137-1155

Higher Education - Originating from the field of physical education, physical literacy is an individual disposition that accentuates the importance of lifelong physical activity. Sport education is...  相似文献   

Good Chinese Girls and the Model Minority: Race,Education, and Community in Girl in Translation and Front Desk     

Chen  Shih-Wen Sue  Lau  Sin Wen 《Children‘s Literature in Education》2021,52(3):291-306

Children's Literature in Education - The girl protagonists in Jean Kwok’s Girl in Translation and Kelly Yang’s Front Desk embody and reinterpret the notion of guai (loosely...  相似文献   

Teaching Traditional Chinese Science as a Part of a NOS Curriculum in Hong Kong     

Kiang  Kai Ming  Szeto  Wai Man 《Science & Education》2021,30(6):1453-1472

Science & Education - Undergraduate courses on the nature of science (NOS) often involve teaching a set of core elements. Without extensive unpacking and reflection, the complexity of those NOS...  相似文献   

西藏山龙眼属一新种     

丘华兴 《中国科学院研究生院学报》1980,18(4):524-524

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The effects of cognitive strategy instruction on Chinese reading comprehension among Hong Kong low achieving students     

Kit- ling Lau  David W. Chan 《Reading and writing》2007,20(8):833-857

This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were randomly assigned to treatment and control conditions. Students in the treatment group received a 6-week Chinese CSI Program in their regular Chinese language lessons. The findings in this study generally supported that the Program had a positive impact on the reading development of low achieving students. Students who received strategy instruction made superior gains in comprehension performance, used more strategies during their reading process, had more knowledge about, strategy use, and showed a more positive attitude toward the reading instruction than did their peers who received traditional Chinese language instruction. Students’ improvements on their strategy use and reading comprehension were maintained 4 months after the termination of the Program. However, the positive treatment effects of the Program were not transferred to other school subject materials, and students’ reading motivation did not have significant changes after the Program. Factors contributing to the success of the Program as well as its limitations are discussed.  相似文献   

Preservice teachers’ self‐efficacy in managing students with symptoms of attention deficit/hyperactivity disorder: The roles of diagnostic label and students’ gender     

Ka Wai Lee  Rebecca Y. M. Cheung  Ming Chen 《Psychology in the schools》2019,56(4):595-607

The present study investigated preservice teachers’ self‐efficacy in classroom management involving students with symptoms of Attention Deficit/Hyperactivity Disorder (ADHD). A total of 137 Chinese preservice teachers were randomly presented with one of four vignettes involving a student character with ADHD symptoms, with manipulations including the character’s gender and diagnostic label of ADHD. Upon reading the vignette, participants responded to questions concerning their self‐efficacy in inclusive classroom management involving the character. Findings based on analysis of covariance indicated an interaction effect of the vignette character’s gender and label on teachers’ self‐efficacy. Specifically, teachers perceived greater self‐efficacy in a classroom involving a girl with an ADHD label than in a classroom involving a girl with no label or a boy with a label. Findings enriched the literature concerning the roles of gender and label in preservice teachers’ self‐efficacy toward inclusive classroom management.  相似文献