Improving clinical care outcomes for Canadian seniors: findings of a pilot study evaluating an applied simulated and integrated learning approach (ASILA) for home care workers     

Veronique M. Boscart  Lauren Crutchlow  Linda Sheiban Taucar  Sandra Schelling  Elliott Fung  Raquel S. D. Betini 《Educational gerontology》2013,39(10):612-623

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Discriminating participants and non-participants in continuing professional education: the case of teachers     

Yan Fung Mok  Tsz Man Kwon 《International Journal of Lifelong Education》2013,32(6):505-519

There are a number of theoretical perspectives established for studying adult participation in education, but they are seldom examined together in single studies; neither are participants and non-participants examined simultaneously. This study examines the relative power of the major perspectives in distinguishing between and predicting participants and non-participants. Secondary school teachers who were participating or not participating in continuing professional education programmes were taken as target respondents. Results show that the theoretical perspectives of situations, dispositions, attitudes and beliefs in continuing professional education, and social norms and pressure, do not discriminate teacher participants and non-participants and are therefore not good predictors of the participation status of teachers. Only a few factors in the perspectives of motivations and socio-economic background are significant and meaningful in distinguishing the two teacher groups and in predicting participation status.  相似文献   

Teacher Growth: The Formation and Pursuit of Personal Values     

Yan Fung Mok 《Interchange》2002,33(2):115-138

Facilitative environmental factors, skills and knowledge training, and reflection upon experiences and beliefs are regarded as important in teacher development. The attainment of normative professional identity indicates that a teacher has grasped the principles of skills, knowledge, and beliefs that govern teachers' professional behavior. However, what is neglected is the psychosocial process that brings about internal changes in teachers' growth. This paper argues that the soul behind teacher growth is the self-as-agent in directing a person's growth in fulfilling his or her own personal values and personality. Teachers with self-defining personalities search for congruent environments to nurture their personal values and they engage in generativity tasks to actualize those values. With the success and satisfaction brought about by the accomplishment of their personal values, teachers do not stop at a plateau but will keep pursuing continuous growth.  相似文献   

The influence of liberal studies on students’ participation in socio-political activities: the case of the Umbrella Movement in Hong Kong     

Dennis Fung  Angie Su 《牛津教育评论》2016,42(1):89-107

This paper reports an investigation into how secondary student participants in Hong Kong’s Umbrella Movement related this particular political experience to their learning of Liberal Studies. Questionnaire-based surveys and interviews were conducted to probe their interpretations of Liberal Studies’ impact on their political involvement and their perceptions of national versus local identity. The results indicate that students perceived the subject to have offered them background knowledge necessary for comprehending the movement rather than functioning as the cause of their participation against the backdrop of wider socio-economic conflicts in the community at large. Moreover, the current Liberal Studies curriculum seems to have reinforced students’ sense of a dichotomy between their local and national identities. Further examination of that dichotomy sheds light on both the review of Liberal Studies and another recently proposed, but swiftly shelved, curriculum: Moral and National Education. The study’s broad implications for citizenship education worldwide are also discussed.  相似文献   

Evaluation of information technology in educational management for proactive development     

Phil Wild  Alex Fung 《Education and Information Technologies》1996,1(3-4):239-249

Evaluation will be the key to effective and efficient implementation and use of information technology in education management. As hardware, software and the needs of users develop and change, such evaluation will need to be both proactive and dynamic in that it must continually provide information concerning how the systems need to be modified to allow the potential to be realized fully. Dynamic evaluation can then be used to inform the system design, training, support and documentation to ensure end-user acceptance of the systems and provide administration support and information relevant to enhanced decision-making processes. Findings from a preliminary study of the Hong Kong school administration and management system (SAMS) will be used to illustrate the problems that can occur without carefully planned and contextualized evaluation.  相似文献   

Erratum to: Managing Element Interactivity in Equation Solving     

Bing Hiong Ngu  Huy P. Phan  Alexander Seeshing Yeung  Siu Fung Chung 《Educational Psychology Review》2018,30(1):273-273

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Enhancing Science Learning Through the Introduction of Effective Group Work in Hong Kong Secondary Classrooms     

Dennis Fung  Venus Hung  Wai-mei Lui 《International Journal of Science and Mathematics Education》2018,16(7):1291-1314

This study compares the learning results of three groups of secondary two (grade eight) students of a similar academic standard who participated in a teaching intervention involving different pedagogies. One hundred and forty-nine Hong Kong secondary students were chosen and divided into three groups, “whole-class teaching approach”, “group work with no specific strategies” and “group work with effective strategies”, to study the “space travel” unit in their science curriculum. The first group was exposed to traditional whole-class instruction, and the latter two practised collaborative group work, with the third adopting four effective strategies derived from a UK-based quasi-experimental project. Analyses of the pre- and post-diagnostic assessments and audiotaped discussions revealed that group work comprising effective strategies not only raised students’ test scores, but also enhanced their joint construction of conceptual knowledge in science. The findings suggest that the effective strategies adopted in this study are contributory factors to superior student accomplishments and a stronger desire to seek clarification accruing from shared cognitive activities.  相似文献   

Reliability and validity of the Learning Styles Questionnaire   总被引：1，自引：0，他引：1  

Y H Fung  Angela S P Ho  K P Kwan 《British journal of educational technology : journal of the Council for Educational Technology》1993,24(1):12-21

The reliability and predictive validity of a short form of Honey and Mumford's Learning Styles Questionnaire were examined. Students' learning preferences were measured by self-report ratings on their degree of likings for 19 teaching and learning activities commonly used in higher and professional education. Subjects were 381 second-year undergraduates enrolled in accountancy, engineering and communication programmes at the Hong Kong Polytechnic. The alpha coefficients for the four learning styles scales were quite low, ranging from 0.311 for the Pragmatist scale to 0.421 for the Reflector scale. Factor analysis of the items did not reveal any coherent factor structure congruent with the underlying constructs. However, significant though weak correlations were found between the learning styles scores and the learning preferences of the students as hypothesised.  相似文献   

An investigation on the correlation of learner styles and learning objects characteristics in a proposed Learning Objects Management Model (LOMM)     

Supachanun Wanapu  Chun Che Fung  Nittaya Kerdprasop  Nisachol Chamnongsri  Suphakit Niwattanakul 《Education and Information Technologies》2016,21(5):1113-1134

The issues of accessibility, management, storage and organization of Learning Objects (LOs) in education systems are a high priority of the Thai Government. Incorporating personalized learning or learning styles in a learning object management system to improve the accessibility of LOs has been addressed continuously in the Thai education system. A proposed Learning Object Management Model (LOMM) is discussed in this paper which aims to adapt and optimize the learning process based on characteristics of the individual learners. This study aims to find the correlation between learning styles and LOs characteristics in the LOMM. Decision Tree and Apriori algorithms were used to generate a predictive model for the classification of learners. Development of the predictive model was based on survey results from 1,586 high school students in Nakhon Ratchasima province, Thailand. The diverse LOs characteristics were analyzed in order to find the correlation with learning styles of the learners. The classification model consists of 24 sub-models used to predict a learner’s class based on 8 groups of LOs characteristics. The best accuracy obtained in the study was 80.23%. Finally, for the next phase this approach has been designed to support the proposed LOMM and it is expected that it could be readily applied to other e-learning systems and digital repositories.  相似文献   

Beyond the Total Score: A Preliminary Investigation into the Types of Phonological Awareness Errors Made by First Graders     

Denyse V. Hayward  Caitlin D. Annable  Jennifer E. Fung  Robert D. Williamson  Meridith A. Lovell-Johnston  Linda M. Phillips 《Early Childhood Education Journal》2017,45(6):809-820

Current phonological awareness assessment procedures consider only the total score a child achieves. Such an approach may result in children who achieve the same total score receiving the same instruction even though the configuration of their errors represent fundamental knowledge differences. The purpose of this study was to develop a tool for phonological awareness error classification and explore the types of errors made by 215 grade one children from low socioeconomic backgrounds on a phonological awareness test. Twenty-one distinct errors were identified and classified into eight categories. The most frequently occurring error category was Additions followed by Segmentations, Substitutions, Insertions, Repetitions, Omissions, Reversals, and Multiple Errors. Examination of a subsample of study participants who were classified as high and low reading performers revealed differences in the both the degree and type of errors exhibited. Low reading performers exhibited significantly more Insertion, Omission, Segmentation, and Substitution errors. Knowledge of child errors has the potential to enhance understanding and interpretation of child test performance and subsequent instructional recommendations.  相似文献