Instrumentation for Research on Teacher Self-Management     

Wing Ming Cheung  Yin Cheong Cheng 《Educational Research and Evaluation》2013,19(3):235-258

The study aims to develop an instrument for research on teacher self-management in the school organization. In this paper, teacher self-management is conceptualized as a self iterative process which comprises five stages; namely, (i) the Environmental Analysis Stage, (ii) the Planning and Affiliating Stage, (iii) the Developing and Directing Stage, (iv) the Implementing Stage, and (v) the Evaluating and Monitoring Stage. Based on this conception, the instrument developed consists of five subscales. The developed instrument was field tested in 63 schools including 1,183 teachers. The analysis showed that the estimated reliability and the predictive and construct validity of the instrument were satisfactorily high. It is hoped that the instrument may provide a basic tool for related empirical studies and for understanding of teacher's self-management practices in school. Résumé Cette étude se donne pour objectif de développer un instrument pour une recherche sur l’autonomie des enseignants au sein de l’organisation scolaire. Dans cet article, l’autonomie des enseignants est définie comme un processus interactif qui comprend cinq étapes successives: analyse de l’environnement; planification et gestion des relations avec les partenaires; développement des compétences et des capacités; exécution des stratégies d'action; auto-évaluation et contrôle. Construit sur la base de cette définition, l’instrument comporte cinq échelles. Cet instrument a été test? dans 63 écoles comprenant 1183 enseignants. L’analyse a montré? que cet instrument a présent? une fiabilité et une validité des plus satisfaisantes. Ce qui nous fait espérer qu’il soit considéré comme un outil de référence pour des études empiriques et pour la compréhension des pratiques d’autonomie chez les enseignants au sein de l’école.  相似文献   

Conservation of outdoor sculpture: Challenges of three installations in Hong Kong     

Yan Ki Wong  Sam Liu  Ronnie Kam  Wing Fai Lai  Alice Tsang 《文物保护研究》2016,61(3):340-342

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An integrative perceptual approach for teaching Chinese characters     

Shek Kam Tse  Ference Marton  Wing Wah Ki  Elizabeth Ka Yee Loh 《Instructional Science》2007,35(5):375-406

This paper is concerned with an innovative approach to teaching Chinese characters. Traditionally, pupils learn Chinese characters by repeatedly copying them until they can reproduce their form and pronunciation from memory. Most of the characters pupils are required to learn are selected on the basis of their frequency in adult written communications rather in everyday child usage. The process takes many years and is perceived by pupils as laborious and boring. The writers of the paper developed an approach based on the phenomenographic approach to learning and on various pioneering ways of teaching Chinese characters. Learning starts with the pupils’ own language and characters are introduced and used in contexts meaningful to the pupil, attention being drawn systematically to structural features, written form and pronunciation. Characters are learnt in relational clusters, similarities and variations among related characters in the clusters being used by teachers to highlight and emphasise crucial aspects of Chinese characters and words. The learning mastered serves as a foundation for subsequent learning. After an in-depth discussion of theory and pedagogy, the writers report an investigation in four primary schools in Hong Kong that yields strong support for the efficacy of the approach.  相似文献   

Conference of the F.I.C.E., Jerusalem/Israel,April 1958     

H. D. Wing 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1958,4(1):491-492

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浅析CNMARC格式中的字段指示符     

曹杰 《河池师范高等专科学校学报》2007,27(5):103-106

机读目录的字段指示符，在录入机编数据时，容易被忽视或漏掉，致使书目数据库的字段指示符混乱，造成CNMARC格式与其他元数据格式转换困难。在此通过对字段指示符的分析，确定其在CNMARC格式中的重要性，同时指明其赋值情况。  相似文献   

A Systematic Review of Remote Laboratory Work in Science Education with the Support of Visualizing its Structure through the <Emphasis Type="Italic">HistCite</Emphasis> and <Emphasis Type="Italic">CiteSpace</Emphasis> Software     

Siew Wei Tho  Yau Yuen Yeung  Rui Wei  Ka Wing Chan  Winnie Wing-mui So 《International Journal of Science and Mathematics Education》2017,15(7):1217-1236

Laboratory work, particularly the latest remote laboratories (RLs), has been assumed to have a general positive effect on science education because practical work can provide diverse learning experiences and enhance thinking skills suitable for the 21^st century. However, there has not been a synthesis of the science education research to support this assumption. The objective of this study is to systematically review the growth of educational research on laboratory work, particularly in RLs, utilizing a series of review processes with innovative software for visualizing structural relationships. The combined use and support of HistCite and CiteSpace software enabled the visualization of the citation structure and history of articles. The findings revealed that RLs were a state-of-the-art subset of laboratory work and a new way of conducting laboratory work that has gained fairly wide research attention in engineering education over the past two decades. Thus, this innovative literature review process has established a solid background for future research and development efforts on RLs in science education dealing with scientific and engineering practices.  相似文献   

The relationship between teacher value orientations and engagement in professional learning communities     

Hoi Kwan Ning  Daphnee Lee  Wing On Lee 《Teachers and Teaching》2016,22(2):235-254

The development of teacher professional learning communities (PLC) has attracted growing attention among practitioners, policy-makers and researchers. The aims of this study were to identify typologies of professional learning teams based on measures of professional learning engagement, and assess their linkages with teachers’ value orientations. Based on data obtained from 408 professional learning teams in Singapore schools, cluster analysis identified three types of professional learning teams: highly engaged, moderately engaged and less engaged. These three profiles differ mainly in terms of level of endorsement for the four measures of professional learning engagement (collective focus on student learning, collaborative learning, reflective dialogue and shared values and vision). Results revealed that highly engaged professional learning teams reported the highest levels of endorsement for all four engagement measures. Teachers among the learning teams in the highly engaged profile reported a significantly higher level of uncertainty avoidance than those in the moderately engaged and less engaged profiles. Teachers in the less engaged profile also reported a significantly higher level of power distance than those in the highly engaged teams. Multinomial logistic regression analysis found that team power distance and team uncertainty avoidance were significant predictors of engagement profile membership. The implications for fostering effective teacher development through more systematic support of PLC are discussed.  相似文献   

Transformational change in instruction with professional learning communities? The influence of teacher cultural disposition in high power distance contexts     

Daphnee Hui Lin Lee  Wing On Lee 《Journal of Educational Change》2018,19(4):463-488

This mixed-methods study employed Hargreaves and Fullan’s (Professional capital: transforming teaching in every school, Teachers College Press, New York, 2012) concept of professional capital to re-examine whether professional learning communities (PLCs) transformed instructional practices in contexts that endorse hierarchical cultures. PLCs that facilitate transformational change in instructional practices empower teachers to embrace ambiguity, conflict, and risk to improve both student and teacher development. In contrast, PLCs that disseminate instructions for implementation produce reifying change. The findings illustrated that, in Singapore’s hierarchical cultural context, teachers participating in PLCs with high professional capital demonstrated transformational practice. These PLCs differed from most others in teacher cultural disposition toward uncertainty, unequal relationships, and risk. The findings imply that PLCs have the potential to support transformational change in practice, even when the cultural context endorses hierarchical relationships. However, this potential is moderated by the teacher cultural dispositions that prevail in PLCs. PLCs that possessed medium professional capital were the majority, demonstrating efforts to reify instructional change. Low professional capital PLCs also differed in teacher cultural disposition from the middle majority, but demonstrated neither the transformational practices of high professional capital PLCs, nor the reifying practices of medium professional capital PLCs. Recommendations are given in this paper to PLCs situated in similar hierarchical cultures on the types of adjustments required to support transformational change in practice.  相似文献   

Supporting Student Teachers' Professional Learning with Standards‐Referenced Assessment     

Sylvia Yee Fan Tang  May May Hung Cheng  Winnie Wing Mui So 《Asia-Pacific Journal of Teacher Education》2006,34(2):223-244

Professional standards in teaching are developed in many education systems, with professional learning and quality assurance being the central purposes of these standards. This paper presents an initiative in developing a professional development progress map (hereafter, progress map) within a learning‐oriented field experience assessment (LOFEA) framework. The article examines the use of a progress map to support professional learning in teaching supervision in the field experience of a teacher education programme. Views of users, including 16 tertiary supervisors and 21 teacher participants of the in‐service programmes, were collected. Issues relating to supporting student teachers' professional learning with standards‐referenced assessment, are discussed around four themes, namely intention, instrumentation, interpretation and implementation.  相似文献   

用传感技术改造汽车的点火及配气系统     

曹智斌 《岳阳职业技术学院学报》2004,19(4):103-104

传感技术在高速发展时汽车工业中有广泛的应用，如发动机点火正时，配气系统，防抱总制的系统的控制，汽车电气装置等、可以预见，传感技术在汽车上应用具有广阔的前景。  相似文献