Methodological Approaches to Comparing Pedagogical Innovations Using Technology     

Nancy Law  Angela Chow  Allan H. K. Yuen 《Education and Information Technologies》2005,10(1-2):7-20

The study of educational innovations has become increasingly important in education research as many countries around the world have embarked on education reforms that aim to change both the goals and practices in education. There is also a general expectation that such innovations can be leveraged or supported by the use of information and communication technology (ICT) in the learning and teaching process. However, comparative studies of innovations are relatively rare. SITES M2, as an international comparative study of innovative pedagogical practices involving 28 participating systems, thus faced important methodological challenges the solution of which was no less an innovation in itself. This paper examines the methods of analysis used and the kind of research findings that resulted from the work of three research teams that had conducted comparisons of the case studies of innovation collected, including the work of the SITES M2 International Coordinating Centre (ICC). Even though all three studies attempted to examine similarities and differences across multiple case studies, the analysis conducted by the ICC looked for characterizations of the innovations while the other two studies developed meaningful ways to compare the cases in terms of levels of innovation across a number of dimensions. In discussing the methodological differences across these studies, this paper pays special attention to how one could compare different innovations in terms of their levels or extents of innovation and what such comparisons may contribute to our learning from technology-supported education innovations.  相似文献   

Career Guidance and Counseling for University Students in China     

Sun VJ  Yuen M 《International journal for the advancement of counseling》2012,34(3):202-210

In recent years, various forms of career guidance and career counseling have become more prominent and better serviced in most universities throughout the world. Such services are obviously to the benefit of the students themselves and for society. After an initially slow start, researchers and practitioners in China have now begun to focus on the localization of guidance and counselling theory and strategies in order to match more exactly actual employment situations in different regions of the country. This should result in a service that meets students' needs more effectively. Using mainly core literature examining the context of career guidance and counseling in China from 2001 to the present, this paper elaborates on the current situation and summarizes the progress that has been made. The authors detail the content, implementation, problems that exist, and ways of improving projects of this kind in Chinese universities. Conclusions and suggestions for further research on career guidance and counseling are provided.  相似文献   

广东阳山土话的语音特点初探     

甘于恩  许洁红 《桂林师范高等专科学校学报》2012,26(4):18-32

阳山土话来自乐昌黄圃,当地居民称之为"燕子声"或"猫仔声"。文章归纳了阳山土话的声韵调系统,简要分析其主要的语音特点,并与乐昌(黄圃)话进行比较,显示阳山土话之变异特点。  相似文献   

Profiling Teacher/Teaching Using Descriptors Derived from Qualitative Feedback: Formative and Summative Applications     

Daphne Pan  Gary S. H. Tan  Kiruthika Ragupathi  Krishna Booluck  Rita Roop  Yuen K. Ip 《Research in higher education》2009,50(1):73-100

Considerable work has been done on student evaluation of teaching/teachers, but reservations remain about its use for summative purposes. Student ratings are not universally accepted as being reliable, nor can they provide really meaningful information. Qualitative comments can provide a better understanding but they tend not to be user-friendly from lack of structure and connectedness. This study attempts to devise a method for ‘quantifying’ students’ comments to increase their usefulness in complementing/confirming ratings. The quantified results enable the profile construction of what students regard as an effective/ineffective teacher, and enable identification of strengths and weaknesses. Our findings counter some commonly held assumptions, including those which held that high ratings are dependent on small class size and ‘dumbing down’ of courses and the consequent expectation of high grades. The findings also indicate that students value teaching quality more than teacher characteristics, suggesting their ability to make valid judgments about teaching effectiveness.

Daphne PanEmail:

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Exploring the effects of gender and learning styles on computer programming performance: implications for programming pedagogy     

Wilfred W. F. Lau  Allan H. K. Yuen 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(4):696-712

Computer programming has been taught in secondary schools for more than two decades. However, little is known about how students learn to program. From the curriculum implementation perspectives, learning style helps address the issue of learner differences, resulting in a shift from a teacher-centred approach to a learner-focused approach. This study aims to investigate the effects of gender and learning styles on computer programming performance. The Gregorc Style Delineator (GSD) was employed to measure learning styles. A test was administered to assess students' programming performance. Two hundred and seventeen secondary school students of age from 14 to 19 participated in this study. Results indicated that no gender differences in programming performance were found after controlling for the effect of student ability. Academic ability had a differential effect on programming knowledge. Sequential learners in general performed better than random learners. These results suggest the importance of the ordering dimension of the GSD in influencing programming performance. Implications of the findings in relation to programming pedagogy are discussed in this paper.  相似文献   

From Foot to Shoes: Kindergartners’, Families’ and Teachers’ Perceptions of the Project Approach     

Lai Ha Freda Yuen 《Early Childhood Education Journal》2009,37(1):23-33

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Topology evolutions of silhouettes     

DAI Jun-fei KIM Junho ZENG Hua-yi GU Xian-feng YAU Shing-tung 《浙江大学学报(A卷英文版)》2007,8(10):1671-1680

We give the topology changing of the silhouette in 3D space while others study the projections in an image. Silhou- ettes play a crucial role in visualization, graphics and vision. This work focuses on the global behaviors of silhouettes, especially their topological evolutions, such as splitting, merging, appearing and disappearing. The dynamics of silhouettes are governed by the topology, the curvature of the surface, and the view point. In this paper, we work on a more theoretical level to give enu- merative properties of the silhouette including: the integration of signed geodesic curvature along a silhouette is equal to the view cone angle; in elliptic regions, no silhouette can be contained in another one; in hyperbolic regions, if a silhouette is homotopic to a point, then it has at least 4 cusps; finally, critical events can only happen when the view point is on the aspect surfaces (ruled surface of the asymptotic lines of parabolic points with surface itself). We also introduce a method to visualize the evolution of silhouettes, especially all the critical events where the topologies of the silhouettes change. The results have broad applications in computer vision for recognition, graphics for rendering and visualization.  相似文献   

A synthesis of evaluations of distance education courses     

David Kember  Tammy Lai  David Murphy  Irene Siaw  K S Yuen 《British journal of educational technology : journal of the Council for Educational Technology》1992,23(2):122-135

Distance education courses are offered in a wide variety of formats. A range of media is available, and mechanisms for and levels of study and administrative support vary widely between courses. When new courses are established there is a wealth of experience to draw upon but little, if any, guidance on how to choose between the plethora of potential course formats. This article suggests that synthesising guidelines from evaluations of a selection of courses can help in drawing conclusions as to how courses are best formatted for given situations. As a case study, seven Hong Kong distance education courses with a variety of features were evaluated. Conclusions were synthesized—about the provision of tutorials, group activities, inter-student contact, telephone counselling and the use of video and television broadcasting—which could not have been reached from either evaluating one course alone or by examining existing literature.  相似文献   

Conceptions of moral,social-conventional,and personal events among Chinese preschoolers in Hong Kong   总被引：5，自引：0，他引：5  

Yau J  Smetana JG 《Child development》2003,74(3):647-658

Sixty-one Chinese preschoolers from Hong Kong at 2 ages (Ms = 4.36 and 6.00 years) were interviewed about familiar moral, social-conventional, and personal events. Children treated personal events as distinct from moral obligations and conventional regulations. Children judged the child as deciding personal issues, based on personal choice justifications, whereas children judged parents as deciding moral and conventional issues. With age, children granted increased decision-making power to the child. In contrast, children viewed moral transgressions as more serious, generalizably wrong, and wrong independent of authority than other events, based on welfare and fairness. Punishment-avoidance justifications for conventional events decreased with age, whereas conventional justifications increased. Young Chinese preschool children make increasingly differentiated judgments about their social world.  相似文献   

邓小平"三个一点"辩证观探析     

刘雨恩  冯成茹 《河北广播电视大学学报》2005,10(3):31-32

“三个一点”的辩证观是邓小平理论的重要组成部分。“实事求是”是理解“三个一点”的基础，与“三个一点”是辩证的统一体。正确理解“三个一点”的思想，必须把握其内在的逻辑关系及其与“实事求是”的关系。  相似文献