Enhancing life skills development: Chinese adolescents’ perceptions     

Mantak Yuen  Raymond M. C. Chan  Norman C. Gysbers  Patrick S. Y. Lau  Queenie Lee  Peter M. K. Shea 《Pastoral Care in Education》2013,31(4):295-310

This study explored Chinese adolescents’ perceptions of their own life skills development and the importance they place on such skills. The study also investigated the within‐school and outside‐school influences that may help develop and enhance life skills development. Six focus groups involving 52 high school students were conducted, using a set of predetermined discussion topics. Results revealed students’ awareness of many salient life skills, including those related directly to academic development, ‘learning to learn’, personal and social growth, and future career planning. The students were also able to suggest practical strategies that schools might use to further enhance students’ life skills development. Contextual factors influencing the development of life skills appear to include not only experiences within the school curriculum and the guidance and counseling program, but also talent development opportunities, and family and peer relationships. The implications of the findings are discussed with particular reference to implementing comprehensive school guidance and counseling programs in Hong Kong.  相似文献   

Differing perspectives of non-native speaker students’ linguistic experiences on higher degree courses     

Mairin Hennebry  Yuen Yi Lo  Ernesto Macaro 《牛津教育评论》2013,39(2):209-230

We report a small-scale study investigating the perceptions of postgraduate students who are non-native speakers of English and those of academic staff with regard to those students. Previous research has focused only on the former and identified a number of linguistic and cultural challenges these students face in adapting to Anglophone institution environments. A sample of 43 students in one department at a Russell Group university were surveyed and a sub-sample interviewed. Six members of academic staff were interviewed and some observed in their teaching. Findings suggest that, despite the high linguistic admission requirements set by the university, this group of students faced a range of difficulties in all four language skills but particularly in skills needed for oral interaction in seminars. Students and staff provided differing accounts of the source of these difficulties and students expressed a desire for better integration with native speaker students. There were also differing accounts regarding the amount of linguistic support students should receive, particularly with regard to proofreading written work. The study suggests a need for further research of this comparative kind potentially leading to recommendations for additional support for students and staff development.  相似文献   

Towards a Model of Career Guidance and Counseling for University Students in China     

Dengfeng Hao  Vincy J. Sun  Mantak Yuen 《International journal for the advancement of counseling》2015,37(2):155-167

  相似文献   

The Culture of Teacher Leadership: A Survey of Teachers’ Views in Hong Kong Early Childhood Settings     

Yuen Ling Li 《Early Childhood Education Journal》2015,43(5):435-445

  相似文献   

广西师范大学建立体育俱乐部的可行性研究   总被引：1，自引：0，他引：1  

庞毓恩  李忠义 《体育科技》2004,25(2):91-93

对广西师大建立体育俱乐部的可行性进行了研究 ,通过文献资料法了解了国内其它高校开展体育俱乐部的现状以及师大的体育教学和学校体育的开展情况 ;并阐述了建立体育俱乐部的现实意义 ;运用访问调查法对师大的体育教学的师资力量、体育场地、设施等进行了解 ;针对学生开展体育俱乐部的态度及对学生体育俱乐部项目选择的要求等进行了问卷调查。  相似文献   

Using electronic maps and augmented reality‐based training materials as escape guidelines for nuclear accidents: An explorative case study in Taiwan     

Ming‐Kuan Tsai  Pei‐Hsun Emma Liu  Nie‐Jia Yau 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(1):E18-E21

  相似文献   

Relationships Among Academic,Social and Psychological Adjustments to University Life: Comparisons across gender     

Yau  Hon Keung  Sun  Hongyi  Cheng  Alison Lai Fong 《Tertiary Education and Management》2012,18(2):97-113

Tertiary Education and Management - University support to students’ transition to university life can be divided into three dimensions, namely: academic adjustment, social adjustment and...  相似文献   

Comparison of the criterion-related validity of sit-and-reach tests with and without limb length adjustment in Asian adults     

Hui SC  Yuen PY  Morrow JR  Jackson AW 《Research quarterly for exercise and sport》1999,70(4):401-406

  相似文献   

Mexican American Mothers’ Conceptualization of Autonomy Support and Psychological Control in the Context of Cultural Values     

Jenny Yau  Rocio Watkins 《Journal of Latinos & Education》2018,17(2):136-145

This qualitative study explored the intertwining relationships among the concepts of parental autonomy support, parental control, and cultural values for Mexican American families. The study was guided by the following questions: (1) What elements of parental autonomy support are identified in Mexican American parents’ involvement in their children’s academic performance? (2) How do Mexican American parents conceptualize “autonomy support” and “parental control”? Sixteen Mexican American mothers expressed their own goals and strategies for home-based parental involvement to support their adolescents’ academic performance, and responded to the prototypes of autonomy support parenting and use of psychological control. Four themes emerged from the data to explain the participants’ practice: (1) Explain the expectations for behavioral and academic pursuit through persistent “telling” and “reminding”; (2) Respond to children’s feelings from parents’ perspectives; (3) Encourage with provisions, praises, and criticisms; and (4) Allow choices upon trust in child’s sense of responsibility. Discussion is focused on how Mexican-American mothers’ conceptualization of “autonomy support” and “parental control” is influenced by the cultural values of educación and respeto. Culturally appropriate autonomy support training is suggested for effective intervention programs for Mexican-American parents.  相似文献   

Teacher deliberation within the context of Singaporean curricular change: pre- and in-service PE teachers’ perceptions of outdoor education     

Matthew Atencio  Yuen Sze Michelle Tan 《Curriculum Journal》2016,27(3):368-386

The study featured in this paper investigates pre- and in-service Physical Education (PE) teachers' diverse views of OE (Outdoor Education) against the backdrop of numerous curricular changes underpinning Singaporean education. We highlight the potential challenges Singaporean schools and teachers may face in implementing the newly formalized OE curriculum. Findings revealed the teachers' prioritization of high elements and adventure activities within residential camps. Then, the teachers linked these ‘risky’ and ‘unfamiliar’ activities with transferrable learning outcomes, mostly in line with students' personal and social development. The more experienced teachers in the cohort tended to advocate that OE could be situated within local school and community environs. Yet, this envisioning of OE within a place-based learning model reflected limited understanding of this concept. We conclude by suggesting that curriculum designers and teacher educators should draw upon pre- and in-service PE teachers' perceptions of OE. It is imperative that these teachers' key concerns and beliefs, which currently structure their work in this recently formalized subject area, are used to contextualize the extensive curricular change and professional learning endeavors that are being implemented by the education ministry.  相似文献