A microcomputer-based, net-lending interlibrary loan system     

L Yau  M Newman  M Gascard 《Bulletin of the Medical Library Association》1989,77(4):343-347

A microcomputer-based, net-lending interlibrary loan system was developed at Lane Medical Library, Stanford University. The system, designed to generate the monthly billing invoices and all necessary statistical reports, has reduced the time required for logging-in procedures and compilation of monthly, quarterly, and annual statistics. User menus, help screens, and choice fields were developed explicitly for library staff who have little or no computer experience. The program was written using the DataEase database management software running on IBM PC, XT, AT, or compatible with a minimum of 512K RAM. Described are features of this automated interlibrary loan management system and its use in a net-lending interlibrary loan department. It focuses on data entry in the "Library Directory" and "ILL Log Sheet," details of billing invoices, and statistical reports, and flexibility in modifying tax rates, borrowing fees, and other parameters.  相似文献   

Digital equity in cultural context: exploring the influence of Confucian heritage culture on Hong Kong families     

Allan H. K. Yuen  Jae Hyung Park  Lu Chen  Miaoting Cheng 《Educational technology research and development : ETR & D》2017,65(2):481-501

Our study examines digital equity in a cultural context. Many studies have used classic analytical variables such as socioeconomic status and gender to investigate the problem of unequal access to, and more recently differences in the use of, information and communication technology (ICT). The few studies that have explored cultural variables have usually focused on theory or considered culture as a background dimension. Our study’s central thesis is that cultural context plays a crucial role in shaping parents’ ICT-related child-rearing practices. In a case study of 22 Chinese students who share the Confucian heritage of Hong Kong, we demonstrate the importance of cultural dimensions of students’ ICT use, and examine how cultural values are associated with digital equity. Our findings reveal that Confucian values influence aspects of family/social relationships, in particular whether students receive adequate and appropriate ICT resources and use ICT effectively, which are essential aspects of digital equity.  相似文献   

Bilingual Education and Social Class: some speculative observations in the Hong Kong context     

Yau Man Siu 《比较教育学》1988,24(2):217-227

In this paper, we propose a possible correlation between bilingual education and social class. We investigate this assumption along four parameters: intergroup relationship, usefulness of the target language, first language proficiency and quality of program; we argue that the results differ depending on the social‐economic background of the learners. When the four variables are applied to the bilingual program in Hong Kong, we find a similar situation, namely, that because of the different language learning environment, members from the lower social‐economic background are less likely to learn successfully in a bilingual program than those from the higher social background. We also suspect that since 90% of the programs in our secondary education system are bilingual, learners from certain social groups may find themselves at a disadvantage when competing for equal educational opportunity.  相似文献   

Pupil-Teacher Interactions in Hong Kong Kindergarten Classrooms – Its Implications for Teachers' Professional Development     

Li  Yuen Ling 《Learning Environments Research》2004,7(1):23-42

This research study focused on pupil-teacher interactions in kindergarten classrooms in Hong Kong. Classroom observations of the morning or afternoon sessions of nine kindergarten teachers from three schools were carried out. Teachers, in general, exhibited considerable warmth towards their pupils. Teaching consisted largely of intensive closed questioning and giving instruction that generally involved assigning activities, monitoring students while on task or providing corrective feedback in response to students' errors. When directing discussion, teachers sought to ensure that students offered the required answers. Emphasis was placed on tasks and basic skill activities rather than on helping children to develop learning strategies. It is argued that, to confront and modify the teachers' personal concerns, cognitive dissonance must be induced as a first step in this process of re-orientation.  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   

Rethinking reflective practice in professional lifelong learning using learning metaphors     

Adeline Yuen Sze Goh 《Studies in Continuing Education》2019,41(1):1-16

Studies relating to reflection and reflective practice in learning, specifically workplace learning, have gradually emerged from within the professional education literature. Evidence has seen a shift from an individualistic to a more collective approach to reflection, in an attempt to move away from viewing learning as an individual action. Simultaneously attention has been given to socio-cultural theories which view learning as social practice inherent in our everyday lives, including work. This paper aims to engage in the current debate regarding the polarised conceptualisations of reflective practice within the context of professional learning. Drawing on this debate, as well as on learning metaphors, this paper proposes that professionals should engage in collective reflective practice for both individual and organisational development within workplaces; locations which could be seen as increasingly ambiguous and unpredictable throughout individuals’ working lives. Hence, we need to rehabilitate and extend some of the key aspects of the traditional concept of reflective practice to accommodate the changing terrain of professional practice within an individual professional's lifelong learning.  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

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Knowing where we Stand: Mapping Teachers’ Conception of Reflection in Service-Learning     

Camus  Rina Marie  Ngai  Grace  Kwan  Kam Por  Yau  Jessie Ho-Yin  Chan  Stephen 《Innovative Higher Education》2021,46(3):285-302

Innovative Higher Education - Reflection is fundamental in experiential pedagogies, and many studies have been carried out to investigate its impact and benefits on student learning outcomes....  相似文献   

Alternative Conceptions in Biology-Related Topics of Integrated Science Teachers and Implications for Teacher Education     

Mak  Se Yuen  Yip  Din Yan  Chung  Choi Man 《Journal of Science Education and Technology》1999,8(2):161-170

This paper reports a study of the alternative conceptions held by junior secondary science teachers enrolled in an in-service teacher training program. The subjects completed a written instrument which probed their understanding of biological concepts in the integrated science curriculum. The subjects, particularly the nonbiology graduates, were found to show serious misunderstanding in concepts concerning diversity of life, photosynthesis and respiration, reproduction, and detecting the environment. This finding supports the assertion that our science teachers, being graduates in specific areas, are inadequately prepared to teach a broad and balanced junior science curriculum. To strengthen the subject matter knowledge and pedagogical skills of prospective and practicing junior science teachers, a number of provisions are suggested for teacher training programs, undergraduate science courses, and school-based activities.  相似文献