Validity of Social,Moral and Emotional Facets of Self-Description Questionnaire II     

Kim Chau Leung  Herbert W. Marsh  Alexander Seeshing Yeung  Adel S. Abduljabbar 《Journal of Experimental Education》2015,83(1):1-23

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Technology-Enhanced Physics Programme for Community-Based Science Learning: Innovative Design and Programme Evaluation in a Theme Park     

Tho  Siew Wei  Chan  Ka Wing  Yeung  Yau Yuen 《Journal of Science Education and Technology》2015,24(5):580-594

Journal of Science Education and Technology - In this study, a new physics education programme is specifically developed for a famous theme park in Hong Kong to provide community-based science...  相似文献   

Teacher change beliefs: validating a scale with structural equation modelling     

Tai Mei Kin  Omar Abdull Kareem  Mohamad Sahari Nordin  Khuan Wai Bing 《School Leadership & Management》2015,35(3):266-299

The objectives of the study were to validate a substantiated Teacher Change Beliefs Model (TCBM) and an instrument to identify critical components of teacher change beliefs (TCB) in Malaysian secondary schools. Five different pilot test approaches were applied to ensure the validity and reliability of the instrument. A total of 936 teachers from 47 high-performing secondary schools completed the survey. Structural equation modelling was applied to test the models. Exploratory factor analysis was employed to identify the underlying factors, whereas confirmatory factor analysis was applied to test the measurement models. The analysis yielded a three-factor TCBM: (1) discrepancy, (2) efficacy and (3) principal support. The results demonstrated a good fit of the model: normed χ² = 3.156, Tucker-Lewis Fix Index = .987, Comparative Fix Index = .991 and Root Mean Square Error of Approximation = .048. The results also provided evidence for convergent validity, discriminant validity and construct reliability. The TCBM is an empirically tested model derived in a local Malaysian cultural education setting. It provides direction for practitioners in planning and designing training programmes of change management for school principals in the enhancement of TCB among teachers in schools. Besides, Teacher Change Beliefs Scale is a promising and welcome tool for both practitioners and researchers. With only nine items, it is easy to administer and not time-consuming.  相似文献   

Boarding schools: A longitudinal examination of Australian Indigenous and non-Indigenous boarders’ and non-boarders’ wellbeing     

Anthony Dillon  Rhonda G. Craven  Jiesi Guo  Alexander S. Yeung  Janet Mooney  Alicia Franklin  Rob Brockman 《British Educational Research Journal》2022,48(4):751-770

Improving educational outcomes for Indigenous Australian students is a key strategy to helping Indigenous people reach their full potential. This has resulted in well-intentioned efforts by Australian educators and governments to ensure Indigenous children have positive school experiences. However, Indigenous students still lag behind their non-Indigenous counterparts in educational outcomes. This is particularly so for Indigenous students living in rural and remote parts of Australia where educational opportunities are limited, especially in high school. One solution to this problem has been to enrol these students in boarding schools in urban and metropolitan centres. While research on the success of boarding schools for Indigenous students is scarce, what little that does exist is not encouraging. The focus of this research was to examine the effects of boarding for Indigenous (n = 11) and non-Indigenous students’ (n = 158) wellbeing (N = 1423) in two large private boys’ schools. Participating students aged 12–18 years old completed a survey measuring wellbeing constructs on two occasions, 12 months apart. Non-Indigenous boys were generally higher in wellbeing compared with Indigenous boys. There was also evidence of improved social wellbeing beyond that of non-Indigenous boarders over time. Overall, while evidence of merit was weak, boarding schools may benefit their Indigenous students’ development in social wellbeing.  相似文献   

Global pedigree and national imperative: Hong Kong universities’ response to China’s grand strategies     

Lo  William Yat Wai  Lee  Jack T.  Abdrasheva  Dana 《Higher Education》2022,84(1):141-157

Higher Education - Literature offers a theoretical framework exemplifying the inherent tensions between “becoming Chinese” and “remaining global” in the evolution of the...  相似文献   

Erratum to: Asking questions of (what) assessment (should do) for learning: the case of bite-sized assessment for learning in Singapore     

Kelvin Heng Kiat Tan 《Educational Research for Policy and Practice》2017,16(2):203-203

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Research engagement and educational decentralisation: problematising primary school English teachers’ research experiences in China     

Xuesong Gao  Gary Barkhuizen  Alice Wai Kwan Chow 《Educational studies》2011,37(2):207-219

Teachers are encouraged to enhance professional competence through reflective practice and they are also asked to undertake research to generate evidence for their professional practices. This paper reports on an inquiry into a group of primary school English language teachers’ research engagement in the province of Guangdong on the Chinese mainland. The inquiry explored the effect of educational reforms on the participants’ research engagement through the use of an open‐ended questionnaire and group interviews. The inquiry revealed that research engagement had become an important part of the teachers’ professional lives. Emerging findings from the inquiry also problematised their research engagement as it was found to have been undermined by a competitive promotion mechanism, the teachers’ conceptualisations of research and challenges in the knowledge dissemination process. The paper ends with reflections on how to make teacher research “educational” for teachers and serve as an effective way for professional development.  相似文献   

Novice teacher vertical professional development? Exploring teachers’ and coaches’ beliefs throughout a two-year induction program     

Kwok  Andrew  Keese  Jeffrey  Suárez  Mario I.  Mitchell  Douglas  Huston  Debbee 《Learning Environments Research》2022,25(1):255-270

Learning Environments Research - The pedagogical beliefs of novice teachers and their coaches throughout a two-year induction program and how those beliefs impact their induction experiences were...  相似文献   

How teachers experience assessment tension and its effect on formative assessment practices     

Chan  Kwong Tung  Tan  Kelvin 《Educational Research for Policy and Practice》2022,21(3):447-464

Formative assessment (FA) has been a popular discourse in education, but its potential benefit is fundamentally dependent on teachers’ willingness to make changes to their classroom practices. These changes bring about much assessment tension (AT). This paper argues that how well teachers experience and manage AT determines the efficacy of their FA practices. Past studies have warned that AT experienced by teachers is complex and problematic. Therefore, it would be useful to investigate the variation of AT experienced by teachers, and how well they are dealing with these tensions. This phenomenographic research examines the use of FA in the context of different ways that AT is experienced. Findings on teachers’ conceptions of AT are presented, and each is then discussed for insights into teachers’ meanings and practices of assessment. In particular, instances of how AT hindered or helped FA are identified to highlight more productive ways of understanding and using assessment to support students’ learning. Implications of the research findings for the Singapore Teaching Practice (STP) will be discussed.

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城与乡的关系史:新型城镇化思考   总被引：1，自引：0，他引：1  

黄小慧  ;刘金龙 《湖南城市学院学报》2014,(3):1-7

从古代的城乡一体,到近代的城乡分离,直至当代的城乡割裂,中国城市的起源和进化以及城乡关系发展史,是中国未来城镇化发展的背景和前车之鉴。中国城市化的本质是关于一个植根于超过五千年农业文明的乡村社会,在经过20世纪50~70年代的高度集体化后,如何在政府主导的市场改革下迈向城市化的进程。中国未来城镇化需要跳出以工业化推动城市化的传统西方思维,从历史的视角重新审视中国城市及传统乡村社会的内涵,探索如何在新一轮城镇化进程中构建互动共融的城乡关系。  相似文献