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21.
Suzanne S. Choo 《Asia Pacific Journal of Education》2015,35(2):226-240
Once regarded as the most essential subject in the national curriculum vital for civilizing the public, English Literature has now lost its place of prominence. In this paper, I focus on Singapore where the subject was a core aspect of the colonial curriculum and where it is currently facing declining enrolment at the national examinations. In the first part of the paper, I discuss how Literature initially functioned to propagate colonial values education in Singapore and how, following Singapore's independence, its goals were overtaken by a nation-state model of values education. Limitations of this model provide the grounds for a transnational model of critical values education that, as I argue in the second part, may be powerfully conveyed through Literature. It is Literature's capacity to facilitate transnational critical engagements with values and explorations of identity especially involving highly sensitive aspects related to gender, race, and religion that represents the strongest justification in the light of its present demise. What Literature offers is the possibility of engaging with values beyond the confines of Empire or nation by grappling with essential questions about what it means to be a cosmopolitan as opposed to a nationalistic citizen inhabiting the world. 相似文献
22.
Suzanne S. Choo 《Asia Pacific Journal of Education》2017,37(4):552-566
AbstractCountering the drive to erect walls between nations and communities, the burden is increasingly on educators to develop in students essential skills and dispositions for a more hospitable future. Global education is essentially aimed at addressing the realities of increasingly networked societies and porous exchanges of knowledge, capital, and products among people and groups around the world. This paper examines how global education is enacted in two schools in Singapore and the United States. Given that a central characteristic of the twenty-first century is globalization, global education is inevitably embedded in the discourse of twenty-first century competencies utilized by policymakers worldwide. However, while global education has typically been studied as a singular subject such as Human Rights or integrated into History, Social Studies, or Civics Education, this study differs as it examines two schools that have adopted a whole-school approach to global education. That is, global education is embedded in the culture of schooling and infused across curricula subjects. The first part of the paper provides an overview of global education and its two key emphases – globalism and global citizenship. The second part discusses the tensions emerging from observations of global education in the two schools. 相似文献
23.
Mohammed Ihsan Frankie Tan Sofyan Sahrom Hui Cheng Choo Michael Chia Abdul Rashid Aziz 《European Journal of Sport Science》2017,17(5):593-602
This study examined the associations between pre-game wellness and changes in match running performance normalised to either (i) playing time, (ii) post-match RPE or (iii) both playing time and post-match RPE, over the course of a field hockey tournament. Twelve male hockey players were equipped with global positioning system (GPS) units while competing in an international tournament (six matches over 9 days). The following GPS-derived variables, total distance (TD), low-intensity activity (LIA; <15?km/h), high-intensity running (HIR; >15?km/h), high-intensity accelerations (HIACC; >2?m/s2) and decelerations (HIDEC; >?2?m/s2) were acquired and normalised to either (i) playing time, (ii) post-match RPE or (iii) both playing time and post-match RPE. Each morning, players completed ratings on a 0–10 scale for four variables: fatigue, muscle soreness, mood state and sleep quality, with cumulative scores determined as wellness. Associations between match performances and wellness were analysed using Pearson’s correlation coefficient. Combined time and RPE normalisation demonstrated the largest associations with Δwellness compared with time or RPE alone for most variables; TD (r?=??0.95; ?1.00 to ?0.82, p?=?.004), HIR (r?=??0.95; ?1.00 to ?0.83, p?=?.003), LIA (r?=??0.94; ?1.00 to ?0.81, p?=?.026), HIACC (r?=??0.87; ?1.00 to ?0.66, p?=?.004) and HIDEC (r?=??0.90; ?0.99 to ?0.74, p?=?.008). These findings support the use of wellness measures as a pre-match tool to assist with managing internal load over the course of a field hockey tournament.Highlights
Fixtures during international field hockey tournaments are typically congested and impose high physiological demands on an athlete. To minimise decrements in running performance over the course of a tournament, measures to identify players who have sustained high internal loads are logically warranted.
The present study examined the association between changes in simple customised psychometric wellness measures, on changes in match running performance normalised to (i) playing time, (ii) post-match RPE and (iii) playing time and post-match RPE, over the course of a field hockey tournament.
Changes in match running performance were better associated to changes in wellness (r = ?0.87 to ?0.95), when running performances were normalised to both time and RPE compared with time or RPE alone.
The present findings support the use of wellness measures as a pre-match tool to assist with managing internal load over the course of a field hockey tournament. Improved associations between wellness scores and match running performances were evident, when running variables were normalised to both playing time and post-match RPE.
24.
Along with early detection, early intervention (EI) is critical for children identified with hearing loss. Evidence indicates that many children with sensorineural hearing loss experience improved language abilities if EI services were initiated at an "early" age. The present study's objectives were to determine the impact of a state EI program on language over time of children with permanent hearing loss and evaluate the association of EI enrollment by age 6 months with early language skill development. Young children in a state EI program were included in this longitudinal study. Results indicate that children enrolled prior to age 6 months were more likely to have age-appropriate language skills at baseline than children enrolled at or after 6 months, and maintained age-appropriate skills over time. Children enrolled at or after 6 months had lower baseline skills but made significant language progress, irrespective of hearing loss severity. 相似文献
25.
This study was designed to examine secondary teachers’ use of evaluative language resources in their qualitative written feedback on student work and factors shaping the deployment of such resources. Drawing on appraisal theory as an analytic framework for the language of evaluation, the study analyzed 84 teachers’ evaluative reports on their students’ research projects. The teachers’ use of several types of evaluative language was found to differ along the lines of disciplinary background and teaching experience. These results can be explained by disciplinarily valued dispositions, epistemological beliefs, knowledge-making practices, and varying knowledge of (in)effective feedback resulting from cumulative teaching experience. Implications are derived from these findings for developing teachers’ competence in using evaluative language effectively to provide feedback that can support and maximize students’ learning. 相似文献
26.
In recent decades, integrated language competence has been highlighted in the language curricula taught in schools and institutions, and the relationship between test-takers’ performance on integrated tasks and comprehension sources has been much studied. The current study employed the frameworks of reading and listening comprehension processes to examine the difference between the effects of reading competence and listening competence on integrated writing performance. A total of 152 Secondary 5 students from five local schools in Hong Kong responded to three tasks, including an independent listening task, an independent reading task and an integrated writing task. The reading cognitive skills contributed more towards the performance of the integrated writing task than the listening cognitive skills did. Furthermore, the interaction between the relationships of reading and listening to the integrated writing performance was significant. Three subskills each for both listening and reading that belong to higher-order thinking skills—Elaborating, Evaluating and Creating—had significant correlation with integrated writing performance. Implications for the teaching of integrated writing were also discussed. 相似文献
27.
Kukhee Choo 《Culture, Theory & Critique》2018,59(2):94-118
ABSTRACTThe rapid reform of the Akihabara district of Tokyo during the first decade of the twenty-first century, in conjunction with the Japanese government’s policy on the global promotion of Cool Japan, has been envisioned under the Japanese government’s new direction of becoming a ‘ubiquitous society’. From the postwar period when Akihabara became the techno-gadgetry hub of Tokyo, into the twenty-first century where it transforms itself into the Mecca of anime and video games, Akihabara has become the embodiment of national hope and technological future. Noticeably, what also implemented alongside this advance of techno-future is a new form of governance and surveillance. After Katō Tomohiro’s murderous rampage in Akihabara in 2008, numerous CCTVs have been installed to secure the neighbourhood from crime and news of this solution became a spectacle in international media. This form of ubiquitous techno-governance integrated as part of everyday life had already been imagined in anime such as Dennō Koiru (Coil A Circle of Children), which broadcast on Japan’s national broadcast station NHK in 2007. In light of the concerted effort of the Japanese government’s promotion of anime to the global consumers seamlessly integrating the urban developmental project of Akihabara, the production of Dennō Koiru at that historical juncture presents a pertinent foreshadowing of Japan’s ‘society of control’. This article will examine the notion of ubiquitous society and surveillance in Dennō Koiru and situate its production against the backdrop of Japan’s growing techno-governance vis-à-vis its creative industries in the twenty-first century. 相似文献
28.
Hassan Abu Bakar Mohamad Bahtiar Haslina Halim Chandrakantan Subramaniam Ling Suan Choo 《Journal of Intercultural Communication Research》2018,47(3):243-267
The dimension of cultural characteristics is essentially ignored by the growing literature on organizational diversity, focusing on demographic diversity and general perceived similarity instead. This study aims to identify the similarities in cultural characteristics among ethnic groups in Malaysia. Ergo, conducted within the context of interethnic relations in Malaysia based on a phenomenographic approach; thence, found four categories namely the community embeddedness, the survival culture, the conformity culture and the respect culture. These exemplify the interethnic relations based on cultural characteristics and norms similarities. The cultural characteristics similarities between major ethnics in Malaysia in this study are indications of dynamic and interactive exchange occurring between ethnics. The consequences of these findings are discussed and elaborated in this article. 相似文献
29.
Kung-Teck Wong Timothy Teo Pauline Swee Choo Goh 《Interactive Learning Environments》2013,21(6):731-747
The effective use of an interactive whiteboard (IWB) in teacher-education institutions depends strongly on student teachers' intention of using it. Despite the recent surge in published research on the widespread applications for IWBs in teaching and learning, few have developed a model to elucidate the factors which influence student teachers' behavioural intentions (BIs) regarding the use of IWBs. The aim of this study was to develop a model which demonstrates the variables that affect student teachers' intentions and which also explain their interactions. The proposed research model is based on previous models of technology acceptance. Six variables (technology self-efficacy (TSE), performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating condition, and BI) were selected to build a model for this study. Structural equation modelling was used as the main technique for data analysis. The research model was found reliable and valid, the findings being based on a self-reported survey of 156 student teachers in Australia. Of the seven hypotheses which were formulated, five were supported by the findings. From the effect sizes, the dominant determinant of BI was found to be PE, this being followed by TSE, EE, and SI. 相似文献
30.
The article attempts to present personal views of some changes that are needed to be made within teacher education in Malaysia. It uses one teacher education university as a point of reference to forward concerns. The university remains anonymous as it is not the intent of the article to critique the university but rather to highlight the more general challenges in preparing preservice teachers and to explore some approaches to improve teacher education within this university and its setting. The article starts by drawing together a set of concerns that face the field, arguing that three changes are needed to improve teacher preparation, namely (1) a curriculum that is grounded in the Malaysian context, (2) an improved practicum experience, and (3) to develop and situate practices in the schools. It concludes that the efforts to change within teacher education will not be easy, but needful; else the ultimate losers are the future teachers and their students. 相似文献