Organizational Learning Capacity, Evaluative Inquiry and Readiness for Change in Schools: Views and Perceptions of Educators     

Swee C. Goh  J. Bradley Cousins  Catherine Elliott 《Journal of Educational Change》2006,7(4):289-318

In recent review of the literature on integrating evaluative inquiry into organizational culture, Cousins, Goh, Clark and Lee [Cousins, J.B., Goh, S., Clark, S. & Lee, L. (2004). Canadian Journal of Program Evaluation 19(2), 99–144] suggest that there is a link between evaluative inquiry and organizational learning in schools. However, there have been no published studies examining the views, perceptions and importance teachers and administrators attach to these practices and activities in their schools. This article reports results from a survey of 970 educators about their views on both of these topics – organizational learning and evaluation. Teachers and school administrators in 41 middle and secondary schools in Manitoba, Canada, responded to questions about current evaluation practices, attitudes towards evaluation and experience with systematic inquiry, as well as organizational learning capacity, school support structures and their readiness for evaluation and change. The survey results suggest that educators perceive their schools to have a moderate capacity for organizational learning. Similarly, respondents indicated that a moderate to low level of evaluation activity is currently taking place in their schools. Some implications for change in building a learning capacity and an evaluative inquiry culture in schools and suggestions for further research are discussed.  相似文献   

Chinese Students’ Attitudes Toward Seeking Professional Psychological Help     

Michael Goh  Baozhen Xie  Kay Herting Wahl  Gulan Zhong  Fengqin Lian  John L. Romano 《International journal for the advancement of counseling》2007,29(3-4):187-202

In this study 1,453 Chinese high school and college students’ attitudes toward seeking professional psychological help and factors contributing to attitude differences were examined. Results revealed that Chinese students possessed generally positive attitudes and their attitudes were significantly associated with gender, prior counseling contact and prior knowledge about counseling and psychology. Previous help-seeking behavior for a major problem was predictive of respondent attitudes. Students with a broad range of help-seeking preferences had more positive attitudes than students with a narrower range. Students who sought help from parents or teachers perceived counseling more positively than students not seeking such help; this result was more significant for high school students. College students’ attitudes differed more in the area of whether or not to seek help. In addition, family structure was related to two dimensions of attitudes toward help seeking—interpersonal openness and stigma tolerance, but not to attitudes toward seeking psychological help.  相似文献   

Student vocational teachers: the significance of individual positions in workplace learning     

Adeline Yuen Sze Goh  Miriam Zukas 《Journal of Vocational Education & Training》2016,68(2):263-277

In most initial teacher preparation (ITP) programmes, learning in teaching placements is considered to be an important component for providing workplace learning experiences to develop the skills of being a teacher. This paper is based on a bigger qualitative study which explored the learning experiences of a group of in-service student vocational teachers prior to and during their one-year ITP programme in Brunei. The study examined these student teachers’ dispositions to learning as revealed through their experiences on different placements during their training. The findings of this paper highlight the importance of the student vocational teachers’ roles and positions relative to their teaching placements. Theoretically, the findings also extend Bourdieu’s thinking, where existing cultural capital in the form of subject knowledge which is valued in one context does not necessarily help the learning of individuals in becoming a vocational teacher in another context. In addition, the paper argues for a need to reconceptualise in-service teacher education, more specifically, the workplace learning aspect. Lastly, it concludes with recommendations to support these student teachers in their placements through creating more expansive learning environments.  相似文献   

Arguing on the computer: a microgenetic study of developing argument skills in a computer-supported environment     

Kuhn D  Goh W  Iordanou K  Shaenfield D 《Child development》2008,79(5):1310-1328

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A Piagetian-Based Programme for Learning “Elements and Symbols”     

Chia Lian Sai  Goh Ngoh Khang  Lee Kam Wah 《Asia Pacific Journal of Education》1983,5(1):20-24

Piaget's learning theory on cognitive development has had considerable impact on science education (Piaget, 1964; Inhelder and Piaget, 1958; Craig, 1972). The theory classifies cognitive learning into four successive stages: (a) sensory-motor, (b) pre-operational, (c) operational, and (d) formal. Various programmes and instructional strategies have been developed based on the theory (Batt, 1980; Karplus, 1977; Renner and Stafford, 1979; Ryan, et al., 1980; Herron, 1978; Good et al; 1978). An application of this theory for teaching and learning scientific concepts is the Piagetian learning cycle (Karplus, 1977) which is of growing interest among science educators. This article intends to introduce briefly the learning cycle in general and suggest a learning cycle for teaching a topic in chemistry: “Elements and Symbols”.  相似文献   

Movement Pattern and Parameter Learning in Children     

Hui-Ting Goh  Shailesh S. Kantak  Katherine J. Sullivan 《Research quarterly for exercise and sport》2013,84(2):346-352

Reduced feedback during practice has been shown to be detrimental to movement accuracy in children but not in young adults. We hypothesized that the reduced accuracy is attributable to reduced movement parameter learning, but not pattern learning, in children. A rapid arm movement task that required the acquisition of a motor pattern scaled to specific spatial and temporal parameters was used to investigate the effects of feedback (FB) frequency (100% vs. 62% faded) on motor learning differences between 19 school-age children and 19 young adults. Adults and children practiced the task for 200 trials under the 100% or faded FB condition on Day 1 and returned on Day 2 for a no-FB retention test. On the retention test, children who practiced with reduced feedback performed with greater temporal parameter errors, but not pattern error, than children who received frequent feedback. Motor skill learning in children is influenced by feedback frequency during practice that affects parameter learning but not pattern learning.  相似文献   

Aging amorphous/crystalline heterophase PdCu nanosheets for catalytic reactions     

Hongfei Cheng  Nailiang Yang  Xiaozhi Liu  Qinbai Yun  Min Hao Goh  Bo Chen  Xiaoying Qi  Qipeng Lu  Xiaoping Chen  Wen Liu  Lin Gu  Hua Zhang 《国家科学评论(英文版)》2019,6(5):955

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Status of Environmental Education in Geography Programmes at the Tertiary Level in some ASEAN Countries     

Goh Kim Chuan 《Asia Pacific Journal of Education》1996,16(2):41-52

Geography programmes in the universities in the ASEAN countries have been involved in environmental education through the study of the earth as the home of man in general and of the physical environment in particular. However, there is a perceptible trend that the discipline at this level is on the decline, partly due to external factors and partly to its own making. The traditional strength of geography as an environmental science does no longer guarantee its future role unless there is a change to its approach in environmental education. This paper examines the present status of the discipline at the tertiary level in this region in the light of the above and calls for a new approach to the study of the environment.  相似文献   

Secondary School Students' Difficulties in Learning the ‘Mole Concept’ — A Preliminary Study in Singapore     

Goh Ngoh Khang  Chia Lian Sai 《Asia Pacific Journal of Education》1987,8(1):80-88

This study uses the relevant test results from the Second International Science Study and the Local G.C.E. ‘O’ level Chemistry papers to show some difficulties faced by Singapore students in understanding the mole concept. It also advocates that in teaching and learning the mole concept, teachers should make use of every opportunity to train students to “think in mole or number of particles” rather than to follow rigidly certain patterns to solve problems. “Think in mole” is the key to many problems, and hence the fundamental skill in solving all the problems in the mole concept.  相似文献   

Adaptation of the Questionnaire on Teacher Interaction for Elementary Grades     

Swee Chiew Goh  Barry J. Fraser 《Asia Pacific Journal of Education》1997,17(2):102-113

The secondary school version of the Questionnaire on Teacher Interaction (QTI) was adapted for the elementary school level and administered to 1 512 Singaporean students in 39 mathematics classes. The QTI is based on a two-dimensional model of influence (dominance-submission) and proximity (cooperation-opposition). Data supported each scale's internal consistency reliability, ability to predict student achievement, and ability to differentiate between the perceptions of students in different classrooms.  相似文献