Bridging the gap: a longitudinal study of the relationship between pedagogical continuity and early Chinese literacy acquisition     

Hui Li  Nirmala Rao  Shek Kam Tse 《Early Years: An International Journal of Research and Development》2011,31(1):57-70

This longitudinal study examined the relationship between pedagogical continuity in literacy education and early literacy development by comparing Chinese children in Hong Kong and Shenzhen. Stratified random sampling was used to select 24 preschool and Primary 1 classes in four communities catering to middle‐class families in each city. The 24 teachers were interviewed about their teaching methods and views on pedagogical continuity in individual sessions. Further, their teaching activities were videotaped over a period of a week. Their students (n = 758) completed a Chinese literacy attainment test at the beginning and at the end of the same academic year. Analyses indicated that Hong Kong students outperformed their Shenzhen counterparts in Chinese literacy attainment, at both preschool and primary levels, concurrently and longitudinally. This suggests that the holistic approach followed in Hong Kong might have a more positive impact on children's literacy development than the approach followed in Shenzhen. Implications of the findings for early childhood curriculum reform are discussed.  相似文献   

Functional Objectives in Language Learning Project: An Interim Report     

Ho Wah Kam 《Asia Pacific Journal of Education》1988,9(2):59-62

The purpose of the Functional Objectives in Language Learning Project (FOLL) is two-fold:

? to identify what may be called “functional objectives” in language learning (in English, Chinese, Malay and Tamil) at three grade levels, viz. Primary 6 Normal (P6N), Secondary 4 Normal (S4N) and Secondary 4 Express (S4E), and

? to determine empirically how realistic or attainable these objectives are for pupils at each of the three grade levels.  相似文献   

A Comprehensive Review of Educational Technology on Objective Learning Outcomes in Academic Contexts     

Yeung  Kam Leung  Carpenter  Shana K.  Corral  Daniel 《Educational Psychology Review》2021,33(4):1583-1630

Educational Psychology Review - Rapid advances in technology during the last few decades have provided a multitude of new options for teaching and learning. Although technology is being widely...  相似文献   

The rise of the teleworker: false promises and responsive solutions     

Heather Kanuka  Kam Jugdev  Robert Heller  Dan West 《Higher Education》2008,56(2):149-165

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Technology‐rich inquiry science in urban classrooms: What are the barriers to inquiry pedagogy?*     

Nancy Butler Songer  Hee‐Sun Lee  Rosalind Kam 《科学教学研究杂志》2002,39(2):128-150

What are the barriers to technology‐rich inquiry pedagogy in urban science classrooms, and what kinds of programs and support structures allow these barriers to be overcome? Research on the pedagogical practices within urban classrooms suggests that as a result of many constraints, many urban teachers' practices emphasize directive, controlling teaching, that is, the “pedagogy of poverty” (Haberman, 1991 ), rather than the facilitation of students' ownership and control over their learning, as advocated in inquiry science. On balance, research programs that advocate standards‐based or inquiry teaching pedagogies demonstrate strong learning outcomes by urban students. This study tracked classroom research on a technology‐rich inquiry weather program with six urban science teachers. The teachers implemented this program in coordination with a district‐wide middle school science reform. Results indicated that despite many challenges in the first year of implementation, students in all 19 classrooms of this program demonstrated significant content and inquiry gains. In addition, case study data comprised of twice‐weekly classroom observations and interviews with the six teachers suggest support structures that were both conducive and challenging to inquiry pedagogy. Our work has extended previous studies on urban science pedagogy and practices as it has begun to articulate what role the technological component plays either in contributing to the challenges we experienced or in helping urban science classrooms to realize inquiry science and other positive learning values. Although these data outline results after only the first year of systemic reform, we suggest that they begin to build evidence for the role of technology‐rich inquiry programs in combating the pedagogy of poverty in urban science classrooms. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 128‐150, 2002  相似文献   

Trait procrastination,self-efficacy and achievement goals: the mediation role of boredom coping strategies     

Mingming Zhou  Chester Chun Seng Kam 《教育心理学》2017,37(7):854-872

Limited research has examined the mediational role of coping strategy in students’ motivation and procrastination. In this study, we examined the relationships among self-efficacy, achievement goals, boredom coping strategies and procrastination with 506 Chinese college students. Data were collected via questionnaires. Structural equation modelling results showed that both self-efficacy and approach goals significantly predicted approach-oriented coping strategies, and avoidance goals significantly predicted avoidance-oriented coping strategies. Among the different types of boredom coping strategies, only behavioural avoidance coping strategy significantly predicted procrastination. Hence, the mediating link was only found between avoidance goals, behavioural avoidance coping strategy and procrastination. Implications of the mediating role of behavioural avoidance coping strategy in the goal-procrastination relationship were further discussed.  相似文献   

Struggling in the Mainstream: The case of Hong Kong     

Donna Kam Pun Wong 《International Journal of Disability, Development & Education》2002,49(1):79-94

In Hong Kong, children with special needs who are studying in mainstream schools are struggling for integration amidst the competitive and elitist culture of the educational environment. The purpose of the present study is to examine the accounts of parents of students with special needs and their children's experiences, and also to compare the integration experiences of children with different types of special needs in mainstream schools. Data was collected through a structured questionnaire, of which 515 valid examples were returned and analysed. Academic requirements were found to be a great burden to children and parents. Children with intellectual impairment, autism, and hyperactivity encountered more problems in peer relationships. These results suggest there is a need to devise target-specific strategies and supportive measures for children with different types of special needs.  相似文献   

Identifying individual- and family-level coping strategies as sources of resilience and thriving for undocumented youth of Mexican origin     

Jennifer A. Kam  Debora Pérez Torres  Keli Steuber Fazio 《Journal of Applied Communication Research》2013,41(5):641-664

Drawing from resilience theory, we explored the strategies that Mexican immigrant youth used to cope with stressors from being undocumented. On the basis of semi-structured interviews with 30 high school students who emigrated from Mexico to the United States, we identified several stressors from being undocumented, including having limited opportunities, fear of deportation, and exposure to negative reminders of their undocumented status. To manage such stressors, students utilized individual coping strategies (e.g. diversion, reframing, normalizing). In addition, the families of undocumented youth employed various coping strategies to help buffer their children against stressors from being undocumented (e.g. protecting the family unit, positive future, emotional support, limited communication). From our findings, we developed a preliminary model that describes the stress and coping of the undocumented youth in this study, which can extend past theorizing on resilience and thriving, as well as inform the design of community-based programs and policies for undocumented youth and their family.  相似文献   

Mundi: articulating a post-Umbrella common(s)     

Kam Fai Chan 《Inter-Asia Cultural Studies》2018,19(3):449-454

ABSTRACT

This paper shares the experiences of an emergent collective of young intellectuals in Hong Kong and its recent project, Mundi, which consists of publication, activist research and communal transmission of knowledge. The project negotiates the notion and practice of “common” at the limit, from within the historical experience of Hong Kong, between academia and public intellectuals, global universalism and local particularism, and colonial knowledge and everyday urban practice. Affected by an intense desire to analyse and theorise the reality of Hong Kong, Mundi engages in a long process of decolonising knowledge production. The paper also explores how Mundi responds to the demand of the present post-Umbrella Hong Kong situation by problematising and re-articulating the common.  相似文献   

Provision of early field experiences for teacher candidates in Singapore and how it can contribute to teacher resilience and retention     

Pak Tee Ng  Kam Ming Lim  Ee Ling Low  Chenri Hui 《Teacher Development》2018,22(5):632-650

While teacher retention is a pressing issue for many jurisdictions, Singapore has a relatively low teacher attrition rate. Drawing on the experiences of student teachers from the sole institute for pre-service teacher education in Singapore, this article argues that it is important to expose teacher candidates to a substantial period of school experience as part of the teacher recruitment process. Before they are officially enrolled into pre-service teacher education, the Ministry of Education in Singapore requires all teacher candidates in the Postgraduate Diploma of Education program to go through a compulsory school stint. The authors' research findings show that this exposure to the realities and complexities of teaching can be an important contributor to teacher retention in terms of assessing and promoting teacher candidates’ resilient qualities, such as passion for teaching, self-efficacy beliefs, and positive emotion. In other words, early field experiences can help teacher candidates understand themselves as teachers and assess their own suitability for a teaching career. This study sheds new light on the policies and practices of teacher retention and teacher recruitment strategies.  相似文献