Educational reforms and the practices of professional learning community in Hong Kong primary schools     

Nicholas Sun-Keung Pang  Ting Wang  Zoe Lai-Mei Leung 《Asia Pacific Journal of Education》2016,36(2):231-247

Abstract

This study explored the characteristics of professional learning communities (PLCs) in Hong Kong primary schools. It investigated the profiles of the strengths of professional learning community in schools under study and particularly examined the practices in schools which were identified as strong PLCs. It extends research on PLCs in the Hong Kong context and formulates a quantitative perspective to compare and validate PLC variables across schools in Hong Kong. The Professional Learning Community Questionnaire (PLCQ) for Hong Kong schools was developed to assess the PLC practices in six different areas: leadership for teacher learning, collaborative learning capacity, student-focused orientation, a culture of sharing, mutual understanding and support, and continuous professional development. A composite construct, the Professional Learning Community Index (PLCI) expressed in quantitative terms was utilized to assess the strength of PLC in a school. The research findings show that within the schools which were identified as strong professional learning communities, both the school leaders and teachers had strong emphases on the six subscales of the PLC practices.  相似文献   

The effectiveness of computer and tablet assisted intervention in early childhood students’ understanding of numbers. An empirical study conducted in Greece     

Stamatios Papadakis  Michail Kalogiannakis  Nicholas Zaranis 《Education and Information Technologies》2018,23(5):1849-1871

The present study aimed to assess the effect of two different types of digital technologies (computers and tablets) in early childhood students’ understanding of numbers. Three hundred and sixty-five children (mean age in months, M?=?62.0, SD?=?5.5) from 21 kindergarten classes were randomly assigned to two intervention groups and a business-as-usual control group. The interventions were conducted over 24 half-hour lessons. Data was collected during the 2013–2014 school year using a three-step research procedure. Students’ knowledge about numbers was assessed using the Test of Early Mathematics Ability-3 (TEMA-3). Findings were that (a) both experimental groups significantly outperformed the control group on the posttest, (b) the group that used tablet computers significantly outperformed the group that used personal computers on the posttest, and (c) there was no significant difference between genders on the posttest. Our findings support that computers and especially tablets, when combined with the use of developmentally appropriate software into the children’s daily routines, may provide a substantial contribution to early childhood students’ comprehension of numbers.  相似文献   

Alternative assessment of high school laboratory skills     

Rodney L. Doran  Joan Boorman  Fred Chan  Nicholas Hejaily 《科学教学研究杂志》1993,30(9):1121-1131

The purpose of this study was to develop and validate instruments that will assess the laboratory skills of students completing high school science courses. In each of the science areas (biology, chemistry, and physics), tests were developed around six laboratory tasks. Each test used a two-part format with a total time of 80 minutes. Students had to plan an investigation, collect and organize appropriate data, and formulate conclusions based on calculations and graphs. A different test was developed for 12th-grade students not enrolled in a science course. This test consisted of a series of stations where students conducted a short activity that was presented to them. Over 1000 students from 32 Ohio schools formed the sample for this study. Data are presented by skill and by task. In addition, analysis for gender and school effects is included.  相似文献   

Education and the changing world economy: The imperative of reform     

Nicholas Burnett  Harry Anthony Patrinos 《Prospects》1997,27(2):223-230

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Education under Siege*     

Nicholas C. Burbules 《Educational theory》1986,36(3):301-313

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Patterns of utilisation of university counselling services: A comparison of a South African and a North American University     

Lionel Nicholas 《International journal for the advancement of counseling》1996,19(1):65-71

This study compared the concerns that prompted clinets to seek counselling at a South African and a North American campus. A further assessment of first-year student client concerns was done in order to establish the extent of the use of the counselling service in relation to the expressed needs of the first-year student population. Altogether 580 clients were surveyed and depression, family problems and anxiety/stress were listed as concerns by more clients than other personal concerns on both campuses.  相似文献   

The Impact of Changing Conditions of Service on the Recruitment of Teachers in Nigeria     

Nicholas Nwagwu 《比较教育学》1981,17(1):81-86

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The great neoliberal hijack of collaboration: a critical history of group-based learning in tertiary education     

Nicholas Rowe 《高等教育研究与发展》2020,39(4):792-805

ABSTRACT

This article examines the teaching of collaboration within tertiary education, critiquing the hegemony of a neoliberal mandate. This review of academic literature first identifies the significance of social capital and an intrinsic motivation to collaborate, to theorize how an important and complex graduate attribute (termed here ‘collaborative dexterity’) might be approached by pedagogy. This leads into a historical analysis of research into higher education, revealing how the instrumentalization of collaboration to enhance the private advantage of learners continues to pervade academia’s understanding of collaboration. As higher education transitioned from learning ‘through’ collaboration to learning ‘to’ collaborate, extrinsic motivations for collaboration were promoted further through assessment procedures, maintaining a narrow economic-exchange approach to collaboration. These educational practices inhibit the development of collaborative dispositions, foster self-interest and ultimately limit graduates’ preparation for the needs of collaborative work environments. Moreover, while educational scholarship has extensively explored why collaboration is important and how it may be assessed, much less consideration has been given to how collaboration might actually be taught within diverse disciplinary areas in tertiary education. This suggests an urgent need for further research into how collaboration is taught within tertiary education, in ways that extend beyond a neoliberal conceptualization of collaboration.  相似文献   

A grammar of difference: Some ways of rethinking difference and diversity as educational topics   总被引：2，自引：0，他引：2  

Nicholas C. Burbules 《The Australian Educational Researcher》1997,24(1):97-116

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What Role May Admissions Office Diversity and Practices Play in Equitable Decisions?     

Nicholas A. Bowman  Michael N. Bastedo 《Research in higher education》2018,59(4):430-447

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