Leadership Stereotypes and Styles of Female Singaporean Principals     

Susan B. Morriss  Low Guat Tin  Marianne Coleman 《Compare》1999,29(2):191-202

This paper investigates how a sample of female Singaporean secondary school principals perceived their leadership styles and compares their responses to a similar study carried out recently of female English head teachers. The education systems of England and Singapore are quite different. The English environment allows schools significant autonomy in personnel management and the majority of head teachers and senior managers are male. In contrast, the Singaporean educational environment is quite centralized, including the management of career paths, and the proportion of female senior managers is much higher. Interviews were conducted with 11 female Singaporean principals to identify their styles of management, leadership perspectives, and attitudes. The discussion first focuses on whether or not the styles of the principals in relation to ‘masculine’ or feminine’ stereotypes of leadership were similar to those of the English head teachers. Further comparison is made of the leadership attributes of the two sets of principals, including styles of management, decision‐making, working environment, need for vision, and values.  相似文献   

Experienced physical education teachers reaching their "use-by date": powerless and disrespected     

Whipp PR  Tan G  Yeo PT 《Research quarterly for exercise and sport》2007,78(5):487-499

With the needs of experienced teachers potentially overshadowed by a focus on recruitment, the purpose of this study was to retrospectively explore the reasons why three experienced physical education teachers resigned. They were interviewed through Louis and Smith's (1990) quality of work life (QWL) model. Data suggested shared dissatisfactions related to the lack of "genuine" opportunities to participate in educational debate and decision making, and limited professional respect shown by administrators and parents. A physical education teacher's "use-by date" was proposed. Unless these issues are further explored and addressed, quality teachers will continue to abandon the service.  相似文献   

强酸性阳离子交换树脂催化合成缩酮   总被引：1，自引：0，他引：1  

林棋  陈婷  何锦鸿  李婷 《闽江学院学报》2000,(3)

本文以强酸性阳离子交换树脂作催化剂 ,以环已酮与乙 =醇的缩合为探针反应 ,考察了影响缩合反应的各种因素。结果表明 ,强酸性阳离子交换树脂具有良好的催化活性和稳定性 ,缩酮收率可达 89%以上  相似文献   

Pulmonary monoclonal antibody delivery via a portable microfluidic nebulization platform     

Christina Cortez-Jugo  Aisha Qi  Anushi Rajapaksa  James R. Friend  Leslie Y. Yeo 《Biomicrofluidics》2015,9(5)

Nebulizers have considerable advantages over conventional inhalers for pulmonary drug administration, particularly because they do not require coordinated breath actuation to generate and deliver the aerosols. Nevertheless, besides being less amenable to miniaturization and hence portability, some nebulizers are prone to denature macromolecular drugs due to the large forces generated during aerosolization. Here, we demonstrate a novel portable acoustomicrofluidic device capable of nebulizing epidermal growth factor receptor (EGFR) monoclonal antibodies into a fine aerosol mist with a mass median aerodynamic diameter of approximately 1.1 μm, optimal for deep lung deposition via inhalation. The nebulized monoclonal antibodies were tested for their stability, immunoactivity, and pharmacological properties, which confirmed that nebulization did not cause significant degradation of the antibody. In particular, flow cytometry demonstrated that the antigen binding capability of the antibody is retained and able to reduce phosphorylation in cells overexpressing the EGFR, indicating that the aerosols generated by the device were loaded with stable and active monoclonal antibodies. The delivery of antibodies via inhalation, particularly for the treatment of lung cancer, is thus expected to enhance the efficacy of this protein therapeutic by increasing the local concentration where they are needed.  相似文献   

Teacher Preparation and Inner-City Schools: Sustaining Educational Failure   总被引：1，自引：0，他引：1  

Yeo  Frederick 《The Urban Review》1997,29(2):127-143

This article argues that the great majority of teacher education programs have become a sustaining part of urban education's cycle of failure, in particular through the values, stereotypes, and curricular and pedagogical patterns that teacher education inculcates in incipient teachers about difference, minorities, and urban schools and communities. Teacher education's capability lies chiefly in how it understands and treats programmatic minority students, how it encourages a negative perception of urban teaching itself, and how it discourages its students from understanding difference and diversity through the use of an assimilatory multiculturalism, leaving its students stereotypically uninterested in and/or unprepared for urban teaching.  相似文献   

Nationalism and globalism in the junior secondary history curricula of Hong Kong and Shanghai     

Joe Tin‐yau Lo 《Compare》2007,37(1):37-51

Facing the trend and pressure of globalisation, the history curricula of Hong Kong and Shanghai have been undergoing reforms in order to better equip the youth for coping with rapid contextual changes. At the same time, there have been attempts to reposition nationalism in the changing contexts. This paper aims to compare and contrast how the forces of nationalism and globalisation affect, and are re‐presented in, the contents of the junior secondary history curricula of the two cities, with a view to exploring the convergent and divergent trends of development in the two systems (capitalist and socialist) within one country. It is expected that the findings will shed light on the continuities and changes in the junior secondary history curricula of the two cities, and explore possible alternatives for the improvement of history education.  相似文献   

Student and Teacher Perceptions of the Use of Multimedia Supported Predict–Observe–Explain Tasks to Probe Understanding     

Kearney  Matthew  Treagust  David F.  Yeo  Shelley  Zadnik  Marjan G. 《Research in Science Education》2001,31(4):589-615

This paper discusses student and teacher perceptions of a new development in the use of the predict–observe–explain (POE) strategy. This development involves the incorporation of POE tasks into a multimedia computer program that uses real-life, digital video clips of difficult, expensive, time consuming or dangerous scenarios as stimuli for these tasks. The program was created by the first author to be used by pairs of secondary physics students to elicit their conceptions of force and motion and encourage discussion about these views. In this computer learning environment, students were required to type full sentence responses that were recorded by the computer for later analysis by the researcher. Other data sources for this study included audio and video recordings of student discussions, interviews with selected students and their teachers, classroom observations, and student questionnaires. This paper will report on some findings from the study, focussing on student and teacher perceptions of the computer-mediated POE tasks. The findings have implications for the effective use of multimedia to enhance meaningful learning in science classrooms.  相似文献   

Scaling up of Continual Professional Development for Mathematics Problem Solving in Singapore Schools     

Leong  Yew Hoong  Toh  Tin Lam  Tay  Eng Guan  Quek  Khiok Seng  Toh  Pee Choon  Jaguthsing  Dindyal 《International Journal of Science and Mathematics Education》2021,19(6):1291-1310

The more ambitious an educational innovation, the greater the challenge in scaling up. In this paper, we focus on the scaling up of an ambitious pedagogical practice—mathematics problem solving as a regular feature in the classroom. We adopt a long-term approach to continual professional development (CPD) that began with intensive work with one school before we broadened the programme to four other schools which span the spectrum of schools in Singapore. To evaluate this overall design, we examine the current state of each school’s capacity in sustaining mathematics problem-solving instruction. In particular, we study and report findings on these areas: the readiness of teachers, the instructional materials and supporting structures. Based on the findings, we reflect on our CPD strategies and our theory of action which guided the CPD programme.

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eVALUate: an evaluation instrument for measuring students’ perceptions of their engagement and learning outcomes     

Beverley Oliver  Beatrice Tucker  Ritu Gupta  Shelley Yeo 《Assessment & Evaluation in Higher Education》2008,33(6):619-630

In the current climate in Australian higher education, quality assurance in university teaching is a priority. In particular, the introduction of the Learning and Teaching Performance Fund (LTPF) has refocused attention on universities’ internal student evaluation survey instruments. This paper reports the development, validation and implementation of a new unit survey instrument which prompts students to reflect on what helps their achievement of unit learning outcomes, and to report their levels of motivation, engagement and overall satisfaction with a semester‐long course or unit of study. The instrument (eVALUate) was created from precepts reported in the research literature, current practices in evaluating teaching, and sound quality assurance practices appropriate to a university outcomes‐focused education paradigm.  相似文献   

The Development of Diploma in Education Student Teachers’ Mathematics Pedagogical Content Knowledge     

Suat Khoh Lim-Teo  Kwee Gek Chua  Wai Kwong Cheang  Joseph K. Yeo 《International Journal of Science and Mathematics Education》2007,5(2):237-261

Mathematics pedagogical content knowledge (MPCK) of teachers cannot be easily defined but is a complex concept integrating generic pedagogical knowledge, mathematics teaching methodology as well as knowledge of the discipline of mathematics. It is the objective of mathematics methodology courses in teacher preparation programmes to begin the development of MPCK in their pre-service teachers. As part of a research study on the development of MPCK in primary school beginning teachers, a 16-item instrument was developed to measure some aspects of the MPCK for teaching mathematics at primary level. The instrument was administered to the 2003 Intake of the Diploma in Education student teachers at the National Institute of Education, Singapore just at the beginning of their programme. As they completed their methodology course in February 2005, the instrument was administered again. This paper will discuss the findings concerning their performance in these two tests, with reference to the overall performance as well as topic-specific and MPCK construct-specific performance. The findings indicate that student teachers at the beginning of their programmes are generally quite weak in their mathematics pedagogical content knowledge, as might be expected. There was significant improvement in some aspects of their MPCK on completion of their mathematics pedagogy course.  相似文献