Disciplinary approaches to assessment     

Michelle Yeo  Jennifer Boman 《Journal of Further & Higher Education》2019,43(4):482-493

Change in assessment practice in higher education tends to lag behind pedagogical change. Thinking about assessment practice is, in part, related to disciplinary thinking. In this study, 27 faculty members from a broad range of disciplines were interviewed about their conceptions of assessment to help understand the distinctions and priorities of four main categories of disciplines. We uncover why university instructors may be resistant to changes in assessment practice if they perceive them not to support their disciplinary priorities.  相似文献   

Enculturating seamless language learning through artifact creation and social interaction process     

Lung-Hsiang Wong  Ching Sing Chai  Guat Poh Aw  Ronnel B. King 《Interactive Learning Environments》2015,23(2):130-157

This paper reports a design-based research (DBR) cycle of MyCLOUD (My Chinese ubiquitOUs learning Days). MyCLOUD is a seamless language learning model that addresses identified limitations of conventional Chinese language teaching, such as the decontextualized and unauthentic learning processes that usually hinder reflection and deep learning. MyCLOUD focuses on developing new learning practices among students who traverse the in-school and out-of-school learning spaces, in the hope of bridging the formal and informal aspects of language learning. This paper focuses on two stages of DBR across 13 months and traces students’ artifact creations and social interactions facilitated by the design and re-design of the learning environment. The findings indicate that the students’ participation rates and the qualities of their artifacts and online interactions were significantly improved towards the second stage of the intervention. The key implication from the DBR cycle is that the teachers need to plan and enact enculturation activities to systematically promote the motivation and qualities of artifact creations and online interactions. “Facets” of artifact creation and online interaction skills are distilled to guide the enculturation design as a result.  相似文献   

NCME International news     

Sui Hoi Poh 《Educational Measurement》1999,18(3):31-32

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Preface to Special Topic: Invited Papers from the 2009 Conference on Advances in Microfluidics and Nanofluidics, The Hong Kong University of Science & Technology, Hong Kong, 2009     

Leslie Y. Yeo  Weija Wen    Hsueh-Chia Chang 《Biomicrofluidics》2009,3(1)

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Managing Knowledge in Early Modern Europe     

Yeo  Richard 《Minerva》2002,40(3):301-314

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Editorial: A new year and a new Associate Editor     

Hsueh-Chia Chang  Leslie Yeo 《Biomicrofluidics》2011,5(1)

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Constructive Use of Authoritative Sources in Science Meaning‐making     

Jennifer Yeo  Seng Chee Tan 《International Journal of Science Education》2013,35(13):1739-1754

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学校规模调控的依据与改进对策     

傅维利  刘伟 《教育研究》2013,(1):44-52

经济效益、教育效益和社会效益是学校规模调控中需要特别关注的基本要素。按照"可容忍"及教育效益和社会效益适度优先原则处理三者的复杂关系是确立合理学校规模的基本依据。适度控制超小规模学校,着力发展中、小规模学校,严格控制大规模学校,是调控我国学校规模的总原则。解决我国当前学校规模调控中突出问题的主要对策是:调整义务教育管理体制,从县级统筹提升到省、市级统筹,削弱县(区)政府盲目撤并学校的内在冲动;强化顶层设计,把学校规模纳入区域经济、社会和文化生态保护的总体规划中进行布局;完善支持学生、家长和社区其他公民表达诉求和参与决策的信息通道和制度保障体系;按照新的思路和原则对城乡学校的布局及学校和班级规模重新进行规划和调整;研究相应的应急预案和补偿性干预手段,减少大规模学校的负面影响。  相似文献   

Referee acknowledgment for 2012     

Hsueh-Chia Chang  Leslie Y. Yeo  Editors 《Biomicrofluidics》2013,7(1)

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Educational inclusion in Singapore for children with physical disabilities     

Lay See Yeo  Su-Lynn Tan 《Asia Pacific Journal of Education》2018,38(2):175-186

Under Singapore’s inclusive education policy, children with mild physical disabilities are integrated into mainstream schools. There is currently no known published research yet in Singapore on the outcomes of inclusion for children with physical disabilities. Internationally, recent research had compared the school experience of children with physical disabilities to that of their typically developing peers. This study examined the social and academic impact of educational inclusion for children with physical disabilities. It investigated how their participation in school activities, academic performance, self-esteem, peer relationships, and social/emotional development compared to that of typically developing schoolmates. A total of 60 clients (n = 30 with physical disability; n = 30 typically developing students; age range = 8 to 16 years) in a local primary and secondary regular school participated in the study. The children with physical disabilities met academic expectations in school and had comparable levels of self-esteem, but experienced peer problems and participated less in school activities. Understanding children’s overall school experience is critical to becoming an inclusive society that enables children with a range of disabilities to benefit academically and socially. Implications for practice and future research were discussed.  相似文献