A longitudinal study of children’s social behaviors and their causal relationship to reading growth     

Hyo Jin Lim  Junyeop Kim 《Asia Pacific Education Review》2011,12(2):197-213

This paper aims at investigating the causal effects of social behaviors on subsequent reading growth in elementary school, using the Early Childhood Longitudinal Study—Kindergarten (ECLS-K) data. The sample was 8,869 subjects who provided longitudinal measures of reading IRT scores from kindergarten (1998–1999) to fifth grades (2003–2004) in the United States. To examine the causal relationship, propensity score methods were used to match higher and lower groups in four social behavior domains such as Approaches to learning, Interpersonal skills, Internalizing problem behavior and Externalizing problem behavior. Results showed that the matched sample achieved sufficient pretreatment balance between the two groups. To examine the effects of social behaviors on the reading growth, multilevel growth model (MGM) was employed. Comparisons of the matched samples showed that children in the high groups of pro-social behavior or in the low groups of problem behavior at kindergarten entrance started with higher reading skills and developed reading achievement faster than those who were not. This study suggests that children’s early social behavior is crucial in reading development. Practical implication and direction of future research are also discussed.  相似文献   

Development of an item bank for assessing generic competences in a higher-education institute: a Rasch modelling approach     

Qin Xie  Xiaoling Zhong  Wen-Chung Wang  Cher Ping Lim 《高等教育研究与发展》2014,33(4):821-835

This paper describes the development and validation of an item bank designed for students to assess their own achievements across an undergraduate-degree programme in seven generic competences (i.e., problem-solving skills, critical-thinking skills, creative-thinking skills, ethical decision-making skills, effective communication skills, social interaction skills and global perspective). The Rasch modelling approach was adopted for instrument development and validation. A total of 425 items were developed. The content validity of these items was examined via six focus group interviews with target students, and the construct validity was verified against data collected from a large student sample (N?=?1151). A matrix design was adopted to assemble the items in 26 test forms, which were distributed at random in each administration session. The results demonstrated that the item bank had high reliability and good construct validity. Cross-sectional comparisons of Years 1–4 students revealed patterns of changes over the years. Correlation analyses shed light on the relationships between the constructs. Implications are drawn to inform future efforts to develop the instrument, and suggestions are made regarding ways to use the instrument to enhance the teaching and learning of generic skills.  相似文献   

Shared book reading behaviours of children with Down Syndrome before and after participation in the MultiLit reading tutor program: an exploratory study     

Lisa Lim  Joanne Arciuli  Natalie Munro 《Australian Journal of Learning Difficulties》2018,23(1):31-51

This exploratory study compares the shared book reading behaviours of five school aged children with DS (aged 11 years 6 months to 15 years 6 months) before and after participation in an intervention which included selected components of the MultiLit Reading Tutor Program. The program was delivered 1:1 to participants each week over a 12 week period. Analysis of the average performance across the group revealed that the proportion of reading errors relative to the number of words read from preintervention to postintervention were significantly reduced. Significant improvement was also seen in shared book reading fluency following intervention. Individual case study data is also presented. Postintervention, reading errors per minute were reduced for two participants (P4 and P5). Reading dysfluencies per minute decreased for two participants (P1 and P5) while all participants improved in shared book reading fluency. Preliminary results suggest that children with DS can generalise skills taught in the MultiLit Reading Tutor Program to shared book reading, although variability regarding changes in literacy abilities postintervention was observed.  相似文献   

Developments in the English Language Syllabuses in Singapore     

Suchen Christine Lim 《Asia Pacific Journal of Education》2002,22(2):81-95

This paper traces developments in English Language syllabuses in Singapore from 1959 to 2001. It discusses the features and emphases of these syllabuses and the place of grammar in English language teaching. It also presents the main features of the English Language Syllabus 2001 and the teaching of grammar at the word, sentence and text levels.

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Learning environments research in English classrooms     

Ching-Tse?Donna?Lim  Barry?J.?FraserEmail author 《Learning Environments Research》2018,21(3):433-449

Although learning environments research has thrived for decades in many countries and school subjects, English classroom environment research is still in its infancy. This article paves the way for expanding research on English classroom environments by (1) reviewing the limited past research in English classrooms and (2) reporting the first study of English learning environments in Singaporean primary schools. For a sample of 441 grade 6 students, past research in other subjects was replicated in that a modified version of the What Is Happening In this Class? questionnaire was cross-validated, classroom environment was found to vary with the determinants of student sex and ethnicity, and associations emerged between students’ attitudes and the nature of the classroom environment.  相似文献   

A Cross‐validated Study of the Factorial Structure Underlying Intelligence Tests and Piagetian Formal Operational Tests     

Tock Keng Lim 《教育心理学》1996,16(4):453-461

Based on a stratified sample of 15‐year‐old students in Singapore schools, exploratory factor analysis and confirmatory factor analysis were used to identify and cross‐validate the factorial structure underlying two group intelligence tests and two group Piagetian tests. The structure of the first‐ and second‐order factors underlying the tests was first identified using exploratory factor analysis on the exploratory sample. The confirmatory approach using LISREL was then used to cross‐validate the factor structure on the validation sample. One second‐ and four first‐order factors were found. To allow for easier interpretation of the factors, a Schmid‐Leiman transformation was carried out on the first‐ and second‐order factor matrices of the pooled sample. A hierarchical factor matrix consisting of a general factor and four group factors was found.  相似文献   

A regression analysis of elementary students’ ICT usage vis-à-vis access to technology in Singapore     

Lee Yong Tay  Shanthi Suraj Nair  Cher Ping Lim 《Educational Media International》2017,54(1):34-47

This paper explores the relationship among ICT infrastructure (i.e., computing devices and Internet), one-to-one computing program and student ICT activities in school. It also looks into the differences of how ICT is being used in the teaching of English, mathematics and science at the elementary school level in relation to the availability of computing devices, Internet connection and one-to-one program. A total of 360 Grade 5 students from three schools (120 students from each school) in the western part of Singapore participated in a questionnaire adapted from the Program for International Student Assessment (PISA) ICT Familiarity Component for Student Questionnaire regarding students’ ICT use. One of the participating schools has implemented a school-based one-to-one computing program for all its students for the past nine years, with the school providing the necessary computing devices for all its Grade 1 to 3 students and a student computer ownership program to encourage all its Grade 4 students to procure their own computing devices to be used till completion of elementary education at Grade 6. The regression analyses suggest that how ICT is being used plays a more significant role in predicting the frequency of ICT use for the various subject areas than ICT infrastructure and one-to-one computing program. Further analysis also reveals that one-to-one computing program and availability of computing devices have a significant interaction effect on the frequency of ICT usage for English but not for mathematics and science—the presence of computing devices seem to have an impact for the usage of ICT for English but not the other two subject areas. The findings concur with earlier studies that there are differences in frequency and how ICT is being used in the teaching of English, mathematics and science.  相似文献   

Design principles for the blend in blended learning: a collective case study     

Ming Lai  Kwok Man Lam  Cher Ping Lim 《Teaching in Higher Education》2016,21(6):716-729

This paper reports on a collective case study of three blended courses taught by different instructors in a higher education institution, with the purpose of identifying the different types of blend and how the blend supports student learning. Based on the instructors’ and students’ interviews, and document analysis of course outlines, two major principles, consolidation and extension, differentiating the design of the three courses, are identified. The consolidation principle emphasises designing different types of activities for students to think again, so that their knowledge can be consolidated. The extension principle emphasises the extension of the space of learning and catering the diverse needs of students. There are also design principles commonly found, with the emphases on student autonomy, interaction and feedback, and the awareness of student diversity. The findings contribute to the design of blended learning, especially on how the face-to-face and online components can be combined.  相似文献   

Factors for consideration to achieve a contextually appropriate physical environment in Malaysian preschools     

Pearly Pei Li Lim  Azizi Bahauddin 《International Journal of Early Years Education》2019,27(4):391-408

ABSTRACT

With studies on the physical environment of preschools concentrating mostly on settings in the Western world, before establishing minimum standards of quality, developing contextually appropriate physical environment factors become pertinent in Malaysia as a universal and possibly unaffordable high-quality standard may lead to ill-informed policy decision and allocation of funds (UNESCO 2006. EFA Global Monitoring Report 2007. Strong Foundations?: Early Childhood Care and Education). As a preliminary study, this conceptual paper sets out to uncover factors for consideration to achieve a contextually appropriate physical environment. In this article, ‘preschool’ denotes establishments for children aged four to six years in diverse educational settings. This article draws from two major fields: preschool education and physical environment of preschools. After secondary analysis of data, preliminary findings critically analysed from reviews of literature through a cross-disciplinary approach indicated that factors for consideration to achieve contextual appropriate physical environment include understanding the curriculum content; learning belief and culture of learning; physical environment factors (including allowable premise for establishing preschools, spatial planning, environmental condition and interior fit out) and statutory requirements (including health and safety factors and existing guidelines). Recommendations for future direction are discussed.  相似文献   

A “Chameleonic” Identity: Foreign-Born Doctoral Students in U.S. Counselor Education     

Claudia G. Interiano  Jae Hoon Lim 《International journal for the advancement of counseling》2018,40(3):310-325

This study explored the interplay between a multidimensional model of acculturation and professional identity development among eight foreign-born doctoral students in U.S. counselor education. Themes generated through an interpretive phenomenological analysis revealed that the participants, while trying to adapt to the Euro-American cultural context of their counselor programs, experienced a sense of conflict, loss, and grief, resulting in what they called a “chameleonic” professional identity. Findings illustrated that for international counseling students, professional identity development is an arduous and complex process deeply intertwined with their acculturation experiences. Implications for counselor programs and future research are further discussed.  相似文献