A Research Study on Secure Attachment Using the Primary Caregiving Approach     

Marjory Ebbeck  Dora Mei Yong Phoon  Elizabeth Chai Kim Tan-Chong  Marilyn Ai Bee Tan  Mandy Lian Mui Goh 《Early Childhood Education Journal》2015,43(3):233-240

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Secondary School Students' Difficulties in Learning the ‘Mole Concept’ — A Preliminary Study in Singapore     

Goh Ngoh Khang  Chia Lian Sai 《Asia Pacific Journal of Education》1987,8(1):80-88

This study uses the relevant test results from the Second International Science Study and the Local G.C.E. ‘O’ level Chemistry papers to show some difficulties faced by Singapore students in understanding the mole concept. It also advocates that in teaching and learning the mole concept, teachers should make use of every opportunity to train students to “think in mole or number of particles” rather than to follow rigidly certain patterns to solve problems. “Think in mole” is the key to many problems, and hence the fundamental skill in solving all the problems in the mole concept.  相似文献   

Teacher preparation in Malaysia: needed changes     

Pauline Swee Choo Goh  Damian Blake 《Teaching in Higher Education》2013,18(5):469-480

The article attempts to present personal views of some changes that are needed to be made within teacher education in Malaysia. It uses one teacher education university as a point of reference to forward concerns. The university remains anonymous as it is not the intent of the article to critique the university but rather to highlight the more general challenges in preparing preservice teachers and to explore some approaches to improve teacher education within this university and its setting. The article starts by drawing together a set of concerns that face the field, arguing that three changes are needed to improve teacher preparation, namely (1) a curriculum that is grounded in the Malaysian context, (2) an improved practicum experience, and (3) to develop and situate practices in the schools. It concludes that the efforts to change within teacher education will not be easy, but needful; else the ultimate losers are the future teachers and their students.  相似文献   

Understanding the intention to use interactive whiteboards: model development and testing     

Kung-Teck Wong  Timothy Teo  Pauline Swee Choo Goh 《Interactive Learning Environments》2013,21(6):731-747

The effective use of an interactive whiteboard (IWB) in teacher-education institutions depends strongly on student teachers' intention of using it. Despite the recent surge in published research on the widespread applications for IWBs in teaching and learning, few have developed a model to elucidate the factors which influence student teachers' behavioural intentions (BIs) regarding the use of IWBs. The aim of this study was to develop a model which demonstrates the variables that affect student teachers' intentions and which also explain their interactions. The proposed research model is based on previous models of technology acceptance. Six variables (technology self-efficacy (TSE), performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating condition, and BI) were selected to build a model for this study. Structural equation modelling was used as the main technique for data analysis. The research model was found reliable and valid, the findings being based on a self-reported survey of 156 student teachers in Australia. Of the seven hypotheses which were formulated, five were supported by the findings. From the effect sizes, the dominant determinant of BI was found to be PE, this being followed by TSE, EE, and SI.  相似文献   

Chinese Students’ Attitudes Toward Seeking Professional Psychological Help     

Michael Goh  Baozhen Xie  Kay Herting Wahl  Gulan Zhong  Fengqin Lian  John L. Romano 《International journal for the advancement of counseling》2007,29(3-4):187-202

In this study 1,453 Chinese high school and college students’ attitudes toward seeking professional psychological help and factors contributing to attitude differences were examined. Results revealed that Chinese students possessed generally positive attitudes and their attitudes were significantly associated with gender, prior counseling contact and prior knowledge about counseling and psychology. Previous help-seeking behavior for a major problem was predictive of respondent attitudes. Students with a broad range of help-seeking preferences had more positive attitudes than students with a narrower range. Students who sought help from parents or teachers perceived counseling more positively than students not seeking such help; this result was more significant for high school students. College students’ attitudes differed more in the area of whether or not to seek help. In addition, family structure was related to two dimensions of attitudes toward help seeking—interpersonal openness and stigma tolerance, but not to attitudes toward seeking psychological help.  相似文献   

The Resource Advantage Theory of Competition: Implications for Higher Educational Institutions in Singapore     

Jonathan W.P. Goh 《Educational Research for Policy and Practice》2003,2(2):93-106

The purpose of this paper is to examine the educational strategic management implications of the Resource-Advantage Theory of Competition, proposed by Shelby D. Hunt (1995). Hunt essentially challenged `managers' and practitioners to engage in the discussion of competition based on what develops as `resource-advantage.' It is posited that comparative advantages in resources can lead to marketplace positions of competitive advantage, which then lead to a superior performance. The fundamental premise of this theory is that the equilibrium-based analysis of much mainstream economics actually eliminates both the heterogeneity and dynamism that marks real-world industrial competition. Instead, resources of an organization should be viewed as heterogeneous and imperfectly mobile, and intra-industry demand is substantially heterogeneous. A discussion on the competitive positions of some educational industry participants with regards to innovation, learning and competitive dynamics is provided. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Organizational Learning Capacity, Evaluative Inquiry and Readiness for Change in Schools: Views and Perceptions of Educators     

Swee C. Goh  J. Bradley Cousins  Catherine Elliott 《Journal of Educational Change》2006,7(4):289-318

In recent review of the literature on integrating evaluative inquiry into organizational culture, Cousins, Goh, Clark and Lee [Cousins, J.B., Goh, S., Clark, S. & Lee, L. (2004). Canadian Journal of Program Evaluation 19(2), 99–144] suggest that there is a link between evaluative inquiry and organizational learning in schools. However, there have been no published studies examining the views, perceptions and importance teachers and administrators attach to these practices and activities in their schools. This article reports results from a survey of 970 educators about their views on both of these topics – organizational learning and evaluation. Teachers and school administrators in 41 middle and secondary schools in Manitoba, Canada, responded to questions about current evaluation practices, attitudes towards evaluation and experience with systematic inquiry, as well as organizational learning capacity, school support structures and their readiness for evaluation and change. The survey results suggest that educators perceive their schools to have a moderate capacity for organizational learning. Similarly, respondents indicated that a moderate to low level of evaluation activity is currently taking place in their schools. Some implications for change in building a learning capacity and an evaluative inquiry culture in schools and suggestions for further research are discussed.  相似文献   

Teacher leadership enactment in professional learning community contexts: towards a better understanding of the phenomenon     

Salleh Hairon  Jonathan Wee Pin Goh  Catherine Siew Kheng Chua 《School Leadership & Management》2015,35(2):163-182

Professional learning communities (PLCs) have gained considerable attention in education. However, PLCs are dependent on how group members collectively work and learn towards shared goals on improving teaching and learning. This would require leadership to support meaningful and productive interactions within PLC contexts, and hence, the importance of teacher leaders. In this article, we report on an ethnographic case study involving three PLCs investigating how teacher leadership supports PLC conversations using an intervention framework provided by the research team. The findings showed that teacher leadership has potential in supporting PLC conversations along three dimensions of its construct.  相似文献   

Adaptation of the Questionnaire on Teacher Interaction for Elementary Grades     

Swee Chiew Goh  Barry J. Fraser 《Asia Pacific Journal of Education》1997,17(2):102-113

The secondary school version of the Questionnaire on Teacher Interaction (QTI) was adapted for the elementary school level and administered to 1 512 Singaporean students in 39 mathematics classes. The QTI is based on a two-dimensional model of influence (dominance-submission) and proximity (cooperation-opposition). Data supported each scale's internal consistency reliability, ability to predict student achievement, and ability to differentiate between the perceptions of students in different classrooms.  相似文献   

A Piagetian-Based Programme for Learning “Elements and Symbols”     

Chia Lian Sai  Goh Ngoh Khang  Lee Kam Wah 《Asia Pacific Journal of Education》1983,5(1):20-24

Piaget's learning theory on cognitive development has had considerable impact on science education (Piaget, 1964; Inhelder and Piaget, 1958; Craig, 1972). The theory classifies cognitive learning into four successive stages: (a) sensory-motor, (b) pre-operational, (c) operational, and (d) formal. Various programmes and instructional strategies have been developed based on the theory (Batt, 1980; Karplus, 1977; Renner and Stafford, 1979; Ryan, et al., 1980; Herron, 1978; Good et al; 1978). An application of this theory for teaching and learning scientific concepts is the Piagetian learning cycle (Karplus, 1977) which is of growing interest among science educators. This article intends to introduce briefly the learning cycle in general and suggest a learning cycle for teaching a topic in chemistry: “Elements and Symbols”.  相似文献