Rows versus Tables. II. The Effects of Two Classroom Seating Arrangements on Classroom Disruption Rate,On‐task Behaviour and Teacher Behaviour in Three Special School Classes     

Kevin Wheldall  Yin Yuk Lam 《教育心理学》1987,7(4):303-312

Summary Seating arrangements in which children sat in rows and around tables were compared experimentally in three classes in a special school for behaviourally troublesome children with moderate learning difficulties. Children were observed daily in four two week phases: seated around tables, then in rows, again around tables, and finally again in rows. Percentage on‐task behaviour was recorded along with rate of pupil disruption and rates of teacher approval and disapproval. In all three classes on‐task behaviour doubled from around 35% to 70% as the conditions changed from tables to rows. Moreover, rate of disruption was three times higher in tables conditions. Teacher behaviour was also affected; positive comments increasing during rows whilst negative comments decreased. It is argued that these studies support the results of previous studies regarding the importance of ecological variables, such as seating, on classroom behaviour.  相似文献   

Building preschool teachers’ capacity for teaching Chinese to ethnic minority children in Hong Kong: A qualitative study     

Catalina Sau Man Ng  Wenyu Chai  Hung Kit Fok  Sing Pui Chan  Ho Cheong Lam 《Journal of Early Childhood Teacher Education》2020,41(3):284-305

ABSTRACT

Teaching Chinese to second language learners is a challenge for preschool teachers in Hong Kong so effective teacher professional development programmes are urgently needed to enhance their knowledge and skills. An Integrative Model Teacher Professional Development Programme which incorporates three theoretical underpinnings (i.e., culturally responsive teaching, meaningful and pleasurable learning, and effective teaching of Chinese as a second language) is designed to equip preschool teachers with knowledge, skills, and awareness in teaching Chinese to ethnic minority students. Through qualitative interviews with 15 in-service preschool teachers who joined the Programme, teachers’ perceptions and changes in three theoretical areas of teaching Chinese to ethnic minority students were explored. Particularly, teachers increased their awareness of ethnic minority cultures, developed empathy with ethnic minority children and their families, gained knowledge of implementing culturally responsive teaching and meaningful and pleasurable learning of Chinese. The role of teacher sharing in effective professional development was highlighted.  相似文献   

Attitudes toward Family Obligations among American Adolescents with Asian, Latin American, and European Backgrounds   总被引：6，自引：0，他引：6  

Andrew J. Fuligni  Vivian Tseng  & May Lam 《Child development》1999,70(4):1030-1044

This study was designed to examine the attitudes toward family obligations among over 800 American tenth ( M age = 15.7 years) and twelfth ( M age = 17.7 years) grade students from Filipino, Chinese, Mexican, Central and South American, and European backgrounds. Asian and Latin American adolescents possessed stronger values and greater expectations regarding their duty to assist, respect, and support their families than their peers with European backgrounds. These differences tended to be large and were consistent across the youths' generation, gender, family composition, and socioeconomic background. Whereas an emphasis on family obligations tended to be associated with more positive family and peer relationships and academic motivation, adolescents who indicated the strongest endorsement of their obligations tended to receive school grades just as low as or even lower than those with the weakest endorsement. There was no evidence, however, that the ethnic variations in attitudes produced meaningful group differences in the adolescents' development. These findings suggest that even within a society that emphasizes adolescent autonomy and independence, youths from families with collectivistic traditions retain their parents' familistic values and that these values do not have a negative impact upon their development.  相似文献   

How Sustainable Are In‐service Teacher‐training Courses?     

Wendy Lam Yuen‐Kwan 《Asia-Pacific Journal of Teacher Education》1998,26(1):65-73

The present research addressed the issue of ‘life after a course’. The study aimed to evaluate the efficacy of four in‐service teacher‐training courses at the Hong Kong Institute of Education in terms of their usefulness and relevance to the teachers’ needs on return to school. An end‐of‐course evaluation questionnaire and a follow‐up questionnaire were sent six months after the courses to see if there were any significant differences in the participants’ views on the effectiveness of a course at two different time points. Qualitative data collected from interviews between the tutors and participants six months after the courses were also analysed to find out which aspects of the courses were considered to be most useful to the teachers on their return to school, and why they were useful. The findings from the research give valuable insights into the design of teacher‐education courses.  相似文献   

Release monitoring of single cells on a microfluidic device coupled with fluorescence microscopy and electrochemistry     

Shi BX  Wang Y  Lam TL  Huang WH  Zhang K  Leung YC  Chan HL 《Biomicrofluidics》2010,4(4):43009

A method for monitoring the biological exocytotic phenomena on a microfluidic system was proposed. A microfluidic device coupled with functionalities of fluorescence imaging and amperometric detection has been developed to enable the real-time monitoring of the exocytotic events. Exocytotic release of single SH-SY5Y neuroblastoma cells was studied. By staining the cells located on integrated microelectrodes with naphthalene-2,3-dicarboxaldehyde, punctuate fluorescence consistent with localization of neurotransmitters stored in vesicles was obtained. The stimulated exocytotic release was successfully observed at the surface of SH-SY5Y cells without refitting the commercial inverted fluorescence microscope. Spatially and temporally resolved exocytotic events from single cells on a microfluidic device were visualized in real time using fluorescence microscopy and were amperometrically recorded by the electrochemical system simultaneously. This coupled technique is simple and is hoped to provide new insights into the mechanisms responsible for the kinetics of exocytosis.  相似文献   

Mixing enhancement in microfluidic channel with a constriction under periodic electro-osmotic flow     

Chun Yee Lim  Yee Cheong Lam    Chun Yang 《Biomicrofluidics》2010,4(1)

We present a new approach to enhance mixing in T-type micromixers by introducing a constriction in the microchannel under periodic electro-osmotic flow. Two sinusoidal ac electric fields with 180° phase difference and similar dc bias are applied at the two inlets. The out of phase ac electric field induces oscillation of fluid interface at the junction of the two inlet channels and the constriction. Due to the constriction introduced at the junction, fluids from these two inlets form alternative plugs at the constricted channel. These plugs of fluids radiate downstream from the constriction into the large channel and form alternate thin crescent-shaped layers of fluids. These crescent-shaped layers of fluids increase tremendously the contact surface area between the two streams of fluid and thus enhance significantly the mixing efficiency. Experimental results and mixing mechanism analysis show that amplitude and frequency of the ac electric field and the length of the constriction govern the mixing efficiency.  相似文献   

Problem-based learning and the development of metacognition   总被引：1，自引：0，他引：1  

Kevin Downing  Theresa Kwong  Sui-Wah Chan  Tsz-Fung Lam  Woo-Kyung Downing 《Higher Education》2009,57(5):609-621

This study samples first year undergraduates from two programmes at a Hong Kong University (N = 66). One programme uses an entirely problem-based approach to learning and teaching, whilst the other uses more traditional methods. Using the Learning and Study Strategies Inventory (LASSI) as a measure of student perceptions of their thinking, or metacognition it explores differences in metacognitive development between each group of students between the beginning and end of their first year in each programme. The paper argues that, in addition to the formal learning context, everyday challenges emerging from the additional new social contexts provided by problem-based curricula provide fertile environments for the development of metacognition because whilst the highest ‘meta-level’ of cognition is usually not implicated when we receive an outside task and when the task solution is known, the meta-level does tend to be consulted when things go wrong or when the situation is new. In other words, when we are faced with finding solutions to a problem whether posed by the teacher as part of a problem-based curriculum or a new social environment, we are more likely to develop generic, as well as subject specific skills.  相似文献   

Issues of cultural appropriateness and pedagogical efficacy: exploring peer review in a second language writing class     

Guangwei Hu  Sandra Tsui Eu Lam 《Instructional Science》2010,38(4):371-394

This paper reports on a study designed to investigate (a) whether peer review is an effective pedagogical activity with adult Chinese students in the teaching of second language (L2) academic writing and (b) how factors such as perceptions of the influence of peer reviewers’ L2 proficiency, previous experience with peer review, feedback preferences, and culturally-based beliefs and practices relate to the effectiveness of the pedagogical activity. Participants were 20 English-as-an-L2 learners from China who were enrolled in an academic writing class for postgraduate students at a Singaporean university. Data included first drafts of an academic writing assignment, written peer comments, revised drafts of the assignment, responses to a questionnaire, and interviews. Quantitative analyses of the peer comments and revisions to the drafts show that significant improvement in the revised drafts was linked to peer feedback. Further statistical analyses indicate that the learner variables of interest did not affect the effectiveness of the peer review activity. In addition, qualitative analyses of the questionnaire data and the interviews reveal a general acceptance of peer review as a socioculturally appropriate pedagogical activity for Chinese students. The results of the study are interpreted with an understanding of its limitations, and directions for further research are also discussed.  相似文献   

Super-Girl: strength and sadness in Black girlhood     

Nia Michelle Nunn 《Gender and education》2018,30(2):239-258

This paper complicates notions of Black girlhood by examining the dual experiences of gendered racism that result in both strength and sadness in Black girls’ educational experiences. I highlight the need for a curriculum of liberation to combat historical and current social conditions negatively impacting school-aged Black girls, such as harsh disciplinary practices, low academic expectations, and sexual objectification. The Super-Girl phenomenon serves as a metaphor illustrating the balance and imbalance of multiple social constructs. Utilising constructivist grounded theory [Charmaz, K. 2006. Constructing Grounded Theory. London: Sage], the key concepts in the research derived directly from the voices of 18 school-aged girls (8–13) as well as my observations, interpretations, and related experiences. Data collection utilising observation notes, interviews, written responses, and activity products provided from monthly sessions over the course of two years, offer critical insight into some of the complexities of Black girlhood. The most striking common themes abstracted from their voices were concepts related to ‘strength’ and ‘sadness’ in their lives. Thematic narratives were found to be most relevant to (1) negative teacher–student relationships, as well as, (2) policed bodies and sexual objectification. This work offers specific recommendations for future girl empowerment programming, curriculum, and evidence-based intervention development that can aide in liberating Black girls.  相似文献   

Effect of shoe wearing time and midsole hardness on ground reaction forces,ankle stability and perceived comfort in basketball landing     

Wing-Kai Lam  Hui Liu  Guo-Qing Wu  Zuo-Liang Liu 《Journal of sports sciences》2013,31(20):2347-2355

ABSTRACT

This study examined the effect of wearing time on comfort perception and landing biomechanics of basketball shoes with different midsole hardness. Fifteen basketball players performed drop landing and layup first step while wearing shoes of different wearing time (new, 2-, 4-, 6- and 8-week) and hardness (soft, medium and hard). Two-way ANOVA with repeated measures was performed on GRF, ankle kinematic and comfort perception variables. Increased wearing time was associated with poorer force attenuation and comfort perception during landing activities (p < 0.05). The new shoes had significantly smaller forefoot (2- and 4-week) and rearfoot peak GRF impacts (all time conditions) in drop landing and smaller rearfoot peak GRF impact (6- and 8-week) in layup; shoes with 4-week of wearing time had significantly better perceptions of forefoot cushioning, forefoot stability, rearfoot cushioning, rearfoot stability and overall comfort than the new shoes (p < 0.05). Compared with hard shoes, the soft shoes had better rearfoot cushioning but poorer forefoot cushioning (p < 0.05). Shoe hardness and wearing time would play an influential role in GRF and comfort perception, but not in ankle kinematics. Although shoe cushioning performance would decrease even after a short wearing period, the best comfort perception was found at 4-week wearing time.  相似文献