The Thirteenth ICMI Study on Mathematics Education in Different Cultural Traditions     

Prof. Dr. Klaus-D. Graf  Dr. Frederick K.S. Leung 《Educational Studies in Mathematics》2000,43(1):95-116

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Language consultants     

Dennis Brook 《Education 3-13》2013,41(2):18-22

This article considers practitioners' beliefs and practice in relation to play in the literacy curriculum in two early years settings and the impact on the experiences of the children in these settings. Both settings were working with the Curriculum Guidance for the Foundation Stage (QCA/DfEE, 2000). One week was spent in each setting and narrative observations were undertaken on 5 target children in each setting. Key adults were interviewed about their beliefs about literacy and the impact of the Foundation Stage guidance on their practice. Interviews were analysed and related to literacy practices and provision for literacy play. Observations were analysed to illustrate the different experiences of children in the two settings. The findings have been related to current policy issues in the early years.  相似文献   

Recent improvements in the mechanic arts     

F.B. Brook 《Journal of The Franklin Institute》1882,113(5):390-392

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Impact evaluation of educational development programmes   总被引：1，自引：0，他引：1  

Carolin Kreber  Paula Brook  Educational Policy 《International Journal for Academic Development》2013,18(2):96-108

Although most educational development professionals value the importance of monitoring their programme's impact, systematic evaluation is not common, and often relies on inference measures such as extent of participation and satisfaction. This paper discusses approaches to programme impact evaluation in terms of six possible points of focus: (1) participants' perceptions/satisfaction; (2) participants' beliefs about teaching and learning; (3) participants' teaching performance; (4) students' perceptions of staff's teaching performance; (5) students' learning; and (6) effects on the culture of the institution. Whatever focus is selected it is important to address the following questions: (1) What is the intended impact? (2) Why evaluate? (3) When to evaluate? (4) Who evaluates? (5) How to evaluate? (6) Is the actual impact the same as the intended impact and is the actual impact desirable? (7) Who should receive the results of the evaluation? (8) What will happen as a consequence? Based on these two sets of questions, a 6 x 8 matrix is proposed to guide the evaluation of educational development initiatives. It is argued that the approach to impact evaluation needs to be aligned with the focus of the desired change as well as the intervention strategies used to bring about such change.  相似文献   

Parent–Teacher Conferences in a Secondary School: A Case Study     

Paul Leung 《Pastoral Care in Education》2001,19(1):28-30

The authors report on the findings of a case study of parent–teacher conferences in a secondary school in Hong Kong. They explored through interviews parents' and teachers' perspectives of parent–teacher conferences. They noted that parent–teacher conferences were sources of stress for teachers and embarrassment for parents. Parent–teacher conferences were useful for problem‐clarification. The building of mutual trust was the most important conferencing skill. They drew out some practical guidelines which were useful to teachers of the case study school but are also valuable to all teachers who wish to work effectively and positively with parents.  相似文献   

Accounts of Practice – action learning in differing contexts     

Cheryl Brook  Kath Aspinwall 《Action Learning: Research and Practice》2014,11(1):62-63

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Construction and Validation of a Chinese Value of Learning Scale (CVLS)     

Angela Leung  Iris Chi  Nelson Chow  Kin Sun Chan  Kee Lee Chou 《Educational gerontology》2013,39(10):907-920

The Chinese Value of Learning Scale (CVLS) is a 5-item instrument for assessing the value of learning in Chinese culture. The psychometric properties of CVLS were investigated in a convenient sample of 583 Chinese soon-to-be-aged adults in Hong Kong. CVLS possesses high internal consistency and exhibited satisfactory short-term test-retest reliability. CVLS also exhibited high face validity and mild convergent validity with other 48-item openness-to-experience scale (OTES) from Revised NEO Personality Inventory, and is significantly related to the past and actual learning experience. In view of its brevity and easy administration, CVLS offers a useful instrument to further investigate the value of learning in Chinese culture and its possible relationship with adults' learning behaviour.  相似文献   

Chinese Retirees' Learning Interests: A Qualitative Analysis     

Angela Leung  Iris Chi  Vico Chiang 《Educational gerontology》2013,39(12):1105-1121

This paper reports the results of two semistructured focus group interviews with 17 retirees that explore the issues these retirees perceived as central to their learning in later life (LLL). Focus is especially placed on the factors leading to their learning interests after retirement. A total of six themes (past experience in adulthood and voluntary work, perception of learning, social support, living alone, self-efficacy, and openness) were identified to be related to learning interest in later life. This study has implications for future research and service planning of LLL in the Chinese population.  相似文献   

Goodbye, “post-pill paradise”: Texturing feminist public memories of women's reproductive and rhetorical agency     

Heather Brook Adams 《Quarterly Journal of Speech》2013,99(4):390-417

Oral contraception (e.g., “the pill”), an iconic technology and everyday object, has shaped women's embodied experiences and notions of self. Feminist remembrances of the pill often credit it with granting women unprecedented agency, sexual and otherwise. This article examines pill advertisements at the time of the drug's emergence. By identifying three distinct user motifs – the reliant beneficiary, the discreet consumer, and the forgetful woman – I trouble a widely reiterated liberatory narrative of technological freedom through scientific and medical discovery. Simultaneously, I examine gendered anxieties that emerge alongside women's increasing capacity for sexual autonomy. Through this index and analysis of expressions of agency, I open a space for reconsidering women's relationship to the pill as a technological object and assay the distributed agency that this ecology suggests. I use this case study to propose the political and theoretical value of more fully understanding feminist agency as paradoxical and to advocate for further investigations into vexing sites of feminist memories.  相似文献   

The Roles of Hong Kong Preservice Early Childhood Teachers’ Creativity and Zest in Their Self-efficacy in Creating Child-centered Learning Environments     

Sum Kwing Cheung  Ricci Wai-tsz Fong  Suzannie Kit Ying Leung  Elsa Ka-wei Ling 《Early education and development》2013,24(6):788-799

Research Findings: This study investigated the relationships of preservice teachers’ year of study in the teacher education program, creativity, zest, and self-efficacy in managing children’s behaviors to self-efficacy in creating child-centered learning environments. Data were collected from 275 Hong Kong preservice teachers via self-reported questionnaires. Results showed that creativity had a direct positive linkage with self-efficacy in creating child-centered learning environments. Zest was associated with self-efficacy in creating child-centered learning environments, however, indirectly through self-efficacy in managing children’s behaviors. Year of study was unrelated to both self-efficacies. Practice or Policy: Preservice teachers’ creativity and zest can be conceptualized as personal resources for creating child-centered environments. Teacher education programs should therefore incorporate components of fostering pre-service teachers’ own creativity and zest.  相似文献