Good Chinese Girls and the Model Minority: Race,Education, and Community in Girl in Translation and Front Desk     

Chen  Shih-Wen Sue  Lau  Sin Wen 《Children‘s Literature in Education》2021,52(3):291-306

Children's Literature in Education - The girl protagonists in Jean Kwok’s Girl in Translation and Kelly Yang’s Front Desk embody and reinterpret the notion of guai (loosely...  相似文献   

Young children,gender and the heterosexual matrix   总被引：1，自引：0，他引：1  

Carrie Paechter 《Discourse: Studies in the Cultural Politics of Education》2017,38(2):277-291

In this paper I consider the adult focus of current mainstream gender theory. I relate this to how the concept of the heterosexual matrix originates in a social contract which excludes children from civil society. I argue that this exclusion is problematic both for theoretical reasons and from the perspective of children themselves. I start by discussing the nature of the heterosexual matrix and its foundations. I consider the implications for participation which arise from being named as a child, how that affects children's attempts to claim participation in civil society, and how this is related to children's naming of themselves as gendered. I then briefly consider the possibility that, because of their exclusion, children might also be considered to be exempt from the heterosexual matrix. However, I argue, there is considerable evidence that children are actively sexual beings who also work hard to claim inclusion in local practices of heterosexuality. I end by suggesting that there are three key reasons for this: that the discourses of normative sexuality provide children with a language to express sexual feelings; that self-insertion in the heterosexual matrix is a way for children to claim rights to participation; and that taking up heterosexual formations is a means whereby children can experience the power of naming themselves as part of the social world.  相似文献   

The effects of cognitive strategy instruction on Chinese reading comprehension among Hong Kong low achieving students     

Kit- ling Lau  David W. Chan 《Reading and writing》2007,20(8):833-857

This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were randomly assigned to treatment and control conditions. Students in the treatment group received a 6-week Chinese CSI Program in their regular Chinese language lessons. The findings in this study generally supported that the Program had a positive impact on the reading development of low achieving students. Students who received strategy instruction made superior gains in comprehension performance, used more strategies during their reading process, had more knowledge about, strategy use, and showed a more positive attitude toward the reading instruction than did their peers who received traditional Chinese language instruction. Students’ improvements on their strategy use and reading comprehension were maintained 4 months after the termination of the Program. However, the positive treatment effects of the Program were not transferred to other school subject materials, and students’ reading motivation did not have significant changes after the Program. Factors contributing to the success of the Program as well as its limitations are discussed.  相似文献   

From student to teacher: changes in preservice teacher educational beliefs throughout the learning-to-teach journey     

Carrie R. Giboney Wall 《Teacher Development》2016,20(3):364-379

Preservice teachers enter programs with beliefs about teaching and learning, constructed from prior schooling experiences. This longitudinal study examines preservice teachers’ K–12 memories, their initial educational beliefs, and the changes in those beliefs over their teacher education program. Analysis of questionnaires, interviews, work samples, and observations from six preservice teachers collected over a two-year period revealed that they initially believed that students were similar to themselves, that teaching was simple and autonomous, that students perform uniformly within grade levels, and that teaching ensures learning. At program’s end, however, they believed that students differ from one another and from themselves, that teaching is complex, that classroom freedom has limits, that differentiation is essential, and that teaching does not ensure learning. The data suggested a common progression from initial idealism, to cognitive dissonance, to a search for an authentic teaching persona, and finally, to confidence in their new role as teacher.  相似文献   

Parenting and childhood aggression in the Chinese context: an examination of parental responses,physical coercion and warmth     

Eva Yi Hung Lau 《Early Years: An International Journal of Research and Development》2019,39(1):36-50

Parental response, physical coercion and warmth and their relationships with childhood aggression were assessed with 277 children (142 boys; M age = 56.5 months, SD = 10.93 months) in Hong Kong. Results indicated that both fathers and mothers reported significantly more intervention strategies in response to hypothetical vignettes of physical aggression than relational aggression. Both fathers’ and mothers’ self-reported physical coercion was positively correlated with boys’ and girls’ composite scores of physical and relational aggression as reported by teachers, fathers and mothers, whereas fathers’ self-reported warmth was associated with a lower level of physical and relational aggression in boys. Furthermore, maternal warmth moderated the association between physical coercion and girls’ relational aggression. Findings suggest that parents’ normative beliefs regarding relational aggression should be challenged and the general acceptability of parental control in the Chinese context does not necessarily imply the absence of a link with childhood aggression.  相似文献   

Dynamics of Chinese nationalistic education in Hong Kong from 1945 to 2012     

Tracy Chui-shan Lau  Thomas Kwan-choi Tse  Yan Wing Leung 《牛津教育评论》2016,42(6):677-691

‘Chinese’ is an ambiguous term, depending on whether it is taken to describe a political, linguistic, or cultural entity. While the term has often been considered to represent a politically and culturally homogeneous national identity in recent decades, this article aims to challenge this notion by examining the characteristics and practices of nationalistic education in Hong Kong since 1945. It explores how national identity has been interpreted by different Chinese states over time through different educational policies and practices. Focusing on the evolution of nationalistic education in three phases, this article presents a detailed account and analyses different nationalist narratives over six decades. It describes how different political forces define themselves and come to terms with what are often dual or competing national identities. Historical examples illustrate the challenges in policies and practices of nationalistic education.  相似文献   

Coparenting,Parenting Stress,and Authoritative Parenting among Hong Kong Chinese Mothers and Fathers     

Eva Yi Hung Lau  Thomas G. Power 《Parenting, science and practice》2020,20(3):167-176

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