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61.
Service-learning is an experiential learning experience where students learn and develop through active participation in community service to meet the needs of a community. This study explored student learning experiences in a service-learning group project and their perceptions of service-learning in an undergraduate web design course. The data showed that the service-learning project helped students learn the course material, feel more connected to the surrounding community, and improve their communication and problem-solving skills for their careers. The participants appreciated the opportunity to work with the service-learning partner and will be likely to look for more opportunities to get involved in the community. Time constraints, group work, working with real clients, and technical limitations were reported as major challenges in the group project. 相似文献
62.
The primary purpose of this exploratory study is to identify variations in the ways in which individual teachers in different
educational contexts interpret their curriculum and plan their lessons and in particular to explore the possibility that cultural
differences as identified by Hofstede (1991) may be a contributing factor to understanding how teachers understand their work.
“Educational reform” has become a catchphrase in the Anglo-American world, including the United States, Canada, Australia,
and England and Wales, as well as in the Confucian Heritage Areas such as Mainland China, Singapore, Hong Kong, and Taiwan.
Across the world, the educational reform measures being implemented are surprisingly similar. This paper describes a study
of how geography teachers in Queensland, Australia, Hong Kong, and Changchun, China, plan their lessons and curriculum. From
classroom observations and interviews with the teachers involved, we confirmed marked differences in each location regarding
their cultural traits of power distance, individualist and collectivist preference and uncertainty tolerance, and that these
traits appear to be highly influential in their curriculum planning. Despite the small scale of this study, we contend that
there are good reasons for caution before national education systems import policies and curriculum reform initiatives from
other countries for unthinking adoption. 相似文献
63.
An innovative training programme providing second year students with a real taste of civil engineering practice through the construction of full‐size structures was introduced at the Nanyang Technological Institute, Singapore. Students are divided into companies, each responsible for executing the construction project for a profit, and in accordance with contract requirements in the forms of specifications and design drawings. Each company is sub‐divided into management, office and field groups. Thus the students, through a mandatory rotation of the role play, gain valuable experience in the field, office and management functions through personal involvement in such a real‐life project. To reflect the objectives of the programme, a system of assessment was developed based on the student performance at the team, group and individual levels. Due to the short history of the programme and since a true test of the effectiveness of this type of training is through the performance of the graduates, a summative evaluation is difficult to make at the present time. However, some interim feedback from the students, staff members and industrialists on students’ performance subsequent to their second year course work suggest that the programme has served well in achieving its intended objectives. 相似文献
64.
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
65.
66.
Promoting mental health and well-being for children and young people in the UK has attracted increasing prominence in recent years and has been a focus for government strategy within health and education. Training and practice in educational psychology has increasingly focused on developing skills and expertise to provide therapeutic support within school contexts, at an early stage of need. One approach, Cognitive Behaviour Therapy (CBT), has been heralded as an effective, evidence-based intervention for anxiety. This research examines the factors influencing the outcomes of a group CBT-based intervention, run by an Educational Psychologist (EP), in a school setting. The findings suggest that influential variables included pupil identification, measures of change applied and the role of school staff. It is concluded that EPs can play a key role in increasing access to psychological therapies, alongside considering due caution in relation to the application of traditional clinical approaches in school contexts. 相似文献
67.
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
68.
The American student population is becoming increasingly diverse in terms of race and culture. To address this pluralism, a study of learning style preferences was developed for purposes of designing more relevant teaching and assessment methods. Different theories of learning styles were incorporated into a survey that was administered to 483 students at four major universities. This survey compared learning style preferences according to ethnic and socio‐economic categories. Although it initially focused on students in Art and Design, it was eventually expanded to other disciplines for more inclusive reliability. The statistical analyses of this study are presented with corresponding recommendations for more effective teaching and assessment practices. 相似文献
69.
Attitudes toward Family Obligations among American Adolescents with Asian, Latin American, and European Backgrounds 总被引:6,自引:0,他引:6
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
70.
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