Teaching for Liberation: Critical Reflections in Teacher Education     

Kevin D. Lam 《Multicultural Perspectives》2015,17(3):157-162

In this article the author shares a critical reflection of his work as a teacher educator over the last five years teaching in both public and private universities in the U.S. Midwest. The author reflects on his work in a class called “Diversity in Education” over the course of two semesters as a way to trace the genealogy of a course that has emancipatory intent. The implications (tensions and contradictions) for this type of course in teacher education are discussed as are why critical pedagogical approaches and liberatory ways of thinking and knowing are fundamentally essential to and ethically necessary in teacher preparation. The author concludes by offering a pedagogy of resilience and radical hope that is fundamentally premised on the idea that intellectual work is meant to be liberationist, and the desire to connect teacher education to a larger political struggle.  相似文献   

Open attitudes,attribution beliefs,and knowledge of Hong Kong teacher interns in an era of education reform     

Shui-fong Lam  Yin-kum Law 《Asia Pacific Journal of Education》2008,28(2):177-187

We have investigated how open attitudes, attribution beliefs, pedagogical knowledge, and pedagogical content knowledge were related to teaching performance among teacher interns. The participants were 72 teacher interns in Hong Kong, where large-scale education reform has been launched since 2000. Multiple methods (self-report, academic grades, and ratings from mentors and supervisors) were used to measure the interns' attribution beliefs, open attitudes, pedagogical knowledge, pedagogical content knowledge, and teaching performance. It was found that their openness to advice and challenges, effort attribution for failure, and pedagogical content knowledge were positively associated with their teaching performance in an era of education reform.  相似文献   

Cultivating better learning attitudes: a preliminary longitudinal study     

Yan Keung Hui  Bo Mai  Sheng Qian  Lam For Kwok 《Open Learning》2018,33(2):155-170

Abstract

The use of flipped classrooms, blended learning environments and the application of technology has been extensively studied and reported in the literature, but the impact of learning activity design on cultivating better learning attitudes has rarely been explored. A rapid adoption of ‘e-schoolbag’ in basic education in China has been observed in recent years. Its impact on academic performance varies from different ways of e-schoolbag adoption. We conducted a two-year longitudinal study to review the relationship between learning behaviours and academic performance in a primary school with a blended learning environment, and investigated how interventions through learning activity redesign could improve the academic performance by cultivating better learning attitudes. The results show that learning attitudes are positively related to academic performance with proper learning activity design. It is therefore suggested that teachers’ interventions through learning activity redesign can cultivate better learning attitudes and thus improve academic performance for learners.  相似文献   

Effect of body mass and midsole hardness on kinetic and perceptual variables during basketball landing manoeuvres     

Darren Z. Nin  Wing K. Lam 《Journal of sports sciences》2016,34(8):756-765

This study investigated the effects of body mass and shoe midsole hardness on kinetic and perceptual variables during the performance of three basketball movements: (1) the first and landing steps of layup, (2) shot-blocking landing and (3) drop landing. Thirty male basketball players, assigned into “heavy” (n = 15, mass 82.7 ± 4.3 kg) or “light” (n = 15, mass 63.1 ± 2.8 kg) groups, performed five trials of each movement in three identical shoes of varying midsole hardness (soft, medium, hard). Vertical ground reaction force (VGRF) during landing was sampled using multiple wooden-top force plates. Perceptual responses on five variables (forefoot cushioning, rearfoot cushioning, forefoot stability, rearfoot stability and overall comfort) were rated after each movement condition using a 150-mm Visual Analogue Scale (VAS). A mixed factorial analysis of variance (ANOVA) (Body Mass × Shoe) was applied to all kinetic and perceptual variables. During the first step of the layup, the loading rate associated with rearfoot contact was 40.7% higher in the “heavy” than “light” groups (P = .014) and 12.4% higher in hard compared with soft shoes (P = .011). Forefoot peak VGRF in a soft shoe was higher (P = .011) than in a hard shoe during shot-block landing. Both “heavy” and “light” groups preferred softer to harder shoes. Overall, body mass had little effect on kinetic or perceptual variables.  相似文献   

Local responses to school‐based management in Hong Kong     

Yvonne Y. K. Lam 《Educational studies》2006,32(2):171-185

This paper adopts a qualitative approach to study the perceptions of six secondary teachers from two schools with a similar background and history of school‐based management (SBM). The study aims to explore the views of the teachers in the following areas: changes in school administration and the structure of the school under SBM; changes in the role of teachers and the activities of the Parent–Teacher Associations; the challenges facing principals; and teachers' worries and concerns under SBM. The study is significant as it supplements the limited number of researches on the roles of teachers and principals under SBM in Hong Kong. As serving teachers now play increasingly important roles in schools and work closely with their principals in administrative and educational matters, they can provide invaluable insights into the new era of change.  相似文献   

需求驱动采购的标准:美国NISO DDA的发展和作用     

邓石  马陈碧华  林秀丽  王成志  肖珑 《图书情报工作》2018,62(6):15-25

[目的/意义]探讨美国图书馆需求驱动采购（DDA）的标准化发展,介绍美国国家信息标准协会（NISO）出版的《图书的需求驱动采购推荐实施规范》（NISO DDA）,为中国图书馆DDA标准化建设提供参考。[方法/过程]通过文献考察,介绍NISO DDA产生的背景、规范的制定过程、规范的要素、作用以及NISO DDA应用中面临的挑战。[结果/结论]NISO DDA为DDA走向标准化和可持续发展奠定了基础。它对保护图书馆、出版商、经销商、电子图书数据库集成商等各利益相关者的利益,以及对各方在合作共赢的基础上规范化采纳推广DDA提供指南并起到积极的作用。同时,DDA的可持续发展继续面临着挑战。图书出版链中的各利益相关者仍然为DDA的可持续发展及标准化建设积极探索。  相似文献   

Job Satisfaction and Withdrawal Cognition among Preservice Teachers     

Peter Lam  Yoke Yeen Foong  Swee Ngoh Moo 《Asia-Pacific Journal of Teacher Education》1995,23(2):217-230

This study attempts to survey the different levels of job satisfaction among 350 preservice teachers who had experienced their first teaching practicum at the end of their first year of training. Four scales for job satisfaction (perception of the work environment, intrinsic reward, career prospects and career commitment) and a scale for withdrawal cognition were administered to the preservice teachers. A study of their attitude profiles revealed that a high proportion of the preservice teachers experienced negative feelings about various aspects of career prospects, particularly, salary and career advancement. In the area of career commitment, nearly 37% of the trainees felt that the teaching profession was not always their ambition. Despite the less‐than‐expected commitment level and perception of career prospects, trainees had positive feelings for the work environment and intrinsic reward for the profession in many aspects. A multiple‐regression model fitted to the data gave the result that perception of career prospects and career commitment were highly significant predictors of withdrawal cognition.  相似文献   

The CCD Camera and Its Applications in Science Teaching     

Cecilia K. W. Chun  Chi-Chung Lam  S. Y. Mak 《Journal of Science Education and Technology》2002,11(2):145-154

In this paper, we intend to illustrate some of the possible uses of the CCD camera in science teaching. We start with an introduction of the Flexcam which is one form of the CCD camera used primarily by biology teachers. We then explain the structure, working principles, and applications of the CCD camera at large. Examples of demonstrations, observations, and scientific skill using the CCD camera in connection with the TV monitor for topics under each of the main science subjects, biology, chemistry, physics and general science, in high school will be presented. Modifications needed in order to adopt the camera are elaborated in each case. Finally, a brief history of our adventure and some remarks are given to encourage readers to explore further uses of the CCD camera in one's own teaching.  相似文献   

Reading comprehension,working memory and higher-level language skills in children with SLI and/or dyslexia     

Anita M.-Y. Wong  Connie S.-H. Ho  Terry K.-F. Au  Catherine McBride  Ashley K.-H. Ng  Lesley P.-W. Yip  Catherine C.-C. Lam 《Reading and writing》2017,30(2):337-361

This study examined (1) whether working memory and higher-level languages skills—inferencing and comprehension monitoring—accounted for individual differences among Chinese children in Chinese reading comprehension, after controlling for age, Chinese word reading and oral language skills, and (2) whether children with specific language impairment (SLI) or dyslexia showed deficits in these skills. Eighty-two Cantonese Chinese-speaking children between the age of 7; 8–9; 5 were assessed. Regression analyses on the full sample offered support for the first question. The children were also classified into four groups: Typically-developing (TD; N = 34), specific language impairment-only (SLI-only; N = 18), SLI-dyslexia comorbid (SLI-D; N = 22) and dyslexia-only (D-only; N = 8). Pair-wise comparisons focusing on the second question revealed that both the SLI-only and the D-only group performed worse than the TD group in reading comprehension after controlling for age and nonverbal intelligence. The SLI-only and the D-only group showed a different profile of deficits: only the SLI-only group performed worse than the TD group in working memory, comprehension monitoring, and inferencing. The SLI-D comorbid group did worse than the SLI-only, but not the D-only group, in reading comprehension. The SLI-D comorbid group did not do worse than either single diagnosis group in the higher-level language skills associated with reading comprehension. These findings suggested adopting different intervention approaches for reading comprehension difficulties in children with SLI versus children with dyslexia.  相似文献   

Home Literacy and Chinese Reading in Hong Kong Children     

Jasmine Yuet-Han Lau  Catherine McBride-Chang 《Early education and development》2005,16(1):5-22

Measures of Chinese character recognition, vocabulary, and interest in reading were administered to 92 second grade children in Hong Kong, while questionnaires on parental literacy practices were administered to their parents. In a hierarchical regression equation, maternal education, children's age and vocabulary skill predicted 18% of the variance in reading, while home literacy practices and children's literacy self-efficacy predicted an additional unique 19% of the variance in Chinese reading skill. Results underscore the importance of some early home literacy practices for reading achievement, even among children who are already receiving formal literacy instruction.  相似文献