Relationships between writing motives,writing self-efficacy and time on writing among Chinese students: path models and cluster analyses     

Ng  Clarence  Graham  Steve  Liu  Xinghua  Lau  Kit-Ling  Tang  Kit-Yi 《Reading and writing》2022,35(2):427-455

Reading and Writing - Motives for writing is a new research area in the field of writing motivation. Recent studies have identified important motives for students’ writing. Adding to this...  相似文献   

Within‐year changes in Chinese secondary school students' perceived reading instruction and intrinsic reading motivation     

Kit‐ling Lau 《Journal of Research in Reading》2016,39(2):153-170

This study aimed to expand on existing research about motivational change by investigating within‐year changes of adolescents' intrinsic reading motivation and perceived reading instruction among students from different grades and achievement levels. Six hundred and ninety five students from 10 secondary schools in Hong Kong voluntarily completed a questionnaire that measured these two variables at the beginning and near the end of a school year. The study's findings indicated that students' intrinsic reading motivation was generally stable over a school year. A significant increase in the perceived degree of mastery goal structure in reading instruction was observed near the end of the school year. Students' perception of instruction remained a strong and positive predictor of intrinsic motivation after controlling their prior motivation and other background variables. Different factors affecting students' motivational change are discussed to provide insights for promoting their reading motivation and counter the prevalent trend of motivational decline.  相似文献   

Counselor educators using self as instrument in antiracist teaching     

Kok-Mun Ng  S Anandavalli  Gideon Litherland  Tamekia R. Bell  Edward Ewe  Jared Lau  Allison List 《Counselor Education & Supervision》2023,62(2):171-184

In this autoethnography inquiry, seven counselor educators from diverse intersectionalities discuss how they leverage their selfhood to promote antiracist counselor education. Based on two cycles of pattern coding, the authors identified themes of perceiving, experiencing, creating, and facilitating. Implications for future research and practice are offered.  相似文献   

Conceptualizing the Counseling Training Environment Using Bronfenbrenner’s Ecological Theory     

Jared Lau  Kok-Mun Ng 《International journal for the advancement of counseling》2014,36(4):423-439

While learning environment research has been growing in popularity over the past few decades, little attention has been given towards the learning environment of graduate students, and virtually no attention has been given specifically towards graduate counseling and related programs such as professional counseling, clinical and counseling psychology, and marriage and family therapy. In this paper we propose using Bronfenbrenner’s (1979, 1992) ecological theory as a model to conceptualize the training environment of such counselor preparation programs. Through the application of Bronfenbrenner’s theory, counselor educators and counseling trainees can better understand the systemic nature of the training environment that they create and where they train. Implications and recommendations for future research are provided to further advance the knowledge and awareness of the counseling training environment.  相似文献   

Participatory research with teachers: toward a pragmatic and dynamic view of equity and parity in research relationships     

Sunny Man Chu Lau  Saskia Stille 《欧洲师范教育杂志》2014,37(2):156-170

Participatory research in education provides an opportunity for university-based researchers to collaborate with teachers to develop understandings and to overcome the school?university and research?practice divides. Several studies illuminate the challenges inherent in conducting participatory research within the institutional context of schools, particularly in achieving a truly equitable research relationship. The purpose of this paper is to argue for a more pragmatic and dynamic view of equity and expertise between school- and university-based collaborators. Elaborating examples from a partnership with teachers at the elementary level, this paper illustrates the complex power dynamics that existed between university- and community-based stakeholders. It points to the need to work with and against existing power structures to co-create multiple and shifting positions of expertise that keep the learning communities open and alive for the promotion of transformative educational practices.  相似文献   

Enhancing life skills development: Chinese adolescents’ perceptions     

Mantak Yuen  Raymond M. C. Chan  Norman C. Gysbers  Patrick S. Y. Lau  Queenie Lee  Peter M. K. Shea 《Pastoral Care in Education》2013,31(4):295-310

This study explored Chinese adolescents’ perceptions of their own life skills development and the importance they place on such skills. The study also investigated the within‐school and outside‐school influences that may help develop and enhance life skills development. Six focus groups involving 52 high school students were conducted, using a set of predetermined discussion topics. Results revealed students’ awareness of many salient life skills, including those related directly to academic development, ‘learning to learn’, personal and social growth, and future career planning. The students were also able to suggest practical strategies that schools might use to further enhance students’ life skills development. Contextual factors influencing the development of life skills appear to include not only experiences within the school curriculum and the guidance and counseling program, but also talent development opportunities, and family and peer relationships. The implications of the findings are discussed with particular reference to implementing comprehensive school guidance and counseling programs in Hong Kong.  相似文献   

Chennai Mathematical Institute, Chennai (Madras), India     

Rimantas Lau?ackas  Eugenijus Danilevi?ius 《Resonance》2006,11(7):99-99

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Problem‐Solving Model for Decision Making with High‐Incidence Disabilities: The Minneapolis Experience     

Doug Marston  Paul Muyskens  Matthew Lau  Andrea Canter 《Learning disabilities research & practice》2003,18(3):187-200

The problem‐solving model (PSM) is used in the Minneapolis Public Schools to guide decisions regarding: (1) interventions in general education, (2) referral to special education, and (3) evaluation for special education eligibility for high‐incidence disability areas. District implementation was driven by four themes: the appropriateness of intelligence tests and the IQ‐achievement discrepancy for determination of eligibility, bias in assessment, allocation of school psychologist time, and linking assessment to instruction through curriculum‐based measurement. This article describes how the PSM was designed as a three‐stage process to measure response to intervention and used in the special education eligibility process. Program evaluation data collected since initial implementation in 1994 is reported in the areas of child count, achievement, referral, eligibility, and disproportion. The authors discuss the limitations of conducting PSM research in school settings, barriers to implementation of PSM, and make suggestions for enhancing treatment integrity.  相似文献   

A dialogue with 'small sister' organizer Yim Yuelin     

Sun Ge  Hui Shiu-Lun  Lau Kinchi 《Inter-Asia Cultural Studies》2013,14(2):319-341

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A relatedness analysis of government regulations using domain knowledge and structural organization     

Gloria T. Lau  Kincho H. Law  Gio Wiederhold 《Information Retrieval》2006,9(6):657-680

The complexity and diversity of government regulations make understanding and retrieval of regulations a non-trivial task. One of the issues is the existence of multiple sources of regulations and interpretive guides with differences in format, terminology and context. This paper describes a comparative analysis scheme developed to help retrieval of related provisions from different regulatory documents. Specifically, the goal is to identify the most strongly related provisions between regulations. The relatedness analysis makes use of not only traditional term match but also a combination of feature matches, and not only content comparison but also structural analysis.Regulations are first compared based on conceptual information as well as domain knowledge through feature matching. Regulations also possess specific organizational structures, such as a tree hierarchy of provisions and heavy referencing between provisions. These structures represent useful information in locating related provisions, and are therefore exploited in the comparison of regulations for completeness. System performance is evaluated by comparing a similarity ranking produced by users with the machine-predicted ranking. Ranking produced by the relatedness analysis system shows a reduction in error compared to that of Latent Semantic Indexing. Various pairs of regulations are compared and the results are analyzed along with observations based on different feature usages. An example of an e-rulemaking scenario is shown to demonstrate capabilities and limitations of the prototype relatedness analysis system.

Gio WiederholdEmail:

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