Lifelong Education,Quality of Life and Self-Efficacy of Chinese Older Adults     

Dion S. Y. Leung  Ben C. P. Liu 《Educational gerontology》2013,39(11):967-981

This study aimed to identify the relationships between lifelong learning, quality of life, and self-efficacy of older adults. One thousand and three participants of a lifelong educational program participated; the mean age was 50.6 (SD = 7.8, range: 18–78). Findings revealed that the patterns of study established a positive association with quality of life, but a negative correlation with their psychosomatic complaints. It also found that the more respondents enrolled in courses, the more somatic complaints they suffered. Multiple regression analysis models indicate that the determinants of good quality of life in older adult learners aged 60 and over were good self-efficacy and the continuation of study after graduation.  相似文献   

澳门免费幼儿教育政策民意调查报告     

李辉  刘懿乐  梁成安 《幼儿教育》2013,(11)

澳门特区政府自2007～2008学年开始实施15年免费教育,至今已经实施5年了.为了解免费幼儿教育政策对澳门幼儿教育界的实际影响以及园(校)长、教师和家长对这一政策的态度,我们进行了相关研究,发现:(1)园(校)长、教师及家长大多对免费幼儿教育政策表示满意,其中家长满意度最高.(2)免费幼儿教育政策为澳门幼教发展带来了许多积极影响,负面影响较小.(3)免费幼儿教育政策对家长择园自主性的影响很小,对幼儿园课程与发展自主性的影响也很小,但会削弱入网私立幼儿园的行政自主性,在一定程度上增加了园(校)长和教师的工作压力.(4)政策的实施虽然对幼儿园收费标准的影响比较轻微,但是切实减轻了低收入家长的育儿负担.园(校)长、教师和家长均提出了改进免费幼儿教育政策的建议.  相似文献   

A Study of Environmental Factors in the Adaptive Re-use of a Historic Building in Hong Kong     

Eddy S. T. Leung  Alice C. H. Tsang 《文物保护研究》2018,63(5):384-388

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Promoting students’ use of epistemic understanding in the evaluation of socioscientific issues through a practice-based approach     

Leung  Jessica Shuk Ching 《Instructional Science》2020,48(5):591-622

Instructional Science - The epistemic understanding of science has always been an important part of science education, and critical engagement with socioscientific issues (SSI) is a desirable...  相似文献   

Dynamic stiffness for thin-walled structures by power series     

ZHU Bin LEUNG A.Y.T. 《浙江大学学报(A卷英文版)》2006,7(8):1351-1357

INTRODUCTION Thin-walled structures have considerable tech-nological importance in many situations of engi-neering practice. The rotary and warping inertia terms should be considered in the analyses of thin-walled structures (Alwis and Wang, 1996), although it is difficult to obtain the analytical solutions of govern-ing differential equations, especially of thin-walled frame and spatial twisted structure. The finite element method (FEM) is widely used for vibration and sta-bility analy…  相似文献   

Classrooms for Children with Developmental Disabilities: Sound‐field and public address amplification systems compared     

Stanley W. H. Leung 《International Journal of Disability, Development & Education》2006,53(3):287-299

Background noise poses adverse effects on speech sounds and affects student learning, especially for children with developmental disabilities. Sound‐field and public address amplification systems can help to solve this problem by amplifying speech sounds relative to background noise. This study surveyed school classrooms for children with special needs, and compared the performance of a sound‐field and a portable public address system in classroom environments. Unoccupied room noise levels and reverberation times were measured in eight classrooms at four Hong Kong schools for children with special needs. Speech levels in each classroom were measured under three conditions: without amplification, with public address system amplification, and with sound‐field amplification. Speech‐to‐noise ratios were calculated for each condition. Noise and unamplified speech‐to‐noise ratio values exceeded recommended acoustic standards in all classrooms. When sound‐field and public address amplification systems were installed, speech‐to‐noise ratios improved considerably. When either amplification system was used, a uniform sound‐field resulted. The applicability of both types of amplification system and their relative merits in special education classrooms are discussed.  相似文献   

In Search of an East Asian Identity in Mathematics Education   总被引：3，自引：0，他引：3  

Frederick K.S. Leung 《Educational Studies in Mathematics》2001,47(1):35-51

East Asian students have consistently outperformed their counterparts in Western countries in recent international studies of mathematics achievement. However, these countries do not seem to have an established theory of mathematics education, and their teaching has been criticized as traditional and old fashioned. In search of an East Asian identity in mathematics education, this paper discusses the features of the East Asian mathematics education and their underlying values in contrast to features and values in the West. These are presented in terms of six dichotomies,namely, product versus process; rote learning versus meaningful learning;studying hard versus pleasurable learning;extrinsic versus intrinsic motivations;whole class teaching versus individualized learning; and competence of teachers:subject matter versus pedagogy. It is argued that these features are based on deep-rooted cultural values and paradigms. A characterization of these features and an analysis of the underlying values are essential in this search for an East Asian identity in mathematics education. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Does the Use of Student Feedback Questionnaires Improve the Overall Quality of Teaching?     

David Kember  Doris Y. P. Leung  K. P. Kwan 《Assessment & Evaluation in Higher Education》2002,27(5):411-425

An investigation was conducted into 3- or 4-year departmental sets of student feedback questionnaire data from one university. Only four out of 25 departments had significant changes to any of the six dimensions in the 3- or 4-year period, and three of these significant changes were falls. There is, therefore, no evidence that the use of the questionnaire was making any contribution to improving the overall quality of teaching and learning of the departments, at least as perceived by the students. If it was, there should have been evidence of rising values. The following reasons why the use of the questionnaire might not have been conducive to improving teaching quality are discussed. The possibility that teaching quality is inherently stable is rejected. It is possible that feedback from the questionnaire was not used effectively. Related to this is whether instructors perceived that the university rewarded good teaching, so felt there was an incentive to make use of the feedback. The emphasis of the system was on appraisal, which might negate any developmental effect. The standard questionnaire and the associated procedures may have lacked flexibility and been inappropriate for innovative forms of teaching. The study questions whether student feedback questionnaires are utilising resources effectively if they are administered in an environment similar to the university in question, which appears reasonably typical.  相似文献   

Student Achievement in an Educational Technology Course As Enhanced By Cooperative Learning     

Leung  Chi-mei Doris  Chung  Choi-man 《Journal of Science Education and Technology》1997,6(4):337-343

The purpose of the study was to investigate the effect of cooperative learning on students' achievement in an Educational Technology course in an Initial Teacher Training Program. A cooperative learning strategy was compared with the traditional whole class direct instruction approach. Ninety-five first year full-time students at a College of Education constituted the sample. The students' achievement included: academic achievement in the course, quantity measurement in the use of instructional media, and quality rating of utilization of instructional media during their teaching practice. Their attitude change was also assessed by an Attitude Inventory. The results indicated that cooperative learning strategy had a positive effect on academic achievement and quantity measurement in the use of instructional media (F(l,91) = 7.06, p < 0.01; F(l,91) = 4.59, p < 0.05). Cooperative learning strategy also had a positive influence on students' attitudes towards instructional media and their learning condition (F(l,93) = 5.07, p < 0.05; F(l,93) = 6.20, p < 0.05).  相似文献   

Pilot evaluation of the Whole Inclusive School Empowerment (WISE) project in kindergartens in Hong Kong: A mixed method approach     

Cynthia Leung  Janet Leung  Shirley Leung  Wally Karnilowicz 《Psychology in the schools》2019,56(1):42-55

This pilot study used a quasiexperimental design to evaluate the Whole Inclusive School Empowerment (WISE) project providing educational psychology services to kindergartens to support students with diverse learning needs. There were eight intervention kindergartens that received WISE educational psychology services and eight control kindergartens without the service. The intervention kindergartens were provided with a 0.125 educational psychologist and 0.7 teacher coordinator. In January and June 2017, teachers in intervention and control kindergartens completed questionnaires assessing student behavior, school readiness, and their own teaching efficacy. Focus group sessions involving teachers and school principals were conducted in July 2017. The results indicated a greater improvement in prosocial behavior and school readiness in intervention kindergartens compared with control kindergartens. Teachers and principals reported that they were better equipped in supporting diverse learning needs. The results provided initial evidence supporting the effectiveness of educational psychology services for kindergartens in improving student outcomes.  相似文献