Mathematics achievement of Mainland immigrant students in Hong Kong     

Yan Zhu  Frederick K.S. Leung 《Asia Pacific Journal of Education》2011,31(4):471-485

One of the main features of globalization is the increasing mobility of population. As an immigrant society, Hong Kong has witnessed waves of Mainland Chinese arrivals and assimilation into her mainstream, particularly around the change of sovereignty period. School-aged children constitute a substantial fraction of the new population. Given their potential impact on Hong Kong's present and future, how these immigrant youngsters perform in school has always been a concern to the public as well as the government. This study compared Hong Kong 8th-graders' mathematics performance in the four rounds of the Trends in International Mathematics and Science Study by their immigrant status. The results showed that the first-generation immigrant students' performance had obvious retrogression compared to native students in the past years. Among the natives, non-local-born students with only their father born in Hong Kong had the most similar performance as the first-generation immigrants. The causes for the differences are explored from both internal and external perspectives.  相似文献   

Disciplinary Differences in Student Ratings of Teaching Quality     

David Kember  Doris Y. P. Leung 《Research in higher education》2011,52(3):278-299

Comparisons of large samples of course and teaching evaluation questionnaire data show consistent disciplinary differences. The current study examined the disciplinary differences in a theoretical model positing the impact of the perceived nature of teaching and learning environment on the development of generic capabilities by testing of (1) whether a common model of good teaching operated across disciplines and (2) the extent of deployment of teaching variables and their impact on learning outcomes. The sample consisted of 3,305 first and third year Chinese undergraduates of a university in Hong Kong, divided into four broad disciplinary groupings. Multiple-group structural equation modelling analysis showed configural invariance of the hypothesised model, suggesting a common model of good teaching across disciplines; and significant differences in the magnitude of structural paths and latent mean values across the four disciplinary groups were obtained reflecting differences between disciplines in the extent to which elements within the teaching and learning environment were brought into play. Possible reasons in terms of the epistemological nature of the disciplines were given to explain for the disciplinary variations.  相似文献   

Poor readers of chinese respond slower than good readers in phonological,rapid naming,and interval timing tasks     

Penney TB  Leung KM  Chan PC  Meng X  McBride-Chang CA 《Annals of dyslexia》2005,55(1):9-27

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Child sexual abuse in Hong Kong: double victimization?     

N Rhind  T Leung  F Choi 《Child abuse & neglect》1999,23(5):511-517

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Five forms of childhood trauma: Relationships with employment in adulthood     

Randy A. Sansone  Justin S. Leung  Michael W. Wiederman 《Child abuse & neglect》2012,36(9):676-679

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Linking service development methods to interoperability governance: The case of Egypt     

Ralf Klischewski  Eman Askar 《Government Information Quarterly》2012

While administrations, and especially e-government “followers,” have been recommended adopting service-oriented architecture (SOA) for the purpose of implementing G2G interoperability, the challenges of reaching this objective remain significant. General guidelines for service development and SOA governance are published, but in view of many self-contained units and IT departments on all administrative levels as well as widespread outsourcing of software development there is a lack of sharing “best practices” how to implement SOA step by step in the area of e-government. In particular, it is unknown to what extent administrations are able to follow existing service development approaches, and there is no research addressing the contribution of service development methods towards governance, i.e. developing and managing government interoperability. In this research the case of Egypt, where SOA was chosen as the main interoperability approach, has been explored in terms of to what extent the current approach to service development supports the interoperability governance, and what kind of changes in the development methods and their application would yield improvements in interoperability governance. The case analysis on practical and strategic level leads to proposing success factors related to linking the methodology of developing G2G services to the overall effort of interoperability governance. These factors, divided into interoperability problem perception, method scoping and deliverables, measurement of goal achievement, and methodological commitment, can be used as hypotheses in future research and as guidelines for improving the interoperability governance in administrative practice.  相似文献   

HOMEWORK AND MATHEMATICS ACHIEVEMENT IN HONG KONG: EVIDENCE FROM THE TIMSS 2003     

Yan Zhu  Frederick Koon Shing Leung 《International Journal of Science and Mathematics Education》2012,10(4):907-925

Though it is generally believed that doing homework promotes better learning, no consensus has been achieved concerning its importance and relevance to students’ achievement. The historical up-and-down status of public attitudes toward homework indicates that understanding about the role of homework in students’ learning is far from comprehensive and clear. The literature shows that much research effort has been devoted to the relationship between amount of homework and achievement, but little on quality of homework and how it has been used. Applying a 2-level hierarchical linear model on the TIMSS 2003 data, this study investigated the relationship between classroom practices on homework and 8th grade students’ mathematics achievement in Hong Kong in three dimensions: frequency and amount of homework, types of homework, and usage modes of homework. The results showed that while the time spent on daily mathematics homework had significantly positive effect on students’ TIMSS results, no effect was observed on the frequency of homework assigned. Out of three types of homework, only homework of the problem/question type demonstrated significant effect. The practice of having students start homework in class had negative influence on students’ learning outcome. Implications and suggestions for educational practice and future research were then discussed.  相似文献   

Gratifications,chronic loneliness and internet use     

Louis Leung 《亚洲交流杂志》2013,23(1):96-119

This study examined how chronic loneliness is associated with gratifications‐sought and its effect on Internet use. Results from a telephone survey of 864 Internet users of 16‐years of age or older found that surveillance, affection, and social interaction were strongest instrumental use of the Internet followed by ritualized use such as entertainment, escape, and arousal. The proposition that the chronically lonely derive fewer gratifications from Internet use than do the situationally lonely and the nonlonely people was not supported. Moreover, no consistent patterns of ritualized or instrumental use of the Internet were found when comparing the chronically lonely and the nonlonely groups. However, the hypothesis that chronically lonely persons will report less active use of the Internet such as using e‐mail, surfing the WWW, reading online news, and playing online games than do the situationally lonely and the nonlonely persons received much support. Finally, regression results show that instrumental gratifications were more predictive of Internet activities for the nonlonely group than the lonely group. Implications of loneliness on Internet use in Chinese culture are discussed.  相似文献   

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   

Attribution,gender orientation,and adaptability: Reconceptualization,measurement, and research results     

Lawrence R. Wheeless  Virginia Eman Wheeless 《Communication quarterly》2013,61(1):56-66

Within the framework of attribution theory, this study reconceptualized gender orientation and androgyny. The relationships among gender measurement, androgyny, and adaptability were examined with improved measurement procedures. Socially desirable response tendencies were found for self‐attribution of femininity and androgyny but not for adaptability, nor for gender attributions or androgyny of others. A new scoring procedure producing a single continuous androgyny variable was also developed and tested. Meaningful relationships between this androgyny measure, gender orientation, and adaptability were observed. The central hypothesis tested the relationship between perceptions of stable, dispositional factors and behavioral attributions. Findings were consistent with the predictions provided by attribution theory.  相似文献