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Yuen Sze Michelle Tan 《Educational Action Research》2013,21(3):411-427
This paper explores how a learning theory enriched a collaborative teacher inquiry discourse where lesson study was adopted as the educational action research model to promote teacher professional development. Four Grade 9–10 biology teachers in Singapore drew from variation theory to collaboratively plan and teach new genetics content as part of teacher research. As a researcher-facilitator, I have drawn from the teachers’ experiences of infusing variation theory into their teaching practice, of developing their own theories of teaching and learning, and of developing student-focused pedagogies to highlight the roles variation theory played. These included providing concrete examples of patterns of variations teachers could use, increasing the teachers’ attention and sensitivity to students, and developing the teachers’ theoretical lens in their approach to teaching. Reflecting on the teachers’ experiences, I made an appeal for teachers’ development of theoretical lenses in teacher inquiry, and bridging of theory and research to teaching practice. 相似文献
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Chung Yu Chan Vasiliy N. Goral Michael E. DeRosa Tony Jun Huang Po Ki Yuen 《Biomicrofluidics》2014,8(4)
In this article, we present a simple, rapid prototyped polystyrene-based microfluidic device with three-dimensional (3D) interconnected microporous walls for long term perfusion cell culture. Patterned 3D interconnected microporous structures were created by a chemical treatment together with a protective mask and the native hydrophobic nature of the microporous structures were selectively made hydrophilic using oxygen plasma treatment together with a protective mask. Using this polystyrene-based cell culture microfluidic device, we successfully demonstrated the support of four days perfusion cell culture of hepatocytes (C3A cells). 相似文献
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The primary purpose of this paper is to examine the mutual relationship between school engagement of cross-border students (CBS) from Malaysia in Singapore and parental involvement in education. Focus-group interviews were conducted with school personnel, CBS and their non-local counterparts to provide a comprehensive understanding of the situation. The cross-border student group comprises diverse ethnicity and most of them are highly competitive and successful in engaging in the whole educational selection process from the beginning to their exit point. This paper argues that education for the CBS represents both a unique socio-cultural phenomenon in the two Asian societies and a manifestation of a widely shared pragmatic value of educational returns. The findings reveal that the nature of CBS engagement with schools is characterized by voluntary assimilation and is rewarded by the meritocratic system of Singapore. 相似文献
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Adeline Yuen Sze Goh 《International Journal of Lifelong Education》2013,32(6):680-695
In this paper, I address a perceived gap in the lifelong learning literature. There is very little research which addresses how learning should be construed, when individuals transition across a longitudinal span of their working life. This transition which could be viewed as a process of ‘becoming somebody’, often oversimplifies the full complexity of individuals’ learning experiences. Using a sociocultural perspective, the paper explores the lived experiences of individuals in the process of becoming a vocational teacher, in order to help conceptualise the individuals’ learning through their working life. The study draws upon data from a completed research on a group of vocational education trainee teachers learning to teach. This paper argues that learning varies significantly from individual to individual, time to time, context to context and also in different stages of individuals’ lives. This transition could be viewed as an individual learning journey, through understanding the interrelationship between individuals and the contexts, across the individuals’ lives. Drawing from this understanding, the individual’s agency is presented as a way that individuals construct their own lifecourse through the actions and choices they made within the opportunities and constraints of the context. The findings of the study also contribute to the understanding of changes, from the individual learner’s perspective, which could be useful for policy and practice relating to lifelong learning. 相似文献
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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
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We report a small-scale study investigating the perceptions of postgraduate students who are non-native speakers of English and those of academic staff with regard to those students. Previous research has focused only on the former and identified a number of linguistic and cultural challenges these students face in adapting to Anglophone institution environments. A sample of 43 students in one department at a Russell Group university were surveyed and a sub-sample interviewed. Six members of academic staff were interviewed and some observed in their teaching. Findings suggest that, despite the high linguistic admission requirements set by the university, this group of students faced a range of difficulties in all four language skills but particularly in skills needed for oral interaction in seminars. Students and staff provided differing accounts of the source of these difficulties and students expressed a desire for better integration with native speaker students. There were also differing accounts regarding the amount of linguistic support students should receive, particularly with regard to proofreading written work. The study suggests a need for further research of this comparative kind potentially leading to recommendations for additional support for students and staff development. 相似文献
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广西师范大学建立体育俱乐部的可行性研究 总被引：1，自引：0，他引：1
对广西师大建立体育俱乐部的可行性进行了研究 ,通过文献资料法了解了国内其它高校开展体育俱乐部的现状以及师大的体育教学和学校体育的开展情况 ;并阐述了建立体育俱乐部的现实意义 ;运用访问调查法对师大的体育教学的师资力量、体育场地、设施等进行了解 ;针对学生开展体育俱乐部的态度及对学生体育俱乐部项目选择的要求等进行了问卷调查。 相似文献
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