Connectivity for whom and for what? A normative dimension of education hub     

William Yat Wai Lo  Felix Sai Kit Ng 《Journal of Higher Education Policy & Management》2016,38(3):354-368

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Styles of creativity: Adaptors and innovators in a singapore context     

Jessie Ee  Tan Oon Seng  Ng Aik Kwang 《Asia Pacific Education Review》2007,8(3):364-373

Kirton (1976) described two creative styles, namely adaptors and innovators. Adaptors prefer to “do things better ” whilst, innovators prefer to “do things differently ”. This study explored the relationship between two creative styles (adaptor and innovator) and the Big Five personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience) and how they subscribe to creativity, risks and goal orientations. A total of 206 Polytechnic students from Singapore completed a self-report questionnaire, which consisted of the Kirton Adaptation-Innovation Inventory (Kirton, 1976), NEO-Five Factor Inventory (Saucier, 1994), Learning Goal Scale (Ng, 2003), What Kind of Person Are You Self-Report Inventory (Khatena & Torrance, 1976), Gough’s Creative Adjective Checklist, Risk Scenario, and Risk Taking Attitude Scale developed by Ng. It was found that adaptors were significantly more conscientious and subscribe to risk avoidance, ego approach and ego avoidance orientations than innovators, whilst, innovators were significantly more extraverted and open to experience and are likely to subscribe to creativity, risk taking and mastery goal orientations than adaptors. No significant differences were found between adaptors and innovators in agreeableness. The implications for the findings for the classroom teacher will also be discussed.  相似文献   

Back to Square One: The “Re‐depoliticizing’ of Civic Education in Hong Kong     

Leung Yan‐wing  Ng Shun‐wing 《Asia Pacific Journal of Education》2004,24(1):43-60

This article argues that the development of civic education in Hong Kong can be divided into three phases chronologically: (1) before 1984: “depoliticization” by the state and the school; (2) 1984‐1997: “politicization” of the intended curriculum; and (3) 1997 onwards: “re‐depoliticization” of civic education and official confirmation of nationalistic education. In general, for phases one and two, the development is described as moving from de‐politicization to politicization, in response to the political development of Hong Kong from a British colony towards the Hong Kong Special Administrative Region (HKSAR) of People's Republic of China. The article continues by exploring the third phase in detail with reference to the official document: Learning to Learn: Life‐long Learning and Whole‐person Development and the official speeches of the Chief Executive, Tung Chee Hwa. A phenomenon of re‐depoliticization of civic education is identified, together with a strong upheaval of nationalistic education. This leads civic education “back to square one"—"re‐depoliticized”. The article concludes by highlighting that the development of civic education in Hong Kong is a typical example of how civic education reflects the political context of the society.  相似文献   

Western influences on Chinese sexuality: insights from a comparison of the sexual behavior and attitudes of Shanghai and Hong Kong freshmen at universities     

Fan MS  Hong JH  Ng ML  Lee LK  Lui PK  Choy YH 《Journal of sex education and therapy》1995,21(3):158-166

In this 1991 study the sex behavior and attitudes of first-year university students in Shanghai, China, were compared to attitudes and beliefs of first-year students in Hong Kong. Findings do not confirm a strong Western influence and increased promiscuity. The evidence suggests that the effect of Westernization or modernization is dependent on and varies with the nature of the imported Western culture and the form of and standards for sex education. Students from Hong Kong, which is more modernized than Shanghai, were less sexually active and more conscientious about using contraception. A high percentage of Shanghai students had experienced sexual intercourse and multiple sex partners. Christian males from the Hong Kong survey had less coital experience than non-Christian Hong Kong males. The surveys were conducted in 22 universities in Shanghai among 1919 first-year students, but only 25.1% responded with completed questionnaires (344 single Chinese males and 137 single Chinese females). The Hong Kong questionnaire was distributed to 7675 students. 2341 single Chinese males and 2247 single Chinese females who were unmarried and non-Chinese completed the survey (a 48.5% response rate). It is argued that restrained female unmarried sexuality is still limited by cultural and religious attitudes.  相似文献   

School–Parent Partnerships in Singapore     

Lana?Yiu-Lan?KhongEmail author  Pak?Tee?Ng 《Educational Research for Policy and Practice》2005,4(1):1-11

In an era of rapid global economic and social change, educational institutions like schools and universities are struggling to keep their curricula and programs relevant. Singapore’s schools are no exception, especially when education is viewed as the essential element for maintaining the nation’s global competitiveness in ways that are totally disproportionate to its size. The current shift from an ‘efficiency-’ to an ‘ability-’ driven paradigm in education, however, is increasing uncertainty and raising the stakes in an already pressurized system where schools, educators and students constantly compete for top academic awards and rewards. The concept of “partnership” in Singapore education is a significant, relatively new, trend that has caught on among local schools only since the late-1990s, with the focus on creating better “total” learning environments for students. This paper analyses the challenges of matching rhetoric with professional practice with regard to school–home partnerships in Singapore, and concludes that the key to authentic collaboration lies in the mutual appreciation and valuing of diversity as well as a deep sense of shared responsibility by all parties concerned.  相似文献   

Understanding mobile digital worlds: how do Australian adolescents relate to mobile technology?     

Wan Ng  Howard Nicholas 《Technology, Pedagogy and Education》2013,22(4):513-528

ABSTRACT

Various responses to the ideas of a digital disconnect between home and school include the call for a more thoughtful exploration of the relationship between formal and informal uses of technologies. Studies have indicated the complex and interacting influences on patterns of technology use at home and at school, including patterns of Web 2.0 use that do not align with common assumptions about the characteristics of current students. Together, these studies indicate that we need more nuanced insights into how today’s students relate to available digital technologies if we are to build appropriately on their experiences in education. The current research investigates quantitatively mobile digital practices and literacy as well as attitudes in over 1140 school students in the first years (7–10) of secondary education in Australia in order to enrich insights into these students as learners in contemporary classrooms. The implications of the research for teaching are discussed.  相似文献   

There Is Water Everywhere: How News Framing Amplifies the Effect of Ecological Worldviews on Preference for Flooding Protection Policy     

Timothy K. F. Fung  Dominique Brossard  Isabella Ng 《Mass Communication and Society》2013,16(5):553-577

The purpose of this study is to examine the interactive effect of worldviews and media frames on policy preference. Using flooding as a case study, we examine the interplay of ecological worldviews and news framed as either emphasizing harmony with nature or mastery over nature on individuals' preference for flood protection policy. A total of 255 undergraduate students participated in a 2 (ecological worldviews: balance-with-nature vs. human-domination-over-nature) × 2 (media frames: harmony frame vs. mastery frame) between-subjects experiment. The findings indicate that both the balance-with-nature worldview and the human-domination-over-nature worldview have significant impacts on preference for flood protection policy. Furthermore, the harmony frame amplified the effect of the balance-with-nature worldview in supporting a natural approach to flood protection. In contrast, the mastery frame amplified the effect of the human-domination-over-nature worldview on the preference for a structural approach to flood protection. Implications are discussed.  相似文献   

Acculturation strategies, social support, and cross-cultural adaptation: a mediation analysis     

Ting Kin Ng  Kwok Kuen Tsang  Yi Lian 《Asia Pacific Education Review》2013,14(4):593-601

Previous acculturation research has established the influences of acculturation strategies and social support on cross-cultural adaptation. The present study attempted to elaborate these direct associations by proposing that social support and the use of the integration and marginalization strategies might affect psychological adaptation indirectly, via their influences on sociocultural adaptation. Two hundred and twelve Mainland Chinese students studying at a university in Hong Kong completed measures of psychological and sociocultural adaptation, the integration and marginalization strategies, and social support. Analyses using structural equation modeling (SEM) showed that sociocultural adaptation significantly mediated the effects of integration, marginalization, and social support on psychological adaptation. The direct impacts of social support and the two acculturation strategies on psychological adaptation were not significant. A multigroup SEM analysis revealed no gender differences in the full mediation model. Implications of the findings are discussed.  相似文献   

Rethinking the mission of internationalization of higher education in the Asia-Pacific region     

Shun Wing Ng 《Compare》2012,42(3):439-459

This article adopts the critical theory approach to reflect and analyse the impacts of globalization on the internationalization process of higher education in the Asia-Pacific region. It argues that globalization forces many of the higher education institutions in the region to follow global practices and ideologies of the Anglo-American paradigm without developing their own unique systems and honouring the rich cultures of their own countries. While higher education institutions are indulging in internationalization in terms of marketization and economic pragmatism, they have to ask themselves, ‘What is missing in the process of internationalization?’ This article argues that internationalization of higher education contributes to building more than economically competitive and politically powerful states. It represents a commitment to the development of an internationalized curriculum where the pursuit of global citizenship, human harmony and a climate of global peace is of paramount importance.  相似文献   

Learning the boss' way: ownership,power and learning in practice and in workplaces     

Kit Yoong Ng 《International Journal of Lifelong Education》2013,32(6):489-506

Discussions of learning in practice and in workplaces have been carried out within the various theories of learning. More recent discussions have unveiled the complexity inherent in learning in workplaces by acknowledging the presence of power relations in practice. However, the discussions fall short of an analysis on another more paramount power relation in practice – the relationship and effects of organizational ownership on learning in workplaces. Using the global phenomenon of concentrated media ownership, this paper presents a literature review to show that ownership is another higher form of power relation that shapes what and how professionals learn in practice.  相似文献