The object of learning in action research and learning study     

Ference Marton  Wai Ming Cheung  Stephanie W. Y. Chan 《Educational Action Research》2019,27(4):481-495

ABSTRACT

The Learning study and the Educational Action Research approaches to educational research are compared, not from a third, neutral point of view, but from the perspective of the former. Hence, the comparison is carried out in terms of how the main point of departure of the Learning study (LS), the question of ‘What is to be learned?’, is addressed in the two approaches. Both represent critical stances to Educational objectives, the frequently taken-for-granted answer to the question. Educational objectives communicate, however, what the students are expected to become able to do, but not what they need to learn in order to get there. Hence, what is to be learned cannot be stated in advance, prior to the teacher learning what her students need to learn. The two approaches to educational research agree on the principle that what is to be learned has to be found in the interaction between students and teachers; however, there is an important difference between the two concerning the very point of departure. Educational objectives are too wide and imprecise according to LS, the teachers have to find the critical aspects (necessary to appropriate, but not appropriated as yet by the students) of the object of learning. According to Action research, as formulated by Lawrence Stenhouse, educational objectives are too narrow, too limited and limiting. We shall start looking for what is to be learned amongst inherent aspects of the content itself.  相似文献   

Mother and teacher ratings of maladaptive behaviour in children with special needs     

Panos Vostanis  Wai‐Ling Bickerton  Stuart Cumella  Man Cheung Chung  Caroline Winchester  John Doran 《欧洲特需教育杂志》2013,28(1):117-124

ABSTRACT

Parents and teachers of 109 children selected from the Special Needs Register and living in a multiethnic urban health district participated in the study. Their perceptions of children's behaviour at home and at school were measured by the Aberrant Behavior Checklist(ABC). About two‐thirds of the subjects presented with at least one type of maladaptive behaviour of at least moderate severity within their family, and 50 per cent had similar difficulties at school. The dimensions of hyperactivity and irritability were the main causes for concern by both sources. Contrary to previous studies, high rates of parent‐teacher agreement were found. This significant association was not affected by factors such as age, ethnicity or type of school. The implications for the provision of services for children in special education are discussed.  相似文献   

Effects of hierarchical versus sequential structuring of teaching content on creativity in Chinese writing     

Wai Ming Cheung 《Instructional Science》2011,39(1):63-85

This research employed the Learning Study approach which refers to a blend of Japanese “lesson study” and design-based research to provide support to teachers to teach creatively in Chinese writing. It reports a serendipity finding that remarkable differences in the creativity scores among these classes were noted even though they had the same learning objectives with the same lesson plan. Examining how teachers structure writing activities in a unit is essential to the understanding of how creativity works in the context of classroom instruction. We suggested that these differences were associated with the effects of hierarchical and sequential structuring of teaching content on creativity in Chinese writing. Possible ways of understanding creativity in a domain-specific training and disseminations of the findings are suggested.  相似文献   

Towards Good Practice in Community‐Based Arts Education in Hong Kong     

Chung‐yim Lau 《The International Journal of Art & Design Education》2019,38(1):60-72

Through the participation of local communities in the arts, Community‐Based Arts Education (CBAE) raises awareness of ecology and the environment, and also facilitates the search for and establishment of a socio‐cultural identity. It provides students with specific forms of experiential learning involving out‐of‐classroom experiences. Since 2003 the Education Bureau in Hong Kong has promoted learning arts in the community in an informal arts educational context. To suit the needs of CBAE, since 2011 the Leisure and Cultural Services Department has offered four successful community‐based arts educational schemes to local primary and secondary students. The aim of the schemes is to enrich students’ knowledge of arts and culture and strengthen their capacities to learn arts appreciation and criticism. Between 2011 and 2013, over 30,000 primary and secondary students participated in the schemes. This article reports on a study of the schemes which aimed to identify key elements of good practice in CBAE from students’ and teachers’ perspectives. In this larges‐cale study, a total of 15,430 students between Primary 1 and Secondary 6 (age 6 to 17) and 1,306 teachers who participated in the schemes were invited to take part in surveys and focus group interviews. The results show that the three central tenets of self‐determination theory, namely, competence, autonomy and relatedness, are the key elements of good practice in CBAE. It is hoped that the research findings will enrich existing knowledge of and provide a new research direction for CBAE.  相似文献   

Leptotrichia hongkongensis sp. nov., a novel Leptotrichia species with the oral cavity as its natural reservoir     

Patrick C.Y.WOO  Samson S.Y.WONG  Jade L.L.TENG  Kit-Wah LEUNG  Antonio H.Y.NGAN  Herman TSE  Susanna K.P.LAU  Kwok-Yung YUEN 《Journal of Zhejiang University. Science. B》2010,11(6):391-401

A straight, non-sporulating, Gram-variable bacillus (HKU24T) was recovered from the blood culture of a patient with metastatic breast carcinoma. After repeated subculturing in BACTEC Plus Anaerobic/F blood culture broth, HKU24T grew on brucella agar as non-hemolytic, pinpoint colonies after 96 h of incubation at 37 °C in an anaerobic environment and aerobic environment with 5% CO2. Growth was enhanced with a streak of Staphylococcus aureus. HKU24T was non-motile and catalase-negative, but positive for alkaline phosphatase, β-glucosidase, and α-glucosidase. It hydrolyzed phenylphosphonate and reduced resazurin. 16S rRNA, groEL, gyrB, recA, and rpoB sequencing showed that HKU24T occupies a distinct phylogenetic position among the Leptotrichia species, being most closely related to Leptotrichia trevisanii. Using HKU24T groEL, gyrB, recA, and rpoB gene-specific primers, fragments of these genes were amplified from one of 20 oral specimens. Based on phenotypic and genotypic characteristics, we propose a new species, Leptotrichia hongkongensis sp. nov., to describe this bacterium.  相似文献   

Abusive parents' reports of child behavior problems: relationship to observed parent-child interactions     

Lau AS  Valeri SM  McCarty CA  Weisz JR 《Child abuse & neglect》2006,30(6):639-655

PURPOSE: We evaluated the hypothesis that abusive parents' reports may exaggerate rates of child behavior problems in a clinical sample. METHOD: The association between parental ratings of behavior problems and independent observations of child behaviors was examined in a sample of 205 clinic-referred families, 58 of which had a reported history of physical abuse. RESULTS: Relative to the comparison group, parents in the abuse group reported more externalizing problems in their children after controlling for parental psychopathology, and displayed more emotionally controlling and less supportive behavior during parent-child interactions. However, there was no association between abuse history and observed child behaviors during the interaction tasks. Abuse status significantly moderated the association between parent-reported externalizing behaviors and observed demanding behavior by the child; the association was significant among comparison families, but not in the abuse group families. CONCLUSIONS: Results indicate that abusive parents may over-report externalizing behavior problems in their children.  相似文献   

Three views of fairness in a school-based assessment scheme of practical work in biology     

Benny Hin Wai Yung  Benny Hin Wai Yung 《International Journal of Science Education》2013,35(10):985-1005

This interpretive study of the implementation of a school-based assessment scheme of biology practical work in Hong Kong examines three teachers' struggles with the issue of fairness in relation to their classroom actions. Though the teachers' discourses were dominated by, and their classroom actions were pre-eminently influenced by, the notion of fairness, they did so in three qualitatively different ways: (1) fair in the sense of assessing students on a fair basis; (2) fair in the sense of not jeopardizing students' chances to learn the subject matter while they are being assessed; and (3) fair in the sense of not depriving students' of opportunities of receiving all-round education. The implication is that assessment innovation is a necessary, but not a sufficient, mechanism for changes within our educational system. The role of the teacher is challenged by the new assessment scheme?the co-existence of assessment and learning requires a significant change in the teacher's pedagogy. For teachers to implement the new programme their existing understanding and beliefs concerning assessment must be challenged and opportunities provided for them to come to terms with the philosophy of the new assessment scheme. Most importantly, the teachers themselves must undertake such a learning process.  相似文献   

Differentiated Curriculum Design: Responding to the Individual and Group Needs of Students with Learning Difficulties with Self‐regulated Learning Strategies     

Winnie Sin Wai Pui 《Support for Learning》2016,31(4):329-346

The purpose of this study was to explore special educational curriculum design at senior secondary school level and whether this helps to enhance the academic attainment and self‐confidence of students with learning difficulties. An in‐depth discussion focuses on lesson planning for the individual needs and group needs of students by implementation of self‐regulated learning strategies, based on a case study in a special school in Hong Kong. A multiple methods research design was envisaged for the implementation phase of this participatory action research. Lesson observations, video recordings, teachers’ diaries and students’ interviews were collected during one academic year in a form 5 (equal to year 12 in the UK) classroom. It is suggested that curriculum design should include various elements: learning knowledge, values and attitudes, and generic skills. This differentiated curriculum design showed how subject learning targets could be responsive to both the individual and the group needs of students with learning difficulties. Conclusions also indicate that assisting students to become aware of their individual needs is beneficial both for learning and for curriculum design.  相似文献   

The relationship between spirituality and quality of life among university students: An autoregressive cross-lagged panel analysis     

Wilfred W. F. Lau  C. Harry Hui  Jasmine Lam  Esther Y. Y. Lau  Shu-Fai Cheung 《Higher Education》2015,69(6):977-990

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Parents’ perfectionistic tendencies and children’s early numeracy competence: the mediating roles of children’s executive functions and numeracy interest     

Cheung  Sum Kwing  Chan  Winnie Wai Lan  Fong  Ricci Wai-tsz 《European Journal of Psychology of Education - EJPE》2023,38(3):1185-1200

European Journal of Psychology of Education - Parents’ high academic expectations have often been found to benefit children’s academic outcomes. Nonetheless, little is known whether...  相似文献