Education, political development and social equity in Malaysia     

Francis Wong 《International Journal of Educational Development》1982,2(3):235-248

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We Talk About It,But Do They Get It?     

Juliet Baxter  John Woodward  Jill Voorhies  Jennifer Wong 《Learning disabilities research & practice》2002,17(3):173-185

This article reports on the last of a series of iterative research studies involving students with learning disabilities in reform mathematics classrooms at the intermediate grade levels. This study reports the findings from a larger, year‐long case study that focused on ways to include students with learning disabilities and other students who are at risk for special education services in classwide discussions of problem solving. The data reported in this article detail the changes in teacher and student discourse over a nine‐week period in one classroom. Sources of data for this study included videotapes, audiotapes, and informal interviews with the teacher, a paraprofessional, and students. A quantitative analysis of the results indicates clear patterns of change in teacher and student discourse. Nonetheless, intentional efforts to include target students in the whole‐class discussions yielded instructional dilemmas that are underdescribed in the mathematics reform literature. Findings from this study have implications for special educators interested in mathematical problem solving, as well as math reformers who value the role of classroom discourse in daily instruction.  相似文献   

Persistence early and late in extinction as a function of number of continuous reinforcements preceding partial reinforcement training     

Kenneth L. Traupmann  Abram Amsel  Paul T. P. Wong 《Learning & behavior》1973,1(3):219-222

In two experiments rats were given straight-alley training in the following sequence: continuous reward (CR), partial reward (PR), extinction (EXT). Independent groups differed only in the amount of CR training. In both experiments,. early-EXT performance was directly related to amount of CR training and late-EXT performance was inversely related to amount of CR training. These data were related to a possible specific s_F intensity hypothesis, an extension of frustration theory.  相似文献   

Retrieval Practice Enhances Analogical Problem Solving     

Sarah Shi Hui Wong  Gavin Jun Peng Ng  Tobias Tempel 《Journal of Experimental Education》2019,87(1):128-138

The impact of retrieval practice on analogical-problem-solving performance was investigated using a complex, educationally relevant task. Participants studied a statistical hypothesis testing scenario and practiced recalling the material or repeatedly studied it. Participants then completed a final test either 5 minutes or 1 week later involving a novel hypothesis-testing scenario that shared an intermediate procedural strategy and superficial and structural similarity with the study scenario but that differed at a specific procedure level. When the final test was given after 5 minutes, no differences in performance were observed across conditions (d = 0.01). Crucially, on the delayed test, retrieval practice produced superior performance than did repeated studying (d = 0.81), whereby participants were better at applying learned knowledge to solve a novel problem.  相似文献   

How do teachers learn together? A study of school-based teacher learning in China from the perspective of organisational learning     

Xiaolei Zhang  Jocelyn L. N. Wong 《Teachers and Teaching》2018,24(2):119-134

Studies of professional development have examined the influence of school-based approaches on in-service teacher learning and change but have seldom investigated teachers’ job-embedded learning processes. This paper explores the dynamic processes of teacher learning in school-based settings. A qualitative comparative case study based on the framework of organisational learning was conducted to analyse the ways that 17 teachers from two school-based communities in a secondary school in Shanghai, China, experienced learning through various learning activities. The findings showed that the two group teachers had actively developed implementation-oriented and experimentation-oriented processes of learning. The former process is referred to as exploitation learning. Exploitation learning helps teachers by creating a stable environment to learn the existing knowledge and norms of practice of a school organisation. The latter process is referred to as exploration learning. Exploration or exploratory learning provides a platform for new knowledge construction aimed at improving existing practices in a more radical way. Teachers’ perceptions of and participation in school-based learning activities shape their learning experiences in different ways. Specifically, the support of school leaders is necessary to promote teachers’ exploratory learning in school-based settings. However, the leadership strategies that best support teachers’ learning require further investigation.  相似文献   

中国文化与学校道德领导   总被引：2，自引：0，他引：2  

黄锦樟 《中国德育》2007,2(6):8-11

中国文化历来重视领导价值，并以道德背景作为储备领导的条件。近年来，“道德领导”这一领导模式在英语国家引起了广泛关注。中国文化传统对学校领导实践的影响为领导理论、尤其是教育领导理论提供了一个本土视角。  相似文献   

Contextual Impact on Educational Management and Leadership     

Kam-Cheung Wong 《Journal of Educational Change》2006,7(1-2):77-89

From the early 1950s until the late 1970s China adopted a closed-door policy. It went its own way in its socio-economic and political development until the early 1980s when China opened up to the world again. After this, more researchers from outside visited schools in China and began to realize how the highly centralized school system was different from the West. What was perhaps surprising was that the Chinese had developed a number of features similar to current theorizing on sustainable systems promoted recently in western cultures. This essay studies some of those features and explores their possible causes and influence. Two case studies are included to illustrate how decision-making was affected.  相似文献   

Cognition and Scholastic Success in West Indian 10‐year‐olds in London: a comparative study     

Christopher Bagley  Martin Bart  Joyce Wong 《Educational studies》1978,4(1):7-17

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Aspects of Mathematical Understanding     

Wong Khoon Yoong 《Asia Pacific Journal of Education》1987,8(2):45-55

“Teaching for understanding” is often considered to be an important educational objective. For instance, the Singapore Elementary Mathematics Syllabus (1981) states that “… pupils should know and understand mathematical ideas and principles, including the techniques and skills in mathematical computation” (p.2). As the computer is used more frequently in education and society, the aim of education should shift from training for specific skills to understanding. However, “understanding” may mean different things to different people. This paper provides an analysis of the concept of understanding and reports on a survey about mathematical understanding.  相似文献   

Integrating interactive learner-immersed video-based virtual reality into learning and teaching of physical geography     

Morris Siu-Yung Jong  Chin-Chung Tsai  Haoran Xie  Frankie Kwan-Kit Wong 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2064-2079

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