Transnational comparisons of teacher expectation of mathematical functional ability in early years and Key Stage 1 pupils – a study undertaken in Hong Kong and England     

Liz Browne  Kwok-Shing Richard Wong 《Education 3-13》2017,45(4):504-515

The dominance of Asian communities in international league tables such as those produced by The Program for International Student Assessment, which monitors competence in literacy and numeracy, has resulted in a policy discourse from the English government of failing schools, deficit curricular and ineffective teachers. This in turn has led to a re-defining of the National Curriculum framework for pupils educated in England with greater focus given in the Early Years curriculum to Mathematical functions particularly those associated with skills in counting; understanding and using number; calculating simple addition and subtraction problems and the understanding of shape, space and measure. Drawing on research carried out in Hong Kong and England this article offers a cross-cultural comparison of the expectations of Early Years Teachers in terms of the capabilities of early learners in achieving elements of number competency. The study of teachers’ expectation is a neglected field in research when applied to compare intercultural achievement. In identifying divergent national expectations, the current panic over what constitutes an appropriate maths curriculum is critiqued and recommendations made for further exploration into teachers’ expectations as to the age and stage at which elements of the maths curriculum are introduced in English schools.  相似文献   

The lost generation: the rustication of China’s educated youth (1968–1980), by Michel Bonnin     

Ting-Hong Wong 《History of education》2017,46(4):547-549

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Understanding conceptual development along the implicit-explicit dimension: looking through the lens of the representational redescription model     

Cheung CN  Wong WC 《Child development》2011,82(6):2037-2052

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Beginning secondary science teacher induction: A two‐year mixed methods study     

Julie A. Luft  Jonah B. Firestone  Sissy S. Wong  Ira Ortega  Krista Adams  EunJin Bang 《科学教学研究杂志》2011,48(10):1199-1224

Those who study secondary science teachers are often concerned with preservice or in‐service teacher development. Science teacher educators have acknowledged that this focus is limited, as the induction years of beginning teachers are an important component of teacher development. This mixed methods study focuses on the induction years of beginning content specialists, with the intention of adding to the literature in this underexamined area. The secondary science teachers in this study were followed during their first and second year of teaching in order to understand the changes in their beliefs, pedagogical content knowledge (PCK) and practices as a group, and as they participated in different induction programs. Analysis by induction program revealed that first year teachers who participated in science specific induction programs strengthened their beliefs, PCK, and practices. By the end of the second year, regardless of program, most of the teachers shared similar beliefs and PCK. However, the teachers in the science specific induction programs continued to enact more interactive learning environments that had more investigations and laboratories than did their peers in the other induction programs. For those who work with beginning science teachers, this study suggests that the induction of science specialists is an important area of work. It also explores the complex process of induction, and calls for more research into how beginning secondary science teachers learn and what types of induction experiences can best support beginning science teachers. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1199–1224, 2011  相似文献   

Novice Counselors’ Conceptualizations and Experiences of Therapeutic Relationships     

Alison E. Schwing  Julie R. LaFollette  Jesse A. Steinfeldt  Y. Joel Wong 《International journal for the advancement of counseling》2011,33(1):51-63

This qualitative study investigated three novice counselors’ experiences and characterizations of therapeutic relationships. Thematic analyses of interviews and diaries revealed six common themes: (a) the centrality of supervision and training experiences to navigating interpersonal experiences with clients; (b) anxiety about counselors’ roles in therapeutic relationships; (c) the perception of the therapeutic relationship as less directive than outside (lay) helping relationships; (d) experimentation with different interpersonal styles; (e) awareness of countertransference; and, (f) impact of therapeutic relationships on outside relationships. Findings expand upon the therapeutic relationship as a focal point for the training and supervision of novice counselors.  相似文献   

“Science capital”: A conceptual,methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts     

Louise Archer  Emily Dawson  Jennifer DeWitt  Amy Seakins  Billy Wong 《科学教学研究杂志》2015,52(7):922-948

This paper sets out an argument and approach for moving beyond a primarily arts‐based conceptualization of cultural capital, as has been the tendency within Bourdieusian approaches to date. We advance the notion that, in contemporary society, scientific forms of cultural and social capital can command a high symbolic and exchange value. Our previous research [Archer et al. (2014) Journal of Research in Science Teaching 51, 1–30] proposed the concept of “science capital” (science‐related forms of cultural and social capital) as a theoretical lens for explaining differential patterns of aspiration and educational participation among young people. Here, we attempt to theoretically, methodologically, and empirically advance a discussion of how we might conceptualize science capital and how this might be translated into a survey tool for use with students. We report on findings from a survey conducted with 3658 secondary school students, aged 11–15 years, in England. Analysis found that science capital was unevenly spread across the student population, with 5% being classified as having “high” science capital and 27% “low” science capital. Analysis shows that levels of science capital (high, medium, or low) are clearly patterned by cultural capital, gender, ethnicity, and set (track) in science. Students with high, medium, or low levels of science capital also seem to have very different post‐16 plans (regarding studying or working in science) and different levels of self‐efficacy in science. They also vary dramatically in terms of whether they feel others see them as a “science person.” The paper concludes with a discussion of conceptual and methodological issues and implications for practice. © 2015 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 52: 922–948, 2015.  相似文献   

Careers “From” but not “in” science: Why are aspirations to be a scientist challenging for minority ethnic students?     

Billy Wong 《科学教学研究杂志》2015,52(7):979-1002

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Social foundations of public–private partnerships in education: the historical cases of post-war Singapore and Hong Kong     

Ting-Hong Wong 《History of education》2015,44(2):207-224

This paper compares public–private partnerships (PPPs) in education in post-war Singapore and Hong Kong. After the Second World War the Singapore government shied away from PPPs, while the state in Hong Kong collaborated extensively with the non-state sector in education. Singapore was a small city-state flanked by two Muslim nations, and its post-war regime faced challenges from the Malayan Communist Party. These pressures curbed the state’s involvement with missionary and Chinese bodies in education. Hong Kong, however, was a mono-racial society without any anti-Chinese neighbours, and its authorities were seldom challenged by a militant antagonist. Thus, its government was freer to involve non-state agents in education. This study reveals that PPPs are viable only when suitable non-state partners exist and when the state does not believe that such undertakings would expose the school system to an antagonist. It also urges scholars in future to explore the socio-political preconditions for PPPs.  相似文献   

唐僧义净翻译思想研究   总被引：1，自引：0，他引：1  

王绍峰 《阜阳师范学院学报(社会科学版)》2004,(4):19-24

本文完全从文本出发,从义净的具体翻译实践中勾稽其翻译观点,以现代翻译理论审视揭橥其翻译思想,补足完善翻译史。  相似文献   

Preparing Teachers for Anti‐oppressive Education: International movements     

Kevin K. Kumashiro  Sikunder Ali Baber  Eric Richardson  Carol Ricker‐Wilson  Pia L. Wong 《Teaching Education》2013,24(3):257-275

While theories and recommendations continue to proliferate in the educational research literature on what it means to teach towards social justice and to prepare teachers for such teaching, so do concerns that these theories and recommendations fail to account for the ways that the contexts of teaching—cultural contexts, national contexts, political contexts—always affect teaching in idiosyncratic, unpredictable and even contradictory ways. Given that much educational research fails to trouble the US‐centric nature of prevailing conceptions of social justice and teacher education, it is important to learn about the unique as well as shared challenges facing teacher educators around the globe. In this article, teacher educators from Asia, Africa, North America and South America offer a sampling of initiatives in anti‐oppressive teacher education; that is, initiatives to prepare teachers to teach various subject matters to various age groups, addressing various forms of oppression in various cultural and community contexts.  相似文献