Pedagogy of the Spirit: Comparing Evangelical and Latter-day Saint Youth Self-Reported In-Class Spiritual Experiences     

Arch Chee Keen Wong  Anthony Sweat  Ryan Gardner 《Religious education (Chicago, Ill.)》2017,112(5):569-584

This study statistically analyzes data from 756 evangelical and Latter-day Saint youth regarding their perceived in-class spiritual experiences of twenty items related to Christian theology. The data indicates similar spiritual outcomes between the two groups, with no statistically significant differences between eleven of the twenty spiritual experience items. However, evangelical participants most highly reported affective spiritual outcomes and least commonly reported action-oriented spiritual outcomes, while Latter-day Saint youth most highly reported action-oriented spiritual outcomes and least commonly reported cognitive spiritual outcomes. Action-oriented spiritual outcomes constitute the greatest difference between the two groups. We explore how the differences between evangelical and Latter-day Saint pedagogy and theology might account for these differences.  相似文献   

Effectiveness of an Intensive Learning Skills Course for University Students on Restricted Enrolment     

Emmanuel Manalo  Glenis Wong‐Toi  Marcus Henning 《高等教育研究与发展》1996,15(2):189-199

Prior to the commencement of the 1994 academic year, University of Auckland students who had failed one‐half or more of their papers in the previous year were invited to attend a four‐day intensive learning skills course conducted by the Student Learning Centre of the University. The course covered various topics such as effective time management and study organisation, preparing for and taking tests and exams, memory and concentration, and writing skills. A total of 74 students attended the course. After final examinations, the results of these students were analysed. As a group these students significantly improved on their previous year's pass rates. Furthermore, their pass rates were significantly better than those of a randomly selected group of students who were in a similar situation with regard to their previous year's academic performance, but who did not attend the course.  相似文献   

Moving from a Personal to a Social Constructivist View of Learning: Implications for Support in the Student Teaching Experience 1     

May Cheng May Hung  Winnie So Wing Mui  Wong Yu Lai Wah  Lee Man Yuk Ching 《Asia Pacific Journal of Education》2003,23(1):85-98

Recently, the school and co‐operating teachers have an increasingly important role, by offering stronger support during the teaching practice. Being congruent with similar developments in teacher education programmes in other countries, this development in Hong Kong is strengthened by research studies examining the process of learning to teach. By arguing that the process of learning to teach can be examined from a personal constructivist view of learning, this paper examines the experience from the student‐teachers’ perspective. The finding reports on the problems perceived by the student‐teachers during the student teaching practice and the support provided by the co‐operating teachers. The problems encountered and the support obtained were compared and contrasted to reveal the possible roles of the co‐operating teachers. The process of learning to teach is extended from a personal view to include support from the social milieu. This paper proposes to consider the process from a social constructivist view of learning. Drawing on the findings, it concludes with implications on how the school and the teacher education institute can collaborate and support the student‐teachers from a social constructivist view of learning.

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‘Just turn to us’: the persuasive features of contract cheating websites     

Susan Rowland  Christine Slade  Kai-Sheng Wong  Brooke Whiting 《Assessment & Evaluation in Higher Education》2018,43(4):652-665

Academic integrity is important to universities and students must abide by codes of academic conduct around assessment. Students are, however, subject to multiple pressures around assessment, some of which can push them to cheat. Modern contract cheating websites are the fronts for sophisticated, commercial operations that offer individually written assessment items for a fee; to combat their use we need a better understanding of the tools they use to persuade students to become customers. In this study we examined the persuasive features of 11 highly-visible contract cheating websites and mapped these features to a previously used persuasiveness framework. We find that contract-cheating websites use a variety of credibility, interactive and informative features designed to persuade students to use their services. In addition, the sites offer low-cost, customisable products available in very short timeframes. We suggest ways in which educators can encourage academic integrity by talking with their students about how the websites promulgate their ‘just turn to us’ message.  相似文献   

Web &; Wild     

Bibek Bhattarai  Mike Wong  Rahul Singh 《TechTrends》2003,47(2):68-68

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Seamlessly learning Chinese: contextual meaning making and vocabulary growth in a seamless Chinese as a second language learning environment     

Lung-Hsiang Wong  Ronnel B. King  Ching Sing Chai  May Liu 《Instructional Science》2016,44(5):399-422

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Empirical Performance of Covariates in Education Observational Studies     

Vivian C. Wong  Jeffrey C. Valentine  Kate Miller-Bains 《Journal of research on educational effectiveness》2017,10(1):207-236

This article summarizes results from 12 empirical evaluations of observational methods in education contexts. We look at the performance of three common covariate-types in observational studies where the outcome is a standardized reading or math test. They are: pretest measures, local geographic matching, and rich covariate sets with a strong theory of treatment selection. Overall, the review demonstrates that although the pretest often reduces bias in observational studies, it does not always eliminate it. Its performance depends on the pretest's correlation with treatment selection and the outcome, and whether preintervention trends are present. We also find that although local comparisons are prioritized for matching, its performance depends on whether comparable no-treatment cases are available. Otherwise, local comparisons may produce badly biased results. In cases where researchers have a strong theory of selection and rich covariate sets, observational methods perform well, but additional replication studies are needed. Finally, observational methods that rely on demographic covariates without a theory of selection rarely produce unbiased treatment effects. The article concludes by offering education researchers empirically based guidance on covariate selection in observational studies.  相似文献   

Developing a tobacco survey for deaf youth     

Berman BA  Eckhardt EA  Kleiger HB  Wong G  Lipton DS  Bastani R  Barkin S 《American annals of the deaf》2000,145(3):245-255

Formidable barriers hinder use of standard data collection methods among deaf youth. Culturally and linguistically sensitive data collection strategies are needed to identify the unmet health and programming needs of this population. Unfortunately, researchers often fail to describe the issues involved in developing such targeted methods. The authors describe development of a culturally appropriate data collection instrument for a study of tobacco-related knowledge, attitudes, and practices among deaf youth. The instrument uses interactive multimedia technology to administer a questionnaire translated into the primary languages used by the Deaf. The procedures taken to accommodate this technology to these languages and to Deaf culture are described. This process yielded useful insights with respect to data collection not only among the Deaf, but among other frequently overlooked and underserved populations as well.  相似文献   

Feasibility of the MTAI as a Selection Instrument for Pre-Service Teacher Education — A Pilot Project     

Eng Soo Peck  Katherine Yip  Lily Wong  Amy Farn  Larn Tit Loong  Frances Lee 《Asia Pacific Journal of Education》1983,5(2):20-42

The Institute of Education is the only institution in Singapore that trains and prepares individuals for the task of teaching. In order to ensure that its products, the teachers, are of a respectable calibre, not only should the training programme be reviewed regularly, but also the method of selecting trainees.  相似文献   

The preparation of pre-service student teachers’ competence to work in schools     

Sylvia Y. F. Tang  May M. H. Cheng  Angel K. Y. Wong 《师资教育杂志》2016,42(2):149-162

Competence to work in schools is an important dimension of professional competence, although it is often a neglected dimension of teacher development. This article reports a qualitative study that examined student teachers’ learning experiences in initial teacher education (ITE) in relation to competence to work in schools. In-depth interviews were conducted with 12 student teachers on an undergraduate ITE programme in Hong Kong. The findings of the study show that competence to work in schools is characterised by student teachers’ deep contextualised learning. In addition, it offers a deeper understanding of this competence in the ITE context by identifying its three facets, namely understanding of the micro-political realities of schools, social capital building and social strategies. The study provides insights for ITE and schools to support student teachers’ development of their competence to work in schools, including the design of ITE curricula, ITE processes and co-curricular activities in undergraduate studies. Moreover, it suggests the importance of developing schools as growth-fostering and positive micro-political sites for ITE fieldwork and teacher induction.  相似文献