Affirming Cultures,Communities and Experiences: Teaching for Social Justice in Teacher Education Literacy Courses     

Christy Maranda Howard  Anne Swenson Ticknor 《Clearing house (Menasha, Wis.)》2019,92(1-2):28-38

In this article we share several activities we use in our teacher education literacy courses that incorporate a social justice lens. For each activity we suggest resources, offer examples we have created and used in our teaching, and share research to support each activity. The activities build on each other, with the intent of increasing preservice teacher knowledge of how to teach for social justice by moving beyond awareness and understanding lived experiences of students to affirming cultures and experiences of all students, creating inclusive and equitable classrooms. By experiencing teaching from this stance in our courses, we hope that our preservice teachers take up and teach from a social justice stance in their future classrooms.  相似文献   

Science Learning Outcomes After Accounting for Opportunity to Learn: The Effect of Gender and Science Stream     

K C Cheung 《Asia Pacific Journal of Education》1992,12(1):68-78

This article examines the effects of gender and Science stream differences on the cognitive and affective outcomes of schooling at the Sixth Form level (Grade 12) in Hong Kong, using data collected for the Second IEA International Science Study (SISS). It seeks to derive some dimensions of gender difference on these outcomes amongst the physical and biological Science stream pupils. The problem of the confounding effect of gender and Science stream, and the pattern of curriculum implementation effect across Science streams and courses are handled. Social and psychological implications of the findings for curriculum developers, teachers and pupils are discussed. Results of the analyses provide a basis for comparisons across school systems participating in the SISS surveys.  相似文献   

Effectiveness of Parent–Child Number Board Game Playing in Promoting Chinese Kindergarteners’ Numeracy Skills and Mathematics Interest     

Sum Kwing Cheung  Catherine McBride 《Early education and development》2017,28(5):572-589

Research Findings: In Study 1, we observed 32 Chinese kindergarteners playing a number board game with their caregivers in dyads. Number board game playing provided important opportunities for kindergarteners and their caregivers to talk about an array of number concepts, but their numeracy-related exchanges rarely went beyond counting. In Study 2, 88 Chinese kindergarteners and their parents were randomly assigned to 1 of 4 groups, namely, the game with parent training group, the game without parent training group, the exercise book group, and the control group. After a 4-week intervention, kindergarteners in the 3 treatment groups who began as relatively unskilled in numeracy showed comparable improvement in 3 numeracy tasks, and the effect sizes were often larger in the game with parent training group than in the game without parent training group. Moreover, kindergarteners in the 2 game groups tended to show relatively heightened mathematics interest. Practice or Policy: Findings of these 2 studies suggest that number board game playing has the potential benefit of promoting kindergarteners’ numeracy competence and mathematics interest. Training of parents might even optimize kindergarten children’s gains from parent–child number board game playing.  相似文献   

‘Read a hundred times and the meaning will appear ...’ Changes in Chinese University students’ views of the temporal structure of learning   总被引：1，自引：0，他引：1  

Marton  Ference  Wen  Qiufang  Wong  Kam Cheung 《Higher Education》2005,49(3):291-318

It has been shown earlier that while some high school students (younger on the average) do not differentiate between memorization and understanding, others (older on the average) do so (Marton, Watkins and Tang, Learning and Instruction 7, 21–48, 1997). Those who do differentiate impose a sequential ordering on the two: When you learn you memorize first and understand subsequently or When you learn you understand first and memorize later. This sequential ordering is expressed both through the students account of their theory of learning and their account of their own study practices. In the current study a group of 20 students of an elite University in mainland China were interviewed about learning, memorization and understanding in the context of their studies upon entering the University and 1.5 years later. It was found that while on the first occasion the predominant mode of talking about memorization and understanding was by discussing them in terms of either of the two above ways of sequentially ordering them. On the second occasion the most frequent way of talking about memorization and understanding was in terms of two simultaneous events, simply two different aspects of the very same learning process. The students spoke about using both repetition and variation in their study practice at the same time. Unlike when you read the same presentation of something several times in the same way and thus repeat the same thing again and again, when you read different presentations of the same thing or when you read the same presentation in different ways, something is repeated and something is varied. To the extent that repetition enhances remembering and variation enhances understanding – as the students seem to believe – they will likely remember that which is repeated and understand that which is varied. And when the two are intertwined they will remember what they understand.  相似文献   

Associations between peer‐perceived status and aggression in young adolescents     

Christy M. Walcott  Amber Upton  Larry M. Bolen  Michael B. Brown 《Psychology in the schools》2008,45(6):550-561

Different functions within different forms of aggression were examined in relation to peer‐perceived preference and popularity among middle school students. Two hundred and three 7th grade students were nominated by a subset of their grade mates based on indices of likeability, popularity, and aggressiveness. Both linear and curvilinear associations were examined. Lower peer preference, but higher popularity, was associated with increased levels of all types of aggression, supporting the need to differentiate the relationship between aggression and these two facets of peer status. Relational aggression was associated with both low and high levels of popularity. Overt aggression was related to low peer preference and, to a lesser degree, high peer preference. It appears that what separates low‐ and high‐status students is not the presence of aggression per se, but how effectively their displays of aggression achieve their social goals. Findings are discussed in respect to social dominance theory, and implications for practice are considered. © 2008 Wiley Periodicals, Inc.  相似文献   

School‐based health promotion: An introduction to the practitioner's edition     

Christy M. Walcott  Sandra M. Chafouleas  James L. McDougal  David N. Miller  T. Chris Riley‐Tillman  Jessica Blom‐Hoffman  Robert J. Volpe 《Psychology in the schools》2008,45(1):1-4

In this age of increasing professional accountability, it is important that school practitioners engage in evidence‐based practices. In support of this goal, the intent of this special issue is to disseminate practical, user‐friendly, evidenced‐based information related to school‐based health issues. This article introduces the Psychology in the Schools “Practitioner's Edition” on school‐based health promotion. A conceptual framework for the issue, encompassing universal prevention strategies and tertiary intervention strategies, is described. First, school practitioners have unique opportunities to promote healthy behavior for all children and to engage in universal prevention of common health conditions. Second, practitioners should recognize the special needs of children with specific diagnosed medical conditions and employ individualized intervention strategies for these children. © 2007 Wiley Periodicals, Inc.  相似文献   

Teacher efficacy: A comparative study of Hong Kong and Shanghai Primary in-service teachers     

Hoi Yan Cheung 《The Australian Educational Researcher》2008,35(1):103-123

Teachers beliefs about their ability to affect students’ performance is an important part of professionalism. This study compared 725 Hong Kong and 575 Shanghai primary in-service teachers on their teacher efficacy. Two Chinese versions of the 12-item Teachers’ Sense of Efficacy Scale were used in this study since some wordings of the Hong Kong version of the Scale (HK-TSE) were different from the Shanghai version (STSE) as a result of cultural differences. Basically, the Shanghai teachers reported significantly higher efficacy than did the Hong Kong teachers. After reviewing these quantitative results, 86 follow-up questionnaires from Shanghai in-service teachers who also participated in the first part of this study were collected. Results of this qualitative part showed that the three most commonly cited factors for the contribution of teacher efficacy were: respect and confidence placed in them by students and parents, the training they received from universities and the experience they gained from daily teaching practice. Though Hong Kong in-service teachers had lower efficacy scores than the Shanghai counterparts.  相似文献   

A Tale of Two Cities: Education Responds to Globalisation in Hong Kong and Singapore in the Aftermath of the Asian Economic Crisis     

Cheung Wing‐Leong  Ravinder Sidhu 《Asia Pacific Journal of Education》2003,23(1):43-68

It has been suggested that although the most theorisation about globalisation has emerged from “western” contexts, the material implications of globalisation have been felt most strongly in non‐western regions. With this in mind, we are undertaking a situated analysis of how two states, Singapore and Hong Kong, are interacting with the broader processes of globalisation through their educational policies. We apply Foucault's conceptual tool of governmentality to understand (i) the conduct of governing in the contemporary nation‐state, and (ii) how the “right” rationalities are being inculcated by government to create “desiring subjects” who will play their part in ensuring national prosperity. We use the Asian Economic Crisis as a point of departure to show how global‐local tensions are being managed by Singapore and Hong Kong. We conclude that both these global cities have adroitly managed the Asian economic crisis to steer their citizens away from pursuits of greater political freedom and towards concerns of material well being. They have done so through a selective interpretation of globalisation, by simultaneously resisting and embracing the contradictory strands of globalisation. Education has emerged as a critical space for this selective absorption of globalising trends.  相似文献   

The effect of instruction in question-answer relationships and metacognition on social studies comprehension     

Yolande M. Benito  Christy L. Foley  Craig D. Lewis  Perry Prescott 《Journal of Research in Reading》1993,16(1):20-29

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Factors related to resilience of academically gifted students in the chinese cultural and educational environment          下载免费PDF全文

Xinjie Chen  Hoi Yan Cheung  Xitao Fan  Joseph Wu 《Psychology in the schools》2018,55(2):107-119

This study examined variables in three domains (personal, parent support, and peer support) for their relationships with the resilience of academically gifted students in the Chinese cultural and educational environment. The participants were 484 academically gifted students in two highly competitive secondary schools (so‐called “key” schools) in a metropolitan city in southern China. The constructs measured in the personal domain were resilience, hope, creativity, and curiosity. The constructs measured in the domain of parent support were parent trust, parent communication, and parent alienation. The constructs measured in the peer support domain were peer trust, peer communication, and peer alienation. Three nested regression models showed that the personal constructs (hope, creativity, and curiosity) were all related to the resilience of the academically gifted students. Parent support variables did not exhibit predictive effects over and above that of the personal constructs, but peer support variables did show additional predictive effects over and beyond personal variables and parent support variables. Explanations and implications were discussed for the findings, and some limitations of the study were also discussed.  相似文献