Cinemeducation: using film as an educational tool in mental health services     

Helene Gorring  John Loy  Hannah Spring 《Health information and libraries journal》2014,31(1):84-88

This feature looks at the benefits of using film as an educational tool for mental health. In particular, it presents two case studies outlining how two health library services successfully implemented film clubs for the purposes of teaching and learning for mental health. H.S.  相似文献   

No space for girliness in physics: understanding and overcoming the masculinity of physics     

Helene Götschel 《Cultural Studies of Science Education》2014,9(2):531-537

Allison Gonsalves’ article on “women doctoral students’ positioning around discourses of gender and competence in physics” explores narratives of Canadian women physicists concerning their strategies to gain recognition as physicists. In my response to her rewarding and inspiring analysis I will reflect on her findings and arguments and put them into a broader context of research in gender and physics. In addition to her promising strategies to make physics attractive and welcoming to all genders I want to stress two more aspects of the tricky problem: diversity and contextuality of physics.  相似文献   

中外合作办学宿舍文化潜在课程及学生感受的实证分析——以广东某高校为个案     

朱宇  冯瑞龙  饶智瑜 《保定学院学报》2011,24(5):112-119

以广东省某中外合作办学高校为研究个案,对宿生发放了526份问卷,并对该校相关管理部门的负责人以及个别宿生进行了访谈,力求了解中外合作高校校方设计/引导的宿舍文化蕴含的潜在课程(含宿舍的物质文化、制度文化和精神文化三个层面)及学生对其的感受。研究结果表明:学生对中外合作办学宿舍文化潜在课程的整体评价大多数是正面而积极的,只有13.5%的学生表示不喜欢小镇的生活。大多数学生认同小镇生活,认为其让他们获得了独立的生活能力并学会了人际交往技巧,学生对于三个层面潜在课程功效的认同度由高到低分别为物质、制度、精神。  相似文献   

Group work and the learning of critical thinking in the Hong Kong secondary liberal studies curriculum     

Dennis Fung  Christine Howe 《Cambridge Journal of Education》2014,44(2):245-270

This article reports the findings of a one-year longitudinal study that investigated the impact of group work on the development of students’ critical thinking in Hong Kong secondary schools. It explores whether the participation of teachers in a group-based teaching intervention adapted from an earlier study conducted in the United Kingdom (UK) facilitated students’ use of critical arguments in Liberal Studies lessons. In addition to examining students’ critical thinking skills through test performance and the use of reasoned justifications in written class-work, the article also discusses the applicability to the Hong Kong context of the programme on which the intervention was based. In general, the results of the study indicate that group work is more effective than whole-class instruction in developing students’ critical-thinking skills and that students make better progress in ‘teacher-supported’ than ‘student self-directed’ group work.  相似文献   

Pre-service teachers' beliefs about the switch of medium-of-instruction and their influence on lesson planning and teaching practice     

Angela Choi Fung Tam 《Asia Pacific Journal of Education》2013,33(4):476-492

Studies suggest that pre-service teachers' existing beliefs often serve as a lens to interpret the subject matter to be taught, guide their thoughts in lesson planning and shape their behaviour in classroom practices during their teaching practicum. This study examines how these beliefs affect pre-service teachers' conceptualization of Putonghua-medium-of-instruction (PMI) and their teaching. The findings indicate that the conceptualization of pre-service teachers about PMI ranged from code switching to curriculum integration. Their focus of lesson planning and teaching practice varied from transmission of Putonghua knowledge and detailed explanation of text information to integration of Chinese Language and Putonghua.  相似文献   

Improving clinical care outcomes for Canadian seniors: findings of a pilot study evaluating an applied simulated and integrated learning approach (ASILA) for home care workers     

Veronique M. Boscart  Lauren Crutchlow  Linda Sheiban Taucar  Sandra Schelling  Elliott Fung  Raquel S. D. Betini 《Educational gerontology》2013,39(10):612-623

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Some statistics concerning interpretation courses     

Helene Wilson 《Quarterly Journal of Speech》2013,99(4):342-352

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Discriminating participants and non-participants in continuing professional education: the case of teachers     

Yan Fung Mok  Tsz Man Kwon 《International Journal of Lifelong Education》2013,32(6):505-519

There are a number of theoretical perspectives established for studying adult participation in education, but they are seldom examined together in single studies; neither are participants and non-participants examined simultaneously. This study examines the relative power of the major perspectives in distinguishing between and predicting participants and non-participants. Secondary school teachers who were participating or not participating in continuing professional education programmes were taken as target respondents. Results show that the theoretical perspectives of situations, dispositions, attitudes and beliefs in continuing professional education, and social norms and pressure, do not discriminate teacher participants and non-participants and are therefore not good predictors of the participation status of teachers. Only a few factors in the perspectives of motivations and socio-economic background are significant and meaningful in distinguishing the two teacher groups and in predicting participation status.  相似文献   

Teacher Growth: The Formation and Pursuit of Personal Values     

Yan Fung Mok 《Interchange》2002,33(2):115-138

Facilitative environmental factors, skills and knowledge training, and reflection upon experiences and beliefs are regarded as important in teacher development. The attainment of normative professional identity indicates that a teacher has grasped the principles of skills, knowledge, and beliefs that govern teachers' professional behavior. However, what is neglected is the psychosocial process that brings about internal changes in teachers' growth. This paper argues that the soul behind teacher growth is the self-as-agent in directing a person's growth in fulfilling his or her own personal values and personality. Teachers with self-defining personalities search for congruent environments to nurture their personal values and they engage in generativity tasks to actualize those values. With the success and satisfaction brought about by the accomplishment of their personal values, teachers do not stop at a plateau but will keep pursuing continuous growth.  相似文献   

The influence of liberal studies on students’ participation in socio-political activities: the case of the Umbrella Movement in Hong Kong     

Dennis Fung  Angie Su 《牛津教育评论》2016,42(1):89-107

This paper reports an investigation into how secondary student participants in Hong Kong’s Umbrella Movement related this particular political experience to their learning of Liberal Studies. Questionnaire-based surveys and interviews were conducted to probe their interpretations of Liberal Studies’ impact on their political involvement and their perceptions of national versus local identity. The results indicate that students perceived the subject to have offered them background knowledge necessary for comprehending the movement rather than functioning as the cause of their participation against the backdrop of wider socio-economic conflicts in the community at large. Moreover, the current Liberal Studies curriculum seems to have reinforced students’ sense of a dichotomy between their local and national identities. Further examination of that dichotomy sheds light on both the review of Liberal Studies and another recently proposed, but swiftly shelved, curriculum: Moral and National Education. The study’s broad implications for citizenship education worldwide are also discussed.  相似文献