Construction of a eletrically sustained Rijke tube set-up     

Wai Hoong 《Resonance》2003,8(9):73-74

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Experimental intervention research on students with specific poor comprehension: a systematic review of treatment outcomes     

Sung Hee Lee  Shu-Fei Tsai 《Reading and writing》2017,30(4):917-943

Students with specific poor comprehension (SPC) can sound out words accurately, but have difficulty understanding what they read. However, most existing reading intervention studies on students with reading disabilities did not differentiate students with SPC from other types of students with reading disabilities who accompany with decoding difficulties. The purpose of this systematic review was to synthesize findings from 14 experimental intervention studies that have included students with SPC with the goal of increasing reading comprehension. Out of eight types of interventions identified, Reciprocal Teaching (g = .856) demonstrated the largest effect size. Metalinguistic intervention showed the effect size of above .50 (a medium effect size), suggesting that intervention that explicitly teaches high-level oral language strategies was positive to improve reading performances of students with SPC. Findings also suggest a need to specify the classification criteria of students with SPC to broaden an understanding about the evidence-based intervention for students with SPC. Practical implications for effective practice, limitations, and future directions are discussed.  相似文献   

Technology integration for young children during COVID-19: Towards future online teaching     

Xinyun Hu  Ming Ming Chiu  Wai Man Vivienne Leung  Nicola Yelland 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(4):1513-1537

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The Development of Diploma in Education Student Teachers’ Mathematics Pedagogical Content Knowledge     

Suat Khoh Lim-Teo  Kwee Gek Chua  Wai Kwong Cheang  Joseph K. Yeo 《International Journal of Science and Mathematics Education》2007,5(2):237-261

Mathematics pedagogical content knowledge (MPCK) of teachers cannot be easily defined but is a complex concept integrating generic pedagogical knowledge, mathematics teaching methodology as well as knowledge of the discipline of mathematics. It is the objective of mathematics methodology courses in teacher preparation programmes to begin the development of MPCK in their pre-service teachers. As part of a research study on the development of MPCK in primary school beginning teachers, a 16-item instrument was developed to measure some aspects of the MPCK for teaching mathematics at primary level. The instrument was administered to the 2003 Intake of the Diploma in Education student teachers at the National Institute of Education, Singapore just at the beginning of their programme. As they completed their methodology course in February 2005, the instrument was administered again. This paper will discuss the findings concerning their performance in these two tests, with reference to the overall performance as well as topic-specific and MPCK construct-specific performance. The findings indicate that student teachers at the beginning of their programmes are generally quite weak in their mathematics pedagogical content knowledge, as might be expected. There was significant improvement in some aspects of their MPCK on completion of their mathematics pedagogy course.  相似文献   

Beyond competition: a comparative review of conceptual approaches to international student mobility     

William Yat Wai Lo 《Globalisation, Societies & Education》2019,17(3):261-273

The existing literature offers an instrumentalist approach that focuses on how economic rationality underlies international student mobility (ISM). In response to these instrumentalist accounts, a critical approach emerges and reemphasises the importance of humanity and human rights in ISM and the process of internationalisation of higher education. However, this paper argues that these critical perspectives are insufficient to address the non-instrumental values of ISM. To address this argument, the paper uses the capability approach to reframe the meanings of ISM, thereby broadening the conceptual approaches to this aspect of internationalisation of higher education. Specifically, the paper suggests that international mobility is a way to promote individual freedom. On the conceptual basis of the capability approach, the paper identifies three interrelated orientations for future research on the impact of mobility on international students.  相似文献   

Attitudes and aspirations regarding engineering among Chinese secondary school students: comparisons between industrialising and post-industrial geo-engineering regions of Mainland China and Hong Kong     

Peter Kutnick  Zhiyong Zhu  Cecilia Chan  Rosanna Yuen-Yan Chan  Betty Pok-Yee Lee  Veronica Ka Wai Lai 《Compare》2018,48(4):608-629

School-based pipelines/routes for university and technical engineering education are recognised as important for economic development and the high-school years are critical for shaping students’ career aspirations and attitudes. This study examined a range of attitudes/experiences on the aspirations of secondary students to pursue engineering education and vocation. Experiential/attitudinal aspects covered demographic characteristics, family/school support, practical learning experiences, curricular/extra-curricular experiences, attitudes, perceptions and engineering-efficacy that may affect aspirations. A validated questionnaire capturing these variables was administered to respective samples of secondary school students from four Chinese geo-engineering regions (Beijing, Guangzhou, Hong Kong and ShanXi; 5965 students) that represent differing degrees of industrialisation. Comparative analyses across regions show ‘doing’ engineering is key to motivating students’ aspirations; while regional variations suggest that schooling and family factors are generally more significant in industrialising Mainland cities, and extracurricular opportunities and personal factors are more significant for students in post-industrial Hong Kong.  相似文献   

Technology‐rich inquiry science in urban classrooms: What are the barriers to inquiry pedagogy?*     

Nancy Butler Songer  Hee‐Sun Lee  Rosalind Kam 《科学教学研究杂志》2002,39(2):128-150

What are the barriers to technology‐rich inquiry pedagogy in urban science classrooms, and what kinds of programs and support structures allow these barriers to be overcome? Research on the pedagogical practices within urban classrooms suggests that as a result of many constraints, many urban teachers' practices emphasize directive, controlling teaching, that is, the “pedagogy of poverty” (Haberman, 1991 ), rather than the facilitation of students' ownership and control over their learning, as advocated in inquiry science. On balance, research programs that advocate standards‐based or inquiry teaching pedagogies demonstrate strong learning outcomes by urban students. This study tracked classroom research on a technology‐rich inquiry weather program with six urban science teachers. The teachers implemented this program in coordination with a district‐wide middle school science reform. Results indicated that despite many challenges in the first year of implementation, students in all 19 classrooms of this program demonstrated significant content and inquiry gains. In addition, case study data comprised of twice‐weekly classroom observations and interviews with the six teachers suggest support structures that were both conducive and challenging to inquiry pedagogy. Our work has extended previous studies on urban science pedagogy and practices as it has begun to articulate what role the technological component plays either in contributing to the challenges we experienced or in helping urban science classrooms to realize inquiry science and other positive learning values. Although these data outline results after only the first year of systemic reform, we suggest that they begin to build evidence for the role of technology‐rich inquiry programs in combating the pedagogy of poverty in urban science classrooms. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 128‐150, 2002  相似文献   

Student ability in identifying reasons for different points of view: A learning activity conducted with a group of Japanese High School Students     

Nu Nu Wai  Yukiko Hirakawa  Kyoko Hirasawa  John H. Giles 《Asia Pacific Education Review》2005,6(2):153-157

Problem solving as a skill is emphasized within the revised Japanese Course of Study for schools. This experimental study, conducted among Japanese high school students, evaluates an effort to develop student ability to identify reasons fordifferent points of view, not just personally favored views. First, the ability of all students was tested using a reading literacy question from the 2000 PISA test, which measures the reading skills of evaluation and reflection. The experimental group then participated in a developmental learning activity. After the activity, all students were retested using the same PISA question. Nothing conclusive was found regarding the general effectiveness of the lesson activity, but two insights were gained. It was found that student self-awareness of the importance of the learning task and interactive learning are important to consider.  相似文献   

Assessment of early handwriting skill in kindergarten children using a Chinese name writing test     

Tse  Linda Fung Ling  Siu  Andrew Man Hong  Li-Tsang  Cecilia Wai Ping 《Reading and writing》2019,32(2):265-284

Reading and Writing - This study developed and validated a Chinese name writing scale (CNWS) for evaluating early handwriting skills of kindergarten children. We then used the validated CNWS to...  相似文献   

Evaluation of Korean information infrastructure policy 2000–2010: Focusing on broadband ecosystem change     

Dong-Hee Shin  Sang Hee KweonAuthor vitae 《Government Information Quarterly》2011,28(3):374-387

South Korea has been very active in broadband development for the last decade, which has made major strides in its development. This study evaluates the evolution of Korea's broadband development from the year 2000 to the present day. Historic and archival data related to Korean broadband projects are reviewed in this paper, drawing on broadband ecosystem as a framework for assessment. The purpose of this study is to provide insight into challenges and create a prospectus by offering a socio-technical analysis of broadband development. This will involve the in-depth investigation of the social dynamics, political discourse, and technological choices inherent in the design and development of the next generation of networks. Despite active investment and proactive drive, uncertainty still remains surrounding the evolution of broadband and what impact it may have on the new broadband milieu in Korea. This study will offer an effective adoption/diffusion strategy as well as a viable information policy model for more advanced infrastructure in other countries.  相似文献