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   

Is there creativity in design? From a perspective of school design and technology in Hong Kong     

Yi Lin Wong  Kin Wai Michael Siu 《Asia Pacific Education Review》2012,13(3):465-474

As creativity is likely to become a crucial aspect of living in the future, it is important for educators to teach students to think creatively when solving constantly evolving and increasingly complex problems. Supported by the idea that creativity can be taught and learnt, elements of creativity are now embedded in secondary school education. Among all school subjects, design and technology (D&T) is one of the best examples for fostering and cultivating students?? creativity, as the subject offers creative activities that enable students to realize their ideas in the context of the real world. This paper analyzes the creative elements in the D&T curriculum in Hong Kong as seen in the exemplar projects on the Education Bureau website. Some problems and difficulties encountered in fostering creativity in the context of Hong Kong are identified, based on the current teaching environment. The paper also draws attention to East Asian beliefs and implicit theories, which greatly influence teachers?? underlying assumptions about learning and teaching, and at the same time notes that these beliefs may be detrimental to the development of creativity among students. The paper then identifies the problems and inadequacies in fostering creativity in design at the secondary school level and expects to raise awareness of the importance of creativity in D&T.  相似文献   

Teachers’ perceptions of and responses to student evaluation of teaching: purposes and uses in clinical education     

Wai Yee Wong  Karen Moni 《Assessment & Evaluation in Higher Education》2014,39(4):397-411

Student evaluation of teaching (SET) only becomes an effective tool for improving teaching and learning when the relevant stakeholders seriously consider and plan appropriate actions according to student feedback. It is common practice in medical education to provide clinical teachers with student feedback. However, there is limited evidence about how teachers in higher education, and medical education in particular, systematically apply student feedback to improve the quality of their teaching practice. The focus of this case study was to examine clinical teachers’ perceptions of and responses to SET with respect to its purposes and uses for enhancing their teaching. An explanatory sequential mixed methods approach was employed to collect both quantitative and qualitative data from the clinical coaches. These clinical coaches perceived the main purpose of student evaluation as quality assurance, and were moderately receptive to student feedback. Four key factors enabling or inhibiting their responses were revealed: institutional requirements, operational practices, personal biases and provision of support. Future research should further explore the interrelationships among the above factors as the core mechanism in influencing clinical teachers’ perceptions of and responses to student evaluation.  相似文献   

Connectivity for whom and for what? A normative dimension of education hub     

William Yat Wai Lo  Felix Sai Kit Ng 《Journal of Higher Education Policy & Management》2016,38(3):354-368

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韩国瑞吉欧方案教学发展简述     

金恩姬 《幼儿教育》2007,(18)

自1994年韩国首次应用瑞吉欧方案教学以来,瑞吉欧方案教学已经在韩国发展了十几年,在儿童发展、教师专业成长、家园合作等方面促进了韩国学前教育的发展。但在本土化的过程中,韩国瑞吉欧方案教学面临着新的挑战,需要韩国社会的进一步支持。中、韩两国分享瑞吉欧课程发展经验,有利于两国学前教育的发展。  相似文献   

The moderating effect of experience on the intention to adopt mobile social network sites for pedagogical purposes: An extension of the technology acceptance model     

Lam Wai Leong  Othman Ibrahim  Mohammad Dalvi-Esfahani  Hamed Shahbazi  Mehrbakhsh Nilashi 《Education and Information Technologies》2018,23(6):2477-2498

With numerous benefits of utilising mobile social network sites (SNSs) for learning purposes, limited studies have been conducted to determine the factors that influence the adoption of mobile SNSs in facilitating learning. Accordingly, the main purpose of this study is to explore the determinants of students’ behavioural intention to use mobile SNSs for their pedagogical purposes by utilising an extended version of Technology Acceptance Model. Furthermore, the moderating effect of users’ experience on their behavioural intention was investigated. Using a structured questionnaire, data were collected from 600 students from top-five public universities of Malaysia. The results revealed perceived task-technology fit as the great predictor of users’ intention and perceived usefulness. Although the moderating impact of students’ experience on the model found to be positive, it was not supported in this study. The contributions of this study both to the literature and practice are discussed.  相似文献   

Structured Constructs Models Based on Change‐Point Analysis          下载免费PDF全文

Hyo Jeong Shin  Mark Wilson  In‐Hee Choi 《Journal of Educational Measurement》2017,54(3):306-332

This study proposes a structured constructs model (SCM) to examine measurement in the context of a multidimensional learning progression (LP). The LP is assumed to have features that go beyond a typical multidimentional IRT model, in that there are hypothesized to be certain cross‐dimensional linkages that correspond to requirements between the levels of the different dimensions. The new model builds on multidimensional item response theory models and change‐point analysis to add cut‐score and discontinuity parameters that embody these substantive requirements. This modeling strategy allows us to place the examinees in the appropriate LP level and simultaneously to model the hypothesized requirement relations. Results from a simulation study indicate that the proposed change‐point SCM recovers the generating parameters well. When the hypothesized requirement relations are ignored, the model fit tends to become worse, and the model parameters appear to be more biased. Moreover, the proposed model can be used to find validity evidence to support or disprove initial theoretical hypothesized links in the LP through empirical data. We illustrate the technique with data from an assessment system designed to measure student progress in a middle‐school statistics and modeling curriculum.  相似文献   

Modelling the determinants of school leaders' perceptions of beginning teachers' efficacy     

Sylvia Chong  Jerome Rotgans  Wai Mun Loh  Mabelene Mak 《Educational Research and Evaluation》2013,19(3):231-244

The school and especially the school leader's perceptions of a teacher's efficacy have influence on aspects of teaching ratings and performance, and this may facilitate or hinder beginning teacher success. This study examines the school leaders' perceptions of their beginning teachers' efficacy. The study's scope of teacher efficacy is multidimensional to include the beginning teachers' Teaching Competencies, sense of Professionalism, and Professional Identity. Of interest is the interconnectedness of these variables that contribute to the school leaders' perception. A total of 256 school leaders responded to a survey on beginning teachers' efficacy. A hypothesized model was tested. According to the analysis, while Teaching Competencies and Professional Identity did not have a significant direct impact, they each did have a significant indirect effect on perceived efficacy.  相似文献   

Writing quality in Chinese children: speed and fluency matter     

Cathy Ming Wai Yan  Catherine McBride-Chang  Richard K. Wagner  Juan Zhang  Anita M. Y. Wong  Hua Shu 《Reading and writing》2012,25(7):1499-1521

There were two goals of the present study. The first was to create a scoring scheme by which 9-year-old Chinese children??s writing compositions could be rated to form a total score for writing quality. The second was to examine cognitive correlates of writing quality at age 9 from measures administered at ages 6?C9. Age 9 writing compositions were scored using a 7-element rubric; following confirmatory factor analyses, 5 of these elements were retained to represent overall writing quality for subsequent analyses. Measures of vocabulary knowledge, Chinese word dictation, phonological awareness, speed of processing, speeded naming, and handwriting fluency at ages 6?C9 were all significantly associated with the obtained overall writing quality measure even when the statistical effect of age was removed. With vocabulary knowledge, dictation skill, age, gender, and phonological awareness included in a regression equation, 35% of the variance in age 9 writing quality was explained. With the variables of speed of processing, speeded naming, and handwriting fluency additionally included as a block, 12% additional variance in the equation was explained. In addition to gender, overall unique correlates of writing quality were dictation, speed of processing, and handwriting fluency, underscoring the importance of both general automaticity and specific writing fluency for writing quality development in children.  相似文献