Positive attitudes of key stakeholders, such as school principals, towards a new policy are considered a necessary pre-requisite
to implement any such policy. Hong Kong has recently formulated a policy that supports the integration of students with disabilities
into regular schools. This study investigated the attitudes of Hong Kong primary school principals toward integration, with
a view to determining if these school leaders are prepared to implement integrated education practices in their schools. A
modified version of the School Principals’ Attitudes toward Inclusion scale (Bailey, 2004) was used to collect data from participants.
Based on the responses of 130 primary school principals, it was found that their attitudes toward integration were slightly
negative. Principals who had less teaching experience and who were administering schools with smaller student enrolment were
found to hold more positive attitudes toward integration. The variable of “having a family member or close friend with a disability”
had a significant and positive effect on the principals’ attitudes toward integration. 相似文献
The current study examined children's identification and reasoning about their subjective social status (SSS), their beliefs about social class groups (i.e., the poor, middle class, and rich), and the associations between the two. Study participants were 117 10‐ to 12‐year‐old children of diverse racial, ethnic, and socioeconomic backgrounds attending a laboratory elementary school in Southern California. Results indicated that children's SSS ratings correlated with indicators of family socioeconomic status and were informed by material possessions, lifestyle characteristics, and social and societal comparisons. Children rated the poor as having fewer positive attributes and more negative attributes than the middle class, and fewer positive attributes than the rich. Lower SSS children held less positive attitudes toward the poor than children with middle SSS ratings. 相似文献
Background: There is some apparent confusion regarding similarities and differences between two popular physical education (PE) pedagogical frameworks, that is, the Constraints-Led Approach (CLA) and Teaching Games for Understanding (TGfU).
Purpose: Our aim in this commentary is to detail important theoretical and pedagogical concepts that distinguish these approaches, as well as to recognise where commonalities exist.
Findings: In particular, we note that TGfU had its roots in the 1960s in the absence of a substantial theoretical framework, although several attempts to retrospectively scaffold theories around TGfU have subsequently emerged in the literature. TGfU is a learner-centred approach to PE in which teachers are encouraged to design modified games to develop the learner's understanding of tactical concepts. In contrast, the CLA has arisen more recently from the umbrella of Nonlinear Pedagogy (NLP), emerging from the empirically rich theoretical framework of ecological dynamics. The CLA adopts a ‘learner–environment’ scale of analysis in which practitioners are encouraged to identify and modify interacting constraints (of task, environment and learner) to facilitate the coupling of each learner's perceptual and action systems during learning. The CLA is a broader framework which has been adapted for the design of (re)learning environments in PE, sport and movement therapy. Other key distinctions between the approaches include: the overall goals; the way in which the learner and the learning process are modelled; the use of questioning as a pedagogical tool; the focus on individual differences vs. generic concepts; and how progressions and skill interjections are planned and implemented.
Conclusions: Despite such distinctions, the two approaches are somewhat harmonious and key similarities include: their holistic perspective of the learner; the proposed role of the teacher and the design characteristics of learning tasks in each. Both TGfU and the CLA have a powerful central focus on the nature of learning activities undertaken by each individual learner. This clarification of TGFU and the CLA is intended to act as a catalyst for more empirical work into the complementarity of these juxtaposed pedagogical approaches to learning design. 相似文献
This study aims to examine the impacts of the inquiry learning strategies employed in a ‘Plastic Education Project’ on primary students' knowledge, beliefs and intended behaviour in Hong Kong. Student questionnaires and a test on plastic types were adopted for data collection. Results reveal that the inquiry learning strategies significantly improved students' knowledge of the types of plastic wastes and their corresponding beliefs. However, the strategies seemed not to change students' intended behaviour regarding plastic waste classification and management. The implications of the study for further learning and teaching in environmental education are discussed. 相似文献
We examined the influence of collective efficacy and subjective interpretations of success/failure on team causal attributions. The participants were 71 male and female high school athletes on 20 track relay teams. Before a selected competition, participants completed a collective efficacy questionnaire. Then, immediately after their race, they were administered a modified version of the revised Causal Dimension Scale-II. A multi-level framework was employed to assess collective efficacy as an individually held perception and as a shared team belief. The individual perceptions of team success/failure significantly predicted the locus of causality and stability dimensions, whereas aggregated collective efficacy emerged as a significant team level predictor of average stability. Individual perceptions of collective efficacy were significantly related to team control and this relationship was moderated by the sex of the team. The findings indicate that collective efficacy beliefs held by athletes and teams prior to a competition influence the formation of post-competition team attributions in sport. 相似文献
This study examined how cultural values and family cultural capital were linked to adolescents' motivation and reading achievement using multilevel analyses on reading tests and questionnaire responses of 193,841 fifteen-year-olds in 41 countries. In countries that valued more rigid gender roles, girls had lower reading achievement than girls in other countries. Also, the link between extrinsic motivation and achievement was weaker for both boys and girls in more masculine countries than those in other countries, supporting the view that discouraging students from their preferred non-traditional career tracks reduces competition for the remaining students. This reduces the impact of extrinsic motivation on reading achievement for both types of students. Students with more family cultural capital (cultural possessions and cultural communication) had higher interest in reading, extrinsic motivation, effort and perseverance, and higher reading achievement than other students. These findings can inform education policy to improve students' reading achievement. 相似文献
This study investigated the relevance of filial piety and the three components of self‐determination, namely, competence, autonomy and relatedness, on academic motivation among Hong Kong Chinese secondary school students. A total of 461 students completed the questionnaire which consisted of five scales assessing attitudes towards filial piety, perceived scholastic competence, perceived autonomous support from parents, relatedness with parents and academic motivation. By using structural equation modelling, a predictive model of academic motivation, with filial piety, competence, autonomy, relatedness, age and gender as antecedents, was developed. All variables explained the prediction of academic motivation, with competence acted as the strongest effect, followed by relatedness and filial piety. The findings highlight the important contribution of the three self‐determination theory (SDT) components and the value of filial piety for Chinese adolescents' academic motivation. The implications of the findings for future research and educational practice were discussed. 相似文献
