Chinese character acquisition and visual skills in two Chinese scripts     

Catherine?Mcbride-ChangEmail author  Bonnie?W.?Y.?Chow  Yiping?Zhong  Stephen?Burgess  William?G.?Hayward 《Reading and writing》2005,18(2):99-128

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Teachers’ Perceptions of Appraiser–Appraisee Relationships     

Alan Ping Yan Chow  Edwin King Por Wong  Alexander Seeshing Yeung  Kim Wan Mo 《Journal of Personnel Evaluation in Education》2002,16(2):85-101

Teacher appraisal procedures may lead to formative (teacher development and improvement of teaching) and summative (managerial decision) outcomes. Elementary school teachers in Hong Kong (N=527) responded to survey items on formative outcomes, summative outcomes, perceived purposes of appraisal, overall effectiveness of appraisal, and summative purposes such as promotion and dismissal of staff. Principal components analysis and confirmatory factor analysis yielded the two a priori outcome factors, each of which was significantly correlated with perceived overall effectiveness of appraisal. Analysis of variance found that senior teachers appraised by the school principal (SP) perceived that appraisal had formative purposes and this perception was stronger than for those teachers appraised by senior staff (TS). Teachers in the TS group did not perceive the importance of the promotion purpose as did the other groups. Teachers appraised by the principal (TP) perceived that appraisal had dismissal purposes whereas teachers in the TS group did not. Although the three groups did not differ in their perceptions of formative outcomes, summative outcomes, or overall effectiveness of teacher appraisal, the appraiser-appraisee combination did make a significant difference in teacher perceptions of the purposes and appropriateness of the appraisal.  相似文献   

Do Published Studies Yield Larger Effect Sizes than Unpublished Studies in Education and Special Education? A Meta-review     

Jason C. Chow  Eric Ekholm 《Educational Psychology Review》2018,30(3):727-744

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Promoting Language and Literacy Development through Parent-Child Reading in Hong Kong Preschoolers   总被引：1，自引：0，他引：1  

Bonnie Wing-Yin Chow  Catherine McBride-Chang 《Early education and development》2003,14(2):233-248

Eighty-six Hong Kong Chinese kindergarten children were pretested on the Preschool and Primary Chinese Literacy Scale (PPCLS) and the Peabody Picture Vocabulary Test—Third Edition (PPVT-III), and assigned randomly within schools to 1 of 3 conditions, dialogic reading, typical reading and control. After an 8- week intervention, the children were posttested. Results indicated a significant main group effect for performance on both the PPCLS and the PPVT-III, with children in the dialogic reading group benefiting significantly from the intervention. These results indicate that early literacy-related activities in the home have strong and direct effects on both children's literacy growth and language development in Chinese. The success of the dialogic reading technique in this study contributes to the goal of raising global literacy standards and educational achievement.  相似文献   

Parent–child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners     

Bonnie Wing‐Yin Chow  Catherine McBride‐Chang  Him Cheung 《Journal of Research in Reading》2010,33(3):284-301

This study investigated the effects of dialogic parent–child reading in English on 51 Hong Kong kindergarteners learning English as a second language. Children were pre‐tested on nonverbal IQ, reading interest and receptive vocabulary, word reading and phonological awareness in both Chinese and English. They were then assigned randomly to one of three conditions involving different levels of parent–child interactions: dialogic reading (DR), typical reading (TR) or control. Though inter‐group comparisons showed nonsignificant interaction effects across time among the three groups, intra‐group gains across the 12‐week intervention suggested that parent–child reading could enhance English word reading skills, while dialogic reading could promote phonological awareness in both Chinese and English. These results highlight the potential benefits of English parent–child reading and dialogic reading on children learning English as a second language, and the possibility of linguistic transfer from parent–child reading in English as a second language to Chinese as a first language.  相似文献   

One Educational Technology Colleague’s Journey from Dotcom Leadership to University E-Learning Systems Leadership: Merging Design Principles, Systemic Change and Leadership Thinking     

Anthony S. Chow 《TechTrends》2013,57(5):64-73

This paper describes my journey from instructional technology professional and doctoral student to instructional technology leader and tenure-track faculty member. I reflect on 15 years of application, in government, industry, and higher education, of what I learned in the classroom from some of the giants of the field (Wager, Morgan, Kaufman, Dick, Keller, Harless, Reiser, Driscoll). With the continuing proliferation of technology throughout all levels of higher education, systems thinking and the instructional systems design (ISD) process is highly relevant and germane. Its application, however, must be done with care as many people do not understand it and it is applied within a complex, imperfect social and organizational cultural context that requires compromise, consensus building, patience, and a willingness to proceed slowly. The growing role of technology in organizations, and especially e-Learning in education, has increased the need for systems thinking and systemic change in order to manage rapid change. This is my story.  相似文献   

Nonlinear Learning Underpinning Pedagogy: Evidence,Challenges, and Implications     

Jia Yi Chow 《Quest (Human Kinetics)》2013,65(4):469-484

This article provides a brief overview of the framework of nonlinear pedagogy and evidence emanating from motor learning literature that underpins a nonlinear pedagogical approach. In addition, challenges for nonlinear pedagogy and a discussion on how nonlinear pedagogy support the work of physical education (PE) teachers will be shared. Evidence from the increasing volume of work on nonlinear learning from motor learning literature is used to suggest how acquisition of movement skills is supported by nonlinearity. The emergence of goal-directed behaviors is a consequence of the performer, environmental, and task constraints. With a nonlinear pedagogy approach, the focus is on the individual learner where opportunities for meaningful actions can be learnt. Design principles based on representativeness, focus of attention, functional variability, manipulation of constraints, and ensuring relevant information-movement couplings can be delivered via pedagogical channels of instructions, practices, and feedback to the learners. Importantly, this focus on the individual sets the foundation for a developing nonlinear pedagogy framework to enhance teaching in PE although the challenges are non-trivial.  相似文献   

Use of deterministic models in sports and exercise biomechanics research     

John W. Chow  Duane V. Knudson 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):219-233

A deterministic model is a modeling paradigm that determines the relationships between a movement outcome measure and the biomechanical factors that produce such a measure. This review provides an overview of the use of deterministic models in biomechanics research, a historical summary of this research, and an analysis of the advantages and disadvantages of using deterministic models. The deterministic model approach has been utilized in technique analysis over the last three decades, especially in swimming, athletics field events, and gymnastics. In addition to their applications in sports and exercise biomechanics, deterministic models have been applied successfully in research on selected motor skills. The advantage of the deterministic model approach is that it helps to avoid selecting performance or injury variables arbitrarily and to provide the necessary theoretical basis for examining the relative importance of various factors that influence the outcome of a movement task. Several disadvantages of deterministic models, such as the use of subjective measures for the performance outcome, were discussed. It is recommended that exercise and sports biomechanics scholars should consider using deterministic models to help identify meaningful dependent variables in their studies.  相似文献   

Occam's Reader Web Viewer and University of Hawaii at Manoa Contributions     

Naomi Chow  Arthur Shum  Erin Kim  Wing Leung  Beth Tillinghast 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(3-4):113-115

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Education,communication, technology     

Dr. Clement H. M. Chow 《Educational technology research and development : ETR & D》1989,37(3):114-115

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