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11.
R.W. Fairbrother J.R.L. Swain 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):92-99
The range of assessments made by teachers of the performance of their students in the Nuffield Advanced Biology project and the Nuffield Advanced Physical Science project was subjected to a factor analysis. The analyses reveal only one major factor for each project. An analysis of pooled assessments confirmed the existence of these factors and revealed that they are different for each project. The existence of only one major factor in the assessment of each project raises doubts about the validity of the teacher assessments or implies the existence of some general factor underlying performance on all the criteria for that project. The fact that the Biology factor is different from the Physical Science factor indicates that different abilities are being measured and so suggestions which have been made about using one project for both subjects would appear not to be feasible. 相似文献
12.
This article discusses citizenship education, education policy and discourse to explore their relations with the exercise of power in society. Taking the case of 1990 and 1997 legislative debates on citizenship education policy in Hong Kong, it briefly surveys the substantive arguments favouring or opposing the retention of government controls over politics in schools. It then examines in more detail the discourses used by legislators which constitute students, teachers and the government. This discussion shows that not only does citizenship education represent a power relation between the state and citizens, with policy representative of the power of the state over educational workers, but also that the targets of policy are empowered and disempowered through the strategic use of discourse. 相似文献
13.
Two experiments investigated the effects of a single reminder trial on immediate and delayed retention. Experiment 1 determined if beneficial effects of a reminder trial were a function of task order. Immediate retention performance benefited only when the reminder trial was practiced in the first block of trials. Experiment 2 added a 24-hr delayed retention test to examine the long-term benefits of a reminder trial. Retention performance was enhanced over both delay intervals. The long-term effect extended previous research (Shea & Titzer, 1993) that documented effects after 10 min. The use of a single reminder trial established that intertask comparisons between multiple reminder trials were not a precondition for the reminder trial effect as postulated by Shea and Titzer. 相似文献
14.
Christopher A. Aiken Phillip G. Post Michael C. Hout Jeffrey T. Fairbrother 《Journal of sports sciences》2020,38(4):405-415
ABSTRACTAllowing learners to control the number of practice trials has been shown to facilitate motor learning (Lessa & Chiviacowsky, 2015; Post et al., 2011; 2014). However, it is uncertain the extent to which prior findings were influenced by the combined effects of allowing participants to control both the pacing- and amount-of-practice. The present study examined the independent effects of self-controlled amount- and pacing-of-practice on learning a sequential timing task. Participants were assigned to a self-controlled-amount-of-practice (SCA), self-controlled-pacing-of-practice (SCP), yoked-amount-of-practice (YKA), or a yoked-pacing-of-practice (YKP) group. Participants completed acquisition, immediate retention/transfer and delayed retention/transfer. During acquisition, SCA controlled the number of acquisition blocks completed with a fixed inter-trial interval while SCP controlled the inter-trial interval with a fixed number of blocks. Yoked groups were matched to a self-control counterpart so the amount (YKA) and pacing (YKP) were equivalent. Self-control groups demonstrated lower absolute constant error during immediate-retention and lower absolute constant error and variable error during delayed retention (p < .05). For intrinsic motivation, SCA scored significantly higher than SCP for the subscale Interest/Enjoyment (p < .05). Findings indicated that self-control, regardless of type, facilitated motor learning. Further work is needed to continue to examine the relationship between controlling the amount and pacing of practice on skill acquisition. 相似文献
15.
The goal of this article is to examine how the provincial education media in China play a role of forging consensus among local actors responsible for the implementation of new centrally-promulgated youth socialization policy. In doing so, it also explores the tension among three of the Chinese state's claims to legitimacy: economic development, moral education, and the decentralization of policy implementation. The article concludes that while economic development and decentralization create problems for the implementation of socialization policy at the local level, the central state still gains legitimacy for its role in promoting morality among the rising generation. 相似文献
16.
Kerry J. Kennedy Lo Yiu Chun Gregory P. Fairbrother 《International Journal of Educational Research》2004,41(7-8):534-542
The study reported here used the OECD scenarios on the future of schooling to probe the views of a sample of educators identified as having the potential to influence education policy formation in Hong Kong. The results indicated that among this sample, there were multiple perspectives on the future of schooling and these were related to the very public education reform agenda that was currently being implemented in Hong Kong schools. The future of schooling was seen to be dependent on the role of the political process in articulating a clear vision, school leadership and teacher capacity. Lack of any one of these was seen as an impediment to achieving change in Hong Kong schools. 相似文献
17.
This article uses results from a cross-national analysis of the impact of varying approaches to civic education curriculum delivery on three learning outcomes, to draw conclusions about the value of a government-mandated compulsory, independent subject of civic education in the school curriculum. It starts from the context of Hong Kong, where there have been repeated calls for the government to reform civic education, and compares this context with that of England, where citizenship education was made a statutory subject in 2002. The article then examines from the cases of 25 societies whether a compulsory approach to and/or independent subject of civic education is associated with better learning of civic knowledge, knowledge of democracy, and patriotism. Finding that the impact of curricular approaches is somewhat negligible taking other factors into consideration, the article concludes that civic education reformers should consider the costs of limiting school autonomy in curriculum delivery. 相似文献
18.
Gregory P. Fairbrother 《Asia Pacific Journal of Education》2004,24(1):29-42
This article examines the reflection of national goals and ideologies in the civic education curricula of Mainland China and Taiwan. Acomparison of junior secondary school textbooks from the 1950s and the 1990s shows how the curriculum embodies the states’ changing national priorities and justificatory ideologies. Specifically, in the early period, the focus of the curriculum was on goals and values which distinguished each state from the other. By the 1990s, despite continuing ideological differences, there was a common focus on the importance of economic and social development. 相似文献
19.
Abstract The idea that practical work in science is aimed at getting the right answer is strongly ingrained in practice and thinking, particularly those of students. While there are several different purposes for doing practical work, and hence several different kinds of practical work, the pressure to get the ‘right answer’ can affect what students, and teachers do. This paper looks at this issue and discusses two views of manipulation of data done by scientists/teachers, one of which is done for fraudulent purposes while the other is done for simplification. The paper also looks at the assumptions made by students and pressures which lead them to fudge their results. We suggest ways of dealing with these problems by looking inwards at the nature of the subject and trying to understand what constitutes good practice, and by looking outwards at the pressures, particularly those of examinations, which influence practice. 相似文献
20.
Gregory P. Fairbrother 《比较教育学》2005,41(1):5-24
This article attends to comparative education scholars’ calls for more dialogue on the contribution of theory to comparative education research. It first presents the results of a review of a small sample of articles from comparative education related journals that elicited the purposes of their comparative research strategies in terms of exploration, explanation, argument, prediction, recommendation, and theory development. The article then discusses perspectives on the potential for the use of theory to contribute to richer explanations of educational phenomena. Finally, it demonstrates how a comparative study of political socialization in Hong Kong and Mainland China led to the development of explanatory concepts of critical thinking and the application and reconceptualization of the theory of resistance to explain the formation of students’ attitudes towards the nation. 相似文献