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Kenneth Chao Chee‐Kwong 《Open Learning》2013,28(2):38-39
You see so many missed opportunities along the road, so why haven't we been given any time for reflection before? Why is it that we tend to forget that aspect, when talking about quality? 相似文献
22.
Chee Keng John Wang Angeline Khoo Chor Boon Goh Steven Tan S. Gopinathan 《Asia Pacific Journal of Education》2006,26(1):51-64
The effective teaching of national education requires from the teacher a sense of commitment and personal conviction. The teacher has to demonstrate confidence in what is said and taught in class and, more importantly, through his or her personal values and convictions. In other words, the teacher is required to be patriotic. This paper examines the different types of patriotism among trainee teachers in Singapore, and how these types of patriotism influence their perceptions of citizenship values, the importance of national education, and the extent to which national education is viewed as government propaganda. The results revealed four homogenous clusters that differed significantly in terms of their perceptions. 相似文献
23.
Imelda S. Caleon Ma. Glenda L. Wui Ching Leen Chiam Ronnel B. King Jennifer Pei-Ling Tan Chee Soon Tan 《教育心理学》2017,37(8):983-1000
AbstractThis study explored the relative salience of students’ personal strengths and teacher support in predicting academic risk status. The participants were Secondary One (S1, Grade Seven) students from Singapore who scored below the cohort’s mean score in a national test administered at the end of primary education, and were identified as low risk (n = 309) or high risk (n = 396), based on their S1 achievement score in the English Language subject. Logistic regression analysis was conducted with academic risk status as criterion variable and the following potential predictors: students’ background variables (i.e. socio-economic status, cognitive ability and initial achievement), personal strengths, teacher–student relatedness, and teacher autonomy and competence support. After controlling for the effects of the students’ background variables, teacher trust emerged as the strongest (negative) and most stable predictor of high-risk status; teacher alienation and teacher–student communication were found as significant positive predictors of students’ placement in the high-risk group. 相似文献
24.
The study examined into the relationship between gender and students' misconceptions in science. Two different groups were treated with two different teaching strategies, namely, teaching strategy 1, which is basically didactic in nature, and teaching strategy 11, which incorporates students' misconceptions and applies the Generative Learning Model. Two groups of secondary three students (N=26,27; randomly sampled), underwent 6 weeks of instruction, with the respective strategies mentioned above. Each group consisted of male and female students, the numbers of which resulted from the grouping based on their academic achievements. A constructed and validated diagnostic instrument was used as a means to measure the effectiveness of these two teaching strategies. The findings showed that gender differences did not relate well to students' misconceptions in science. The implications of this finding are discussed. 相似文献
25.
ABSTRACT Ethnic minority parents often appear to be less involved in school functions and activities than their culturally dominant counterparts. Their invisibility is usually assumed due to a lack of either interest or parental capacity to oversee their children’s education. However, the simplistic equation between parental involvement in children’s education and their participation in school is largely informed by middle-class cultural norms that ignore diversity. Data drawn from home visits and in-depth, semi-structured interviews amongst Pakistani parents and children in Hong Kong reveals that the involvement of these parents only seems less visible because it is largely based at home rather than in schools. The parental involvement of this ethnic minority is influenced by socio-economic and cultural factors that separate school from home, divide parental responsibilities by gender, and set expectations for children with primary reference to the parents’ own experiences. These research findings on how such characteristics shape the outcomes of parental involvement can inform school practices to build more effective home-school collaboration and enhance children’s academic achievement. 相似文献
26.
A framework for fostering a community of practice: scaffolding learners through an evolving continuum 总被引：1，自引：0，他引：1
David Hung Tan Seng Chee John G Hedberg Koh Thiam Seng † 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(2):159-176
This paper proposes a framework of an evolving community of practitioners along a simulation, participation, and codetermined interactions continuum. Simulation, participation, and codetermined interactions are three models of learning, which describe how learners can be brought through a scaffolded process within a community experience. The framework also focuses on the processes rather than on the outcomes or products of a community. In this paper, we describe a case study of a group of heads of Information and Communications Technology (ICT) in schools being scaffolded through an experiential workshop to achieve learning outcomes such as ICT‐based project work (as product) and other constructivist dispositions of learning (as processes). The proposed framework is intended to be sufficiently broad so that learners are supported from simulation to codetermined interactions where autonomy of learners’ co‐construction efforts are encouraged and experienced. 相似文献
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28.
Samuel W. Logan Samantha M. Ross Keanu Chee David F. Stodden Leah E. Robinson 《Journal of sports sciences》2018,36(7):781-796
The three aims of this systematic review are to describe: (1) use of the term fundamental motor/movement skills (FMS) in published articles; (2) the quality of definitions; and (3) relative use of process- and product- oriented assessments to measure FMS. The inclusion criteria included: (a) peer-reviewed article, (b) printed in English, (c) published between January 2000 and 31 December 2015, (d) presence of either the term “fundamental motor or movement skill” in the title and/or abstract, and (e) FMS were a measured outcome. There has been an increase in the number of publications on FMS in recent years, with the majority of studies conducted in Australia (n = 41, 33%). Approximately 24% of studies (n = 30) did not provide any explicit definition of FMS. A majority of studies reported the use of process-oriented measures (n = 98, 79%) compared to product-oriented measures (n = 23, 19%), and few studies used both (n = 6, 5%). We recommend that researchers provide: (1) an operational definition of FMS that states FMS are the “building blocks” (or similar terminology) of more advanced, complex movements; (2) specific categories of skills that compose FMS; and (3) at least one specific example of a FMS. 相似文献
29.
Yam San Chee Swati Mehrotra Jing Chuan Ong 《Asia-Pacific Journal of Teacher Education》2015,43(5):423-437
A dominant discourse on “scaling-up” small-scale innovations based on a limited number of successful classroom trials pervades the educational literature. We view this discourse as insensitive to the professional work of teachers and the human side of school change. Our research investigated how teacher professional development could be conceived and conducted to support take up of digital game-based learning in the context of a 3-week social studies unit on governance and citizenship. Students played a mobile game in their own time. In the classroom, teachers enacted dialogic pedagogy to facilitate students’ meaning-making of their gameplay experience. Our findings indicate that teacher identity, constituted by their interwoven knowing–doing–being–valuing is central to any effort to scale pedagogical and technological innovation. We modified our original model for the appropriation of innovation uptake by teachers to one that places teacher identity as the centrepiece of the model and cornerstone in “shifting” teacher practice. 相似文献
30.
The constructivist paradigm opens abundant opportunities for effective knowledge construction in which student build knowledge and continually evaluated and improved their knowledge. The teaching mode under constructivist pedagogy redefines the role of students and the teachers and their interrelationships by creating a nurturing environment. By adapting constructivist framework, this article demonstrates how the variation of learning practices was critical in facilitating Primary 4 students in Singapore to carry out seamless science learning. The variation of learning practices enables the students to explore a particular scientific concept through various learning experience across the contexts. The study adapted the framework of the Objects of Constructivist Learning Model for the improvement of the seamless science learning design. When redesigning the lesson, a conscious effort was made by the teacher to create relevant patterns of variation, that is, varying certain critical aspect(s) while keeping other aspects of the object of learning invariant in order to help students discern those critical aspects. The findings contribute knowledge to how the Theory of Variation can be used in analyzing seamless learning as well as designing for constructivist learning experiences. The findings have also demonstrated that the complementary practice of constructivist pedagogy with variation theory as a viable and effective approach in seamless science learning, at which it deepened students' understanding through constructing the critical aspects of a phenomenon. Engagement with primary school students in experiencing the variations allowed the translation of theory into practice. 相似文献