Transformation for adults in an Internet‐based learning environment—is it necessary to be self‐directed?     

Regina Juchun Chu  Anita Zichun Chu  Cathy Weng  Chin‐Chung Tsai  Chia‐chun Lin 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):205-216

This research explores the relationships between self‐directed learning readiness and transformative learning theory (TLT) reflected by the Constructivist Internet‐based Learning Environment Scale (CILES). A questionnaire survey about adult learner's perceptions of Internet‐based learning was administered to adults enrolled in classes in community colleges in Taiwan. A total of 593 valid questionnaires were used for the structural equation modeling analysis. The findings confirmed a second‐order hierarchical factor relationship of TLT (technical, dialectical and emancipatory learning interests) from CILES. Moreover, the three domains of learning interests of transformative learning were proved to have a developmental relationship, moderated by the readiness of self‐directed learning for adult learners in Internet‐based learning.  相似文献   

An examination of school leadership in Singapore through the lens of the Fourth Way     

Pak Tee Ng 《Educational Research for Policy and Practice》2012,11(1):27-34

School leadership is an important factor in educational reform and school transformation. This article aims to examine the challenges of school leadership in Singapore through the lens of the Fourth Way. In particular, this article makes reference to three messages in the Fourth Way and examines the paradoxes and challenges faced by school leaders in Singapore associated with each message. The article argues that the government both drives and steers the education system; that democracy and professionalism, and bureaucracy and market coexist; and that educators embrace both accountability and responsibility.  相似文献   

Factors influencing school connectedness: Chinese adolescents’ perspectives     

Mantak?YuenEmail author  Patrick?S.?Y.?Lau  Queenie?A.?Y.?Lee  Norman?C.?Gysbers  Raymond?M.?C.?Chan  Ricci?W.?Fong  Y.?B.?Chung  Peter?M.?K.?Shea 《Asia Pacific Education Review》2012,13(1):55-63

This study explored the concept of school connectedness and the factors that may influence its development with a sample of Chinese adolescents. Six focus groups involving 52 high school students were conducted using a set of predetermined discussion topics. Results indicated that the students fully understood the notion of school connectedness and could identify a number of key influences affecting its development. These factors could be grouped under several domains including teacher care, peer relations, broader school relationships, school disciplinary policies and practices, activities within the school’s guidance and counseling program, and opportunities for talent development. The students were also able to suggest practical strategies that schools might introduce to enhance and strengthen students’ acquisition of connectedness to school. The implications from the findings are discussed with particular reference to implementing comprehensive school guidance and counseling program in Hong Kong.  相似文献   

Models of Micro‐Organisms: Children’s knowledge and understanding of micro‐organisms from 7 to 14 years old     

Yeung Chung Lee 《International Journal of Science Education》2013,35(14):1927-1950

Current approaches to science‐technology‐society (STS) education focus primarily on the controversial socio‐scientific issues that arise from the application of science in modern technology. This paper argues for an interdisciplinary approach to STS education that embraces science, technology, history, and social and cultural studies. By employing a case study of traditional papermaking technology, it investigates how the interactions between technology and science can be explored in an authentic societal and cultural context across a historical time span. The term technology‐society‐science (TSS) is used to represent an alternative approach to linking technology, society, and science that aims to redress the imbalance between science and technology, and to resolve the tension between two diverging goals of STS education. The educational implications of this alternative approach to STS education are discussed.  相似文献   

Globalization,values education,and school music education in China     

Wing‐Wah Law  Wai‐Chung Ho 《课程研究杂志》2013,45(4):501-520

This paper examines music education’s legitimation of values as a means of preparing students for entry into the new ‘knowledge society’ of the People’s Republic of China in a global age. It explores the ways in which values education relates to the teaching of both musical and non‐musical meanings in the dual context of nationalism and globalization, and discusses some problems that values education faces in school music classrooms. It examines the ways in which globalization has pressured values education into resolving the apparent contradiction between national identity and national unity in the ever‐changing play of Chinese history and politics. It concludes with a discussion of how music education might juggle three pairs of apparently contradictory relationships in the curriculum: between contemporary cultural and social values on the one hand, and traditional Chinese and Communist ideologies on the other; between collectivism and individualism; and between national and global cultures.  相似文献   

An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches     

Xiaoyan Wang  Yelin Su  Stephen Cheung  Eva Wong  Theresa Kwong 《Assessment & Evaluation in Higher Education》2013,38(4):477-491

This paper investigates whether instructors’ adoption of constructive alignment has any impact on university students’ learning approaches, which are highly correlated with students’ achievement of learning outcomes. A multi-method model with a combination of qualitative and quantitative design was adopted, using document analysis, interviews and survey. The analysis of covariance results suggested that regardless of individual differences, students would adjust their learning approaches and study behaviours in response to the classroom teaching and learning environment. Students in more ‘constructively aligned courses’ were more likely to adopt deep learning approaches and less likely to use surface learning approaches in their study of a particular course.  相似文献   

A constructionism framework for designing game‐like learning systems: Its effect on different learners     

Zhong‐Zheng Li  Yuan‐Bang Cheng  Chen‐Chung Liu 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(2):208-224

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Use of Ethnographic Fiction in Social Justice Graduate Counselor Training     

Rita Chi‐Ying Chung  Fred Bemak 《Counselor Education & Supervision》2013,52(1):56-69

Ethnographic fiction is a technique for educating counseling students about the relationship of social justice to counseling practice. Preliminary data indicate it is an effective tool, with counseling students (N= 48) reporting an increased understanding and appreciation of clients’ life experiences from a holistic perspective. Furthermore, students reported that they were more motivated to address social justice issues in counseling.  相似文献   

Unpacking child-centredness: A history of meanings     

Shunah Chung  Daniel J. Walsh 《课程研究杂志》2013,45(2):215-234

This paper examines the historical development of the term 'child-centred' in the discourse of early schooling in America. The discussion begins with the founder of the kindergarten, Friedrich Froebel, and traces the development of the kindergarten in the US until the 1930s. We explore how underlying meanings of the term child-centredness have changed - which were lost and which survived by tracing the educational and philosophical currents of each historical context. The term balances on many layers of complex and sometimes contradictory meanings that have been forged over the years by competing interest groups, each appropriating the term and, adding to and taking away from the existing meaning, moulding it to their own purposes. In the process, some underlying meanings were lost, others were added. Meanings were changed and then shared within and sometimes across groups. The term has masked complex and contradictory underlying assumptions about children and their learning and development that should be addressed.  相似文献   

Students' Emotions as an Organizing Principle in the Social Work Curriculum     

Irene W. Chung 《Journal of Teaching in Social Work》2013,33(1):75-89

Using a quasi-experimental one-group, pretest–posttest design with non-random convenience sampling, the researchers assessed 61 advanced standing MSW students who matriculated at a rural intermountain Northwest school of social work. Changes in students' knowledge and attitudes toward lesbian, gay, and bisexual (LGB) people were measured using subscales of the LGB-KASH scale and include knowledge of LGB history, religious conflict, internalized affirmation of LGB people and issues, hatred and violence toward LGB people, and knowledge and attitudes toward extension and exclusion of civil rights for LGB people. Completion of required, highly experiential bridge course content regarding LGB history and experience appears to be significant in reducing religious conflict, increasing knowledge of LGB issues, and enhancing internalized affirmation of LGB individuals.  相似文献