Science Learning Outcomes After Accounting for Opportunity to Learn: The Effect of Gender and Science Stream     

K C Cheung 《Asia Pacific Journal of Education》1992,12(1):68-78

This article examines the effects of gender and Science stream differences on the cognitive and affective outcomes of schooling at the Sixth Form level (Grade 12) in Hong Kong, using data collected for the Second IEA International Science Study (SISS). It seeks to derive some dimensions of gender difference on these outcomes amongst the physical and biological Science stream pupils. The problem of the confounding effect of gender and Science stream, and the pattern of curriculum implementation effect across Science streams and courses are handled. Social and psychological implications of the findings for curriculum developers, teachers and pupils are discussed. Results of the analyses provide a basis for comparisons across school systems participating in the SISS surveys.  相似文献   

Effectiveness of Parent–Child Number Board Game Playing in Promoting Chinese Kindergarteners’ Numeracy Skills and Mathematics Interest     

Sum Kwing Cheung  Catherine McBride 《Early education and development》2017,28(5):572-589

Research Findings: In Study 1, we observed 32 Chinese kindergarteners playing a number board game with their caregivers in dyads. Number board game playing provided important opportunities for kindergarteners and their caregivers to talk about an array of number concepts, but their numeracy-related exchanges rarely went beyond counting. In Study 2, 88 Chinese kindergarteners and their parents were randomly assigned to 1 of 4 groups, namely, the game with parent training group, the game without parent training group, the exercise book group, and the control group. After a 4-week intervention, kindergarteners in the 3 treatment groups who began as relatively unskilled in numeracy showed comparable improvement in 3 numeracy tasks, and the effect sizes were often larger in the game with parent training group than in the game without parent training group. Moreover, kindergarteners in the 2 game groups tended to show relatively heightened mathematics interest. Practice or Policy: Findings of these 2 studies suggest that number board game playing has the potential benefit of promoting kindergarteners’ numeracy competence and mathematics interest. Training of parents might even optimize kindergarten children’s gains from parent–child number board game playing.  相似文献   

‘Read a hundred times and the meaning will appear ...’ Changes in Chinese University students’ views of the temporal structure of learning   总被引：1，自引：0，他引：1  

Marton  Ference  Wen  Qiufang  Wong  Kam Cheung 《Higher Education》2005,49(3):291-318

It has been shown earlier that while some high school students (younger on the average) do not differentiate between memorization and understanding, others (older on the average) do so (Marton, Watkins and Tang, Learning and Instruction 7, 21–48, 1997). Those who do differentiate impose a sequential ordering on the two: When you learn you memorize first and understand subsequently or When you learn you understand first and memorize later. This sequential ordering is expressed both through the students account of their theory of learning and their account of their own study practices. In the current study a group of 20 students of an elite University in mainland China were interviewed about learning, memorization and understanding in the context of their studies upon entering the University and 1.5 years later. It was found that while on the first occasion the predominant mode of talking about memorization and understanding was by discussing them in terms of either of the two above ways of sequentially ordering them. On the second occasion the most frequent way of talking about memorization and understanding was in terms of two simultaneous events, simply two different aspects of the very same learning process. The students spoke about using both repetition and variation in their study practice at the same time. Unlike when you read the same presentation of something several times in the same way and thus repeat the same thing again and again, when you read different presentations of the same thing or when you read the same presentation in different ways, something is repeated and something is varied. To the extent that repetition enhances remembering and variation enhances understanding – as the students seem to believe – they will likely remember that which is repeated and understand that which is varied. And when the two are intertwined they will remember what they understand.  相似文献   

Teacher efficacy: A comparative study of Hong Kong and Shanghai Primary in-service teachers     

Hoi Yan Cheung 《The Australian Educational Researcher》2008,35(1):103-123

Teachers beliefs about their ability to affect students’ performance is an important part of professionalism. This study compared 725 Hong Kong and 575 Shanghai primary in-service teachers on their teacher efficacy. Two Chinese versions of the 12-item Teachers’ Sense of Efficacy Scale were used in this study since some wordings of the Hong Kong version of the Scale (HK-TSE) were different from the Shanghai version (STSE) as a result of cultural differences. Basically, the Shanghai teachers reported significantly higher efficacy than did the Hong Kong teachers. After reviewing these quantitative results, 86 follow-up questionnaires from Shanghai in-service teachers who also participated in the first part of this study were collected. Results of this qualitative part showed that the three most commonly cited factors for the contribution of teacher efficacy were: respect and confidence placed in them by students and parents, the training they received from universities and the experience they gained from daily teaching practice. Though Hong Kong in-service teachers had lower efficacy scores than the Shanghai counterparts.  相似文献   

A Tale of Two Cities: Education Responds to Globalisation in Hong Kong and Singapore in the Aftermath of the Asian Economic Crisis     

Cheung Wing‐Leong  Ravinder Sidhu 《Asia Pacific Journal of Education》2003,23(1):43-68

It has been suggested that although the most theorisation about globalisation has emerged from “western” contexts, the material implications of globalisation have been felt most strongly in non‐western regions. With this in mind, we are undertaking a situated analysis of how two states, Singapore and Hong Kong, are interacting with the broader processes of globalisation through their educational policies. We apply Foucault's conceptual tool of governmentality to understand (i) the conduct of governing in the contemporary nation‐state, and (ii) how the “right” rationalities are being inculcated by government to create “desiring subjects” who will play their part in ensuring national prosperity. We use the Asian Economic Crisis as a point of departure to show how global‐local tensions are being managed by Singapore and Hong Kong. We conclude that both these global cities have adroitly managed the Asian economic crisis to steer their citizens away from pursuits of greater political freedom and towards concerns of material well being. They have done so through a selective interpretation of globalisation, by simultaneously resisting and embracing the contradictory strands of globalisation. Education has emerged as a critical space for this selective absorption of globalising trends.  相似文献   

Relational analysis of personal epistemology and conceptions about teaching and learning   总被引：3，自引：0，他引：3  

Kwok-Wai Chan  Robert G. Elliott   《Teaching and Teacher Education》2004,20(8):817-831

Four epistemological belief and two teaching and learning conception dimensions were identified from a survey study of a sample of Hong Kong teacher education students. The epistemological belief dimensions were labeled Innate/Fixed Ability, Learning Effort/Process, Authority/Expert Knowledge and Certainty Knowledge. The results on epistemological beliefs were somewhat different from Schommer's findings with North American college students and reflected the influence of cultural contexts. The two teaching and learning conceptions were labelled Traditional and Constructivist Conceptions. Pearson correlation analysis showed significant relations between Innate/Fixed Ability, Authority/Expert Knowledge and Certainty Knowledge with Traditional Conception and Learning Effort/Process with Constructivist Conception. Confirmatory factor analysis also showed the possible causal effect of epistemological beliefs on conceptions about teaching and learning. All these analyses tended to support the suggested views in literature that teachers’ conceptions about teaching and learning are beliefs driven. Implications were drawn for future research in teacher education with respect to the relation of epistemological beliefs and teaching/learning conceptions in different cultures.  相似文献   

Factors related to resilience of academically gifted students in the chinese cultural and educational environment          下载免费PDF全文

Xinjie Chen  Hoi Yan Cheung  Xitao Fan  Joseph Wu 《Psychology in the schools》2018,55(2):107-119

This study examined variables in three domains (personal, parent support, and peer support) for their relationships with the resilience of academically gifted students in the Chinese cultural and educational environment. The participants were 484 academically gifted students in two highly competitive secondary schools (so‐called “key” schools) in a metropolitan city in southern China. The constructs measured in the personal domain were resilience, hope, creativity, and curiosity. The constructs measured in the domain of parent support were parent trust, parent communication, and parent alienation. The constructs measured in the peer support domain were peer trust, peer communication, and peer alienation. Three nested regression models showed that the personal constructs (hope, creativity, and curiosity) were all related to the resilience of the academically gifted students. Parent support variables did not exhibit predictive effects over and above that of the personal constructs, but peer support variables did show additional predictive effects over and beyond personal variables and parent support variables. Explanations and implications were discussed for the findings, and some limitations of the study were also discussed.  相似文献   

An Outlier Study of Multilevel Self-Management and School Performance     

Francis W.M. Cheung  Yin Cheong Cheng 《School Effectiveness & School Improvement》2013,24(3):253-290

The assumption that increased autonomy and responsibility at the school site-level will result in enhanced performance of schools is often problematic. Cheung and Cheng (1996) suggested that in order to ensure school effectiveness, self-management practices at the individual teacher, group, and school levels are necessary. This article reports the findings of a case study of multilevel self-management in 3 Hong Kong primary schools. It revealed that the practices of multilevel self-management were associated with enhanced school performance at multilevels. Further, teachers' self-management practices determined largely the success of the school's self-management and demonstrated significant influence on the practices of work groups and the school.  相似文献   

National profiles of school readiness skills for Head Start children: An investigation of stability and change   总被引：2，自引：0，他引：2  

Christine M. McWayne  Debbie L. Hahs-Vaughn  Katherine Cheung  Linnie E. Green Wright 《Early childhood research quarterly》2012

Among a nationally representative sample of 2336 Head Start children, patterns of school readiness were compared at the beginning and end of children's first preschool year, and predictors of stability and change across readiness profiles were examined. The present study documented that although the majority of children remain in a qualitatively similar school readiness profile across their first year in Head Start, 20% of children move to a qualitatively different profile over the school year, reflecting both improvements and declines in functioning. Child and family attributes (e.g., child age, ELL status, maternal education, and family structure), as well as contextual factors (e.g., teacher education and experience, parenting style, and parent involvement) were significant predictors of both profile stability and change. Given that we have little understanding about what factors practice or policy can manipulate to improve school readiness, these findings shed light on what we might do to promote school readiness and prevent declines in functioning over time. Thus, findings from this study provide a population- and pattern-based perspective of Head Start children's strengths and needs, relevant for informing both individual and systems level change in Head Start programs across the nation.  相似文献   

Upper limb muscle fatigue during prolonged Boccia games with underarm throwing technique     

Daniel Tik-Pui Fong  Kit-Yee Yam  Vikki Wing-Shan Chu  Roy Tsz-Hei Cheung  Kai-Ming Chan 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):441-451

This study investigated the acute fatigue pattern in neuromuscular activity after a simulated Boccia game and the effect of fatigue pattern on sport performance. Nine elite Boccia athletes were tested before, during, and after a simulated game. Maximum ball speed was captured with video, and the target hitting rate and rating of perceived exertion (RPE) score were collected and analyzed. Electromyography signals from the upper trapezius, anterior deltoid, posterior deltoid, biceps brachii, triceps brachii, and wrist extensor muscles were collected by surface electrode and were evaluated with mean power frequency (MPF). Only the upper trapezius muscle showed fatigue as demonstrated by a reduction of MPF of 8% (p = 0.027) when comparing the first and last throws in a simulated game. Subjective RPE score increased during the game (118%, p = 0.004), and sports performance in terms of maximum ball speed (-12%, p = 0.004) and target hitting rate (-25%, p = 0.004) also deteriorated. In conclusion, fatigue on the upper trapezius muscle was demonstrated in elite Boccia athletes following a prolonged Boccia game and may have affected Boccia performance. Preventative measures against upper trapezius muscle fatigue and endurance training for synergists of the upper trapezius muscle may be considered in future studies.  相似文献