Models of workplace training in North America: a review     

Kwong‐Leung Tang  Jacqueline Tak‐York Cheung 《International Journal of Lifelong Education》2013,32(4):256-265

The dominant workplace training model in North America is the behavioural approach which is well matched to the dominant concept of Taylorism in management. Nevertheless, this paradigm has been increasingly challenged by the worker‐centred model which is dissatisfied with the management‐centred tenet within the behavioural approach. Four factors can be attributed to the declining popularity of the behavioural model: social changes, new needs of capitalism, the importance of worker ownership, and attitudinal changes in mangement. Three emerging alternatives to the behavioural model are examined: action regulation theory, critical reflectivity perspective and ‘working‐class adult eduction’ approach. Though under strong challenge, the behavioural model is still influential.  相似文献   

On Meaningful Measurement: Issues of Reliability and Validity from a Humanistic Constructivist Information‐Processing Perspective     

K.C. Cheung 《Educational Research and Evaluation》2013,19(1):90-107

ABSTRACT

In the past decade, there has been interest in the assessment of cognitive and affective processes and products for the purposes of meaningful learning. Meaningful measurement (MM) has been proposed which is in accordance with a humanistic constructivist information‐processing perspective. Students’ responses to the assessment tasks are now evaluated according to an item response measurement model, together with a hypothesized model detailing the progressive forms of knowing/competence under examination. There is a possibility of incorporating student errors and alternative frameworks into these evaluation procedures. Meaningful measurement leads us to examine the composite concepts of “ability” and “difficulty”. Under the rubric of meaningful measurement, validity assessment (i.e. internal and external components of construct validity) is essentially the same as an inquiry into the meanings afforded by the measurements. Concepts of reliability, expressed as a group statistics which is applied in the same way to all the examinees in the sample, have to be obviated when the precision of the trait estimates stemming from the item response measurement models can be determined at each trait level. Reliability, measured in terms of standard errors of estimates needs to be within acceptable limits when internal validity is to be secured. Further evidence of validity may be provided by in‐depth analyses of how “epistemic subjects” of different levels of competence and proficiency engage in different types of assessment tasks, where affective and metacognitive behaviours may be examined as well. These ways of undertaking MM can be codified by proposing a three‐level conceptualization of MM. It is within the rubric of this conceptualization and the MM enquiry paradigm that validity and reliability of test measures are discussed in this paper.  相似文献   

The development and validation of an information literacy model for Hong Kong students: key issues in the professional development of teachers for capacity building     

Siu Cheung Kong 《Technology, Pedagogy and Education》2013,22(1):57-75

An information literacy (IL) framework has been proposed for Hong Kong students to adapt to the emergence of the knowledge‐based society, digital culture and globalisation. The aims of the study reported herein were to validate the proposed IL model and collect the views of practitioners and representative stakeholders on the possibility of its successful implementation. The findings of a survey, focus group discussions and in‐depth interviews indicate that the aims and scope of the IL model were recognised as being relevant. Three key issues of professional development in the IL education—the realisation of capacity building, obtaining the consensus and support of school principals and teachers, and allowing practitioners the flexibility to organise their own development—were identified from amongst the concerns of practitioners and representative stakeholders. Nine modules for teacher professional development are proposed here to address these issues.  相似文献   

The Introduction of Personal and Social Education in Secondary Schools in Hong Kong     

Cheung Chi-Kim 《Pastoral Care in Education》1999,17(2):23-26

In Hong Kong the secondary school curriculum has long been criticized for its heavy emphasis on academic performance and examination-oriented approaches to subject learning. As a consequence, pupils in Hong Kong only possess knowledge and skills that could carry them through examinations. They lack qualities and dispositions as well as related skills and understandings which will help them to make sense of this complicated society. It is noted that time has come for a reflection of the secondary curriculum and this article argues for the introduction of Personal and Social Education in secondary schools in Hong Kong which can bring relevance, breath, and balance to the curriculum from three aspects – aims of education, change in society, and nature of work.  相似文献   

The analysis and conservation of a Chinese silk birthday hanging of the Qing dynasty     

Angela Cheung  Louise Sam  Lydia Messerschmidt  Evita Yeung 《文物保护研究》2014,59(5):S28-S31

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Going beyond textbooks: a study on seamless science inquiry in an upper primary class     

Yanjie Song  Siu Cheung Kong 《Educational Media International》2014,51(3):226-236

This paper reports an initial study on investigating inquiry-based learning in science in an upper primary class guided by an inquiry-based learning model in a seamless learning environment. Two questions are addressed: (1) how students advanced their domain knowledge?; and (2) how students developed their inquiry skills? One teacher and 27 Grade-four students from a local primary school were involved in the study. Six inquiry-based learning lessons focusing on a scientific “rustproofing” learning unit were conducted in a seamless learning environment, initiated in a digital classroom and extended to online discussions on a social network platform. Qualitative data were collected and analysed over two weeks. The results show ways that the students advanced their domain knowledge and developed their inquiry skills.  相似文献   

Audio-based versus text-based asynchronous online discussion: two case studies     

Khe Foon Hew  Wing Sum Cheung 《Instructional Science》2013,41(2):365-380

The main objective of this paper is to examine the use of audio- versus text-based asynchronous online discussions. We report two case studies conducted within the context of semester-long teacher education courses at an Asian Pacific university. Forty-one graduate students participated in Study I. After the online discussions (both audio-based as well as text-based) had ended, qualitative data via student reflections were collected. Results revealed that audio-based discussions have six distinct perceived affordances compared to text-based ones. Interestingly, despite the reported affordances, more than half of the students reported that they preferred to use a text-based discussion if given a choice. The main reasons for their preference were explored. In Study II, 42 undergraduate students took part. Similar to Study I, participants in Study II also indicated that they felt more comfortable using a text-based discussion. The reasons for their preference were also discussed. Directions for future research are proposed.  相似文献   

THE USE OF POPULAR CULTURE IN THE TEACHING OF ETHICS/RELIGIOUS EDUCATION: A HONG KONG CASE     

Chi-Kim Cheung 《Religious education (Chicago, Ill.)》2013,108(2):197-220

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General auditory processing,speech perception and phonological awareness skills in Chinese–English biliteracy     

Kevin K. H. Chung  Catherine McBride‐Chang  Him Cheung  Simpson W. L. Wong 《Journal of Research in Reading》2013,36(2):202-222

This study focused on the associations of general auditory processing, speech perception, phonological awareness and word reading in Cantonese‐speaking children from Hong Kong learning to read both Chinese (first language [L1]) and English (second language [L2]). Children in Grades 2–4 (N=133) participated and were administered measures of IQ, word reading, phonological awareness, speech perception and auditory processing in both L1 and L2. Auditory processing uniquely explained both L1 and L2 word reading. While L1 speech perception accounted for unique variance in L1 word reading, L2 phonological awareness explained unique variance in L2 word reading. In cross‐language comparisons, L1 phonological awareness and speech perception were uniquely associated with L2 word reading, suggesting cross‐language transfer from L1 to L2 only. Results underscore the importance of auditory processing for reading across variable learning contexts.  相似文献   

A Comparison of Phonological Awareness,Lexical Compounding,and Homophone Training for Chinese Word Reading in Hong Kong Kindergartners     

Yan-Ling Zhou  Cathy Y.-C. Fong  Terry T.-Y. Wong  Sum Kwing Cheung 《Early education and development》2013,24(4):475-492

Research Findings: In this study, 88 kindergartners received special training in lexical compounding, homophone awareness, or phonological awareness or were assigned to a control condition over a period of approximately 2 months, with 20-min lessons administered twice per week. Chinese word reading improved significantly more in the lexical compounding group as compared to the other groups. Vocabulary knowledge also showed a trend toward improvement in this group (p < .08) and improved significantly in the homophone group. Although phonological awareness improved most in the phonological awareness training group, this group showed no reading or vocabulary improvements relative to the other groups. Practice or Policy: The results underscore the importance of morphological awareness training for both word reading and vocabulary knowledge in young Chinese children.  相似文献