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51.
The National Education (NE) programme was set up in Singapore schools in 1997 to inculcate a national identity and values in the younger generation. Teachers in schools are given the important role of developing a shared sense of nationhood among their students. However, no study has yet examined the motivations for teaching NE in schools. The purpose of this study was to examine pre-service teachers' motivations, perceptions of NE, perceived competence to teach NE and feelings on the NE programme provided in their teacher training course, using the cluster analysis method. The study involved 4242 pre-service teachers (1229 males, 2986 females, 27 missing information) from the National Institute of Education (NIE) in Singapore. The results showed that 15.6% of the teachers belonged to a “high amotivation” cluster, 38.0% formed a “high externally regulated” cluster, 19.9% made up a cluster labelled as “low externally regulated”, and the rest (26.5%) had an “intrinsically regulated” profile. The four clusters showed significant gender and programme differences. In summary, the results from the cluster analysis supported the concurrent validity of the clusters in terms of pre-service teachers' perceptions of their involvement in NE activities, its importance, NE as government propaganda, competence to teach NE and satisfaction with the NE programme provided in their teacher training course. 相似文献
52.
Wim J. van der Linden Krista Breithaupt Siang Chee Chuah Yanwei Zhang 《Journal of Educational Measurement》2007,44(2):117-130
A potential undesirable effect of multistage testing is differential speededness, which happens if some of the test takers run out of time because they receive subtests with items that are more time intensive than others. This article shows how a probabilistic response-time model can be used for estimating differences in time intensities and speed between subtests and test takers and detecting differential speededness. An empirical data set for a multistage test in the computerized CPA Exam was used to demonstrate the procedures. Although the more difficult subtests appeared to have items that were more time intensive than the easier subtests, an analysis of the residual response times did not reveal any significant differential speededness because the time limit appeared to be appropriate. In a separate analysis, within each of the subtests, we found minor but consistent patterns of residual times that are believed to be due to a warm-up effect, that is, use of more time on the initial items than they actually need. 相似文献
53.
Eunjoo Yang Sing Chee Wong Mae-hyang Hwang Mary J. Heppner 《Journal of Career Development》2002,28(3):203-213
The increased number of international students in United States universities and colleges have created the need for the development of services that appropriately reflect their needs and characteristics. The Career Center at the University of Missouri, Columbia reacted to this phenomenon by developing career services exclusively for international students. Career services are provided as individual services and online services, and consist of information on graduate schools and entrance examination practices, information on available employment opportunities and work permit policies, career assessments, and information about specific skills for obtaining a job in the United States. Several marketing strategies were used to ensure international students' use of services. Important points in developing career services for international students are presented. 相似文献
54.
Chee Keng John Wang Rebecca P. Ang Sock Miang Teo-Koh Abdul Kahlid 《Journal of Adventure Education & Outdoor Learning》2004,4(1):57-65
Outdoor education is emerging as a compulsory component of the school curriculum in Singapore. As more and more young people are involved in outdoor education programmes, the motivational factors that influence students' participation in outdoor activities is an important area of study. The purpose of this study was to use the self-determination theory framework to examine post course satisfaction level among young adolescents. A total of 314 secondary school students aged from 12 to 16 years took part in the survey. Results showed that external regulation negatively predicted self-reported satisfaction whereas intrinsic motivation positively predicted participants' satisfaction levels of the course. It is highlighted that young adolescents should not be coerced into outdoor education programmes. They should be provided with a meaningful rationale for participation, given some autonomy for decision-making and to have a positive and enjoyable experience during the programme. 相似文献
55.
Many studies support the existence of a significant decline in students’ academic self-concept from early to midadolescence.
In comparison, the findings on gender effect are less conclusive. This study aimed to determine whether there is any grade
or gender effect on adolescents’ academic self-concept in the Singapore context. Specifically, the cross-sectional study was
conducted with Secondary 1, 2 and 3 students (N = 656) in a government co-educational school. The results established a significant
main effect according to grade, with Secondary 3 students having significantly lower academic self-concept (scale and subscales)
than Secondary 1 and 2 students. In addition, there was a significant main effect for gender, with female students having
significantly higher perceived academic effort (academic self-concept subscale) than their male counterparts. 相似文献
56.
57.
Tan Seng Chee Chan Carol Bielaczyc Katerine Ma Leanne Scardamalia Marlene Bereiter Carl 《Educational technology research and development : ETR & D》2021,69(4):2243-2266
Educational technology research and development - This paper examines the alignment of education with the needs for knowledge creation in the digital age using the Knowledge Building model and... 相似文献
58.
Wenli Chen Chee‐Kit Looi 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):676-686
A key stimulus of learning efficacy for students in the classroom is active participation and engagement in the learning process. This study examines the nature of teacher–student and student–student discourse when leveraged by an interactive technology—Group Scribbles (GS) in a Primary 5 Science classroom in Singapore which supports rapid collaborative knowledge building (RCKB). We envisaged nine design principles for RCKB in the design of lessons and postulated a logic model that links and explains the effects of our design principles to the ultimate goal of learning efficacy. We presented a case study of a GS lesson which shows that GS affordances leveraged by good lesson and activity design could enable the students to have more epistemic agency. Students had opportunities to participate spontaneously in class discussions by fully expressing their ideas without inhibition. The technology effect is used to support instant formative feedback and interactions among students effectively. 相似文献
59.
目的:针对新加坡的花岗岩地质结构,研究将典型马蹄形隧道挖掘成双拱隧道时岩石支撑的设计问题。利用离散元法分析侧边导坑对隧道主体开口的影响。创新点:1.基于平面应变假设,提出一个针对性的离散元模型以分析侧边导坑的设置对主体隧道支撑的影响;2.此模型适用于解决底下长跨度开口的支撑设计问题,如大众捷运系统隧道和紧贴式双孔隧道的建造,补充了传统经验主义的设计方法。方法:1.采用离散元法对马蹄形隧道开口支撑问题进行非连续分析;2.采用二维平面应变模型简化问题。结论:1.离散元法可用于分析有限岩石覆盖层的失效机制,单隧道支撑要求以及增加侧边导坑后的支撑要求;2.模型计算结果显示,侧边导坑的挖掘使得支柱总的螺栓连接作用力增加了一倍。 相似文献