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51.
How school-based management in the form of multilevel self-management is related to educational quality is a crucial issue in current educational reforms. An empirical study was conducted to explore this issue in a sample of 68 primary schools in Hong Kong. It was found that the school environment of sampled schools could be classified into 4 types: Bottom-level Self-Managing (BSM), Top-level Self-Managing (TSM), Mediocre Self-Managing (MSM), and Poor Self-Managing (PSM). The performances of the school, groups, and individual teachers among these 4 types were significantly different. Some implications were drawn for practice and policy formulation. 相似文献
52.
This paper investigates the phenomenon of Faradaic charging in ac electrokinetics. Faradaic reactions were suggested as a key effect responsible for the reversal of pumping direction in ac micropumps. However, this hypothesis has yet to be proven convincingly and directly. Here we present an ion detection strategy to determine the production of ions through Faradaic hydrolytic reactions originating from direct application of voltage to electrolytic solutions during ac electrokinetics. Experiments were performed with symmetrical planar electrodes aligned along a microfluidic channel. Fluorescein, a pH-dependent dye, was employed as the pH indicator for the detection of ion production. Images were captured for analysis at various voltage levels. From analyzing the fluorescence intensity and its distribution, it can be concluded that the production of ions from hydrolytic reactions takes place and increases with the ac voltage. The coefficient of deviation indicates a significant enhancement at ac voltage above 11 Vpp. Lastly, we demonstrate a strategy using dc-biased ac electrokinetics to achieve controllability in direction and magnitude of the net fluid flow in pumping application. 相似文献
53.
Electroosmotic flow that involves one fluid displacing another fluid is commonly encountered in various microfludic applications and experiments, for example, current monitoring technique to determine zeta potential of microchannel. There is experimentally observed anomaly in such flow, namely, the displacement time is flow direction dependent, i.e., it depends if it is a high concentration fluid displacing a low concentration fluid, or vice versa. Thus, this investigation focuses on the displacement flow of two fluids with various concentration differences. The displacement time was determined experimentally with current monitoring method. It is concluded that the time required for a high concentration solution to displace a low concentration solution is smaller than the time required for a low concentration solution to displace a high concentration solution. The percentage displacement time difference increases with increasing concentration difference and independent of the length or width of the channel and the voltage applied. Hitherto, no theoretical analysis or numerical simulation has been conducted to explain this phenomenon. A numerical model based on finite element method was developed to explain the experimental observations. Simulations showed that the velocity profile and ion distribution deviate significantly from a single fluid electroosmotic flow. The distortion of ion distribution near the electrical double layer is responsible for the displacement time difference for the two different flow directions. The trends obtained from simulations agree with the experimental findings. 相似文献
54.
Agnes Chang Shook Cheong George Cooney Millicent Poole Jacqueline Goodnow 《Asia Pacific Journal of Education》1989,10(1):19-24
The present study examined the relationships between aspects of individual modernity among Chinese adolescents in Singapore aged fifteen years (N = 250, M = 122, F = 128). The Aspects chosen are those seen by Inkeles (1969), changes that occur in a country's modernization as being required in order to cope with the various need for achievement, efficient time-management, future-planning and autonomous decision-making. While there is strong interdependence among achievement motivation, future-planning and time-management of both genders, autonomy emerges as a separate dimension. 相似文献
55.
In recent decades, integrated language competence has been highlighted in the language curricula taught in schools and institutions, and the relationship between test-takers’ performance on integrated tasks and comprehension sources has been much studied. The current study employed the frameworks of reading and listening comprehension processes to examine the difference between the effects of reading competence and listening competence on integrated writing performance. A total of 152 Secondary 5 students from five local schools in Hong Kong responded to three tasks, including an independent listening task, an independent reading task and an integrated writing task. The reading cognitive skills contributed more towards the performance of the integrated writing task than the listening cognitive skills did. Furthermore, the interaction between the relationships of reading and listening to the integrated writing performance was significant. Three subskills each for both listening and reading that belong to higher-order thinking skills—Elaborating, Evaluating and Creating—had significant correlation with integrated writing performance. Implications for the teaching of integrated writing were also discussed. 相似文献
56.
Yin Cheong Cheng Man Tak Chan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,6(3):205-232
The implementation of school-based management reform is a complicated process involving changes not only in structures and political relations but also in social interactions and cultural elements at both school and system levels. The lack of multi-perspectives in the analysis of school reforms sets a tight limitation on the understanding and implementation of school-based management. This paper aims to apply the structural perspective, the human resource perspective, the political perspective, and the cultural perspective to review and analyse the case of Hong Kong in implementing school-based management. It is hoped that the analysis of the Hong Kong case can provide an useful illustration of the application of multi-perspectives to support development of school-based management and draw useful implications for school reforms in both local and international contexts. 相似文献
57.
AbstractThis study examined the effects of mobile apps on the learning motivation, social interaction and study performance of nursing students. A total of 20 students participated in focus group interviews to collect feedback on their use of mobile apps for learning and communicative activities. Two consecutive cohorts of students in a nursing programme, each with about 200 students, were recruited for assessing their learning motivation through a survey and study performance by two tests. The results showed that the students actively used the mobile apps for studying supplementary materials as well as participating in in-class activities and clinical assessments. The students had a relatively high level of motivation for performing and learned well, but relatively low perceived satisfaction and self-efficacy with mobile learning. They showed better study performance after practising mobile learning. The results also suggest that students’ perceived intrinsic value with mobile learning has to be enhanced for improving study performance. 相似文献
58.
Traditional studies of teacher commitment often ignore the effect of interactions between personal characteristics and school environment and the implications of their findings are inevitably limited. Responding to this research gap, the present study aims to investigate the contingency relationship of school organizational health to teacher commitment with multi-level statistical analysis. The study was a survey involving 20 aided primary schools and 423 teachers in Hong Kong. The findings suggest that three school organizational health factors such as morale, consideration and institutional integrity are related to teacher commitment through interactions with the teacher personal characteristics such as position, marital status, and length of service in the school. The result supports that the relationship between school organizational health and teacher commitment is contingent upon teacher characteristics. The interesting findings can provide implications for school improvement and future research. 相似文献
59.
The study aims to develop an instrument for research on teacher self-management in the school organization. In this paper, teacher self-management is conceptualized as a self iterative process which comprises five stages; namely, (i) the Environmental Analysis Stage, (ii) the Planning and Affiliating Stage, (iii) the Developing and Directing Stage, (iv) the Implementing Stage, and (v) the Evaluating and Monitoring Stage. Based on this conception, the instrument developed consists of five subscales. The developed instrument was field tested in 63 schools including 1,183 teachers. The analysis showed that the estimated reliability and the predictive and construct validity of the instrument were satisfactorily high. It is hoped that the instrument may provide a basic tool for related empirical studies and for understanding of teacher's self-management practices in school. Résumé Cette étude se donne pour objectif de développer un instrument pour une recherche sur l’autonomie des enseignants au sein de l’organisation scolaire. Dans cet article, l’autonomie des enseignants est définie comme un processus interactif qui comprend cinq étapes successives: analyse de l’environnement; planification et gestion des relations avec les partenaires; développement des compétences et des capacités; exécution des stratégies d'action; auto-évaluation et contrôle. Construit sur la base de cette définition, l’instrument comporte cinq échelles. Cet instrument a été test? dans 63 écoles comprenant 1183 enseignants. L’analyse a montré? que cet instrument a présent? une fiabilité et une validité des plus satisfaisantes. Ce qui nous fait espérer qu’il soit considéré comme un outil de référence pour des études empiriques et pour la compréhension des pratiques d’autonomie chez les enseignants au sein de l’école. 相似文献
60.
Questionnaire responses from 338 secondary school teachers were analysed to relate teachers' professional characteristics (comprising teaching experience, professional development, and academic and professional qualifications) to teacher professionalism, defined in terms of the two dimensions, teaching competence and commitment to teaching. The Professional Development and Teacher Professionalism Instrument (PDTPI) was devised to measure professional development and teacher professionalism. Inferential statistical techniques employed in the study showed that the variable, teaching experience, was not related to teacher professionalism. Professional development, on the other hand, was found to be an important variable, with the mean teacher professionalism scores between the “high” and “low” professional development groups being significantly different. The study also found that academic qualification was not related to teacher professionalism. However, teachers who had higher professional qualifications were found to possess a higher degree of teacher professionalism. 相似文献