Topological domains/domain walls and broken symmetries in multiferroics     

Sang-Wook Cheong 《国家科学评论(英文版)》2019,6(4):624

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Assessment,Grade Level and Learning     

Agnes Chang Shook Cheong 《Asia Pacific Journal of Education》1992,12(2):35-47

Researchers have identified assessment as a very crucial influence on the learning strategies adopted by students. The present study carried out on Secondary 2, Secondary 4, and Junior College 2/Pre-University 3 students shows that the Singapore students did not favour the Surface Approach in their learning of English and Mathematics. The nature of the discipline and the cognitive demands of the examinations carried considerable importance for students in their choice of learning strategies. Despite the heavy emphasis on excelling in examinations, students did not rely solely on surface and achieving strategies to attain their goals.  相似文献   

Local Language-related Research: Some Trends and Issues     

Ho Wah Kam 《Asia Pacific Journal of Education》1985,7(1):1-3

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Strategy use,listening problems,and motivation of high- and low-proficiency Chinese listeners     

Kit-Ling Lau 《The Journal of educational research》2017,110(5):503-514

Building on previous listening strategy research, the author aimed to explore the differences between Chinese high-proficiency listeners (HLs) and low-proficiency listeners (LLs) on their strategy use, problems, and motivation in native language (L1) listening. It involved 1,290 Grade 7 and 1,515 Grade 9 students. Both quantitative and qualitative methods, including a listening comprehension test, questionnaires, and interviews, were adopted. The findings indicated that HLs possessed more types of strategies and used strategies more frequently and effectively than LLs. HLs not only reported fewer listening problems but also had a better awareness of listening problems and use of problem-solving strategies than LLs. Both HLs and LLs agreed with the importance of listening but showed little interest in doing listening tasks. The similarities and differences between the findings of this study and those of second-language listening research and implications for planning effective instruction to enhance native language listening proficiency are discussed.  相似文献   

Research on Educational Media: Half a Century of Doing Things Right Rather Than the Right Thing     

Lau Kam Cheong 《Asia Pacific Journal of Education》1989,10(1):10-18

This paper critically examines research on the influence of educational media on learning. It argues that much of the supposed benefits of media such as greater concreteness, improved learning performance, more efficient learning and increased retention, among others, are not supported by the evidence thus far. Comparative research on different forms of media, and on media attributes have likewise proved inconclusive. The paper goes on to explore reasons for these findings and urges that future studies should focus on studies with media rather than on media.  相似文献   

Towards Research-based Innovation and Reform: Singapore schooling in transition     

Allan Luke  Peter Freebody  Lau Shun  S. Gopinathan 《Asia Pacific Journal of Education》2005,25(1):5-28

The challenges facing the Singapore education system in the new millennium are unique and unprecedented in Asia. Demands for new skills, knowledges, and flexible competencies for globalised economies and cosmopolitan cultures will require system-wide innovation and reform. But there is a dearth of international benchmarks and prototypes for such reforms. This paper describes the current Core Research Program underway at the National Institute of Education in Singapore, a multilevel analysis of Singaporean schooling, pedagogy, youth and educational outcomes. It describes student background, performance, classroom practices, student artefacts and outcomes, and student longitudinal life pathways. The case is made that a systematic focus on teachers' and students' work in everyday classroom contexts is the necessary starting point for pedagogical innovation and change. This, it is argued, can constitute a rich multidisciplinary evidence base for educational policy.  相似文献   

Experiential learning in doctoral training programmes: fostering personal epistemology through collaboration     

Cho Kwong Charlie Lam  Cuong Huu Hoang  Ricky Wai Kiu Lau  Basil Cahusac de Caux  Yang Chen  Qiao Qian Tan 《Studies in Continuing Education》2019,41(1):111-128

There has been increasing recognition for the need to reform doctoral training practices to foster students’ personal epistemology. This study describes the design and evaluation of a learning experience designed to help students understand the scholarly publication process. Firstly, this study discusses the design of the learning experience, describing the collaborative process of writing an interdisciplinary publication using both online and face-to-face learning. Secondly, this study evaluates the effectiveness of the learning experience by examining students’ reflections. We show that participation in the learning experience helped students to develop their academic writing proficiency, collaboration and teamwork, intercultural competence, and ability to engage in reflective practice. Importantly, we show that each student also created more individualised knowledge, gaining insight into how they and others think. This study, therefore, demonstrates that personal epistemology can be fostered through collaboration in a doctoral writing group context.  相似文献   

The nature and correlates of underachievement among elementary schoolchildren in Hong Kong   总被引：2，自引：0，他引：2  

McCall RB  Beach SR  Lau S 《Child development》2000,71(3):785-801

This study investigated for the first time several characteristics of underachievement in a large sample of Hong Kong elementary schoolchildren. More males were identified as underachievers than females, but the ratio was substantially less than the two-to-one rate typically found in the American literature. The stability and persistence of underachievement increased during the elementary school years, and the stability of underachievement tended to be higher in subject matter that was relatively more difficult, which varied with gender. Underachievement became more specific to particular academic subjects rather than more general across the elementary grades. Parents and teachers, but not the children themselves, perceived that underachievers were more capable than same-grade nonunderachievers (who score lower on ability tests), although this awareness is more likely directed at male than female underachievers, which has been observed in other samples. In grades 1-4, teachers provided extra mentoring, communications, and support to underachievers. Thereafter, underachievers became more disruptive, impatient, and aggressive in school and perhaps at home. At that point, teachers became less supportive, offered less extra mentoring, and applied greater behavioral control over underachievers. Underachieving children also perceived that their parents became less supportive and used more discipline in grades 5-6 relative to grades 3-4. These correlates of underachievement suggests the existence of a syndrome of underachievement that separates underachievers from children who have the same grades but lower mental ability.  相似文献   

Component skills of text comprehension in less competent Chinese comprehenders   总被引：1，自引：0，他引：1  

Leong CK  Hau KT  Tse SK  Loh KY 《Annals of dyslexia》2007,57(1):75-97

The present study examined the role of verbal working memory (memory span and tongue-twister), two-character Chinese pseudoword reading (two tasks), rapid automatized naming (RAN) (letters and numbers), and phonological segmentation (deletion of rimes and onsets) in inferential text comprehension in Chinese in 31 less competent comprehenders compared with 37 reading comprehension control students and 23 chronological age controls. It was hypothesized that the target students would perform poorly on these cognitive and linguistic tasks as compared with their controls. Furthermore, verbal working memory and pseudoword reading would explain a considerable amount of individual variation in Chinese text comprehension. RAN would have a nonsignificant role in text comprehension. Structural equation analyses and hierarchical multiple regression analyses generally upheld these hypotheses. Our findings support current literature of the role of verbal working memory in reading comprehension found in English. The results, however, suggest differential role of the constructs and the tasks in reading comprehension and provide some answers for comprehension impairment in Chinese students.  相似文献   

Hong Kong senior secondary students’ reading motivation and classical Chinese reading comprehension     

Lau  Kit-Ling 《Reading and writing》2019,32(4):963-982

Reading and Writing - This study investigated Hong Kong secondary students’ Classical Chinese (CC) reading comprehension, reading motivation, and the effects of different types of motivation...  相似文献