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This study attempts to uncover the beliefs regarding various aspects of creativity among trainee‐teachers in Hong Kong and Singapore. Trainee‐teachers from Hong Kong (N = 188) and Singapore (N = 127) completed a questionnaire on beliefs about creativity. The 30‐item questionnaire covering 15 aspects of beliefs regarding creativity was presented to the respondents as a set of six‐point Likert scales. Through factor analysis, creativity was found to have five dimensions: (1) physiology, (2) generality, (3) culture, (4) individuality and (5) youth. Hong Kong respondents were found to hold more rigid views of creativity than their Singaporean counterparts. In particular, Hong Kong respondents believed more strongly that creativity is dependent on birth order, effort, health, logical thinking and youth and that there is a critical period beyond which creativity may not develop. 相似文献
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Kaycheng Soh 《Journal of Higher Education Policy & Management》2016,38(1):78-87
Many universities strive to become world-class and two of Singapore’s universities are almost there, being ranked 12th and 13th in the QSWUR 2015/16. This study looked into the details of indicator rankings and found that the two universities are comparable to those in the top 10 universities in the same ranking in practically all indicators with the exception of Citations. Further analysis of the data of the 58 highest ranking universities with complete data revealed discrepancies in the assigned and attained indicator weights. Moreover, the Academic and Citations categories were not able to be used in stepwise regression calculations. These indicate that the computed Overall result is not what the ranker intended it to be and needs re-interpretation. If rankings are not anchored in statistical ground, discussions on rankings are at the abstract and verbal level, similar to discourses on alchemy (faith) vis-a-vis chemistry (facts). 相似文献
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Soi-kei Mak Kwok-cheung Cheung Kaycheng Soh Pou-seong Sit Man-kai Ieong 《教育心理学》2017,37(10):1206-1221
Enjoyment of reading, diversity of reading and metacognitive awareness of reading strategies are cognitive and affective variables pertaining to three facets of reading engagement for students to read happily, widely and skilfully. These have been found to be related to effectiveness in reading instruction. They together form a focus for this study to examine the underlying student- and across-level mechanisms to explain gender differences in reading performance of Macao students. Drawing data from Programme for International Student Assessment (PISA) 2009 Study, the mediation effects of gender and the school’s gender composition on reading performance are analysed. Two findings are of both theoretical and pedagogical interests. Firstly, the three facets of reading engagement from the nurture perspective explain substantially the within-school gender gap. Secondly, in coeducation context where students read happily and skilfully, there are gender-specific peer influences across-level onto student reading performance. Implications for gender-inclusive reading instruction programmes are discussed. 相似文献
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MS. Christine Chin DRS. Ngoh-Khang Goh Lian-Sai Chia Kam-Wah Lucille Lee DR. Kay-Cheng Soh 《Research in Science Education》1994,24(1):41-50
The use of problem-solving in science instruction implies a change in the teacher's role from dispensing content information
to encouraging critical reflective thinking in the student. For problem-solving to become an integral part of the science
curriculum, teachers must make it the focus of their instruction. This study investigated the extent to which pre-service
primary teachers used the problem-solving approach in their science instruction. It also identified the factors affecting
their efforts to teach science using this approach. The issues considered are important in whether problem-solving becomes
part of the science curriculum, as teaching behaviour influences student learning outcomes.
Specializations: science eeducation
Specializations: educational measurement, research methodology. 相似文献
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This paper develops a high gain observer with multiple sliding modes for simultaneous state and fault estimations for MIMO nonlinear systems. The novelty lies in the observer design that employs the combination of high-gain observer and sliding mode observer. The proposed observer does not impose the small-Lipschitz-constant condition on the system nonlinearity. By imposing a structural assumption on the nonlinear fault distribution matrix, the observability of the faults/unknown inputs w.r.t. the outputs is safeguarded and sliding modes are utilized for their reconstruction. The reconstruction of the faults from the sliding mode only relies on the output estimation error and thus can be implemented online together with the state estimation. Finally, an application to flexible joint robotic arm is used to illustrate the proposed method. 相似文献
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This paper investigates how evolutions of complex technologies and networks of innovators affect the development of emerging innovations. Building upon the theories of technological evolution and socio-organizational dynamics, we develop propositions to examine the stability and change of networks punctuated by successive technological changes. We argue that incumbents who are early advocates of standards in complex technological environments are more likely to survive via alliances. Based on 150 firms and 319 alliances in the US data communications industry from 1985 to 1996, we found support for our propositions and the characteristics of central-periphery structure best describe the patterns of industry networks. 相似文献
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Soh Kay-cheng 《Asia Pacific Journal of Education》1989,10(2):86-89
In recent years, a growing number of studies have shown that teachers' sense of efficacy is a powerful predictor of teacher effectiveness. The construct of teacher locus of control or perceived teacher efficacy is defined as the teachers' beliefs or conviction that they can influence how well students learn and how they behave (Guskey, 1981; Rose & Medway, 1981; Taylor et al., 1981). It has also been found that teachers who place a high value on teaching tend to take greater personal responsibility for their own actions and their students' performance (Ames, 1982; Brookover & Lezotte, 1979). The concept of personal responsibility for student performance and behaviour may be extended to include responsibility for other aspects of school work and to attitude towards responsibility in general within the school context. 相似文献
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An introductory CS1 course presents problems for educators and students due to students' diverse background in programming knowledge and exposure. Students who enroll in CS1 also have different expectations and motivations. Prompted by the curricular guidelines for undergraduate programmes in computer science released in 2001 by the ACM/IEEE, and driven by a departmental project to reinvent the undergraduate computer science and computer engineering curricula at the University of Nebraska-Lincoln, we are currently implementing a series of changes which will improve our introductory courses. One key component of our project is an online placement examination tied to the cognitive domain that assesses student knowledge and intellectual skills. Our placement test is also integrated into a comprehensive educational research design containing a pre- and posttest framework for assessing student learning and providing valuable feedback for needed instructional revisions. In this paper, we focus on the design and implementation of our placement exam and present an analysis of the data collected to date. 相似文献