排序方式： 共有12条查询结果，搜索用时 93 毫秒
1.
Khoon Yoong Wong 《Asia-Pacific Journal of Teacher Education》1991,19(2):143-148
Principals should play an important role as curriculum leaders in their schools. To discharge this role effectively, the principals must understand the nature of curriculum not only of the disciplines in which they have been trained, but also of other key disciplines commonly included in the school programme. A way must be found to train the principals to acquire up‐to‐date knowledge of the practices and trends in various subject curricula, so that they can carry out informed discussions with the heads of subject departments to set goals and directions for these programmes. This article focuses on such a programme, called the Diploma in Educational Administration (DEA), which has been developed at the Institute of Education, Singapore to train prospective principals. In particular, the paper shows how local research has been integrated into the training programme to help participants understand the mathematics curriculum. 相似文献
2.
From 1986 to 1988, Regional Centre for Education in Science and Mathematics (RECSAM) at Penang organised the Computers in Education Project with financial support from the Australian Government. The aim of the Project was to provide information on the use of computers in education among SEAMEO countries. Such information, it was thought, could be useful for educators who needed to formulate sound policies regarding the introduction, management, and use of computers in schools and the roles of computers in education in general. Six countries took part in this project including a team from Singapore. 相似文献
3.
The role of the blended action learning facilitator: an enabler of learning and a trusted inquisitor
This paper reports on a research study that involved the use of blended action learning to support leadership development within the New Zealand education sector. An important contributor to the success of this technology-enabled approach to professional learning was the role taken by the blended action learning facilitator. Two complementary aspects of this role were: enabling learning, the main focus of which was encouraging participation in online interactions; and acting as a trusted inquisitor, a process involving both supporting and challenging participants in their leadership learning. This study found that the balance between these two roles varied over the course of the blended action learning groups and this led to the identification of five distinct stages of blended action learning facilitation. 相似文献
4.
Feng-Jui Hsieh Khoon Yoong Wong Ting-Ying Wang 《International Journal of Science and Mathematics Education》2013,11(4):819-846
This study investigates the similarities and differences of mathematics-related teaching competencies between the future secondary school teachers of Taiwan and Singapore by using data from the international Teacher Education and Development Study in Mathematics (TEDS-M), organized by the International Association for the Evaluation of Educational Achievement. Taiwan and Singapore are identified as the only two Asian countries integrating the Chinese/Confucian tradition in their education regarding TEDS-M. The relative strengths and weaknesses of these two countries, as compared to other TEDS-M higher-achieving Western countries, such as Germany, Poland, Russia, Switzerland, and the USA, are examined after reselecting and reclassifying the achievement items based on Niss’ (2003) mathematics competence and Hsieh’s (Secondary Education, 63(3), 2012) mathematics teaching competence structures. This study shows that Singaporean future teachers are weaker in the competence of devising formal mathematical arguments and transforming heuristic ideas into valid proofs than Taiwanese future teachers. Taiwan and Singapore demonstrate relative strengths at primary, lower-, and upper-secondary levels in mathematics competencies but show relative weaknesses at the tertiary level than do other higher-achieving Western countries. Comparing these two countries, Taiwan shows relative strengths at upper-secondary and tertiary levels, and Singaporean strengths are at primary and lower-secondary levels. This distinction is primarily because of the thought-oriented category of mathematics competencies. This study also finds that Taiwan and Singapore belong to different clusters compared with the higher-achieving Western countries regarding their future teachers’ relative strengths and weaknesses in either mathematics or mathematics teaching competence. 相似文献
5.
Kit Yoong Ng 《International Journal of Lifelong Education》2013,32(6):489-506
Discussions of learning in practice and in workplaces have been carried out within the various theories of learning. More recent discussions have unveiled the complexity inherent in learning in workplaces by acknowledging the presence of power relations in practice. However, the discussions fall short of an analysis on another more paramount power relation in practice – the relationship and effects of organizational ownership on learning in workplaces. Using the global phenomenon of concentrated media ownership, this paper presents a literature review to show that ownership is another higher form of power relation that shapes what and how professionals learn in practice. 相似文献
6.
Wong Khoon Yoong 《Asia Pacific Journal of Education》1987,8(2):45-55
“Teaching for understanding” is often considered to be an important educational objective. For instance, the Singapore Elementary Mathematics Syllabus (1981) states that “… pupils should know and understand mathematical ideas and principles, including the techniques and skills in mathematical computation” (p.2). As the computer is used more frequently in education and society, the aim of education should shift from training for specific skills to understanding. However, “understanding” may mean different things to different people. This paper provides an analysis of the concept of understanding and reports on a survey about mathematical understanding. 相似文献
7.
In order to address the problems of graduate employability in Malaysia, the Malaysian Government produced in 2012, the National Graduate Employability Blueprint 2012–2017. In addition to setting out in detail the government’s philosophy and vision, the blueprint identifies key players who are expected to play crucial roles in making Malaysian graduates more employable. This research provides a critique of the assigned roles by comparing them with those reported in other scholarly research. It was found that the Malaysian Government expects institutions of higher learning (IHLs) to give priority to the needs of the industry, and to take full responsibility for preparing students for the demands of the workplace. This elevates the position of employers as powerful entities who set the direction for IHLs, and takes for granted that graduates need to be moulded by their IHLs before joining the workforce. Intriguingly, the blueprint does not assign any role to the family or the school, and it makes only limited reference to government agencies. In view of these assigned roles, the blueprint is likely to achieve limited success. Long-term planning needs to be more inclusive, and existing roles must be reassessed in order to make graduates more employable. 相似文献
8.
Soo May Yoong Noor Aini Ahmad Charanjit Kaur Swaran Singh Wei Lun Wong 《British Journal of Special Education》2023,50(3):403-412
This article aims to explore the symptoms and characteristics of dyscalculia. This is a qualitative study. Five experts in the field of special education took part in a focus group interview. Each expert had more than ten years of experience in their area of expertise. To determine the content validity of the protocol, three experts in special education, language and qualitative research evaluated each of the eight items. Cohen's kappa analysis was used to assess inter-rater reliability. The findings of this study indicate that 59 items have been developed, based on six constructs in the dyscalculia checklist. The six constructs were subitising, estimating, Arabic numerals, verbal numbers, arithmetic facts and calculating processes. Following the focus group interview, a new construct emerged: math anxiety. The study implies that teachers might utilise this checklist to carry out early detection of students with dyscalculia in primary schools. This will enable appropriate intervention, resulting in significant benefits for the Ministry of Education, for educators and teachers, and for the students themselves. Although this study was based in Malaysia, the results have wider implications because dyscalculia is present everywhere. 相似文献
9.
Tzung-Jin Lin Amos Yoong Shin Goh Ching Sing Chai 《Research in Science & Technological Education》2013,31(2):117-132
Research in nature of science (NOS) among Asia-Pacific countries such as Singapore is arguably scarce. This study aimed to survey Singaporean secondary school students’ views of NOS with a newly developed instrument named Students’ Views of Nature of Science (SVNOS), which included various key aspects of NOS that are generally agreed upon by the science education community. Moreover, the relations between some demographic factors, including gender and grade, and students’ views of NOS were explored. Sample, design and method In total, 359 Singaporean seventh and eighth graders were invited to participate in this survey. The reliability, validity and structure of the SVNOS instrument were ensured by confirmatory factor analysis. A two-way multivariate analysis of variance was then conducted to determine the interaction effects between the gender variable and the grade-level variable. Results and conclusion The results indicated that the SVNOS instrument is reliable and valid to assess students’ views of NOS regarding seven distinct NOS dimensions. The male students were more prone to have constructivist-oriented views of NOS in the most of the SVNOS dimensions, while the female students conveyed more non-objective views of NOS. In addition, the eighth graders revealed more empiricist-oriented views of NOS than the seventh graders in several SVNOS dimensions. This result seems to contradict the results of previous studies that students’ views of NOS may reflect a developmental trend with their increasing educational experiences. 相似文献
10.
The general aim of our human nutrition project is to develop a health education model grounded in ‘everyday’ or ‘situated’
cognition (Hennessey, 1993). In 1993, we began pilot work to document adult understanding of human nutrition. We used a HyperCard
stack as the basis for a series of interviews with 50 adults (25 university students, and 25 adults from offcampus). The interviews
were transcribed and analysed using the NUDIST computer program. A summary of the views of these 50 adults on selected aspects
of human nutrition is presented in this paper.
Specializations: educational technology and the teaching-learning process, public understanding of science and technology.
Specializations: educational technology, mathematics education. 相似文献