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Jennifer Catharine Evans Hennie Yip Kannass Chan Christine Armatas Ada Tse 《高等教育研究与发展》2020,39(4):643-656
ABSTRACTOnline learning has become a ubiquitous part of the educational landscape and how teachers are supported in developing approaches to teaching online is a fundamental aspect of the students’ learning experience. Based on the implementation of a professional development course on becoming an online teacher offered in a blended learning mode at one university in Hong Kong, this article proposes that offering this type of professional development in a blended mode is very effective in facilitating enhanced usage of the university’s learning management system. In a blended mode, teachers are actively engaged with blended learning and were found to make more extensive use of features/tools in Blackboard after they attended the professional development course. Results support that offering professional development in a blended mode provides teachers with an authentic student perspective, at the same time as they take guided steps in the teacher’s role in blended learning. 相似文献
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ABSTRACT School effectiveness research has traditionally focused on basic cognitive pupil outcomes such as language and mathematics achievement. In this article however we address a research question that goes beyond this limited scope by studying both cognitive and affective outcomes of education in combination with each other. By looking at cognitive and affective outcomes at two different levels, i.e. school and the individual pupil, it is possible to make assertions about the relationship between the two outcome types at these levels. The main question in this study with respect to school effectiveness research is: ‘Can schools be both cognitive and affective effective?’ To answer this question a sample of 7,000 pupils in 212 primary schools in the Netherlands was used, providing information about cognitive, affective and pupil background variables. Firstly the relationship between affective and cognitive outcomes at pupil level is shown, using a LISREL model to show how these variables interact. Secondly the relative positions of schools with respect to their effectiveness in the cognitive and affective outcomes are compared in order to show the degree of consistency in the effectiveness of both outcome domains. These correlations appear to be small, but positive. 相似文献
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Din Yan Yip 《International Journal of Science Education》2013,35(7):755-770
This paper reports a study of the impact of an initial teacher education programme on the development of a conceptual change model of instruction in prospective biology teachers. Analysis of the performance in teaching practice indicates that the subjects achieved significant improvement in the various skills related to this instruction model. However, mastery of these skills was not evident, especially in the response to pupils' alternative conceptions, the presentation of chalkboard layout, the use of high order questions to probe understanding and facilitate concept development, and the conduct of interactive learning activities. This can be related to the subjects' lack of teaching experience and inadequate subject knowledge, the passive learning attitude of pupils, constraints in time and resources, and the non-supportive conditions in schools. 相似文献
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Eng Soo Peck Katherine Yip Lily Wong Amy Farn Larn Tit Loong Frances Lee 《Asia Pacific Journal of Education》1983,5(2):20-42
The Institute of Education is the only institution in Singapore that trains and prepares individuals for the task of teaching. In order to ensure that its products, the teachers, are of a respectable calibre, not only should the training programme be reviewed regularly, but also the method of selecting trainees. 相似文献
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An innovative training programme providing second year students with a real taste of civil engineering practice through the construction of full‐size structures was introduced at the Nanyang Technological Institute, Singapore. Students are divided into companies, each responsible for executing the construction project for a profit, and in accordance with contract requirements in the forms of specifications and design drawings. Each company is sub‐divided into management, office and field groups. Thus the students, through a mandatory rotation of the role play, gain valuable experience in the field, office and management functions through personal involvement in such a real‐life project. To reflect the objectives of the programme, a system of assessment was developed based on the student performance at the team, group and individual levels. Due to the short history of the programme and since a true test of the effectiveness of this type of training is through the performance of the graduates, a summative evaluation is difficult to make at the present time. However, some interim feedback from the students, staff members and industrialists on students’ performance subsequent to their second year course work suggest that the programme has served well in achieving its intended objectives. 相似文献
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The practical work of the Hong Kong A-level biology course has been dominated by recipe-type activities. This can be related to the inadequate knowledge and skills of the teachers in teaching investigative work. Based on the responses to a written test, the present study indicates that most of the biology teachers attending a post-graduate teacher education course demonstrated a poor understanding of the notion of assumptions and could not evaluate experimental evidence with reference to the assumptions made. By using small-group and whole-class discussions with guiding questions, the teachers were able to construct successfully the concept of assumptions and develop a better appreciation of the nature and limitations of the process of scientific inquiry. 相似文献
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This study examined the role of context effects in the processing of homophones in Chinese and Chinese-English bilingual speech. In Experiment 1, Chinese speakers were presented with successively gated portions of a homophone in a sentence context, and they identified the homophone on the basis of its increasing acoustic information. In Experiment 2, Chinese-English bilinguals were presented with a cross-language homophone in a sentence context, and they named a visual probe that had or did not have phonological overlaps with the homophone. Results indicate that prior sentence context has an early effect on the disambiguation of various homophone meanings, shortly after the acoustic onset of the word, in both monolingual and bilingual situations. The results are accounted for by interactive activation models of lexical processing, in which the recognition of a homophone is a result of the interactions among phonological, lexical, and contextual information at an early stage. 相似文献
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Yu YS Wang LL Shen Y Yap MK Yip SP Han W 《Journal of Zhejiang University. Science. B》2010,11(11):836-841
Retinoic acid level in the retina/choroid is altered in induced myopia models. All-trans-retinol dehydrogenase (RDH8) is an important enzyme of retinoic acid metabolism. This study aimed to investigate the association
of the RDH8 gene with high myopia. Three single nucleotide polymorphisms (SNPs) [RDH851 (rs2233789), RDH8E5a (rs1644731), and RDH855b
(rs3760753)] were selected, based on the linkage disequilibrium pattern of RDH8 from a previous study, and genotyped for 160 Han Chinese nuclear families with highly myopic (−10 diopters or worse) offspring
as well as in an independent group with 166 highly myopic cases (−10 diopters or worse) and 211 controls. Family-based association
analysis was performed using the family-based association test (FBAT) package, and genotype relative risk (GRR) was calculated
using the GenAssoc program. Population-based association analysis was performed using Chi-square test. These SNPs were in
linkage equilibrium with each other. SNPs RDH851 (rs2233789) and RDH8E5a (rs1644731) both did not show association with high
myopia. SNP RDH855b (rs3760753) demonstrated significant association (P=0.0269) with a GRR of 0.543 (95% confidence interval=0.304–0.968, P=0.038). The association became statistically insignificant, however, after multiple comparison correction. Haplotype analysis
did not show a significant association either. Population-based association analysis also showed no significant association
(P>0.05). Our family- and population-based data both suggest that the RDH8 gene is unlikely to be associated with high myopia in Chinese. 相似文献
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Adriana J. Uma?a‐Taylor Stephen M. Quintana Richard M. Lee William E. Cross Jr. Deborah Rivas‐Drake Seth J. Schwartz Moin Syed Tiffany Yip Eleanor Seaton Ethnic Racial Identity in the st Century Study Group 《Child development》2014,85(1):21-39
Although ethnic and racial identity (ERI) are central to the normative development of youth of color, there have been few efforts to bring scholars together to discuss the theoretical complexities of these constructs and provide a synthesis of existing work. The Ethnic and Racial Identity in the 21st Century Study Group was assembled for this purpose. This article provides an overview of the interface of ERI with developmental and contextual issues across development, with an emphasis on adolescence and young adulthood. It proposes a metaconstruct to capture experiences that reflect both individuals’ ethnic background and their racialized experiences in a specific sociohistorical context. Finally, it presents milestones in the development of ERI across developmental periods. 相似文献