Longitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6     

Pui-sze Yeung  Connie Suk-han Ho  David Wai-ock Chan  Kevin Kien-hoa Chung 《Journal of Research in Reading》2020,43(2):201-228

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The link between student-perceived teacher talk and student enjoyment,anxiety and discursive engagement in the classroom     

Gaowei Chen  Jiahong Zhang  Carol K. K. Chan  Sarah Michaels  Lauren B. Resnick  Xiaorui Huang 《British Educational Research Journal》2020,46(3):631-652

This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N_{7th grade} = 1,146 and N_{8th grade} = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship.  相似文献   

Resolving the amalgam: connecting pedagogical content knowledge,content knowledge and pedagogical knowledge     

Vanessa Kind  Kennedy K. H. Chan 《International Journal of Science Education》2019,41(7):964-978

ABSTRACT

This paper concludes the Special Issue (SI) ‘Probing the Amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge’. We review the five papers (Sorge et al; Gess-Newsome et al; Kind; Pitjeng-Mosabala and Rollnick; and Liepertz and Bronowski) by discussing evidence these present regarding the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of CK, PK and PCK in novice and experienced secondary science teachers and how CK, PK and/or PCK impact students’ learning. In conclusion, we draw these findings together in offering proposals for future research via reconsideration of Shulman’s amalgam. This includes post-hoc examination of a PCK model known as ‘the Consensus Model’ (Gess-Newsome, [2015]. A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. In A. Berry, P. J. Friedrichsen, & J. Loughran (Eds.), Re-examining Pedagogical Content Knowledge in Science Education (pp. 28–42). New York, NY: Routledge; Neumann, Kind, & Harms [2018]. Probing the amalgam: The relationship between science teachers’ content, pedagogical and pedagogical content knowledge. International Journal of Science Education, 1–15) and presentation of a novel PCK structure based on evidence from the SI studies.  相似文献   

Blended learning in higher education: professional development in a Hong Kong university     

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

ABSTRACT

Online 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   

Validation of the swimming competence questionnaire for children     

Derwin K. C. Chan  Alfred Sing Yeung Lee  Duncan J. Macfarlane  Martin S. Hagger  Kyra Hamilton 《Journal of sports sciences》2020,38(14):1666-1673

ABSTRACT

Two studies were employed to test the reliability and validity of the Swimming Competence Questionnaire (SCQ) among primary school children. Study 1 was a cross-sectional survey in 4959 primary school children. Study 2 was a pre-post-test quasi-experiment among 1609 primary school children who underwent a 20-lesson learn-to-swim programme. In Study 1, exploratory structural equation modelling revealed excellent goodness-of-fit and scale reliability for a two-factor model comprising distance and skill factors, which supported the construct and convergent validity. SCQ scores were significantly and positively correlated with swimming outcomes (i.e., self-efficacy, intention, swimming frequency), which supported SCQ’s concurrent and criterion validity. Average variance extracted for the SCQ factors exceeded cut-off criteria supporting discriminant validity. In Study 2, pre-test SCQ scores correlated significantly and positively with the SCQ scores, self-efficacy, intention, and swimming frequency at post-test, which supported SCQ’s test-retest reliability and predictive validity. Positive intraclass correlation between SCQ scores and coach ratings at post-test provided evidence for SCQ’s inter-rater reliability. SCQ scores significantly improved at post-test, which supported SCQ’s ecological validity. In conclusion, findings indicate that the SCQ is a valid and reliable measure to assess primary school children’s swimming competence, in terms of swimming distance and basic water survival skills.  相似文献   

新手教师实践性知识生成机制研究——以"多对多"师徒结对为分析对象     

汪明帅  王亚君  赵婵 《教育发展研究》2021,41(12):37-44

如何充分发挥师徒结对在新手教师实践性知识生成中的作用是本研究关注的焦点问题.本研究采取质化研究中的个案研究取向,对这一焦点问题进行了考察.个案显示,受惠于"多对多"师徒结对这一媒介,将新手教师所遭遇的问题变成研究的课题,通过师徒共同体一起探索,逐步解决问题,最终形成了追求契合学生心理特征的课堂管理的实践性知识.基于研究可知,实践性知识是在具体的教育教学情境中,通过不断建构、不断应用和不断改进而动态生成的.呈现出螺旋上升的样态;师徒结对是促进教师实践性知识生成的重要途径,"多对多"师徒结对作为师徒结对的创新形式,不但给新手教师提供了更多交流与沟通的机会,尤其是非正式的交流与沟通机会,还天然具备了相互学习、互相借鉴的机制,在很多方面更有助于新手教师实践性知识生成.需要注意的是,在"多对多"师徒结对的具体落实过程中,尤为需要统筹"多对多"师徒结对中师傅之间的指导节奏,并关照"多对多"师徒结对中不同新手教师特定的发展需求.  相似文献   

高职院校扩招背景下学生学业现状及其辅导需求的实证分析     

王军峰  廖黎芳  毛婵 《九江职业技术学院学报》2021,(1):44-47

通过对扩招背景下高职学生的问卷调查,了解高职学生的学业适应、学业发展及学业情绪现状,在此基础上分析了高职学生学业适应、学业发展及学业情绪存在的问题及其产生的原因,并进一步分析学生对学业辅导的需求。在实证分析基础上指出了解高职学生的学业问题是学业辅导的前提。针对高职学生的学业辅导,要树立人人可教、皆可成才,精准辅导、各尽其才,三方联动、促进成才的辅导理念。制定高职学生的学业辅导方案要注意甄选辅导团队、优选辅导方式、精选辅导内容。  相似文献   

北京谱仪主漂移室的径迹拟合     

陈国明  严武光  王淑琴 《中国科学院研究生院学报》1990,(2)

本文作出了北京谱仪主漂移室的径迹拟合程序包,阐述了该程序包的原理,并运用e~+e~-→i/Ψ→μ~+μ~-蒙得卡罗事例进行检验,动量分辨符合要求.该程序包目前已用于北京谱仪J/Ψ物理的研究之中.  相似文献   

Release monitoring of single cells on a microfluidic device coupled with fluorescence microscopy and electrochemistry     

Shi BX  Wang Y  Lam TL  Huang WH  Zhang K  Leung YC  Chan HL 《Biomicrofluidics》2010,4(4):43009

A method for monitoring the biological exocytotic phenomena on a microfluidic system was proposed. A microfluidic device coupled with functionalities of fluorescence imaging and amperometric detection has been developed to enable the real-time monitoring of the exocytotic events. Exocytotic release of single SH-SY5Y neuroblastoma cells was studied. By staining the cells located on integrated microelectrodes with naphthalene-2,3-dicarboxaldehyde, punctuate fluorescence consistent with localization of neurotransmitters stored in vesicles was obtained. The stimulated exocytotic release was successfully observed at the surface of SH-SY5Y cells without refitting the commercial inverted fluorescence microscope. Spatially and temporally resolved exocytotic events from single cells on a microfluidic device were visualized in real time using fluorescence microscopy and were amperometrically recorded by the electrochemical system simultaneously. This coupled technique is simple and is hoped to provide new insights into the mechanisms responsible for the kinetics of exocytosis.  相似文献   

武术英译研究     

陈海英 《中国科技信息》2007,(12):228-229

作为中国传统文化的一部分,中国武术正以它独特的魅力征服世界,而武术的英译则是将武术理论、技击、养生与科研成果介绍到国外,使国外学者正确理解掌握,促进武术的发展与学术交流的一个重要途径。本文以一些翻译实践为基础探讨了武术英译的难点,原则及策略。  相似文献