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This paper reports on a study designed to investigate (a) whether peer review is an effective pedagogical activity with adult
Chinese students in the teaching of second language (L2) academic writing and (b) how factors such as perceptions of the influence
of peer reviewers’ L2 proficiency, previous experience with peer review, feedback preferences, and culturally-based beliefs
and practices relate to the effectiveness of the pedagogical activity. Participants were 20 English-as-an-L2 learners from
China who were enrolled in an academic writing class for postgraduate students at a Singaporean university. Data included
first drafts of an academic writing assignment, written peer comments, revised drafts of the assignment, responses to a questionnaire,
and interviews. Quantitative analyses of the peer comments and revisions to the drafts show that significant improvement in
the revised drafts was linked to peer feedback. Further statistical analyses indicate that the learner variables of interest
did not affect the effectiveness of the peer review activity. In addition, qualitative analyses of the questionnaire data
and the interviews reveal a general acceptance of peer review as a socioculturally appropriate pedagogical activity for Chinese
students. The results of the study are interpreted with an understanding of its limitations, and directions for further research
are also discussed. 相似文献
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Advertising is a highly visible force in Hong Kong society. Within this diverse environment, media organizations and marketers attempt to define target markets (market segmentation) composed of persons who are most likely to be influenced by their marketing and advertising efforts. This research, based on a 1,019 sample face‐to‐face intercept survey, segments the market based on measures of self‐ascribed individual modernity and individual traditionalism and Chinese and Western value orientation. The scales are statistically analysed by cluster analysis, to place each respondent into clusters. The segmentation scheme viability is analysed in relation to media consumption and attitudes about specific advertising issues in six areas: 1. consumer benefits and economic force; 2. credibility; 3. entertainment value; 4. social force; 5. manipulation and motivation; and 6. repetition. The segmentation of individual modernity/traditionalism and Chinese/Western orientation provides greater differentiation than age, gender, income, education or place of residence. 相似文献
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While genetics has remained as one key topic in school science, it continues to be conceptually and linguistically difficult for students with the concomitant debates as to what should be taught in the age of biotechnology. This article documents the development and implementation of a two‐tier multiple‐choice instrument for diagnosing grades 10 and 12 students’ understanding of genetics in terms of reasoning. The pretest and posttest forms of the diagnostic instrument were used alongside other methods in evaluating students’ understanding of genetics in a case‐based qualitative study on teaching and learning with multiple representations in three Western Australian secondary schools. Previous studies have shown that a two‐tier diagnostic instrument is useful in probing students’ understanding or misunderstanding of scientific concepts and ideas. The diagnostic instrument in this study was designed and then progressively refined, improved, and implemented to evaluate student understanding of genetics in three case schools. The final version of the instrument had Cronbach’s alpha reliability of 0.75 and 0.64, respectively, for its pretest and the posttest forms when it was administered to a group of grade 12 students (n = 17). This two‐tier diagnostic instrument complemented other qualitative data collection methods in this research in generating a more holistic picture of student conceptual learning of genetics in terms of scientific reasoning. Implications of the findings of this study using the diagnostic instrument are discussed. 相似文献
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The variation theory of Ference Marton and his collaborators has widely been used as a framework for explaining what can possibly be learned in a particular classroom and what cannot. This paper reports on an experiment that put this theory to test in the context of students’ learning of the orthographic structures of Chinese characters. The experiment was carried out in the classrooms of two primary schools in Hong Kong. In each of the schools, two classes of students were taught differently, as informed by the theory, about the significance of the location of a component in the orthographic structure of a character in relation to whether the component provided a clue to the meaning of the character (called the part–part relations). The results of the experiment are consistent with the prediction of the theory that those students who were given the possibility to experience variation in the locations of components in the orthographic structures significantly outperformed those who were not. The results of the experiment demonstrate the power of the theory in guiding the design of teaching that affords students’ learning to happen. 相似文献
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COURSES AND INSTRUCTION AFFECTING CRITICAL THINKING 总被引：7，自引：0，他引：7
This study investigated how different types ofcourses and instructional techniques affect students'self-reported growth in critical thinking. Data aredrawn from the Cooperative Institutional Research Program's 1989 Follow-Up Survey of 24,837students who had first entered college as freshmen in1985. Results revealed that taking writing courses,interdisciplinary courses, history courses, sciencecourses, women's studies courses, math courses, foreignlanguage courses, ethnic studies courses, and enrollingin an honors program are each positively associated withselfreported growth in critical thinking. Moreover, self-reported growth in criticalthinking is positively related to having a papercritiqued by an instructor, conducting an independentresearch project, working on a group project, giving aclass presentation, and taking essay exams, butnegatively related to taking multiple-choice exams.Overall findings, however, suggest that the impact ofclassroom experiences on students' abilities to think critically is far weaker than one might expector hope. 相似文献
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John Alban-Metcalfe Alice Cheng-Lai Tsui Ma 《International Journal of Disability, Development & Education》2002,49(3):281-299
Since the criteria for diagnosis of childhood attention-deficit/hyperactivity disorder (AD/HD) include that the symptoms present in at least two situations, usually home and school, the role of teachers in the identification and diagnosis of this condition is crucial. There is, however, evidence of inter-cultural differences in ratings of AD/HD in children and young people, by teachers and others, though it is not possible to make comparisons between the various studies, because the conditions were not comparable. The focus of this article is the cultural influences on ratings of AD/HD-type behaviour. Evidence is presented of culturally related differences in such ratings, under conditions designed to ensure directly comparable conditions, involving teachers and student teachers from mainland China, Hong Kong, and the United Kingdom. There was some evidence that the teachers from mainland China rated the behaviour of a "target" child, presented on video, higher on a number of items than either the teachers from Hong Kong or the United Kingdom. There was only limited evidence of differences between the ratings of teachers and student teachers within the same culture. 相似文献
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This study was designed to examine the effects of math anxiety and perfectionism on math performance, under timed testing conditions, among mathematically gifted sixth graders. We found that participants had worse math performance during timed versus untimed testing, but this difference was statistically significant only when the timed condition preceded the untimed condition. We also found that children with higher levels of either math anxiety or perfectionism had a smaller performance discrepancy during timed versus untimed testing, relative to children with lower levels of math anxiety or perfectionism. There were no statistically significant gender differences in overall test performance, nor in levels of math anxiety or perfectionism; however, the difference between performance on timed and untimed math testing was statistically significant for girls, but not for boys. Implications for educators are discussed. 相似文献
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Bruce R. Maxim Bruce S. Elenbogen Kenneth L. Modesitt David H. Yoon Louis Tsui Kiumi Akingbehin 《Computer Science Education》2013,23(2):247-256
Open Systems are computing systems which are based on industry standards and nonproprietary multivendor components. As an increasing number of computing installations move away from single‐vendor proprietary architectures to more and more open architectures, academic institutions are increasingly faced with the responsibility of appropriately introducing open systems concepts into the undergraduate curricula. Using funding from the National Science Foundation, an open systems computing laboratory was recently set up at the University of Michigan‐Dearborn. The laboratory is based on the three most popular computing platforms today in the PC to Workstation range; namely IBM/PC, Macintosh, and Sun/UNIX. Supporting equipment include a postcript printer, a Novell network, a tape mass storage, and appropriate software and interfaces. A three credit‐hour course titled Open Systems Computing was offered in Summer 1995 to computer science and computer engineering majors. The course utilized the laboratory fully. This paper describes the design and implementation of the laboratory. Initial experiences with the course and laboratory are also described. Student enthusiasm about the course and laboratory was much higher than anticipated. A side benefit of the course was the ability to introduce several contemporary computing‐related topics which would have otherwise been omitted from the curriculum. 相似文献