Abstract

The issues relating to the adequacy of teacher preparation were discussed in the context of the changes in pre-university and university education curriculum structure and the positive psychology movement. Positive schooling as well as identifying and using character strengths were described as promising approaches to improve teacher preparation. The use of positive intervention exercises that promote for teachers a satisfying life that encompasses the pleasant life, the engaged life, and the meaningful life interpretable as the antithesis of teacher burnout was explored.

Keywords: positive psychology; teacher preparation; positive schooling; character strengths

Abstract

In this study, the researchers developed the Web-based Probability Explorer (WPE), a mathematical microworld and investigated the effectiveness of the microworld's constructivist learning environment in enhancing the learning of probability. The study also looked at students’ satisfaction with the microworld’s features. The quasi-experimental, non-random pre- and post-test static group research was conducted with 52 students from two secondary schools in Kuching, Sarawak, Malaysia. The findings showed that students’ learning of probability was enhanced after interacting with the WPE. The students were also satisfied with the features of the WPE.

Keywords: microworld; probability; attitudes toward mathematics; constructivist-learning environment

Abstract

This paper tries to gather evidence from literature review, to answer the question asked by the Hong Kong Examinations and Assessment Authority (HKEAA): whether analytic rubric or holistic rubric should be chosen in scoring candidates’ written responses of New Senior Secondary (NSS) Liberal Studies public examination. Criteria for comparison include: impact, discriminative power, inter-rater reliability, bias-free, and time-saving. Analysis of the research findings suggests that analytic rubric appeared to be more appropriate for the assessment. Further studies are suggested to be done in implementing a large scale research project for facilitating learning from performance-based assessment, accommodation of students with special learning difficulty, combination of holistic and analytic rubric and comprehensive raters’ training.

Keywords: liberal studies; rubric; performance-based assessment

Abstract

Citizenship education becomes a sociological issue when it is a deliberate selection of knowledge by authority. This article analyses a series of junior secondary textbooks of Economic and Public Affairs in terms of the reflected civic virtues at the time of a decade after Hong Kong was returned to China. Selected textbooks have been investigated for the nature of the content: 45.32% for citizenship knowledge, 49.26% for economic development and other core factual knowledge while 5.42% for civic virtues. Textual and image analysis followed provides further evidence of its crippled form of citizenship for its neglect, inadequacy and prejudice of civic virtues since they are considered pivotal in the making of civic culture, political output and social responsibility. Overall, the findings of this textbook analysis further illustrate the prevalence of the incompetence, passivity, partiality and ambiguity of citizenship in Hong Kong.

Keywords: civic virtues; citizenship; textbook

摘要

本文首先闡釋教學與評核的緊密關係，帶出欲建構的萌發式故事閱讀理解綜合評核系統的重要性。接著，以Feldman（1994）的非普遍性理論為基礎，配合Palincsar & Brown（1984）的交互教學法為閱讀指導手段，運用故事書和故事板為評核工具，建構適用於評核幼兒萌發式故事閱讀理解的概念模型。當考慮綜合評核系統的原理後，再按概念模型發展出綜合評核系統實施架構，期望以此架構指導閱讀教學實驗。最後建議利用Messick（1989）的統一建構效度理論，闡釋評鑑系統信度和效度的程序和方法。

關鍵詞：萌發式故事閱讀；綜合評核系統；統一建構效度理論

Abstract

This paper begins with an explanation of the inter-relationship between teaching and assessment as well as points out the importance of developing an integrated assessment system for emergent story reading comprehension. Based on Feldman's (1994) non-universal theory and Palincsar and Brown's (1984) reciprocal teaching methods as reading instruction strategies, this paper makes use of storybook and storyboard as assessment tools and constructs a conceptual model of an integrated assessment system for evaluating young children's emergent story reading comprehension. After considering the principles underlying an integrated assessment system, an implementation framework is formulated in accordance with the conceptual assessment model. Finally, with reference to Messick's (1989) theory of unified construct validity, the procedures for evaluating the validity of the integrated assessment system are presented.

摘要

澳門特別行政區的施政方針於2001年開始強調家校合作，鼓勵學校成立家長會，以加強家長、教師及學校之間的了解及溝通。回顧澳門推展家校合作至今已超過五年，卻未曾廣泛地檢視家校合作的發展實況，本研究是首項全面檢視澳門家校合作的大型調查，目的是了解澳門家長對家校合作的意見和期望，並探討澳門家校合作的未來路向。

關鍵詞：澳門；家校合作；家長教育；家校社區協作

Abstract

In 2001, Macao SAR Government began to emphasize the importance of home-school collaboration (HSC) in her policy report, encouraging schools to establish parent association in order to facilitate better understanding and communication among parents, teachers and schools. It has been more than five years since the HSC policy initiated in Macao; however, a comprehensive review of current status on home-school collaboration is still lacking. The study is the first large scale survey to take stock of current practices of home-school collaboration practices in Macao. The objective of this study is to examine parents’ views and expectations towards home-school collaboration and to discuss the possible development of HSC in Macao in the future.

摘要

學校管理文化對於學校管理水準以及教學質量的提升有著重要意義。本研究對上海市民辦中學與公辦中學的管理文化進行了分析和比較。研究者制定出「學校組織價值」問卷，在上海的廿一所中學進行調查，之後再選出七所管理文化比較獨特的學校，深入學校內部進行個案研究，瞭解該校管理文化的深層因素。研究發現學校管理文化差異的背後有著管理體制、生存條件以及原有文化的影響。本研究對今後學校管理實踐的改善提出了一些建議。

關鍵詞：上海；組織價值；組織文化；學校管理；教育領導

Abstract

Organizational culture plays an important role in quality of school management and teaching activities. The researchers compared the managerial cultures between the private and public secondary schools in Shanghai. A questionnaire, the School Values Inventory (SVI), was used to survey twenty one secondary schools randomly selected in Shanghai. Based on the quantitative results, seven schools characterized with distinctive managerial cultures were examined as case studies. The researchers explored the deeper assumptions that have shaped the schools’ managerial cultures. Findings show that the differences in the schools’ managerial cultures have related to the complicated historical traditions, conditions for survival, and the recent development of the educational system in Shanghai. Suggestions and recommendations on further improvement of school management in Shanghai are provided at the end of this paper.