Abstract

This paper provides an overview of recent research studies on perfectionism in the context of the changing conceptions of perfectionism as well as the development of new multidimensional perfectionism measures. The findings on the dimensionality and typology of perfectionism as well as the prevalence of perfectionism among gifted students have led to the conclusion that perfectionism can be distinguished into positive and negative dimensions, and that there are healthy as well as unhealthy perfectionists. Implications of these recent findings for the promotion of positive perfectionism as the striving of excellence and the call for more longitudinal research studies on perfectionism of Chinese students are discussed.

Keywords: excellence; perfectionism; dimensionality; typology; prevalence; gifted students; Hong Kong

bstract

The present study examined the psychometric properties of the Life Effectiveness Questionnaire – Version H (LEQ-H), an instrument for the assessment of life skills in project work (PW) context with Singaporean students. Specifically, we examined the internal consistency, as well as discriminant and convergent validity of the subscales in LEQ-H. Second, we tested the proposed measurement model against four other alternative models and confirmed with a second sample. In addition, we examined the invariance of the measurement tool across gender. A total of 1,264 secondary school students were recruited from nine typical government funded co-educational secondary schools in Singapore. All the subscales had adequate internal consistency but two subscales lacked convergent validity. Five competing models were compared using confirmatory factor analyses. The results provide evidence of a seven first-order measurement model of the LEQ-H. Multigroup analysis demonstrated invariance of the factor forms, factor loadings, factor variances, and factor covariances, error variances and disturbances across gender. In summary, the findings affirm that the LEQ-H, with the seven first-order measurement model, can be an appropriate measurement tool to assess the effects of PW on students’ life skills such as time management, social competence, achievement motivation, task leadership, emotional control, active initiative and self-confidence.

Keywords: life effectiveness; life skills; collaborative learning

Abstract

This article consists of a review and discussion of the literature on English-medium education and social differentiation in colonial contexts. A major question concerns the extent to which access to English, and its relationship to social inequality, are converging in diverse contexts (Malaysia, Singapore and Hong Kong) formerly under a specific colonial power (Britain). By engaging the review in comparative perspectives, the discussions challenge the confident assumption that English-medium education is intrinsically “good” in the discourse of English as an international language. English-medium education tends to promote unequal opportunity for students on the basis of social class; and class disparity is reinforced by the requirements for good English in society, in both study and work contexts. This article further argues that the unequal basis and consequences of differential access to English and the local struggles around English need to be redressed; and that the perspectives of the field of English Language Teaching with a prevalent interest in pedagogical issues need to be broadened.

Keywords: English-medium education; social differentiation; colonial contexts

Abstract

In this paper, we explore how learning experience can best be described and relate to the teaching enactment so as to inform teaching practices in specific contexts. Two lessons dealing with the same topic in Primary 4 in Hong Kong schools were videotaped and a post-lesson diagnostic worksheet was given to the students. The aim of the study was to identify differences between the two lessons in what was made possible for learning on the topic, and to relate those differences to students’ perception and outcomes in learning. The data collected were analysed from the theoretical assumption that “variation” in the “object of learning” is essential to creating learning opportunities in the classroom. The results showed a critical difference in the way the teachers handled the object of learning. This was in turn found to have contributed to the opening of different “patterns of variation and invariance” in and thus, different possibilities for learning the object of learning. This difference was also reflected in the students' report of their perception and outcomes in learning.

Keywords: learning experience; teaching and learning; variation theory

Abstract

The purpose of the study was to investigate what attitudes postsecondary students have towards the usage of computer-mediated communication (CMC) in the language classroom and whether their attitudes differ from those of secondary students. Two questionnaires were distributed to a class of postsecondary students (N = 19) studying in a Pre-Associate degree programme at Form 6 level and a class of secondary school students (N = 20) studying at Form 5 level at a postsecondary institution in Hong Kong. Independent t test results showed that there were significant differences between the responses of the two groups towards the usage of CMC in the classroom in terms of enjoying electronic discussions (p = 0.000), using electronic discussions outside the classroom (p = 0.14, p = 0.15), and using electronic discussions inside the classroom (p = 0.005). Structured interviews were conducted with 3 postsecondary students to probe for reasons of postsecondary students favoured electronic discussions due to the following reasons: (1) convenience, (2) social bonding, (3) awareness of linguistic mistakes, (4) research which can be done on the Web to discuss on a topic, (5) a relaxing environment, (6) the fact that electronic discussions can be saved as archives, and (7) cultural exposure.

Keywords: computer-mediated communication; electronic discussions; postsecondary students

摘要

本文報告了一項質性研究結果，其研究目的是探索就讀社會工作碩士課程（兼讀）的學生，在學習家庭治療過程中，他們對情境教學法的主觀學習經驗。總共19名修讀完這門課的學生參與深入訪談。研究結果顯示，學生採用不同的比喻表達他們的主觀學習經驗。他們以榴槤、騎馬、激流、旅程、打鞦韆、過山車等比喻，去表述他們學習家庭治療時的感受，他們在掌握有關治療知識時，好像大海裏抓到一些雪、考古、聖經人物、約伯、做疍糕、下棋、嬰兒與小學生一樣，只是初入門而矣。他們形容整個學年的學習進程像吃糭子、正在生長的樹木和學打球一樣，逐漸掌握家庭治療。本文最後討論其研究結果對教學的啟示。

關鍵詞：主觀學習經驗；家庭治療訓練；情境教學法；比喻

Abstract

This article attempts to report the results of a qualitative study conducted in Hong Kong, which aims to study the applicability of contextual teaching and learning method in family therapy training for students completed Master in Social Work (part-time) Programme of The Chinese University of Hong Kong. A total of 19 students participated in the in-depth interview immediately after the completion of a yearly course of family therapy. The students had made use of different lively and graphic metaphors including a durian, horse-riding, a rapid, a journey, playing swinging, and a roller coaster to express their mixed feelings in learning; they described their understanding of family therapy as a mass of snowflakes in a huge ocean, archaeology, a biblical character, cake baking, chess playing, a baby and a primary school student. In the eyes of the students, their learning process was gradual, like eating a rice dumpling, planting a tree and learning to play a ball. Implications of the results of this study on teaching are discussed at the end of the paper.

摘要

香港近年推行融合教育政策，協助有特殊教育需要的學童進入主流學校受教育。為使這些主流學校能有效地推行融合教育，教育當局嘗試提供不同形式的支援，其中的特殊教育資源中心，是由一所特殊學校和多所主流學校夥伴起來，結成專業支援網絡。本研究是從知識轉移角度，分析這些專業支援網絡的成效。研究採用個案研究法，對象是一所特殊學校和四所主流小學結成的支援網絡內，其中8位教師及1位社工。研究發現以專業支援網絡形式協助主流學校教師推行融合教育，會出現四種制約，包括知識、資源、思維和制度的制約。前兩項制約可以用時間和投放資源解決，後兩項制約因為涉及文化因素，所以較難在短期內化解。

關鍵詞：知識轉移；知識管理；融合教育

Abstract

Recently, Hong Kong has implemented an inclusive education policy, which aims to enable students with special educational needs to study in mainstream schools. In order to facilitate mainstream schools to implement inclusive education policy effectively, the education authority attempts to provide supports of various types, and one of them is Special Needs Education Resource Center, which is a professional support network composed of one special school and several mainstream schools. The present study is an attempt to investigate the effectiveness of this support network from the perspective of knowledge management. This study employs case study method, and the target is one special school and four mainstream schools within a professional support network. The researcher collected interview information from eight teachers and one social worker. Findings of the study suggest that four constraints exist in the network for supporting mainstream schools to implement inclusive education. These are knowledge constraint, resource constraint, ideological constraint, and institutional constraint. The first two constraints can be resolved by putting in time and more resources, but the latter two constraints are harder to deal with immediately because they are related to cultural elements within our society.