摘要

自Plowden報告書（1967）發表後，很多研究都指出家長的參與能促進子女的教育成就。西方的一些學校與家庭合作模式逐漸發展成為由家長任校董，監管所有校政及決策的高度參與模式。在香港，家長主要在家中教育子女。近午來，由於民主意識及消費者權益的推廣，家長開始向學校提出較多的要求；由於全民教育水準的提高，家長也有較高的能力參與子女的教育。因此，傳統的家庭與學校合作模式正顯得不合時宜。本文根據沈雪明及其同事（1994）的調查數據，探討了香港的家庭與學校關係的發展、家長在不同層次參與的架構及家長更多參與教育事務的動與反動力。

Abstract

Since the publication of the Plowden (1967) report, a lot of researches have shown that parent participation will improve the educational outcome of the young. Some models of home-school cooperation in the west have developed to such an extent that parents are school managers who monitor all policy and decision makings. In Hong Kong, parents' participation in children's education was mainly home-based. In recent years, with the promotion of democratic practices and consumer rights, parents in Hong Kong have started to demand more from the school; with the higher general education level, they are also capable to contribute more to their children's education. Accordingly, the model of home-school cooperation would need to be changed. Based on the survey data obtained by Shen et al. (1994), this paper investigates the development of the home-school relation, the framework of different levels of parent participation and the force and counteracting force for further parent participation in educational matters in Hong Kong.

摘要

八十年代，美國在世界經濟競爭中的地位削弱。其原因被認為與教育的質素不高有關。為提高教育的質素，美國展開了宏大的教育改革。初期的改革以提高學生成績為重點。八十年代後期，重點特為學校體制的改革。本文在對美國密執安州學校改革評估研究的基礎上，介紹該州的學校以 HOLMES GROUP的宗旨和構想為指導，在過去幾年裡進行的教育改革實踐。HOLMES GROUP提出教育革要同時注意提升教師和教育的質素。要提升教育質素，需要改善教師的工作環境，提高教師的專業地位，並且要重新建立學校體制。密執安州學校的改革實踐具有五個特點：（一）重新組建學校的組織結構；（二）獲取社區支持；（三）教師角色多元化；（四）改革教學；（五）教師參與實地研究及探索。

Abstract

1980s saw a weakening economic state of the United States in the globalized economy. School education was seen as part of the problems and part of the solutions. To enhance the quality of schooling, education reform unfolded in U.S.A. This article examines reforms in the Professional Development Schools in Michigan guided by Holmes Group's two reports which advocate for improvement of the quality of teachers as well as the quality of their education. Its principles delineate an improved working environment, and genuine teaching profession in school. The Professional Development Schools are found to retain characteristics of (a) restructured school governance; (b) local area support; (c) redesigned teacher work; (d) innovative teaching and learning; and (e) research and inquiry by teachers.

Abstract

Over the past two decades, growing evidence shows that parents are valuable resource for public education, one that remains largely untapped. The promotion of home-school collaboration by involving parents in school or at home in their children's education has also become a major concern for policy makers and educators in Hong Kong recently. This paper attempts to clarify the construct of parent involvement and examine "what" and "how" family factors affect the pattern of parent involvement in their children's education. The major findings suggest that parent involvement is a multi-dimensional construct which can be categorized into four types: home discussion, home supervision, school communication and school participation. Family SES, family structure and ethnicity are the major determinants of differentiated extent of different types of parent involvement. Bourdieu's concepts of "capital", "habitus" and "exclusion" are useful in explaining the pattern of parent involvement in education.

Abstract

This research employed Holland's vocational theory to study the relationship between teaching performance and personality-environment congruency of student teachers in a college of education in Hong Kong. The study employed a survey and field study through classroom observation. Self-directed Search was used to categorize student teachers' personality types, through which two levels of congruency were defined. Teaching performance was obtained by two lecturers through classroom observation. The inter-judge reliability based on the performance of 30 subjects was found substantially high. Result of one way analysis of variance showed that there was significant difference in the teaching performance between subjects of the congruent group and the incongruent group (F(1,56) = 33.09, MSE = 1324.01, p < 0.001). Regression result also revealed that the congruency accounted for 37.7% of the variance in predicting the teaching performance.

Abstract

This article gives a brief introduction of learned hopelessness with special emphasis on how the hopelessness theory of depression is developed (Abramson et al., 1989) and its application to studies of learned hopelessness in achievement domains. Within the theoretical framework, the concepts of attributional styles, causal attributions, learned hopelessness, and hopelessness deficits are discussed. The research problems in conceptual and assessment issues, particularly on learned hopelessness and attributional styles are highlighted.

Abstract

Faced with the intense globalization of world markets and acceleration in deployment of high-technologies, many industrialized nations are reviewing and reforming their education and training provisions. The engine driving these reforms stems from the economic necessity, particularly as South East Asian and the Far East New Industrialized Countries vie for the increasing share of the global trade (Anon 1, 1994; Anon 2, 1994). This paper examines firstly, the role of government in the provision of education and training. Secondly, it analyses the systems of post-secondary education and training provision, in the context of labor quality needs between Germany, Sweden, Singapore, and Hong Kong. Finally, it examines the commonalties of education and training systems between Germany, Sweden, Singapore, and Hong Kong.

Abstract

Researches show that text structures can facilitate the process of recall. This study explores the effects of text structures on recall and compares the effects of three text structures: causation, comparison and collection. Nine passages containing these three structures written in Chinese were randomly assigned to 224 Secondary 3 students and each student was given two passages. After reading one passage, each student wrote down the content without referring back to the passage . The design was a 3 × 2 factorial, with text structure (causation vs. comparison vs. collection) and recall tasks (structure vs. no structure) as between-subjects factors. The dependent variables were the recall scores on the main and detailed idea units of the texts. The results indicated that the comparison structure was better than the other two structures in assisting students in recalling the content. Higher scores were also obtained when subjects followed the text structure of the original text as they performed their tasks. In general, the findings have firmly supported the findings of the pervious researches.

摘要

在任何涉及自製或標準問卷的心理、教育、或社會研究，工具的信度及效度均是研究者極為關注的課題。傳統上為了解量表內項目間關係，研究者檢視信度（尤其是alpha值）、內在一致性、均一性及單度向性。不過這些概念大都含意未盡相同，且定義含糊，頗多研究者更誤以為alpha值與度向性有一一對應關係。本文引述文獻，重申問題向在，並用模擬研究法，展示高alpha值並不保證單度向，而低alpha值也不一定表示量表是多度向的。

Abstract

In psychological, educational, and social research involving self-constructed or standardized tests, the reliability and validity of the instruments are of great concern to the researchers. Customarily, reliability (particularly Cronbach's alpha), internal consistency, homogeneity, and unidimensionality are used, sometimes interchangeably and quite confusingly, to describe the relationships among the items in the same scale. However, there is a common misconception that alpha value and dimensionality have a one-one correspondence relation. The present article reviews the problems associated with using alpha as an indicator of unidimensionality. Furthermore, using simulated data, it is demonstrated that high alpha does not guarantee unidimensionality and low alpha does not imply multidimensionality.

摘要

結構方程分析能協助研究者更準確估計一些潛伏變項之間的關係，且能提供一些指標，顯示模式與數據的吻合程度，本文指出在驗証模式時，應留意其他同等吻合模式的存在，此外，並以實例介紹構劃及刪除這些等同模式的方法。文章亦利用省儉原則（principle of parsimony）及窩套模式（nested models）概念，討論如何比較連串模式，從而找出最佳者。

Abstract

Structural equation modelling can give better estimates of the relationships among latent variables, and can also provide reasonably objective indexes on the goodness of fit of models to data. The present article points out the importance of inspecting equivalent models which have the same goodness of fit to the data as the posited model. Rules in constructing equivalent models and ways to eliminate them are discussed with concrete examples. Furthermore, strategies to search for the best model using the concept of nested models and the principal of parsimony are also discussed.

Abstract

The recent focus on intelligent tutoring systems (ITS) raises the question of how the diagnosing and subsequent remediation of students' errors should be done in order to facilitate learning. In the ITS paradigm, it is traditionally believed that rather than simply reteaching students, it is more effective first, to point out their errors then reteach them. Empirical research, however, shows contradictory findings (Swan, 1983; Sleeman, Kelly, Martinak, Ward, & Moore, 1989; Bunderson & Olsen 1983). While both methods focus on procedural knowledge, other researchers suggest that the subjects' previous knowledge, whether procedural or conceptual, should have important roles to play in the tutoring of students (Gertner, 1982; Resnick, 1982; Cauzinille-Marmeche & Mathieu, 1988; Lee, 1993). This study is thus designed to attest the importance of conceptual knowledge in the remediation of procedural errors. A method called Conceptual Dissonance was developed and its effect on the remediation process was compared with that of previous methods. Results showed that students tutored with Conceptual Dissonance performed better in the retention test. The effects of tutoring seemed to last longer if conceptual knowledge was included in the tutoring process.