Abstract

This paper proposes the planning of educational reform with the concept of "quality-based education". It emphasizes the interdependency of the five education subsystems: preschool education, compulsory education, high school education, higher education, and continuing education. The result of each stage of education decides the success of the next one. To give up any single student in any subsystem will cause big damage to the whole loop, and terminate the successful functioning of the system. To enhance the quality of each subsystem, this paper examines the goals and objectives for each stage of education respectively.

Abstract

This paper presents an overview of how a number of cognitive factors are involved in the solving of quantitative problems by secondary school students categorized as skilled and less skilled. Illustrations are given for the solving of basic problems as we ll as more complex composite problems in chemistry. The factors discussed are those of problem recognition, search strategy, problem representation, linkage, cognitive load and the role of understanding versus algorithms. Based on the discussion, directio ns for the enhancement of instruction in problem solving are suggested. These include the key role of instruction for conceptual understanding, encouragement of qualitative thinking by problem solvers, the setting of goal-free problems and practice with basic problems.

Abstract

This paper is part of a larger study on women in higher education management in southeast Asia, namely Hong Kong, Malaysia, Singapore and Thailand. Case studies of eleven academic women in senior positions spread across four universities in Hong Kong are reported. The study investigates women's perceptions and experiences of "glass ceiling" factors that may impede women's career advancement to senior management levels in higher education. It is argued throughout that Western concepts of "glass ceiling" politics cannot be taken as universal explanations of women's career trajectories. Cultural "values" and "traditions" are important factors that mediate women's career ambitions and opportunities, and these are always histori cally situated. The testimonies of the women in this study suggest that in addition to domestic, family and childcare responsibilities, cultural ideologies about gender, and generational differences impact considerably on women's career paths. Other issues identified include: isolation in often male-dominated departments and disciplinary fields, lack of management training, dual career pressures among professional couples, gender differences in management and leadership styles, and a lack of support among women.

Abstract

An instrument was developed mainly from responses of primary school pupils (8–12 years old) to an open-ended question. It aimed at finding out types of activities that primary school pupils wish to have in English lessons. Two hundred and ten primary four and five pupils (10–12 years old) of three schools in Singapore rated the activities individually according to their preference. There were three interpretative factor structures. The first factor (F1) comprised items related to the c onventional classroom activities (e.g., doing worksheet, spelling words). The second factor (F2) consisted of items related to unconventional learning activities in and outside classrooms (e.g., games, computer learning, outdoor activities). The third fac tor (F3) comprised items related to activities that demand expressive and linguistic competence (e.g., showing and telling, role play). Using cluster analysis, the pupils were re-grouped according to these factors. Within a class there were pupils who dem onstrated a high desirability for all activities. There were also pupils who showed less desirability for all activities. Implications of the findings for teachers were elicited.

Abstract

This study examines the support services to Hong Kong secondary schools in the light of two service delivery models. The first model is the traditional model which focuses on direct, remedial, and individual-oriented services. The second model is the alternative model which accommodates indirect, preventive, and system-oriented services. The study consisted of two phases. The first phase employed qualitative method and information was collected from 5 focus groups of teachers, social workers and educational psychologists. The data collected in the focus groups paved the way for the quantitative research in the second phase of the study. Three questionnaire surveys were conducted with 1,185 secondary school teachers, 66 school social workers, and 9 educational psychologists, respectively. The surveys examined the utilization of support services among the teachers, the difficulties encountered by the teachers, the perspectives of the school social workers and educational psychologists on the scope, availability and difficulties of their services. It was found that secondary school teachers in Hong Kong did not have much support when they encountered difficulties in their work. It was most obvious for the difficulties which were embedded in the systems, such as heavy work-load and excessive administrative duties. This finding supported the need to change from the model of direct, remedial, and individual-oriented services to the model of indirect, preventive, and system-oriented services. It was corroborated with the results of the surveys with the school social workers and educational psychologists. These professionals also expressed a strong desire to switch from the traditional to the alternative model of service delivery.

Abstract

Research on children's understanding of science subject matter shows that students develop alternative conceptions for a number of reasons. This paper illustrates how such knowledge can be used to improve the design of classroom instruction. Students' problems in understanding the concept of excretion are probed with a multiple-choice item followed by an interview. The results suggest that understanding may be promoted by using instructional strategies that build on students' existing knowledge, elicit conceptual development, discriminate the use of everyday language in a scientific context and establish meaningful connections between new and old concepts.

Abstract

The present study aimed primarily to extend a model on rejected helpers' reactions to the experience and reactions of secondary school teachers by examining the effects of being spurned on burnout. Another objective was to examine whether or not a problem -focused coping style would be more effective than an emotion-focused coping style in reducing the negative impact of being spurned on burnout. The third objective was to assess whether or not a preparedness for job stress could prevent the experience of being spurned. Beginning secondary school teachers in Macau responded to a questionnaire addressing the variables of interest at three points in time: before they started teaching, six months into their work, and another six months later. As hypothesized, the more prepared the teachers were, the less spurned they became. Also as hypothesized, being spurned produced burnout, with such effects being reduced more by a problem-focused coping style than by an emotion-focused style.

摘要

本文在回顧中國內地、香港和台灣近半個世紀以來中小學數學發展的基本歷程的基礎上，分析了三地中小學數學課程的主要特徵和發展趨勢。認為三地的數學課程發展體制基本上以中央集權模式為主；數學課程發展明顥地受中國的傳統文化影響；數學教學比較多地依賴於教材。從發展趨勢上表現出接受和提倡大眾數學的思想、使教學內容更具彈性、重視開發學生的多種能力以及開始注重計算工具在數學教學中的運用。

Abstract

This paper reviews the development of mathematics curricula in Chinese Mainland, Hong Kong, and Taiwan. It was found that the mathematics curricula in all three areas were developed under a centralized system and are influenced by the traditional culture of China. On the other hand, teaching at the classroom level is shaped by textbooks. Recently, the mathematics curricula in all three areas are moving towards everybody mathematics, more flexibility in content selection, catering to the studentss ability, and the more use of calculators and computers in teaching.

摘要

本文回顧及評析屬於「忠實觀」和「實用的相互調適觀」的測量課程實施程度之方法，焦點放在各測量方法的特色及限制，並指出課程學家仍需研究的方向。文獻回顧顯示，雖然「忠實觀」和「實用的相互調適觀」的支持者皆選用相似的資料搜集方法，例如觀察、訪談、問卷調查等，惟其假設和測量結果卻有差異。許多學者當測量課程實施的程度時，都忽略了課程實施建構的多度向性、搜集多方面的資料、以及嚴格測試資料的信度和效度。

Abstract

This article reviews and critically analyzes methods of measuring the degree of curriculum implementation with reference to the fidelity perspective and the practical mutual adaptation perspective. The focus is on the characteristics and limitations of various methods, as well as the directions for further research. Review of the literature indicates that although proponents of the fidelity perspective and the practical mutual adaptation perspective use similar methods of collecting data, such as observation, interview and questionnaire survey, their assumptions and outcomes of measurement are different. Many past studies also neglected the dimensionality of the curriculum implementation construct, collection of data from multiple sources, and examination of the reliability and validity of data through rigorous statistical techniques.