Abstract

Education reform in Hong Kong has revolved around two main concerns. One concern is to provide equal access to educational opportunities for all students (equity), and the other concern is to allow all students to develop their fullest potential and work toward the highest level of their abilities (excellence). The TALENT approach developed under the Programs for the Gifted and Talented at the Chinese University of Hong Kong is briefly introduced as a model balancing equity and excellence. The model is intended to capitalize on the experiences of gifted education, extending it to talent development for all students. TALENT, as an acronym, refers to Talent, Acceleration, Learning Scales, Enrichment, Novelty, and Thinking, outlining six areas of practice in talent development. While providing an orientation to the development of talents in all students, the TALENT approach can also be conceptualized as an integrated model of teaching strategies to promote quality education for all students.

Abstract

People's innate neurological perceptions, mental simulations, intuitions, and schemas provide the familiar source entities, relationships, and actions for a metaphor. People metaphorically project this information on to the target problem to construct new concepts, relationships and actions. People also reason metaphorically to: connect mathematical ideas, improve recall, understand mathematical representations, and enhance their computational environment. Metaphorical reasoning capacity depends not on age but on people's understanding of the source which provides the potential for metaphorical reasoning. Use of a particular metaphor decreases with target understanding, and their source-to-target projections specify the actual metaphorical inferences. Metaphorical reasoning may serve as a permanent resource rather than a temporary scaffold as experts automate their metaphorical reasoning for routine problems. Overlapping metaphors increase coherence of mathematical understanding and compensate for each metaphor's limitations. Facing difficult mathematical relationships in a problem situation, people can create a chain of metaphors from an intuitive source to the mathematics to the problem situation. Finally, metaphorical reasoning differs from the following types of reasoning: embodiments, intersection, analogical, example-based, symbolic play, symbolic mnemonics, and distributed.

Abstract

In this article we examine mathematics achievement by students in the rural and urban areas of Yunnan Province in China. Using a sample of students in 162 primary schools, we explore the direct and indirect roles that are played by students' school location, family background, and teacher qualification. Our research findings include both "good news" and "bad news." One finding which ought to be considered as "good news" is that, consistent with previous research in China about the inability of parents directly transmit advantages to their children, our survey data reveal no effect of family resources on fourth graders' mathematics achievement. The "bad news" is rural students are significantly behind urban children. In addition, a school level of teacher training has a large effect on student's knowledge of mathematics, we discover, even after controlling for their location and family background. Our research has policy implications for the improvement of rural schooling in China, and it also illuminates the mediating role of school quality in China's social stratification.

Abstract

This study was conducted with 222 high school students in Australia and 168 in Malaysia to determine conceptions of learning, motivational orientations and use of a range of learning strategies. Factor analysis revealed surface, deep, and learning as a duty, conceptions of learning with the only significant difference between Malaysian and Australian groups for learning as a duty. Analysis of the motivation strategies for learning indicated that Malaysian students obtained higher mean scores for more strategies than the Australian students. Breadth and strength of conceptions was concluded to be more important for effective strategy use than having a deep conception of learning.

Abstract

The present study describes how a measure of problem difficulty, called the problem complexity, can be developed. Four problem complexity factors for a topic in mathematics were identified, namely, the perceived number of difficult steps, the number of steps required to finish the problem, and number of operations in the problem expression and students' degree of familiarity with the question. These factors are called the complexity factors and can be used to calculate the problem complexity by using a multiple regression equation. This measure of problem difficulty has the advantage that it can be obtained when a problem is created and is thus suitable for use in computer-assisted instructional systems.

Abstract

The study described in this article investigated teachers' concerns about the Target-Oriented Curriculum (TOC) in Hong Kong. Based on the 5-stage model of teacher concerns developed by Cheung et al. (1999a), data from 1622 primary school teachers were analyzed. It was found that most teachers, whether they were teaching TOC or not, showed peak concerns at the third stage that focused on management of TOC. They were most worried about issues such as efficiency, time demands, organization, scheduling and the best use of resources. This implied that TOC was still in an early phase of implementation even though it was initiated in 1995. Multivariate analysis of variance followed by stepdown F-tests also revealed that teachers' stages of concern were affected by their experience with TOC and types of school, but not subject areas. Interventions targeted at the third stage of concern about TOC are suggested, and implications for curriculum implementation in the future are also discussed.

Abstract

The aim of this study is to investigate the look-up behaviour of bilingualised dictionaries of Hong Kong students. It focuses on the frequency of use of dictionary information and how useful such information is perceived. Comparison has also been made between students more proficient in English vocabulary and those less proficient to identify the dictionary look-up behaviour which may enhance L2 vocabulary learning. The subjects under study included more than 1,000 students who had just been admitted to the 7 tertiary institutions of Hong Kong. The instrument for data collection comprised a questionnaire and the Word Levels Test. Data were analysed using f-test, multiple comparison, t-test and correlation analysis. Findings of the study indicate that focusing on the Chinese equivalents of English words, students in general make very limited use of the bilingualised dictionary, especially the information related to the speech habit and the social and cultural life of the L2 speakers, such as collocation and appropriateness. The more proficient students, however, make fuller use of the bilingualised dictionary. Implications of these and other findings are discussed and suggestions are made regarding the teaching of dictionary skills in EAP courses.

Abstract

The curricula in tertiary education have become more and more "market-driven" because they are strongly influenced by rigid professional accounting examination syllabuses. This paper explores how accounting education may be improved and re-oriented to effectively train quality professionals to meet the new requirements and challenges of the twenty-first century. A survey of the first line managers in the manufacturing sector was conducted to obtain their perceptions on the general deficiencies and qualifications of accounting graduates. The findings give educators a useful guide as to how future accounting curricula and teaching methods should be planned and modified in order to prepare graduates to cope successfully with a fast-changing business environment.

摘要

修改過程，其實也是一種建構和提煉語言的過程。Barr（1983）的研究表明，「修改」可以提高學生的寫作程度。本研究以3所一般程度（band 3）的中學的中三級學生為對象。每所中學各選一個實驗班，進行符號批改作文實驗。根據 t-test檢定，實驗班學生在兩次（第一次教師採用傳統精批細改法，第二次則採用符號批改法）修改作文副本中所得成績有顯著的差異。實驗證明，符號批改較傳統的精批細改的效果較為優勝。符號批改法可以培養學生思考和分析問題的能力，因為在作文中所作的每一處改正，學生都要開動腦筋。符號批改法可以培養學生在寫作方面的責任感，更可以幫助學生成為「有效的修改者」。

Abstract

The revision process is in fact a process of structuring and shaping language (Fitzgerald, 1987; Somer, 1980; Stallard, 1974). Barr's (1983) research has demonstrated that revision can enhance students' writing ability. In the present study, "symbol marking" was tested on Form Three students from three local average-ability (Band 3) secondary schools. One Form Three classes in each school were invited to participate in the experiment. Students were asked to revise their own compositions two times. The first time, the compositions were marked first by the teacher using "tradition marking," and students were asked to revise them according to the teacher's markings two weeks later. The second time, the compositions were also marked first by the teacher, but using "symbol marking." Students were also asked to revise their compositions two weeks later, according to the teacher's markings. T-test results showed that "symbol marking" is a more effective way of marking students' compositions. Students achieved significantly higher scores in the second revision where the teacher used "symbol marking" to mark the compositions. "Symbol marking" enhances students' thinking and analytical ability because students were required to think and analyse each correction marked. "Symbol marking" can develop students' sense of responsibility in their writing, and can facilitate students to become effective proof-readers.