Abstract

The concept of school effectiveness especially with respect to outcomes and processes is discussed. Based on the results of research, a model for educational effectiveness is developed which takes into account the factors at the classroom and school level and the relationship between the levels. For further elaboration of the model a relationship with the learning processes of students should be constructed.

摘要

本文旨在探討對學校果效這個概念之認識，尤其在過程及結果的有關方面。本文又從研究結果所得，倡議設立一個包括課堂、學校及兩者相連之三個層面之有關因素之教育果效模式。這個模式可再作推展，俾能延伸至賅括學生學習過程之各項因素。

摘要

閱讀乃一「選擇性注意」的過程。本文是基於此一信念以考驗文理線索的效應。研究工具為四篇文章。在內文評定若干重點句，並加特定線索如「第一重點是……」冠於其前，乃成「正確線索」篇章。又將同樣線索冠於無關重要句子之前，製成「錯誤線索」篇章。再把篇章譯成英譯本，從而構成中文正、錯線索四個版本。大學一年級中、英文系學生被邀為受試者，分成四組，分別參與四個版本的測試。篇章內容分成句子在電腦螢幕呈現，受試者按鍵閱讀，每句的反應時間均有紀錄。多變項方差分析將中、英文篇章，及正、錯線索版本作為組間變項。結果發現英文比中文篇章閱讀為慢。更重要的發現是正線索組學生閱讀正線索句及錯線索均費時較多、注意程度較強。無論是正、錯線索版本，學生閱讀有線索句均比無線索句較為注意。文理線索能影響閱讀過程中的注意程度，這說法在本研究中獲得肯定。

Abstract

This study examines the effects of contextual signals in text processing on the basis of the 'selective attention' hypothesis. Four passages were adopted as reading materials. Contextual signals were added to the texts, specifying the theme sentences. Texts with signals attached to the theme sentences were thought of 'correct texts'. Those with signals attached to the unimportant sentences were 'misplaced texts'. Versions of Chinese and English texts were made available. Participating in the study were 42 and 38 first-year students from the Chinese and English Department respectively. Subjects read sentence by sentence from the computer screen and their reaction time was recorded. MANOVA was used with text version (Chinese vs. English) and contextual signal (correct vs. misplaced) as between-subjects factors. Longer reaction time was found from English rather than Chinese text version, and from signaled rather than non-signaled sentences, regardless of the signals being rightly placed or misplaced in texts. These findings indicate that contextual signals affect the attention levels during text processing.

Abstract

The term "qualitative research" is used by researchers with different understanding and is not representing one single approach, it stands for a variety of methods including ethnography, educational connoisseurship and criticism, naturalistic inquiry, vignette analysis, case study, analysis of ecological specimen records, and so on. In this paper, different types of qualitative research are classified on the basis of epistemologies and approaches. It is argued that some inquiries are truly qualitative, but some are not. Furthermore, it is also argued that, at the level of epistemologies, one should combine interpretivism and positivism in looking at educational problems. At the level of procedures, quantifying qualitative information can make data analysis more efficient and manageable. Modern-day ethnographers should also be well-trained in certain areas in quantitative methods, particularly in research designs and non-parametric statistics. However, it is important to observe that in the process of quantification, the interpretive stance and the subjective elements of the qualitative information are not distorted nor eliminated. Otherwise, the qualitative inquiry will be "engulfed" by the quantitative paradigm.

摘要

「質性研究」並不是代表一個單一研究方法的名稱，而是代表一組各類型研究方法的名字，例如：民族誌，教育鑑識及評論，自然式探究方法，片段分析法，個案研究，生態樣本記錄及分析法等等。本文試從知識論及方法論去歸納及解釋各類型質性研究的特徵，並指出質性研究應有演繹主義色彩，而量性研究則應有實證主義意味。本文亦旨出，從知識論角度來看，演繹主義及實證主義可以兼容，並可使觀察事物更清楚。若從方法論來看，質性研究與量性研究亦可以互取所長。現今的趨勢是，質性研究員也需要接受量性分析法的訓練，尤其是有關研究設計與非參數統計的知識。但需要注意，當我們以量化分析應用於質性資料時，不要硬性地把質性資料的主觀成份及演繹意味切除，否則，質性研究將會失去其應有之特徵，同時亦會被量性研究所「吞併」。

Abstract

The presence of suicidal ideas in the past week was reported by about two in every five students in the survey of 161 secondary school students. Assuming that suicidal ideation and completed suicide lie in the continuum of suicidal behaviors, this alarmingly high rate underlies the importance of school-based suicide prevention programs. Another 110 secondary school teachers surveyed however felt that they were inadequately prepared to handle suicidal behaviors. When faced with student suicidal behaviors, they would resort to rational explanation in postventive efforts. Their under-emphasis in attending to students' emotional reactions revealed areas at which teacher preparation need to be addressed.

摘要

在一百六十一名中學生中，每五名學生中約有兩名報道他們有自殺的念頭。假若自殺念頭和成功自殺是輕微到嚴重的自殺行為，校本自殺預防實在重要。調查一百一十位中學教師的結果卻發現他們感覺對處理學生自殺行為的認識和事前準備都不足。若面對學生自殺行為，他們會向學生理性解釋，他們普遍不大着重對學生情緒的處理是教師準備工作應該注意的地方。

Abstract

This study gives an overview of the teenage suicides in Hong Kong during the period of 1981–1992. It was found that the suicide rate for the population of age between 10 to 19 years has been quite steady during the period of 1981–1991. The drastic increase in 1992 is mainly attributed by the age group between 10 and 14 years which has been increased by three times in comparing with the 1991 figures. On the other hand the suicide rate for the age group between 15–19 years remains steady in the years of 1991 and 1992. Distribution of the suicide cases among the months in a year were not evenly distributed. The months of May and June have more cases than others. However, the cases were more evenly distributed in recent years. Also, it was found that the districts Kwun Tong, Wong Tai Sin and Tsuen Wan have the most cases; the districts Wong Tai Sin, Yuen Long and Shatin were among the highest suicide rates in the Territory. Average suicide age among the teenagers were shown to be on a decreasing trend. The overall mean age of the suicide deaths of the age group 10–19 had the mean age 18.06 years in 1982 and 14.48 years in 1992.

摘要

本篇文章是關於青少年自殺情況的統計研究，在一九八一年至一九九二年期間，按着十至十九歲的青少年，全港各區，以及不同年份的時間分佈，來提供一份最新的青少年自殺資料報告。是次研究中發現，在九二年青少年自殺個案有顯著的增加，而主因是十至十四歲的青少年個案比九一年增加三倍。至於十至十九歲青少年自殺個案的總體平均年齡則有下降趨勢，平均年齡從八二年的十八歲下降至九二年的十四點四八歲。從一九八一年至八七年度，五月及六月是最多自殺個案的月份。但從一九八七年開始，個案便較為平均分佈。在八一至九二年間，觀塘區、黃大仙區、荃灣及葵青區是全港最高自殺個案的地區，自九一年度沙田及屯門兩個新市鎮的自殺個案都有顯著上升趨勢。將各區的人口數字加進計算中，就發現從八一至九二年間，元朗、沙田及黃大仙是全港最高自殺比率的地區。

Abstract

A survey of the science education literature indicates that a considerable amount of evidence abounds which suggests that learning outcome variance contributes a lot to the teaching-learning environment of a school. This has necessitated the move amongst researchers towards the detailed study of classroom climate which affect cognitive and affective outcomes of students' learning in science. Several classroom climate variables which relate positively to students' achievement have been identified. These variables include task orientation, order and organisation, teacher support, instructional strategies, teacher control and innovation. In spite of all of these research efforts, the socio-cultural aspect of the classroom environment has surprisingly not received as much attention as it deserves from investigators. A pragmatic way to begin the empirical study of socio-cultural influence in science classrooms is the search for an instrument which can be used to identify the socio-cultural influences and their effects. One major purpose of this study, therefore, was to develop an instrument which is reliable and useful in measuring socio-cultural factors in science classrooms. A second major purpose was to use the instrument to measure the socio-cultural factors which affect the teaching and learning of school science. In this study, an instrument for measurement, the "Socio-Cultural Environment Scale" (SCES), was developed and used to measure those elements of the socio-cultural environment which significantly affect pupils' learning within science classrooms. Science teachers need to be made aware of these socio-cultural elements so that appropriate intervention strategies may be developed to reduce anxiety of students for science. Further research is recommended in order to validate or revise the SCES with the ultimate objective of getting the best measure of the socio-cultural environment in science classes.

摘要

理科教學文憲資料研究顯示，理科學習成就與「教學環境」關係密切。「課堂環境」探討更顯示學生學習成果與部份課堂氣氛因素有顯著正向效果。這些因素包括課程工作取向，諄堂內秩序及組織，教師支援及控制、教學策略等等。

本文的主題是課堂內社群文化因素在理科教學課程中產生的效應。這研究首步是設計量表以期有效地測度理科課堂內各社群文化因素，繼而利用這量表以確定各因素與理科學習成果之關係。

報告首先描述「社群文化量表」，The Socio-Cultural Environment Scale（SCES）的設計、發展及應用過程，第二部分則着重探討理科教師應如何參考量表結果以設計教學策略，以幫助學生減低學習焦慮，最後，本文建議「社群文化量表」應再修正，確認其效度，以期更準確地量度理科課堂內各社群文化因素。

Abstract

The present study identifies the major socialisation settings, as defined by both a physical environment and a major caregiver, of a sample of 947 4-year-old children. A cluster analysis of the findings resulted in seven distinctive clusters of settings and one residual cluster in the following order of importance: mother alone, grandparents, and both parents in child's own home, teacher or child care worker in preschool, maid in child's own home, grandparents and other relatives in relatives' home, and a variety of caregivers in a variety of settings. In terms of time spent with the sample children, mother at home has a predominant role whereas father plays a negligible part in the socialisation of young children in Hong Kong.

摘要

本研究從九百四十七名四歲兒童的樣本中鑑定出兒童之主要社教化環境。社教化環境在本研究中之定義為一個外在的物質環境及一位主要的看護人。團體變量分析的結果顯示社教化環境可分為七個獨立的群體及一個剩餘的群體，其次序依重要性排列為：單獨與母親相處，與兒童同住之祖父母，兒童之雙親，幼稚園之教師或幼兒園之護理人員，兒童家中之僱傭，在親屬家中住之祖父母，其他不與兒童同住之親屬，及在其他多種環境中不同之看顧人，如用與兒童相處時間的長短而論，香港學前兒童的社化過程，身為家庭主婦的母親擔任了最主要的角色，而父親在此過程中所佔的地位卻舉足輕重。

Abstract

The present study aimed at understanding the relationship of principal's instructional leadership to teachers' affective and attitudinal outcomes in terms of teachers' sense of efficacy, sense of community, and professional interest. A total of 756 teachers from 60 secondary schools were involved. The findings revealed that the instructional leadership of principals in Hong Kong secondary schools is characterized mainly by providing incentives for learning, enforcing academic standard, and maintaining high visibility. Teachers' sense of efficacy, sense of community, and professional interest were found to be highly correlated with all the twelve instructional leadership functions. The profiles of effective and ineffective instructional leadership defined by teachers' affective outcomes were mapped and they were found to be significantly different from each other. The public examination achievements of schools with effective instructional leadership were found to be significantly higher than that of schools with ineffective instructional leadership. Implications of the study were discussed for further research and administration practice.

摘要

本研究的目的在探討校長的教學領導行為與教師情感態度的關係。研究資料來自66所香港津貼中學，共765位教師。

研究結果顯示：（一）校長的教學領導行為與教師的有效感知、群體感知，及專業興趣有密切相關；（二）若以這三種教師情意態度的指標來區分教學領導為「有效能」與「無效能」兩組，則這兩組校長的領導行為及其學生的公開考試成績有顯著差異。

Abstract

Flowcharts were widely used as program organization tools and were assumed to have positive effects on program development. The purpose of this study was to investigate the effect of flowcharting on developing programs. When flowcharting was not required in program composition, subjects performed better in program logic, semantic correctness and syntactic correctness. Flowcharting seemed to be a redundant task in program development and it did not facilitate the construction of program logic. Male subjects generally performed better than female subjects in some aspects of programming performance. Home computer possession seemed to increase the familiarity with computer and lower the computer anxiety, hence, subjects who possessed home computers generally performed better than those who did not.

摘要

在組織電腦程式的過程中，流程圖已被廣泛地應用，而且相信它能夠協助編寫程式。本研究之目的是探求編寫流程圖對程式編寫的影響。當受試者不需要繪畫流程圖時，他們在程式邏輯，語意及語法上，都有較佳的表現。男性受試者在程式編寫中，亦有較佳的表現。家中擁有電腦的受試者，因為對電腦的焦慮程度較低，在程式編寫的表現中，亦比家中沒有電腦的受試者為好。

Abstract

This paper examines the question of whether the ordering of questions in a test has a bearing on students' scores on that test. Folklore suggests that it is preferable to put the easier items at the beginning of the test, as this will have a positive motivational effect on students taking the test. The results of the current study indicate that this is not the case. A questionnaire administered to students indicated that while students are aware of where the easy and difficult items lie in a test, the order in which the items are presented affects neither their attitude towards how they approached the test nor on their overall scores.

摘要

本文探討測驗中問題的次序是與學生得分有關係。一般人認為應把較易的項目安排在測驗開端，受試學生會因而產生正面的動機效應。但本研究的結果卻是相反。學生問卷調查顯示學生雖留意到測驗裏難易的項目的分佈情況，項目的次序卻沒有影響他們做測驗的態度或他們的整體得分。

摘要

香港缺乏有系統的標點符號教學法。本研究的目的，是發掘不同程度學生斷句及運用標點的策略。研究者以個案研究方法，請一名小五學生及一名中六學生利用電腦斷句，並替文章加標點。研究對象做實驗時須同時大聲說出腦中的念頭，由研究者記下口述資料。根據研究對象提供的背景資料、做實驗的議錄（Protocol），及研究者事後訪問對象所得，結果發現兩名對象對標點的認識不深，他們運用標點時採用了不同的策略。這些結果對日後改善標點教學有一定的幫助。

Abstract

In Hong Kong, effective punctuation teaching strategy is not well-developed. The present study aims at investigating the punctuating strategies of students in different levels. Two cases were studied in the experiment. Subjects included a primary five pupil and a form six student. The research subjects were asked to control a computer and divide passages into 'punctuation units'. Afterwards, they had to insert punctuation marks. During the experiment, the research subjects had to 'think-aloud'. The whole process was recorded by the researcher. According to the data collected (background information provided by the subjects, the think-aloud protocols and the data gathered in the 'stimulated-recall' interviews), the researcher discovered that both subjects did not have deep understanding about punctuation usage. However, various kinds of punctuating strategies were used. The result of the experiment may suggest some useful information about punctuation learning. It is hoped that this report will stimulate greater interest among educators in Hong Kong to improve punctuation teaching method in future.

Abstract

Developments in Hong Kong particularly related to the growth of interest in quality are compared with similar developments within higher education in Britain over the last 30 years with analysis of the reasons for the establishment, and subsequent abolition, of the binary system in Britain. Justification for the evaluation of British policies in providing insight into the Hong Kong situation is provided. Parallels and differences are found and analysed. Finally conclusions are drawn on how the state's view of quality is expressed in Hong Kong.

摘要

香港高等教育的發展，特別是愈來愈關注質素問題的情況，與英國過去三十年高等教育的類似發展作比較；並比較香港的情況，分析英國設立及繼而廢除雙體制的原因。關於評估英國的政策可助暸解香港的情況此一說法，亦提出論據。本文找出各種異同加以分析。最後，香港的教育當局如何提出對質素的意見，本文亦作出結論。

Abstract

Based on the science achievement survey data collected in the IEA Second International Science Study, the present study seeks to provide empirical evidence to substantiate the Education Commission's reform proposals on: (1) the unification of the Sixth Form educational structure and the accompanying science curricular provision, (2) the upgrading of the educational standard of the private schools, and (3) the delegation of decision making related to the teaching of science to the teachers. When student intake into the various types of schools and their opportunity to learn the course content are controlled, this study establishes that the HKHL and HKAL matriculation curricula are equally effective as far as science achievement is concerned.

摘要

筆者之所以進行這個研究，是由於筆者認為，在IEA第二次國際科學教育的研究中，有些關於科學學習成績的調查數據，是可以支持香港教育統籌委員會下列的改革建議：（1）應該統一大學預科學制及其相關課程；（2）提高私立學校的教學水準；（3）通過改革後的學校管理措施，下放更多權力給科學教師，使其能更好地決定自己的教學工作。筆者同時認為，只要有以下前提：（1）學生入讀不同類型的學校時，其入學水平是受到控制的；（2）他們學習課程內容的機會，是受到控制的而又用科學學習的成績為依據來衡量課程效能，則香港高等預科課程及香港高級預科課程的效能是不相伯仲的。