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2. Two City-States in the Long Shadow of China: The Future of Universities in Hong Kong and Singapore. Research & Occasional Paper Series: CSHE.10.2021
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University of California, Berkeley. Center for Studies in Higher Education (CSHE), Penprase, Bryan E., and Douglass, John Aubrey
- Abstract
Hong Kong and Singapore are island city-states that exude the complicated tensions of postcolonial nationalism. Both are influenced directly or indirectly by the long shadow of China's rising nationalism and geopolitical power and, in the case of Hong Kong, subject to Beijing's edicts under the terms of the 1984 Sino-British Joint Declaration. Both have productive economies dependent on global trade, and each has similar rates of population density--Hong Kong's population is 7.4 million and Singapore is home to 5.8 million people. It remains to be seen whether Hong Kong's peripheral nationalist identity will be retained, or whether the increasingly assertive influence and control by mainland China will prevail and fully assimilate Hong Kong. But it is apparent that Hong Kong is at a turning point. Throughout 2019, protesters filled the streets of the city, worried about declining civil liberties, specifically Beijing's refusal to provide universal suffrage as promised previously in law and the disqualification of prodemocracy candidates, along with the growing control of Hong Kong's government and universities by Chinese central government designates and fears of an ever-expanding crackdown on dissent. Singapore provides a less dramatic but relevant example of the tension caused by the influx of foreign national students and academics who often displace native citizens, combined with government-enforced efforts to control dissent in universities. And like Hong Kong, the long shadow of China influences the role universities are allowed to play in civil society. The following is an excerpt from the book "Neo-Nationalism and Universities: Populists, Autocrats and the Future of Higher Education" (Johns Hopkins University Press) that explores the implications of nationalist movements on universities in Hong Kong and Singapore. In both, university leaders, and their academic communities, value academic freedom and the idea of independent scholarship. Yet the political environment is severe enough, and the opportunity costs great enough, that they, thus far, remain generally neutral institutions in a debate over civil liberties and the future of their island states. The exception is the key role students have played in the protest movement in Hong Kong, but for how long?
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- 2021
3. Loud and Clear: Effective Language of Instruction Policies for Learning. A World Bank Policy Approach Paper
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World Bank, Crawford, Michael, and Marin, Sergio Venegas
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The World Bank's focus on foundational skills requires that issues of language and Language of Instruction be brought to the forefront of education policy discussions. Poor Language of Instruction policies harm learning, access, equity, cost-effectiveness, and inclusion. Yet nearly 37% of students in low- and middle-income countries are taught in a language they do not understand. Massive learning improvements are feasible by teaching in a small number of additional languages. The World Bank's first Policy Approach Paper on Language of Instruction offers an indication of the work that will be undertaken to support countries in introducing reforms that will result in more resilient, equitable, and effective systems by promoting teaching in the languages that students and teachers speak and understand best. [The report was edited by John Steinhardt.]
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- 2021
4. A Half Century of Progress in U.S. Student Achievement: Ethnic and SES Differences; Agency and Flynn Effects. Program on Education Policy and Governance Working Papers Series. PEPG 21-01
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Harvard University, Program on Education Policy and Governance, Shakeel, M. Danish, and Peterson, Paul E.
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Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.
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- 2021
5. When Practice Meets Policy in Mathematics Education: A 19 Country/Jurisdiction Case Study. OECD Education Working Papers. No. 268
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Schmidt, William H., Houang, Richard T., Sullivan, William F., and Cogan, Leland S.
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The OECD Future of Education and Skills 2030 (E2030) project's overall goal is that of looking to the future in terms of how school curricula should evolve given the technological advances and other changes that societies are now facing. Towards that end, the E2030 project centres on the idea that education needs to equip students with the knowledge, skills, attitudes and values they need to become active, responsible and engaged citizens. Mathematics is considered a highly relevant subject for achieving the above stated goals, as such it requires further and more detailed analysis. As a result, it has been chosen as one of the E2030 project's subject-specific analyses. The project has been named the Mathematics Curriculum Document Analysis (MCDA) study as per the request of participating countries. This working paper presents the findings of the MCDA study, which involves participants from 19 countries and jurisdictions.
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- 2022
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6. How Much Do 15-Year-Olds Learn over One Year of Schooling? An International Comparison Based on PISA. OECD Education Working Papers, No. 257
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Organisation for Economic Cooperation and Development (OECD) (France), Avvisati, Francesco, and Givord, Pauline
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This paper quantifies the learning gain that accrues to 15-year-old students over one year of schooling in 18 countries and economies, where the cohort eligible to sit the OECD Programme for International Student Assessment (PISA)ISA test overlaps with two distinct school cohorts. School-entry regulations are used as an exogenous source of variation for grade levels in an instrumental- variables framework. The focus on the joint effect of schooling and age, together with (local) linearity assumptions, make it possible to account for differences in school-starting age across students who are expected to be in different grades. On average, students' test scores increase by about one-fifth of a standard deviation over a school year. While estimates of the grade gain for individual countries and economies come with wide confidence intervals, this study also shows the annual learning gain of students around the age of 15 tends to be larger in high-income countries compared to middle-income countries.
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- 2021
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7. The Shifting Demographics and Lifelong Learning. Conference Paper
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National Centre for Vocational Education Research and Karmel, Tom
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This paper was presented at the International Symposium on Lifelong Learning for Poverty Alleviation and Sustainable Development: Developing a Research Agenda for the Asia-Pacific in Hong Kong, 12-13 January 2011. Tom Karmel suggests that there are four implications of an ageing population: the need to improve labour force participation and productivity; the ageing population will provide a "demographic dividend" because there will be fewer young people to school; increasing life expectancy changes the arithmetic of the return to investments in human capital and makes investment in the middle-aged more attractive; and ageing populations in developed countries provide an opportunity for developing countries through the export of labour services. (Contains 4 tables, 6 figures and 2 footnotes.)
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- 2011
8. A Tool to Capture Learning Experiences during COVID-19: The PISA Global Crises Questionnaire Module. OECD Education Working Papers, No. 232
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Organisation for Economic Cooperation and Development (OECD) (France), Bertling, Jonas, Rojas, Nathaniel, Alegre, Jan, and Faherty, Katie
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The global spread of COVID-19 has led to unprecedented disruptions in schooling around the world that have animated increased interest among policymakers, educators, researchers and the general public in knowing about how education systems have responded to the pandemic and how students' learning experiences have changed. The PISA Global Crises Module was developed to address this need. 62 student questionnaire items (grouped into 11 questions) and 68 school questionnaire items (grouped into 14 questions) were developed following a process that involved input from leading questionnaire development experts, PISA National Centres, as well as small-scale cognitive interview studies in three countries. While all countries were affected by the pandemic in some way, the module seeks to illuminate differential effects on student learning and well-being, and the degree of interruption or changes to education across different education systems. Governing bodies, organisations and researchers can use the instruments and the descriptions of the underlying constructs for adaptation and broader implementation.
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- 2020
- Full Text
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9. The Other 17 Hours: Valuing Out-of-School Time. Occasional Papers 30
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Bank Street College of Education, Teitle, Jennifer, Teitle, Jennifer, and Bank Street College of Education
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This issue of "Bank Street Occasional Papers" explores the value of time outside of school. Educators have given relatively little scholarly attention to young people's nonschool lives. Ignored or valorized, nonschool spaces show up in educational research only as a backdrop, implying that school learning is the yardstick by which to measure the young people's lives. Even scholars who focus primarily on nonschool spaces are limited by their inability to theorize nonschool learning without framing it in terms of school learning (Sefton-Green, 2012; Teitle, 2012). Yet this myopic view of school outcomes only serves to narrow the purpose and possibilities of nonschool time. Therefore, the editors of "Bank Street Occasional Papers" asked authors to expand the conversation about young people's lives outside of school. Contributing authors both engage with current literature on nonschool spaces and offer new and exciting ways to conceptualize nonschool activity and learning. Articles in this issue include: (1) What (and Where) Is the "Learning" When We Talk About Learning in the Home? (Julian Sefton-Green); (2) Global Childhoods, Asian Lifeworlds: After School Time in Hong Kong (Nicola Yelland, Sandy Muspratt, and Caja Gilbert); (3) Becoming-Belieber: Girls' Passionate Encounters with Bieber Culture (Kortney Sherbine); (4) Building After-School Islands of Expertise in "Wrestling Club" (Victor Sensenig); (5) Mapping the Social Across Lived Experiences: Relational Geographies and After-School Time (Jennifer A. Vadeboncoeur and Louai Rahal); (6) Changing Through Laughter with "Laughter for a Change" (Laurel J. Felt and Ed Greenberg); (7) Enhanced Participation: Creating Opportunities for Youth Leadership Development (Clara Waloff); (8) Witnessing the Power of El Sistema in Urban Communities: Sister Cities Girlchoir (Erika Kitzmiller); and (9) Playing Outdoors: The Importance of the City as a Playground for Skateboarding and Parkour (Michael Jeffries, Sebastian Messer, and Jon Swords). Individual articles contain references.
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- 2015
10. Study Abroad and Student Mobility: Stories of Global Citizenship. Research Paper No. 21
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University College London (UCL) (United Kingdom), Development Education Research Centre (DERC), Blum, Nicole, and Bourn, Douglas
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The opportunity to study abroad is broadly hailed as a route for young people to develop a wide range of knowledge and skills, including intercultural understanding, interpersonal skills, and language learning, among many others. Universities around the world are investing significant resources in developing a variety of study abroad programmes, ranging from short or long term in duration, and from guided to independent study. These may have a number of aims, including to promote individual student learning and development and to enhance student mobility and employability, particularly in the context of a rapid and changeable global employment market. The terms 'global citizen', 'global graduate', 'global skills' and 'global mindset' have all taken on increased significance within this context. Limited research has been conducted, however, to explore students' own perspectives of these terms. This small scale study therefore set out to explore the perspectives of students on UCL's BASc programme and especially to better understand where and how the learning they gained during study abroad resonates with UCL's global citizenship and student mobility strategies. [Funding was provided by the UCL Global Engagement Office (GEO).]
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- 2019
11. Science Teachers' Satisfaction: Evidence from the PISA 2015 Teacher Survey. OECD Education Working Papers, No. 168
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Organisation for Economic Cooperation and Development (OECD) (France), Mostafa, Tarek, and Pál, Judit
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In 2015, for the first time in its history, PISA (the Programme for International Student Assessment) asked teachers to describe the various aspects of their working environment and teaching practices. This paper examines how teacher, student, and school characteristics are related to science teachers' satisfaction in 19 PISA-participating countries and economies. The findings show that the most satisfied science teachers tend to be those who are initially motivated to become teachers. The results also highlight the positive relationship between science teachers' satisfaction and teacher collaboration, good disciplinary climate in science classes, availability of school resources, and the opportunity to participate in professional-development activities.
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- 2018
- Full Text
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12. ICCE/ICCAI 2000 Full & Short Papers (Policies, Ethics, Standards, and Legal Issues).
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This document contains the following full and short papers on policies, ethics, standards, and legal issues from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Study on the School Information Technology Pilot Scheme: Possibilities of Creative and Lifelong Learning" (Siu-Cheung Kong, Wing-Kee Au, and Sai-Wing Pun); (2) "Health Risks with Computer Use in New Zealand Schools" (Kwok-Wing Lai); (3) "Information Technology Competency for Hong Kong Teachers--A New Era and a New Paradigm" (Wing Kee Au, Siu Cheung Kong, Kin Ping Leung, Eugenia Mee Wah Ng, and Sai Wing Pun); (4) "Present State and Future Direction of Woman Informatization Education in Korea" (In-Hwan Yoo, Chul-Hyun Lee, Soo-Bum Shin, and Tae-Wuk Lee); (5) "Space Plan for Effective Educational Software Utilization in Korea" (Soo-Bum Shin, Chul-Hyun Lee, In-Hwan Yoo, and Tae-Wuk Lee); and (6) "Using Learning Object Meta-Data in a Database of Primary and Secondary School Resources" (Daniel D. Suthers). (MES)
- Published
- 2000
13. Hongkong Papers in Linguistics and Language Teaching, 14.
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Hong Kong Univ. Language Centre., Allison, Desmond M., and Leung, Lily S. K.
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Papers on linguistics and language teaching in this volume are the following: "'Good' and 'Poor' Writing and Writers: Studying Individual Performance as a Part of Test Validation" (Desmond Allison, Evelyn Cheung); "To Test or Not To Test: That Is the Question" (Keith Tong, Rose Chan, Jo Lewkowicz); "Testing Listening Comprehension: A New Approach?" (Jo Lewkowicz); "Misreading Viewpoints: Reading Problems Among ESL University Students in Hong Kong" (Desmond Allison, Ip Kung Sau); "Typological Transfer, Discourse Accent and the Chinese Writer of English" (Christopher Green); "An Evaluation Study of a Programme to Teach Student Report Writing" (Peggy Leung); "Prioritising Equality of Outcome in Hong Kong Secondary Education" (Nigel Bruce); and "Curriculum Development in the Sixth Form: the Potential for Changes in Approaches to Writing Skills at Tertiary Level" (Peter Falvey). Editorial policy, a style sheet, notes on contributors, and an index to papers in volumes 1-13 are also included. (MSE)
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- 1991
14. Hongkong Papers in Linguistics and Language Teaching, 13.
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Hong Kong Univ. Language Centre. and Allison, Desmond M.
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Papers on linguistics and language teaching in this volume are the following: "Language in Education: Hard Choices for Hong Kong" (Jo Lewkowicz); "EL2--Medium Education in a Largely Monolingual Society: The Case of Hong Kong" (Nigel Bruce); "A Programme for Semantics" (Laurence Goldstein); "Semantics and Its Critics (A Comment)" (Roy Harris); "Semantic Shamantics (A Reply)" (Laurence Goldstein); "Reading-Aloud Speed as a Factor in Oral Fluency and General Language Proficiency" (David Coniam); "Notions of 'Error' and Appropriate Corrective Treatment" (Nancy Lee); and "Errors in Focus? Native and Non-Native Perceptions of Error Salience in Hong Kong Student English--A Case Study" (Mark Newbrook). Editorial policy, a style sheet, notes on contributors, and an index to papers in volumes 1-12 are also included. (MSE)
- Published
- 1990
15. Hong Kong Papers in Linguistics and Language Teaching, 16.
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Hong Kong Univ. Language Centre. and Nakhoul, Liz
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Articles and reports in this issue include the following: "Co-text or No Text: A Study of an Adapted Cloze Technique" (Dave Coniam); "Small-Corpora Concordancing in ESL Teaching and Learning" (Bruce K.C. Ma); "Interdisciplinary Dimensions of Debate" (S. Byron, L. Goldstein, D. Murphy, E. Roberts); "Can English Enhancement Programmes Be Efficient?" (Desmond Allison); "Towards a 'Metalingua Franca'" (Nigel J. Bruce); "Linking Language and Content Instruction in the Social Sciences" (Lily Leung, Max Hui Bon Hoa); "Using Study Guides: An Approach to Self-Access" (Linda Cooley); "Teachers' Attitudes to Self-Access Learning" (Elaine Martyn, Peter Voller); "Copyright, Publishers, and Self-Access Centres" (David Gardner); "Developing Computer Text Corpora at HKU" (Phil Benson); "Progress Report on Plagiarism: (Alastair Pennycook); and "Progress Report on Bilingual Writing Ability" (Shirley Lim). Book reviews, conference reports, and a list of contents for the Hong Kong Papers in Linguistics and Language Teaching, Numbers 1-15 are also included in this issue. (JL)
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- 1993
16. Hongkong Papers in Linguistics and Language Teaching, 15.
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Hong Kong Univ., Samson, Elizabeth, and Wright, Andrew T.
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This issue contains five articles, including reports of activities of the University of Hong Kong's English Center, five action research reports, reflections on various conferences, and a book review by Ray Mackay of "Asian Voices in English." The five articles are: "Cultural Syntonicity: Co-operative Relationships between the ESP Unit and Other Departments" (Colin Barron); "From 'Remedial English' to 'English Enhancement' (So, What Else Is New?)" (Desmond Allison); "Self-Access for Self-Directed Learning" (Philip Benson); "Assessing Students at Tertiary Level: How Can We Improve?" (Jo A. Lewkowicz); and "Ensuring Access and Quality in Open Learning Programmes: Communication and Study Skills Training for ESL-Medium Higher Education" (Nigel J. Bruce). Reports of research are: "An Introduction to the Action Research Progress Reports" (Denis Williamson and Elaine Martyn); "Self-Access Action Research: A Progress Report" (Elaine Martyn and Chan Nim Yin); "A Progress Report of an Action Research Project into the Marking of Students' Written Work" (Denis Williamson); "Electronic Mail as a Tool To Enable Purposeful Communication" (David Gardner)' and "Discourse Awareness in Student Writing" (Desmond Allison). (LB)
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- 1992
17. Hong Kong Papers in Linguistics and Language Teaching.
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Hong Kong Univ. English Language Centre.
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This serial presents articles, reports, and conference reports on various topics concerned with language-related areas, including general linguistics, teaching methodology, curriculum development, testing, evaluation, educational technology, language planning, and bilingual education. Articles in this volume are: (1) "Task Difficulty From the Learners' Perspective: Perceptions and Reality" (David Nunan and Ken Keobke); (2) "Processes and Their Products: A Comparison of Task" (Desmond Allison, Vivien Berry, and Jo Lewkowicz); (3) "The Author in the Text: Hedging in Scientific Writing" (Ken Hyland); (4) "How High Can a Dead Cat Bounce?: Metaphor and the Hong Kong Stock Market" (Geoff P. Smith); (5) "Modifying Meanings: Modality and Argumentation in Students' Written Answers to a Legal Problem" (Desmond Allison); (6) "Practising What We Preach: Creating the Conditions for Student Autonomy" (Nigel Bruce); (7) "Citing Previous Writers: What Can We Say Instead of 'Say'" (Valerie Pickard); and (8) "Theme Choice and Lateral Verbs in Newspaper Editorials" (Thomas Hawes and Sarah Thomas). Reports include: (1) "Review of SurveyPlus: Individual Learning Needs Assessment Software Temasek Plus" (David Gardner); (2) "Kitchen Design Project for Architecture" (Monica Hill and Dora Pao); and (3) "The Writing Needs of Postgraduate Students at the University of Hong Kong" (Linda Cooley and Jo Lewkowicz). Two Conference reports are presented: (1) "TESOL 1995: Building Futures Together" (Monica Hill); and (2) "The British Council Language Centre International ELT Conference and Book Fair 1994 on English Language Teaching Resources (Valerie Pickard). (NAV)
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- 1995
18. Hong Kong Papers in Linguistics and Language Teaching, Number 17.
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Hong Kong Univ. Language Centre. and Benson, Phil
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Seven articles on linguistics and language teaching, two book reviews, and four conference summaries are included in this volume. The articles include: "Laying Down the Law? Reflecting on Course Design in Progress" (Desmond Allison, Robin Corcos, Agnes Lam); "Beyond (F)utilitarianism: English as an Academic Purpose" (Alastair Pennycook); "On the Psychological Plausibility of 'Topic' as a Construct in Research on Writing" (David Nunan); "A Brief Critique of Chomsky's Challenge to Classical Phonemic Phonology" (Liu Ngar-Fun); "Student-Produced Video Documentary: Hong Kong as a Self-Access Resource" (David Gardner); "Designing an Ability Scale for English Across the Range of Secondary School Forms" (David Coniam); and "The Political Vocabulary of Hong Kong English" (Phil Benson). (MSE)
- Published
- 1994
19. Accreditation and Quality Assurance in Higher Education: Papers on Higher Education Series.
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United Nations Educational, Scientific, and Cultural Organization, Bucharest (Romania). European Centre for Higher Education. and Sterian, Paul Enache
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This paper offers a broad look at accreditation and quality assurance in higher education and how these issues are addressed around the world. Section 1 is an overview of accreditation and addresses the aims and objectives of accreditation, standards, accreditation bodies, stages of the accreditation process, the quality of that process, the role of government in the accreditation process, some critical points of view concerning the process, and present accreditation trends. Section 2 looks at accreditation and quality assurance through brief national case studies. The nations represented are France, Germany, United Kingdom, the Netherlands, Sweden, the United States, China, India, Hong Kong, South Africa, Nigeria, Kenya, and Australia. This section closes with a section comparing accreditation and quality assurance in various regions. Section 3 takes a closer and more detailed look at the accreditation process in Romania, particularly in light of the recent political and educational changes in this nation and the fairly recent decision to introduce accreditation of institutions of higher education. This examination covers accreditation principles and objectives, standards for initial and subsequent accreditation, application rules, structure of the accreditation committee and its functions, and provisions for financing accreditation. Appendixes contain institutional evaluation standards and a glossary. (Contains 27 references.) (JB)
- Published
- 1992
20. Proceedings of International Conference on Humanities, Social and Education Sciences (iHSES) (Denver, Colorado, April 13-16, 2023). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Mack Shelley, Mevlut Unal, and Sabri Turgut
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The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in all disciplines of humanities, education and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]
- Published
- 2023
21. Hongkong Papers in Linguistics and Language Teaching, 12.
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Hong Kong Univ. Language Centre., Bruce, Nigel J., and Crewe, William J.
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Papers on linguistics and language teaching in this volume are the following: "The Revision Process in Academic Writing: From Pen and Paper to Word Processor" (Stephen Chadwick, Nigel Bruce); "Sentence Sequence and Coherence: In Search of Readers' Problems in Academic Discourse" (Desmond Allison); "Plural Marking in Hong Kong English" (Carol Budge); "A Reading Experiment with L2 Readers of English in Hong Kong--Effects of Rhetorical Structure of Expository Texts on Reading Comprehension" (Rebecca W. K. Foo); "Quis Custodiet...? Errors in Guides to English Usage for Hong Kong Students" (Mark Newbrook); and "Review of 'Code-Mixing and Code Choice: A Hong Kong Case Study' by John Gibbons" (Mark Newbrook). Editorial policy, a style sheet, notes on contributors, and an index to papers in volumes 1-11 are also included. (MSE)
- Published
- 1989
22. IT [Information Technology] in Vocational Education [and] Training. Paper Presentations: Session D.
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This document contains 15 papers from the information technology (IT) in vocational education and training (VET) section of an international conference on VET for lifelong learning in the information era. The following papers are included: "Adapting the System of Continuing Vocational Education for the 3rd Industrial Revolution--Experiences from the Swedish Pilot Project with AVE (Advanced Vocational Education)" (Mats Lindell); "A Flexible Investment: The Australian VET Sector's Framework for Applying New Technologies in Learning" (Sandra Lerch, Peter Le Cornu); "E-Portfolio: More Than an Electronic Resume" (N. Faye Angel); "A Joint Venture in Distance Education Program between Hong Kong and Australia" (Fun-ting Chan, John Messing); "An Evaluation of a Model Multiple Site Distance Learning Program for Non-traditional Students" (Dale E. Thompson, Betsy Orr, Kit Brooks, Cecelia Thompson); "How to Teach Students in the Information Era?" (K.C. Chu); "Integrating Adult Learning Principles in Web Based Open Learning" (Shyamal Majumder); "Integrating the Strengths of the Web-Based and Traditional Models of Teaching" (T.Y. Leung, Sarah Y.S. Tran); "Web-Site Teaching: Analysis of Its Future Development" (Ying Wai Peter Chiu); "Using the Web to Enhance Language Teaching and Learning and Distributed Cognitions in a Conventional Sub-degree Setting" (Wanda W.Y. Lau); "The Effectiveness of Using Technology to Teach English as a Second Language" (Rita Yuk Kwan Ng); "Web-Based Vocational English: Development, Practice and Problems" (Kim Hung Martina Chan, Chi Ming Lee);"Establishing a Virtual Building and Construction Site for Education and Training" (John F. Barrett, Brian Wilkins); "The Webvolution's Impact on Vocational Classrooms and Administration" (Elaine S. Stith); and "Audio and Video Development for Multimedia and Web-Based Applications" (Teresa Yohon). Most papers contain substantial bibliographies. (MN)
- Published
- 2000
23. Skills for the New Millennium. Paper Presentations: Session G.
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This document contains 14 papers from the skills for the new millennium section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following papers are included: "Research on Vocational Education and Training as a Field for Knowledge Development--Starting Points for the CEDEFOP (European Centre for the Development of Vocational Training) Research Arena" (Pekka Kamarainen); "Knowledge Development at the Interface of Research, Policy and Practice--Support for Knowledge Development within the CEDEFOP Research Arena (CEDRA)" (Graham Attwell, Alan Brown); "Use of Web-Based Collaboration and Knowledge Transformation Tools to Support the Development of a Learning Community to Enhance Career Guidance Practice" (Alan Brown, Graham Attwell, Jenny Bimrose); "Doing the Research Is Only Half the Job: The Impact of VET Research on Decision Making" (Chris Robinson, Sarah Hayman); "NCVER's (National Centre for Vocational Education Research's) Web Site and the VOCED Research Database" (Sarah Hayman); "The Renaissance of Vocational Education and Training: Miscellaneous Hints for Undernourished Elephants Yearning to Dance" (Robert Sadler); "Tele-Operation of a Manufacturing System for Vocational Education" (Francis H.F. Tsang, Jonathan K.F. Lee); "Worldwide Technology Trend of Electronics Products" (Lawrence Cheung); "The Implication of Advances in Wireless Data Communications on E-Commerce" (Lawrence Cheung); "New Roles of Vocational Education and Vocational Teachers for Technological Change: A Case Study of the Hong Kong Institute of Vocational Education" (Che Keung Yeung, Choi Fung Cheng); "The Occupational Skill Testing and Certification Systems in Hong Kong" (S.P. Fu); "Distance and Open Learning--Web-Based Training (WBT) Development Process Consideration" (Donna Wing Yiu Lau); and "Industry Partnership for Graduation Stage of Higher Vocational Education" (Dan-dan Shi, Xiao-hong Chen). Most papers contain substantial bibliographies. (MN)
- Published
- 2000
24. International Issues. Paper Presentations: Session C.
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This document contains eight papers from the international issues section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following papers are included: "The Impact of Globalisation and the Changing Nature of Work on Vocational Education and Training" (Chris Robinson); "In Search of a Governance Framework of Vocational Education and Training for the 21st Century: An International Comparative Study" (Humphry Hung); "Cross Border Activities to Strengthen Technical and Vocational Education and Training Systems in the Information Era" (L. Efison Munjanganja, Di Booker, Sarah Hayman); "The Competency of Cross-Culture of Expatriates in the Multinational Corporation" (S.T. Tsai, Shu-Hsaio Tsen); "Provision of Professional Training to Meet Global Procurement Challenges in Hong Kong" (Josephine C.S. Kea); "From 20th Century Education and Training to 21st Century Skills Enhancement" (Archibald M. Fleming); "Regional Integration of TVET (Technical and Vocational Education and Training) Systems among Small Island States: Caribbean Initiatives" (Tom McArdle); and "Thirsty Horses and Public Waterholes" (Joyce Marie Turnbull). Most papers contain substantial bibliographies. (MN)
- Published
- 2000
25. Programme Development. Paper Presentations: Session F.
- Abstract
This document contains 35 papers from the program development section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following are among the papers included: "Using Quality Indicators to Create World-Class Curricula: From Concept to Application" (Curtis Finch, Timo Luopajarvi, Paivi Sutinen); "What Is Missing from ISO 9000 International Quality Standards Training in the United States?" (Paul Krueger); "West Virginia Instructional Technology Program Design for Economic Development" (Michael M. Murphy); "A Perception of the Software Process Model" (Albert H.S. Scott); "Design of Internet-Related Courses for IT (Information Technology) Professionals" (Y.K. Choi); "A TQM (Total Quality Management) Study of Faculty and Trainees' Perceptions of Public Vocational Training Institutions in Taiwan" (Li-Mei Huang); "Curriculum Development in Vocational Education: Achieving Balance and Coherence" (Christopher Parkin); "Providing Competency-Based Education for Industry and Its Effect on Classroom Education" (Chin-Yen Lin, Tsung-Juang Wang); "Competency Based Training: An Evaluation of a Post-secondary Teacher Education Program" (Dale E. Thompson, Cecelia Thompson, Betsy Orr); "Perceptions of Participants in a Multi-site Distance Learning Bachelor of Science Degree Program" (Betsy Orr, Dale Thompson, Cecelia Thompson); "A Study of Relation between Assessment Dimension and Management Outcomes--A Sample of Sinyi Real-Estate Company" (Stanley Tsan-Ying Lin); "Exploring a New Pattern of Vocational Education and Training" (Haicheng Yang, Tingrui Wang); "Transforming Educational Practice for a Transformed Employment Environment" (Jeanne Dawson); "Pre- and Post-Assessment in Occupational Courses" (Teresa Yohon); "Transforming Young School Leavers and Mature Unemployed into Skilled IT Workers--The IT Assistant Training in Hong Kong" (Yat-chen Li); "Discussion and Design of High Vocational Education" (Wenyi Qin, Yanchun Guo); "Teaching Statistical Problem Solving in Vocational Education" (Ken W. Li); "Structure and Cultivation of the Knowledge and Abilities of Students of Higher Vocational Technical Education" (Jiyao Zhou, Kaiyu Zhen, Weihua Liu); "Telling Stories in the Use of Portfolio Assessment in Higher Education: Some Implementation Issues" (Annie Y.W. Nicholson, Sharon Bryant); and "The Effects of the Whole Educational Experience on Graduate Employability and Further Study" (Kwok Hung Lai, Michael Hohn Pomfret). Most papers contain substantial bibliographies. (MN)
- Published
- 2000
26. Partnership for Vocational Education and Training. Paper Presentations: Session E.
- Abstract
This document contains 18 papers from the partnership for vocational education and training (VET) section of an international conference on VET for lifelong learning in the information era. The following are papers are included: "School, TAFE (Technical and Further Education), and University Links, in Pursuit of a Seamless Pathway" (Robert Player); "Work-Based Training: Experiences of Student Interns" (Marcelle Hardy, Carmen Parent, Johanne Forget); "A New Model for Workforce Development: University of Nevada Las Vegas Educator Externship Program" (Sterling Saddler, Gina M. Toth, Lisa M. Bybee); "Workplace Learning as an Investment in Human Capital" (Johanna Lasonen, Reijo Parikka); "Supporting Lifelong Learning; The New Integrated Scottish Qualifications System" (Maida Grant);"Key Policy Issues in the Promotion of Information Technology in Vocational Education: Some Lessons from the Five-Year Strategy in Hong Kong" (Kathleen S.K. Ng); " Vocational Education and Training for Operators of Modern Enterprises" (Qinxiang Gao, Meichi Huang, Heping Yu); "The Condition and Competency of Multi-Entrances for Personnel Training of Industrial Design Engineer in Taiwan" (Jui-che Tu); "Establishment of the Advanced Printing Technology Centre at Hong Kong Institute of Vocational Education (Kwun Tong)" (Lawrence W. Chan); "Profile of SME (Small and Medium Enterprise) Support in Hong Kong and the Setting Up of the Business Start-up Centre" (Robin Wong); "Attach Strategic Importance to High Quality Vocational and Technical Education" (Shengyun Yang); "Cross Disciplinary Continuing Professional Development" (Sai Hong Ko); "Attitudes of University Faculty Members toward Students with Disabilities" (Marie F. Kraska); "Mobility, Flexibility and Accessibility of Postsecondary Education in Hong Kong" (Shui-Kin Chan); "Vocational Education in Engineering in the Information Age" (C.W. Woo, Alan S.T. Tang, S.T. Poposka); "The Engineering Graduate Training Scheme and New Technology Training Scheme in Hong Kong" (T.L. Ng, Gary M.Y. Wong); "Developing a Competitive Program to Cope with the 3C (Change, Competitive, Complex) Trend in Industry" (S.T. Tsai, Shu-Hsiao Tsen); and "How Effective Are Our Teaching Methods for Vocational Education" (Yik-lung Wong). Most papers contain substantial bibliographies. (MN)
- Published
- 2000
27. Human Resource Development and Manpower Training. Paper Presentations: Session B.
- Abstract
This document contains 18 papers from the human resource development and manpower training section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following papers are included: "Use of Social and Economic Modeling to Plan Vocational Education and Training" (David L. Passmore); "Retraining for the Unemployed--An Up-hill Battle That Never Ends" (S.S. Kwong); "Manpower Planning in Hong Kong" (Anthony Cheng); "Identifying and Responding to Skills Shortages" (David L. Passmore); "Analysis of Training Needs for Employees of International Five-Star Hotels in Taipei, Taiwan" (Shu-Hsaio Tsen); "An Evaluation on the Effectiveness of a 9-Month Intensive Full-Time Program for the Unemployed" (Che Keung Yeung, Yuet Kueng Cadbury Chan, Lai Ling Lilian Chow, Yuen Bing Leung, King Chung Joseph Chow); "An Examination of the Concept of Providing Leadership Development for All Students as an Integral Part of Classroom Instruction" (Jerome I. Leventhal); "Contingency Theory Is of Little Value in Helping Leaders or Potential Leaders to Perform Successfully" (Eric Cheng); "Continuing Professional Development towards Employee Empowerment in Manpower Training: A New Domain of Organisational Strategy" (Joseph S.L. Yip); "Assessment and Preparation of Career and Technical Education Teachers: Implications for Curriculum Development" (Victor K.A. Gbomita); "What's Happening in Your Teacher Education Program?" (C. Gloria Heberley); "Stress Management for Teachers in Vocational Education and Training Sector" (Gloria Ching Wah Chan); "Mining Labour Market Information for Use in Developing an IT (Information Technology) Manpower Predictive Model" (Gar-yun Garry Suen); "Training for Betterment: A Model for Training of Professionals in a Diverse Organisation" (Freidoon A. Khavarpour, Bruno Gelonesi); "E-Learning in Knowledge-Based Society" (P.F. Tsui, Ian K.M. Yue); "The Development of a Management Competency Model and a Development Centre" (Sara Wong); "Graph Theory, Job-Labour System and Manpower Planning" (Kwai Wing Leuung); and "Overview of Assessment and Quality Assurance on TVET (Technical and Vocational Education and Training) and a Proposal for Turkey" (Sabahattin Balci, Riza Gurbuz). Most papers contain substantial bibliographies. (MN)
- Published
- 2000
28. Social and Ethical Issues. Paper Presentations: Session A.
- Abstract
This document contains nine papers from the social and ethical issues section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following papers are included: "Attitudes of University Faculty Members toward Students with Disabilities" (Marie F. Kraska); "Attitude of Gaming Employees towards Problem Gambling: How It Affects Their Learning at an Awareness Training" (Lisa M. Bybee); "Quantitative Evaluation of the Educational Programmes on Students' Awareness of Social Responsibility" (Loky Tsui, Lee Wong); "Increasing Female Participation in Technology Education: A Hong Kong Perspective" (Ken Volk); "Integration of General Education into the Vocational Training Curriculum" (Kwok Hung Lai); "Flexible Learning: Developing Opportunities" (Lesley Wemyss, Carmel Thompson); "Role of Supported Services in the Provision of Vocational Training for Open Employment to People with Disabilities in Hong Kong" (Eliza Woon-ching Lo Chan); "Exploration of the Aboriginal Vocational Training Implementation Strategem from the Outlook of the 'Tribal Classroom'" (Chou Chin-hung); and "Professional Ethics--A Life-long Pursuit by an Engineer" (C.K. Leung, Jolly Wong). Most papers contain substantial bibliographies. (MN)
- Published
- 2000
29. An Emerging Knowledge-Based Economy in China? Indicators from OECD Databases. OECD Science, Technology and Industry Working Papers, 2004/4
- Author
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Organisation for Economic Cooperation and Development, Criscuolo, Chiara, and Martin, Ralf
- Abstract
The main objective of this Working Paper is to show a set of indicators on the knowledge-based economy for China, mainly compiled from databases within EAS, although data from databases maintained by other parts of the OECD are included as well. These indicators are put in context by comparison with data for the United States, Japan and the EU (or the G7 countries in case no EU totals are available) and data for some of the Asian neighbours of China (Korea, Singapore, Chinese Taipei and Hong Kong) where data for these countries were readily available. This document draws heavily on the Science, Technology and Industry Scoreboard, copying many of the indicators presented there and borrowing a substantial amount of contextual and methodological explanations. After listing the main outcomes of this study, the paper starts with a section on the economic structure of China and the other economies, followed by a set of trade indicators, showing the opening up of China's economy and the growing importance of trade in high-technology products. Two indicators of foreign investment in China are examined: foreign affiliates and foreign direct investment. Recognizing the importance of human resources to a knowledge-based economy, a range of human resources indicators is presented. Final sections present indicators on R&D (as one of the inputs to the innovation process), and patents (as one of the outputs). A statistical annex brings together a selection of tables of the main indicators shown in the document. OECD database information is also annexed. (A bibliography is included. Contains 11 footnotes, 60 figures, 5 boxes and 26 tables.)
- Published
- 2004
- Full Text
- View/download PDF
30. Interaction and Independence: Student Support in Distance Education and Open Learning. Papers from the International Conference Presented by the International Council for Distance Education with the British Open University Regional Academic Services (3rd, Cambridge, England, September 19-22, 1989).
- Author
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International Council for Distance Education., Open Univ., Walton, Bletchley, Bucks (England). British Open Univ. Regional Academic Services., and Tait, Alan
- Abstract
Twenty-five papers presented at the conference include papers on the role of the site coordinator in a distributed education network in Ontario; student support systems in the Open University of Israel; the dilemmas of designing a computer mediated communication support system; interactive libraries; tutoring in technical science in the Open University of the Netherlands; research supervision at a distance; the role of tutoring and group support in distance education; the relationship between interaction and independence; distance education in India; applications of telecommunications for interactive tutoring; and cost effectiveness analysis of projects that increase student interaction in distance education. Most of the papers include references. The individual papers are briefly reviewed in the introduction, and continuity from papers presented at two earlier conferences is discussed. (GL)
- Published
- 1989
31. Facing the Knowledge Society: Reforming Secondary Education in Hong Kong and Shanghai. Education Working Paper Series. Number 5
- Author
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World Bank, Washington, DC., Cheng, Kai Ming, and Yip, Hak Kwong
- Abstract
This paper attempts to describe and analyze the development and reforms of secondary education in Hong Kong and Shanghai over the past 25 years. Comparing the two cities is useful in constructing a spectrum of possibilities on the one hand, and identifying some common themes in the development of secondary education on the other. The commonalities and differences, the experiences and lessons, should shed light on similar reforms in other parts of the world. Section 1 provides the background in which both cities launched their respective education reforms. Section 2 provides contextual descriptions of the two education systems. Section 3 illustrates changes in the workplace in both Hong Kong and Shanghai. Section 4 summarizes the challenges facing education in Shanghai and Hong Kong. Section 5 examines the efforts at reform in both systems, concentrating on secondary education. Section 6 revisits the purpose of secondary education in the context of: (a) almost universal attendance in secondary education in both cities; (b) few job opportunities for fresh secondary graduates; and (c) a majority of the population having to undertake lifelong learning. Finally, Section 7 concludes by stating that there must be a reassessment of the nature, goals, and contents of secondary education. Both cities have done tremendous work in this direction, most significantly in the reform of the curriculum, where the general tendency is to move away from fragmented feeding of specific knowledge toward establishing learning experiences that have long-term significance.
- Published
- 2006
32. Media, Multimedia, Omnimedia: Selected Papers from the CETaLL Symposium on the Occasion of the AILA World Congress (11th, Jyvaskyla, Finland, August 4-9, 1996) and Man and Media Symposium (5th, Nancy, France, June 5-7, 1997). Bayreuth Contributions to Glottodidactics, Vol. 7.
- Author
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Hogan-Brun, Gabrielle, Jung, Udo O. H., Hogan-Brun, Gabrielle, and Jung, Udo O. H.
- Abstract
This volume presents a collection of 14 selected papers on the theme of how to use media technology to enhance language learning and teaching. Papers explore innovative ways to use existing technologies in broadband networks, the telemedia, and multimedia, while others focus on the use of the Internet. It is hoped that exploring the use of these emerging technologies will allow for the development of more flexible learning and add multidimensionality and authenticity to foreign language teaching. In order to be effective, the teacher and student must be able to successfully integrate old and new media or "omnimedia." In the first section, "The Overall Picture," the chapters are: "Effective Language Learning and the Media: A Study of Current Theories for the Exploration of Media Technology (Marie-Madeleine Kenning); "Computers as Cognitive Tools in the Language Classroom" (Dieter Wolff); "Will the Real Ed Tech Please Stand Up?" (Udo O.H. Jung). In the second section, "At the Creating End," the chapters are: "TELOS Language Learning: User Needs and Telemedia Answers" (Kurt Kohn and Angelika Rieder); "Learner Interaction and Broadband Network" (Edith Esch and R.-Liisa Cleary); "The Engima of Kaspar Hauser: A Multimedia Approach" (Gabriele Wittig-Davis and Robert Davis); "Language Comprehension and Staged Increase of Audio-Visual Support" (Joseph Boyle); and "Integrating the Internet: A Report of Work Always in Progress" (Norman Davies). In the third section, "At the User End," the chapters are: "Specialist Foreign Language Learning with Multimedia: New Learning and Teaching Dynamics" (Gabrielle Hogan-Brun and Ruth Whittle); "The WWW and Its Contribution to Foreign Language Learning" (Alison Piper and Vicky Wright); "Authority and the ESP Teacher in a Technological Age" (Peter Roe); and "Who Is in the Learning Zone: Evaluating the Impact of Italia 2000" (Robert Vanderplank and Peter Dyson). In the fourth section, "Food for Thought," the chapters are: "New Technologies: The Quest for Appropriateness" (Evelyne Namenwirth); and "Language Lab--Multimedia Lab--Future Lab" (Jurgen Froehlich). The fifth section contains as an appendix, "An International Bibliography of Computer-Assisted Language Learning: Fourth Installment" (Udo O.H. Jung). (KFT)
- Published
- 1999
33. Skills in Geographical Education Symposium '88. Papers Presented to the Symposium (Brisbane, August 14-20, 1988). Volume 1.
- Author
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International Geographical Union., Gerber, Rod, and Lidstone, John
- Abstract
The first of two volumes, this book contains complete texts of 61 papers presented at a 1988 symposium on geographical education. The papers cover many aspects of geographical education in several countries in Western Europe, Africa, and Asia, and are divided into eight sections: (1) "Developing Skills for Living through Geographical Education"; (2) "Developing Learners' Skills and Abilities in Geography"; (3) "Curriculum Developments in Geography for the 1990s"; and (4) "Research in Geographical Education"; (5) "Developing Skills through Continuing Education"; (6) "Curriculum Developments in Geography for the 1990s"; (7) "Teaching Styles in Geographical Educations"; and (8) "Developing Learners' Skills and Abilities in Geography." Many of the papers include figures and additional references. (AS)
- Published
- 1988
34. Information Technology & Multimedia in English Language Teaching. Selected Papers from the ITMELT '99 Conference (Hong Kong, November 6-7, 1999).
- Author
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Hong Kong Univ. English Language Centre., Morrison, Bruce, Cruikshank, Don, Gardner, David, James, Jeff, and Keobke, Ken
- Abstract
This edited volume of conference papers includes the following: "The Mystery Photo Album: Defining a CALL Paradigm" (Ken Keobke); "Lexicon-Driven Learning on the Internet: A Design Strategy for a World Wide Web 'Virtual Language Learning Classroom'" (Chris Greaves); "Giving Students Something To Do with Concordance Output" (Tom Cobb); "Using a Corpus of Student Report Writing to Help Students Write a Better Report" (Linda Lin); "Encouraging Creative Writing Through IT" (Grace Pow); "Multimedia Movies" (David Gardner); "CALL for Oral Skills in English: The Development, Implementation and Operation of the Computer Assisted Voice Mail Oral Practice System at the Open University of Hong Kong" (Anita Poon, K. C. Tang, and Thomas Tang); "Putting Individual Writing Tutorials Online" (Geoff Millar); "An EAP Module Via the Merlin Internet Learning Environment" (David Oakey); "Living Lessons for University Learners of English" (Gino Yu); "Guidelines for Evaluating ESL Listening Resources on the World Wide Web" (Hao-Jan Howard Chen); "Evaluation of an On-Line Rater Training and Monitoring System" (Jan Hamilton, Sue Reddel). (KFT)
- Published
- 1999
35. Communication/Journalism Education in Asia: Background and Status in Seven Asian Areas; Background Papers Compiled for Communication/Journalism Teachers Seminar, June 13-26, 1971. An East-West Communication Institute Report.
- Author
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Hawaii Univ., Honolulu. East-West Center. and Lyle, Jack
- Abstract
The papers contained in this dosument were prepared as background material for the Communication/Journalism Teachers Seminar in June 1971, and provide information on the history, development, present status, and problems of communication/journalism education in Hong Kong and six Asian countries. These countries are the Republic of China, India, Indonesia, the Republic of Korea, the Philippines, and Thailand. Also included are a summary of the seminar by Jack Lyle and a list of the seminar participants. (JM)
- Published
- 1971
36. THE EXETER PAPERS, REPORT OF THE FIRST INTERNATIONAL CONFERENCE ON THE COMPARATIVE STUDY OF ADULT EDUCATION.
- Author
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Center for the Study of Liberal Education for Adults, Brookline, MA., HAYGOOD, NOREEN, and LIVERIGHT, A.S
- Abstract
A CONCEPTUAL FRAMEWORK IS PRESENTED AND IS APPLIED TO NATIONAL REPORTS ON ADULT EDUCATION IN FIVE COUNTRIES. THE FIRST TWO CHAPTERS FEATURE COMPONENTS OF THE FRAMEWORK AND DETAILED DATA ON THE TOTAL EDUCATIONAL SCENE IN CANADA, HONG KONG, INDIA, ISRAEL, SUDAN, THE UNITED STATES, THE UNITED KINGDOM, PUERTO RICO, AND YUGOSLAVIA. CHAPTER 3 THROUGH 7 PRESENT NATIONAL REPORTS FROM HONG KONG, INDIA, ISRAEL, UNITED KINGDOM, AND YUGOSLAVIA. CHAPTER 8 REPORTS BRIEFLY ON IMPORTANT THEMES AND APPARENT AREAS OF AGREEMENT, INCLUDING PROBLEMS OF PROGRAM STATUS, PROGRAM DEVELOPMENT, INFORMATION AND COMMUNICATION, FINANCING, AND THE PLANNING OF CROSS CULTURAL AND COMPARATIVE RESEARCH. AMONG THE AREAS PROPOSED IN THE LAST CHAPTER FOR FURTHER INVESTIGATION ARE TRAINING AND RESEARCH, TAXONOMY AND TERMINOLOGY, CULTURALLY RELATED EDUCATIONAL SYSTEMS, AND THE IMPACT OF POLITICAL AND SOCIOECONOMIC PATTERNS ON THE NATURE AND ORGANIZATION OF SYSTEMS OF ADULT EDUCATION. THE DOCUMENT INCLUDES 29 TABLES AND CHARTS AND 84 REFERENCES. (LY)
- Published
- 1968
37. Asian-Pacific Papers. Occasional Papers Number 10.
- Author
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Applied Linguistics Association of Australia. and McCarthy, Brian
- Abstract
Sixteen papers are presented. Topics covered include language teaching, discourse analysis, code switching, phonetics, language and cultural identity, and descriptive and comparative studies. All presenters were from the Asia-Pacific area of the world. Papers include: "The Baba Malay Lexicon: Hokkien Loanwords in Baba Malay" (Anne Pakir); "Pronouns in Japanese: Their Functions and Meaning" (Yasukata Yano); "Code Switching and Code Mixing as a Communicative Strategy in Multilingual Discourse" (Mary W. J. Tay); "Teaching English as a Foreign Language in India: A Socio-Functional View" (Shivendra K. Verma); "Language Education and Literary Creativity in English: a Tale of Two Cities" (Agnes Shun-Ling Lam); "A Study of Scientific Palatography: A Comparison of English and Japanese Palatal Consonants by Dynamic Electropalatography" (Tsutomu Oyabu, Richard L. Dusek, Mitsuaki Yoshinaga, and Sadahiko Ikeura); "A Study in the Adequacy of Data for Strategy Analyses in Spoken Discourse" (E. Berendt and H. Takahashi); "The Use of Aspect in Papua New Guinea English" (Anne-Marie Smith); "Language Attitudes and the Social Order in Hong Kong after 1997" (Gail Schaefer Fu and Pui-to Lu); "A Proposed Descriptive Framework for the Pragmatic Meanings of the Particle "la" in Colloquial Singaporean English" (Loke Kit-Ker and Johna Low Mei-Yin); "Working for an English Syllabus for Senior English Majors in China's Tertiary Institutions" (Hu Zhuanglin); "Interpretation of Anaphora in English and Japanese in Sentences with Prepositional Phrases" (Shuzo Yamanaka); "On Japanese Onomatopoeia: A Functional Approach" (Hisao Kakehi); "English-Chinese Code Switching of Primary School Children in Singapore" (Kay Cheng Soh); "A Comparative Discourse Analysis of English and Japanese" (Makoto Oshima); and "On the Acquisitional Strategies of Complex Sentence Formation: Examples from Japanese and English Speaking Children" (Katsutoshi Ito). (Each chapter contains references.) (NAV)
- Published
- 1988
38. An Analysis of the Relationship between Language Attitudes and English Attainment of Secondary Students in Hong Kong. Occasional Paper No. 91.
- Author
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Chinese Univ. of Hong Kong, Kowloon. and Pierson, Herbert D.
- Abstract
This study analyzes the relationship between English language attainment and attitudes toward English among Cantonese-speaking secondary school students in Hong Kong. The subjects were 10th grade students from both English- and Chinese-medium schools. Attitudes toward English were measured directly by means of a series of statements concerning the study and use of English, to which subjects were asked to respond on five-point scales. Attitudes were measured indirectly with a scale of stereotypes modeled on the work of Spolsky. English attainment was assessed by a cloze procedure as suggested by Oller. Results of factor analysis of the direct attitude questions regarding English show that several of these factors are significantly related to English attainment. In some cases, however, the correlations were contrary to expected directions. In general, the statistical results of the study indicate that a direct measure of attitude was a better predictor of English attainment than an indirect measure. The indirect measures obtained by asking subjects to rate themselves, themselves as they would like to be, Chinese people, and westerners, produced some significant results, but were not as strong indicators of language attainment as the results obtained from the direct measures. (Author)
- Published
- 1980
39. The Impact of Interviewer Language and Ethnicity on the Perceptions of Chinese Bilinguals. Occasional Paper No. 96.
- Author
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Chinese Univ. of Hong Kong, Kowloon., Pierson, Herbert D., and Bond, Michael H.
- Abstract
Part of an overall study of the nonverbal behavior of Chinese bilinguals consisted of research to determine the extent to which the perceptual patterns of bilinguals in a cross-cultural environment are affected by the manipulation of variables for topic, ethnicity, and language. Sixty-four female university students were interviewed on videotape by either a Chinese or an American partner, on either friendship or cultural differences, and in either English or Cantonese. Subjects completed a 20-item semantic differential scale on which they rated themselves and their partner. Results indicated that the subjects rated the American interviewers more positively than the Chinese interviewers, but had a marked preference for the use of Cantonese during the interviews. One plausible reason for the first result is that the subjects were English majors who by virtue of this choice were moving away from an ethnic enclosure and preservation mentality. (Author)
- Published
- 1981
40. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (12th, Vilamoura, Algarve, Portugal, April 9-11, 2016)
- Author
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International Association for Development of the Information Society (IADIS), Sánchez, Inmaculada Arnedillo, and Isaías, Pedro
- Abstract
These proceedings contain the papers of the 12th International Conference on Mobile Learning 2016, which was organized by the International Association for Development of the Information Society, in Vilamoura, Algarve, Portugal, April 9-11, 2016. The Mobile Learning 2016 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. Full papers presented in these proceedings include: (1) Mobile Devices and Spatial Enactments of Learning: iPads in Lower Secondary Schools (Bente Meyer); (2) NetEnquiry--A Competitive Mobile Learning Approach for the Banking Sector (Marc Beutner, Matthias Teine, Marcel Gebbe and Lara Melissa Fortmann); (3) M-Learning Challenges in Teaching Crosscutting Themes in the Education of Young People and Adults (Marcos Andrei Ota and Carlos Fernando de Araujo Jr); (4) Mobile Learning: Pedagogical Strategies for Using Applications in the Classroom (Anna Helena Silveira Sonego, Leticia Rocha Machado, Cristina Alba Wildt Torrezzan and Patricia Alejandra Behar); (5) Experiencing a Mobile Game and its Impact on Teachers' Attitudes towards Mobile Learning (Hagit Meishar-Tal and Miky Ronen); (6) Exploring Mobile Affordances in the Digital Classroom (David Parsons, Herbert Thomas and Jocelyn Wishart); (7) Design, Development and Evaluation of a Field Learning Video Blog (Otto Petrovic); (8) Development and Evaluation of a Classroom Interaction System (Bingyi Cao, Margarita Esponda-Argüero and Raúl Rojas); (9) Visual Environment for Designing Interactive Learning Scenarios with Augmented Reality (José Miguel Mota, Iván Ruiz-Rube, Juan Manuel Dodero and Mauro Figueiredo); and (10) The Development of an Interactive Mathematics App for Mobile Learning (Mauro Figueiredo, Beata Godejord and José Rodrigues). Short papers presented include: (1) Conceptualizing an M-Learning System for Seniors (Matthias Teine and Marc Beutner); (2) Sensimotor Distractions when Learning with Mobile Phones on-the Move (Soledad Castellano and Inmaculada Arnedillo-Sánchez); (3) Personal Biometric Information from Wearable Technology Tracked and Followed Using an Eportfolio: A Case Study of eHealth literacy Development with Emerging Technology in Hong King Higher Education (Michele Notari, Tanja Sobko and Daniel Churchill); (4) An Initial Evaluation of Tablet Devices & What Are the Next Steps? (Tracey McKillen); (5) Information Literacy on the Go! Adding Mobile to an Age Old Challenge (Alice Schmidt Hanbidge, Nicole Sanderson and Tony Tin); (6) The Use of Digital Tools by Independent Music Teachers (Rena Upitis, Philip C. Abrami and Karen Boese); (7) Development of a Math Input Interface with Flick Operation for Mobile Devices (Yasuyuki Nakamura and Takahiro Nakahara); (8) Smartwatches as a Learning Tool: A Survey of Student Attitudes (Neil Davie and Tobias Hilber); and (9) The Adoption of Mobile Learning in a Traditional Training Environment: The C95-Challenge Project Experience (Nadia Catenazzi, Lorenzo Sommaruga, Kylene De Angelis and Giulio Gabbianelli). Reflection papers include the following; (1) Leadership for Nursing Work-Based Mobile Learning (Dorothy Fahlman); (2) Reflections on Ways forward for Addressing Ethical Concerns in Mobile Learning Research (Jocelyn Wishart); and (3) Mobile Learning: Extreme Outcomes of Everywhere, Anytime (Giuseppe Cosimo De Simone). Posters include: (1) Student Response Behavior to Six Types of Caller/Sender When Smartphones Receive a Call or Text Message during University Lectures (Kunihiro Chida, Yuuki Kato and Shogo Kato); and (2) Understanding the Use of Mobile Resources to Enhance Paralympic Boccia Teaching and Learning for Students with Cerebral Palsy (Fabiana Zioti, Giordano Clemente, Raphael de Paiva Gonçalves, Matheus Souza, Aracele Fassbinder and Ieda Mayumi Kawashita). Doctoral Consortium papers include: (1) Forms of the Materials Shared between a Teacher and a Pupil (Libor Klubal and Katerina Kostolányová); and (2) Mobile Touch Screen Devices as Compensation for the Teaching Materials at a Special Primary School (Vojtech Gybas and Katerina Kostolányová). Individual papers provide references, and an Author Index is provided.
- Published
- 2016
41. Internationalization Post- COVID-19: Exploring Internationalization at Home Initiatives in Public and Private Universities in Hong Kong
- Author
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Hannah Yun Yau Lai
- Abstract
Because of the priority placed on learning intercultural skills in the 21st century workplace, many higher educational institutions around the world have emphasized internationalization in recent years. In late 2022, two years after the Covid-19 pandemic significantly impacted their internationalization efforts, resulting in quarantine requirements and border closures, Internationalization at Home activities have increased dramatically in universities in Hong Kong. In this study, document analysis was used to examine the extent to which internationalization, culture, diversity, equality, and inclusion are reflected in the vision and mission statements, strategic plans, and annual reports of six selected public and private universities in Hong Kong, and the impacts Covid-19 had on their Internationalization at Home initiatives. The study found that the word "international" appears more in documents reviewed from the two large public universities while the word "regional" appears more often in those of the two small public universities and the two private universities, and that the terms "diversity, equality and inclusion" appear more frequently in these six universities' latest annual reports. The Internationalization at Home initiatives identified were programs with international themes, foreign language courses, virtual exchange/internships, and diversity-related extracurricular activities. The findings may be helpful to students, staff and other stakeholders who are interested in the efforts made by these six universities in terms of Internationalization at Home initiatives, culture, diversity, equality, and inclusion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2022
42. International Perspectives on Education. BCES Conference Books, Volume 10
- Author
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Leutwyler, Bruno, Hilton, Gillian, Ogunleye, James, Almeida, Patrícia Albergaria, Popov, Nikolay, Wolhuter, Charl, Leutwyler, Bruno, Hilton, Gillian, Ogunleye, James, Almeida, Patrícia Albergaria, and Bulgarian Comparative Education Society (BCES)
- Abstract
This volume contains papers submitted to the 10th Annual Conference of the Bulgarian Comparative Education Society, held in Kyustendil, Bulgaria, 12-15 June 2012. The overall goal of the 10th BCES conference is to facilitate discussion of different perspectives on international education providing a forum for scientific debate and constructive interaction in a multi cultural social environment such as Bulgaria. This is a jubilee conference. Ten might not mean too much for large scholarly societies in other countries, especially in the Western world. However, for a small society like BCES, ten means a lot. It means trust, international recognition, constant interest, well-developed academic cooperation, and the most important--it means an established conference tradition. The following papers are included in this volume: (1) Foreword: Remembering the Past--Anticipating the Future: Reflections on the BCES's Jubilee Conference (Karen L. Biraimah); (2) Editorial Preface: An Established Conference Tradition (Nikolay Popov, Charl Wolhuter, Bruno Leutwyler, Gillian Hilton, James Ogunleye, and Patrícia Albergaria Almeida; and (3) Introduction: A Framework for Understanding International Perspectives on Education (Alexander W. Wiseman). Part 1: Comparative Education & History of Education: (4) Also a door to the inside of a new house --yet another use for Comparative Education (Charl Wolhuter); (5) Structures of School Systems Worldwide: A Comparative Study (Nikolay Popov); (6) The Role of Comparative Pedagogy in the Training of Pedagogues in Serbia and Slovenia (Vera Spasenovic, Natasa Vujisic Zivkovic, and Klara Skubic Ermenc); (7) Konstantinos G. Karras & Evanthia Synodi Comparative and International Education and the teaching profession. The case of Marc-Antoine Jullien (Konstantinos G. Karras and Evanthia Synodi); (8) Comparing management models of secondary schools in Tamaulipas, Mexico: An exploration with a Delphi method (Marco Aurelio Navarro-Leal, Concepción Niño García, and Ma. Luisa Caballero Saldivar); (9) Classroom and Socialization: a case study through an action-research in Crete, Greece (Pella Calogiannakis and Theodoros Eleftherakis); (10) E-learning, State and Educational System in Middle East Countries (Hamid Rashidi, Abbas Madandar Arani, and Lida Kakia); (11) Approaches to internal testing and assessment of knowledge in relation to the pupils' achievements in national assessment of knowledge (Amalija Žakelj, Milena Ivanuš Grmek, and Franc Cankar); (12) The Stereotypes in Pupil's Self Esteem (Franc Cankar, Amalija Žakelj, and Milena Ivanuš Grmek); (13) Insecure identities: Unaccompanied minors as refugees in Hamburg (Joachim Schroeder); (14) The origins of religion as an historical conundrum: pedagogical and research methodological implications and challenges (Johannes L. van der Walt and Ferdinand J. Potgieter); (15) A brief overview of the history of education in Poland (Katarzyna Charzynska, Marta Anczewska, and Piotr Switaj); (16) "Everybody is given a chance, my boy … everybody who is willing to work for socialism": An Overview of English Textbooks in the Postwar Period in Hungary (Zsolt Dózsa); and (17) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications (Gordon O. Ade-Ojo, Mike Adeyeye, and F. Fagbohun). Part 2: Pre-Service and In-Service Teacher Training: (18) Constructivist Foundations of Intercultural Education: Implications for Research and Teacher Training (Bruno Leutwyler, Danijela S. Petrovic, and Carola Mantel; (19) Theory in Teacher Education: Students' views (Leonie G. Higgs); (20) Policy and practice of pre-service and in-service teacher training programmes and facilities in Nigeria (Stephen Adebanjo Oyebade); (21) Student Perceptions of the Distance Education Mode Compared with Face-to-Face Teaching in the University Distance Education Programme (Claudio Rafael Vásquez Martínez, Graciela Girón, and Antonio Ayón Bañuelos); (22) Environmental Education: From the Perspective of Scientific Knowledge for Constructivist Learning (Graciela Girón, Claudio Rafael Vásquez Martínez, Juan Sánchez López, and Antonio Ayón Bañuelos); (23) The Competencies of the Modern Teacher (Olga Nessipbayeva); and (24) Pre-service teacher action research: Concept, international trends and implications for teacher education in Turkey (Irem Kizilaslan and Bruno Leutwyler). Part 3: Education Policy, Reforms and School Leadership: (25) Changing policies changing times: initiatives in teacher education in England (Gillian L. S. Hilton); (26) Dealing with Change in Hong Kong Schools using Strategic Thinking Skills (Nicholas Sun-Keung Pang and John Pisapia); (27) Institutions' Espoused Values Perceived by Chinese Educational Leaders (Nicholas Sun-Keung Pang and Ting Wang); (28) Social Service Community Education as an area of training and participation for social development (Amelia Molina García); (29) English Language Education Policy in Colombia and Mexico (Ruth Roux); (30) Compensatory Programs in Mexico to Reduce the Educational Gap (Emma Leticia Canales Rodríguez and Tiburcio Moreno Olivos); (31) Changing times, Changing roles: FE Colleges' perceptions of their changing leadership role in contemporary UK politico-economic climate (Aaron A. R. Nwabude and Gordon Ade-Ojo); (32) Role perceptions and job stress among special education school principals: Do they differ from principals of regular schools? (Haim H. Gaziel, Yael Cohen-Azaria, and Klara Skubic Ermenc); (33) Multiculturalism: challenge or reality (Olivera Knezevic Floric and Stefan Ninkovic); (34) Privatization of higher education in Nigeria: Critical Issues (Phillips Olayide Okunola and Simeon Adebayo Oladipo); (35) Policies and initiatives: reforming teacher education in Nigeria (Martha Nkechinyere Amadi); and (36) Leadership in Educational Institutions (Esmeralda Sunko). Part 4: Higher Education, Lifelong Learning and Social Inclusion: (37) Validation of skills, knowledge and experience in lifelong learning in Europe (James Ogunleye); (38) Empowering women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (39) Sixty Five Years of University Education in Nigeria: Some Key Cross Cutting Issues (Aloy Ejiogu and Sheidu Sule); (40) Brain Drain in Higher Education: Lost Hope or Opportunity? (George Odhiambo); (41) Searching for the Dividends of Religious Liberty: Who Benefits and Who Pays? (Donald B. Holsinger); (42) More than Mere Law: Freedom of Religion or Belief (Ellen S. Holsinger); (43) Intergenerational Learning in the Family (Sabina Jelenc Krašovec and Sonja Kump); (44) Students' Views on Important Learning Experiences--Challenges Related to Ensuring Quality of Studies (Barbara Šteh and Jana Kalin); (45) Campus life: The impact of external factors on emotional health of students (Dalena Vogel); (46) Education and Lifelong Learning in Romania--Perspectives of the Year 2020 (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (47) Scientific reputation and "the golden standards": quality management system impact and the teaching-research nexus (Luminita Moraru); (48) The implementation of the Validation of Acquired Experience (VAE) in France would be a cultural revolution in higher education training? (Pascal Lafont); (49) Hilary English Transition of students from economically disadvantaged backgrounds to research led Universities (Hilary English); (50) Attitudes of Parents towards Contemporary Female Higher Education (Miss Shamaas Gul Khattak); (51) Structured Peer Mentoring: Enhancing Lifelong Learning in Pakistani Universities (Nosheen Rachel Naseem); (52) The Rise of Private Higher Education in Jamaica: Neo-liberalism at Work? (Chad O. Coates); (53) Educational Developments in the British West Indies: A Historical Overview (Chad O. Coates); (54) Focus Learning Support: Rising to Educational Challenges (Elizabeth Achinewhu-Nworgu, Gertrude Shotte, and Queen Chioma Nworgu); (55) Distance Education in Higher Education in Latvia (Daina Vasilevska); (56) Evidence-based research study of the Russian vocational pedagogy and education motivational potential in the internationalisation projection (Oksana Chigisheva); (57) Healthy lifestyle formation within the extra-curricular activities of students at universities (Saltanat Tazhbayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (58) Management based organisation of school's educational process (Tursynbek Baimoldayev) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (59) Modernization of higher education in the context of the Bologna Process in the Republic of Kazakhstan (Sanim Kozhayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (60) About the problem of self-definition of personality (G. T. Hairullin and G. S. Saudabaeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. Part 5: Learning and Teaching Styles: (61) Learning Styles and Disciplinary Fields: is there a relationship? (Patrícia Albergaria Almeida); (62) ICT competences for teachers in 21st Century--a design framework for science primary teacher education courses (Cecília Guerra, António Moreira, and Rui Marques Vieira); (63) Teacher Education in the context of international cooperation: the case of East Timor (Patrícia Albergaria Almeida, Mariana Martinho, and Betina Lopes); (64) How would Virtual Learning Environment (VLE) Enhance Assessment for Learning Mathematics by the Special Education Needs Students (SENs) in Secondary Education Sector (Aaron A. R. Nwabude); (65) A gender perspective on student questioning upon the transition to Higher Education (Mariana Martinho, Patrícia Albergaria Almeida, and José Teixeira-Dias); (66) Student-Centred Learning: A Dream or Reality (Sandra Ozola); (67) Problems of development of E-Learning content in historical education on the Republic of Kazakhstan (Gabit Kapezovich ?enzhebayev, Saule Hairullovna Baidildina, and Tenlik Toktarbekovna Dalayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (68) The world pedagogical idea in the context of comparison: Confucius--Al Farabi--Ibn Sina--Balasaguni (Aigerim Kosherbayeva, Kulmeskhan Abdreimova, and Asem Anuarbek) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. A list of contributors in included. (Individual papers contain references.)
- Published
- 2012
43. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, July 10-15, 2005). Volume 2
- Author
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International Group for the Psychology of Mathematics Education., Chick, Helen L., and Vincent, Jill L.
- Abstract
This document contains the second volume of the proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education. Conference papers are centered around the theme of "Learners and Learning Environments." This volume features 43 research reports by presenters with last names beginning between Adl and Fre: (1) Working with Learners' Mathematics: Exploring a Key Element of Mathematical Knowledge for Teaching (Jill Adler, Zain Davis, Mercy Kazima, Diane Parker, and Lyn Webb); (2) A Comparison between Teachers' and Pupils' Tendency to Use a Representativeness Heuristic (Thekla Afantiti-Lamprianou, Julian S. Williams, and Iasonas Lamprianou); (3) Purposeful Task Design and the Emergence of Transparency (Janet G. Ainley, Liz Bills, and Kirsty Wilson); (4) A Developmental Model for Proportional Reasoning in Ratio Comparison Tasks (Silvia Alatorre and Olimpia Figueras); (5) Referential and Syntactic Approaches to Proof: Case Studies from a Transition Course (Lara Alcock and Keith Weber); (6) Teachers' Beliefs about Students' Development of the Pre-Algebraic Concept of Equation (Vassiliki Alexandrou-Leonidou and George N. Philippou); (7) Developing Students' Understanding of the Concept of Fractions as Numbers (Solange Amorim Amato); (8) Multiple Representations in 8th Grade Algebra Lessons: Are Learners Really Getting It? (Miriam Amit and Michael N. Fried); (9) Reform-Oriented Teaching Practices: A Survey of Primary School Teachers (Judy Anderson and Janette Bobis); (10) The Genesis of Signs by Gestures: The Case of Gustavo (Ferdinando Arzarello, Francesca Ferrara, Ornella Robutti, and Domingo Paola); (11) Students' Experience of Equivalence Relations: A Phenomenological Approach (Amir H. Asghari and David Tall); (12) How Series Problems Integrating Geometric and Arithmetic Schemes Influence Prospective Secondary Teachers' Pedagogical Understanding (Leslie Aspinwall, Kenneth L. Shaw, and Hasan Unal); (13) Dealing with Learning in Practice: Tools for Managing the Complexity of Teaching and Learning (Sikunder Ali Baber and Bettina Dahl); (14) Situations of Psychological Cognitive No-Growth (Roberto R. Baldino and Tania C. B. Cabral); (15) Good CAS Written Records: Insight from Teachers (Lynda Ball and Kaye Stacey); (16) Developing Procedure and Structure Sense of Arithmetic Expressions (Rakhi Banerjee and K. Subramaniam); (17) Struggling with Variables, Parameters, and Indeterminate Objects, or How to Go Insane in Mathematics (Caroline Bardini, Luis Radford, and Cristina Sabena); (18) Exploring How Power is Enacted in Small Groups (Mary Barnes); (19) A Framework for the Comparison of PME Research into Multilingual Mathematics Education in Different Sociolinguistic Settings (Richard Barwell); (20) Vygotsky's Theory of Concept Formation and Mathematics Education (Margot Berger); (21) Preservice Teachers' Understandings of Relational and Instrumental Understanding (Kim Beswick); (22) The Transformation of Mathematics in On-Line Courses (Marcelo C. Borba); (23) Using Cognitive and Situated Perspectives to Understand Teacher Interactions with Learner Errors (Karin Brodie); (24) Identification of Affordances of a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill P. Brown); (25) The "A4-Project": Statistical World Views Expressed through Pictures (Michael Bulmer and Katrin Rolka); (26) A Whole-School Approach to Developing Mental Computation Strategies (Rosemary Callingham); (27) A Comparison of Perceived Parental Influence on Mathematics Learning among Students in China and Australia (Zhongjun Cao, Helen Forgasz, and Alan Bishop); (28) Using Word Problems in Malaysian Mathematics Education: Looking beneath the Surface (Kah Yein Chan and Judith Mousley); (29) Constructing Pedagogical Knowledge of Problem Solving: Preservice Mathematics Teachers (Olive Chapman); (30) Revisiting a Theoretical Model on Fractions: Implications for Teaching and Research (Charalambos Y. Charalambous and Demetra Pitta-Pantazi); (31) Students' Reflection on Their Sociomathematical Small-Group Interaction: A Case Study (Petros Chaviaris and Sonia Kafoussi); (32) Investigating Teachers' Responses to Student Misconceptions (Helen L. Chick and Monica K. Baker); (33) Studying the Distribution of Responsibility for the Generation of Knowledge in Mathematics Classrooms in Hong Kong, Melbourne, San Diego and Shanghai (David Clarke and Lay Hoon Seah); (34) Indigenous and Non-Indigenous Teaching Relationships in Three Mathematics Classrooms in Remote Queensland (Tom J. Cooper, Annette R. Baturo, and Elizabeth Warren); (35) Exploring the Strategies Used by Grade 1 to 3 Children through Visual Prompts, Symbols and Worded Problems: A Case for a Learning Pathway for Number (Ty Corvell Cranfield, Cally Kuhne, and Gary Powell); (36) Primary Students' Knowledge of the Properties of Spatially-Oriented Diagrams (Carmel Diezmann); (37) A Conceptual Framework for Studying Teacher Preparation: The Pirie-Kieren Model, Collective Understanding, and Metaphor (Maria A. Droujkova, Sarah B. Berenson, Kelli Slaten, and Sue Tombes); (38) Mathematical Modelling with 9-Year-Olds (Lyn English and James Watters); (39) Exploring "Lesson Study" in Teacher Preparation (Maria L. Fernandez); (40) Child-Initiated Mathematical Patterning in the Pre-Compulsory Years (Jillian Fox); (41) The Tacit-Explicit Nature of Students' Knowledge: A Case Study on Area Measurement (Cristina Frade); (42) Teachers as Interns in Informal Mathematics Research (John M. Francisco and Carolyn A. Maher); and (43) Exploring Excellence and Equity within Canadian Mathematics Classrooms (George Frempong). (Individual papers contain references.)
- Published
- 2005
44. Comparing Hong Kong and Sweden ICT Policy in Education; Reaching the Third Phase
- Author
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Hollingsworth, W. Craig
- Abstract
In this study I address the problem of the implementation and the foreseeable success of the July 2004 document from the Education and Manpower Bureau of Hong Kong, "Empowering Learning and Teaching with Information Technology" (EMB 2004). The statements in this policy will be compared to Sweden's ICT policy and a report completed by Peter Kearns for the Australian Government. All of the fore mentioned policies will be compared to the 3 phases of ICT development mentioned in Kearns report, "Towards the Connected Learning Society: An International Overview of Trends in Policy for Information and Communication Technology in Education" (2002). The policies will also be examined and compared to different criteria also observed in Kearns (2002) article where he discusses the criteria for leading practice in policy for ICT in education. This report then goes on to analyze the Hong Kong policies and their implications. This paper argues that the new Hong Kong policy statement, however ambitious, will have many difficulties reaching certain goals. Appendix A contains Figures. [Master's Thesis, Hong Kong University.]
- Published
- 2005
45. Students' Views on the Usefulness of Peer Review Conducted at Two Grade Levels
- Author
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Fiona Kwai-peng Siu
- Abstract
Peer review is generally regarded as a useful learning tool for students, providing them with opportunities to interact with their peers when engaging in the process of critical reading and critical thinking, thus possibly raising students' motivation to learn. For peer review to be a manageable task for students, appropriate scaffolding is believed to be pivotal. The present study mainly aims to investigate: 1) how students at two levels of English proficiency will perceive the usefulness of the peer review exercise completed; and 2) whether the scaffolding provided to them is viewed as useful and the reasons behind. The participants involved 76 university students taking two academic writing courses at a university in Hong Kong. Quantitative and qualitative data were analyzed collectively for the responses to an online anonymous questionnaire. Both groups showed favourable responses to the peer review exercise, including the preference for the retention of the peer review exercise. Several findings, however, differentiated the two groups, e.g., significantly a greater number of higher-ability participants than did the lower-ability students agreed to the benefit of peer review with respect to: a) writing a thesis statement; b) using hedges; c) using in-text citation; and d) building friendship. [This paper was published in "English Language Teaching and Linguistics Studies" v5 n4 p180-205 2023. The paper was presented at The 11th European Conference on Arts & Humanities (ECAH2023), Iafor (17 July 2023), University of London, London. Hybrid mode.]
- Published
- 2023
46. Publishing in Refereed Journals: Perceptions, Challenges, and Strategies
- Author
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Cheung, Yin Ling
- Abstract
This study examines the first time publishing experience of non-native English speaking doctoral students at three public universities in Hong Kong. The purpose was to gain an understanding of the perceptions of Hong Kong non-native English speaking doctoral students as writers of journal articles, their difficulties in getting papers published in refereed journals, the strategies they use to cope with difficulties ranging from writing to publishing, and their perceptions of their training on research publications in Hong Kong. Data were collected through in-depth interviews with six non-native English speaking applied linguistics doctoral students in Hong Kong, interviewees' various drafts and the final version of the first refereed journal paper, journal reviewers' comments on the interviewees' papers, my correspondence with journal editors, mission statements of journals, and content/theme in that particular issue of the final published paper. Results show that a majority of the interviewees exhibited mixed feelings towards writing in English for publication. Lacking motivation and lacking confidence were typical problems encountered by Hong Kong doctoral students in publishing in refereed journals. This study suggests strategies to cope with the difficulties in academic publishing and discusses its contributions to research, theory, and practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2009
47. Grammatical Errors in Written Assessments of Non-Native English-Speaking Undergraduate Students and Pedagogical Implications in Correcting Mistakes
- Author
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Cheng, Shuk Ling
- Abstract
This paper examines the English grammatical errors and their patterns in the written assignments of a General Education course at City University of Hong Kong. Subjects are 60 local and non-local (exchange) undergraduate students who are all L2 learners with diversified education and disciplinary background (i. e. their major of study) which are unrelated to English language studies. The objective of this paper brings to the foreground a broad discussion of L2 undergraduate learners' average syntactic ability in terms of written assessment. This paper is an attempt in classifying the patterns and categories of grammatical errors committed by students who were brought up and educated in non-native English-speaking countries. Thus, pedagogical recommendations are offered for both L2 learners and educators in tertiary education settings in such ways as to calibrate how and in what manner English language as the medium of instruction can lead to more enduring effects in learners within non-native English-speaking countries. [For the full proceedings, see ED631133.]
- Published
- 2022
48. Genesis of an E-Platform for Language Enhancement
- Author
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Adam Forrester
- Abstract
This paper covers the work in progress of an e-platform being developed for language enhancement at a tertiary institution in Hong Kong. There is an actual or perceived concern about the English and Chinese language ability of undergraduate students at certain universities in Hong Kong. One reason for this is that a significant proportion of students with a lower language proficiency enter university in their third year of the four-year degree. Their first two years are spent at other tertiary institutions, and they are then able to articulate to finish their studies at university and gain a degree level qualification. Given their crowded timetable from the third year, there are very limited opportunities for extra credit space in order to enhance the language skills of these students. As a result, an e-platform which students would utilise through the informal curriculum to improve their English and Chinese language ability was proposed by senior management. This paper will examine the beginnings of the e-platform, including results from a large-scale survey of undergraduate students about the preferences for an e-platform, and initial discussions among language experts as to the design of the e-platform. This paper will consider the decision to use H5P to create interactive content within the platform and discuss some of the features that are expected on the e-platform. Problems that have been encountered and expected will be discussed with an outline of the next steps that will be taken. The paper concludes with the observation that an e-platform alone is unlikely to significantly enhance the language ability of learners. [For the full proceedings, see ED639633.]
- Published
- 2022
49. Developing 21st Century Intercultural and Collaborative Competencies through Transformative Internationalisation Projects: A Post Neo-Colonialism Approach
- Author
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Anand, Pranit and Lui, Byron
- Abstract
There is widespread agreement that collaboration, teamwork and intercultural competence, among others, are essential 21st century skills. Higher education teaching and learning initiatives tend to have a significant focus on developing these skills through assessments and other in-class activities, and yet often do not take advantage of opportunities to collaborate with other institutions located in different countries to give their students an authentic, globalised learning experience. Previous transnational education projects have tended to encourage cross-institutional collaboration through engagement with host institution subjects/courses that are delivered at off-shore locations. Although these initiatives are valuable, they tend to impose a 'neo-colonialism' approach and therefore may not develop 'transformative' international perspectives. This paper will present an initiative that was developed between two institutions located in Australia and Hong Kong, where their students collaborated on an assessment for learning task that involved developing a real-life solution for not-for-profit organisations, often located in a third country. The ideas discussed in this paper will be useful for anyone who is trying to create a more immersive, authentic learning experience for their students. These initiatives developed in our students a heightened sense of belonging to a truly globalised world we live in and instilled a shared responsibility of care. Ideas discussed in the presentation will also be useful for policy makers about how to go about creating more supportive policy and governance frameworks to encourage greater collaborations with off-shore institutions in a truly respectful arrangement. [For the complete proceedings, see ED601080.]
- Published
- 2019
50. A Programme for Semantics; Semantics and Its Critics; Semantics Shamantics.
- Author
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Goldstein, Laurence and Harris, Roy
- Abstract
In a statement-response-reply format, a proposition concerning the study of semantics is made and debated in three papers by two authors. In the first paper, it is proposed that semantics is not the study of the concept of meaning, but rather a neurolinguistic issue, despite the fact that semantics is linked to context. It is argued that semantic research, based in cognitive science, should focus on providing: (1) a neuroscientific account of how the brain processes sensory and other input when that input calls for a verbal response; (2) a psycholinguistic account of the relation of thinking to speaking; and (3) a philosophical/linguistic account of the relation of context to the content of an utterance. In the response, this proposal is criticized as confusing sense with reference and as rejecting common sense in favor of intellectual amusement. The original author's reply answers specific criticisms and identifies inconsistencies in the respondent's work. (MSE)
- Published
- 1990
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