Paired reading : a comparison of the effectiveness of student teachers and peers in the tutoring of poor Chinese readers in a primary school in Hong Kong

1987 ◽  
Author(s):  
Chuk-ling, Stella Chan Kong
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
Student Teachers ◽  
Paired Reading

Stressors and stressor response levels of Hong Kong primary school music teachers

2017 ◽  
Vol 36 (1) ◽  
pp. 4-16
Author(s):  
Marina Wai-yee Wong ◽  
Maria Pik-yuk Chik ◽  
Edmund Sze Shing Chan
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
Student Teachers ◽  
Inclusive Education ◽  
Music Teachers ◽  
Teaching Experience ◽  
Individual Characteristics ◽  
Teachers College ◽  
School Music ◽  
The Government

Responses from 309 randomly sampled Hong Kong primary school music teachers to the shortened version of the Chinese Teacher Stress Questionnaire were subjected to a descriptive percentage analysis, one-way ANOVA and independent t test. Obtained results identify five key stressors: “changing education policy of the government”; “being observed by colleague, student teachers, college tutors, inspectors or parents”; “too much subject matter to teach”; “inclusive education”; and “additional administrative work”. An explanation is offered identifying stressor responses being underpinned by either global or contextual issues, while others by a combination of both. Unlike other studies that found relations between stressors and respondents’ individual characteristics, the results of this study uniquely display no significant statistical evidence to link music teachers’ stressor response levels with age, teaching experience, education, specialization or teaching-related workload. The evidence here supports the view that stressors are neutral and reported stressor response levels reflect global or contextual factors which can be intensified by a combination of both.

Changes in the Images of Teaching, Teachers, and Children Expressed by Student Teachers before and after Student Teaching

2010 ◽  
Vol 106 (3) ◽  
pp. 769-784
Author(s):  
Tomotaka Mishima ◽  
Akihiro Horimoto ◽  
Toshiaki Mori
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Student Teaching ◽  
Grade Level ◽  
Education Majors ◽  
Education Faculty ◽  
Before And After ◽  
Realistic Images

The purpose of this study was to investigate how education majors' images of teaching, teachers, and children change before and after student teaching, with special attention to the grade level (Grades 1–2, 3–4, 5–6) taught by the student teachers at primary school in Japan. A total of 126 student teachers from an education faculty (49 men, 77 women) participated in this study using metaphorquestionnaires before and after student teaching. For images of teaching, responses to the factors Dull Event and Live Event changed, suggesting that students started to develop more positive, active, and clear images of teaching. For images of teachers, responses on the factor Performer changed, suggesting that students started to develop more active images of teachers. For images of children, responses on the factors Critic and Pure-minded Person changed, suggesting that student teachers started to develop more realistic images of children. However, grade level taught had no significant effect.

Prevalence and associations of myopia in Hong Kong primary school students

2020 ◽  
Vol 64 (4) ◽  
pp. 437-449 ◽  
Author(s):  
Bonnie Nga Kwan Choy ◽  
Qisheng You ◽  
Ming Ming Zhu ◽  
Jimmy Shiu Ming Lai ◽  
Alex Lap Ki Ng ◽  
...  
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
Primary School Students ◽  
School Students

scholarly journals Visual and gestural metaphors for introducing energy to student teachers of primary school and kindergarten levels

2019 ◽  
Vol 1287 ◽  
pp. 012043 ◽  
Author(s):  
Federico Corni ◽  
Hans U. Fuchs ◽  
Alessandra Landini ◽  
Enrico Giliberti
Keyword(s):  
Primary School ◽  
Student Teachers

A Smoking Intervention Programme for Primary School Students in Hong Kong

1995 ◽  
pp. 665-667
Author(s):  
C. L. Betson ◽  
T. H. Lam ◽  
J. Peters ◽  
A. J. Hedley ◽  
C. M. Wong
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
Primary School Students ◽  
Intervention Programme ◽  
School Students ◽  
Smoking Intervention

scholarly journals Scientific Conceptions of Photosynthesis among Primary School Pupils and Student Teachers of Biology

2017 ◽  
Vol 7 (1) ◽  
pp. 49 ◽  
Author(s):  
Darja Skribe Dimec ◽  
Jelka Strgar
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Plant Transformation ◽  
Primary Schools ◽  
Process Research ◽  
Practical Work ◽  
Biochemical Process ◽  
Biology Student ◽  
The World ◽  
Primary School Pupils

Photosynthesis is the most important biochemical process on Earth. Most living beings depend on it directly or indirectly. Knowledge about photosynthesis enables us to understand how the world functions as an ecosystem and how photosynthesis acts as a bridge between the non-living and living worlds. It is, therefore, understandable that photosynthesis is included in national curricula around the world. The practice unfortunately shows that students at all school levels mostly learn about photosynthesis by rote. Consequently, they have difficulties understanding this vital process. Research also shows many misconceptions in relation to photosynthesis among students of different ages. Based on these, the main aim of our study was to explore the scientific conceptions about photosynthesis held by primary school pupils and student teachers of biology. Data were collected using a questionnaire containing seven biology content questions.The sample consisted of 634 participants, 427 primary school pupils (aged 11–14), and 207 student teachers of biology (aged 20–23). We found that the populations of primary school pupils and student teachers of biology differ greatly concerning scientific conceptions of photosynthesis. The student teachers showed good and complex understanding of photosynthesis, while pupils showed some misconceptions (location of chlorophyll and photosynthesis in a plant, transformation of energy in photosynthesis). Analysis of the development of scientific conceptions about photosynthesis with age showed that there is very little progress among primary school pupils and none among biology student teachers. More involvement of student teachers of biology in practical work at primary schools during their study was suggested to make student teachers aware of, and better understand pupils’ misconceptions.

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