The Impact of the process approach to the teaching and learning of writing on the development of learner autonomy in writing in the secondary school classroom in Hong Kong

2008 ◽  
Author(s):  
Yim-king Yeung
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Process Approach ◽  
School Classroom ◽  
The Impact

Qualitative evaluation of general university requirements in a new 4-year university curriculum: findings based on experiences of students

2017 ◽  
Vol 29 (1) ◽  
pp. 91-102 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Lu Yu ◽  
Florence K.Y. Wu ◽  
Catalina S.M. Ng ◽  
Wen Yu Chai
Keyword(s):  
Hong Kong ◽  
General Education ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Qualitative Evaluation ◽  
Beneficial Effects ◽  
The North ◽  
University Curriculum ◽  
American Model ◽  
The Impact

Abstract Following the North American model, the length of undergraduate program in Hong Kong has been extended from 3 to 4 years since 2012. To maximize the impact of the additional year, The Hong Kong Polytechnic University (PolyU) has implemented a new general education framework entitled “General University Requirements (GUR)” aiming to cultivate students in a holistic manner. This study explored students’ impressions of the GUR subjects using a survey collecting primarily qualitative data. Results from 163 students of eight faculties showed that students perceived the GUR subjects favorably. Having opportunities to make new friends from other departments and the teaching and learning methods, particularly experiential learning stimulated students’ interest and enriched their learning experiences which were reportedly are unforgettable. Some of the obstacles encountered by students in several subjects were identified. The beneficial effects of the GUR subjects in different domains were voiced by the students.

scholarly journals Will the benefit equal the effort? An investigation into the personal significance of the changes signalled in a mandated curriculum to New Zealand secondary school teachers

2021 ◽  
Author(s):  
◽  
Brenda Mary Service
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Educational Criticism ◽  
Personal Significance ◽  
New Curriculum ◽  
Beliefs About Teaching ◽  
The Impact

<p>A new school curriculum was implemented in all New Zealand schools during 2008 and 2009 and was mandated at the beginning of 2010. The changes signalled in the new curriculum required teachers to incorporate key competencies into their teaching and to move to student-centred practice which involves students in the decisions about their learning. It was possible that this social constructivist approach represented a change in teachers’ beliefs about teaching and learning and to their practice.  Much of the literature on educational change appears to overlook the transformational nature of the learning needed to bring about changes in beliefs and practice and teachers’ personal motivation to engage with it. Unless change is of personal significance to individuals they are unlikely to be motivated to engage with it. Using Eisner’s (1998) method of educational criticism, this case study is an investigation into the personal significance of the new curriculum to the teachers’ reality. In the spirit of educational criticism, the lens of an educational connoisseur was used to first develop an understanding of the teachers’ reality followed by that of an educational critic to evaluate what occurred.  Over a two-year period the study involved semi-structured interviews with twelve secondary school teachers in three schools, observations of the classroom practice, and analysis of school documentation and societal messages. While all the participating teachers’ espoused beliefs that were congruent with the philosophy of the new curriculum, constructivist practices were observed in the practice of only two teachers. What prevented the other teachers’ wholehearted engagement in the implementation of the new curriculum was not their beliefs about teaching and learning but rather, the extent to which external pressures determined their priorities. These pressures included the misalignment of the school goals and cultural norms, the impact of NCEA assessment regime, time constraints, leadership issues, lack of conceptual understanding and the absence of professional learning to support transformative learning.</p>

Focus group evaluation of teachers’ views on a new general education program in Hong Kong

2017 ◽  
Vol 29 (1) ◽  
pp. 67-74
Author(s):  
Daniel T.L. Shek ◽  
Lu Yu ◽  
Xinli Chi
Keyword(s):  
Hong Kong ◽  
Focus Group ◽  
General Education ◽  
Teaching And Learning ◽  
Difficulty Level ◽  
Freshman Seminar ◽  
Group Evaluation ◽  
Hands On ◽  
Group Interviews ◽  
The Impact

Abstract Using teachers’ focus group interviews (n=40), this study examined the impact of the General University Requirements (GUR) implemented at The Hong Kong Polytechnic University (PolyU). Results showed that teachers were generally satisfied with the GUR subjects and its implementation in its second year. Teachers regarded the design of GUR subjects was good and the students generally welcomed the subjects. Interactive teaching and learning methods adopted in GUR subjects such as fieldwork, hands-on projects, and team debates were highly appreciated by the respondents. Teachers also reflected that the GUR had promoted the intrapersonal and interpersonal development of the students. However, several challenges were also reported by teachers, including the difficulty level of Freshman Seminar subjects and lack of interaction in some GUR subjects, which suggested directions for further improvements.

Levels of reflection on teaching a leadership and positive youth development subject

2016 ◽  
Vol 15 (2) ◽  
Author(s):  
Hildie Leung
Keyword(s):  
Hong Kong ◽  
General Education ◽  
Youth Development ◽  
Positive Youth Development ◽  
Personal Development ◽  
Teaching And Learning ◽  
University Curriculum ◽  
Education Environment ◽  
The Impact

AbstractTo promote holistic development in Chinese university students in Hong Kong, a general education subject entitled “Tomorrow’s Leaders” was developed and has been fully implemented in the new 4-year university curriculum since 2012. In the present article, the Onion Model is used as a framework for conducting systematic teacher reflection to enhance professional development. Challenges and issues central to the environment, behavior, competencies, beliefs, identity, and mission, as experienced and observed by a teacher of a leadership and positive youth development subject in Hong Kong, are discussed. Issues include the Hong Kong education environment, the impact of reinforcement, and the role of culture in teaching and learning, as well as postulations on leadership and human development. The article concludes with implications of the core reflection on my personal development.

scholarly journals Chinese Film Studies Online: Technological Innovations, Pedagogical Challenges, and Teaching Chinese-Language Cinema in the Digital Age

2021 ◽  
Vol 1 (1) ◽  
pp. 135-152
Author(s):  
Gina Marchetti
Keyword(s):  
Hong Kong ◽  
Teaching And Learning ◽  
New Technologies ◽  
Film Studies ◽  
Chinese Language ◽  
Digital Revolution ◽  
Chinese Film ◽  
Massive Open Online Course ◽  
Flipped Classrooms ◽  
The Impact

Abstract Because of the impact of the COVID-19 pandemic on higher education, online initiatives have moved from the periphery to the very heart of teaching and learning across disciplines. However, the profession has just begun to consider the full impact these new technologies have on the way we research and teach Chinese-language cinema. Using the Massive Open Online Course (MOOC) and University of Hong Kong Common Core campus-based course, Hong Kong Cinema through a Global Lens, as my principal case study, I explore some of the ways in which the digital revolution has transformed research on and teaching about Hong Kong film. From surveying the types of material available for research to exploring the differences between MOOCs and flipped classrooms, this essay considers the positive implications and potential drawbacks of these new technologies in global, regional, and local educational contexts.

scholarly journals USING CHEMICAL MODELS FOR DEVELOPING NATURAL SCIENCE COMPETENCES IN TEACHING CHEMISTRY: FROM PUPILS AS MODEL ASSEMBLERS TO PUPILS AS CREATORS OF SELF-MADE MODELS

2013 ◽  
Vol 53 (1) ◽  
pp. 89-98
Author(s):  
Darinka Sikošek ◽  
Mateja Žuželj
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Low Cost ◽  
Statistical Processing ◽  
Thinking Skills ◽  
Control Group ◽  
Chemical Models ◽  
The Impact ◽  
Secondary School Pupils

Chemical models are indispensable tool in chemistry class and enable secondary school pupils to develop complex thought processes and spatial concepts, both of which are necessary to improve their understanding of chemical concepts. In this research, special emphasis is given to complex competencies not only their acquisition, but rather how pupils develop them. For this purpose, a learning strategy has been developed, called learning by self-generating chemical models. Pupils learn individually on their own models, which are made from easily accessible, low-cost materials. The impact of workable models was investigated (assembly of commercial models and production of self-made models) on the (1) learning success using simple molecule shapes and (2) the degree of competence development which realized through the implemented activities. The study involved first-year secondary school-pupils, defined as self-creators of paper- and -wire models (experimental group) and assemblers of commercial models (called the control group). The appearance of the molecules being studied took the form of geometric shapes and structures, which pupils present by making of ball-, called wire-models from plasticine and wire or paper created, called paper models. Based on the results of statistical processing of the data, we found that self-creation of models (as an innovative approach) leads to better understanding and to subsequently sustained knowledge for the pupil. It should also be noted that pupils who were self-generators in comparisons to those who merely assembled the models, generally developed many complex skills in the areas of problem solving, practical competence, mathematical competence and critical thinking skills. The knowledge so acquired was also better understood. Key words: chemical models, competencies, self-made models, teaching and learning by models.

scholarly journals The Effects of Formative Assessment on Algerian Secondary School Pupils’ Text Comprehension

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Amina BOUMEDIENE
Keyword(s):  
Secondary School ◽  
Formative Assessment ◽  
Language Learning ◽  
Text Comprehension ◽  
Teaching And Learning ◽  
Efl Learners ◽  
Quasi Experimental ◽  
Research Questions ◽  
The Impact ◽  
Secondary School Pupils

Formative assessment has proved its potential in improving the learning outcomes of EFL learners. However, its use is quite restricted in the Algerian secondary school. Thus, instead of playing a formative role, the assessment found in the Algerian EFL classroom is of a summative nature. Accordingly, the purpose behind the current research is to shed light on the importance of formative assessment in the teaching and learning processes by highlighting its effect on text comprehension, as the latter may be an obstacle to effective language learning and academic achievement among Algerian secondary school pupils. To reach this end, the present research attempts to investigate the impact of formative assessment on pupils’ text comprehension as well as their achievement and attitudes through answering the following research questions: (1) how does formative assessment develop pupils’ text comprehension? (2) What changes can the experiment bring in terms of students’ achievements and attitudes towards text comprehension? This research is based on a quasi-experimental design delivered to sixteen third year secondary school pupils as the latter are required to sit for the ‘Baccalaureate’ exam in which text comprehension is of crucial importance. A pretest, a posttest, an intervention which lasted five weeks and a questionnaire were used to find out the impact of formative assessment on the development of pupil’s text comprehension. The results obtained showed a significant progress in pupils’ outcomes in the four language competences: grammatical, textual, functional and sociolinguistic and namely in grammatical and textual competences. Therefore, it is strongly recommended that formative assessment should be an integral part of the teaching process.

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