International labour migration has been one of the key sources of employment generation and foreign exchange earnings for Sri Lanka since early 1980s. A sizable share of the total migrants fall into the 25-44 age-group and their migration may have implications on education and protection of children left behind. This study aimed at examining the impact of parental migration on children left behind. By employing a mixed method, this study collected quantitative data by administering a questionnaire for a sample of randomly selected households and key informant interviews and in-depth interviews were conducted in collecting qualitative data. Both descriptive and regression analyses were employed in data analysis and results obtained from the above techniques were further enriched by incooperating insights from key informant interviews and in-depth interviews. Insights from the descriptive analysis, key informant interviews, and in-depth interviews highlighted some suggestive evidence that children in migrant households face difficulties with their school attendance and performance compared to children in non-migrant households. Aiming at strengthening the above findings, this study employed a logistic regression framework in examining the effect of migration of educational performance where the dependent variable was self-assessment on performance atschool-level test. A number of explanatory variables were introduced in order to control household level factors affecting educational performance. The results clearly indicated that migration status has no effect on educational achievement. Nevertheless, the researchers found strong statistical evidence to suggest that educational performance is lower among children whose mother has migrated. In other words, probability is high that children households of mother being a migrant to perform poorly in tests conducted at school-level. Mothers get involved through a number of ways to improve children’s educational achievements and their absence at home negatively affects children’s educational performance. It is imperative that policy makers pay urgent attention to mitigate the above impacts.Keywords: Labour Migration, Children Left-behind, Education, Logit Model, Sri Lanka
{"title":"Impact of Parental Migration on Children’s Educational Performance: Evidence from Sri Lanka","authors":"P. Dunusinghe","doi":"10.15640/jehd.v10n1a4","DOIUrl":"https://doi.org/10.15640/jehd.v10n1a4","url":null,"abstract":"International labour migration has been one of the key sources of employment generation and foreign exchange earnings for Sri Lanka since early 1980s. A sizable share of the total migrants fall into the 25-44 age-group and their migration may have implications on education and protection of children left behind. This study aimed at examining the impact of parental migration on children left behind. By employing a mixed method, this study collected quantitative data by administering a questionnaire for a sample of randomly selected households and key informant interviews and in-depth interviews were conducted in collecting qualitative data. Both descriptive and regression analyses were employed in data analysis and results obtained from the above techniques were further enriched by incooperating insights from key informant interviews and in-depth interviews. Insights from the descriptive analysis, key informant interviews, and in-depth interviews highlighted some suggestive evidence that children in migrant households face difficulties with their school attendance and performance compared to children in non-migrant households. Aiming at strengthening the above findings, this study employed a logistic regression framework in examining the effect of migration of educational performance where the dependent variable was self-assessment on performance atschool-level test. A number of explanatory variables were introduced in order to control household level factors affecting educational performance. The results clearly indicated that migration status has no effect on educational achievement. Nevertheless, the researchers found strong statistical evidence to suggest that educational performance is lower among children whose mother has migrated. In other words, probability is high that children households of mother being a migrant to perform poorly in tests conducted at school-level. Mothers get involved through a number of ways to improve children’s educational achievements and their absence at home negatively affects children’s educational performance. It is imperative that policy makers pay urgent attention to mitigate the above impacts.Keywords: Labour Migration, Children Left-behind, Education, Logit Model, Sri Lanka","PeriodicalId":176604,"journal":{"name":"Journal of education and human development","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115649097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hong Kong is moving towards a knowledge-based economy. In order to nurture and motivate a population to continuously achieve world-class success, Hong Kong‟s education system has been reformed extensively since 1997, with a balanced focus on academic and practical learning. Generic forms of learning outcomes are critical to allow students to demonstrate high flexibility and adaptability in response to ever-changing challenges in the future. By using two well-validated instruments which measure students‟ achievement of generic learning outcomes and their engagement in schools, the cultural literacy and student engagement scales, this study aims to assess the development of generic learning outcomes of Hong Kong senior secondary school students, the extent to which students are well-equipped with the skills to succeed in a knowledge-based economy. The results of a survey study of 1,715 students inferred that their performances were not up to standard and questioned in particular the success of the New Senior Secondary (NSS) school curriculum. A regression model further suggested that these generic learning outcomes could largely be explained by how schools plan and facilitate students‟ learning inside and outside the classroom. It is argued that the primary role of NSS schools should focus to provide students with meaningful and useful learning experiences so as to achieve the curriculum goal of fostering their generic learning. This paper will contribute to the discussion of how to better support the NSS curriculum reform in Hong Kong. (234words)
{"title":"A Critical Review of the Development of Generic Learning Outcomes: How Engaging is The New Senior Secondary (NSS) Curriculum Reform in Hong Kong?","authors":"King Fai Sammy Hui, H. Cheung, K. Kennedy","doi":"10.15640/jehd.v9n4a8","DOIUrl":"https://doi.org/10.15640/jehd.v9n4a8","url":null,"abstract":"Hong Kong is moving towards a knowledge-based economy. In order to nurture and motivate a population to continuously achieve world-class success, Hong Kong‟s education system has been reformed extensively since 1997, with a balanced focus on academic and practical learning. Generic forms of learning outcomes are critical to allow students to demonstrate high flexibility and adaptability in response to ever-changing challenges in the future. By using two well-validated instruments which measure students‟ achievement of generic learning outcomes and their engagement in schools, the cultural literacy and student engagement scales, this study aims to assess the development of generic learning outcomes of Hong Kong senior secondary school students, the extent to which students are well-equipped with the skills to succeed in a knowledge-based economy. The results of a survey study of 1,715 students inferred that their performances were not up to standard and questioned in particular the success of the New Senior Secondary (NSS) school curriculum. A regression model further suggested that these generic learning outcomes could largely be explained by how schools plan and facilitate students‟ learning inside and outside the classroom. It is argued that the primary role of NSS schools should focus to provide students with meaningful and useful learning experiences so as to achieve the curriculum goal of fostering their generic learning. This paper will contribute to the discussion of how to better support the NSS curriculum reform in Hong Kong. (234words)","PeriodicalId":176604,"journal":{"name":"Journal of education and human development","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116283890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Wai Man Vivienne Leung, Lok Tin Tse, Elizabeth A. Jones
The aim of this paper is to examine blended learning as an integral component of a learning culture. By drawing on two conceptshabitus and field we consider the cultural learning experiences of postgraduate students within the context of a Hong Kong University. It is an examination that allows for an appreciation of both an individual as well as a collective experience of blended learning and in so doing it demonstrates how power is (always) an issue within learning cultures. The paper goes on to argue that if blended learning is to achieve its goal in terms of enhancing learning there is a need to have a better understanding of learning itself where questions are asked concerning the learner, the locations where learning occurs and processes of learning
{"title":"Putting Bourdieu’s Concepts of Habitus and Field to Work: Exploring Blended Learning","authors":"Wai Man Vivienne Leung, Lok Tin Tse, Elizabeth A. Jones","doi":"10.15640/jehd.v9n1a8","DOIUrl":"https://doi.org/10.15640/jehd.v9n1a8","url":null,"abstract":"The aim of this paper is to examine blended learning as an integral component of a learning culture. By drawing on two conceptshabitus and field we consider the cultural learning experiences of postgraduate students within the context of a Hong Kong University. It is an examination that allows for an appreciation of both an individual as well as a collective experience of blended learning and in so doing it demonstrates how power is (always) an issue within learning cultures. The paper goes on to argue that if blended learning is to achieve its goal in terms of enhancing learning there is a need to have a better understanding of learning itself where questions are asked concerning the learner, the locations where learning occurs and processes of learning","PeriodicalId":176604,"journal":{"name":"Journal of education and human development","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114435880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Photography is increasingly used in research with children and as a learning tool in early childhood classrooms. However, very few studies have examined how young children encounter and experience the use of cameras. This paper describes a project conducted over a three-month period in which a class of 31 fiveto six-year-old children in a Hong Kong preschool learned to use digital cameras. The project had three stages: (1) learning to use a camera, (2) practising photography skills, and (3) expression through photography. The children’s experiences of learning to use digital cameras throughout the project were documented infield notes, photos taken by the children, and photos and video taken by the researchers. The project demonstrated the potential and possibilities of using photography in research and learning in early childhood education. The substantive steps used in this project to introduce photography to children can be a reference point for both teachers and researchers.
{"title":"How Do Young Children Learn about Photography?","authors":"W. Wong, Kit Mei","doi":"10.15640/jehd.v9n1a10","DOIUrl":"https://doi.org/10.15640/jehd.v9n1a10","url":null,"abstract":"Photography is increasingly used in research with children and as a learning tool in early childhood classrooms. However, very few studies have examined how young children encounter and experience the use of cameras. This paper describes a project conducted over a three-month period in which a class of 31 fiveto six-year-old children in a Hong Kong preschool learned to use digital cameras. The project had three stages: (1) learning to use a camera, (2) practising photography skills, and (3) expression through photography. The children’s experiences of learning to use digital cameras throughout the project were documented infield notes, photos taken by the children, and photos and video taken by the researchers. The project demonstrated the potential and possibilities of using photography in research and learning in early childhood education. The substantive steps used in this project to introduce photography to children can be a reference point for both teachers and researchers.","PeriodicalId":176604,"journal":{"name":"Journal of education and human development","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115131602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The education reform in Hong Kong advocated the Project Approach as an effective pedagogy to support children’s learning through exploration and play. This paper outlines a case study of a Hong Kong kindergarten which implemented the project approach using a picture book and digital picture book as a stimulus to begin the project topic and develop the inquiry process. The qualitative data sources included analysis of documentation such as teacher lesson plans, teacher questionnaire on reflection, documentation of children’s works and activity photos of the project. The findings revealed that picture book was a good stimulus to arouse children’s interest. The children were observed to be highly engaged in the investigation and the benefits from the picture book in project were not limited to literacy learning but also integrated learnings such as in the domains of music and movement, drama, and science. Additionally, the project provided opportunities to use the 21st skills of collaborating, communicating, creativity and critical thinking. The case also acts as an example of implementing the project approach in a non-Western context and recommendations are made for Hong Kong early child educators who participate the education reform.
{"title":"A Case Study of Picture Books as a Stimulus for a Project Approach in Hong Kong","authors":"Wai Man Vivienne Leung","doi":"10.15640/jehd.v9n1a11","DOIUrl":"https://doi.org/10.15640/jehd.v9n1a11","url":null,"abstract":"The education reform in Hong Kong advocated the Project Approach as an effective pedagogy to support children’s learning through exploration and play. This paper outlines a case study of a Hong Kong kindergarten which implemented the project approach using a picture book and digital picture book as a stimulus to begin the project topic and develop the inquiry process. The qualitative data sources included analysis of documentation such as teacher lesson plans, teacher questionnaire on reflection, documentation of children’s works and activity photos of the project. The findings revealed that picture book was a good stimulus to arouse children’s interest. The children were observed to be highly engaged in the investigation and the benefits from the picture book in project were not limited to literacy learning but also integrated learnings such as in the domains of music and movement, drama, and science. Additionally, the project provided opportunities to use the 21st skills of collaborating, communicating, creativity and critical thinking. The case also acts as an example of implementing the project approach in a non-Western context and recommendations are made for Hong Kong early child educators who participate the education reform.","PeriodicalId":176604,"journal":{"name":"Journal of education and human development","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125763991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The analysis presented in this paper is part of the wider project “Determinants of Cognitive Development in Deprived Environments: Evidence from the West Bank” funded by the German Research Foundation (DFG) under grant number JU 2769/2. We are grateful to the PA Ministry of Education, test administrators, and the students who participated in the study and their parents for their time and effort
{"title":"Student’s SES and the Effect of Schooling on Cognitive Development","authors":"Sorel Cahan, H. Jürges, Dua Jabr, Z. Abdeen","doi":"10.15640/jehd.v8n4a23","DOIUrl":"https://doi.org/10.15640/jehd.v8n4a23","url":null,"abstract":"The analysis presented in this paper is part of the wider project “Determinants of Cognitive Development in Deprived Environments: Evidence from the West Bank” funded by the German Research Foundation (DFG) under grant number JU 2769/2. We are grateful to the PA Ministry of Education, test administrators, and the students who participated in the study and their parents for their time and effort","PeriodicalId":176604,"journal":{"name":"Journal of education and human development","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122699436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the quality of Hong Kong centre-based childcare services with the aim of identifying areas for further improvement. With the use of the Chinese version of the Infant/Toddler Environment Rating Scale-Revised (ITERS-R), the quality of the classrooms in nine non-profit centres located in different districts of Hong Kong was systematically assessed. The findings revealed the global quality of the childcare centres in Hong Kongand indicated the relative strengths and weaknesses of the specific areas of childcare services compared with findings from the international community. The results showed that the quality of centre-based care servicesfor infants and toddlers in Hong Kong was minimal. Compared to other countries, the health and safety practice in Hong Kong scored higher. However, the scores were especially low in space and furnishings, listening and talking, activities and programme structure. These results revealed that Hong Kong faced challenges with the quality of its centre-based care servicesin general. It was also surprising to find a negative correlation between the quality of the childcare centres and the teachers’ experience. The findings also indicated the importance of early childhood education training and continuous professional development.
{"title":"A Systematic Approach to Assess the Quality of Centre-Based Care Services for Infants and Toddlers in Hong Kong","authors":"W. Chan","doi":"10.15640/jehd.v8n4a13","DOIUrl":"https://doi.org/10.15640/jehd.v8n4a13","url":null,"abstract":"This study examines the quality of Hong Kong centre-based childcare services with the aim of identifying areas for further improvement. With the use of the Chinese version of the Infant/Toddler Environment Rating Scale-Revised (ITERS-R), the quality of the classrooms in nine non-profit centres located in different districts of Hong Kong was systematically assessed. The findings revealed the global quality of the childcare centres in Hong Kongand indicated the relative strengths and weaknesses of the specific areas of childcare services compared with findings from the international community. The results showed that the quality of centre-based care servicesfor infants and toddlers in Hong Kong was minimal. Compared to other countries, the health and safety practice in Hong Kong scored higher. However, the scores were especially low in space and furnishings, listening and talking, activities and programme structure. These results revealed that Hong Kong faced challenges with the quality of its centre-based care servicesin general. It was also surprising to find a negative correlation between the quality of the childcare centres and the teachers’ experience. The findings also indicated the importance of early childhood education training and continuous professional development.","PeriodicalId":176604,"journal":{"name":"Journal of education and human development","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124788400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study was to examine the impacts of staff-child ratio on the quality of care and education for toddler-age children through controlling the variables of demographic features and structural characteristics of the compared classrooms. Two toddler classrooms in Hong Kong adopting different staff-child ratios were selected for the comprehensive quality assessments by using the Infant/Toddler Environment Rating Scale Revised (ITERS-R) approach. The findings indicated a negative association between the staff-child ratio and the global quality of centre-based care and education for toddlers. The quality related to the “Interaction” and “Personal Care Routines” was found to be significantly related to the ratio, while the quality associated with the “Space and Furnishings” and “Program Structure” was less affected. The results of the study demonstrate the applicability of the ITERS-R in a new cultural and linguistic environment, and provide information on how staff-child ratio affects various aspects of the quality of care and education for toddlers. Parents are very demanding in the safety and health care of their children. This makes us focus our attention more on the personal care of children, especially the strict hygiene practices implemented after the outbreak of atypical pneumonia in 2003. The environment and settings for children are frequently cleaned and disinfected. We also have to ensure children have their hands washed before and after meals, and after toileting or touching potentially contaminated items. A low staff-child ratio can enable us to keep up with the stringent hygiene practices for children. and play activities. The analysis of results at the item level reveals the extent of the effects of staff-child ratio on the quality of specific areas. The areas most affected, in descending order of significance, are(a) Staff-child interaction, (b) Active physical play, (c) Supervision of play and learn, (d) Meals and snacks, and (e) Safety practices.
{"title":"Exploring the Impacts of Staff-Child Ratio on Quality of Early Childhood Care and Education – A Comparative Case Study in Hong Kong","authors":"W. Chan","doi":"10.15640/jehd.v8n3a8","DOIUrl":"https://doi.org/10.15640/jehd.v8n3a8","url":null,"abstract":"This study was to examine the impacts of staff-child ratio on the quality of care and education for toddler-age children through controlling the variables of demographic features and structural characteristics of the compared classrooms. Two toddler classrooms in Hong Kong adopting different staff-child ratios were selected for the comprehensive quality assessments by using the Infant/Toddler Environment Rating Scale Revised (ITERS-R) approach. The findings indicated a negative association between the staff-child ratio and the global quality of centre-based care and education for toddlers. The quality related to the “Interaction” and “Personal Care Routines” was found to be significantly related to the ratio, while the quality associated with the “Space and Furnishings” and “Program Structure” was less affected. The results of the study demonstrate the applicability of the ITERS-R in a new cultural and linguistic environment, and provide information on how staff-child ratio affects various aspects of the quality of care and education for toddlers. Parents are very demanding in the safety and health care of their children. This makes us focus our attention more on the personal care of children, especially the strict hygiene practices implemented after the outbreak of atypical pneumonia in 2003. The environment and settings for children are frequently cleaned and disinfected. We also have to ensure children have their hands washed before and after meals, and after toileting or touching potentially contaminated items. A low staff-child ratio can enable us to keep up with the stringent hygiene practices for children. and play activities. The analysis of results at the item level reveals the extent of the effects of staff-child ratio on the quality of specific areas. The areas most affected, in descending order of significance, are(a) Staff-child interaction, (b) Active physical play, (c) Supervision of play and learn, (d) Meals and snacks, and (e) Safety practices.","PeriodicalId":176604,"journal":{"name":"Journal of education and human development","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129901633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Previous research has not consulted children regarding their own open–ended opinions and views on the acceptability of Mindfulness. Therefore, we conducted a pilot study determining children‟s (n=5 girls, n=4 boys; mean age = 10 years and 4 months) feedback of Mindfulness sessions, utilizing the Smiling Mind Application for 10-12-year-old children. Children completed a written questionnaire after each mindfulness session to gauge their perceptions of the quality of class delivery, including a personal evaluation of the content of the Application. The main themes to arise from the qualitative data showed that participants reported feeling heightened calmness, a more relaxed state and greater mental focus. All but one participant would recommend the Mindfulness program to a friend. However, the older children amongst the group did not find Mindfulness to be as acceptable and appealing as the younger participants and questioned the App‟s suitability and maturity level. Children‟s feedback on the App differed from published reviews of similar products previously conducted by adults. The findings suggest that careful selection of App content for Mindfulness–based classes is recommended to suit children‟s preferences and maturity, especially for those groups reaching the upper primary levels.
{"title":"Children’s Perceptions of Mindfulness Classes","authors":"C. Whitworth, J. Currie","doi":"10.15640/JEHD.V8N2A5","DOIUrl":"https://doi.org/10.15640/JEHD.V8N2A5","url":null,"abstract":"Previous research has not consulted children regarding their own open–ended opinions and views on the acceptability of Mindfulness. Therefore, we conducted a pilot study determining children‟s (n=5 girls, n=4 boys; mean age = 10 years and 4 months) feedback of Mindfulness sessions, utilizing the Smiling Mind Application for 10-12-year-old children. Children completed a written questionnaire after each mindfulness session to gauge their perceptions of the quality of class delivery, including a personal evaluation of the content of the Application. The main themes to arise from the qualitative data showed that participants reported feeling heightened calmness, a more relaxed state and greater mental focus. All but one participant would recommend the Mindfulness program to a friend. However, the older children amongst the group did not find Mindfulness to be as acceptable and appealing as the younger participants and questioned the App‟s suitability and maturity level. Children‟s feedback on the App differed from published reviews of similar products previously conducted by adults. The findings suggest that careful selection of App content for Mindfulness–based classes is recommended to suit children‟s preferences and maturity, especially for those groups reaching the upper primary levels.","PeriodicalId":176604,"journal":{"name":"Journal of education and human development","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130217196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reports a case study of a six-phase research project commissioned by the Government of Macau Special Administrative Region to evaluate the effectiveness of its small class teaching policy in enhancing school development, curriculum management, teacher instructional practice and student learning. Three Macau primary schools with diverse backgrounds were investigated in depth. School principals and teachers were interviewed with a view to gauging the effectiveness of the implementation of the small class teaching policy. The parameters by which the schools adapted and co-constructed the small class teaching policy included the way in which the policy was interpreted, the way school-based curriculum and teacher professional development were managed, and the way in which classroom teaching, learning, and assessment strategies were used in class. Processes involved the interpretations and actions of different school actors in order to adapt and adjust the policy to suit their own school‟s needs. The paper closes with recommendations for the Macau Special Administrative Region Government to consider in the context of sustainable development of both the policy and the city.
{"title":"Adaptation and Co-Construction: An Investigation of Macau’s Small Class Teaching Policy","authors":"King Fai Sammy Hui, K. Tsui, C. Lee","doi":"10.15640/JEHD.V8N2A19","DOIUrl":"https://doi.org/10.15640/JEHD.V8N2A19","url":null,"abstract":"This paper reports a case study of a six-phase research project commissioned by the Government of Macau Special Administrative Region to evaluate the effectiveness of its small class teaching policy in enhancing school development, curriculum management, teacher instructional practice and student learning. Three Macau primary schools with diverse backgrounds were investigated in depth. School principals and teachers were interviewed with a view to gauging the effectiveness of the implementation of the small class teaching policy. The parameters by which the schools adapted and co-constructed the small class teaching policy included the way in which the policy was interpreted, the way school-based curriculum and teacher professional development were managed, and the way in which classroom teaching, learning, and assessment strategies were used in class. Processes involved the interpretations and actions of different school actors in order to adapt and adjust the policy to suit their own school‟s needs. The paper closes with recommendations for the Macau Special Administrative Region Government to consider in the context of sustainable development of both the policy and the city.","PeriodicalId":176604,"journal":{"name":"Journal of education and human development","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123407373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：