mindmap

h="600" height="400" frameborder="0" src="http://www.mindmeister.com/maps/public_map_shell/32159521?width=600&height=400&zoom=1" scrolling="no" style="overflow:hidden">

http://voicethread.com/share/462/

Mind Map

Trial

Subscribe Free
Add to my Page

A behavior checklist

A behavioral checklist

http://spreadsheets.google.com/pub?key=tH5vSoy-SZMHZgmZNwSaOxw&output=html

A brief questionnaire for you to complete

Survey of EDUR7053 Evaluation

D-day

酒井法子

Gardner

Knowledge Building Teachers' Network

second language learning theories

Embed another one

Another link:

Embed a link

link to share: Enjoy!

Something about myself

I am a teacher working at The Hong Kong Institute of Education. I teach courses for programme of Early Childhood Education. I got my past training in psychology and now do my EdD research in the area of educational psychology.

Susanna Yeung

Hi Everyone. Below is the summary of my research.

Phonological awareness instruction which involves teaching how to perceive and manipulate speech sounds within words has been widely demonstrated as effective in facilitating reading acquisition for children in various alphabetic writing systems. These studies provide evidence for a causal role of phonological awareness in reading development. There is also some Initial evidence indicating that phonological awareness instruction is also effective for English-as-a-second-language (ESL) learners with an alphabetical language as their first language. However, little attempt has been devoted to investigate the effects of phonological awareness instruction in enhancing reading acquisition in Chinese ESL children. The aim of the present study is to systematically examine the effects of phonological awareness instruction in helping Chinese ESL learner to acquire English reading ability. The study adopts a quasi-experimental approach in which gains in reading, cognitive, and language measures between groups of preschool children with and without undergoing an explicit instruction in phonological awareness are investigated. The present study has theoretical and educational significance for understanding the role of phonological awareness in young Chinese ESL children’s reading development.

Understandings of Nature of Science & Scientific Inquiry and Evaluation of Scientific Information in Media among Non-science Majors

Scientific literacy has been recognized internationally for itsimportance as a goal of science education. Lying at the core ofscientific literacy are understandings of nature of science (NOS) andscientific inquiry (SI). A desired outcome from a scientifically literatepopulace is – critical evaluation of reports and discussions aboutscience in media. For all these years, it appears that informedconceptions of NOS and SI will automatically be transformed into thisdesired outcome of scientific literacy. However, whether thisassumption holds true or not remains to be confirmed as ascientifically literate populace is yet to be developed and empiricalevidence has been limited for justifying this assumption.
The aim of this study is to examine the relationship, if any, betweenunderstandings of NOS and SI and evaluation of scientific informationin media. Given that non-specialists are the major consumers ofscience constituting large part of the public, thus non-science majorsare selected as participants in this study. If the current studysupports the aforementioned assumption, it serves to provide empiricalevidence for supporting that understandings of NOS and SI can be ameans to the end of critical evaluation of science in media. Should thestudy not support the taken-for-granted belief, the question of whyteaching NOS and SI can become critical.

Ronald Ho

My study investigates teacher epistemology and teacher change towards understanding and implementing classroom innovation for knowledge building in Hong Kong Classrooms.
The conceptual frameworks of knowledge building and teacher collaboration will be employed for examining how changes in teacher epistemology from procedures toward principle-based understanding, and emerging pedagogical practices, together with appropriate socio-cultural contexts, would enhance teacher change. The research questions are: (1) What are the changes, if any, in teachers’ and students’ beliefs, practices and understanding towards knowledge building and inquiry during and after teacher professional program premised on knowledge building model theory? (2) What are the patterns of beliefs and classroom practices in knowledge building among teachers with different experience with the teacher community, and how do changes in teachers’ beliefs and practices take place? Quantitative studies on teachers’ and students’ epistemological beliefs and collaboration from a group of teachers attending the EDB funded Knowledge Building Teacher Network workshops will be conducted. Besides, comparative studies on teachers who are in different stages of their development in acquiring knowledge building concepts and skills will be followed to examine the differences in their growth trajectory and to explore how teachers change their beliefs and transform their classroom practice for innovations with impacts on student understanding supported in the knowledge-building teacher community.

Verena Lau

I am an educational psychologist working majorly with students with special educational needs. I obtained my profressional degree in London where is a beautiful city. I am currently doing a doctoral degree at the University of Hong Kong. My research interest is integrated education, in particular The effectiveness of integrated education on primary school students' academic achievement, social functioning and self confidence development. Early in 1960, Hong Kong Government established a Special Education Section within the Education Department to provide special education services for students with disabilities. Starting from 1990’s, Hong Kong implemented whole school approach to integrated education, aiming at developing full potential of students with special educational needs (SEN) in an ordinary environment. The discussions over the effectiveness of these two major approaches to support students with SEN have always been controversial. No consistent conclusion has been drawn. My study is designed to address this stirred up discussion.