ethanporcaro/eric-fulltext-meta huggingface dataset:
When Creative Problem Solving Strategy Meets Web-Based Cooperative Learning Environment in Accounting Education
Author: Cheng, Kai Wen
Date: 2011-05-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Test Results,Cooperative Learning,Problem Solving,Accounting,Educational Environment,Internet,Experimental Teaching,Creativity,Web Based Instruction,Instructional Innovation,Teaching Methods,Hospitality Occupations,Management Development,Pretests Posttests,Comparative Analysis,Statistical Analysis,Measures (Individuals),Tourism,Foreign Countries

Background: Facing highly competitive and changing environment, cultivating citizens with problem-solving attitudes is one critical vision of education. In brief, the importance of education is to cultivate students with practical abilities. Realizing the advantages of web-based cooperative learning (web-based CL) and creative problem solving (CPS) for learners in various aspects, many scholars have dedicated themselves to the study of CPS and Web-based CL. However, from a review of relevant literatures, it can be discovered that only a few of studies focus on the integration of CPS and Web-based CL. Thus, this study tried to integrate CPS and Web-based CL to the subject of accounting and explore the effects of this innovative teaching instruction on students' problem-solving attitudes. Aims: The study aimed to explore the effect of applying an innovative teaching strategy--creative problem solving strategy on web-based cooperative learning environment in accounting course to promote students' problem-solving attitudes. Sample: Students in three classes of the 4-year hotel management program were selected as research subjects. One class was assigned to the experimental group 1 (EG1), which was treated with &quot;creative problem solving&quot; (CPS) strategy on web-based cooperative learning (Web-based CL) method; another was assigned to the experimental group 2 (EG2), with &quot;Web-based CL&quot; adopted; and the other was assigned to the control group (CG), with &quot;traditional lecturing&quot; method adopted. Method: The quasi-experimental method was conducted, and the collected data was analyzed by quantitative methods. Results: The major results showed that the differences among the three classes reached the significant levels, and the problem-solving attitudes of the EG1 were significantly better than that of the EG2 and CG. Conclusion: Before the experimental teaching, students in the three groups had significant differences in their problem solving attitudes. After the experimental teaching, the post-test results revealed that the difference among three groups in problem solving attitudes reached significant level. EG1 had the highest performance. Moreover, EG1 had significantly outperformed EG2 and CG. However, no significant difference was observed between EG2 and CG. (Contains 7 tables and 1 figure.)
Solving the Problems of Designing and Teaching a Packed English for Specific Purposes Course
Author: Ho, Belinda
Date: 2011-05-00
Type: Journal Articles
Subjects: Action Research,Computer Assisted Instruction,Foreign Countries,English for Special Purposes,Teaching Methods,Course Descriptions,Second Language Learning,Second Language Instruction,Consciousness Raising,Questionnaires,Language Styles,Writing Processes,Writing (Composition),Student Attitudes,Feedback (Response),Speech Communication,Internship Programs

Background: In an English for Specific Purposes (ESP) course offered to a department in a university in Hong Kong preparing the students for their internship, students were expected to learn to write and engage in spoken activities related to a number of documents over a period of 13 weeks. Having to achieve so many learning outcomes within so short a period of time, course designers and teachers encountered problems. Aims and methods: This paper describes an attempt to solve the problems arising from such a packed course in several ways through action research. These ways include (1) gradually moving from a consciousness-raising genre-based teaching method to an approach with less reliance on samples in teaching, (2) contextualizing all the tasks, and (3) working out group drafts from several individual drafts. The students' reactions to these three implemented solutions were investigated through questionnaires. How they felt about the course design and the teaching methods, the reasons for their preference, the problems that they faced when each method was applied and possible solutions to their problems were reported. Conclusion: Results show that the students were positive towards all the solutions implemented indicating that these were workable solutions to the problems arising from the packed course. Suggestions on how the solutions could be further improved were made. (Contains 1 figure and 9 tables.)
The Double Marking of Liberal Studies in the Hong Kong Public Examination System
Author: Coniam, David
Date: 2011-10-00
Type: Journal Articles
Subjects: Tests,Foreign Countries,English (Second Language),Second Language Learning,Language Tests,Liberal Arts,Grading,Interrater Reliability,Evaluators,Correlation,Holistic Approach,Validity,High Stakes Tests,Essays,Test Theory,Interpersonal Relationship,Statistical Analysis,Secondary Education

Background: This article reports a study into the double marking of Liberal Studies in Hong Kong. This is now a compulsory subject in Hong Kong's Years 10-12 curriculum which, when first examined in the new Hong Kong Diploma of Secondary Education in 2012, will increase its candidature from its current 3,300 to 80,000. Aims: To examine the reliability of the forthcoming double marking of LS, investigating whether high inter-marker correlations are achieved in the double marking of LS, matching the reliability rate achieved by other examinations administered by the HKEAA. Method: Broadly adopting the methodology of an earlier study of marking in the 2007 Year 11 English Language examination, the current study investigates double marking using classical test statistics--inter-, intra- and marker-subject correlations--and the amount of discrepancy between pairs of markers. Sample: Seven experienced markers (re)marked 677 scripts from the &quot;Hong Kong Studies&quot; module and another seven markers (re)marked 654 scripts from the Human Relationships module. Results: Moderate to strong correlations emerged between pairs of markers. Discrepancy levels were below 10%--in line with other Hong Kong public examinations. Conclusion: With a view to improving marker reliability, the study concludes with the recommendation that the current holistic marking scheme should be re-evaluated, with a view to investigating its replacement by an analytic, domain-based marking scheme. This study highlights the need for public examination bodies to carry out a range of validation, reliability and other studies prior to the implementation of changes to their large-scale examinations. (Contains 4 tables.)
The Measurement of Collaborative School Culture (CSC) on Turkish Schools
Author: Gumuseli, Ali Ilker
Date: 2011-10-00
Type: Journal Articles
Subjects: Public Schools,School Culture,Research Methodology,Content Validity,Teacher Collaboration,Foreign Countries,Statistical Analysis,Principals,Organizational Climate,Institutional Characteristics,School Size,Professional Development,Surveys,Likert Scales,Reliability,High Schools,Administrator Attitudes,Scores

Background: School culture is a system of shared orientations that holds a unit together and gives it a distinctive identity (Hoy, 1997). It is a multifaceted concept composed of different factors (Devos et al., 2004; Maslowski, 2001). Aim: The study both aimed to measure the realization rates of collaborative school culture in Turkish public schools and determine the relation between the realization rates of collaborative school culture in terms of the &quot;type&quot; and &quot;size&quot; of schools. Sample: The research was administered to school principals (n = 756) in 6 different types of schools in Istanbul, Turkey, 2007. The sample of the study included 123 large-sized schools (2001-3000 students), 293 medium-sized schools (1001-2000 students) and 340 small-sized schools (10-1000 students). Method: The quantitative research methodology was used to obtain data to validate six major factors: (1) unity of purpose, (2) collaborative leadership, (3) professional development, (4) teacher collaboration, (5) collegial support and (6) learning partnership. The School Culture Survey was developed by Gruenert (1998). It contains Likert-type response options of 36 items tested in a pilot study to establish &quot;content validity&quot; and &quot;reliability&quot;. Analysis of variance (ANOVA) and t-test were used as descriptive statistics. Results: Six of the collaborative school culture factors (Gruenert, 1998) were identified in Turkish public schools. As a result, Anatolian high school principals' perceptions of mean scores were identified as the highest whereas trade high schools' were determined as the lowest. A significant difference with respect to the &quot;type&quot; of school was found; however, no significant difference with respect to the &quot;size&quot; of the school was identified. Conclusion: Results implied that school principals generally created and contributed to develop collaborative school culture by building collective and collaborative relationships in schools. (Contains 4 figures and 3 tables.)
Mosston's Reciprocal Style of Teaching: A Pilot Study in Hong Kong
Author: Li, Chung
Date: 2011-10-00
Type: Journal Articles
Subjects: Physical Education,Teaching Styles,Action Research,Cooperation,Foreign Countries,Reciprocal Teaching,Peer Teaching,Teaching Methods,Physical Education Teachers,Males,Secondary School Students,Secondary School Teachers,Athletics,Student Journals,Student Attitudes,Interviews,Teacher Attitudes,Skill Development,Tutoring

Background: Mosston's &quot;spectrum of teaching styles&quot; which composes of 11 pedagogical approaches in physical education (PE), has been popularly promoted for maximizing students' learning in the Western countries. However, very few of them have been put into practice and studied in Hong Kong. This article concerned a report of a pilot study on one of the teaching styles, reciprocal teaching. Aims: The study aimed to examine students' and teacher's experiences when engaging in learning and teaching in reciprocal teaching. Sample: 3 classes of 80 male students (Form 3 : 31 students, Form 2 : 26 &amp; Form 1 : 23) from a local secondary school and their PE teacher were invited to participate in the study. Methods: Attached to the action research perspective, 3 teaching units of gymnastics, swimming and handball were conducted in the form of reciprocal teaching. Data composed of students' reflective journals and interview as well as teacher's self review were collected at the end of the teaching units. Findings: Both the teacher and students experienced reciprocal teaching positively. Students perceived their learning as active and comfortable. They were satisfied with their mastery of skills, taking peer tutoring roles, engaging in observing, taking care of others and seeing their partner's improvement. They also encountered with those dissatisfying experiences of boring, simple and repetitive learning content, difficult skills and the undesirable learning attitude of some of the students that they feared of ending up with discipline problems and learning nothing. Their articulation with their improvement in collaboration, communication and presentation skills, building up confidence, team spirit and learning attitude of trying hard was found. Conclusion: The reciprocal teaching might solve some of the current PE problems of passive learning, little collaboration and weak accountability of learning as well as empowering students in their learning. Students' worries concerning reciprocal teaching might end up with learning nothing. Their worries may generate pedagogical implications on how reciprocal teaching can be implemented fully. It is suggested to launch large scale studies relating to the application of reciprocal teaching on different levels of students and other PE teaching contents.
Exploring the Cross-Cultural Experiences of College Students with Diverse Backgrounds Performing International Service-Learning in Myanmar
Author: Liu, Ruo-lan
Date: 2011-10-00
Type: Journal Articles
Subjects: Community Development,College Students,Nursery Schools,Global Approach,Service Learning,Foreign Countries,Cultural Awareness,Interviews,Comparative Analysis,Asians,Qualitative Research,Cooperation,Individual Development,Metacognition,Goal Orientation,Futures (of Society),Attitude Change,Career Choice,Intercultural Communication,Student Attitudes

Background: In view of the growing globalization, volunteer service organizations, local universities, colleges, and student groups have begun extending their service programs from Taiwan to other countries. This study employs a self-organized, self-funded group of university students participating in international service-learning as its subject, and explores the service experience and the effectiveness of learning. The services they provided consisted of teaching guidance, community development and raising money for building nursery school and field-work. Aims: The purpose of this study was to investigate the cross-cultural experiences of participants and compared the differences between the Taiwan students and overseas Chinese students from Myanmar who were returning to their homeland. Research method: A qualitative method, using in-depth interview was adopted to conduct this research. Six college students were interviewed, including three Taiwan students and three overseas Chinese students from Myanmar. Conclusion: The most important feature of the Seeing Home Again Service Team is the mutual cooperation between Taiwanese students and overseas Chinese students from Myanmar. The intercultural experience of participating in an international service-learning enabled the Taiwanese university students to experience the following forms of growth: personal experience with a different view of the world, growing understanding and appreciation of a different culture, awareness of one's own strengths, finding life goals for the future, challenging past thinking habits. The overseas Chinese students from Myanmar who had come to Taiwan to study underwent the following changes from their intercultural experience of serving in their homeland: increased possible career choices, reflections induced by the field survey and a new understanding of their homeland, alone with an increased interaction with Taiwanese students. (Contains 1 table.)
Deliberation and School-Based Curriculum Development--A Hong Kong Case Study
Author: Lam, Tak Shing John
Date: 2011-10-00
Type: Journal Articles
Subjects: Curriculum Development,Foreign Countries,Decision Making,Elementary Schools,Elementary Education,Educational Innovation,Elementary School Teachers,Principals,Interviews,Knowledge Base for Teaching,Knowledge Level,School Culture,Interprofessional Relationship,Case Studies

Background: Deliberative mode of curriculum development has been hailed as one effective way of developing school-based curriculum. Its participatory, egalitarian and discursive characteristics have helped to generate the much-needed synergy and ownership feeling among the curriculum team members that lead to curriculum success. Nevertheless there is little such research in Hong Kong and thus very little is known as to the what, why and how in doing deliberative mode of curriculum development. Aims: This study intended to examine the patterns of curriculum development of a local primary school and how they had evolved over the span of four years. Method: The case school was selected due to its successful curriculum innovations over the years. Two site visits were made to the case school, one in 2003 and one in 2007. Eight teachers and the principal were interviewed and some lesson observations were made. Results: It was found that the success of the school's curriculum development pattern is similar to Decker Walker's &quot;naturalistic model&quot; which is premised on the notion and practice of deliberation. It is also found that the school's ethos, organizational arrangements and professional relationships contribute to the success of the school's deliberative mode of curriculum development. Conclusion: With the knowledge gained in this study as to the what, why and how of doing a deliberative curriculum development, it is hoped that it will illuminate for local teachers, school administrators and school curriculum development personnel the kind of personal, organizational and social context in order that deliberative curriculum development can thrive and sustain. (Contains 3 figures.)
Can Integrated Education Meet the Needs of Students with SEN?
Author: Wong-Ratcliff, Monica
Date: 2011-10-00
Type: Journal Articles
Subjects: Special Schools,Educational Needs,Disability Discrimination,Disabilities,Foreign Countries,Inclusion,Educational Legislation,Special Education,Academic Achievement,Learning Disabilities,Parent Attitudes,Teacher Attitudes,Middle School Teachers,Mathematics Teachers,Special Needs Students

Background: Integration of students with special education needs (SEN) into regular classrooms has been implemented for over three decades in the western world. Asian regions, particularly Hong Kong, follow the proclamation of the Salamanca Statement. In 1996, the Disability Discrimination Ordinance was enacted in Hong Kong. In 2004, the Hong Kong Government initiated the whole-school approach of integrated education. Focus of Discussion: The purpose of this paper was to review what recent literature has stated about integrated education or full inclusion. Research on the academic achievement of students with SEN in inclusive classrooms revealed mixed findings. As for the affective and social domains, studies indicated that the inclusive students were negative about their experiences in the mainstream classrooms and had lower self-concepts and self-esteem than their typically developing peers. Questions were raised to ask whether integration can address the special needs of students with SEN. Is integrated education the only education policy for students with SEN besides special schools? Recommendations: Suggestions were made for education policy-makers and parents of students with SEN to design the policy and programs to help the students to attain their individual educational and social needs. The authors of this paper do not support the elimination of alternative placements in favor of a universal policy of integrated education. An individual education program (IEP) should be developed to ensure any student with SEN receives appropriate education. In addition, the instructional placements and services should be determined based on the individual educational needs of students with SEN.
How Much Do Study Habits, Skills, and Attitudes Affect Student Performance in Introductory College Accounting Courses?
Author: Yu, Darwin D.
Date: 2011-12-00
Type: Journal Articles
Subjects: Study Habits,Teacher Effectiveness,Student Attitudes,Student Surveys,Multiple Regression Analysis,Accounting,Academic Aptitude,Teaching Methods,Homework,Introductory Courses,Grades (Scholastic),Mathematics Skills,English,Language Skills,Prior Learning,High Schools,College Students,Attendance,College Faculty,Teacher Selection

Background: Financial accounting is a skills course which to a large extent can be best learned through deliberate practice. Teachers implement this by continuously assigning homeworks, encouraging good study habits, asking students to budget time for studying, and generally exhorting students to "work hard". Aims: This paper examines the impact of "study habits, skills, and attitudes" (SHSAs) on the performance of students in an introductory financial accounting college course. Sample: 395 2nd year business students in a Philippine university. Method: Data related to variables found to have influenced accounting performance in previous researches as well as SHSA variables are collected through student survey and school records. They are treated as independent variables using multiple regression analysis, with the accounting course final grade as the dependent variable. The paper also examines the factors that differentiate high- from low-performing students. Results: The study found that math proficiency, English proficiency, high school accounting, and academic aptitude influence accounting performance, supporting the findings of many previous researches on cognitive factors. Among the SHSA factors, only student perception of teacher effectiveness and level of effort influence accounting performance. Time spent studying, attendance in review classes conducted in tutorial centers, motivation, and study habits have no significant effect. Upon further analysis comparing high and low performers, study habits show up to be significant as well. In particular, students who performed better are those who did more in terms of reading ahead, doing their homework, participating in class, and cramming for exams. Conclusion: Since student perception of teacher effectiveness strongly influences accounting performance, it is critical that hiring and training of accounting faculty be given utmost importance. Level of effort and good study habits also help, but not the sheer number of study hours. (Contains 5 tables and 2 notes.)
Teaching of Speech, Language and Communication Skills for Young Children with Severe Autism Spectrum Disorders: What Do Educators Need to Know?
Author: Low, Hui Min
Date: 2011-12-00
Type: Journal Articles
Subjects: Inclusion,Mainstreaming,Autism,Young Children,Child Language,Communication Skills,Special Education,Speech Skills,Language Skills,Severe Disabilities,Pervasive Developmental Disorders,Teaching Methods,Speech Impairments,Language Impairments,Communication Problems,Speech Language Pathology,Case Studies,Early Intervention

Background: Globally, there is an increased prevalence of preschool and school-age children diagnosed with Autism Spectrum Disorders. Current reports show that about one in every 110 children fall within this category of disorders. Consequently, the successful inclusion of these children in both regular and special education classes is becoming a critical issue to address. Aims and methods: In this paper, attention is placed on the children' speech, language and communication skills which are the primary deficits associated with this category of disorders. Approaching it from the perspective of speech and language therapy, this paper will offer insights and suggestions to educators in regular schools and special education programs on how to teach speech, language and communication skills to young children with severe Autism Spectrum Disorders. A case study is illustrated to provide the objective exemplar of how a child with severe ASD could learn and improve once being given the appropriate, evident-based and individualized teaching management and intervention. Conclusion: The teaching of speech, language and communication skills to children with severe ASD requires a prior understanding of their behavioral patterns and learning styles. The teaching could be targeted to help them to develop the deficient skills and to use compensatory strategies to facilitate communication. A better understanding of how to teach children with severe ASD in schools will lead to a better teaching and learning experience to both the teachers and the children, with important implications on promoting sustainable inclusive education for these children. (Contains 2 tables.)