Pupil-Teacher Interactions in Hong Kong Kindergarten Classrooms – Its Implications for Teachers' Professional Development

Li, Yuen Ling Joyce

doi:10.1023/b:leri.0000022280.11397.f8

Cited by 8 publications

(4 citation statements)

References 15 publications

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“…Studies which take a qualitative approach use open-ended responses (Wong 1993), interviews (e.g. Ge and Hadré 2010;Lorsbach and Basolo 1998), participant observation (Kankkunen 2001), logbooks (Stevens et al 2000), video recordings (Li 2004), field notes (Parsons 2002) and reflections (Harrington and Enochs 2009) to build a detailed picture of learning environments. Although valuable, these techniques are very time-consuming; a reliable and conceptually-sound instrument which provides quantitative snapshots of classrooms would be a valuable supplement to such activities (Walker and Fraser 2005).…”

Section: Expertise Development Researchmentioning

confidence: 99%

Development and validation of a Supportive Learning Environment for Expertise Development Questionnaire (SLEED-Q)

Elvira

Beausaert

Segers

et al. 2015

Learning Environ Res

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Development of professional expertise is the process of continually transforming the repertoire of knowledge, skills and attitudes necessary to solve domainspecific problems which begins in late secondary education and continues during higher education and throughout professional life. One educational goal is to train students to think more like experts and approach the mastery of a subject as an expert would. Helping students to develop professional expertise and evaluating whether classrooms are conducive to the development of expertise is difficult and time-consuming. At present, there is no instrument that measures all the core classroom factors that influence specifically the development of professional expertise. This paper describes the development and validation of an instrument that measures the extent to which educators create a Supportive Learning Environment for Expertise Development, the SLEED-Q. A sample of 586 secondary school students (14-18 years-old) was used for validation. Both exploratory and confirmatory factor analyses were carried out. Examination of the fit indices indicated that the model seemed to fit the data well, with the goodness-of-fit coefficients being in recommended ranges. The SLEED-Q, consisting of seven factors with 30 items, the SLEED-Q has potential as an instrument for examining how conducive learning environments are to development of professional expertise in secondary school settings. The implications of the results and potential paths for future research are considered.

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Section: Expertise Development Researchmentioning

confidence: 99%

Development and validation of a Supportive Learning Environment for Expertise Development Questionnaire (SLEED-Q)

Elvira

Beausaert

Segers

et al. 2015

Learning Environ Res

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Section: Question Two: Does the Effect Of Knowledge Strengthmentioning

confidence: 99%

“…As a result, the reality of the preschool classroom remains one in which children are ushered through learning activities on a fast-paced schedule, classroom rules are enforced in a managerial style, and teaching concerns the didactic transmission of knowledge to achieve a tangible product based on the teacher's agenda (Lee, 2002; Y. L. Li, 2003, 2004, 2006). Though some may argue that a similar tension occurs in the United States, the emphasis in U.S. education on nurturing independent and intrinsically motivated learners has allowed American preschools to be much more child centered than those in Hong Kong.…”

Section: Question Two: Does the Effect Of Knowledge Strength Differ B...mentioning

confidence: 99%

Knowing better: The role of prior knowledge and culture in trust in testimony.

Chan¹,

Tardif²

2013

Developmental Psychology

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This article examined the ability of young children to adapt their trust in testimony in relation to the strength of their prior knowledge across 2 cultures and 2 age groups. Kindergartners and second graders in the United States and Hong Kong (N = 128) viewed pictures of objects and made category judgments about each object: first, in the presence of a teacher who provided labels that conflicted with their prior knowledge, and again, in a pedagogical scenario, when told they were passing the information on to younger learners in the teacher's absence. Results showed that children endorsed more conflicting labels when they had weak (as opposed to strong) prior knowledge about the objects. This effect of knowledge strength was robust across cultures and stronger in the older children. Surprisingly, relative to their Chinese peers, American kindergartners were more willing to endorse conflicting labels when they had strong prior knowledge about the objects. Findings are discussed with respect to the ways in which children are socialized to learn from others across the early primary school years in these 2 very different cultures.

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“…The activity and involvement of students as a whole is very important so that learning activities achieve their goals. The existence of student learning activities optimally will determine the level of understanding and student learning outcomes (Rahayu, Bambut, and Fajaroh 2020;Rudyanto 2016;Orion and Kali 2016;Re et al 2019;DeDonno 2016;Vennix, den Brok, and Taconis 2018;White 2013;Li 2004;Iordanou 2022) Learning outcomes is a process for determining the value of student learning through assessment activities or measurement of learning outcomes, aims to determine the level of success achieved by students. Learning outcomes can be influenced by the use of learning media.…”

Section: A Introductionmentioning

confidence: 99%

Escalation Of Science Learning Activities And Outcomes Through The Use Of Puzzle Media

Rahayu¹

2022

j. prim. edu.

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Hasil belajar siswa dalam proses belajar mengajar diperlukan peran guru yang kreatif dan aktif dalam mengelola pembelajaran yakni. Fakta dilapangan ditemukan bahwa terdapat hasil belajar IPA yang belum memenuhi kriteria ketuntasan minimal yaitu sebesar 75. Oleh karena itu perlu sebuah metode belajar yang inovatif untuk membuat retensi memori yang lebih baik tentang materi sains. Subjek penelitian ini adalah guru yang mengajar di kelas 2 dan siswa kelas 2 SD Negeri 91 Rejang Lebong tahun pelajaran 2019/2020.yang berjumlah 32 orang. Penelitian ini terdiri dari 3 siklus yaitu pra siklus, siklus I dan siklus II, dengan 4 tahapan yaitu perencanaan, tindakan pengamatan dan refleksi. Cara pengumpulan data melalui tes formatif dan lembar pengamatan. Media yang digunakan dalam belajar yaitu Puzzle. Media puzzle juga disebut sebagai permainan edukasi karena bukan hanya permainan tetapi mengasah otak dan melatih antara kecepatan pikiran tangan, dengan begitu media puzzle dapat meningkatkan aktivitas dan hasil belajar siswa. Rata-rata hasil belajar siswa pada pra siklus 58,03, siklus I 70,31 dan siklus II 83,75 sedangkan ketuntasan belajar siswa pada pra siklus 30,43%, siklus I 56,52% dan siklus II mencapai 95,8%. Jadi dapat disimpulkan bahwa dengan menggunakan media puzzle dapat meningkatkan aktivitas dan hasil belajar siswa dari pra siklus sampai siklus II mengalami peningkatan belajar.Student learning outcomes in the teaching and learning process require the role of teachers who are creative and active in managing learning namely. Facts in the field found that there were science learning outcomes that did not meet the minimum completeness criteria, which was 75. Therefore, an innovative learning method was needed to make better memory retention about science material. The subjects of this study were teachers who teach in grade 2 and students in grade 2 of SD Negeri 91 Rejang Lebong for the 2019/2020 academic year, a total of 32 people. This study consisted of 3 cycles, namely pre cycle, cycle I and cycle II, with 4 stages namely planning, action observation and reflection. How to collect data through formative tests and observation sheets. The media used in learning is Puzzle. Puzzle media is also referred to as an educational game because it is not just a game but sharpens the brain and trains the speed of hand thinking, so the puzzle media can increase student activity and learning outcomes. The average student learning outcomes in the pre-cycle was 58.03, the first cycle was 70.31 and the second cycle was 83.75 while the student learning completeness in the pre-cycle was 30.43%, the first cycle was 56.52% and the second cycle was 95.8%. . So it can be concluded that using puzzle media can increase student activity and learning outcomes from pre-cycle to cycle II experiencing an increase in learning

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Pupil-Teacher Interactions in Hong Kong Kindergarten Classrooms – Its Implications for Teachers' Professional Development

Cited by 8 publications

References 15 publications

Development and validation of a Supportive Learning Environment for Expertise Development Questionnaire (SLEED-Q)

Development and validation of a Supportive Learning Environment for Expertise Development Questionnaire (SLEED-Q)

Knowing better: The role of prior knowledge and culture in trust in testimony.

Escalation Of Science Learning Activities And Outcomes Through The Use Of Puzzle Media

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