23,152 research outputs found

    Promoting social-emotional learning in Chinese schools : a feasibility study of PATHS implementation in Hong Kong

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    This paper describes a pilot study of a reduced version of the PATHS Curriculum, a USdeveloped evidence-based SEL program, among schools in Hong Kong SAR (China). Three hundred and sixteen 12th grade students in three elementary schools participated in the study. A limited number of first grade PATHS lessons were adapted and translated into Chinese. Twelve teachers learned and adopted these lessons in their teaching. Students in these classrooms learned about different emotions and practiced self-control. The intervention lasted four months. After the intervention, students showed improvement in emotion understanding, emotion regulation and prosocial behavior. No change was observed in the level of children’s problem behaviors. Over 65% of the teachers reported a high degree of satisfaction and willingness to adopt the intervention. The effects of the intervention varied among schools, with variations in the level of intervention and principal support, but not in the quality of implementation. Discussion is focused on the factors that could shape the adoption and implementation of SEL programs, especially the role of the difference in school systems between Hong Kong and the United States.peer-reviewe

    Pragmatic meta analytic studies: learning the lessons from naturalistic evaluations of multiple cases

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    This paper explores the concept of pragmatic meta‐analytic studies in eLearning. Much educational technology literature focuses on developers and teachers describing and reflecting on their experiences. Few connections are made between these experiential ‘stories’. The data set is fragmented and offers few generalisable lessons. The field needs guidelines about what can be learnt from such single‐case reports. The pragmatic meta‐analytic studies described in this paper have two common aspects: (1) the cases are related in some way, and (2) the data are authentic, that is, the evaluations have followed a naturalistic approach. We suggest that examining a number of such cases is best done by a mixed‐methods approach with an emphasis on qualitative strategies. In the paper, we overview 63 eLearning cases. Three main meta‐analytic strategies were used: (1) meta‐analysis of the perception of usefulness across all cases, (2) meta‐analysis of recorded benefits and challenges across all cases, and (3) meta‐analysis of smaller groups of cases where the learning design and/or use of technology are similar. This study indicated that in Hong Kong the basic and non‐interactive eLearning strategies are often valued by students, while their perceptions of interactive strategies that are potentially more beneficial fluctuate. One possible explanation relates to the level of risk that teachers and students are willing to take in venturing into more innovative teaching and learning strategies

    Framework to Enhance Teaching and Learning in System Analysis and Unified Modelling Language

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    Cowling, MA ORCiD: 0000-0003-1444-1563; Munoz Carpio, JC ORCiD: 0000-0003-0251-5510Systems Analysis modelling is considered foundational for Information and Communication Technology (ICT) students, with introductory and advanced units included in nearly all ICT and computer science degrees. Yet despite this, novice systems analysts (learners) find modelling and systems thinking quite difficult to learn and master. This makes the process of teaching the fundamentals frustrating and time intensive. This paper will discuss the foundational problems that learners face when learning Systems Analysis modelling. Through a systematic literature review, a framework will be proposed based on the key problems that novice learners experience. In this proposed framework, a sequence of activities has been developed to facilitate understanding of the requirements, solutions and incremental modelling. An example is provided illustrating how the framework could be used to incorporate visualization and gaming elements into a Systems Analysis classroom; therefore, improving motivation and learning. Through this work, a greater understanding of the approach to teaching modelling within the computer science classroom will be provided, as well as a framework to guide future teaching activities

    Validation study of the Chinese Early Development Instrument (CEDI)

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    Models and Targets for the Pronunciation of English in Vietnam and Sweden

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    This paper aims to account for the factors that lie behind the choice of models and targets for the pronunciation of English by learners of English in Vietnam and in Sweden. English is the first foreign language in both Vietnam and in Sweden. English is used as a language of international communication in both settings. Swedish learners have much more exposure to spoken English than do Vietnamese learners and the Swedish language is more similar to English than is Vietnamese. These reasons, among others, explain why Swedish accents of English are typically considerably more intelligible than Vietnamese accents of English. Given that the majority of English speakers in the world are not native speakers, it is argued that the traditional learner target of approaching native speaker pronunciations is not appropriate for either group, but especially not for the Vietnamese learners. Instead maximal international intelligibility is a more useful target. To this end, learners need to be exposed to a variety of native and non-native models
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