10 research outputs found
The present status and determinants of private secondary schools' educational competitiveness
Early childhood education voucher in Hong Kong: Perspectives from online communities
Educational authorities in the Hong Kong Special Administrative Region (HKSAR) of China introduced an early childhood education voucher system in 2007 with two implicit goals: To turn profit kindergartens into non-profit ones and to curtail parental choice. This initiative has caused a great deal of controversy locally and internationally, so the development of the voucher theory and practice in the Chinese context has become an interesting case to study. To investigate public views in Hong Kong on how well this voucher scheme adapts to local needs and to the local context, we collected Internet posts and analysed all the views presented in both Chinese and English virtual communities. Content and statistical analyses were conducted on the search results, and it was found that (1) there is overwhelming support for the voucher system; and (2) there is a range of opposing or supporting opinions and rationales on the two implicit goals. Based on the results, this unique Hong Kong voucher scheme is judged to be a rationally localised development of the voucher theory. The sociocontextual factors that shape the policy-making process are discussed, and the implications of this policy beyond Hong Kong and the field of ECE are also addressed.link_to_subscribed_fulltex
Socioeconomic status, self-efficacy, and mathematics achievement in Australia: a secondary analysis
Compositional Effects, Segregation and Test Scores: Evidence from the National Assessment of Educational Progress
âThe exchange of ideas was mutual, I have to sayâ: negotiating researcher and teacher ârolesâ in an early years educatorsâ professional development programme on inquiry-based mathematics and science learning
Teacher actions to maximize mathematics learning opportunities in heterogeneous classrooms
The basic unit of school based mathematics teaching is the lesson. This article is a contribution to understanding teacher actions that facilitate successful lessons, defined as those that engage all students, especially those who may sometimes feel alienated from mathematics and schooling, in productive and successful mathematical thinking and learning. An underlying assumption is that lessons can seek to build a sense in the students that their experience has elements in common with the rest of the class and that this can be done through attention to particular aspects of the mathematical and socio-mathematical goals. We examine three teacher actions that address the mathematical goals: using open-ended tasks, preparing prompts to support students experiencing difficulty, and posing extension tasks to students who finish the set tasks quickly; as well as actions that address the socio-mathematical goals by making classroom processes explicit. To illustrate and elaborate these actions, we describe a particular lesson taught to a heterogeneous upper primary (age 11–12) class.<br /