This study identifies predictors of Hong Kong students’civic learning.It has adopted a cross-sectional quantitative design using secondary data from the 2009 International Civics and Citizenship Education Study(ICCS ...This study identifies predictors of Hong Kong students’civic learning.It has adopted a cross-sectional quantitative design using secondary data from the 2009 International Civics and Citizenship Education Study(ICCS 2009;Schulz et al.,2010).Multi-level analysis reveals that most of the variance in student achievement can be accounted for by school level rather than individual level factors.Student background variables are largely insignificant suggesting the resilience of many Hong Kong students.Regarding Hong Kong students’achievements in civic learning,a possible explanation is made and implications are developed for both theory and practice.展开更多
This paper looks into the case of a school in Macao nominated as the first(and so far the only)China-Canada-United States English Immersion(CCUEI)centre in the Macao Special Administrative Region(Macao SAR)China for t...This paper looks into the case of a school in Macao nominated as the first(and so far the only)China-Canada-United States English Immersion(CCUEI)centre in the Macao Special Administrative Region(Macao SAR)China for the experimentation and application of English immersion instruction(EI)in the K1-3 and Primary 1-2 classes.Drawing on Krashen’s Input Hypothesis(1982)and Cummins’(2000)framework of instruction for language learning and academic achievement in the formal school context,the authors report their observations by analyzing the data collected from school teachers and participation in classes and by reflecting on their experiences,and suggest improvement that can be made to teachers’linguistic and communicative competence,in terms of quantity and quality of comprehensible input and expected output,and thus the sustainability of English immersion classrooms in a Chinese context.展开更多
基金The research was part of the General Research Fund project,Asian Students’Conceptions of Citizenship Constructing Indigenous Views of Citizens,Citizenship Education and the State[HKIEd 842211],funded by the Hong Kong Research Grants Council.
文摘This study identifies predictors of Hong Kong students’civic learning.It has adopted a cross-sectional quantitative design using secondary data from the 2009 International Civics and Citizenship Education Study(ICCS 2009;Schulz et al.,2010).Multi-level analysis reveals that most of the variance in student achievement can be accounted for by school level rather than individual level factors.Student background variables are largely insignificant suggesting the resilience of many Hong Kong students.Regarding Hong Kong students’achievements in civic learning,a possible explanation is made and implications are developed for both theory and practice.
文摘This paper looks into the case of a school in Macao nominated as the first(and so far the only)China-Canada-United States English Immersion(CCUEI)centre in the Macao Special Administrative Region(Macao SAR)China for the experimentation and application of English immersion instruction(EI)in the K1-3 and Primary 1-2 classes.Drawing on Krashen’s Input Hypothesis(1982)and Cummins’(2000)framework of instruction for language learning and academic achievement in the formal school context,the authors report their observations by analyzing the data collected from school teachers and participation in classes and by reflecting on their experiences,and suggest improvement that can be made to teachers’linguistic and communicative competence,in terms of quantity and quality of comprehensible input and expected output,and thus the sustainability of English immersion classrooms in a Chinese context.
