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Hong Kong, China

The Hong Kong Institute of Education is one of eight subsidised tertiary institutes under the University Grants Committee of Hong Kong. It is the only one dedicated to teacher education. Wikipedia.

Chan S.M.,The Hong Kong Institute of Education
Child Psychiatry and Human Development | Year: 2012

The present study used a cross-sectional survey design to examine how adolescent depressive mood was related to attributional styles and coping strategies with a sample of 326 youths (aged 8-14 years). With the cutting point adopted in the West, 20.9% of the current sample reported depressive symptoms. Regression analysis results show that, with the asymptomatic group, seeking social support strategy mediated the effects of positive-global and positive-stable attribution, and internalization strategy mediated the effects of negative-global attribution on depression mood. In the dysphoric adolescents, attributing positive events to global factors and seeking social support strategy predicted depressive mood in the negative direction whereas attributing negative events to global factors, problem solving strategy and internalization strategy, the positive direction. The current study confirmed that both attributional styles and coping strategies were significant predictors of depressive mood but different dimensions of attribution related to depressive symptoms in different magnitude. © Springer Science+Business Media, LLC 2011. Source

Yeung Y.Y.,The Hong Kong Institute of Education
Atomic Data and Nuclear Data Tables | Year: 2014

A re-examination of some major references on the intra-atomic magnetic interactions over the last six decades reveals that there exist some gaps or puzzles concerning the previous studies of the spin-spin interactions for the atomic f-shell electrons. Hence, tables are provided for the relevant reduced matrix elements of the four double-tensor operators z r (r = 1, 2, 3, and 4) of rank 2 in both the orbital and spin spaces. The range of the tables covers all states of the configurations from f4 to f7. © 2013 Elsevier Inc. Source

Song Y.,The Hong Kong Institute of Education
Computers and Education | Year: 2014

This paper reports a one-year study on the project of "Bring Your Own Device (BYOD) for seamless science inquiry" in a primary school in Hong Kong. BYOD in this study refers to "the technology model where students bring a personally owned mobile device with various apps and embedded features to use anywhere, anytime for the purpose of learning". The study aims at investigating (a) what advancement of content knowledge students made in their science inquiry in a seamless learning environment supported by their own mobile device; (b) how the students advanced their content knowledge in science inquiry; and (c) what students' perception is regarding their learning experience supported by their own mobile devices. The topic of inquiry was "The Anatomy of Fish". Data collection included pre- and post-domain tests, self-reported questionnaire, student artifacts, class observations and field notes. Content analysis and a student artifact tracing approach were adopted in the data analysis to examine and trace students' knowledge advancement. The research findings show that the students advanced their understanding of the anatomy of fish well beyond what was available in the textbook and they developed positive attitude toward seamless science inquiry supported by their own mobile devices. © 2014 Elsevier Ltd. All rights reserved. Source

This study aims to investigate whether for preservice early childhood teachers, integrating assessment for learning (AfL) is a viable pedagogy to improve the quality of their wiki-based projects. A total of 76 student teachers who were in their first year of study at a teacher training institute in Hong Kong participated in the study. The student teachers were required to apply the skills and knowledge they had learned about ICT skills and concepts of ICT in education to create digital learning materials for young children in a wiki environment and to peer assess their projects prior to formal submission using an assessment rubric created by the author. The data were triangulated from the responses collected from a discussion forum, a questionnaire, and focus group meetings. The content and number of comments made in the discussion forum indicated that the student teachers not only actively contributed ideas to their peers but also took their peers' comments seriously. Their comments were mainly related to project design, followed by content, organization, and credibility. The questionnaire findings suggested that although the students felt that feedback from their peers could facilitate their own learning, they valued their teacher's comments the most. Seven students participated in the focus group interviews to substantiate the opinions they gave in the questionnaire. The interviewees believed that even though their peers provided comments from different perspectives, their teacher's comments were the most important because she graded them. It was concluded that integrating AfL from the teacher and peers could improve the quality of wiki projects. © 2014 Elsevier Ltd. All rights reserved. Source

The purpose of this study was to investigate students' learning styles in relation to their acceptance and attitudes towards using Second Life (SL) as a supporting tool for learning in higher education. A total of 32 undergraduate students taking a course called 'Digital Imaging' participated in the study. The participants were first asked to design their own graphics using a range of digital imaging techniques. They were then asked to share the artwork with peers in SL for discussion and conduct a formal presentation as a professional designer on their design in SL. The Index of Learning Styles (ILS) developed by Felder and Soloman (1994) and the Views about SL questionnaire (VSLQ) designed by the author were used to measure participants' learning styles as well as their acceptance and attitudes towards SL, respectively. Quantitative results derived from the questionnaires were validated by qualitative data collected from a follow-up interview with a sample of participants. Major findings from the study indicate that active learners mostly valued the ease of use and usefulness of SL whereas verbal students were mostly satisfied with the communication and identity features in SL. Besides, the study also identified some practical problems with the use of SL in education including insufficient teaching and learning time, limited mode of communication with instructor and inadequate equipment for running SL. © 2013 Elsevier Ltd. All rights reserved. Source

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