Results | University of Saint Joseph Research Output

Garcia, A. S., & Morrison, K. (2014). Managing complex change in school: engaging pedagogy, technology, learning and leadership. Routledge.

Monteiro, E., & Morrison, K. (2014). Challenges of collborataive blend learning in undergraduate students. Education Research and Evaluation, 20(7–8), 564–591.

Morrison, K. (2014). The academic and intellectual life of Macau. Review of Culture (Revista de Cultura), 48(4), 122–134.

Saw, S.-H., & Ge, Y. (2014). Enhancing Educational Collaborations between China and SIngapore. In Advancing Singapore-China Economic Relations (p. 309). Institute of Southeast Asian Studies. https://bookshop.iseas.edu.sg/publication/1954

Ge, Y., & Ho, K. C. (2014). Researching international student migration in Asia: research design and project management issues. Journal of Population Research, 31(3), 197–217. https://doi.org/10.1007/s12546-014-9129-1

In the context of Asia, the changing dynamics of higher education has increased the visibility and significance of the group of intraregional education migrants. There are several methodological issues which need to be addressed in conducting research for this group of migrants. First, how does the particular type of migrant group and Asian context influence the research design? Second, in order to capture the scale and diversity of this migrant group, how should research be conducted across multiple sites? Third, how does a mixed method design allow researchers to learn more about the behaviour, practice and orientations of education migrants? Our paper aims to make contributions to the discussions on the methods of education migration research in Asia through answering these questions. We use research experiences and preliminary data from a multinational project to illustrate the issues involved in the selection of methods, research design and project management.

Correia, A. (2015). Visions for Education among Chinese and Non-Chinese Student Teachers: Exploring Cultural Differences. The International Journal of Diversity in Education, 16(1), 15–28. https://doi.org/https://doi.org/10.18848/2327-0020/CGP/v16i01/40051

Using Habermas’s theory of communicative action, this study explores the educational visions held by a multi-cultural class of students enrolled in a teacher preparation programme set in a culturally and linguistic diverse urban environment with a recent history of colonialism. The purpose of the study was to analyse the educational and teaching visions put forward by student teachers in an essay during the course “Principles of Education,” which took place in the 2013–2014 academic year and to determine whether the variation in respondents’ vision statements was related to the students’ cultural backgrounds. The students’ awareness of the instructor’s grading role may have influenced the content of their vision statements, and thus Habermas’s theory of communicative action was selected as it allows one to focus on both the content and the process of communicative interaction. The current qualitative research presents data from twenty Macau-Chinese and twenty non-Chinese overseas students. Their visions for education and teaching were examined along the lines of culture. The findings revealed that the idealised representations of what education and teaching is, does and symbolise, varies along culture lines. Since urban educational environments are growing culturally diverse, it is recommended that additional attention be given to cultural awareness in teacher education programmes.

Kio, S. I. (2015). What students are saying on Facebook about their schools? Webology, Volume 12(No 1), 1–12. http://www.webology.org/abstract.php?id=244

Morrison, K. (2015). The Colonization of Lifeworlds of Education by Work: Restoration and Recoupling of Lifeworld and System in the Inner Self. Horizons of Education, 14(3), 47–73.

The argument is raised that, in an age of the networked, connected society in an information-rich environment with communication possibilities as never before experienced or made possible, the displacement of educational virtues of morality, ethics and the development of all-round human beings, by those of money, labour, power and work are speeding apace, and the disconnect between system and lifeworld is increasing. Drawing initially on the work of Habermas, in which the colonization of the lifeworld occurs by system imperatives of rationalization, labour, money and power, the paper argues that such moves are manifested starkly in discourses of the relation between education and work, and five areas are introduced in which the links operate. The marketization and commodification of education, together with its incorporation into the service of capital and labour, are attested through a short worked example of one small territory within the larger context of China. Then, taking a lead from Sertillanges and Habermas’s later work, the paper argues for: (a) a reaffirmation of the importance of moral, ethical and spiritual dimensions of education; (b) the breaking of a narrowly instrumental, capital-acquisitive view of education as serving the jobs market and social control and towards a liberating view of education as communicative action and the development of being rather than simply behaving; (c) the importance of transcendence and immanence; and, thereby, (d) moves towards the re-integration of system and lifeworld in participating subjects.

Correia, A. (2015). Da aptidão à aspiração: um caminho por percorrer. CECS - Publicações / EBooks, 109–127. http://www.lasics.uminho.pt/ojs/index.php/cecs_ebooks/article/view/2132

Correia, A., Fernandes, C., & Maia, J. (2015). Attitudes and self-beliefs of ability towards mathematics and science and their effects on career choices A case study with Macao-chinese girls. 19–23. https://doi.org/10.15224/978-1-63248-085-9-54

This study explores girls’ attitudes and selfassessment of abilities towards mathematics and science and its effects on career preferences. Results from Pi

Kio, S. I. (2016). Extending social networking into the secondary education sector. British Journal of Educational Technology, 47(4), 721–733. https://doi.org/https://doi.org/10.1111/bjet.12259

Secondary schools do not have the same technical resources and capabilities as universities. They usually need to rely on ready-to-use tools to fulfill their information and communication technology (ICT) structure. Social networking site (SNS) has emerged as a practical solution to this need. However, few have collected empirical data on the application of SNS in a secondary school setting. This paper probes into the current condition of SNS usage among secondary school students using a sample of 851 students in Macau, a Special Administrative Region (SAR) of China. Data in terms of access, profile and activities are collected. The activities on SNSs are analyzed by regression techniques to produce a prediction model relating perceived academic benefit and SNS activities. The model yields a strong positive relationship between that benefit and activities such as raising questions and engaging in study-related discussions. The model also yields a weak dependency on activities such as searching for information and entertainment. The paper also evaluates the actual academic utilization of a Facebook Group for one class of secondary school students for a period of one year. At the end of the year, various opinion parameters are measured, and improvements are observed in most parameters.

Correia, A. (2017). Macau Foundation Research Project MF/2017/16: Exploring Educational Leaders’ Perspectives of Inclusion: A Macao and Oporto Comparison. [Research Report]. University of Saint Joseph.

Correia, A. (2017). Variation in students’ conceptions of classroom management. Fall 2017.

Correia, A., Norte, P., & Garrot, J. (2017). Using digital reading platforms to develop Chinese elementary students’ English reading. Fall 2017.

Correia, A., & Teixeira, V. (2017). “The will and the way of inclusive education in Macao”,. Asian Education and Development Studies, 6(4), 401–413. https://doi.org/https:// doi.org/10.1108/AEDS-05-2016-0040

Correia, A., Teixeira, V., Monteiro, E., & Kuok, A. C. H. (2017). Inclusive education in Macao: Teachers’ perceptions and attitudes [Research Report]. University of Saint Joseph.

Ge, Y., & Ho, K. C. (2017). Intra-Asia higher education mobilities. In G. Liu-Farrer & B. S. A. Yeoh (Eds.), Routledge Handbook of Asian Migrations (1st ed., pp. 75–91). Routledge. https://doi.org/10.4324/9781315660493-5

Intra-Asian higher education mobility is a relatively new phenomenon in Asia and one triggered by the dynamic economic changes occurring in East Asia,

Teixeira, V., & Correia, A. (2017). Perceived competence and social acceptance of preschool children in Macao: a case study. International Journal of Learning and Teaching, 3(3), 226–231. https://doi.org/10.18178/ijlt.3.3.226-231

Correia, A., & Teixeira, V. (2017). Catholic schools and inclusive education in Macao: a journey of a thousand miles. EDUCA - International Catholic Journal of Education, 3. https://educa.fmleao.pt/wp-content/uploads/2017/06/Educa_3_06_Correia_Ana_M.-Teixeira_Vitor_S.pdf

Beyong Mirrors: Research Pathways (CeiDE 2013-2017). (2018). In Attitudes and self-beliefs of ability towards mathematics and science and their effects on career choices: A case study with Macao-Chinese girls.

Your search

Results 180 resources

Explore

USJ Theses and Dissertations

Academic Units

Resource type

United Nations SDGs

Publication year