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School of Education

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Between 2000 and 2024
- Between 2020 and 2024
  - 2020

Results 15 resources

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Correia, A. (2020). A figura feminina na ficção de Senna Fernandes: identidade, subalternidade e agência. In O Macaense. Identidade e cultura e quotidiano (pp. 51–62). Universidade Católica Portuguesa.
Ho, K. L. C. (2020). Who has the power? A reflection on teaching drama improvisation with young children. Journal of Early Childhood Research, 18(1), 73–83. https://doi.org/10.1177/1476718X19888716

The following study reflects and explores the dynamics of aesthetic experiences within drama improvisations. This arts-based research was carried out in Hong Kong with six Cantonese children who were aged 3?5?years. Data were collected from the video transcripts of five workshops and the researcher?s own research journal. Two significant milieus were observed: switching in-between roles and intuitive creativity is not talkback. I argue that because each of these two milieus provide the foreground for the complex ? and at times contradictory ? nature of children?s aesthetic experiences where Deleuzian power is at play, opportunities arise for both, challenging the traditional adult?child power relations, and in so doing, educators can be able to reconfigure and reconceptualise teaching goals and practices, both generally and specifically, within the context of early childhood education.
Kuok, A. C. H., Teixeira, V., Forlin, C., Monteiro, E., & Correia, A. (2020). The Effect of Self-Efficacy and Role Understanding on Teachers’ Emotional Exhaustion and Work Engagement in Inclusive Education in Macao (SAR). International Journal of Disability, Development and Education, 1–19. https://doi.org/10.1080/1034912X.2020.1808949

This study examined responses from 508 full-time teachers working in inclusive schools in Macao (SAR). The intention was to understand the teachers’ perceptions about their roles and how they responded to inclusive practices in their school. Teachers’ perceived levels of emotional exhaustion and cognitive work engagement were assessed in relation to several professional competencies (self-efficacy with using inclusive instruction, collaborating with parents and paraprofessionals, and managing disruptive behaviours), as well as the organisational variable of role understanding. Regression analysis showed that teachers’ self-efficacy with using inclusive instruction was found to be the most powerful negative predictor of emotional exhaustion; while self-efficacy for managing disruptive behaviours was a positive predictor of teachers’ cognitive work engagement. Teachers’ level of understanding of their role and that of their schools was a negative predictor of emotional exhaustion and a positive predictor of cognitive work engagement. Moreover, it further confirmed that the concept of co-existence between work engagement and burnout can be applied to inclusive teachers. Results were interpreted in relation to management in inclusive schools in Macao and were followed by a discussion on the implications of enhancing inclusive education.
Kwan, Y. W. (2020). Psychometric properties of a Chinese version of the Constructivist Learning Environment Survey among secondary-school students in Hong Kong. Learning Environments Research, 23(2), 167–184. https://doi.org/10.1007/s10984-019-09301-1

The study examined the factor structure, reliability and validity of a Chinese version of the Constructivist Learning Environment Survey (C-CLES), an instrument for assessing students’ perceptions of the extent of constructivist approaches prevalent in classrooms. A convenience sample of 967 students in Secondary Three (Grade 9) in Hong Kong participated in this study by completing a self-administered questionnaire in their class time. Exploratory and confirmatory factor analyses supported the hypothesised factor structure, indicating five theoretical constructivist environment dimensions that showed goodness-of-fit to 25 items: Personal Relevance, Uncertainty, Critical Voice, Shared Control, and Student Negotiation. Criterion-related validity, involving evidence based on relations to other variables, was assessed by correlations between the constructivist environment dimensions and cognitive strategies and academic ability. Most correlations were statistically significant and in the positive direction. The C-CLES with 25 items provides a useful measure for educational practice and research among school students.
Monteiro, E., & Forlin, C. (2020). Validating the use of the 24-item long version and the 12-item short version of the <i>Teachers’ Sense of Efficacy Scale</i> (TSES) for measuring teachers’ self-efficacy in Macao (SAR) for inclusive education (No. 2:36). Emerald Open Research. https://doi.org/10.35241/emeraldopenres.13541.1

Validation of the Teachers’ Sense of Efficacy Scale (TSES) for use with teachers in Macao (SAR) was undertaken to determine its usefulness as a measure of teacher self-efficacy for inclusive education. This paper discusses the results found by analyzing various versions of the TSES and TSES-C in a Chinese format with 200 pre-service teachers in Macao (SAR).  Psychometric analyses were undertaken to investigate the validity of the existing scales and the three and two factor solutions. The results indicated a preferred 9-item version that produced improved factor loadings and reliabilities. The use of a relatively quick and short scale to measure such a complex phenomenon as teacher self-efficacy is discussed. Issues are raised regarding generalizability of scales and the impact of culture, demographics, and edifying issues that may impact on the usefulness of such scales.
Morrison, K. (2020, December 26). Prize-giving time for Macau. Macau Business. https://www.macaubusiness.com/opinion-prize-giving-time-for-macau/
Morrison, K. (2020). Review of Biesta. G. (2020) Educational research: an unorthodox introduction, Educational Research and Evaluation. Educational Research and Evaluation, 26(3–4), 213–215. https://doi.org/10.1080/13803611.2021.1920212
Morrison, K. (2020). Review of Gorard, S. (2020) Getting evidence into education: evaluating the routes to policy and practice. Educational Research and Evaluation, 25(5–6), 323–325.
Morrison, K., Garcia, A. S., & Wong, S. T. (2020). Group work and cultural characteristics in a Chinese school. Educational Research and Evaluation, 26(1–2), 75–115. https://doi.org/10.1080/13803611.2021.1907202
Morrison, K., & van der Werf, G. (2020). Methods, understandings, and expressions of causality in educational research. Educational Research and Evaluation, 26(7–8), 339–343. https://doi.org/10.1080/13803611.2021.1991643
Morrison, K., & van der Werf, G. (2020). The scalpel model of educational research. Educational Research and Evaluation, 26(1–2), 1–3. https://doi.org/10.1080/13803611.2021.1912894
Morrison, K., & van der Werf, G. (2020). The truth, the whole truth, and nothing but the truth. Educational Research and Evaluation, 26(3–4), 123–125. https://doi.org/10.1080/13803611.2021.1944998
Ng, S. W., & Kwan, Y. W. (2020). Inclusive Education Teachers—Strategies of Working Collaboratively With Parents of Children With Special Educational Needs in Macau. International Journal of Educational Reform, 29(2), 191–207. https://doi.org/10.1177/1056787919886579

Education for learners with special education needs has become one of the major concerns of education policies in every corner of the world. In Macau, however, the transformation of schools into inclusive environments is reported to be slow because many teachers in Macau have not accepted the key values of inclusive education and possess little knowledge of their responsibilities as inclusive education teachers. Despite being nonempirical, the aim of this article is twofold: to inform inclusive education teachers, especially those in Macau and other developing regions, of the necessary knowledge, skills and strategies of working collaboratively with parents of children with SEN and provide policy makers concerned with practical ideas of designing effective professional development programmes for teachers working in the inclusive environment. The ultimate aim is to ensure that children with SEN benefit from an education process that includes quality learning opportunities.
Ng, S. W., Kwan, Y. W., & Huey Lei, K. H. (2020). Enhancing Student Learning and Teacher Development: Does “Assessment for Learning” Matter? International Journal of Educational Reform, 29(3), 275–292. https://doi.org/10.1177/1056787920918595

This paper aims to report a case study of exploring the effect of ?assessment for learning? on improving student learning and facilitating teachers? professional development in the examination-oriented context of Hong Kong. By adopting Variation Theory of the Lesson Study approach, data were collected through pre- and post-tests, interviews with students and teacher participants and observation field-notes in order to help diagnose students? learning difficulties and provide evidence for teachers to refine their teaching strategies to enhance students? learning effectiveness. The students? improvement in learning performance informed the teacher participants of the usefulness of ?assessment for learning? in the classroom.
Tchiang, I., & Ge, Y. (2020, November). 澳門品德與公民教育校本課程初探 [Conference]. 2nd Summit of Youth Education and Development in Hong Kong and Macau, Guangzhou, China.

Last update from database: 5/7/24, 7:35 PM (UTC)

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