Chapter 13 Reflective Classroom Practice: Case Studies of Hong Kong Student Teachers at Work

Author(s):  
Ora W.Y. Kwo
Author(s):  
Samuel Leong ◽  
Pamela Burnard ◽  
Neryl Jeanneret ◽  
Bo Wah Leung ◽  
Carole Waugh

This article presents six case studies from England, Australia, and Hong Kong, which illustrate the different ways creativity in music is defined and assessed by teachers and learners in various educational contexts. It considers the influence of educational policies on the assessment of musical creativity. It also examines the key features of music creativity assessment in order to draw parallels between various contexts. The article concludes with a discussion of the implications for classroom practice.


Author(s):  
Reesa Sorin

<span>The Webfolio project was developed at James Cook University to extend students' professional learning beyond what is taught in lectures or gleaned through the practicum. Through web based case studies, early childhood and primary preservice teachers explored topics of professional significance to their growth as teachers. Each case study included a range of media, such as: work samples; audiotaped conversations; links to websites; telephone and in person professional opinions from practising teachers, principals, social workers and welfare agents; and online discussion with other participants, including students, teachers and university lecturers.</span><p>Case studies were based on authentic classroom situations; ones which student teachers may never encounter during their practicums, therefore requiring them to immerse themselves in the professional world of teaching into which they were moving. There were no single, correct solutions; rather learners were encouraged to reflect, imagine and develop multiple and often non-traditional solutions. This exploration was supported within a learning community, where participants were positioned as co-learners, scaffolding each other's learning while building links to the professional world. These links may assist in bridging the gap that some neophyte teachers feel when beginning their professional teaching careers.</p>


Work ◽  
2021 ◽  
pp. 1-10
Author(s):  
Lawrence W.C. Lai ◽  
K.W. Chau ◽  
Stephen N.G. Davies ◽  
Locinda Kwan

BACKGROUND: Open plan or open space office has become increasingly popular but those who promote the concept selfdom refer to health studies or workers’ perceptions of a change in office layout towards an open space arrangement. OBJECTIVE: To review the literature on open plan or open space office layouts in terms of facilities management (FM) with users’ perception in mind and to obtain opinions of users of open space offices of for a better appreciation of the FM issues. METHODS: A literature search of research papers from 2007 in journals using the keywords “open plan office” and “open space office” plus “health”, first in the titles then in the text, was carried out. Thirty-two of those papers, accessible by the authors’ institutions, were consulted together with 5 other works in the Harvard Business Review. The review consulted but excluded papers and reports published or sponsored by commercial firms that were in favour of open space layouts. Case studies were conducted by face to face meetings in confidence with workers in the middle managements of twelve Hong Kong organisations known as friends to two of the authors. Problems as seen by staff are reported and discussed. RESULTS: The literature review reveals that apart from writing that promotes the use of an open plan office layout, a host of scientific works point to the problems of perceived dissatisfaction with such a layout, the nature of the dissatisfaction tending to depend on the actual design. Most workers interviewed disliked the new style open plan layouts, which points to the necessity of consulting workers when such changes are contemplated, as well as monitoring the results of the change once it is in place whether against workers’ wishes or with their support. There is a need for a number of facility arrangements in making a change to open plan that ensures that worker needs for proper lighting, privacy, and indoor health will be met. CONCLUSIONS: If the aim of a change to an open plan arrangement is to promote collegial communications in office, the study sheds light on the extent to which such arrangements may not in practice be suitable for achieving the aim. It follows that further, more specifically sociological studies of workers’ job satisfaction and emotional health in open plan office settings would be worth doing.


1990 ◽  
Vol 12 (3) ◽  
pp. 233-239 ◽  
Author(s):  
David K. Cohen ◽  
Deborah Loewenberg Ball

Policymakers in the U. S. have been trying to change schools and school practices for years. Though studies of such policies raise doubts about their effects, the last decade has seen an unprecedented increase in state policies designed to change instructional practice. One of the boldest and most comprehensive of these has been undertaken in California, where state policymakers have launched an ambitious effort to improve teaching and learning in schools. We offer an early report on California's reforms, focusing on mathematics. State officials have been promoting substantial changes in instruction designed to deepen students' mathematical understanding, to enhance their appreciation of mathematics and to improve their capacity to reason mathematically. If successful, these reforms would be a sharp departure from existing classroom practice, which attends chiefly to computational skills. The research reported here focuses on teachers' early responses to the state's efforts to change mathematics instruction. The case studies of five teachers highlight a key dilemma in such ambitious reforms. On the one hand, teachers are seen as the root of the problem: their instruction is mechanical, often boring, and superficial. On the other hand, teachers are cast as the key agents of improvement because students will not learn the new mathematics that policymakers intend unless teachers learn that math and teach it. But how can teachers teach a mathematics that they never learned, in ways they never experienced? That is the question explored in this special issue.


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