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Author: Pui-Man Queenie Ho
Publisher:
ISBN: 9781361235973
Category :
Languages : en
Pages :
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This dissertation, "A Case Study on the Implementation of the Project Approach in Two Kindergartens in Hong Kong" by Pui-man, Queenie, Ho, 何佩雯, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract A project is an in-depth investigation of a topic worthy of children's attention and effort and the Project Approach is considered a developmentally appropriate and engaging method to promote meaningful learning. Recognizing its benefits, an increasing number of preschools incorporate project work into the curriculum. This study investigated the actual implementation of the Project Approach by two teachers, with varied experience, working in different kindergartens in Hong Kong. Classroom observations were conducted over a period of 6-weeks when children were working on projects on "Tumblers" and "Animals." The teachers kept a diary with reflections on children's self-directed learning during this period. Children's work was examined and teachers were interviewed with regard to their perceptions of the Project Approach. Results indicated that both teachers had very positive views on the Project Approach and both of them had a good understanding of the philosophy behind this approach. For example, teachers believed that they should be facilitators of learning and promote children's enquiry. However, classroom observations indicated that there were discrepancies in the type of pedagogy consistent with the tenets of the Project Approach and teachers' classroom practice. Both teachers were engaged in explicit teaching. However, the more experienced teacher was more child-centered in her teaching while the other teacher tended to use the Project Approach in a more teacher-directed manner. Interviews with teachers suggested that teachers' experience, professional training, administrative support and other contextual factors affected the implementation of the Project Approach in Hong Kong. 1 DOI: 10.5353/th_b3541594 Subjects: Project method in teaching - China - Hong Kong Preschool children - Education - China - Hong Kong Preschool teachers - China - Hong Kong - Attitudes
Author: Pui-Man Queenie Ho
Publisher:
ISBN: 9781361235973
Category :
Languages : en
Pages :
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Book Description
This dissertation, "A Case Study on the Implementation of the Project Approach in Two Kindergartens in Hong Kong" by Pui-man, Queenie, Ho, 何佩雯, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract A project is an in-depth investigation of a topic worthy of children's attention and effort and the Project Approach is considered a developmentally appropriate and engaging method to promote meaningful learning. Recognizing its benefits, an increasing number of preschools incorporate project work into the curriculum. This study investigated the actual implementation of the Project Approach by two teachers, with varied experience, working in different kindergartens in Hong Kong. Classroom observations were conducted over a period of 6-weeks when children were working on projects on "Tumblers" and "Animals." The teachers kept a diary with reflections on children's self-directed learning during this period. Children's work was examined and teachers were interviewed with regard to their perceptions of the Project Approach. Results indicated that both teachers had very positive views on the Project Approach and both of them had a good understanding of the philosophy behind this approach. For example, teachers believed that they should be facilitators of learning and promote children's enquiry. However, classroom observations indicated that there were discrepancies in the type of pedagogy consistent with the tenets of the Project Approach and teachers' classroom practice. Both teachers were engaged in explicit teaching. However, the more experienced teacher was more child-centered in her teaching while the other teacher tended to use the Project Approach in a more teacher-directed manner. Interviews with teachers suggested that teachers' experience, professional training, administrative support and other contextual factors affected the implementation of the Project Approach in Hong Kong. 1 DOI: 10.5353/th_b3541594 Subjects: Project method in teaching - China - Hong Kong Preschool children - Education - China - Hong Kong Preschool teachers - China - Hong Kong - Attitudes
Author: Pui-man Ho (Queenie)
Publisher:
ISBN:
Category : Preschool children
Languages : en
Pages : 200
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Author: Philip Hui Li
Publisher: Taylor & Francis
ISBN: 1000837327
Category : Education
Languages : en
Pages : 189
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With empirical evidence and theoretical critique, this book unveils the myths and debates (e.g., child-centeredness versus teacher-directedness) about early childhood curricula, revealing their unique social, cultural, and historical roots. Analyzing globally advocated early childhood curricula and ideologies, such as the developmentally appropriate practice, the child-centered approach, constructivism, and globalized childhood, this book argues that the direct adoption of these contextually bound approaches in local environments may be inappropriate if social and cultural compatibility is lacking. The authors then examine how early childhood curricula may be implemented in a hybrid form. Featuring case studies from American and Chinese contexts, this book offers insights and recommendations for the future development and redeployment of early childhood curriculum studies and practices in a post-truth era. This volume serves as a valuable resource for scholars and students of early childhood education and comparative education, as well as for key education stakeholders.
Author: Judy Harris Helm
Publisher: Teachers College Press
ISBN: 0807778133
Category : Education
Languages : en
Pages : 129
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Book Description
This book began as a deep discussion among administrators, teachers, researchers, teacher educators, and educational consultants concerned about the critical reduction of play, engaged learning opportunities, and intellectually stimulating experiences in classrooms for toddlers through the primary grades. This group made a pact to organize and stand up for engaged learning by creating a comprehensive, research-based defense that they call The Manifesto. In Growing Child Intellect, this panel of experts pulls together the research, stories, and lessons learned from using the Project Approach in a variety of settings. Readers are invited to dive deeply with them into the world of project work, beginning with the neuroscience foundation, through the research in the field, and on to the challenges and successes. Book Features: Provides a strong review of research on the benefits of the Project Approach. Explains research on the development of intellect from Mind Brain Education Science. Includes extensive examples of intellectually stimulating classrooms and learning experiences across diverse settings. Shows how to bring engaging experiences into classrooms while still meeting goals for required content and standards. Explains what each person can do, no matter position or program, to nurture children’s intellectual development. Provides practical advice for overcoming common challenges to implementing project work. Offers a short Declaration of Beliefs about engaged learning for easy sharing
Author: Yuet-Mei Tsang
Publisher: Open Dissertation Press
ISBN: 9781361047392
Category : Education
Languages : en
Pages : 128
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Book Description
This dissertation, "A Case Study of the Implementation of EE in Hong Kong Kindergarten" by Yuet-mei, Tsang, 曾月眉, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3196122 Subjects: Environmental protection - Study and teaching (Elementary) Environmental education - China - Hong Kong Education, Preschool - China - Hong Kong Environmental education - Case studies
Author: 劉少芬
Publisher:
ISBN: 9781361123119
Category :
Languages : en
Pages :
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Author: Siu-fun Lau
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 0
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Author: Yuet-mei Tsang
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 226
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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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(Uncorrected OCR) Master of Education Dissertation Name of Student: LEUNG, Wai Fun Mabel University Number: 2001977755 Specialism: Mathematics Name of Supervisor: LOPEZ-REAL, Francis Dissertation Title: Hong Kong Teachers' Perceptions and Implementation of a Project Approach in Mathematics Teaching Date: 29 August 2003 ABSTRACT The 2002 Curriculum Guide issued by the Curriculum Development Council of Education and Manpower Bureau ofHKSAR identified project learning as one of the four key tasks in achieving 'Learning to Learn", a slogan for the overall aims of school curriculum under the Educational Reform. Using the framework for project approach introduced by Lillian Katz and Sylvia Chard, this research was undertaken with a number of teachers in Hong Kong to investigate the different aspects in the implementation of project learning. A case study approach was used involving the collection of data from a variety of sources, namely video taping, observation notes, students' output, and interviews with teachers and students. The findings suggest that teacher's perceptions and belief play an important part to the possibility to the undertaking of the guideline. The students' enthusiasm, cooperative learning, making new connections, and applying their knowledge in real life situation are the positive elements found within the process of project learning in this research. However, without the awareness of the difficulties, the challenges, and the necessity of training for teachers, it is unreasonable to expect the more popularity of this "powerful teaching and learning strategy."
