Classroom discourse analysis and educational outcomes in the era of education reform

Background In the era of education reform when new teaching approaches are being advocated, it is important to investigate how different classroom discourse patterns are related to different educational outcomes. Aim The purpose of the study was to analyse the whole classroom discourse of two teacher interns' writing classes. It was conducted against a background of education reform in which teachers were being encouraged to make major changes in their teaching approaches. We investigated what approaches were adopted and what discourse patterns were related to better educational outcomes. Sample The participants were two teacher interns and their 61 students in Hong Kong. The students (35 boys, 26 girls) were seventh graders from two classes in the same secondary school. Method An instruction unit of each teacher intern on expository writing (120 min) was video‐recorded and analysed. Discourse analysis of the whole classroom interaction was supplemented by the students' perceptions and independent observers' evaluations of the instruction. Results The results indicated that both teacher interns adopted a traditional direct instruction although student‐centred approaches were being recommended in the education reform. The effectiveness of the instruction was associated with certain features of the classroom discourse patterns. Better educational outcomes were associated positively with utterances of high cognitive demand but negatively with utterances related to discipline. Students tended to have better performances in writing when they and the independent observers perceived that the teachers used more motivating strategies. Conclusions The effectiveness of instruction is a complicated phenomenon that involves a myriad of interrelated factors. Teacher‐ or student‐centred approaches are only part of these diverse factors.     

THE ADAPTATION OF THE FAMILY ENVIRONMENT SCALE TO CHINESE CHILDREN AND ADOLESCENTS IN HONG KONG

Moos and Moos' (1986) Family Environment Scale (FES) was adapted to the Chinese children and adolescents in Hong Kong. The major sample included 1,174 subjects from three elementary schools and seven high schools. Two subscales, Expressiveness and Independence and a few items were deleted based on the psychometric analysis. The FES scale intercorrelations were consistent, and the factor pattern of the remaining eight scales was explicable in terms of the characteristics of the Chinese culture. Results also showed that middle class families in general had a more positive family social environment than the working class families.     

THE CHINESE PERSPECTIVES ON MORAL JUDGMENT DEVELOPMENT

Kohlberg's theory of moral development is extended and revised. The Chinese perspectives on moral development are integrated into the present 6-stage model. The last three stages are: (4) Golden mean orientation and social system; (5) Majority rights and individual rights, and (6) Universal ethical principles of natural harmony. The first three stages are hypothesized to be cultural universal but the last three stages are supposed to have a cultural component. For each of the Stages 4, 5 and 6, a general structure is constructed and then a Chinese sub-structure and a Western sub-structure are derived from their corresponding general structure. Confucian and Taoistic philosophies are employed to elaborate some of the characteristics of the Chinese sub-structures.     

华人人际关系的概念化——针对中国香港大学生的实证研究

以杨中芳所构建的华人人际关系概念化理论模型为蓝本,并用以往的实证研究方法为基础,揭示了当代华人对人际关系如何进行概念化及其潜在的认知维度。杨氏模型认为华人人际关系主要由既定成分、情感成分和工具成分组成。该研究以中国香港大学生为被试进行调查,首先采用访谈的形式,分家族、学校及日常生活情境建立人际关系清单。然后采用多维量法（Multi-dimensional scaling）处理被试对关系进行分类的数据。结果发现,在不同的生活情境中,被试均依据情感程度对关系进行分类。在等级差异明显的家族和学校情境中,被试依据辈份和等级差异的突显性进行区分;而在等级差异小的生活情境中,则采用功利程度为标准。本文对被试在不同情境中所采用的不同维度进行了讨论,并提出华人人际关系的义务具有工具性质的实证结果     

相信智力不变是否也认为个性难改?——个人属性内隐观的普遍性

动机理论的认知心理学派认为 ,学生对智力、个性等个人属性 ,是否先天固有不可改变的主观想法 ,将直接影响他们的学习和行为表现。其影响的范围 ,将取决于这类主观想法是否具有普遍性。比如 ,有些学生认为智力是父母遗传的 ,很难改变 ,这些学生会否同样认为个性、道德等 ,也是父母遗传 ,亦难改变 ?该研究希望了解是否有一主导思想 ,影响学生对智力、个性等不同个人属性 ,是否先天不变的整体看法。被试为中国长春市高中一年级的学生 ,总计 5 5 5人。研究采用问卷调查 ,通过比较多个结构方程模型 ,结果较倾向支持学生对个性、智力等五项个人属性有共通一致的内隐观     

A Review of Determinants of and Interventions for Proenvironmental Behaviors in Organizations

A review of empirical studies on proenvironmental behaviors in organizational contexts is presented. Twenty‐one studies met the inclusion criteria. Quantitative effect sizes were compared where statistics were available and research designs were comparable. Characteristics of the dependent variable and the targeted organizational (sub)populations were systematically examined. With respect to individual‐specific determinants, the results show relatively consistent effects for attitudinal determinants and past behavior. For organization‐specific influences, management and physical facilitation were frequently significant. Findings related to other factors are less conclusive. Given the available evidence and feasibility considerations, it is recommended that interventions focus on physical facilitation, tailored persuasive communication, and active engagement of middle management. It is further recommended that future research integrates the analysis of individual and organizational determinants.