Article 1:
1. Why did you choose this article? How is this article related to your research interest
This article is about development learning for teacher by using project-based learning. I choose this topic because I am interesting in project-based learning and I can modify this learning method for my university.
2. Topic
School support and teacher motivation to implement project-based learning.
3. Research question
1) How does school support teacher to implement the project-based learning?
2) What is the individual factor for implementation of project-based learning?
3) How about the motivation to contribute the project-based learning?
4. Method
4.1 Context of the study: The study took place in eight schools which varied in districts,
socioeconomic backgrounds, and academic standards. In response to the curriculum reform in Hong Kong, these schools implemented project-based learning, a teaching strategy that was new to the teachers.
4.2 The samples: The participants were 182 Chinese teachers (107 female and 75 male)
from eight secondary schools in Hong Kong.
4.3 Tools: The questionnaire include: 1) Perceived school support, 2) Attitude for future persistence, and 3) Teacher motivation.
4.4. Data Collection : All the teachers who had participated in the project-based learning program were invited to complete a questionnaire one or two weeks after their students had completed the projects. They completed the questionnaire either at home or school and returned it a week later in a sealed envelope to their school secretaries. This procedure was adopted to ensure that the teachers could complete the questionnaire at their convenience without the monitoring of school administrators. To ensure that the questionnaire was anonymous, the teachers were informed that their data would be reported collectively and used for research purposes only. In the returned questionnaires, 182 had complete data and were used for analyses in the present study. The attrition rate was 14%.
4.5 Data Analysis: The LISREL program is used for factor analysis and hypothesis testing.
5. Results
The results of structural equation modeling indicated that when teachers perceived their
schools as being stronger in collegiality and more supportive of teacher competence and autonomy, they had higher motivation in project-based learning and stronger willingness to persist in this educational innovation. Perceived school support predicted teachers’ attitude for future persistence both directly and indirectly through its influence on teacher motivation.
Article 2:
1. Why did you choose this article? How is this article related to your research interests
This article is about assessment learning in project-based. I choose this article because I want to apple this method for my project management. This article related my interested research on the stakeholder includes of student, friends, teacher in extra class and parent can be a part of learning method.
2. Topic
Embedded Assessment in Project-based Science Courses for the Gifted: Insights to inform
teaching all students
3. Research question
1) What were the students’ views of assessment and the different modes of assessment?
2) How did these views change while implementing EAfL framework?
4. Method
4.1 The samples: The participants were 86 junior high school students (age 12–15 years) who took part in six one-year courses within three regional pull-out programmes (centres) for the gifted that bring together students from various schools and communities for one day per week. The female and male students participated in cross-age groups in PBS courses.
4.2 Tools: Questionnaires and Semi-structured interviews.
1) Questionnaires: The questionnaires were distributed at the beginning and at the end of each course. The questions addressed the students’ perception of assessment and their understanding and preferences of different assessment modes.
2) Semi-structured interviews: In order to deeply explore the students’ perceptions of assessment and the impact of the AfL they experienced, The researcher interviewed two students at the end of each course (altogether 12 students). As all of the students were gifted by definition, the interviewees were selected by their tutors based on our request for outgoing talkative informants who are not necessarily the brightest individuals in class. The interviews, which lasted 20–30 min, were audiotaped and transcribed verbatim.
4.3 Data Collection: While the majority of the studies on students’ perceptions are quantitative and are based on Likert-type questionnaires, in this study researcher employed an interpretative methodology using open-ended response questionnaires and semi-structured interviews in order to gain a deeper understanding of how students view assessment.
4.4 Data Analysis: The students’ responses were analyzed content according to three main themes: general view of assessment, ideas about assessment modes, and relationships between assessment and learning. In order to establish an acceptable degree of inter-judgmental reliability with regard to the classification of the questionnaire responses, two trained researchers classified each statement in two stages. The first 50 responses were coded together by two researchers in order to understand and agree upon the themes and categories. At the second stage, 40 statements were independently coded by each researcher and the inter-rater reliability was 0.8. Incidents of disagreements were discussed until fully agreed upon by the two researchers. The interviews enabled deep exploration of the students’ views. Forty statements obtained by the interview were first classified into the above categories by two researchers who agreed upon the classification. The statements were analyzed independently by the two researchers (inter-rater reliability = 0.9). Again, incidents of disagreements were discussed until fully agreed upon by the two researchers.
5. Results
The results of the students viewed the EAfL framework as an integral part of the learning process, and perceived it as a means of expressing autonomous learning and a range of performances; characteristics that correspond with the students’ unique needs. In addition, students addressed cognitive and social processes they had undergone.
Article 1:
1. Why did you choose this article? How is this article related to your research interest
This article is about development learning for teacher by using project-based learning. I choose this topic because I am interesting in project-based learning and I can modify this learning method for my university.
2. Topic
School support and teacher motivation to implement project-based learning.
3. Research question
1) How does school support teacher to implement the project-based learning?
2) What is the individual factor for implementation of project-based learning?
3) How about the motivation to contribute the project-based learning?
4. Method
4.1 Context of the study: The study took place in eight schools which varied in districts,
socioeconomic backgrounds, and academic standards. In response to the curriculum reform in Hong Kong, these schools implemented project-based learning, a teaching strategy that was new to the teachers.
4.2 The samples: The participants were 182 Chinese teachers (107 female and 75 male)
from eight secondary schools in Hong Kong.
4.3 Tools: The questionnaire include: 1) Perceived school support, 2) Attitude for future persistence, and 3) Teacher motivation.
4.4. Data Collection : All the teachers who had participated in the project-based learning program were invited to complete a questionnaire one or two weeks after their students had completed the projects. They completed the questionnaire either at home or school and returned it a week later in a sealed envelope to their school secretaries. This procedure was adopted to ensure that the teachers could complete the questionnaire at their convenience without the monitoring of school administrators. To ensure that the questionnaire was anonymous, the teachers were informed that their data would be reported collectively and used for research purposes only. In the returned questionnaires, 182 had complete data and were used for analyses in the present study. The attrition rate was 14%.
4.5 Data Analysis: The LISREL program is used for factor analysis and hypothesis testing.
5. Results
The results of structural equation modeling indicated that when teachers perceived their
schools as being stronger in collegiality and more supportive of teacher competence and autonomy, they had higher motivation in project-based learning and stronger willingness to persist in this educational innovation. Perceived school support predicted teachers’ attitude for future persistence both directly and indirectly through its influence on teacher motivation.
Article 2:
1. Why did you choose this article? How is this article related to your research interests
This article is about assessment learning in project-based. I choose this article because I want to apple this method for my project management. This article related my interested research on the stakeholder includes of student, friends, teacher in extra class and parent can be a part of learning method.
2. Topic
Embedded Assessment in Project-based Science Courses for the Gifted: Insights to inform
teaching all students
3. Research question
1) What were the students’ views of assessment and the different modes of assessment?
2) How did these views change while implementing EAfL framework?
4. Method
4.1 The samples: The participants were 86 junior high school students (age 12–15 years) who took part in six one-year courses within three regional pull-out programmes (centres) for the gifted that bring together students from various schools and communities for one day per week. The female and male students participated in cross-age groups in PBS courses.
4.2 Tools: Questionnaires and Semi-structured interviews.
1) Questionnaires: The questionnaires were distributed at the beginning and at the end of each course. The questions addressed the students’ perception of assessment and their understanding and preferences of different assessment modes.
2) Semi-structured interviews: In order to deeply explore the students’ perceptions of assessment and the impact of the AfL they experienced, The researcher interviewed two students at the end of each course (altogether 12 students). As all of the students were gifted by definition, the interviewees were selected by their tutors based on our request for outgoing talkative informants who are not necessarily the brightest individuals in class. The interviews, which lasted 20–30 min, were audiotaped and transcribed verbatim.
4.3 Data Collection: While the majority of the studies on students’ perceptions are quantitative and are based on Likert-type questionnaires, in this study researcher employed an interpretative methodology using open-ended response questionnaires and semi-structured interviews in order to gain a deeper understanding of how students view assessment.
4.4 Data Analysis: The students’ responses were analyzed content according to three main themes: general view of assessment, ideas about assessment modes, and relationships between assessment and learning. In order to establish an acceptable degree of inter-judgmental reliability with regard to the classification of the questionnaire responses, two trained researchers classified each statement in two stages. The first 50 responses were coded together by two researchers in order to understand and agree upon the themes and categories. At the second stage, 40 statements were independently coded by each researcher and the inter-rater reliability was 0.8. Incidents of disagreements were discussed until fully agreed upon by the two researchers. The interviews enabled deep exploration of the students’ views. Forty statements obtained by the interview were first classified into the above categories by two researchers who agreed upon the classification. The statements were analyzed independently by the two researchers (inter-rater reliability = 0.9). Again, incidents of disagreements were discussed until fully agreed upon by the two researchers.
5. Results
The results of the students viewed the EAfL framework as an integral part of the learning process, and perceived it as a means of expressing autonomous learning and a range of performances; characteristics that correspond with the students’ unique needs. In addition, students addressed cognitive and social processes they had undergone.
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