Book ChapterDOI
Learning to Self-Perfect: Chinese Beliefs about Learning
Jin Li
- pp 35-69
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TLDR
Learning is said to be the most remarkable human capacity (Segall, Dasen, Berry, & Poortinga, 1999) and it is little wonder why human learning has been, since Greek antiquity, the focus of serious thinkers and scholarly endeavor in fields ranging from philosophy, modern psychology, and neuroscience to the ever expanding realm of education as discussed by the authors.Abstract:
Learning is said to be the most remarkable human capacity (Segall, Dasen, Berry, & Poortinga, 1999). Humans have the capacity to learn necessary survival skills, achieve social and emotional understanding, obtain knowledge of the universe, and, perhaps most important of all, acquire culture. Humans are thus products of their own learning and are the carriers of the entire human cultural heritage. There is little wonder why human learning has been, since Greek antiquity, the focus of serious thinkers and scholarly endeavor in fields ranging from philosophy, modern psychology, and neuroscience to the ever-expanding realm of education.read more
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Journal ArticleDOI
Teachers' Conceptions of Assessment in Chinese Contexts: A Tripartite Model of Accountability, Improvement, and Irrelevance.
TL;DR: In this paper, the authors report the development of a new self-report inventory to examine beliefs teachers in Hong Kong and southern China contexts have about the nature and purpose of assessment.
Journal ArticleDOI
The examined life: perspectives of lower primary school students in Hong Kong
David Carless,Ricky C K Lam +1 more
TL;DR: This article used focus group interviews and draw-a-picture technique to elicit students' views on assessment and found that more than half of the informants indicated that they had negative feelings in relation to testing.
Journal ArticleDOI
Illustrating assessment: how Hong Kong university students conceive of the purposes of assessment
TL;DR: In this paper, Hong Kong university students drew pictures of assessment and the visual elements of the pictures were content analysed into eight major categories (negative emotions, being monitored, competition, lifelong, pride and pleasure, marks, inaccuracy, and burden).
Journal ArticleDOI
International education policy transfer – borrowing both ways: the Hong Kong and England experience
TL;DR: In this article, the impact of international student achievement studies and the recent economic crisis in Europe are influencing the development of educational policy transfer and borrowing, from East to West, from Hong Kong to the UK.
Journal ArticleDOI
Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes
Gavin T. L. Brown,Lingbiao Gao +1 more
TL;DR: The authors synthesises eight interview and survey studies, which have examined how diverse samples of practicing teachers in China have described the nature and purpose of assessment, ranging from the positively regarded ideas that assessment develops the personal qualities and academic abilities of students to the more negatively viewed role of assessment for management and inspection of schools.
References
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Journal ArticleDOI
Social cognitive theory: An agentic perspective
TL;DR: Social cognitive theory distinguishes among three modes of agency: direct personal agency, proxy agency that relies on others to act on one's behest to secure desired outcomes, and collective agency exercised through socially coordinative and interdependent effort.
Book
Handbook of Child Psychology
TL;DR: In this article, the authors discuss the importance of biology for human development and the role of the human brain in the development of human cognition and behavior, and propose a model of human development based on the Bioecological Model of Human Development.
Journal ArticleDOI
A social-cognitive approach to motivation and personality
Carol S. Dweck,Ellen L. Leggett +1 more
TL;DR: In this article, the authors present a research-based model that accounts for these patterns in terms of underlying psychological processes, and place the model in its broadest context and examine its implications for our understanding of motivational and personality processes.
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