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Please use this identifier to cite or link to this item: http://repository.ied.edu.hk/dspace/handle/2260.2/8987

Title: What effective classroom? Towards a paradigm shift
Authors: CHENG, Yin Cheong 鄭燕祥
MOK, Magdalena Mo Ching 莫慕貞
Subjects: Classroom effectiveness
Classroom process
Classroom improvement
Education reform
Paradigm shift
Classroom characteristics
Learning environment
Learning context
Issue Date: Dec-2008
Citation: Cheng, Y. C., & Mok, M. M. C. (2008). What effective classroom? Towards a paradigm shift. School Effectiveness and School Improvement, 19(4), 365-385.
Abstract: The initiatives for educational effectiveness experienced 3 waves of movements. Each wave had its own paradigm in conceptualizing the nature of education and its effectiveness and formulating related initiatives for improvement of educational practice in the classroom. This article aims to discuss how the conceptualization and characteristics of the effective classroom are changed with the paradigm shift from the traditional site-bounded paradigm toward the new Contextualized Multiple Intelligences (CMI)-triplization paradigm. With the support of empirical data, the profiles of effective and ineffective classrooms in the 1st and 3rd waves are mapped and discussed, and some implications are drawn for research and development of a new type of classroom effectiveness.
Right: Copyright © 2008 Taylor & Francis Group, an informa business.
Appears in Collections:PO Journal Publications
PS Journal Publications

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