Global ETD Search

151	The nature of formal reasoning and the effects of training programmes in facilitating the development of formal reasoning in adolescents Yip, Din-yan, 葉殿恩 January 1993 (has links) published_or_final_version / Education / Master / Master of Philosophy Reasoning.
152	The washback effect of public examination change on classroomteaching: an impact study of the 1996 HongKong Certificate of Education in English on the classroom teaching ofEnglish in Hong Kong secondary schools Cheng, Liying., 程李穎. January 1997 (has links) published_or_final_version / Curriculum Studies / Doctoral / Doctor of Philosophy
153	English language learning difficulty in Hong Kong schools: an ethnographic assessment of the Hong Kong context withproposed solutions Adams, George Harper. January 1993 (has links) published_or_final_version / English / Doctoral / Doctor of Philosophy
154	English in China: the junior secondary schoolcurriculum 1949-94 Adamson, Robert Damian. January 1998 (has links) published_or_final_version / Curriculum Studies / Doctoral / Doctor of Philosophy
155	Investigating NNS English teachers' self-assessed language proficiency in an EFL context Tang, Ting. 1982- January 2007 (has links) The vast majority of secondary school English teachers in China are non-native English speakers (NNS). These teachers might not have adequate language proficiency to promote a communicative language environment for students. This has raised an ongoing discussion concerning the growing need to foster NNS teachers' communicative language proficiency, which has been identified as one of the most important qualifications for successful ESL/EFL (English as a Second Language/English as a Foreign Language) teachers (Murdoch, 1994; Kamhi-Stein & Lee, 1999; Nunan, 2003). In this study, 53 secondary NNS teachers from Chinese secondary schools were asked to self-assess their English proficiency as well as to specify the minimum level of proficiency that they felt was needed to teach English effectively at the secondary school level in seven skill domains (listening comprehension, speaking ability, reading comprehension, writing ability, pronunciation, vocabulary and grammar). Paired sample t tests revealed that statistically significant differences were identified in six of the seven skill domains. Teachers perceived substantial gaps between their English proficiency and the minimum level needed to teach effectively. Teachers' perceptions about the relationship between their language proficiency and their teaching expertise were also explored through face-to-face interviews. The findings provide valuable information and have implications for language teachers in EFL contexts as well as for teacher educators. Language teachers -- China.
156	Mathematics teaching and mathematics achievement in Hong Kong : an extension of the International Project for the evaluation of Educational Achievement. Cheng, Shiu-Ching. January 1970 (has links) Note: Mathematical ability.
157	Investigating NNS English teachers' self-assessed language proficiency in an EFL context Tang, Ting. 1982- January 2007 (has links) No description available. Language teachers -- China.
158	Communication skills for medical students, doctors and dentists: a programme evaluation Nestel, Debra. January 1998 (has links) published_or_final_version / Community Medicine / Doctoral / Doctor of Philosophy Medical personnel and patient.
159	The application of systemic functional grammar in Chinesepractical compositions Tong, Wun-sing., 唐煥星. January 2002 (has links) published_or_final_version / Education / Master / Master of Education Systemic grammar.
160	An evaluation of the effectiveness of the new teaching methods and learning approaches for "history of Chinese culture andarts" Chui, Wai-ngor, 崔惠娥 January 2000 (has links) published_or_final_version / Education / Master / Master of Education

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