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Childhood, Learning & Everyday Life in Three Asia-Pacific Cities [[electronic resource] ] : Experiences from Melbourne, Hong Kong and Singapore / / edited by I-Fang Lee, Sue Saltmarsh, Nicola Yelland
| Childhood, Learning & Everyday Life in Three Asia-Pacific Cities [[electronic resource] ] : Experiences from Melbourne, Hong Kong and Singapore / / edited by I-Fang Lee, Sue Saltmarsh, Nicola Yelland |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (V, 161 p. 33 illus., 22 illus. in color.) |
| Disciplina | 372.21 |
| Collana | Global Childhoods in the Asia-Pacific |
| Soggetto topico |
Early childhood education
Education Children Educational sociology Education and state Sociology Social groups Early Childhood Education Childhood Education Sociology of Education Educational Policy and Politics Sociology of Family, Youth and Aging Educació infantil Escolars Condicions socials |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-9904-86-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1: The Global Childhoods Project: Learning and Everyday Life in Three Global Cities -- Chapter 2 : Out and About in Global Cities -- Chapter 3: Exploring the Scholarly Habitus in Children’s Lifeworlds: High-Stakes Testing and Educational Capital -- Chapter 4: Picturing Policy: Visual Representations of Curriculum Policy in Australia, Hong Kong and Singapore -- Chapter 5: Everyday Learning Looks Like this: Classroom Ethnographies in Three Global Cities -- Chapter 6: Everyday Out-of-School Lifeworlds Look Like this: Children’s Activities in Three Global Cities -- Chapter 7: Picturing Educational and Future Success -- Chapter 8: Rethinking Global Childhoods: Learning and Everyday Life in Three Global Cities. |
| Record Nr. | UNINA-9910698649003321 |
| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Controversies in medium of instruction reform : the experience of Hong Kong / / Shek Kam Tse, Wing-Wah Ki, Mark Shiu Kee Shum
| Controversies in medium of instruction reform : the experience of Hong Kong / / Shek Kam Tse, Wing-Wah Ki, Mark Shiu Kee Shum |
| Autore | Xie Xijin |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (331 pages) |
| Disciplina | 370.951 |
| Soggetto topico |
Educational change - China - Hong Kong
Language and languages - Study and teaching - China - Hong Kong Language policy - China - Hong Kong Reforma de l'educació Ensenyament de la llengua Política lingüística |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-5784-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Acknowledgements -- Contents -- 1 Introduction -- 1.1 Introduction to the Book and the Chapter -- 1.2 Medium of Instruction Policies in Other Former British Colonies -- 1.2.1 Malaysia -- 1.2.2 Singapore -- 1.2.3 Conclusion of the Section -- 1.3 Status of Chinese and English in the Hong Kong Context -- 1.3.1 Sociopolitical Context -- 1.3.2 Socio-economic Context -- 1.3.3 Sociocultural Context -- 1.4 Theoretical Concepts of Bilingual Education -- 1.4.1 Zone of Proximal Development (ZPD) -- 1.4.2 Benefit of Bilingual Education for Cognitive Growth -- 1.4.3 Threshold Hypothesis -- 1.4.4 BICS and CALP -- 1.4.5 Length of Time for Acquisition of BICS and CALP -- 1.4.6 SUP, CUP and Interdependence Hypothesis -- 1.4.7 Additive and Subtractive Bilingualism -- 1.4.8 Replacive and Preparatory Bilingualism -- 1.4.9 Learner's Motivation, Identity and Inputs -- 1.4.10 Language Acquisition Versus Language Learning -- 1.5 Chapter Conclusion and Structure of the Rest of the Book -- References -- 2 Languages Used in Hong Kong -- 2.1 Introduction -- 2.2 English Language Usage in Hong Kong -- 2.3 Varieties of Chinese Language Used in Hong Kong -- 2.4 Code-Mixing -- 2.4.1 Code-Mixing of Chinese and English -- 2.4.2 Code-Mixing of Modern Standard Chinese and Cantonese -- 2.5 Standardization Challenges in Chinese Language Education and Training -- 2.5.1 Terminologies -- 2.5.2 Character Systems -- 2.5.3 Transliterations After 1997 -- 2.5.4 Standardization of Chinese Input Methods -- 2.5.5 Issues of Genre in Practical Chinese Writing -- 2.6 Conclusion -- References -- 3 Medium of Instruction Policy: Historical Background and the 1998 Reform -- 3.1 Introduction -- 3.2 The Changing Face of the Language Policy in Hong Kong -- 3.2.1 The Eighteenth Century -- 3.2.2 The 1930 to 1960s -- 3.2.3 The 1970s -- 3.2.4 The 1980s -- 3.2.5 The 1990s.
3.2.6 The 2000s -- 3.2.7 Summary -- 3.3 The Calls for Mother-Tongue Education at Different Times -- 3.3.1 Hong Kong Pre-1949 -- 3.3.2 Post-second World War -- 3.3.3 The 1965 White Paper -- 3.3.4 The 1973 Green Paper -- 3.3.5 The 1974 White Paper -- 3.3.6 The 1980s to the 1997 Handover -- 3.3.7 The 1982 Llewellyn Report -- 3.3.8 The Education Commission Reports (ECRs) -- 3.4 Try to Strike a New Balance: Stepping into Being an SAR of China -- 3.4.1 The 1998 Medium of Instruction Reform -- 3.4.2 The Resistance, Achievements and Winding-Down of the Reform -- 3.5 Conclusion -- References -- 4 Transitional Issues in the Implementation of New MOI Policy -- 4.1 Introduction -- 4.2 Teachers' Perception of Mother-Tongue Education -- 4.2.1 The Effects of Mother-Tongue Teaching -- 4.2.2 Parental Opposition -- 4.2.3 Allocation of Extra Resources on English Learning -- 4.2.4 MOI Dilemma at Senior Secondary Levels of CMI Schools -- 4.2.5 The Language Transition Between Junior and Senior Secondary Levels -- 4.2.6 Harnessing the Advantages of Mother-Tongue Education -- 4.2.7 The English Language Proficiency of Students -- 4.3 Difficulties Encountered in Implementing Mother-Tongue Education -- 4.3.1 Language Use -- 4.3.2 Teacher Training -- 4.3.3 Resources Support -- 4.3.4 Teaching Syllabi and Assessment Mechanisms -- 4.4 The CMI Schools' Decision on MOI at Senior Secondary Levels -- 4.4.1 Actual MOI Used at Secondary 4 Level in year 2001-02 -- 4.4.2 Planning the MOI of Secondary 6 in Year 2003-04 -- 4.4.3 Special Feature-Teaching One Subjects with Two MOI -- 4.4.4 Problems Faced by Teachers at the Senior Secondary Level -- 4.4.5 Factors Affecting the Choice of MOI at Senior Secondary Levels -- 4.4.6 Decision Process on the school's Senior Secondary MOI Policy -- 4.5 Conclusions -- References -- 5 Collaborative Support and Facilitation of Change in the Reform. 5.1 Introduction -- 5.2 Five Missions of the Centre -- 5.3 Mission 1: Boosting Teachers' Confidence -- 5.3.1 Overcoming the Problem of Using Chinese on Computers -- 5.3.2 Supporting Teachers to Develop Their Command of Chinese -- 5.3.3 Additional Learning Resources -- 5.4 Mission 2: Advancement in Pedagogy -- 5.4.1 Promoting Good Teaching and Learning Practices in CMI Schools -- 5.4.2 Identifying a Core Theory for Learning in the Centre -- 5.4.3 Collaborative Innovative Learning and Assessment Designs -- 5.5 Advancing Project Learning and Assessment -- 5.6 Study on Classroom Discourse and Space of Learning -- 5.7 Mission 3: Advancing Subject-Specific Genre Awareness -- 5.8 Mission 4: Broadening Horizons -- 5.9 Mission 5: Formation of Collaborative Community -- 5.10 Working Principles -- 5.10.1 Face-To-Face Discussion and Computer Network Sharing -- 5.10.2 Service and Research -- 5.11 Conclusion -- 5.11.1 What a Large-Scale Education Reform Would Demand -- 5.11.2 Why University Centre Could Be Useful Mechanism to Support Reform -- 5.11.3 Government Support for Such a Centre Could not Be Long-Term -- References -- 6 Interlanguage and Subject-Specific Genres -- 6.1 Introduction -- 6.2 Language Interference -- 6.2.1 Interlanguage -- 6.2.2 Second Language (English) Interference -- 6.3 Subject-Specific Genre -- 6.3.1 Research into Subject-Specific Genres -- 6.3.2 Genre Studies in Hong Kong -- 6.4 Conclusion -- References -- 7 Multiple-Case Study at the School Level -- 7.1 Introduction -- 7.2 A Multiple-Case Study of the Experiences of Chinese-Medium Schools -- 7.3 Details of the Sample Schools -- 7.4 Research Findings -- 7.4.1 Reasons of Using CMI Before the Time of the 1998 MOI Reform -- 7.4.2 Strategies Used to Facilitate the Change of Instructional Medium -- 7.4.3 Modes of MOI Used in Senior Secondary Levels. 7.4.4 Effects of CMI on English Language Learning -- 7.4.5 Measures to Enhance English Language Learning -- 7.4.6 Difficulties Encountered During the Transition -- 7.4.7 Benefits of Using the Mother-Tongue as the MOI -- 7.5 Conclusion -- References -- 8 Evidence of Success of the MOI Reform -- 8.1 Introduction -- 8.2 The CMI Centre 2005 Survey -- 8.2.1 Purpose of the Study -- 8.2.2 Methodology -- 8.2.3 Major Findings Related to the MOI Policy -- 8.3 Analyses of Public Examinations Results -- 8.3.1 Subject Learning and Eligibility for Educational Advancement -- 8.3.2 English Language Performance -- 8.4 Longitudinal Study Comparing CMI and EMI School Students -- 8.5 Conclusion -- 8.5.1 Some Highlights About the Findings -- 8.5.2 Seeing the Impact in Context -- 8.5.3 Additional Efforts and Measures at the School Level -- 8.5.4 The Need to Explore Bilingual Education -- References -- 9 Review and "Fine-Tuning" of the MOI Reform Policy -- 9.1 Introduction -- 9.2 Persistent Criticism Against the 1998 MOI Reform -- 9.3 The 2005 EC's Official Review of the MOI Reform -- 9.3.1 Uphold Mother-Tongue Teaching -- 9.3.2 Enhancing English Proficiency Concurrently -- 9.4 Further Intensified Worry About English Standards -- 9.4.1 HKCEE English Language Results -- 9.4.2 HKALE English Language Results -- 9.4.3 Tsang's Study About University Admission -- 9.5 The "Fine-Tuning" of MOI Policy -- 9.5.1 The Objective of the "Fine-Tuning" -- 9.5.2 Framework of the "Fine-Tuning" -- 9.5.3 Unpublicized Reason of "Fine-Tuning": Drop in Student Population -- 9.6 Educators Expressing Resentment Against the Fine-Tuning -- 9.7 Educators Affirming the MOI "Fine-Tuning" as Improvement -- 9.8 Changes at the School Level After the Implementation of "Fine-Tuning" -- 9.8.1 MOI Adopted by Schools at the Junior Secondary Level -- 9.8.2 Class-Based MOI Division. 9.8.3 Subject-Based MOI Division and Other Differentiated Arrangements -- 9.8.4 Impact on Learning When MOI Changed from CMI to EMI -- 9.8.5 Students' Attitude -- 9.9 Subsequent 6-Year Cycles of "Fine-Tuning" Implementation (2010-2022) -- 9.10 Advocacy for CLIL Teacher Development and Translanguaging in EMI Teaching -- 9.11 Conclusion -- References -- 10 Conclusion -- 10.1 Introduction -- 10.2 The Achievements and Limitations of the 1998 MOI Reform -- 10.2.1 Remarkable Achievements in Advancing Teaching and Learning -- 10.2.2 Major Challenges and Efforts Behind Such Achievements -- 10.2.3 Had the MOI Reform Pulled the English Standards of Students Down? -- 10.2.4 CMI/EMI School Bifurcation-A Major Drawback -- 10.2.5 Section Conclusion -- 10.3 The Achievements and Limitations of the 2010 "Fine-Tuning" -- 10.4 Rising Demand on Both English and Chinese Languages Since 1997 -- 10.4.1 The Rising Value of English and the Persistent Fear of Losing It -- 10.4.2 The Rising Importance of Chinese -- 10.5 Diversity, Motivation and Self-determination of Students -- 10.6 Inclusive Versus Exclusive Mind-set in Seeing Relation Between Languages -- 10.7 Making "Additive and Inclusive Bilingualism" an Empowering Goal for Hong Kong -- 10.7.1 Present Teaching and Public Examinations in Chinese and English -- 10.7.2 "Two-Solitude" Bilingualism Versus Additive and Inclusive Bilingualism -- 10.7.3 Language Purism Versus Additive and Inclusive Bilingualism -- 10.7.4 Transitional Bilingualism Versus Additive and Inclusive Bilingualism -- 10.8 Researching Bilingual CLIL Pedagogy in the Hong Kong Specific Context -- 10.9 More Recommendations on Future MOI Policy Development -- 10.9.1 About the Relative Importance of Languages -- 10.9.2 About Language Bifurcation -- 10.9.3 About Bilingual Education Models -- 10.9.4 About Professional Autonomy -- 10.10 Conclusion -- References. |
| Record Nr. | UNINA-9910506399903321 |
Xie Xijin
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| Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Cultural capital and parental involvement : a comparison of students' music participation between Beijing and Hong Kong / / Siu-hang Kong
| Cultural capital and parental involvement : a comparison of students' music participation between Beijing and Hong Kong / / Siu-hang Kong |
| Autore | Kong Siu-hang |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2023] |
| Descrizione fisica | 1 online resource (173 pages) |
| Disciplina | 306.43 |
| Soggetto topico |
Educational sociology
Music - Instruction and study Music - Instruction and study - Social aspects Ensenyament de la música Sociologia de l'educació Condicions socials |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9789811990328
9789811990311 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter One: Introduction: Parental Influences and Education -- Chapter Two: Parental Support for Students’ Music Learning -- Chapter Three: Parental Involvement in Students’ Cultural Development in Beijing and Hong Kong -- Chapter Four: Students’ Voice on Parental Support for Music Activities in Beijing and Hong Kong -- Chapter Five: Cultural Capital, Cultural Participation and Musical Preferences -- Chapter Six: Influences of Parental Cultural Capital on Support for Students’ Music Activities -- Chapter Seven: Parental Influences on Students’ Cultural Development from Comparative Perspective -- Chapter Eight: Implications and Conclusions. |
| Record Nr. | UNINA-9910644256603321 |
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Kong Siu-hang
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| Singapore : , : Springer, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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First year in a multilingual university : double transitions / / Feng Ding
| First year in a multilingual university : double transitions / / Feng Ding |
| Autore | Feng Ding |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (206 pages) |
| Disciplina | 370.95125 |
| Soggetto topico |
Learner autonomy - China - Hong Kong
Education, Higher - China - Hong Kong Universities and colleges - China - Hong Kong Autonomia de l'alumne Educació superior Ensenyament multilingüe |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-0796-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Acknowledgement -- Acknowledgement -- Abstract -- Contents -- Abbreviations -- List of Figures -- List of Tables -- Chapter 1: Introduction -- Aims of the Study -- Research Questions and Significance of the Study -- Chapter 2: Transition and Autonomy -- School-University Transition -- Recent Research on First-Year School-University Transition -- Role of Autonomy in School-University Transition -- Cross-Border Transition -- Chinese Students in Anglophone Countries -- Cross-Border Transition and Chinese Cultural Background -- Comparison Between the Two Types of Transitions -- Directions for Future Research on Transition -- Learner Autonomy -- Introduction -- Definition and Dimensions of Autonomy -- Nature of Autonomy and Autonomous Behaviors -- Conditions for Autonomy -- Autonomy and Educational Culture -- Social Dimension of Autonomy -- Measure of Autonomy -- Directions for Future Research on Autonomy -- Operationalization of Autonomy in the Present Study -- Conclusion -- Chapter 3: Methodology: Multiple-Case Qualitative Study -- Research Setting -- Hong Kong: The Broader Context -- Hong Kong-Mainland China Relationship -- Research Site -- The Chinese Students and Scholars Association (CSSA) -- Data Collection Methods -- Interview as the Major Tool -- Direct Observation -- Written Documents -- Participants -- Locating the Participants -- Initial Contact with Participants -- Data Collection -- First Phase -- Second Phase -- Third Phase -- Fourth and Fifth Phases -- Data Analysis -- Framework of Data Analysis -- Steps of Coding -- Writing up of the Findings -- Reflective Thinking -- Building Trustworthiness -- Researcher´s Role in the Study -- Ethical Considerations -- Chapter 4: Profile of the Participants -- Profile of the Nine Participants -- Dora -- Dora´s English Learning Experience -- Dora´s Expectations of University Life.
Fiona -- Fiona´s English Learning Experience -- Fiona´s Expectations of University Life -- Hanna -- Hanna´s English Learning Experiences -- Hanna´s Expectations of University Life -- Claire -- Claire´s English Learning Experience -- Claire´s Expectations of University -- Natalie -- Natalie´s English Learning Experience -- Natalie´s Expectations of University -- Justin -- Justin´s English Learning Experience -- Justin´s Expectations of University -- Anna -- Anna´s English Learning Experience -- Anna´s Expectations of University Life -- Serena -- Serena´s English Learning Experience -- Serena´s Expectations of University Life -- Cathy -- Cathy´s English Learning Experience -- Cathy´s Expectations of University -- Summary -- Chapter 5: Becoming More Independent in Life -- A Life that Requires More Independence -- The Need to Take Care of Oneself in Daily Life -- Life Is Less Structured in University -- Balancing Social Activities and Study -- Learning to Set Goals -- Learning to Make Plans -- Feeling Lonely and Lacking a Sense of Belonging -- Social Context and Cultural Differences -- School-University Difference in the Student Management System -- Coping Strategies -- Self-discipline -- Self-reflection -- Reading Books on Time Management -- Social Support -- Growth of Autonomy in Life Management -- Autonomy in Life Management -- Evidence of Growth -- Summary -- Chapter 6: Becoming More Independent in Academic Learning -- Selecting Their Own Courses and Learning Materials -- Entering a New Field -- Not Clear About the Evaluation Standard -- New Assessments: Presentations and Group Work -- Participants´ Development in Learning -- Factors That Helped Them Develop -- Students´ Hard Work and Self-Discipline -- Social Support -- Teachers´ Support -- Peer Support -- A Special Case of Getting Support from Others -- Participants´ Unique Coping Strategies. Seeking Help -- Self-Motivation -- Growth of Autonomy in Academic Learning -- Conclusion -- Chapter 7: Becoming More Independent in a Multilingual Context -- Entering an EMI Setting -- Listening -- Anna -- Serena -- Natalie -- Hanna -- Cathy -- Reading -- Anna -- Serena -- Speaking -- Anna -- Serena -- Classroom Observations -- Academic Writing -- Natalie -- Autonomy Development in the EMI Setting -- Changing One´s Understanding of English -- Multilingual Context Complicates the Situation -- Perceived Need for English in a Multilingual Context -- Life Was Complicated by a New Language -- Not Enough Opportunities for Speaking in English -- Autonomous English Learning in a Multilingual Context -- Conclusion -- Chapter 8: Discussion -- School-University Transition and Autonomy -- Cross-Border Transition and Autonomy -- Emotional Side of Developing Autonomy During the Transitional Period -- Interaction Among the Three Domains of Autonomy -- Autonomy Development with Individualistic Features -- Individual Differences -- Different Priorities in University -- Different Conceptions of Autonomy -- Family Background and School Culture -- Social Network and a Supportive Environment in University -- Double Transition and the Three Domains of Autonomy as an Interpreting Framework -- Summary -- Chapter 9: Conclusion -- Contributions -- A New Framework to Understand School-University and Cross-Border Transitions -- Contribution to Autonomy Research -- Contribution to the Understanding of Learning English in the EMI Context -- Methodological Application and Educational Implication -- Limitations -- Future Research -- Conclusion -- Appendices -- Appendix A: The First Interview Guide -- Appendix B: The Second Interview Guide -- Appendix C: The Third Interview Guide -- Appendix D: The Fourth Interview Guide -- Appendix E: The Fifth Interview Guide. Appendix F: Sample of NVivo Coding -- References. |
| Record Nr. | UNINA-9910488709203321 |
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Feng Ding
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| Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Hong Kong As Creative Practice / / Eddie Tay
| Hong Kong As Creative Practice / / Eddie Tay |
| Autore | Tay Eddie |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Palgrave Macmillan, , [2022] |
| Descrizione fisica | 1 online resource (115 pages) |
| Disciplina | 701.03 |
| Collana | Palgrave Studies in Creativity and Culture Series |
| Soggetto topico |
Art and society
Environmental psychology Social psychology Psicologia social Psicologia ambiental Sociologia de l'art |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783031213625
9783031213618 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1: Introduction -- Chapter 2: Tsim Sha Tsui as Labyrinth -- Chapter 3: The Mall and Park as Heterotopic Spaces -- Chapter 4: Street Markets of Sham Shui Po: Going On a Dérive -- Chapter 5: Embodied Mobilities: On the Subway, Cycling, Running. |
| Record Nr. | UNINA-9910647393103321 |
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Tay Eddie
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| Cham, Switzerland : , : Palgrave Macmillan, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Life and learning between Hong Kong and Toronto : an intercultural narrative inquiry / / Chun-Kwok Lau
| Life and learning between Hong Kong and Toronto : an intercultural narrative inquiry / / Chun-Kwok Lau |
| Autore | Lau Chun-Kwok |
| Pubbl/distr/stampa | Cham, Switzerland : , : Palgrave Macmillan, , [2021] |
| Descrizione fisica | 1 online resource (145 pages) |
| Disciplina | 306.430951 |
| Collana | Intercultural reciprocal learning in Chinese and Western education |
| Soggetto topico |
Educational sociology - China
Sociologia de l'educació |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-80052-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910495176503321 |
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Lau Chun-Kwok
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| Cham, Switzerland : , : Palgrave Macmillan, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Music and Play in Early Childhood Education [[electronic resource] ] : Teaching Music in Hong Kong, China and the World / / by Fanny M. Y. Chung
| Music and Play in Early Childhood Education [[electronic resource] ] : Teaching Music in Hong Kong, China and the World / / by Fanny M. Y. Chung |
| Autore | Chung Fanny M. Y. |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Palgrave Macmillan, , 2022 |
| Descrizione fisica | 1 online resource (265 pages) |
| Disciplina | 929.374 |
| Soggetto topico |
Education
Children Teaching Ethnology - Asia Culture Childhood Education Pedagogy Asian Culture Ensenyament de la música Educació infantil |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9789811950339
9789811950322 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1: Introduction: Globalization of Education Policy, Sociopolitical Change, and Education Reform in Early Childhood Music Education -- Chapter 2: The Power of Play-Based Learning in Early Childhood: From Policy to Practices -- Chapter 3: Teacher Self-Efficacy as a Catalyst: Teacher Beliefs, Teaching Behavior, and Music Education -- Chapter 4: Impacts of Music Teacher Education: Developing Generalists’ Self-Efficacy in Teaching Music to Young Children -- Chapter 5: Policy Reforms, Pedagogical Practices, and Challenges in Early Childhood Music Education: Sources of Self-Efficacy regarding Teaching Music -- Chapter 6: Moral Education through Musical Play: Conceptions, Practices, and Challenges -- Chapter 7: Conclusions and Implications: Toward a Conceptual Framework for Music Teacher Education. |
| Record Nr. | UNINA-9910616370603321 |
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Chung Fanny M. Y.
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| Singapore : , : Springer Nature Singapore : , : Imprint : Palgrave Macmillan, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Soggetto geografico
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Hong Kong (Xina)
(7)
- Canadà (1)
- Melbourne (Austràlia) (1)
- Pequín (Xina) (1)
- Singapur (1)