研究專論



Multilevel Analysis of the PISA Data: Insights for Policy and Practice
Edited by Esther Sui Chu HO

About the book

Multilevel analysis can help to get deeper insights into factors that may have impact on schooling outcomes assessed in PISA. In this book, multilevel analysis is applied by linking student performance to the structure and processes of both the family and the school, the two major social contexts that exert powerful influence on young people. Essential/important policy issues including parental involvement, school decentralization, and medium of instruction are examined, and the possible relationship between these policies and student’s achievement in light of the evidence collected in the first three cycles of the PISA study is explored.

Besides, appreciating how researchers have used multilevel analysis in a variety of ways would be an effective path to learn it. The analysis in this book will add significantly to the storehouse of knowledge about the application of multilevel analysis in assessing the quality and equality of education in East Asian societies. The findings thereof would also serve as useful references for researchers, policymakers, school administrators, and teachers.

Contents

About the Editor

Esther Sui Chu HO is Professor in the Department of Educational Administration and Policy, Co-Director of the Hong Kong Institute of Educational Research, and Director of the Hong Kong Centre for International Student Assessment at The Chinese University of Hong Kong. She is also Principal Investigator of the Home School Collaboration Project. She has previously been a teacher in Hong Kong, a Fulbright Scholar at Pennsylvania State University and Johns Hopkins University, a research associate in South China, a teaching assistant and research assistant at the University of British Columbia, and a teaching consultant of the World Bank. Her research interests focus on parental involvement in children’s education, home-school community collaboration, school effectiveness and school reform, decentralization and school-based management, research methodology in education, multilevel analysis in international assessment research.

March 2013, ISBN 978-962-8908-44-8
229 x 152 mm, 292 pages, paperback, HK$150

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中學生組詞能力
何萬貫 著

內容簡介

詞是表情達意的基本單位,字是組成詞的詞素。識字是識詞的基礎,不識字就無法識詞。然而,如果只識字而不識詞,就無法表情達意。從這個意義上說,識詞比識字更為重要。漢字大約有常用字2,500個和次常用字1,000個。這3,500個字就覆蓋了一般讀物字彙量的99.48%,而當中的3,000來字就可以組出幾十萬個詞,足夠我們一般的閱讀和寫作,關鍵只在於我們是否懂得如何組詞。

本書從一個組詞能力的研究出發。研究要求同學在一定時間內組詞,組得愈多愈好。結果表明,在相同的測驗中,組詞能力的高低可反映同學所屬高、中、低學校類別和年級。基於研究結果,本書探討組詞的重要性、組詞能力與語文能力的關係,並介紹提高組詞能力的方法,例如要懂得構詞法知識,要用上詞義知識,要了解分類組詞等。此外,亦會說明提升組詞速度的重點在哪裏。本書最後一章還提供組詞練習示例。

本書有助中、小學中國語文科老師了解同學的組詞能力,並據之為同學設計合適的練習。學生閱讀本書,可加強與組詞能力相關的語文知識,從而提升語文能力。本書亦適合有興趣強化本身組詞能力和語文能力的讀者參考。

目錄

作者簡介

何萬貫先後獲香港中文大學頒授文學士、教育文憑、教育碩士、哲學博士,亦為香港大學哲學碩士,現為香港中文大學教育學院副教授。何氏曾於教育署工作十多年,任輔導視學處中文組督學、中國語文教學與研究中心督學、課程發展處中文組督學。何氏現時之研究範圍包括:閱讀認知過程、寫作認知過程、中文教學法、網上教學模式、創意思維、語文能力測量等。研究成果有:

  • 「每日一篇」網上閱讀計劃(網站)
  • 小作家培訓計劃(網站)
  • 《星火》網上文學月刊(網站)
  • 《香港中學生中文讀寫能力測驗》(測量工具)
  • 《讀寫易:初中中文讀寫輔助教材》(教材套)

2011年1月,ISBN 978-962-8908-37-0
229 x 152 mm,192頁,平裝,HK$85

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