File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Guidance in Hong Kong schools: students' and teachers' beliefs

TitleGuidance in Hong Kong schools: students' and teachers' beliefs
Authors
Issue Date1998
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03069885.asp
Citation
British Journal of Guidance and Counselling, 1998, v. 26 n. 3, p. 435-448 How to Cite?
AbstractThe perceptions which students and teachers in Hong Kong have of school guidance were investigated, with specific reference to the match and mismatch in their respective views. A survey of 2,045 secondary students and 267 teachers revealed that students and teachers held similar beliefs about school guidance, demonstrating convergence rather than divergence in perceptions. The results showed assent by both groups to proactive and developmental guidance, with some reservations about remedial guidance. Both groups affirmed the role of teachers in individual guidance and its helpfulness, and teacher participation in guidance as a means of school improvement of guidance. Divergence in views was mainly in the magnitude of agreement. Moscovici's theory of social representations is employed to explain the findings. Implications of the findings for the concept and development of guidance are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/175356
ISSN
2015 Impact Factor: 0.469
2015 SCImago Journal Rankings: 0.332
References

 

DC FieldValueLanguage
dc.contributor.authorHui, EKPen_US
dc.date.accessioned2012-11-26T08:58:32Z-
dc.date.available2012-11-26T08:58:32Z-
dc.date.issued1998en_US
dc.identifier.citationBritish Journal of Guidance and Counselling, 1998, v. 26 n. 3, p. 435-448en_US
dc.identifier.issn0306-9885en_US
dc.identifier.urihttp://hdl.handle.net/10722/175356-
dc.description.abstractThe perceptions which students and teachers in Hong Kong have of school guidance were investigated, with specific reference to the match and mismatch in their respective views. A survey of 2,045 secondary students and 267 teachers revealed that students and teachers held similar beliefs about school guidance, demonstrating convergence rather than divergence in perceptions. The results showed assent by both groups to proactive and developmental guidance, with some reservations about remedial guidance. Both groups affirmed the role of teachers in individual guidance and its helpfulness, and teacher participation in guidance as a means of school improvement of guidance. Divergence in views was mainly in the magnitude of agreement. Moscovici's theory of social representations is employed to explain the findings. Implications of the findings for the concept and development of guidance are discussed.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03069885.aspen_US
dc.relation.ispartofBritish Journal of Guidance and Counsellingen_US
dc.titleGuidance in Hong Kong schools: students' and teachers' beliefsen_US
dc.typeArticleen_US
dc.identifier.emailHui, EKP: eadaoin@hkucc.hku.hken_US
dc.identifier.authorityHui, EKP=rp00906en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.scopuseid_2-s2.0-0032375392en_US
dc.identifier.hkuros44522-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0032375392&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume26en_US
dc.identifier.issue3en_US
dc.identifier.spage435en_US
dc.identifier.epage448en_US
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridHui, EKP=34467611100en_US
dc.customcontrol.immutablesml 140624-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats