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Article: Multiple literacies: Beliefs and related practices among chinese kindergarten teachers

TitleMultiple literacies: Beliefs and related practices among chinese kindergarten teachers
Authors
KeywordsChinese Kindergarten Teachers
Early Childhood
Hong Kong
Multiple Literacies
Shenzhen
Issue Date2009
PublisherLaboratory of Knowledge Management & E-Learning, Faculty of Education, The University of Hong Kong. The Journal's web site is located at http://www.kmel-journal.org/ojs/index.php/online-publication
Citation
Knowledge Management And E-Learning, 2009, v. 1 n. 4, p. 269-284 How to Cite?
AbstractFifty-five Chinese kindergarten teachers from Shenzhen (n = 38) and Hong Kong (n = 17) were surveyed to discern their beliefs and reported practices about multiple literacies related to e-learning and knowledge management. Results indicated that: (1) Shenzhen teachers had a better knowledge about multiple literacies and facilitated the development of multiple literacies in their students more than their counterparts from Hong Kong; (2) Teachers' educational attainment and their beliefs did not predict the multiple literacies practice; and (3) after controlling for these variables, child-PC ratio significantly contributed to the variation in multiple literacies practice. Educational implications and challenges associated with teacher education are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/175542
ISSN
2015 SCImago Journal Rankings: 0.294
References

 

DC FieldValueLanguage
dc.contributor.authorLi, Hen_US
dc.contributor.authorRao, Nen_US
dc.date.accessioned2012-11-26T08:59:07Z-
dc.date.available2012-11-26T08:59:07Z-
dc.date.issued2009en_US
dc.identifier.citationKnowledge Management And E-Learning, 2009, v. 1 n. 4, p. 269-284en_US
dc.identifier.issn2073-7904en_US
dc.identifier.urihttp://hdl.handle.net/10722/175542-
dc.description.abstractFifty-five Chinese kindergarten teachers from Shenzhen (n = 38) and Hong Kong (n = 17) were surveyed to discern their beliefs and reported practices about multiple literacies related to e-learning and knowledge management. Results indicated that: (1) Shenzhen teachers had a better knowledge about multiple literacies and facilitated the development of multiple literacies in their students more than their counterparts from Hong Kong; (2) Teachers' educational attainment and their beliefs did not predict the multiple literacies practice; and (3) after controlling for these variables, child-PC ratio significantly contributed to the variation in multiple literacies practice. Educational implications and challenges associated with teacher education are discussed.en_US
dc.languageengen_US
dc.publisherLaboratory of Knowledge Management & E-Learning, Faculty of Education, The University of Hong Kong. The Journal's web site is located at http://www.kmel-journal.org/ojs/index.php/online-publicationen_US
dc.relation.ispartofKnowledge Management and E-Learningen_US
dc.subjectChinese Kindergarten Teachersen_US
dc.subjectEarly Childhooden_US
dc.subjectHong Kongen_US
dc.subjectMultiple Literaciesen_US
dc.subjectShenzhenen_US
dc.titleMultiple literacies: Beliefs and related practices among chinese kindergarten teachersen_US
dc.typeArticleen_US
dc.identifier.emailLi, H: huili@hkucc.hku.hken_US
dc.identifier.emailRao, N: nrao@hku.hken_US
dc.identifier.authorityLi, H=rp00926en_US
dc.identifier.authorityRao, N=rp00953en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.scopuseid_2-s2.0-84866254136en_US
dc.identifier.hkuros172023-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84866254136&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume1en_US
dc.identifier.issue4en_US
dc.identifier.spage269en_US
dc.identifier.epage284en_US
dc.publisher.placeHong Kongen_US
dc.identifier.scopusauthoridLi, H=35220135900en_US
dc.identifier.scopusauthoridRao, N=7401628868en_US

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