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Article: Teachers’ perceptions of a reporting system for learning and development in an ‘inviting school’ in Hong Kong

TitleTeachers’ perceptions of a reporting system for learning and development in an ‘inviting school’ in Hong Kong
Authors
KeywordsReporting system for learning development
Inviting school
Feedback
Issue Date2013
PublisherHong Kong Institute of Educational Research. The Journal's web site is located at http://hkier.fed.cuhk.edu.hk/journal/?page_id=289
Citation
Asian Journal of Counselling, 2013, v. 20 n. 1-2, p. 85-111 How to Cite?
AbstractThis study was conducted in a Hong Kong secondary school and investigated teachers’ views of a nontraditional reporting system referred to as “the narrative student report.” The report facilitates delivery of descriptive feedback to students to encourage their development as self-regulated learners. A single location case-study was used with ethnographic components (long-term observation in natural setting, interviews, discussion). Information was collected mainly from observations and individual interviews with 15 teachers. The school is an “inviting school” that has adopted the Invitational Education model as a way of energizing students to realize their full potential. The findings here confirmed data from a previous study that examined students’ views of the same system. The students identified four crucial influences that affect the success of the system. To this list, teachers here have added three more influences — teachers’ shared beliefs, various learning opportunities, and teachers’ professional development. The findings are interpreted from the perspective of invitational education.
Persistent Identifierhttp://hdl.handle.net/10722/199281
ISSN

 

DC FieldValueLanguage
dc.contributor.authorChung, YBen_US
dc.contributor.authorYuen, MTen_US
dc.date.accessioned2014-07-22T01:10:46Z-
dc.date.available2014-07-22T01:10:46Z-
dc.date.issued2013en_US
dc.identifier.citationAsian Journal of Counselling, 2013, v. 20 n. 1-2, p. 85-111en_US
dc.identifier.issn1560-8255-
dc.identifier.urihttp://hdl.handle.net/10722/199281-
dc.description.abstractThis study was conducted in a Hong Kong secondary school and investigated teachers’ views of a nontraditional reporting system referred to as “the narrative student report.” The report facilitates delivery of descriptive feedback to students to encourage their development as self-regulated learners. A single location case-study was used with ethnographic components (long-term observation in natural setting, interviews, discussion). Information was collected mainly from observations and individual interviews with 15 teachers. The school is an “inviting school” that has adopted the Invitational Education model as a way of energizing students to realize their full potential. The findings here confirmed data from a previous study that examined students’ views of the same system. The students identified four crucial influences that affect the success of the system. To this list, teachers here have added three more influences — teachers’ shared beliefs, various learning opportunities, and teachers’ professional development. The findings are interpreted from the perspective of invitational education.-
dc.languageengen_US
dc.publisherHong Kong Institute of Educational Research. The Journal's web site is located at http://hkier.fed.cuhk.edu.hk/journal/?page_id=289en_US
dc.relation.ispartofAsian Journal of Counsellingen_US
dc.subjectReporting system for learning development-
dc.subjectInviting school-
dc.subjectFeedback-
dc.titleTeachers’ perceptions of a reporting system for learning and development in an ‘inviting school’ in Hong Kongen_US
dc.typeArticleen_US
dc.identifier.emailYuen, MT: mtyuen@hku.hken_US
dc.identifier.authorityYuen, MT=rp00984en_US
dc.description.naturelink_to_OA_fulltext-
dc.identifier.hkuros231648en_US
dc.identifier.volume20en_US
dc.identifier.issue1-2-
dc.identifier.spage85en_US
dc.identifier.epage111en_US
dc.publisher.placeHong Kongen_US

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