Student classroom misbehavior: An exploratory study based on teachers' perceptions

This study aimed to examine the conceptions of junior secondary school student misbehaviors in classroom, and to identify the most common, disruptive, and unacceptable student problem behaviors from teachers' perspective. Twelve individual interviews with teachers were conducted. A list of 17 student problem behaviors was generated. Results showed that the most common and disruptive problem behavior was talking out of turn, followed by nonattentiveness, daydreaming, and idleness. The most unacceptable problem behavior was disrespecting teachers in terms of disobedience and rudeness, followed by talking out of turn and verbal aggression. The findings revealed that teachers perceived student problem behaviors as those behaviors involving rule-breaking, violating the implicit norms or expectations, being inappropriate in the classroom settings and upsetting teaching and learning, which mainly required intervention from teachers. © 2012 Rachel C. F. Sun and Daniel T. L. Shek.published_or_final_versio

In search of meaning : novice teachers’ perceptions on a service-learning subject through narrative inquiry

2016-2017 > Academic research: refereed > Refereed conference paper201803_a bcwhVersion of RecordPublishe

Secondary 1 training program of the Project P.A.T.H.S. in Hong Kong: an evaluation based on program participants

A total of 1744 participants comprising 44 groups participated in a 3-day Secondary 1 Training Program of Project P.A.T.H.S. in Hong Kong. At the end of the training program, the participants were invited to respond to a subjective outcome evaluation. Results showed that the assessment tools are internally consistent. Descriptive statistics revealed that evaluations of the respondents are positive in terms of the training program content, interaction, trainers' performance, self-performance, administrative arrangement, and overall satisfaction. Overall satisfaction was predicted by training content, trainers' performance, self-performance, and interaction. Training content and trainers' performance explain half of the total variance. The present findings reiterate other studies regarding the effectiveness of the training program of Project P.A.T.H.S. in promoting the participants' knowledge, attitude, and skills in delivering the program.published_or_final_versio

To serve and to learn - students’ reflections of the service learning experience in serving the migrant children in Shanghai

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Promoting service leadership through service leadership learning among Chinese university students

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Development of a new curriculum in a positive youth development program: The project P.A.T.H.S. in Hong Kong

The design of a new curriculum in a positive youth development program (Project P.A.T.H.S.) in Hong Kong is outlined. The Tier 1 Program of the original phase of the Project P.A.T.H.S. is a universal positive youth development program for students in Secondary 1 to Secondary 3 with the curricula developed by a research team comprising scholars in different disciplines (e.g., social work, psychology, and education). The 120 teaching units are designed with reference to 15 positive youth development constructs identified in the successful positive youth development programs. In the extension phase of the project, a new curriculum with 60 teaching units is developed in accordance with these 15 constructs with specific reference to five major adolescent developmental issues. These issues include substance abuse, sexuality issue, Internet addiction, bullying, and money and success issues. The principles underlying the program development and implementation strategies are outlined. Copyright © 2011 Daniel T. L. Shek et al.published_or_final_versio

Training programs and implementation process of positive youth development programs

Editorialpublished_or_final_versio

Advances in adolescent research in the Chinese culture: Reflections and future research directions

Editorialpublished_or_final_versio

Filling the missing gaps on research in Chinese adolescents (Editorial)

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