James Ko
Biographic Data
| ID | 9584005 |
|---|---|
| NAME | James Ko |
| GIVEN NAMES | James |
| FAMILY NAME | Ko |
| SIGNATURE | KO J |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0001-7576-2286 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Examining the changes in the self-efficacy and pedagogical beliefs of preservice teachers in Japan
With the outbreak of the COVID pandemic, preservice teachers have experienced an unprecedented situation and faced various kinds of issues due to uncertain learning and teaching environments. As a result, they felt insecure and disappointed about their teaching performance during student teaching. Self-efficacy to teach and pedagogical beliefs are crucial elements that influence preservice teachers’ teaching performance during student teaching an…
Peer interactions during storybook reading on children’s knowledge construction
This study explored the effects of peer interactions on kindergarten children’s construction of conservation and conflict resolution knowledge during storybook reading. Previous studies have identified that peer interactions can support the meaning-making processes of children in social relationships and problem-solving, but little is known about whether the interaction with mixed-age or more competent peers is more important in supporting knowle…
ICT competency and practicum of preservice teachers as digital natives
Along with the global trend of developing students’ 21st-century skills, teacher education must enable preservice teachers (PSTs) to improve students’ learning outcomes with Information and Communications Technology (ICT), and school practicum plays an essential role in the process. This study investigated Hong Kong PSTs’ ICT competency with or without teaching practicum completed and explored factors contributing to ICT competency in and beyond …
Online practicum preparation for enhancing preservice teachers' reflection depths
Building preservice teachers' capacities with in-depth reflections on their acquired knowledge and practicum practice has become indispensable in teacher education programs' current field experience requirements. Lengthy training programs with blended learning have successfully promoted reflection in preservice teachers. However, it is unclear whether preservice teachers could benefit from a short self-access online training program (SSOTP) in pr…
Observing secondary school teachers’ effective teaching behavior in the Netherlands, England, and the United States using the Icalt observation instrument
Introduction The purpose of this study was to examine measurement invariance in observer scoring of effective teaching behavior in three secondary education contexts–the Netherlands, England, and the United States. It also aimed to describe what effective teaching behavior looks like in secondary education across the three education contexts. Methods A uniform observation measure called International Comparative Analysis of Learning and Teaching …
How do teaching quality and pedagogical practice enhance vocational student engagement? A mixed-method classroom observation approach
Purpose The purpose of this paper is to investigate vocational teaching behaviours in facilitating pedagogical practice concerning students' classroom engagement. Design/methodology/approach A mixed-method approach with quantitative classroom observations and qualitative field notes was conducted at two higher vocational institutions in Guangdong province, south of China. Sixty lesson observations were rated combining with supplementary field not…
Exploring School Improvement in Hong Kong Secondary Schools
Scholars have increasingly sought to understand how the process of school improvement differs among schools operating in different school levels, conditions, and contexts. Using Rosenholtz's (1985 Rosenholtz, S. 1985. Effective schools: Interpreting the evidence. American Journal of Education, 93: 352–388. [Crossref], [Web of Science ®] , [Google Scholar]) conception of “moving” and “stuck” schools as a framework for thinking about school improve…
Exploring School Improvement in Hong Kong Secondary Schools
Scholars have increasingly sought to understand how the process of school improvement differs among schools operating in different school levels, conditions, and contexts. Using Rosenholtz's (1985 Rosenholtz, S. 1985. Effective schools: Interpreting the evidence. American Journal of Education, 93: 352–388. [Crossref], [Web of Science ®] , [Google Scholar]) conception of “moving” and “stuck” schools as a framework for thinking about school improve…
Exploring School Improvement in Hong Kong Secondary Schools
Scholars have increasingly sought to understand how the process of school improvement differs among schools operating in different school levels, conditions, and contexts. Using Rosenholtz's (1985 Rosenholtz, S. 1985. Effective schools: Interpreting the evidence. American Journal of Education, 93: 352–388. [Crossref], [Web of Science ®] , [Google Scholar]) conception of “moving” and “stuck” schools as a framework for thinking about school improve…
How do teaching quality and pedagogical practice enhance vocational student engagement? A mixed-method classroom observation approach
Purpose The purpose of this paper is to investigate vocational teaching behaviours in facilitating pedagogical practice concerning students' classroom engagement. Design/methodology/approach A mixed-method approach with quantitative classroom observations and qualitative field notes was conducted at two higher vocational institutions in Guangdong province, south of China. Sixty lesson observations were rated combining with supplementary field not…
Online practicum preparation for enhancing preservice teachers' reflection depths
Building preservice teachers' capacities with in-depth reflections on their acquired knowledge and practicum practice has become indispensable in teacher education programs' current field experience requirements. Lengthy training programs with blended learning have successfully promoted reflection in preservice teachers. However, it is unclear whether preservice teachers could benefit from a short self-access online training program (SSOTP) in pr…
Observing secondary school teachers’ effective teaching behavior in the Netherlands, England, and the United States using the Icalt observation instrument
Introduction The purpose of this study was to examine measurement invariance in observer scoring of effective teaching behavior in three secondary education contexts–the Netherlands, England, and the United States. It also aimed to describe what effective teaching behavior looks like in secondary education across the three education contexts. Methods A uniform observation measure called International Comparative Analysis of Learning and Teaching …
Examining the changes in the self-efficacy and pedagogical beliefs of preservice teachers in Japan
With the outbreak of the COVID pandemic, preservice teachers have experienced an unprecedented situation and faced various kinds of issues due to uncertain learning and teaching environments. As a result, they felt insecure and disappointed about their teaching performance during student teaching. Self-efficacy to teach and pedagogical beliefs are crucial elements that influence preservice teachers’ teaching performance during student teaching an…
Peer interactions during storybook reading on children’s knowledge construction
This study explored the effects of peer interactions on kindergarten children’s construction of conservation and conflict resolution knowledge during storybook reading. Previous studies have identified that peer interactions can support the meaning-making processes of children in social relationships and problem-solving, but little is known about whether the interaction with mixed-age or more competent peers is more important in supporting knowle…
ICT competency and practicum of preservice teachers as digital natives
Along with the global trend of developing students’ 21st-century skills, teacher education must enable preservice teachers (PSTs) to improve students’ learning outcomes with Information and Communications Technology (ICT), and school practicum plays an essential role in the process. This study investigated Hong Kong PSTs’ ICT competency with or without teaching practicum completed and explored factors contributing to ICT competency in and beyond …
Mathematics education (7 works) · Psychology (7 works) · Pedagogy (6 works) · Teacher Education and Leadership Studies (6 works) · Computer Science (3 works) · Political science (3 works) · Social Psychology (3 works) · Practicum (2 works) · Sociology (2 works) · Teacher education (2 works)