{"id":4202,"date":"2017-01-20T13:00:00","date_gmt":"2017-01-20T13:00:00","guid":{"rendered":"http:\/\/eddatax.fed.cuhk.edu.hk\/?page_id=4202"},"modified":"2022-12-19T23:23:23","modified_gmt":"2022-12-19T23:23:23","slug":"newsletter","status":"publish","type":"page","link":"https:\/\/eddatax.fed.cuhk.edu.hk\/?page_id=4202","title":{"rendered":""},"content":{"rendered":"
\n
\n
\n
\n\t\t\t\t\t\t\t

\n\t\t\t\t\t\tNewsletters\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t\t\t\t

\n\t\t\t\t\t\tEdData Speaks \t\t\t\t\t\t<\/h1>\n\t\t\t\t\t\t<\/div>\n<\/div><\/div>\n
\n
\n
\n

Let\u00a0Education Data<\/b>\u00a0share with us useful teaching practices and effective policies.<\/span><\/h3>\n

\u8b93<\/span>\u6559\u80b2\u6578\u64da<\/span><\/b>\u8207\u6211\u5011\u5206\u4eab\u6709\u7528\u7684\u6559\u5b78\u7b56\u7565\u53ca\u6709\u5be6\u6548\u7684\u653f\u7b56<\/span><\/span><\/h3>\n<\/div>\n<\/div>\n<\/div>\n
\n\n
\n\t\n\t\t\n\t\t\t\n\t\t\t\t\t\t\t\t<\/span>\t\t\t\t\t\t\t<\/span>\n\t\t<\/a>\n\t<\/div>\n<\/div><\/div>\n<\/div>\n
\n
\n
\n
\n

\u00a0\u00a0\"optimized-%e5%b1%8f%e5%b9%95%e6%88%aa%e5%9b%be-2016-11-25-22-31-43\"<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

\n
\n
\n
\n

Recent Reports<\/h3>\n
\n

(NEW!).<\/strong> Eye protection starts in childhood Responsibility Parents and Teachers Cannot Shirk<\/a><\/p>\n

20-12-2022<\/p>\n

Other relevant\u00a0documents<\/a><\/p>\n

Updated: 25-1-2018<\/p>\n

Data speaks – things we can do to build better schools<\/a><\/p>\n

17-06-2017<\/p>\n

Press Conference Presentation and Reports<\/a><\/p>\n

15-02-2017<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

\n
\n
\n

All latest releases<\/h3>\n

DATA SPEAKS – THINGS WE CAN DO TO BUILD BETTER SCHOOLS<\/a><\/strong><\/p>\n

\n

Issue 14.MORE PARENTS HELP THEIR CHILDREN WITH THEIR HOMEWORK IN LOW-ACHIEVING SCHOOLS? <\/strong><\/a>By and large, schools in Hong Kong varied in the level of parental academic involvement (help with homework and discuss school performance) in Primary 3, Primary 6 and Secondary 3 across Chinese, English, and Mathematics. However, the level of parental academic involvement did not vary with school academic achievement. There were schools with low academic achievement but high parental academic involvement. There were schools with high academic achievement but low parental academic involvement. It is important for principals to understand the parents of their schools and the learning culture of their students.<\/p>\n

Issue 13.CHILDREN FROM HIGH ACHIEVING SCHOOLS CHAT MORE WITH THEIR PARENTS? <\/strong><\/a>Schools in Hong Kong have different levels of parental non-academic involvement (chat, dine and discuss school life). Some schools face greater challenges in this area, with less parents chatting, dining and discussing school life with their children. There are also schools with high academic achievement but low parental non-academic involvement. It is important for principals to understand the learning culture and parental involvement of their students in their schools.<\/p>\n

Issue 12.DISCUSSING SCHOOL LIFE WITH CHILDREN WILL IMPROVE THEIR ACADEMIC MOTIVATION<\/a>.\u00a0<\/strong>When parents chatted, dined, and discussed school life in particular with their children more, their children would have a stronger motivation to study and experienced less anxiety. The results held true for all educational levels (Primary 3, Primary 6 and Secondary 3) and all academic subjects (Chinese, English, Mathematics).<\/p>\n

Issue 11.DINING TOGETHER AND SCHOOL LIFE DISCUSSIONS HELP IMPROVE CHILDREN’S STUDIES<\/a>.\u00a0<\/strong>Children had better academic performance when parents discussed school life as well as dined more often with them.<\/p>\n

Issue 10.PARENTS DO NOT NEED A DEGREE OR HIGH INCOME TO CHAT WITH THEIR CHILDREN.<\/a>\u00a0<\/strong>Chatting, dining, discussing school life and academic performance, and helping with homework are mainly parents\u2019 personal choices rather than a reflection of family income, parental education or job status.<\/p>\n

Issue 9.WHY DO PARENTS HELP THEIR CHILDREN WITH THEIR HOMEWORK? <\/strong><\/a>Evidence suggests that whether parents
\nhelped their children with their homework or discussed their academic performance with them or not was based more on their personal choice and habit rather than the needs of their children. Parents who were more academically involved with their children more did so not because their children had more homework, were academically weaker, received less help from schools\/tutorials, or had parents who had higher educational aspirations for them.<\/p>\n

Issue 8.HALF OF PRIMARY 3 PARENTS SELDOM HELP CHILDREN WITH THEIR HOMEWORK <\/strong><\/a>About 29%-33% of Primary 3 parents
\nbusily helped their children with their homework or discussed academic performance with them every day, but this decreased to 2%-5% in Secondary 3. At the other end, 43%-49% Primary 3 parents helped their children with their homework or discussed academic performance with them once\/twice a month or less, and this increased to 62%-68% in Primary 6 and 80%-92% in Secondary 3.<\/p>\n

Issue\u00a07.HALF OF PARENTS CHAT WITH THEIR CHILDREN EVERY DAY. WHAT ABOUT YOU? <\/strong><\/a> Most (80%-85%) parents dined with
\ntheir children every day, but 14%-20% chatted with them less than once a week, and 33%-41% discussed school life with them less than once a week.<\/p>\n

Seminar Presentation<\/strong><\/a> – Prof. KT Hau on 10-1-2017<\/p>\n

Seminar Presentation<\/a><\/strong> – Prof. Andrew Martin on 10-1-2017<\/p>\n

Issue\u00a06<\/a>.You can fly on your own wings<\/a>\u00a0<\/strong>\u00a0Research showed that family income had no effect on high-achieving students, but higher family income did help reduce a student\u2019s chance of having low academic achievement.<\/p>\n

Issue 5<\/a>.<\/a>Does family income guarantee first in academic achievement?<\/a><\/strong>\u00a0Results from a survey with 30,000 students and parents showed that students, despite coming from families of different income groups, parental educational levels and job statuses, achieved similar academic results.<\/p>\n

Issue 4.<\/a><\/strong>\u00a0Breakfast Habits are not affected by family background<\/a><\/strong>\u00a0Results showed that there was no difference in breakfast eating habits among students from families of different income groups, parental educational levels, and job statuses. Students from the lowest-income families had similar days of breakfast as their classmates.<\/p>\n

Breakfast issues 2016 11 28<\/a>\u300c\u65e9\u9910\u5f71\u97ff\u6210\u7e3e\u300d\u662f\u5426\u6709\u5176\u4ed6\u89e3\u91cb?<\/a>\u00a0<\/strong>\u5728\u7814\u7a76\u6cd5\u4e0a\uff0c\u300c\u65e9\u9910\u63d0\u5347\u6210\u7e3e\u300d\u662f\u5426\u8207\u300c\u98df\u96ea\u7cd5\u4ee4\u9bca\u9b5a\u54ac\u6b7b\u4eba\u66f4\u591a\u300d\u540c\u6a23\u5730\u72af\u300c\u76f8\u95dc\u4e0d\u7b49\u65bc\u56e0\u679c\u300d\u7684\u63a8\u8ad6\u8b2c\u8aa4?<\/p>\n

Powerpoint<\/a>\u65e9\u9910\u548c\u5152\u7ae5\u5065\u5eb7\u653f\u7b56<\/a><\/strong><\/p>\n

Issue\u00a03.<\/a>Who is Eating More Breakfast? Boys or Girls?<\/a>\u00a0<\/strong>As children grow older, girls eat less breakfast while boys eat more unhealthy food.<\/p>\n

Issue 2.<\/a>\u00a0Have Breakfast Rather than Wasting Money on Tutorials<\/a>\u00a0<\/strong>Having breakfast is extremely beneficial to students\u2019 academic studies. Its effects on academics can even outweigh those caused by an improvement in study methods, motivation, self-con dence, parents\u2019 educational levels or family income. To reap the biggest bene t from having breakfast, one should eat smart, which means choosing the correct food for breakfast.<\/p>\n

Issue 1.<\/a><\/strong>\u00a0Not Having Breakfast is Trendy?<\/a>\u00a0<\/strong>Despite research showing the importance of having breakfast, more and more students skip breakfast when they grow older. Students who ate breakfast every day decreased from 76% in Primary 3 to 60% in Primary 6, and further down to 41% in Secondary 3.<\/p>\n

Introduction<\/a><\/strong>\u00a0Education Data Speaks<\/a><\/strong><\/p>\n

Other relevant documents<\/strong><\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Let\u00a0Education Data\u00a0share with us useful teaching practices and effective policies. \u8b93\u6559\u80b2\u6578\u64da\u8207\u6211\u5011\u5206\u4eab\u6709\u7528\u7684\u6559\u5b78\u7b56\u7565\u53ca\u6709\u5be6\u6548\u7684\u653f\u7b56 \u00a0\u00a0 Recent Reports (NEW!). Eye protection starts in childhood Responsibility Parents and Teachers Cannot Shirk 20-12-2022 Other relevant\u00a0documents Updated: 25-1-2018 Data speaks – things we can do to build Read More …<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-4202","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"rttpg_featured_image_url":null,"rttpg_author":{"display_name":"EdDataX","author_link":"https:\/\/eddatax.fed.cuhk.edu.hk\/?author=1"},"rttpg_comment":0,"rttpg_category":null,"rttpg_excerpt":"Let\u00a0Education Data\u00a0share with us useful teaching practices and effective policies. \u8b93\u6559\u80b2\u6578\u64da\u8207\u6211\u5011\u5206\u4eab\u6709\u7528\u7684\u6559\u5b78\u7b56\u7565\u53ca\u6709\u5be6\u6548\u7684\u653f\u7b56 \u00a0\u00a0 Recent Reports (NEW!). Eye protection starts in childhood Responsibility Parents and Teachers Cannot Shirk 20-12-2022 Other relevant\u00a0documents Updated: 25-1-2018 Data speaks – things we can do to build Read More ...","_links":{"self":[{"href":"https:\/\/eddatax.fed.cuhk.edu.hk\/index.php?rest_route=\/wp\/v2\/pages\/4202","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/eddatax.fed.cuhk.edu.hk\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/eddatax.fed.cuhk.edu.hk\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/eddatax.fed.cuhk.edu.hk\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/eddatax.fed.cuhk.edu.hk\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=4202"}],"version-history":[{"count":76,"href":"https:\/\/eddatax.fed.cuhk.edu.hk\/index.php?rest_route=\/wp\/v2\/pages\/4202\/revisions"}],"predecessor-version":[{"id":4862,"href":"https:\/\/eddatax.fed.cuhk.edu.hk\/index.php?rest_route=\/wp\/v2\/pages\/4202\/revisions\/4862"}],"wp:attachment":[{"href":"https:\/\/eddatax.fed.cuhk.edu.hk\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=4202"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}