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(Uncorrected OCR) Master of Education Dissertation Name of Student: LEUNG, Wai Fun Mabel University Number: 2001977755 Specialism: Mathematics Name of Supervisor: LOPEZ-REAL, Francis Dissertation Title: Hong Kong Teachers' Perceptions and Implementation of a Project Approach in Mathematics Teaching Date: 29 August 2003 ABSTRACT The 2002 Curriculum Guide issued by the Curriculum Development Council of Education and Manpower Bureau ofHKSAR identified project learning as one of the four key tasks in achieving 'Learning to Learn", a slogan for the overall aims of school curriculum under the Educational Reform. Using the framework for project approach introduced by Lillian Katz and Sylvia Chard, this research was undertaken with a number of teachers in Hong Kong to investigate the different aspects in the implementation of project learning. A case study approach was used involving the collection of data from a variety of sources, namely video taping, observation notes, students' output, and interviews with teachers and students. The findings suggest that teacher's perceptions and belief play an important part to the possibility to the undertaking of the guideline. The students' enthusiasm, cooperative learning, making new connections, and applying their knowledge in real life situation are the positive elements found within the process of project learning in this research. However, without the awareness of the difficulties, the challenges, and the necessity of training for teachers, it is unreasonable to expect the more popularity of this "powerful teaching and learning strategy."
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Languages : en
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(Uncorrected OCR) Master of Education Dissertation Name of Student: LEUNG, Wai Fun Mabel University Number: 2001977755 Specialism: Mathematics Name of Supervisor: LOPEZ-REAL, Francis Dissertation Title: Hong Kong Teachers' Perceptions and Implementation of a Project Approach in Mathematics Teaching Date: 29 August 2003 ABSTRACT The 2002 Curriculum Guide issued by the Curriculum Development Council of Education and Manpower Bureau ofHKSAR identified project learning as one of the four key tasks in achieving 'Learning to Learn", a slogan for the overall aims of school curriculum under the Educational Reform. Using the framework for project approach introduced by Lillian Katz and Sylvia Chard, this research was undertaken with a number of teachers in Hong Kong to investigate the different aspects in the implementation of project learning. A case study approach was used involving the collection of data from a variety of sources, namely video taping, observation notes, students' output, and interviews with teachers and students. The findings suggest that teacher's perceptions and belief play an important part to the possibility to the undertaking of the guideline. The students' enthusiasm, cooperative learning, making new connections, and applying their knowledge in real life situation are the positive elements found within the process of project learning in this research. However, without the awareness of the difficulties, the challenges, and the necessity of training for teachers, it is unreasonable to expect the more popularity of this "powerful teaching and learning strategy."
Author: Wai-fun Leung (Mabel)
Publisher:
ISBN:
Category : Group work in education
Languages : en
Pages : 304
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Author: King Man Leung
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Languages : en
Pages :
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Author: Wing-Yin Han
Publisher: Open Dissertation Press
ISBN: 9781361441312
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Languages : en
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This dissertation, "Teachers' Perceptions of Project Learning in a Secondary School in Hong Kong" by Wing-yin, Han, 韓詠研, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract This study focuses on exploring teachers' perceptions of project learning in a secondary school in Hong Kong. It attempts to unveil how teachers perceive the meaning of project learning and how do they perceive and perform their roles as teacher mentors of the project learning programme in the sample school. In addition, this study aims at identifying the critical factors in affecting the implementation of project learning and investigating the unique patterns on how these factors are interrelated with each other in the sample school. This study has adopted a qualitative case study approach to explore an in-depth and comprehensive picture on how teachers perceive project learning from an insider perspective. According to the research design, preliminary data were collected through questionnaires to obtain an extensive and holistic view for the basis of the subsequent in-depth interviews. The interviews, participant observations and review of documents thus provided essential and rich information for this qualitative study. To ensure the trustworthiness of data, triangulation, researcher's self-reflexivity and the ethical issues were also taken into account when conducting the research. The findings of this study revealed the authentic perceptions of the teachers in relation to project learning in the sample school. The teachers generally held positive views towards project learning. However, a consensual understanding on the rationale and meaning of project learning was absent. Instead, fragmented understanding and diverging opinions did exist among teachers themselves. For the roles they perceived and performed, most of them understood their new roles iiibut they could not get rid of their traditional practices as they were over-dominated and over-emphasized on the product of project learning. In other words, there existed a gap between what the teachers perceived and how they performed. The study identified six critical factors in affecting the implementation of project learning from two different perspectives. In view of the characteristics of the programme, the need for implementation, the programme design and coordination were the crux for an effective implementation. From the perspective of school attributes, teachers' understanding and attitudes, teachers' training, students' abilities and attitudes as well as school culture were crucial in determining the level of achievement of the intended goals in the implementation. This study also illustrated how these factors were interrelated and interacted with each other from a holistic point of view. In conclusion, the implications and recommendations of this study were drawn to offer new insights to enrich the existing literature on project learning. On the whole, this study provides an authentic, in-depth and comprehensive understanding on teachers' perceptions of project learning which provides some useful references for those who are interested to have further studies in this area. iv DOI: 10.5353/th_b3763763 Subjects: Project method in teaching - China - Hong Kong - Case studies High school teachers - China - Hong Kong - Attitudes
Author: 赵文君
Publisher:
ISBN:
Category : Curriculum change
Languages : en
Pages : 216
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Author: Lai-Sun Ma
Publisher:
ISBN: 9781361099001
Category :
Languages : en
Pages :
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This dissertation, "Teachers' Perceptions of the Project Approach: Evidence From Two Local Kindergartens" by Lai-sun, Ma, 馬麗新, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3196217 Subjects: Group work in education - China - Hong Kong - Case studies Project method in teaching - China - Hong Kong - Case studies Elementary school teachers - China - Hong Kong - Attitudes - Case studies
Author: Shun-Yee Ko
Publisher: Open Dissertation Press
ISBN: 9781374730007
Category : Education
Languages : en
Pages : 142
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This dissertation, "Project-based Learning in a Hong Kong Secondary School: Perceptions of Teachers and Students" by Shun-yee, Ko, 高純意, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract The aim of this study is to explore both the teachers' and students' perceptions of project-based learning in S1 in a local secondary school. The researcher is interested in studying how teachers and students perceive project-based learning. Through their perceptions, the researcher attempts to unveil the problems arising at various levels in the course of implementation. The researcher is also interested to know the preference of both the teachers and students for an interdisciplinary project or discipline-based projects. This enables the researcher to further investigate the teachers' attitude towards curriculum integration in the social subjects in junior secondary curriculum. The research employed purely qualitative research methods. Both the teachers teaching S1 social subjects and all S1 students are key informants in the study. Data were collected through semi-structured interviews with the teachers and a questionnaire survey with all S1 students. Documentary analysis of student projects was also used for supplementary purpose. The researcher, who is also a teaching staff of the school, was responsible for collecting and analysing the data. The findings reveal that more than half of the teachers held a positive attitude towards project-based learning. However, almost half of the students found it iiidifficult and boring but meaningful. Through analysis, quite a number of problems identified at the school, teacher and student levels that affected its effective implementation. The findings provide insights to the school administrators to review the programme for improvement and further development. Concerning the issue of curriculum integration, most teachers expressed a negative stance towards it. They found that the present interdisciplinary project implemented in S1 was appropriate but did not consider it as the first step towards an integrated curriculum of the social subjects. More than half of the teachers and students alike preferred an interdisciplinary project to discipline-based projects for its merits or simply for their own sake. Further research in this area is recommended. It is envisaged that the findings will give insights to other researchers and school administrators to reconsider the practicability of project-based learning and the feasibility of curriculum integration of the social subjects in their own settings. iv DOI: 10.5353/th_b3014377 Subjects: Project method in teaching - China - Hong Kong Interdisciplinary approach in education - China - Hong Kong Junior high school students - hina - Hong Kong - Attitudes
Author: Pui-Man Queenie Ho
Publisher:
ISBN: 9781361235973
Category :
Languages : en
Pages :
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This dissertation, "A Case Study on the Implementation of the Project Approach in Two Kindergartens in Hong Kong" by Pui-man, Queenie, Ho, 何佩雯, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract A project is an in-depth investigation of a topic worthy of children's attention and effort and the Project Approach is considered a developmentally appropriate and engaging method to promote meaningful learning. Recognizing its benefits, an increasing number of preschools incorporate project work into the curriculum. This study investigated the actual implementation of the Project Approach by two teachers, with varied experience, working in different kindergartens in Hong Kong. Classroom observations were conducted over a period of 6-weeks when children were working on projects on "Tumblers" and "Animals." The teachers kept a diary with reflections on children's self-directed learning during this period. Children's work was examined and teachers were interviewed with regard to their perceptions of the Project Approach. Results indicated that both teachers had very positive views on the Project Approach and both of them had a good understanding of the philosophy behind this approach. For example, teachers believed that they should be facilitators of learning and promote children's enquiry. However, classroom observations indicated that there were discrepancies in the type of pedagogy consistent with the tenets of the Project Approach and teachers' classroom practice. Both teachers were engaged in explicit teaching. However, the more experienced teacher was more child-centered in her teaching while the other teacher tended to use the Project Approach in a more teacher-directed manner. Interviews with teachers suggested that teachers' experience, professional training, administrative support and other contextual factors affected the implementation of the Project Approach in Hong Kong. 1 DOI: 10.5353/th_b3541594 Subjects: Project method in teaching - China - Hong Kong Preschool children - Education - China - Hong Kong Preschool teachers - China - Hong Kong - Attitudes
Author: Chun-Cheong Wong
Publisher:
ISBN: 9781361236338
Category :
Languages : en
Pages :
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This dissertation, "Hong Kong Teachers' Perceptions of Continuing Professional Development Policies and Activities" by Chun-cheong, Wong, 黃振昌, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled Hong Kong teachers' perceptions of continuing professional development policies and activities submitted by Wong Chun Cheong for the degree of Master of Education at the University of Hong Kong August, 2005 Teachers are faced with increasing challenges in the inundated education reform. To meet those demands, they need to adopt a new culture of learning so as to satisfy the needs of professional development. In 2003, the "Advisory Committee on Teacher Education and Qualifications" has put forward a policy document named "Towards a Learning Profession: The Teacher Competencies Framework and The Continuing Professional Development of Teachers," which claims itself as a means to professionalize the teaching force. However, Hong Kong teachers' voice was consistently suppressed during the policy-making process. This study aims at revealing teachers' perception of the ideal scenario of continuing professional development, as well as how they look at effectiveness of this policy document. A qualitative approach is adopted to describe and explain teachers' perceptions, which involves inductive analysis by interpreting and making sense of data. The findings are based on questionnaires with 50 teachers, and 5 in-depth semi-structured interviews in a subsidized secondary school in Hong Kong. Findings reveal that teachers prefer participative and interactive modes of professional development activities involving a whole range of content areas, but resist bureaucratic-managerial approach in policy-making of their continuing iprofessional development. Moreover, they are frustrated by the current situation of continuing professional development which is characterized by "provider and policy-led," "competence-based" and "deficit" approach. Furthermore, they do not consider the policy document put forward in 2003 by the "Advisory Committee on Teacher Education and Qualifications" to be an effective means of enhancing their own professional development because it is not relevant directly to their needs. Without teachers' recognition on the rationale and methods in the implementation of the policy, it does not have any chance of success. It is suggested that the government should consider carefully the genuine needs of schools and practitioners and more teachers should get involved in the formulation of educational policies. By uniting the discordant efforts made by the various stakeholders in teachers' professional development, it is possible to balance their conflicting interests and fulfill their diverse needs. ii DOI: 10.5353/th_b3554448 Subjects: Teacher effectiveness - China - Hong Kong High school teachers - China - Hong Kong - Attitudes
Author: Judy Harris Helm
Publisher: Teachers College Press
ISBN: 0807778133
Category : Education
Languages : en
Pages : 129
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This book began as a deep discussion among administrators, teachers, researchers, teacher educators, and educational consultants concerned about the critical reduction of play, engaged learning opportunities, and intellectually stimulating experiences in classrooms for toddlers through the primary grades. This group made a pact to organize and stand up for engaged learning by creating a comprehensive, research-based defense that they call The Manifesto. In Growing Child Intellect, this panel of experts pulls together the research, stories, and lessons learned from using the Project Approach in a variety of settings. Readers are invited to dive deeply with them into the world of project work, beginning with the neuroscience foundation, through the research in the field, and on to the challenges and successes. Book Features: Provides a strong review of research on the benefits of the Project Approach. Explains research on the development of intellect from Mind Brain Education Science. Includes extensive examples of intellectually stimulating classrooms and learning experiences across diverse settings. Shows how to bring engaging experiences into classrooms while still meeting goals for required content and standards. Explains what each person can do, no matter position or program, to nurture children’s intellectual development. Provides practical advice for overcoming common challenges to implementing project work. Offers a short Declaration of Beliefs about engaged learning for easy sharing
