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Author: Shiu-Ying Wong
Publisher: Open Dissertation Press
ISBN: 9781361236833
Category :
Languages : en
Pages :
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Book Description
This dissertation, "School Self-evaluation in Hong Kong in Relation to Professional Development" by Shiu-ying, Wong, 黃卲凝, 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 School self-evaluation in Hong Kong in relation to professional development submitted by Wong Shiu Ying For the degree of Master of Education at the University of Hong Kong August, 2005 This study explores the impacts of school self-evaluation (SSE) on teachers' professional development in Hong Kong. The research findings in many Western literatures show that school self-evaluation supports teachers' learning. In Hong Kong, however, school self-evaluation is newly introduced. It is necessary to find out whether it really promotes and sustains teachers' development in the local context. A local secondary school with a strong traditional culture was selected as the study context, and a case-study approach was adopted to examine teachers' views on school self-evaluation in relation to their professional development. The findings were largely based on semi-structured interviews with teachers, triangulated with observations and documents analysis. The research findings suggest that teachers in general did not see any significant impacts of school self-evaluation on their professional learning. Teachers' learning appears to be influenced by the learning environment nurtured by the school and also the way the school implements SSE. Supportive school administration, adequate school leadership and collaborative teacher culture were found to contribute to a constructive learning environment. The way of implementation could also affect teachers' active sharing and teachers' democratic modes of thinking in the learning process. Reliance on a set of quantitative indicators was found to impede teachers' professional learning. This study provides insight to local school developers into the implementation of school self-evaluation in a way, which fosters teachers' professional development. i DOI: 10.5353/th_b3568389 Subjects: Teacher effectiveness - China - Hong Kong Educational evaluation - China - Hong Kong High school teachers - China - Hong Kong - Attitudes
Author: Shiu-Ying Wong
Publisher: Open Dissertation Press
ISBN: 9781361236833
Category :
Languages : en
Pages :
Get Book Here
Book Description
This dissertation, "School Self-evaluation in Hong Kong in Relation to Professional Development" by Shiu-ying, Wong, 黃卲凝, 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 School self-evaluation in Hong Kong in relation to professional development submitted by Wong Shiu Ying For the degree of Master of Education at the University of Hong Kong August, 2005 This study explores the impacts of school self-evaluation (SSE) on teachers' professional development in Hong Kong. The research findings in many Western literatures show that school self-evaluation supports teachers' learning. In Hong Kong, however, school self-evaluation is newly introduced. It is necessary to find out whether it really promotes and sustains teachers' development in the local context. A local secondary school with a strong traditional culture was selected as the study context, and a case-study approach was adopted to examine teachers' views on school self-evaluation in relation to their professional development. The findings were largely based on semi-structured interviews with teachers, triangulated with observations and documents analysis. The research findings suggest that teachers in general did not see any significant impacts of school self-evaluation on their professional learning. Teachers' learning appears to be influenced by the learning environment nurtured by the school and also the way the school implements SSE. Supportive school administration, adequate school leadership and collaborative teacher culture were found to contribute to a constructive learning environment. The way of implementation could also affect teachers' active sharing and teachers' democratic modes of thinking in the learning process. Reliance on a set of quantitative indicators was found to impede teachers' professional learning. This study provides insight to local school developers into the implementation of school self-evaluation in a way, which fosters teachers' professional development. i DOI: 10.5353/th_b3568389 Subjects: Teacher effectiveness - China - Hong Kong Educational evaluation - China - Hong Kong High school teachers - China - Hong Kong - Attitudes
Author: Shiu-ying Wong
Publisher:
ISBN:
Category : Educational evaluation
Languages : en
Pages :
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Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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(Uncorrected OCR) ABSTRACT of thesis entitled School Self-evaluation of Teaching and Learning in Hong Kong Primary Schools submitted by Yung Chi Ming For the degree of Master of Education at the University of Hong Kong August, 2004 School Self-evaluation (SSE) and External School Review (ESR) are initiatives that have been introduced by the Education and Manpower Bureau to enhance school development and accountability in Hong Kong. The EMB believes that SSE is the driving force for continuous school improvement and that ESR, serving as a validation of SSE, can gauge school performance and facilitate school developmental potential. This study aims to investigate teachers|perceptions of the purposes of SSE and ESR, their attitudes towards SSE, their experiences of SSE and ESR, their views on the relationship between SSE and ESR and the factors enhancing or inhibiting the effectiveness of SSE. A case study approach, incorporating both qualitative and quantitative methods, was adopted for the study. Two case schools which had recently conducted SSE and had been audited in ESR were selected for this study. The findings reveal that teachers|perceptions on the purposes of SSE and ESR were in harmony with the rationales proposed by the EMB. Although SSE and ESR did bring about anxiety and pressure, teachers revealed that their past experience was not painful. However, it was found that despite all these positive factors, teachers|sense of achievements and motivation on further involvement in SSE was not strong. In response to the difficulties revealed by the teachers in SSE, e.g. insufficient experience, lack of criteria and administrative work, recommendations are made by the researcher to enhance the effectiveness of SSE.
Author: Yee-Wah Chan
Publisher:
ISBN: 9781374729643
Category :
Languages : en
Pages :
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Book Description
This dissertation, "School Self-evaluation: a Whole School Approach" by Yee-wah, Chan, 陳綺華, 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 Within a Hong Kong context, this qualitative study examines primary school teachers' perceptions of school self-evaluation, in terms of its purposes and potential benefits, and the constraints encountered during its implementation. Individual semi-structured interviews were conducted with the manager, four middle managers and three class teachers of the school near the end of the school year. The research findings show that teachers generally accepted, though without construing the meaning of, the purposes of school self-evaluation as to develop the school and hold it accountable to the public. School self-evaluation was perceived to be of greatest benefit to the school, less to the teachers and almost of no significance to the students and their parents. The effectiveness of the policy in generating change in the school was considered to be affected by the teachers' being unclear about the nature and the purposes of school self-evaluation, their lack of professional experience and skills, together with the technical perspective of school self-evaluation. It is suggested that a collaborative school culture, in which teachers are collegial, and the leadership style was open and participatory to encourage whole staff participation in decision-making, is a pre-requisite for meaningful school self-evaluation. Institutionalization of self-evaluation into the daily practices of teachers to transform the school into a P. 2 learning organization is recommended as the most effective way for school development to take place. Limitations of the study and suggestions for further study are discussed. P. 3 DOI: 10.5353/th_b3022739 Subjects: Elementary schools - China - Hong Kong - Evaluation School-based management - China - Hong Kong Middle managers - China - Hong Kong - Attitudes Elementary school principals - China - Hong Kong - Attitudes Elementary school teachers - China - Hong Kong - Attitudes
Author: John Macbeath
Publisher: Routledge
ISBN: 1134148232
Category : Drama
Languages : en
Pages : 220
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Book Description
Written for heads and teachers but also containing useful pointers for inspectors, this forward-thinking book examines exactly what the relationship between inspection and self-evaluation means for schools.
Author: John E. C. MacBeath
Publisher: Routledge
ISBN: 0415692954
Category : Education
Languages : en
Pages : 210
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Book Description
In this book, John MacBeath brings together eight of his most influential writings including chapters from his best-selling books, articles from leading journals, and excerpts from his contributions to the press.
Author: Chi-ming Yung
Publisher:
ISBN:
Category : Educational evaluation
Languages : en
Pages : 180
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Book Description
Author: Mark Ginsburg
Publisher: Springer Science & Business Media
ISBN: 9462090777
Category : Education
Languages : en
Pages : 177
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Book Description
This edited volume, based on papers presented at the World Congress of Comparative Education (Istanbul, 2010), presents research examining pre-service teacher education, in-service teacher development, and the politics of teachers’ work in a variety of geographical regions, including Asia, Africa, Eurasia, Europe, Latin America, and North America. More specifically, the chapters examine the situations, activities, and education of teachers in the societal contexts of Cuba, Equatorial Guinea, France, Germany, Ghana, Hong Kong, Ireland, Lithuania, The Netherlands, Scotland, Spain, Turkey, and the United States. The authors address a variety of important questions related to a group of employees who are key actors in determining the quality of education: How can pre-service teacher education best be organized for different purposes in various settings? What kinds of activities should be organized and who should be involved in in-service professional development to promote teacher capacity and commitment to perform their roles in classrooms and communities? What kinds of incentives can motivate teachers’ engagement with various aspects of their work? How do certain educational policies and reforms promote the professionalization or the deprofessionalization and proletarianization of teaching? What are the opportunities and constraints for teachers as they seek to operate within themicro-politics of schools and the macro-politics of society? The book thus contributes to refining our understanding of the critical theoretical issues in the field of comparative and international education as well as calling attention to dynamics that should be considered in developing and implementing as well as critiquing and resisting educational policies in varying contexts.
Author: Eric C. K. Cheng
Publisher: Taylor & Francis
ISBN: 1000622088
Category : Education
Languages : en
Pages : 252
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Book Description
Cheng articulates the extent to which knowledge management approaches can create Intellectual Capital (IC) and contribute to improvements in education quality. He argues that public schools have long contended with the requirements of quality assurance in a competitive environment of decreasing student numbers, increasing parental choice and rising standards of accountability. As public organisations, schools have to demonstrate appropriate resource management and show evidence that they are meeting defined development plans and goals. Cheng proposes a strategic approach, IC management, to help schools respond to and cope with the increasingly competitive environment while enhancing school capacity for improving student learning. First, the book guides readers to understand the development of IC theory in the context of education to address the requirements of quality assurance and accountability. It then introduces Lesson Study, e-Learning, and Information and Communication Technology (ICT) as key resources and drivers for building school IC, and examines the organisational factors that enable knowledge management approaches for developing IC in schools from both Asia and Europe. It concludes by offering strategies and implementation methods to manage school IC for sustainable development. Combining research from Asia and Europe, this edited volume will be useful for school leaders and policy makers, as well as those researching school leadership and IC.
Author: Shane N. Phillipson
Publisher: Routledge
ISBN: 1136455728
Category : Education
Languages : en
Pages : 300
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Book Description
The continual successes of students from East-Asia are confirmed in a variety of international tests of academic achievement and yet, despite this attainment, many scholars have realised that a substantial proportion of these students are also underachieving. Using the actiotope model of giftedness to integrate a broad range of research, this innovative book features a number of chapters written by internationally recognised scholars in a frank and lively discussion about the origins of exceptionality in students from East Asia. With the actiotope model as the theoretical framework, the book distinguishes between trait models of giftedness and systems approaches to exceptionality. Breaking new ground in understanding the complex interactions between a learner’s environment, goals, intelligence and motivations in the development of their ever-expanding knowledge and skill set, this book will: describe, with examples, a systems approach to the development of exceptionality, allowing educators and researchers the ability to track students with greater precision; influence the means by which educators identify and support students with the potential for exceptional performance; suggest possible reasons for the variability in the achievement of potentially gifted students; provide strategies to support these students; have a profound effect on the way that exceptionality and giftedness are defined and understood, not only in East Asia but also in the West. Covering issues that have firm theoretical foundations and which are based on cutting edge ideas, Exceptionality in East Asia has significant implications for gifted education and is essential reading for scholars, undergraduate and postgraduate students interested in the psychological and social basis of exceptionality.
