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Author: Pui-Ying Chan
Publisher:
ISBN: 9781361260333
Category :
Languages : en
Pages :
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Author: Pui-Ying Chan
Publisher:
ISBN: 9781361260333
Category :
Languages : en
Pages :
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Book Description
Author: Shun-Ho Winnie Liu
Publisher: Open Dissertation Press
ISBN: 9781361231050
Category :
Languages : en
Pages :
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This dissertation, "Teacher Recruitment and Selection in Hong Kong Aided Secondary Schools: Implications for School Management" by Shun-ho, Winnie, Liu, 廖順好, 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_b3195570 Subjects: High school teachers - Selection and appointment - China - Hong Kong High school principals - China - Hong Kong - Attitudes School management and organization - China - Hong Kong Secondary school teachers - Selection and appointment Secondary school principals - Attitudes
Author: Lok Sang Ho
Publisher: Hong Kong University Press
ISBN: 9622097456
Category : Education
Languages : en
Pages : 263
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Book Description
This book investigates and analyses critical issues in education reform and discusses possible pitfalls in the current global drive to promote excellence. Instead of documenting the successes and frustrations encountered by education reformers in specific jurisdictions, this book aims to offer directions for education reformers, and sets out to be prescriptive rather than descriptive. While the cases covered here are focused on Hong Kong, they are no less useful in throwing light upon the direction of education reform all over the world. The first section of the volume, “Conceptual Framework”, provides the theoretical underpinnings for the design and implementation of education reform. The next two sections, “Reform of Tertiary Education” and “Experiments, Dilemmas, and Risks in Secondary Schools” look at reform at the tertiary and secondary levels in greater detail. The final section, “Ideals vs. Reality: the Interplay of Diverse Interests and Diverse Perceptions”, looks at the conflicting goals and perceptions of different “stakeholders”, with a concluding chapter that summarizes the main lessons to be learnt. This book will be of interest to scholars, educators, parents, policymakers, politicians, and all who are concerned about our younger generation and their future. “The editors, Lok Sang Ho, Paul Morris and Yue-ping Chung are to be congratulated on producing a volume which is both hard-hitting and insightful about education reforms in Hong Kong. The range of experiences of the contributing authors contribute to a most interesting mix of perspectives about education reform. The focus is squarely on Hong Kong, in terms of general policy and reform issues, followed by more specific chapters dealing with issues of graduate teachers, English as a medium of instruction, and the role of the media. However, the issues raised are very applicable to many countries. This book is a valuable contribution to the literature on education reform.” —Professor Colin J. Marsh, Curtin University, Perth, Western Australia
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Zhizheng Feng
Publisher:
ISBN: 9789628240371
Category : Education and state
Languages : en
Pages : 143
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Author: Thomas Kwan-Choi Tse
Publisher: Taylor & Francis
ISBN: 1317439392
Category : Education
Languages : en
Pages : 251
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Book Description
Since 1997 when Hong Kong became a Special Administrative Region of the People’s Republic of China, a string of education reforms have been introduced to improve the quality of education and maintain Hong Kong’s economic competitiveness in the age of globalization. This book provides a comprehensive and critical analysis of major issues and challenges faced by the education system, ranging from pre-school to higher education. It analyses the prospects for educational development in Hong Kong. It further addresses how the Hong Kong government has responded to the perceived challenges of the external environment and internal forces and explains the rationales for the actions taken. Not only does it review how the reform initiative challenges have been dealt with, it also reviews how effective these initiatives are and its implications on future directions.
Author: Yuet-Ting Lam
Publisher:
ISBN: 9781361295823
Category :
Languages : en
Pages :
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This dissertation, "Professional Development in a Local Hong Kong Secondary School: a Case Study" by Yuet-ting, Lam, 林月婷, 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: This paper is a case study of teacher professional development in a local Hong Kong secondary school. By examining the tension among various influencing parties - i.e. Education Bureau (EDB), school sponsoring body, school, principal and teachers - as well as the dilemmas arising from the planning and implementation of professional development programs, this research seeks to explore areas of improvements and provide recommendations. The discussions centre on the needs identification and program evaluation processes, and are based on theoretical principles of organizational learning, individualization of learning, training evaluation and transfer of learning. Following analysis of the research findings, this paper goes on to suggest that school leaders should promote the principles of professional learning to all teachers. In particular, teachers should be empowered with the autonomy to manage their own professional development as their responsibility. Also, school leaders should encourage teachers to integrate school development needs with their own professional needs. The findings may be applied to other local secondary schools with staff development structures and processes at a comparable level of maturity. DOI: 10.5353/th_b4836749 Subjects: High school teachers - Training of - China - Hong Kong
Author: Mei-Yee Wong
Publisher: Lexington Books
ISBN: 0739181734
Category : Education
Languages : en
Pages : 146
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Book Description
This book examines, from a sociological perspective, teacher-student power relations in classroom learning and teaching. The case study consists of four Hong Kong primary schools—and sixteen classrooms therein—that were selected as research sites to explore the concept of teacher-student power relations. Observations, individual interviews, and document analysis were the main data collection methods employed. Wong provides the historical context for the issue of teacher-student power relationship by reviewing the traditional Chinese cultures and values, in particular the values of respect for authority and for teachers, and demonstrates the intermingling of Chinese and Western cultures in contemporary Hong Kong Chinese society. She reviews the major educational initiatives carried out in Hong Kong since the 1970s, showing how Western educational policies promoting student-centric teaching modes have encouraged changes in classroom culture. With reference to the observed seventy-three lessons, the study identified three patterns of teacher-student power relations—Teacher Domination, Relatively Balanced Opportunity for Power Sharing, and Student Self-Empowerment—each involving different degrees of power being exercised by teacher and students. The coexistence of these three power patterns and the two corresponding power situations (student empowerment and disempowerment) can be explained as the result of multileveled, intertwined interactions among six factors related to social culture, education policy, school and classroom contexts, and to the individual players concerned. The book thus contributes to the understanding of teacher-student power relations in the context of Hong Kong by proposing a theoretical framework that reflects local socio-cultural, educational, and school contexts.
Author: Wai-Yin Au Wong
Publisher:
ISBN: 9781374711372
Category :
Languages : en
Pages :
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This dissertation, "The Perceptions of Quality Education of Secondary School Principals and Teachers in Hong Kong" by Wai-yin, Au Wong, 黃慧賢, 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 Perceptions of Quality Education of Secondary School Principals and Teachers in Hong Kong This research explores the perceptions of quality education of some secondary school principals and teachers in Hong Kong. It includes (1) definitions of quality education, (2) desirable features for quality education, (3) defects and deficiencies in the Hong Kong education system, (4) strategies to promote quality education, and (5) problems encountered in promoting quality education. Provision of quality education for our students is the vision of the Education and Manpower Bureau. In addition, the Report No. 7 (ECR7) on Quality Education (1997) lists some recommendations on quality education. Those recommendations, such as school-based management, quality assurance inspection, school self-evaluation and quality education fund are currently having a great impact on the Hong Kong school education system. This study adopts a qualitative approach. Data are mainly collected from iinterviews with three principals and four teachers from each school, that is twelve teachers. The findings of the research reveal a wide variation in the informants' emphasis on quality education and various new ideas not mentioned in the ECR7. The informants list some desirable features, for example, adequate school facilities and resources, knowledgeable and highly committed teachers, and adaptive practices to suit the needs of students. Two-thirds of the informants share the view that most schools in Hong Kong are not providing a good quality education. They list some defects and deficiencies in the current Hong Kong education system, including the examination-oriented culture, the heavy workload of teachers, the instability of education policies, the poor quality of both policies and their implementation, and high student-teacher ratio. The informants share a great variety of valuable strategies for providing quality education. And finally, they share some problems encountered in promoting quality education. None of the three sample schools show a large discrepancy between principals and teachers in the perception of what quality education entails. In addition, experienced and novice teachers share similar ideas on different aspects of quality education. ii DOI: 10.5353/th_b2759256 Subjects: Education - China - Hong Kong - Evaluation Total quality management in education - China - Hong Kong Secondary school principals - China - Hong Kong - Attitudes High school teachers - China - Hong Kong - Attitudes
Author: Gerard A. Postiglione
Publisher: Hong Kong University Press
ISBN: 9622094392
Category : Education
Languages : en
Pages : 205
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Book Description
This volume presents readers with background material for understanding more about the characteristics of Hong Kong education, as well as social and organizational perspectives that will contribute to informed discussion about key educational issues facing Hong Kong educators. The book is organized into three parts. The first part introduces the Hong Kong education system, and its relationship to the labour market, manpower planning and the policymaking process. The second part introduces the organizational and managerial aspects of schools. The third part examines social factors as they affect educational attainment. Here attention is focused upon social stratification, language of instruction and special education. A comprehensive and timely publication, this volume should be of interest to practising teachers and participants in teacher education programmes in Hong Kong.
