A Critical Study of Teacher Professional Development in the Implementation of School-based Curriculum Development in a Hong Kong Secondary School PDF Download
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Author: Yee-man Karen Lui
Publisher:
ISBN:
Category :
Languages : en
Pages : 536
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Book Description
Author: Yee-man Karen Lui
Publisher:
ISBN:
Category :
Languages : en
Pages : 536
Get Book Here
Book Description
Author: Yee-man Karen Lui
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author: Paul Morris
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 188
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Book Description
"This book is intended for teachers who are studying courses which focus on the school curriculum. It is also intended for those teachers and principals who are keen to improve the quality of schooling they provide their pupils. The book introduces the reader to the components of the school curriculum and concepts used to analyse it." "The book is a distinctive contribution to the study of the curriculum in Hong Kong as the key concepts are explained and illustrated with reference to the local context. The contribution of various agencies within Hong Kong to the process of curriculum development is also described and analysed. Most importantly, the book provides a critical evaluation of the current state of the school curriculum in Hong Kong."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
Author: Yiu Chun LO 羅耀珍
Publisher: Hong Kong University Press
ISBN: 9888139029
Category : Education
Languages : en
Pages : 300
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Book Description
Curriculum Change and Innovation is an introductory textbook on Hong Kong’s school curriculum. Written in an approachable style using illustrative case studies, the textbook provides an introduction to the basic concepts and theories of "curriculum" as a field of study. It also discusses how sociopolitical and economic changes as well as technology advancements help transform teachers' roles and reshape curriculum policies. The chapters cover a wide range of topics, including curriculum design, planning, implementation and evaluation. These discussions are included to help readers critically reflect on their roles as change agents in curriculum development. Shirley S. Y. Yeung is an assistant professor in the Department of Curriculum and Instruction at the Hong Kong Institute of Education. John T. S. Lam is an assistant professor in the Department of Curriculum and Instruction at the Hong Kong Institute of Education. Anthony W. L. Leung is an assistant professor in the Department of Curriculum and Instruction at the Hong Kong Institute of Education. Yiu Chun Lo is an associate professor of the Department of Curriculum and Instruction at the Hong Kong Institute of Education.
Author: Suk-Kwan Yuen
Publisher:
ISBN: 9781361112021
Category :
Languages : en
Pages :
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Book Description
This dissertation, "School-based Curriculum Development: a Case Study in Hong Kong Secondary School" by Suk-kwan, Yuen, 袁淑筠, 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 attempts to explore why and how a school introduces the junior school-based curriculum project through interdepartmental collaboration. This curriculum project exemplifies an actual experience of how the interplay of internal and external factors bring about different modes of curriculum integration. This study, which offers an insider's view, is a qualitative research adopting a case study strategy. Semi-structured interviews, participation observation and documentary analysis are the major methods of data collection. This study analyzes the operation of the school-based curriculum project and its development. It also reveals how the interplay of both promoting and impeding factors has affected the introduction and operation of the SBCD project. The study illustrates that the interplay of external reform force, internal educational needs, power-coercive strategies as well as empirical-rational strategies motivated the case school to initiate SBCD project. In the implementation phase, power-coercive strategies and empirical-rational strategies were employed in the case school; however, it was supplemented by normative-re-educative strategies in the case school. Regarding the institutionalization stage, "top- down" decision-making model gave way to "bottom-up" model; front-line teacher took more ownership in midst of open, trusteeship and collaborative working culture. Factors are identified and the most important are principal's support for providing far-sighted vision and direction, teacher professionalism and leadership for offering long-term and practical capacity of change, congruent motivation and school culture for fostering collaborative and harmonious working culture and participants' responsibilities and ownership for enhancing freedom and devotion. The findings also reveal two variations which are insufficiently addressed in previous research studies: shared vision and priority of education goals providing direction in curriculum development, and organization structure and collaborative culture for sustaining long term and large-scale SBCD initiation. The case school's SBCD project offers insight on the initiation and development of curriculum integration in the local context and reveals that SBCD provides great momentum facilitating progress and development in school. Additionally, research findings reveal that the interdepartmental collaboration can be an effective strategy in implementation large-scale school-based curriculum development. Factors affecting SBCD are analyzed and its implications are drawn to offer new illustrations into existing literature on school-based curriculum development, the development of interdepartmental collaboration, and the progression of cross-curriculum integration in SBCD as well. DOI: 10.5353/th_b3552038 Subjects: Curriculum planning - China - Hong Kong - Case studies Education, Secondary - China - Hong Kong - Curricula
Author: Colin Marsh
Publisher: Routledge
ISBN: 1135048746
Category : Education
Languages : en
Pages : 352
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Book Description
Education officials, specialist leaders and teachers have all been involved in different ways to bring about school reform in Hong Kong. This book is a very current and relevant analysis of this reform, highlighting the way in which agencies have cooperated in bringing about change over the last several decades. Through a process of wide-ranging decision-making, collaboration and consensus among key bodies and agencies of change, some important developments have occurred. The reforms collectively have had, and are continuing to have, a major impact upon schooling in Hong Kong. This volume represents a range of authors and specialists involved in a number of different reforms, covering themes such as historical policy contexts, new curriculum approaches, changing pedagogies, school leadership, implementation and change, and assessment and evaluation. This is a very topical book which provides a probing analysis of how an Asian education system has been able to reach and maintain a very high performing level.
Author: Kerry J. Kennedy
Publisher: Chinese University Press
ISBN: 9789629962319
Category : Education
Languages : en
Pages : 264
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Book Description
This book, a statement of genuine concern on the state of the school curriculum in Hong Kong by a veteran educator, forms a comprehensive account of current curriculum development, implementation and interpretation. Kennedy invites the reader to critically examine how local and global issues influence the way the Hong Kong curriculum has been constructed. Against this theoretical background, he maintains a clear, practical focus on present policies of the educational authority and suggests a new curriculum in various fields. This book sheds light on recent pressure for curriculum change and reform in Hong Kong, offering fresh insights to those concerned with the state of education in both Hong Kong and cities around the world.
Author: International Journal of Educational Reform
Publisher: Rowman & Littlefield
ISBN: 1475816189
Category : Reference
Languages : en
Pages : 105
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Book Description
The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.
Author: Thomas Kwan-Choi Tse
Publisher: Routledge
ISBN: 1317439384
Category : Education
Languages : en
Pages : 336
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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: Jun Li
Publisher: Springer
ISBN: 981100837X
Category : Education
Languages : en
Pages : 269
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Book Description
Utilizing a case study method and a Multiperspectival Approach, this volume presents a pioneering, in-depth study about China’s teacher education policy since the 1990s. It critically investigates the rational, dynamic and complex implementation process taking place at the micro institutional level for the transformations of teacher education institutions. The book first introduces the sociopolitical and cultural background of China’s teacher education system and its challenges under the condition of globalization, and illustrates major national initiatives for nurturing highly qualified teachers. It then explores new teachers’ identities in an era of enhanced professionalism, uncovers the ways they reflect China’s teacher education reform, and distills the rationales behind these policy actions. This is followed by an analytic presentation of the findings of the case study of a provincial normal university, with a particular focus on such core pieces of the implementation jigsaw as policy flow, the dynamism of implementation, sociopolitical and cultural confluence, and institutional barriers in the complex process. Lastly, the book unravels key recommendations and implications for policy implementation studies from the China policy case, and constructs a Chinese Zhong-Yong Model of policy implementation, and sheds new light on policy studies of teacher education reform in particular and public policy in general, which may be transferable to other sociopolitical contexts seeking to nurture world-class teachers and achieve educational excellence in a global age.
