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Author: Kwok Kuen Tsang Publisher: GRIN Verlag ISBN: 3656648875 Category : Education Languages : en Pages : 106
Book Description
Master's Thesis from the year 2009 in the subject Pedagogy - The Teacher, Educational Leadership, grade: A, , language: English, abstract: In this study, the relationship between collective teacher effectiveness and school improvement oriented culture is investigated through the case of ABC Secondary School. Collective teacher effectiveness is conceptualized with both the model of total teacher effectiveness and the model of continuous learning. Collective teacher effectiveness is regarded as the primary goal the school strives to attain. On the other hand, school improvement oriented culture, which consists of an emphasis on learning, collegiality and collaboration, is regarded as the value system of the school. Moreover, the theoretical framework of this study includes characteristics of teachers (gender, age, and full-time teaching experience) and the practices of academic divisions (the frequency and contents of formal meetings, the encouraged activities, and the opportunities to participate in the decision-making process). The research findings support the conceptions of collective teacher effectiveness and school improvement oriented culture. The results show that school improvement oriented culture, in general, caused collective teacher effectiveness directly and indirectly. Particularly, each cultural element had different influential powers to collective teacher effectiveness, competence and performance. As a result, a general model and three sub-models of collective teacher effectiveness for ABC Secondary School were constructed. These findings also question the mechanism of goal-attainment proposed by the theory of social system and provide us with a way to revise the current model of total teacher effectiveness. The recommendations to ABC Secondary School, the limitations of this study and the suggestions for further research are also discussed in this report.
Author: Kwok Kuen Tsang Publisher: GRIN Verlag ISBN: 3656648875 Category : Education Languages : en Pages : 106
Book Description
Master's Thesis from the year 2009 in the subject Pedagogy - The Teacher, Educational Leadership, grade: A, , language: English, abstract: In this study, the relationship between collective teacher effectiveness and school improvement oriented culture is investigated through the case of ABC Secondary School. Collective teacher effectiveness is conceptualized with both the model of total teacher effectiveness and the model of continuous learning. Collective teacher effectiveness is regarded as the primary goal the school strives to attain. On the other hand, school improvement oriented culture, which consists of an emphasis on learning, collegiality and collaboration, is regarded as the value system of the school. Moreover, the theoretical framework of this study includes characteristics of teachers (gender, age, and full-time teaching experience) and the practices of academic divisions (the frequency and contents of formal meetings, the encouraged activities, and the opportunities to participate in the decision-making process). The research findings support the conceptions of collective teacher effectiveness and school improvement oriented culture. The results show that school improvement oriented culture, in general, caused collective teacher effectiveness directly and indirectly. Particularly, each cultural element had different influential powers to collective teacher effectiveness, competence and performance. As a result, a general model and three sub-models of collective teacher effectiveness for ABC Secondary School were constructed. These findings also question the mechanism of goal-attainment proposed by the theory of social system and provide us with a way to revise the current model of total teacher effectiveness. The recommendations to ABC Secondary School, the limitations of this study and the suggestions for further research are also discussed in this report.
Author: Shiu-Ying Wong Publisher: Open Dissertation Press ISBN: 9781361236840 Category : Languages : en Pages :
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: Publisher: ISBN: Category : Languages : en Pages :
Book Description
(Uncorrected OCR) ABSTRACT School Based Management (SBM) presents the guidelines for the structuring of Hong Kong aided schools. Teacher appraisal is one of the required features under SBM for enhancing teachers' development and students' learning. Teacher appraisal of accountability model is a traditionally dominated practice in Hong Kong. Different researchers have advocated teacher appraisal of development model in recent years. This study examines the effectiveness of developmental teacher appraisal, with a case in a Hong Kong aided schooL With the help of teacher survey, teacher interviews, school principal's interviews and the observation of the writer, the exploration of effectiveness of developmental teacher appraisal is categorised into four levels. Teachers' perception towards developmental teacher appraisal is the first level of investigation. The function of developmental teacher appraisal for identification of teachers' strengths and weakness is the second level of investigation. The influence of developmental teacher appraisal on teachers' attitude and behaviour is the third level of examination. The eventual effect of developmental teacher appraisal to teaching performance and students' learning outcome is the fourth level of examination of the study. In addition to the scrutiny of effectiveness of developmental teacher appraisal at different levels, the opinions of teachers in comparing the relative effectiveness of teacher appraisal of developmental model and accountability model is analysed. The findings show that developmental teacher appraisal can get high degree of acceptance of teachers with their extensive participation in preparation process. By the help of appropriate evaluation tools, such as self-assessment, peer-review and students' questionnaires, developmental teacher appraisal can effectively assist the majority of teachers to identify their strong and weak points and also influence their attitude and behaviour to a certain extent. How.
Author: Ka-Man Yau Publisher: Open Dissertation Press ISBN: 9781374723399 Category : Education Languages : en Pages : 132
Book Description
This dissertation, "Teachers' Perceptions of Assessment for Learning: a Study of Secondary School Teachers in Hong Kong" by Ka-man, Yau, 游嘉敏, 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 Teachers' perceptions of assessment for learning: A study of secondary school teachers in Hong Kong submitted by YAU KA MAN For the degree of Master of Education at the University of Hong Kong August, 2004 A paradigm shift in assessment, with the emphasis on assessment for learning, currently prevails in many parts of the world, including Hong Kong. Despite strong promotion, the implementation of assessment for learning around the world has not been as so widespread in schools as expected. 'Teachers' perceptions of assessment for learning' may be the most influential factor explaining reluctance and their actions in practice which are being affected by their current classroom beliefs and actions. This study provides insights into the factors affecting the implementation of assessment for learning in Hong Kong secondary schools from an examination of teachers' perceptions. In turn, suggestions for more effective implementation are explored. This study used an interpretative, qualitative approach. The subjects of the study were six secondary school teachers in Hong Kong who were classified into two polar types-conservative and innovative. As such, the study represents a study involving six cases. Interview was the main data collection method, although documents and students' work were collected, in some cases, for triangulation. Analysis followed Miles and Huberman (1984, 1994) as well as Strauss and Corbin (1990, 1998). iiThe findings of this study showed that assessment for learning was not a common practice among the secondary school teachers. Their perceptions of assessment for learning were varied and confusion of meaning seemed apparent in many cases. In contrast with the hopes in the literature and the education reform reports of Hong Kong, three of the six subjects didn't view assessment for learning as an effective tool to improve student learning. The findings also suggested some determining factors and related challenges that led to such perceptions and actions. However, 'character and personality of teachers' seemed the most influential and decisive factor. Based on these findings, measures for promoting further initiation and implementation of assessment for learning were suggested with a focus on changing the mindsets of teachers through increasing their exposure to the current assessment change. Re-prioritization of teachers' duties should also be considered and carried out seriously. iii DOI: 10.5353/th_b3028071 Subjects: Educational tests and measurements - China - Hong Kong Educational change - China - Hong Kong High school teachers - China - Hong Kong - Attitudes
Author: Lai-Wah Melanie Lam Publisher: Open Dissertation Press ISBN: 9781361398128 Category : Languages : en Pages :
Book Description
This dissertation, "Student Evaluation of Teaching in Hong Kong Secondary School" by Lai-wah, Melanie, Lam, 林麗華, 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. DOI: 10.5353/th_b3196340 Subjects: High school teaching - China - Hong Kong High school students - China - Hong Kong - Attitudes
Author: Yu-Chun Lorena Hui Publisher: ISBN: 9781374720077 Category : Languages : en Pages :
Book Description
This dissertation, "Project-based Learning in a Hong Kong Secondary School: an Evaluation" by Yu-chun, Lorena, Hui, 許如珍, 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 The Implementation of Project-Based Learning: An Evaluation submitted by HUI Yu Chun Lorena for the degree of Master of Education at the University of Hong Kong in August 2004 Educational reform in Hong Kong uses life long learning and learning to learn as the main themes and this further suggests new mode of learning and teaching. Project-based learning (PBL), which is a new learning and teaching model that centres around projects, is one of the four key tasks in the education reform that is in line with the aims and objectives of learning to learn. The purposes of this research is to explore and have an in-depth understanding of the strengths, difficulties and challenges experienced by students and teachers in the implementation of PBL in a HK secondary school. In order to evaluate the advantages, difficulties and challenges in the implementation of PBL, a qualitative, case study design is employed to facilitate the discussion. The research aims at the advantages and effectiveness of PBL from the point of view of educator and researcher. Despites evidence from overseas research that show there are i iabundance of advantages in conducting PBL, it is discovered that the implementation of PBL come across the difficulties and challenges in this research study. First, students encounter technical problems in application in different stage of PBL. Secondly, time management is one of the weaker aspects in PBL. Thirdly, students are relatively passive and the problem of social loafing and free riding exists. Fourthly, collaboration and effective communication break down cause double standard in the implementation of PBL. Fifthly, the current curriculum and examination systems hinder the implementation of PBL. Sixthly, PBL is a new instructional knowledge which experienced and new teachers find that professional training is inadequate. Finally, involvement of parents is debatable. In conclusion, the challenges and difficulties are complex and more time is required to solve the difficulties, especially in the aspects of innovative classroom instruction pedagogy and skills, involved community and skilful educator. ii ii DOI: 10.5353/th_b3014386 Subjects: Project method in teaching - China - Hong Kong - Case studies Junior high school teachers - China - Hong Kong - Attitudes Junior high school students - China - Hong Kong - Attitudes
Author: Yin Cheong Cheng Publisher: Boom Koninklijke Uitgevers ISBN: 9789629490591 Category : Education Languages : en Pages : 534
Book Description
This book aims at making contributions to the ongoing policy debates in education reform and the creation of a new knowledge base that can serve all endeavours at different levels for teaching effectiveness and teacher development in different parts of the world. The target audiences are teacher educators, educators, graduate students, researchers, policy makers and those interested to reform education and teacher education for the new century. This edited volume includes 19 chapters grouped into three sections: Research and Analysis of Teaching Effectiveness and Teacher Development; The Teacher as a Professional in a Changing Context; and Innovations and Trends in Teacher Development. The authors of these chapters are experienced and renowned scholars and researchers from different parts of the world. They present to the international readers a very wide range of perspectives, approaches, and research findings that are crucial to our pursuit of a new knowledge base for effective teaching and teacher development in the new millennium.
Author: Kwok Kuen Tsang
Author: Kwok Kuen Tsang
Author: Shiu-Ying Wong
Author: 
Author: Ka-Man Yau
Author: Lai-Wah Melanie Lam
Author: Kam-tao Ngai
Author: Yu-Chun Lorena Hui
Author: Yin Cheong Cheng
Author: Lai-wah Lam (M.Ed., Melanie)
Author: