Thesis (M. Ed.)--University of Hong Kong, 1988. / Includes bibliographical references (leaf 158-172).

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references.

Thesis (PhD(Education Management and Policy Studies))--University of Pretoria, 2009. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1988. / Includes bibliographical references (leaves 158-172). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 107-109). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references. Also available in print.

黃麗芳. / 論文(哲學博士)--香港中文大學, 2004. / 參考文獻 (p. 587-634). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts also in English. / Huang Lifang. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2004. / Can kao wen xian (p. 587-634).

A research report submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg in partial fulfillment of the requirements for the degree of Master of Education. June, 1998. / Technical colleges are pivotal in the integration process of education and training systems in South Africa. Technical colleges aim to train ar 1 equip individuals with skills and knowledge that will help them function and contribute adequately to the development of the country. In order to do this, the development and implementation of technical colleges' curriculum becomes critical. This study examines factors that influence changes in the curriculum development and implementation in technical colleges in Gauteng area. Two schools of thought. human capital theorists and social democratic proponent's views are reviewed. The human capital theorists argue that education is an investment that should yield economic benefits.They state that the curriculum should be influenced by economic and social factors. The social democratic proponents. for their part. argue that education has the social responsibility of developing individual potential. They state that the curriculum should be broad in order to cater for the diverse needs of the populace. Both the international and local literature has linked the demands for change in the curriculum to the advanced technological modes of production in the workplace. The local debates, though often a response to the international arguments, address a number of national issues such as equity, access, redistribution and economic growth. The research adopted a qualitative methodology. Data were collected through documents analysis and interviews. Six principals from technical colleges and representatives of three organisations: labour, employer and technical education development cooperation formed the research sample. The data were classified into three major ther u=s:the nature of the curriculum, curriculum development processes and implementation of the curriculum. Through these themes, the interviewees identified problems with the curriculum as outdated. irrelevant, inadequately funded and lacking autonomy. They recommended that in order for technical colleges to contribute adequately to economic and social development. there should be constant revision of the curriculum, staff development, fewer government restrictions, adequate provision of infrastructure and formation of partnerships amongst stakeholders / MT2017

The purpose of this study was to describe the implementation of a major curriculum change at the fifth grade level in two different school district settings; an urban district and a suburban district. The major curriculum change was a shift from traditional reading and language arts instructional approaches to an Integrated Whole Language instructional approach. The implementation of this change was examined on the basis of self-reports by administrators, teachers, and students and was analyzed in the context of organizational factors in schools that have typically influenced change. These included school district demographics, the decision making process, administrative support, inservice training, the principal's leadership role, and resources available. Additionally, the study investigated the relationship between teacher self-reported implementation behaviors and student self-reported attitudes and behaviors related to reading and writing. A blend of qualitative and quantitative research methodologies was employed to describe the implementation as a change process. Extensive descriptive data was collected from school districts, individual schools, administrators and teachers. Teacher administrator interviews were conducted to develop description of organizational factors, and teachers reported their implementation behaviors on a questionnaire. Teacher implementation scores were used to describe difference between teachers, schools, and districts. A major conclusion was that change is an individual and developmental process. Differences existed in teacher implementation scores and perceptions of the change. It was also concluded that significant differences between administrator and teacher interview responses were related to different knowledge and involvement levels, and a reported lack of principal support. Within school differences and between district differences were found and were related to contextual factors.

This thesis aimed to study the perspectives of religious education coordinators’ in secondary schools in the Archdiocese of Melbourne regarding their management of a particular curriculum change in religious education. The change in question involved a “top down” (Morris, 1995) change to a “text-based curriculum” (Pell, 2001) directed by the Archbishop of Melbourne, who is responsible for religious education in Catholic schools throughout the Archdiocese. Situated within a qualitative paradigm this research utilised grounded theory as a means to identify and analyse the theory generated from interviews with religious education coordinators who were responsible for managing the change. The emergent categories were used to generate new theory in relation to how religious education coordinators managed the curriculum change. Key theories generated from this study included factors that impeded the change such as an inability to understand the theoretical position underpinning the curriculum innovation, and inadequate qualifications to teach religious education. It also generated theory about factors that assisted the management of this change such as time to reflect on practice, and support from school leadership teams. The theory generated was analysed against the existing knowledge about curriculum change in education, textbook use and leadership in religious education. A distinguishing aspect of this research is that it linked the general literature on educational change as it applies to curriculum change, with curriculum change in religious education.The study also proposed some recommendations for future directions and practices concerning the management of curriculum change in religious education in Catholic schools.