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changes of political culture reflected in textbooks: a content analysis of EPA textbooks in the transitional period of Hong Kong = 敎科書中政治文化的轉變 : 香港過渡期間(經濟及公共事務)敎科書的內容分析. / 敎科書中政治文化的轉變 / The changes of political culture reflected in textbooks: a content analysis of EPA textbooks in the transitional period of Hong Kong = Jiao ke shu zhong zheng zhi wen hua de zhuan bian : Xianggang guo du qi jian (jing ji ji gong gong shi wu) jiao ke shu de nei rong fen xi. / Jiao ke shu zhong zheng zhi wen hua de zhuan bianJanuary 1997 (has links)
by Choi Ming Fai. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 105-111). / by Choi Ming Fai. / LIST OF TABLES --- p.iii / LIST OF FIGURES --- p.iv / ACKNOWLEDGMENTS --- p.v / ABSTRACT --- p.vi / Chapter CHAPTER ONE - --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background and Purpose of the Study --- p.1 / Chapter 1.2 --- Significance of the Study --- p.4 / Chapter CHAPTER TWO - --- LITERATURE REVIEW --- p.6 / Chapter 2.1 --- A Review of Political Culture --- p.6 / Chapter 2.1.1 --- The Classic Conception of Political Culture --- p.6 / Chapter 2.1.2 --- The Development of Political Culture in Political Science --- p.12 / Chapter 2.2 --- Changes of Political Culture in Hong Kong --- p.17 / Chapter 2.3 --- Political Education of Hong Kong under the Process of Decolonization --- p.21 / Chapter 2.3.1 --- "Political Education, Political Socialization and Political Culture" --- p.21 / Chapter 2.3.2 --- The Development of Political Education in Hong Kong --- p.23 / Chapter 2.4 --- Textbooks and Political Socialization --- p.28 / Chapter 2.4.1 --- The Sociology of Curriculum --- p.28 / Chapter 2.4.2 --- The Relationship between School Textbooks and Politics --- p.31 / Chapter 2.5 --- Content Analysis of Textbook --- p.34 / Chapter 2.5.1 --- Methodology of Content Analysis --- p.35 / Chapter 2.5.2 --- Content Analysis for Textbook Research --- p.38 / Chapter CHAPTER THREE - --- RESEARCH METHODS AND DESIGN --- p.40 / Chapter 3.1 --- Aims of Study --- p.40 / Chapter 3.2 --- Research Questions --- p.40 / Chapter 3.3 --- Methods --- p.41 / Chapter 3.4 --- Textbook Analysis --- p.43 / Chapter 3.4.1 --- Analytical Framework --- p.43 / Chapter 3.4.2 --- Subject and Unit of Analysis --- p.52 / Chapter 3.4.3 --- Analysis of Data --- p.55 / Chapter 3.5 --- Interviews --- p.55 / Chapter 3.5.1 --- Interview Questions --- p.57 / Chapter 3.5.2 --- Subjects --- p.53 / Chapter 3.5.3 --- Data Collection and Treatment --- p.59 / Chapter 3.6 --- Methodological Issues --- p.60 / Chapter 3.6.1 --- Reliability --- p.60 / Chapter 3.6.2 --- Validity --- p.61 / Chapter 3.7 --- Limitations of the Study / Chapter CHAPTER FOUR - --- POLITICAL CULTURE REFLECTED IN THE TEXTBOOKS --- p.63 / Chapter 4.1 --- The Political Culture in the Textbooks --- p.63 / Chapter 4.1.1 --- The Apathetic Political Culture Reflected in the Textbooks --- p.64 / Chapter 4.1.2 --- The Changes of Political Culture Reflected in Textbooks --- p.66 / Chapter 4.2 --- The Allocation of Political Objects in Textbooks --- p.70 / Chapter 4.2.1 --- The Two Political Systems in the Textbooks --- p.71 / Chapter 4.2.2 --- Political Inputs --- p.78 / Chapter 4.2.3 --- Political Outputs --- p.80 / Chapter 4.2.4 --- Roles of a Political Actor --- p.83 / Chapter 4.3 --- The Influence of Textbooks to the Classroom Teaching --- p.86 / Chapter 4.3.1 --- Teachers' Perception of the Political Culture in Textbooks --- p.86 / Chapter 4.3.2 --- The Influence of Textbooks on Teaching Content --- p.88 / Chapter 4.4 --- A Summary of the Textbooks Analysis --- p.89 / Chapter CHAPTER FIVE - --- DISCUSSION AND RECOMMENDATION --- p.93 / Chapter 5.1 --- The Political Culture Reflected in EPA Textbooks --- p.93 / Chapter 5.1.1 --- The Social and Political Influences on the Textbooks --- p.93 / Chapter 5.1.2 --- The Anational and Apathetic Political Culture --- p.94 / Chapter 5.1.3 --- The Portrait of Citizenship in the Textbooks --- p.97 / Chapter 5.2 --- Preparation of Citizen for the Future: Some Recommendations --- p.98 / Chapter 5.3 --- Conclusion and Suggestions for Further Studies --- p.103 / Chapter 5.3.1 --- Conclusion --- p.103 / Chapter 5.3.2 --- Suggestions for Further Studies --- p.103 / REFERENCES --- p.105 / APPENDICES --- p.112 / Chapter Appendix I --- Selected Examples of the Themes coded --- p.112 / Chapter Appendix II --- Frequency Distribution of the Political Objects in the Textbooks --- p.114 / Chapter Appendix III --- Interview Summaries --- p.115
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The sense-making process of teachers in institutional change in curriculum: a case study on implementation of the subject liberal studies in Hong Kong. / 課程制度變遷中的教師的理解過程: 以香港通識教育科的實行的個案研究 / CUHK electronic theses & dissertations collection / Ke cheng zhi du bian qian zhong de jiao shi de li jie guo cheng: yi Xianggang tong shi jiao yu ke de shi xing de ge an yan jiuJanuary 2010 (has links)
Koo, Wai Sze. / "November 2009." / Advisers: Wing Kwong Tsang; Kwan Choi Thomas Tse. / Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves i-ix). / 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. / Abstract also in Chinese; appendix 3 includes Chinese characters.
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How teachers manage curriculum change in school-based assessment (SBA): case studyTam, Sau-wai, Jenny., 譚秀慧. January 2007 (has links)
published_or_final_version / Education / Master / Master of Education
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A case study of the influence of the proposed recommendations in the "review of prevocational and secondary technical education (1997)" bythe Education Department in a technical secondary schoolHo, Moon-tim., 何滿添. January 1999 (has links)
published_or_final_version / Education / Master / Master of Education
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A study of curriculum change in Hong Kong: the case of advanced level economicsYiu, Ming-tak, James., 姚鳴德. January 1996 (has links)
published_or_final_version / Education / Master / Master of Education
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An action research on the introduction of the use of authentic tasks in assessment to support a new integrated curriculumTang, Mei-sin., 鄧薇先. January 1996 (has links)
published_or_final_version / Education / Master / Master of Education
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A case study of teacher leadership in promoting a culture of learning in a Hong Kong schoolCheung, Siu-yin, Carol., 張小燕. January 2005 (has links)
published_or_final_version / abstract / Education / Master / Master of Education
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Post-colonial discourses in education, language and secondary school textbooks of English in Hong Kong.January 2002 (has links)
Keung Yuen-kwan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references. / Abstracts in English and Chinese. / Abstract --- p.i-ii / Acknowledgments --- p.iii / Introduction / Chapter Chapter One --- "The Two Curricula, England and Hong Kong" --- p.9-31 / Chapter Chapter Two --- Language Discourse and Local Education Policy --- p.32-45 / Chapter Chapter Three --- Local Research on Cultural Identity --- p.46-54 / Chapter Chapter Four --- Local Identity as Constructed in School Textbooks --- p.55-74 / Conclusion --- p.75-80 / Bibliography --- p.81-101
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课程改革背景下中国大陆教师实践知识与教师教学决策的互动关系研究: 基于S高中教师的个案研究. / Research on interactive relationship between teacher's practical knowledge and teaching decision making in the context of curriculum reform of mainland China: a case study on S senior school teachers / CUHK electronic theses & dissertations collection / Ke cheng gai ge bei jing xia Zhongguo da lu jiao shi shi jian zhi shi yu jiao shi jiao xue jue ce de hu dong guan xi yan jiu: ji yu S gao zhong jiao shi de ge an yan jiu.January 2013 (has links)
楊鑫. / "2013年9月". / "2013 nian 9 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 334-362). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and Englisha. / Yang Xin.
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學校課程領導對教師投入新課程改革的影響: 中國內地一所小學的個案研究. / Impact of school curriculum leadership on teachers' commitment to new curriculum reform: a case study of a primary school in mainland China / CUHK electronic theses & dissertations collection / Xue xiao ke cheng ling dao dui jiao shi tou ru xin ke cheng gai ge de ying xiang: Zhongguo nei di yi suo xiao xue de ge an yan jiu.January 2005 (has links)
As called New Curriculum Reform (NCR), a nation-wide curriculum reform has been implemented since the Guidelines for Curriculum Reform of Basic Education (trial version) issued by the Ministry of Education of The People's Republic of China in June 2001. Considering the background of the reform and cultural tradition, the importance of school curriculum leadership and teachers' commitment to the reform was notified. The purpose of the present research is to explore the impact of school curriculum leadership on teachers' commitment to NCR. The following three research questions have been formulated to guide my research: (1) What are the main reasons that influence teachers' commitment to NCR? (2) What strategies and measures do school curriculum leaders adopt in the process of implementation of NCR? (3) What is the impact on teachers' commitment to NCR of such strategies and measures? / Qualitative case study methods were adopted in this study. A primary school which started to carry out the reform in September 2001 has been chosen as the case. Three months has been spent in the field. Research methods include conducting participant observation, document collection and in-depth interviews. Grounded theory method was used to code and analyze data. And triangulation and participants checks were used to clarify the validity issue. / The present research shows that primary teacher's commitment to NCR is a strategic selection process with a deep-seated psychological mechanism of identity work. In such a process, teachers have to deal with the more complex working context and social context brought by NCR and the development of society. Only when they are able to cope with both contexts will they commit to NCR. Faced with contradictions and conflicts, school curriculum leadership will turn to impression management as a major strategy. However, there is a conflict between the school curriculum leadership aimed at impression management and teachers' commitment with a deeply psychological mechanism of identity work. Thus the school leadership makes very little positive impact on teachers' commitment to NCR as showing in the case study. On the contrary, some negative impacts have been identified. / The present study deeply analyzed the response of school curriculum leaders and teachers in the process of curriculum reform implementation in Chinese culture. How they interact in the reform also has been discovered and thus made the study significant in both theory and practice. Some knowledge-base for further study was also provided in the study. / 于澤元. / 論文(哲學博士)--香港中文大學, 2005. / 參考文獻(p. 339-382). / Adviser: Wong Hin Wah. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2455. / 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, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in English. / School code: 1307. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2005. / Can kao wen xian (p. 339-382). / Yu Zeyuan.
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