Inclusive education requires of teachers, as managers and facilitators in classrooms, to deal with all aspects regarding effectively addressing barriers to learning. Of specific concern are the cognitively gifted learners who are not taught in their mother tongue but who attend schools where the language of learning and teaching is English. This qualitative study deals with the support provided by Grade Four teachers to cognitively gifted English Second Language (ESL) underachievers. The research indicates that the teachers are aware of English Second Language (ESL) learners who show behaviours associated with cognitive giftedness but who,when considering their potential, underachieve. These learners do however not receive support in the classroom to address their specific barrier to learning, which is the dual exceptionality of cognitive giftedness co-occurring with poor English proficiency. Support for all aspects of the cognitively gifted Grade Four English Second Language (ESL) learner’s needs is recommended. / Inclusive Education / M. Ed. (Inclusive Education)

The effects from prenatal alcohol exposure have been found to cause a range of congenital physical and cognitive abnormalities (Chasnoff, Wells, Telford, Schmidt, & Messer, 2010; Kable & Coles, 2004a). The neurological impairments associated with the effects from prenatal alcohol exposure often cause learning problems, most notably in mathematics (Kable & Coles, 2004a; Howell et al., 2006). Studies have indicated that when provided instructional interventions in mathematics, children affected by prenatal alcohol exposure made gains in learning. However, the studies did not provide specifics as to how children with FAS construct the understanding of a skill or concept (Kable, Coles, & Taddeo, 2007; Coles, Kable, & Taddeo, 2009). This study contributes to the literature by examining how children affected by prenatal alcohol exposure learn the concept of equivalence through their use of gestures in contrast to their learning outcomes. Previous studies have shown that children’s use of gestures while learning mathematics assist with the integration of verbal and visual stimuli, support concept formation, and facilitate flexible encoding of problems (Goldin-Meadow, Cook, & Mitchell, 2009; McNeil & Alibali, 2004). The results from this study indicated that children in the Alcohol Exposed group showed little to no learning after the intervention as compared to a control group matched by age and IQ. The study showed that children affected by prenatal alcohol exposure used fewer conceptual gestures while learning equivalence as compared to a control group. According to the gesture analysis, the children in the Alcohol Exposed group mentally represented the concept of equivalence as a series of isolated steps or procedures. The procedural representation was not transitioned into a flexible conceptual format and applied to solve different problem types accurately (McNeil & Alibali, 2004). Future studies need to investigate whether teaching children affected by prenatal alcohol exposure to gesture during mathematics instruction would be effective to increase concept formation, accurate encoding, and learning mathematics / Inclusive Education / D. Ed. (Inclusive Education)

Thesis (MEd) -- University of Stellenbosch, 2009. / ENGLISH ABSTRACT: Learning and the development of numeracy in the foundation phase are regarded as highly important. In this critical period learners attain the fundamental knowledge that is needed for future learning and development. A serious problem within South African schools is that a great number of foundation phase learners show difficulties in numeracy. Various reasons can be provided for these difficulties, for example, learners do not receive good teaching, they hold negative attitudes towards numeracy, they encounter language barriers, and so forth. It is important that the learners’ difficulties in numeracy are attended to immediately and effectively, to be able to minimise the gaps between the learners’ functioning level and the level the learner is suppose to be on. The Western Cape Education Department (WCED) laid bare their concern with the current problem in numeracy when they launched the WCED Literacy and Numeracy Strategy 2006-2016. As part of this the Metropole North Education and Management Development Centre (EMDC) requested and implemented an intervention programme for grade 2 and grade 3 learners. Part of this problem is that many foundation phase educators lack the necessary knowledge to identify the learners with difficulties and especially to attend to these difficulties. The goal of this research study was to investigate the realization of an early intervention programme implemented over a limited period of time of ten weeks in grade 2 and grade 3 classrooms. The current study aimed at providing educators with resources to offer learning support to their disadvantaged learners within the Numeracy classroom. This study has implications for the way in which educators approach and teach numeracy, as well as for the type of learning support the educators provide their disadvantaged learners with. The intervention programme is based on a problem centered approach with constructivism as underlying epistemology. This approach views the educator as a facilitator who provides the learners with opportunities to be actively involved in the learning environment to construct knowledge. The importance of word problems and discussion within the Numeracy classroom are emphasized and it is necessary that the educator create the appropriate classroom atmosphere so that this approach can be implemented effectively. Learning is an active process and it is the responsibility of the educator to provide the learners with appropriate learning activities for learning and development to take place. The study made use of programme evaluation as research methodology. Programme evaluation refers to a research goal instead of specific research methods, because various methods can be used which may be quantitative or qualitative in nature. The gathering of data was done through classroom observations by the researcher, informal interviews with participating educators, questionnaires, and semi-structured interviews with the educators at the four schools the researcher monitored intensively during the implementation process of the intervention programme. The gathering of data was an ongoing process and the researcher analysed and interpreted the learners’ work at the end of the implementation process. The researcher checked this analysis by means of the literature review, transcripts and field notes. This formed the basis on which conclusions and recommendations could be made. The conclusions confirmed the importance of early intervention and the efficacy of the problem centered approach within the numeracy classroom. It also confirmed the disadvantages of the training model that was used, that is the Cascade model. With this study it was possible to determine that a ten week intervention programme was too short a period to observe meaningful improvements in learners. Therefore further research should be done on addressing learners’ difficulties and to train and support educators to provide learning support to their learners.

Thesis (MEd)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The main objective of this study was to determine the effects of an intervention programme on the reading levels of ten grade two learners. A case study was used as research method. The research group of five boys and five girls between the ages of 7 and 8 years were Grade 2 learners at a Boland primary school. These learners did not meet the Assessment Standards for reading and looking (LO3: 3, 4) The research process consisted of a pre evaluation phase, the intervention and a post evaluation phase. The learner’s reading levels were determined during the evaluation phases. The observation during the intervention was coded and recorded. The group was taught during a period of 10 weeks, 3 times a week for 30 minutes at a time. Ananlysis of data showed improvement of reading levels with regards to fluency, speed, accuracy analysis and self correction. The study thus shows that the intervention was effective for improving reading levels. / AFRIKAANSE OPSOMMING: Die hoofdoel van die studie was om die invloed van ‘n intervensie op tien graad 2- leerders se leespeil te bepaal. ‘n Gevallestudie is as navorsingsmetode gebruik. Die navorsingsgroep, bestaande uit vyf seuns en vyf dogters tussen sewe en agt jaar oud, was almal in graad 2 aan ‘n Bolandse laerskool. Die leerders het nie voldoen aan die Nasionale Assesseringstandaarde vir lees en kyk (LU3: 3.4) nie. Die navorsing het uit twee evalueringsfases en ‘n intervensieprogram bestaan. Tydens die evalueringsfases is die leespeil van die leerders voor en na die intervensie bepaal. Tydens die intervensie is waarneming gedoen en met behulp van ‘n koderingstelsel aangeteken. Die navorsingsgroep is oor ‘n periode van tien weke drie keer per week vir 30 minute aan ‘n program blootgestel. Die data-analise het ‘n verbetering getoon ten opsigte van vlotheid, spoed, akkuraatheid, analise en selfkorrigering. Die studie het dus aangetoon dat die intervensie die leespeil van die tien leerders verbeter het.

The purpose of this quantitative study was to investigate the development of global-mindedness (GM) in the leadership of primary schools offering international educational programs around the world with an emphasis on the need for school leaders that understand and support the development of a critical, global perspective of education. Reported findings identified the presence of the five dimensions of global-mindedness as well as the relationships between demographic variables such as travel experience, second language ability, and years of teaching experience. The findings also reported positive relationships between the subscales of Hett's (1993) Global-Mindedness Scale and the attributes of international-mindedness as defined by the International Baccalaureate's learner profile. The results of this study are intended to advance knowledge of the development of global-mindedness for school leaders around the world. / by Maria Hersey. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.

by Wong Wing Kwan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 163-172). / Text in English; abstracts in English and Chinese. / by Wong Wing Kwan. / ABSTRACT --- p.ii / ABSTRACT (in Chinese) --- p.iv / ACKNOWLEDGEMENTS --- p.v / LIST OF TABLES --- p.xi / LIST OF ABBREVIATIONS --- p.xii / LIST OF APPENDIXES --- p.xiii / Chapter 1/ --- INTRODUCTION --- p.1 / Chapter 1.1 --- Research Impetus --- p.1 / Chapter 1.2 --- Central Research Problem --- p.2 / Chapter 1.3 --- Research Significance --- p.4 / Chapter 1.4 --- Organization of This Thesis --- p.6 / Chapter 2/ --- ON ENVIRONMENT AND ENVIRONMENTAL EDUCATION -- THE THEORETICAL AND GLOBAL CONTEXT --- p.9 / Chapter 2.1 --- The Environmental Crisis --- p.9 / Chapter 2.11 --- The dominating perspective --- p.10 / Chapter 2.12 --- Problems overlooked --- p.11 / Chapter 2.13 --- Environmental problems as problems of social injustice --- p.14 / Chapter 2.14 --- Locating the power relations --- p.15 / Chapter 2.141 --- The dominating definition of life quality --- p.15 / Chapter 2.142 --- The global economic order--- a platform of power asymmetry --- p.17 / Chapter 2.143 --- "Global development agenda--- ""catching-up"" as the basis for sustainability" --- p.18 / Chapter 2.2 --- Environmental Education: A Critique of the Established Views --- p.22 / Chapter 2.21 --- Seeking definitions --- p.23 / Chapter 2.22 --- "From definition to practice- the split of mind, body and heart" --- p.24 / Chapter 2.23 --- The domination of mainstream science and technologyin environmental education --- p.27 / Chapter 2.3 --- Environmental Education in the Form of Empowerment --- p.30 / Chapter 2.4 --- Chapter Summary --- p.37 / Chapter 3/ --- ON ENVIRONMENT AND ENVIRONMENTAL EDUCATION -- THE LOCAL CONTEXT --- p.38 / Chapter 3.1 --- Environmental Agenda in Hong Kong --- p.38 / Chapter 3.11 --- Role of the government --- p.38 / Chapter 3.12 --- Role of private corporations --- p.42 / Chapter 3.13 --- Role of green groups --- p.44 / Chapter 3.14 --- Role of scientists and experts --- p.47 / Chapter 3.15 --- Dangerous liaisons --- p.48 / Chapter 3.2 --- Environmental Education in Hong Kong - An Overview --- p.49 / Chapter 3.21 --- Environmental education targeted at public awareness --- p.50 / Chapter 3.22 --- Environmental education in formal schooling --- p.52 / Chapter 3.23 --- Local researches on environmental awareness and environmental education --- p.53 / Chapter 3.3 --- Chapter Summary --- p.55 / Chapter 4/ --- RESEARCH DESIGN --- p.58 / Chapter 4.1 --- Research Design --- p.58 / Chapter 4.11 --- The nature of critical qualitative research --- p.58 / Chapter 4.12 --- The nature of case-study --- p.60 / Chapter 4.13 --- Selection of cases --- p.61 / Chapter 4.2 --- Case Profiles --- p.63 / Chapter 4.21 --- Tim Po Primary School --- p.63 / Chapter 4.22 --- Sing Tak Primary School --- p.64 / Chapter 4.23 --- Fung Lan Primary School --- p.65 / Chapter 4.3 --- Data Collection --- p.67 / Chapter 4.31 --- Written and printed texts --- p.68 / Chapter 4.32 --- Interviews --- p.69 / Chapter 4.33 --- Observation --- p.72 / Chapter 4.34 --- Research validity and data triangulation --- p.74 / Chapter 4.4 --- Data Recording and Analysis --- p.75 / Chapter 4.41 --- Data recording --- p.75 / Chapter 4.42 --- Data analysis --- p.75 / Chapter 4.5 --- Research Limitations --- p.77 / Chapter 4.6 --- Chapter Summary --- p.79 / Chapter 5/ --- INSIDE STORIES -- ENVIRONMENTAL EDUCATION IN SCHOOLS --- p.80 / Chapter 5.1 --- The Case of Tim Po Primary School (TPS) --- p.80 / Chapter 5.11 --- Environmental education in formal curriculum --- p.80 / Chapter 5.12 --- Environmental Education in informal curriculum --- p.90 / Chapter 5.2 --- The Case of Sing Tak Primary School (STS) --- p.92 / Chapter 5.21 --- Environmental education in formal curriculum --- p.92 / Chapter 5.22 --- Environmental education in informal curriculum --- p.94 / Chapter 5.3 --- The case of Fung Lan School (FLS) --- p.100 / Chapter 5.31 --- Environmental education in formal curriculum --- p.100 / Chapter 5.32 --- Environmental education in informal curriculum --- p.102 / Chapter 5.33 --- Environmental education beyond curriculum --- p.102 / Chapter 5.4 --- Chapter Summary --- p.106 / Chapter 6/ --- BEHIND THE STORIES - -FORCES AND DYNAMICS --- p.108 / Chapter 6.1 --- Seeing Environmental Education through the Eyes of Teachers --- p.108 / Chapter 6.11 --- Conceptualizing the environmental problematique --- p.108 / Chapter 6.111 --- Central problems --- p.109 / Chapter 6.112 --- Causes of the problems --- p.110 / Chapter 6.113 --- Dealing with the problems --- p.112 / Chapter 6.12 --- Understanding environmental education --- p.114 / Chapter 6.121 --- Environmental education as a matter of lifestyle --- p.114 / Chapter 6.122 --- "The cultivation of ""personal"" attitudes" --- p.115 / Chapter 6.123 --- Pupils' age and teachers' expectation --- p.117 / Chapter 6.13 --- Personal level constraints acting on teachers --- p.119 / Chapter 6.131 --- Lack of subject knowledge --- p.119 / Chapter 6.132 --- Teaching experience --- p.121 / Chapter 6.2 --- School Level Factors in Environmental Education --- p.123 / Chapter 6.21 --- The focus of work: the marginalized status of environmental education and General Studies --- p.123 / Chapter 6.22 --- Tight schedule --- p.127 / Chapter 6.3 --- External Forces and School Environmental Education --- p.130 / Chapter 6.31 --- School inspectors and board of directors --- p.130 / Chapter 6.32 --- The preoccupation with school reputation and academic attainment --- p.131 / Chapter 6.4 --- Chapter Summary --- p.133 / Chapter 7/ --- A GROUNDED CRITIQUE --- p.134 / Chapter 7.1 --- The Non-critical and Apolitical Environmental Agendain School Environmental Education --- p.134 / Chapter 7.11 --- The narrow definition of environmental subjectsin the syllabus of General Studies --- p.134 / Chapter 7.12 --- The anti-environment themes --- p.137 / Chapter 7.2 --- Teachers as Agency --- p.138 / Chapter 7.3 --- "The Task Oriented Environmental Education ""Show""" --- p.143 / Chapter 7.31 --- "Schools' primary concerns: environmental education and ""quality"" education" --- p.143 / Chapter 7.32 --- The reliance on external resources --- p.145 / Chapter 7.4 --- Chapter Summary: The Detachment from the Process of Empowerment --- p.149 / Chapter 8/ --- CONCLUSION: ENVIRONMENTAL EDUCATION IN THE WHIRLPOOL OF EDUCATION REFORM --- p.150 / Chapter 8.1 --- A Restatement on the True Meaning of Environmental Education --- p.150 / Chapter 8.2 --- Some Characteristics of Environmental Educationin Hong Kong Primary Schools --- p.151 / Chapter 8.3 --- Looking Beyond: Environmental Education in the Whirlpool of Education Reform --- p.152 / Chapter 8.31 --- The overarching priority of education --- p.153 / Chapter 8.32 --- "Environmental awareness as part of the entrepreneur's ""personality package""" --- p.154 / Chapter 8.33 --- The formalization of extra-curricular activities --- p.156 / Chapter 8.4 --- Final Words --- p.158 / APPENDIXES --- p.160 / REFERENCES --- p.163

香港政府在二千年推行教育改革，目的在培養終身學習者。然而，對於學校如何在教改下進行改進，特別是初步校外支援後的發展，仍未有任何研究。本研究探討四所小學在教改下九年來的發展軌跡(1999-2008) ，旨在揭示學校改善的進程和能持續改進的原因。 / 研究挑選了四個初步成功改革的學校個案，探討有關問題。研究資料來自兩個時段( 2001-03 年和2007-08 年) ，資料搜集方法包括訪問學校不同持份者和校外夥伴;實地觀察課堂、學生活動、專業發展活動和不間類型的會議;以及分析文件。 / 研究發現，經過近十年的努力，四所學校在教與學、管理和組織、專業發展及家校合作四方面，都有顯著改善。這些改善相互支持學生的主動學習。然而，四所學校都面對著教育環境不斷變化所帶來的考驗，而學校能否將挑戰轉化為發展機會，取決於學校領導的集體解難能力。 / 研究進一步發現學校變革的六個進程「聚焦和構建」、「管理阻力」、「試驗和技術轉移」、「試驗延展」、「深化和擴大改革」和「應付新抗戰」。這些進程標誌了學校在不同的改進階段所要解決的關鍵問題，以及校內外的變革能動者如何合力解決這些難題，推進學校發展。 / 研究又發現，學校領導、校外支援、新的學校組織結構，以及校外政策環境，是推動學校改進的關鍵因素。透過學校領導的中介作用，政府的教改政策和所提供的各種資源，為學校改進提供了必要的方向、壓力和支持。學校導、校外支援和新的組織結構在不同階段的交互作用，以及不斷調校以回應不同時期的改進需求也是至關重要的。最後，隨著學校變革，學校出現了一群新領導，他們不僅幫助學校深化和擴大改革，也幫助學校回應新挑戰。 / 本研究對學校改進的知識領域有三方面的貢獻，它揭示了1) 學校成功改善的進程和持續改進所需的條件; 2) 學校領導在學校改進中所扮演的角色;以及3) 政府政策影響學校教與學及行事方式的途徑。根據研究結果，本研究對教育當局和為學校提供專業支援的組織應如何協助學校改進，以及學校領導如何領導變革，作出建議。 / This study aims to understand the processes and dynamics of sustainable school improvement. To do so, it examined the nine-year improvement trajectories (1999-2008) of four Hong Kong primary schools that had received initial intensive support from a school improvement program in the context of educational reform. The government sponsors education reform aimed at developing life-long leamers. However, little is known about how schools improve in the current reform environment, especially beyond the initial stage of intensive support. This study seeks to fill these gaps. / The study employed a longitudinal multiple-case design. Four primary schools with initial reform success were purposefully chosen. Schools' improvement trajectories were traced using data gathered from two time periods (2001-2003 and 2007-2008)'. Data collected include interviews of key stakeholders and external partners; observations of classes, student'activities, staff development activities, and meetings at different levels; and review of documents. / The study found that after a decade of conscientious reform efforts, the four schools underwent transformational changes in four areas of practice: Teaching and learning, organization and management, professional development, and parental involvement. The improved practice in these four areas synergistically supported students' active learning. However, the schools also faced daunting challenges posed by the changing educational environment. The leaders' collective problem-solving ability determined how well the schools could address these new challenges. / The study uncovered six common processes that led to the schools' deep qualitative changes of practice. These processes are: Focus and Build, Manage Resistance, Skills Transfer, Scale Up, Deepen and Broaden Reform, and Cope with New Challenges. The processes mark the critical issues and challenges across the schools' different stages of improvement, and how different actors addressed these issues. The processes also show how improvement advanced in the schools, from when new practice took root in a group of teacher leaders, to gradual involvement of the whole faculty. / The study further found that school leadership worked synergistically with external support, new school structures, and external influences to drive school improvement. Specifically, mediated by school leadership, policy mandates and various external resources provided the needed direction, pressure and support for improvement. The synergistic interplay and adaptation of leadership, external support and school structures to the schools' changing needs was also vital. Last but not least, empowered by the principal, external support and organization redesign, the emerged senior and mid-level leaders not only helped the schools deepen and broaden reform, but also increased their capacity to address new challenges. / The study contributes to the knowledge of school improvement in three ways. First, it reveals the previously undescribed processes of successful school transformation and what is needed to sustain improvement. Second, it deepens the understandings of school leadership's role in school improvement. Third, it makes explicit the pathways of government policies in changing school practice. Based on the fmdings, the study suggests that policymakers and support providers should invest in several key levers to effect school improvement, take school leadership into account in designing and funding support programs, and adjust interventions according to schools' developmental needs. The study also makes several recommendations for school leaders to lead and manage change. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Li, Yuk Yung Charlotte. / "October 2011." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 309-326). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese. / Abstract --- p.i / 摘要 --- p.iii / Acknowledgements --- p.v / Figures --- p.ix / Tables --- p.x / Chapter Chapter One --- Introduction --- p.1 / School Improvement in a Turbulent Reform Environment --- p.2 / The Mystery ofImprovement beyond Initial Support --- p.4 / Current State of Research on Sustained School Improvement --- p.7 / Research Aims and Questions --- p.10 / Importance of the Study --- p.11 / Structure of the Thesis --- p.13 / Chapter Chapter Two --- Reform Context --- p.16 / Reform Antecedents --- p.17 / Education Reform since 2000 --- p.22 / New Role of Tertiary Institutions in School Improvement --- p.33 / Summary: The Turbulent Environment of School Improvement --- p.37 / Chapter Chapter Three --- Literature Review --- p.39 / Theoretical Perspectives on School Change --- p.40 / Empirical Evidence on Sustained School Improvement --- p.49 / Local Research on School Change --- p.65 / Summary: Gaps in Knowledge and Theoretical Implications for the Study --- p.76 / Chapter Chapter Four --- Research Design and Methodology --- p.78 / Research Design --- p.78 / Data Sources --- p.87 / Data Analysis --- p.97 / Methodological Issues --- p.117 / Summary --- p.120 / Chapter Chapter Five --- Improvement of Practice in the Four Schools: Before and After --- p.122 / The Four Case Schools --- p.123 / The Improvement Context: 1999/2001 --- p.127 / Changes in School Practice Observed: 2007-2008 --- p.138 / Summary: Improved Practice in the Four Schools --- p.172 / Chapter Chapter Six --- The Common Improvement Processes --- p.175 / Focus and Build --- p.178 / Manage Resistance --- p.186 / Skills Transfer --- p.192 / Scale Up --- p.199 / Deepen and Broaden Refonn --- p.204 / Cope with New Challenges --- p.217 / Summary: The Common Improvement Processes --- p.224 / Chapter Chapter Seven --- The Dynamics of School Improvement --- p.227 / External Influences and Mediations of School Leadership --- p.228 / Synergy of School Leadership, External Support and Organization Redesign in Driving Change --- p.238 / From Principal Leadership to a Broad-based School Leadership --- p.255 / Summary: The Dynamics of School Improvement --- p.263 / Chapter Chapter Eight --- Conclusions and Implications --- p.265 / Overview of the Research Process --- p.265 / Summary of the Major Findings of the Study --- p.268 / Implications of the Study --- p.276 / Limitations and Direction for Research --- p.292 / Appendices --- p.296 / Bibliography --- p.309

Tam, Sin Yu Ophelia. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 203-209). / Abstracts in English and Chinese. / Chapter Chapter 1 --- Introduction --- p.1 / Scope of study --- p.1 / The policy change in the context of the education system in Hong Kong --- p.4 / Theoretical discussion and literature review --- p.10 / Definition of terms --- p.10 / Multicultural education --- p.16 / Newspaper coverage of South Asians in Hong Kong --- p.22 / My methodology and its problems --- p.26 / My involvement in the field --- p.26 / Areas of study --- p.30 / Methodological problems --- p.32 / Summary of chapters --- p.37 / Chapter Chapter 2 --- Historical and Socioeconomic Context of South Asians in Hong Kong --- p.40 / Introduction --- p.40 / Socioeconomic situation of South Asians --- p.43 / Occupational pattern --- p.43 / Language spoken --- p.47 / Educational attainment --- p.50 / Discrimination and legislation --- p.56 / Concluding remarks --- p.58 / Chapter Chapter 3 --- The Educational Opportunities and Education Systems for Ethnic Minorities in Hong Kong --- p.60 / Introduction --- p.60 / Medium of instruction in history --- p.61 / Education systems in Hong Kong for ethnic minorities --- p.69 / Three types of schools based on the medium of instruction --- p.69 / The fieldsite school - a case study --- p.75 / The policy change --- p.80 / The school place allocation system for ethnic minorities --- p.81 / Concluding remarks --- p.84 / Chapter Chapter 4 --- Views of the Education and Manpower Bureau --- p.87 / Introduction --- p.87 / Background --- p.88 / Promoting integration --- p.90 / School closer to home --- p.97 / The principle of equal opportunities --- p.98 / More choice of schools --- p.102 / Concluding remarks --- p.104 / Chapter Chapter 5 --- Views of the Concern Group --- p.107 / Introduction --- p.107 / "Background: The meaning of ""integration""" --- p.107 / Better Chinese language skills? --- p.112 / Lack of resources and long-term planning --- p.115 / Are closer schools an advantage? --- p.121 / More choice of schools? --- p.122 / What is equal opportunity? --- p.125 / Results of a survey done by the concern group --- p.127 / Concluding remarks --- p.129 / Chapter Chapter 6 --- Views of the South Asians Apart from the Concern Group --- p.133 / Introduction --- p.133 / Background --- p.134 / English as an international language --- p.137 / Is Chinese reading and writing skill irrelevant? --- p.140 / Ability to support their children's study --- p.143 / Racial discrimination --- p.149 / Cultural assimilation --- p.153 / Parents who supported the new policy --- p.155 / Concluding remarks --- p.158 / Chapter Chapter 7 --- Views of Other Parties --- p.162 / Introduction --- p.162 / Non-Chinese Speaking schools --- p.162 / Principals and teaching staff --- p.164 / The mass media --- p.167 / University experts on education policy --- p.172 / Unison Hong Kong --- p.174 / Concluding remarks --- p.176 / Chapter Chapter 8 --- Conclusion: Multicultural in Education in Hong Kong --- p.180 / Summary --- p.180 / Versions of multiculturalism in Hong Kong --- p.183 / The Education and Manpower Bureau --- p.186 / The concern group --- p.190 / The South Asians --- p.192 / Implications of multiculturalism in Hong Kong --- p.195 / Concluding remarks --- p.200 / Reference

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education