by Siu Chi Kui. / Publication date from spine. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 198-212). / by Siu Chi Kui. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.ii / PREFACE --- p.iii / Chapter CHAPTER ONE - --- INTRODUCTION --- p.1 / Chapter 1.1 --- The substantive problem - the History curriculum in Hong Kong --- p.1 / Chapter 1.2 --- Context of the study - Hong Kong in political transition --- p.4 / Chapter 1.3 --- Perspective of the study - Sociology of curriculum --- p.6 / Chapter 1.4 --- Significance of the study --- p.8 / Chapter CHAPTER TWO - --- THE THEORETICAL CONTEXT OF THE STUDY: SOCIOLOGY OF CURRICULUM --- p.9 / Chapter 2.1 --- "Ideology, domination and curriculum" --- p.9 / Chapter 2.2 --- Political / cultural domination and curriculum --- p.13 / Chapter 2.2.1 --- Colonial relationship and curriculum --- p.14 / Chapter 2.2.2 --- Authoritarian states and curriculum --- p.18 / Chapter 2.2.3 --- Liberal states and curriculum --- p.22 / Chapter 2.3 --- Political evolution and curriculum change --- p.25 / Chapter 2.4 --- The History curriculum and local history --- p.27 / Chapter 2.4.1 --- The study of social subjects --- p.27 / Chapter 2.4.2 --- The History curriculum --- p.28 / Chapter 2.4.3 --- -Local history --- p.30 / Chapter CHAPTER THREE - --- HISTORICAL BACKGROUND OF THE STUDY: HONG KONG EDUCATION IN TRANSITION --- p.32 / Chapter 3.1 --- Hong Kong's special position - a dual colony --- p.32 / Chapter 3.2 --- Hong Kong in transition --- p.36 / Chapter 3.2.1 --- Political changes --- p.36 / Chapter 3.2.2 --- Rise of indignous culture --- p.38 / Chapter 3.3 --- Decolonization in Hong Kong --- p.41 / Chapter 3.2.1 --- Political decolonization --- p.42 / Chapter 3.2.2 --- Cultural decolonization --- p.44 / Chapter 3.4 --- Education of Hong Kong in the transitional period --- p.46 / Chapter 3.4.1 --- Government control over education in Hong Kong --- p.46 / Chapter 3.4.2 --- Educational changes in the time of political transition --- p.49 / Chapter CHAPTER FOUR - --- THE RESEARCH PROBLEM AND METHOD OF STUDY --- p.55 / Chapter 4.1 --- The research questions --- p.55 / Chapter 4.1.1 --- The process of curricular change --- p.55 / Chapter 4.1.2 --- The perspectives of the actors --- p.56 / Chapter 4.2.3 --- The content of the products of curricular change --- p.56 / Chapter 4.2 --- The scope of study --- p.57 / Chapter 4:3 --- Research design - qualitative studies --- p.58 / Chapter 4.3.1 --- Document study / content analysis --- p.60 / Chapter 4.3.2 --- Interview --- p.62 / Chapter 4.3.3 --- Comparative analysis --- p.64 / Chapter 4.4 --- Limitations of the study --- p.64 / Chapter CHAPTER FIVE - --- THE PROCESS OF INCLUSION OF LOCAL HISTORY IN THE HISTORY CURRICULUM --- p.65 / Chapter 5.1 --- Discussions on the History curriculum and teaching in the late 60s and 70s --- p.66 / Chapter 5.1.1 --- Comments on the traditional curriculum and pedagogy --- p.66 / Chapter 5.1.2 --- The rise of local identity --- p.69 / Chapter 5.2 --- Factors that affects the inclusion of local history --- p.77 / Chapter 5.2.1 --- The continuous need for pedagogical change --- p.78 / Chapter 5.2.2 --- The rise of local identity --- p.84 / Chapter 5.2.3 --- Political transition and educational change --- p.89 / Chapter 5.2.4 --- Conclusion --- p.91 / Chapter 5.3 --- The process of construction --- p.95 / Chapter 5.3.1 --- Policy making --- p.95 / Chapter 5.3.2 --- Implementation of the pilot scheme --- p.98 / Chapter 5.3.3 --- Working for the full implementation in all secondary schools --- p.100 / Chapter CHAPTER SIX - --- LOCAL HISTORY IN THE CURRICULUM (I): THE ADVANCED AND CERTIFICATE LEVELS --- p.102 / Chapter 6.1 --- Two interpretations of local history --- p.102 / Chapter 6.1.1 --- The colonial paradigm --- p.102 / Chapter 6.1.2 --- The critical perspective --- p.103 / Chapter 6.2 --- The lack of local history in the past --- p.104 / Chapter 6.2.1 --- Impact of colonialism on education --- p.104 / Chapter 6.2.2 --- The lack of indigenous identity and culture --- p.106 / Chapter 6.3 --- The inclusion of local history in the Advanced Level syllabus --- p.107 / Chapter 6.3.1 --- Placement of local history --- p.107 / Chapter 6.3.2 --- Proportion of local history in the syllabus --- p.108 / Chapter 6.3.3 --- Time period of local history --- p.108 / Chapter 6.3.4 --- Content of local history --- p.110 / Chapter 6.4 --- Local history in the Certificate level --- p.116 / Chapter 6.5 --- Discussion on the reinclusion of local history in the Advanced Level curriculum --- p.116 / Chapter CHAPTER SEVEN - --- LOCAL HISTORY IN THE CURRICULUM (II): THE THREE PACKAGES FOR JUNIOR LEVEL…… --- p.119 / Chapter 7.1 --- The role of local history in the past --- p.119 / Chapter 7.2 --- General features of the packages on local history for junior forms --- p.120 / Chapter 7.2.1 --- Placement and proportion of local history in the packages --- p.120 / Chapter 7.2.2 --- Time period of local history and its demarcation --- p.121 / Chapter 7.2.3 --- Teaching method and strategies --- p.123 / Chapter 7.3 --- Content of local history in the packages --- p.124 / Chapter 7.3.1 --- On Hong Kong people and identity --- p.124 / Chapter 7.3.2 --- Hong Kong and the British government --- p.129 / Chapter 7.3.3 --- Local responses to colonial rule --- p.135 / Chapter 7.3.4 --- Hong Kong and China --- p.140 / Chapter 7.3.5 --- Development and progress --- p.145 / Chapter 7.4 --- Conclusion..…...…… --- p.150 / Chapter 7.4.1 --- Absence of identity and class element --- p.151 / Chapter 7.4.2 --- The adoption of the colonial paradigm --- p.152 / Chapter 7.4.3 --- Hong Kong history as capitalist history --- p.153 / Chapter 7.4.4 --- Segregation of Hong Kong and Chinese history --- p.153 / Chapter CHAPTER EIGHT - --- CONCLUSION: THE SIGNIFICANCE OF THE INCLUSION OF LOCAL HISTORY IN THE CONTEXT OF POLITICAL TRANSITION --- p.156 / Chapter 8.1 --- Nature of curriculum reconstruction - the case of local history --- p.156 / Chapter 8.1.1 --- Local history as a curriculum innovation --- p.157 / Chapter 8.1.2 --- Local history: colonial or national history9 --- p.160 / Chapter 8.1.3 --- Local history as a rise of local culture and identity --- p.166 / Chapter 8.2 --- Local history in the context of political transition --- p.170 / Chapter 8.2.1 --- Central intervention against academic autonomy --- p.171 / Chapter 8.2.2 --- National cultural hegemony against local cultural identity --- p.174 / Chapter 8.2.3 --- Decolonization and recolonizatlon?........ .............… --- p.177 / Chapter 8.3 --- Towards a direction for further research --- p.181 / Chapter 8.3.1 --- Are national culture and local identity in contradiction?.........…… --- p.181 / Chapter 8.3.2 --- "Redefinition of ""political transition""" --- p.184 / Chapter 8.3.3 --- Another half of the story: classroom interaction --- p.186 / APPENDIXES --- p.189 / Chapter 1. --- "The Advanced Level Examination Syllabus, 1994 - History (part on local history)" --- p.189 / Chapter 2. --- A.L. questions on Hong Kong --- p.190 / Chapter 3. --- Contents of the 3 packages on local history for junior level --- p.192 / Chapter 4. --- "Draft syllabus for History (Secondary I-III), 1995" --- p.195 / REFERENCES --- p.198 / REFERENCES IN CHINESE --- p.208

published_or_final_version / abstract / Education / Master / Master of Education

Chan Chi-chiu, Daniel. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 120-125). / Questionnaire also in Chinese. / Chapter I. --- INTRODUCTION / Chapter 1.1 --- Background of the Study --- p.1 / Chapter 1.2 --- Purposes of Study --- p.3 / Chapter 1.3 --- Framework of this Study --- p.8 / Chapter 1.4 --- Scopes and Congruence of Review --- p.12 / Chapter 1.5 --- Significance of the Study --- p.15 / Chapter II. --- LITERATURE REVIEW / Chapter 2.1 --- The Definition of Curriculum --- p.18 / Chapter 2.2.1 --- School-based Curriculum Development --- p.20 / Chapter 2.2.2 --- The Present Situation of Curriculum Development in Hong Kong --- p.26 / Chapter 2.2.3 --- The School-based Curriculum Project Scheme in Hong Kong --- p.27 / Chapter 2.3 --- "Educational Philosophy as Reflected from Knowledge, Culture, Individual and Learning Theory" --- p.30 / Chapter 2.4 --- Factors Affecting the Planning and Making of School-based Curriculum Projects --- p.42 / Chapter 2.5 --- Curriculum Materials Analysis --- p.53 / Chapter 2.6 --- Definitions of Terms --- p.55 / Chapter III. --- THE DESIGN OF THE STUDY / Chapter 3.1 --- Methodology --- p.59 / Chapter 3.2 --- Subjects --- p.61 / Chapter 3.3 --- Instruments --- p.61 / Chapter 3.4 --- Validity of the Study --- p.64 / Chapter 3.5 --- Data analysis --- p.66 / Chapter 3.6 --- Limitations of the Study --- p.67 / Chapter IV. --- FINDINGS AND DISCUSSION / Chapter 4.1 --- Realities in Perceiving the Nature of SBCD and the Aims of SBCPS --- p.69 / Chapter 4.2 --- The Educational Philosophy of the Participants in Developing School-based Curriculum Projects --- p.81 / Chapter 4.3 --- Factors Affecting the Participants during the Process of Developing the School-based Curriculum Projects --- p.86 / Chapter 4.4 --- The Characteristics and Qualities of School- based Curriculum Projects' Materials --- p.97 / Chapter 4.5 --- "The Congruence of the Findings in Input, Process and Output" --- p.108 / Chapter V. --- CONCLUSION AND RECOMMENDATIONS --- p.113 / BIBLIOGRAPHY --- p.120 / APPENDIX

published_or_final_version / toc / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

by Chi-kin John Lee. / Publication date from spine. / Thesis (Ph.D.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 484-512). / Questionnaires in Chineses. / Abstract --- p.i / Acknowledgement --- p.iii / Table of Contents --- p.iv / List of Tables --- p.x / List of Figures --- p.xv / List of Appendices --- p.xv / Chapter Chapter One： --- INTRODUCTION / Chapter 1.1 --- Background of the Study --- p.1 / Chapter 1.1.1 --- Emergence of environmental consciousness and environmental protection in Hong Kong / Chapter 1.1.2 --- Environmental education in the context of school curricula in Hong Kong / Chapter 1.1.3 --- The context of curriculum change -- primary education in Hong Kong / Chapter 1.2 --- Statement of the Problem --- p.7 / Chapter 1.3 --- Purpose of the Study --- p.11 / Chapter 1.4 --- Research Questions --- p.12 / Chapter 1.5 --- Significance of the Study --- p.13 / Chapter 1.6 --- Delimitations --- p.19 / Chapter 1.7 --- Definitions of Terms --- p.19 / Chapter Chapter Two： --- REVIEW OF THE LITERATURE -- ENVIRONMENTAL EDUCATION / Chapter 2.1 --- The Nature of Curriculum Change -- Environmental Education --- p.32 / Chapter 2.1.1 --- Nature of environmental education / Chapter 2.1.2 --- Curriculum theorising and environmental education / Chapter 2.2 --- The Scale of Curriculum Change --- p.41 / Chapter 2.3 --- Change and Curriculum Development Strategies --- p.43 / Chapter 2.4 --- Status and Perceived Needs of Environmental Education --- p.44 / Chapter 2.5 --- Analysis of Curriculum Materials with reference to Environmental Education --- p.49 / Chapter Chapter Three: --- REVIEW OF THE LITERATURE -- CURRICULUM CHANGE / Chapter 3.1 --- Theories of Curriculum Change： The introduction of an innovation --- p.55 / Chapter 3.1.1 --- General models of change / Chapter 3.1.2 --- Approaches to analysing educational change / Chapter 3.2 --- Teacher Change and Receptivity as an Area of Study --- p.64 / Chapter 3.2.1 --- Technical perspective： Variables affecting teachers' receptivity to change / Chapter 3.2.2 --- Studies related to teachers' receptivity to and adoption of an innovation / Chapter 3.2.3 --- Receptivity and status risk theory / Chapter 3.2.4 --- An interpretive perspective： Teachers' voice in curriculum change / Chapter 3.3 --- Teachers' Stages of Concern as Perceptions of Curriculum Change --- p.91 / Chapter 3.3.1 --- Concerns-based Adoption Model (CBAM) / Chapter 3.3.2 --- Studies related to Stages of Concern / Chapter 3.3.3 --- Stages of Concern and receptivity / Chapter 3.4 --- Research related to Adoption and Implementation of Environmental Education --- p.105 / Chapter 3.4.1 --- Teachers' perceptions of environmental education / Chapter 3.4.2 --- Curriculum implementation of environmental education programmes / Chapter 3.5 --- Research related to Curriculum Change and Implementation in Hong Kong --- p.112 / Chapter 3.6 --- Review of the Literature on Environmental Education and Curriculum Change -- An overview --- p.116 / Chapter Chapter Four： --- RESEARCH DESIGN / Chapter 4.1 --- The Research Questions and Associated Research Methods --- p.121 / Chapter 4.2 --- Methodological Issues --- p.125 / Chapter 4.3 --- Questionnaire Surveys --- p.130 / Chapter 4.3.1 --- Questionnaire design -- Instruments / Chapter 4.3.2 --- Pre-test phase for the second questionnaire survey / Chapter 4.3.3 --- Samples for the questionnaire surveys / Chapter 4.4 --- Case Studies and Case Study Approach --- p.148 / Chapter 4.5 --- Methods of Data Analysis --- p.158 / Chapter 4.6 --- Limitations --- p.170 / Chapter Chapter Five: --- CURRICULUM DESIGN AND DEVELOPMENT OF ENVIRONMENTAL EDUCATION IN PRIMARY SCHOOLS / Chapter 5.1 --- "The Nature of Environmental Education as Stated in the ""Guidelines""" --- p.174 / Chapter 5.2 --- Nature of Curriculum Development for Promoting Environmental Education in Primary Schools --- p.200 / Chapter 5.2.1 --- Responsibilities of curriculum development agencies at the central level / Chapter 5.2.2 --- Effort of the Education Department / Chapter 5.2.3 --- Effort of government departments and non-government environmental organisations in promoting environmental education in schools / Chapter 5.2.4 --- Other support provided to the primary teachers for implementing the curriculum change / Chapter 5.3 --- Conclusion --- p.218 / Chapter Chapter Six： --- THE STATUS OF ENVIRONMENTAL EDUCATION IN PRIMARY SCHOOLS IN HONG KONG / Chapter 6.1 --- Official Information about the Status of Environmental Education in Schools in Hong Kong --- p.223 / Chapter 6.2 --- The Status of Environmental Education in Primary Schools --- p.224 / Chapter 6.3 --- Some Practices of Environmental Education in Primary Schools --- p.233 / Chapter Chapter Seven： --- TEACHERS' PERCEPTIONS OF THE ENVIRONMENT AND ENVIRONMENTAL EDUCATION / Chapter 7.1 --- "Concepts of the Term ""Environment' and Environmental Education Objectives and Content Perceived by Primary School Teachers" --- p.264 / Chapter 7.2 --- Environmental Education Needs Perceived by Primary School Teachers --- p.277 / Chapter 7.3 --- Degree of Teachers' Environmental Concern --- p.280 / Chapter Chapter Eight: --- TEACHERS' RECEPTIVITY TO ENVIRONMENTAL EDUCATION / Chapter 8.1 --- Teachers' Stages of Concern towards Environmental Education --- p.288 / Chapter Chapter Nine: --- CASE STUDIES OF SCHOOLS ADOPTING ENVIRONMENTAL EDUCATION AND SCHOOLS WITH TEACHERS OF HIGH AND LOW RECEPTIVITY TO ENVIRONMENTAL EDUCATION / Chapter 9.1 --- Characteristics of the Case Study Schools and the Environmental Education Curriculum and Activities Adopted --- p.321 / Chapter 9.2 --- The Adoption Process in the Case Study Schools Adopting Environmental Education --- p.344 / Chapter 9.2.1 --- Reasons for initiation and adoption / Chapter 9.2.2 --- The importance of principal support and die-hard supporters in the adoption of environmental education / Chapter 9.2.3 --- Responses of teachers towards the adoption of environmental education / Chapter 9.3 --- Examples of Infusing Environmental Education in Teaching by Individual Teachers --- p.367 / Chapter 9.4 --- Factors Influencing Teachers' and Principals' Receptivity to the Adoption of Environmental Education in Primary Schools --- p.369 / Chapter 9.5 --- Perceptions of Approaches to Environmental Education --- p.397 / Chapter 9.6 --- "Principals' and Teachers' Perceptions of Good ""Guidelines""" --- p.400 / Chapter Chapter Ten： --- DISCUSSION OF FINDINGS FROM SURVEYS AND CASE STUDIES / Chapter 10.1 --- Comparison of Survey and Interview Findings --- p.411 / Chapter 10.2 --- The Relation of the Present Findings with the Literature of Curriculum Change and Environmental Education --- p.422 / Chapter 10.2.1 --- The importance of perceived 'practicality' of the innovation to teachers / Chapter 10.2.2 --- Elements for effective planning of the innovation / Chapter 10.2.3 --- Need for improvement in curriculum development in environmental education / Chapter 10.2.4 --- The linkage between teachers' receptivity and school adoption of environmental education / Chapter 10.2.5 --- The role of the principal and of 'critical mass' in the adoption of environmental education / Chapter 10.2.6 --- "A principal's leadership, contextual characteristics and teachers' receptivity" / Chapter 10.2.7 --- Teachers' perceptions of environmental education / Chapter 10.3 --- Towards a Framework for Studying Teachers' Receptivity to Environmental Education --- p.442 / Chapter Chapter Eleven： --- CONCLUSION / Chapter 11.1 --- Summary of Findings and Implications --- p.459 / Chapter 11.2 --- Relation of the Present Study to Existing Theories --- p.476 / Chapter 11.3 --- Suggestions for Future Research --- p.479 / Chapter 11.4 --- Concluding Remarks --- p.481 / References --- p.484 / Appendices --- p.513

Mak, Kwan Wing. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 238-249). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / Education / Doctoral / Doctor of Philosophy

by Koo, Ching Ngan Alfred. / Publication date from spine. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 194-206). / by Koo, Ching Ngan Alfred. / ABSTRACT --- p.i / ACKNOWLEDGMENTS --- p.iv / A LIST OF ABBREVIATIONS --- p.v / A LIST OF TABLES & FIGURES --- p.vi / A LIST OF APPENDICES --- p.viii / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Background to the Study --- p.1 / Aims of the Study --- p.3 / The Significance of the Study --- p.4 / The Research Questions --- p.6 / Definition of Terms --- p.7 / Chapter CHAPTER TWO --- THE CURRICULUM INNOVATION --- p.9 / Background to the Change --- p.9 / Nature of the Change --- p.10 / Characteristics of the Change --- p.11 / Image and Aims --- p.12 / Principles of Curriculum Organization --- p.16 / Teaching Strategies --- p.18 / Content --- p.19 / Time --- p.21 / Assessment --- p.22 / Scale of the Change --- p.23 / Characteristics of the Change in Context --- p.24 / How AS Design and Technology was Promoted in Schools --- p.25 / Nature of AS Design and Technology --- p.28 / Public Perception of Sixth Form Education & the Subject --- p.28 / Characteristics of Schools Offering AS Design and Technology --- p.31 / Characteristics of Prevocational Education --- p.31 / Teacher Development Prior to Innovation --- p.34 / Problems in Implementing Design and Technology in the Sixth Form --- p.36 / Availability and Use of Resources --- p.38 / Priority Given to Design and Technology by Schools --- p.39 / Teachers' Experience and Training --- p.40 / Status of Design and Technology --- p.42 / Student Achievement in Public Examinations --- p.43 / Chapter CHAPTER THREE --- LITERATURE REVIEW --- p.45 / Implementation Studies --- p.45 / Three Approaches to Curriculum Implementation --- p.45 / Fidelity Perspective --- p.46 / Mutual Adaptation --- p.51 / Curriculum Enactment --- p.52 / Three Perspectives on Curriculum Change --- p.53 / Technological Perspective --- p.53 / Political Perspective --- p.55 / Cultural Perspective --- p.57 / Implementation as a Process of Change --- p.60 / The Decision-making Process of Adoption --- p.61 / Who Makes Adoption Decisions --- p.61 / How Adoption Decisions Are Made --- p.61 / Factors Associated with Adoption --- p.66 / Factors Affecting Implementation --- p.69 / Characteristics of Change --- p.70 / Local Characteristics --- p.71 / External Factors --- p.72 / Problems in Implementing Integrated and Non-academic Subjects --- p.74 / Implementation Studies in Hong Kong --- p.77 / Chapter CHAPTER FOUR --- RESEARCH METHODOLOGY --- p.80 / Collection of Background Information --- p.83 / Survey --- p.84 / Population and Sample --- p.85 / Data Gathering Instrument --- p.86 / Data Gathering Procedures --- p.87 / Case Study --- p.88 / Case Selection --- p.89 / Data Gathering Methods and Instrument --- p.89 / Data Gathering Procedures --- p.92 / Document Analysis --- p.95 / Data Analysis --- p.95 / Limitations of This Study --- p.96 / Chapter CHAPTER FIVE --- FINDINGS --- p.99 / Adoption Decision in Schools --- p.100 / Characteristics of Schools Involved in this Study --- p.100 / Characteristics of the Principals --- p.102 / Characteristics of the Assistant Principals --- p.102 / Characteristics of the Teachers --- p.103 / Sixth Form Subjects Offered by the Schools --- p.105 / Adoption Decision-making in Schools --- p.106 / Why Schools Did Not Offer AS Design and Technology --- p.111 / Why Some Schools Offered AS Design and Technology --- p.115 / Implementation of the New Subject in Case Schools --- p.121 / Image and Aims --- p.122 / Curriculum Organization --- p.124 / Teaching Strategy --- p.125 / Content --- p.129 / Time --- p.132 / Assessment --- p.135 / Why the Implementation Occurred as It Did --- p.139 / Difficulties Met by The Teachers --- p.142 / Conclusion --- p.153 / Chapter CHAPTER SIX --- DISCUSSION --- p.157 / Adoption Decision in Schools --- p.157 / Factors Associated with the Adoption Decision --- p.158 / Emergence of New Policy on Sixth Form Education --- p.158 / Appropriateness of Subject to Schools --- p.159 / Nature of Subject --- p.159 / Function of the Subject --- p.160 / Characteristics of Schools Adopting the Innovation --- p.161 / Availability of Appropriate Teacher --- p.162 / Availability of Appropriate Teaching Resources --- p.163 / Supports from the Central Agencies --- p.164 / Adoption Mechanism in Schools --- p.165 / Implementation of the New Subjects in Case Schools --- p.166 / Factors Relating to Implementation in Case Schools --- p.167 / Clarity and Complexity of the Change --- p.168 / Availability of Teaching Resources --- p.169 / Supports from Central Agencies --- p.170 / Supports from School --- p.171 / Credibility of Teacher --- p.172 / Student Adaptability --- p.175 / Chapter CHAPTER SEVEN --- CONCLUSIONS AND RECOMMENDATIONS --- p.180 / Conclusions to Research Questions --- p.180 / Recommendations for Improving Present Situation --- p.184 / Suggestions for Further Research --- p.190 / BIBLIOGRAPHY --- p.193 / APPENDICES --- p.206