作者 區潔珍 = Curricular content and modernity : a comparative study ... / 稿本(電腦打印本) / Thesis (M.A.)--香港中文大學. / Gao ben (dian nao da yin ben) / Includes bibliographical references (leaves 200-209). / zuo zhe Ou Jiezhen = Curricular content and modernity : a comparative study ... / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一章 --- 導言 / Chapter 第一節 --- 教育與現代化 --- p.1 / Chapter 第二節 --- 硏究問題與硏究立足點 --- p.3 / Chapter 第二章 --- 文獻引述 / 引言 --- p.5 / Chapter 第一節 --- 課程界說 --- p.6 / Chapter 第二節 --- 意識型態與課程 --- p.8 / Chapter 第三節 --- 當代社會變遷理論的輪廓 --- p.13 / Chapter 第四節 --- 現代化與現代性 --- p.23 / Chapter 第五節 --- 傳統、傳統性與傳統性社會 --- p.27 / Chapter 第三章 --- 硏究設計 / 引言 --- p.39 / Chapter 第一節 --- 硏究目的 --- p.31 / Chapter 第二節 --- 硏究對象 --- p.33 / Chapter 第三節 --- 硏究工具 --- p.37 / Chapter 第四節 --- 研究方法與步驟 --- p.51 / Chapter 第五節 --- 先導硏究 --- p.56 / Chapter 第六節 --- 硏究限制 --- p.66 / Chapter 第四章 --- 港、台小學課程編制及教科書編纂的特色 / 引言 --- p.61 / Chapter 第一節 --- 課程編制 --- p.62 / Chapter 第二節 --- 教科書的编纂 --- p.74 / Chapter 第五章 --- 硏究結果與討論（一）： 港、台小學課本（國語、社會）的内容分析 / Chapter 第一節 --- 研究焦點與分析角度 --- p.76 / Chapter 第二節 --- 不同地區（港、台）的課本比較 --- p.81 / Chapter 第三節 --- 不同科目（國語、社會）的課本比較 --- p.90 / Chapter 第四節 --- 造成課本間出現差異與否的關鍵科目：台灣社會 --- p.188 / Chapter 第五節 --- 各套課本偏重的現代性與傳统性 --- p.108 / Chapter 第六章 --- 硏究結果與討論（二）： 港、台小學課本（宗教教育/倫理）的内容分析 / 引言 --- p.134 / Chapter 第一節 --- 香港宗教教育科課本内容分析結果 --- p.135 / Chapter 第二節 --- 台灣倫理科課本内容分析結果 --- p.144 / Chapter 第三節 --- 港、台宗教/倫理科課本内容分析結果比較 --- p.156 / Chapter 第七章 --- 總 結 / Chapter 第一節 --- 硏究結果綜述 --- p.157 / Chapter 第二節 --- 反思與建議 --- p.161 / 附 錄 / Chapter 一 226}0ةŒ --- 註釋 --- p.169 / Chapter ´二ةŒ --- 調˘¬問卷：課本採用表格 --- p.171 / Chapter ´三ةŒ --- 各有關課程的教學目標 --- p.172 / Chapter ´四ةŒ --- 硏究策略概要 --- p.179 / Chapter ´五ةŒ --- 研究結果有關附表 --- p.182 / Chapter ´六ةŒ --- 參考書目 --- p.200

This thesis explores children's and teachers' perspectives on creativity, and its implementation, within one primary school classroom in Scotland. The data collection phase of the research employed an ethnographic approach, involving four and a half months of fieldwork in the primary school classroom. Data were generated from participant observation/informal conversations with children and teachers and one round of semi-structured interviews with twenty-five children (aged eleven to twelve) and two teachers. Creativity within primary education has been mainly studied through psychological research, which is mainly based on theories of developmental psychology. Such theories view creativity solely as an individual trait. Despite recognition of the importance of sociocultural issues to the flourishing of children's creativity, the study of their collaborative creativity has been neglected - particularly in relation to socio-cultural power dynamics. This thesis specifically analyses the balance between individual and collective creativity in the primary classroom, examines how collaborative creativity can acknowledge childhood diversity, and poses questions about how we include children with differing and complex identities in creative processes. Furthermore, this research has been carried out in Scotland, within the context of a fairly new curriculum, the Curriculum for Excellence. This curriculum has been viewed by some as a progressive, modern and motivating curriculum that enables children's autonomy, and by others as one that has been highly influenced by accountability and performativity regimes, which leave limited space for children's and teachers' autonomy. This thesis examines how the Curriculum for Excellence is interpreted in everyday practice and the extent to which it enables the cultivation of children's creativity. The thesis does so by shedding light on the practical interconnections between children's and teachers' agency, structural enablers/barriers, and cultural processes. The findings of this study show that children perceive, perform and embody creativity not only as an individual trait, but also as a collaborative process. However, the findings also show that collaborative creativity entails many complexities and that cultural barriers to creativity may emerge when power among people (children and teachers) operates in ways that create cultures of exclusion. The thesis concludes that the multiple identities of the Curriculum for Excellence, its multiple interpretations, and lack of coherence regarding what is expected of teachers, leads to a blurred landscape of implementation. The thesis argues that lack of a clear plan, strategy and framework for enabling creativity inhibits the founding principles of the Curriculum for Excellence from being achieved. The thesis also argues that environmental and structural barriers within the research setting inhibit the flourishing of children's creativity, but that the structural barriers can sometimes be overcome through the construction of enabling cultures. The thesis is able to define enabling cultures as cultures that value diversity, promote inclusion, and view space not as static, but as a dynamic process. In so doing, the findings of this study emphasise the interconnected importance of: viewing creativity as an individual trait; perceiving creativity as a collaborative process; and thinking in spatial terms, for example, in ways that create the space for children to perceive, perform and embody creativity in their diverse, but equally valuable ways. This finding enables this study to argue that there is a need for future policies and curricula which promote and encourage greater flexibility in teaching and learning practices, in order to enhance children's and teachers' agency and thus allow them to collaboratively create the types of enabling environments, originally envisaged by the Curriculum for Excellence, that will allow children's creativity to flourish.

I conducted 2 experiments to analyze the effects of a reading curriculum, Corrective Reading, which has a sequence that trains derived relations, on the emission of (a) derived relations defined as combinatorial entailment in Relational Frame Theory and (b) metaphors with first grade students. In Experiment 1, I compared the curriculum, which has the sequence to train derived relations to a well-known reading curriculum, RAZ Kids. RAZ Kids served as the content control. I used an experimental group design with a simultaneous treatment and a crossover feature. I selected 14 participants, who were matched then randomly assigned into 2 groups of 7. Both groups received matched instructional trials either in Corrective Reading or RAZ Kids condition, and each group was post-tested. Upon completion of the Post intervention 1 probes, each group was placed in an alternative condition, where Group 1 received the content control intervention, and Group 2 received instruction from the curriculum that has the sequence to train derived relations. Both groups increased in number of correct responses following the Corrective Reading intervention. Two kinds of analyses were done, small group and individual. In Experiment 2, I replicated Experiment I using a delayed multiple probe design across 2 first-grade dyads without a content control curriculum. I tested the effects of 5 lessons of the curriculum that has the sequence to train derived relations on the same dependent measures with an addition of implicit/explicit reading comprehension probes. The results showed that the curriculum sequence found within Corrective Reading was effective in increasing the number of correct derived relation responses, while also improving reading comprehension responses.

Thesis (M.Ed. (Curriculum Studies)) --University of Limpopo, 2013 / This dissertation investigated the the practice of self-reflection by primary school teachers in the Mankweng Circuit, Capricorn District. The aim of the research was to investigate the practice of self-reflection by primary school teachers, in order to suggest and encourage them to use reflective models that will help them improve their practice. The literature revealed that the use reflective models can help teachers to realize their mistakes and improve their practice. Furthermore, the literature revealed that if teachers are exposed to multiple reflective models, they will be able to choose the best model that is appropriate to their practice. The study also focused on the theory of Henderson‟s Ethical Model on Enquiry on Reflective Practice. The theory discusses what characterizes reflective practitioner. This theory explains that reflective teachers are experts who know their subject matter and are able to teach it well. This study was conducted in order to gain a greater insight and comprehensive understanding of the research problem, that is, Self-reflection is expected to all teachers but is seldom enforced. In policy documents, self-reflection is stipulated but there are no formalised templates that guide, monitor and evaluate how teachers reflect on their own practice. This may also result in teachers not reflecting on their work at all and not regarding self-reflection as part of the teaching process; and treat it as a separate issue. The methodology used in this study was qualitative approach. Phenomenological research design was adopted; and in terms of data collection tools, open-ended questionnaires and interviews were used. The findings of this study revealed that teachers in primary schools of Mankweng Circuit do not reflect on their practice because of the heavy work-load that they have. The study further revealed that teachers must be trained to use reflective models to improve their practice. Lastly, the study has recommended a new reflective model for a rural primary school context. The model is titled Big four reflective model: critical thinker; resource allocator, problem solver and practice developer. The model is recommended to be used in teaching in primary schools. iii

Thesis (M.A. (Translation Studies and Linguistics)) --University of Limpopo, 2012 / The research reported in this mini-dissertation is an ethnographic case study which sought to investigate the development of biliteracy in one of the rural primary schools in the Limpopo province. Its focus is on how Grade 3 learners engage with texts and the strategies that teachers use to promote biliteracy (in English and Sepedi). Data collection methods included classroom observation, semi-structured teacher interviews and analysis of teaching and learning materials and the print environment. A brief analysis of the school’s language policy was also completed. The research revealed that the learners are hardly being taught to read and write whether in Sepedi, (their home language) or in English. While the school language policy states that English should be introduced in Grade 2, it is actually taught only in Grade 3. Additionally, as the learners do not understand English, the teachers frequently code-switch into Sepedi and therefore the learners hardly get any exposure to English. Many other negative aspects were uncovered. Out of the 28 lessons scheduled to be observed only 20 lessons actually took place. The learners are therefore not actually spending the allocated time on literacy development. The teaching is highly routinised with teachers, by and large, using an approach that emphasises repetition and rote-learning. The learners hardly ever get a chance to engage with texts independently. Even the textbooks available are not used but are stored away in the cupboards. Teachers painstakingly copy material from the textbooks on to the chalkboard and learners then copy this into their exercise books. The classroom environment is uninspiring, as there are hardly any learning materials on display. The interviews showed that the teachers had not been adequately trained to teach literacy and were in fact unaware of more effective ways of getting learners to engage with texts. They saw themselves as victims of frequent policy and curricular changes and blamed Government for poor training and lack of resources. The study in fact confirms findings of earlier research that the acquisition of literacy is simply not taking place in the poor, rural schools of South Africa and there is indeed a crisis in education in these schools.

This study investigates whether the girls' education project "Haydi Kzlar Okula!" was able to increase girls' schooling and to what extent it was effective. In Turkey, there is still gender disparity in primary education although it is compulsory. "Haydi Kzlar Okula!" is UNICEF and Turkish Ministry of Education's joint project, which aims to increase girls' primary enrollment. The project consists of increasing public awareness, free books and incentives (in the form of conditional cash transfer) for female students. To find the magnitude of the program's impact, data is collected from Turkish and European statistical databases and a panel data analysis is employed. The results show that if the program has been implemented in a province, girls' enrollment rate increases by 1.310-2 units and total schooling increases by 1.410-2 units. Conditional Cash Transfer (CCT) found to have a bigger impact on girls' enrollment rates than total enrollment rates but the impact is not statistically significant. When a dummy for poverty is included in the model, then CCT becomes significant and the impact can be interpreted as; 1% increase in the conditional cash paid to a province results in 1.310-4 units increase in girls' enrollment rates. It is concluded that the project's impact is statistically significant but the magnitude is smaller than expected. Improvements are needed for increasing the effectiveness of the project. New cash transfer schemes should be implemented and community contribution should be encouraged. Another result of the analysis show that school buildings and adult literacy have greater impacts than the girls' education project.

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 129-139).

Thesis (M. Phil.)--University of Hong Kong, 1980.

published_or_final_version / Education / Master / Master of Education

In recent years, the popularity and the capabilities of the iPad, Apple's tablet computer, have prompted educational technology advocates and policy makers to evaluate its facilitation possibilities in classrooms. However, there are few studies which draw on the Tangible User Interface (hand touch screen), one of the most significant evolvements on the iPad compare to previous mobile devices. Therefore, in this paper, the investigator looks at this interface specifically for its potential in terms of usability with input interaction for young learners. To examine this aspect, a case study was employed at three international schools in Hong Kong attempting to further explore the impact the iPads Tangible User Interface on the students learning process and behaviour that incorporate the use of Information and Communication Technology (ICT), using a concurrent mixed method of observation and interview. With statistical analyses, the amount of student help seeking behaviours at the schools employing iPads was compared with that at the school using traditional laptops. Evidence emerged to support the inference that the Tangible User Interface on the iPad may contribute to reducing the challenges of operation as well as enhancing student engagement and collaboration in class. Implications of the findings in terms of usability, engagement, interaction, practice and future research are considered. / published_or_final_version / Education / Master / Master of Science in Information Technology in Education