published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

王建军. / 论文(哲学博士)--香港中文大学, 2002. / 参考文献 (p. 227-247). / 中英文摘要. / 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. / Wang Jianjun. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 227-247).

问责已经成为教育改革与研究的关键词。无论是西方还是中国，都把建立问责机制视作提高教育质量的重要举措。从教育问责的社会基础出发，国家是公共教育的主要资助者或协调者，他们通过教育视导来保证公共教育质量。但是教育视导人员在当下教育质量保障系统中发挥何种作用，其能动性与职业承诺如何，尚未有充分的研究。中国大陆的教研室作为地方教学质量保障机制，表现出双栖性的职能：教育问责和教师发展。身处其中的教研员如何诠释角色？他们与政府的关系如何，在多大程度上能致力于教师发展？身份建构理论有助于回答上述问题。故本研究以形态衍生理论为视角，选取H市教研员为个案，探讨其在教育质量保障体系中的角色、身份与能动性。 / 本项质性研究主要通过访谈、观察和文件收集获取资料。共计访谈教研员30名，教育行政领导3名，教师9人。研究者还参与了教研员的集体会议、听评课、教研组展示等活动，观察、记录了教研员的日常工作；并收集了教研员的工作计划，工作简报，教研室内部杂志等文献资料。在转录完所有资料后，利用Nvivo8软件进行编码、解码，建立群组、抽取概念，最终形成论文。研究发现如下： / 首先，监督、管理、指导、研究是教研员角色的主要组成部分。在公共教育发展的不同阶段，他们的角色应行政之要求会进行重新排列、组合，内涵也所有发展。其中，来源于优秀教师的教学质量保障人员最先发展起来的是指导职能，因其依附在教育视导系统内部，遂产生了行政权威。1949年之后，这类人员从教育视导系统中独立出来，被称之为教研员，享有行政编制；1990年之后，教研员逐渐从行政编制中退出，教学管理职能未褪，故行政权威犹存。课改背景之下，H市教研员的“研究、“评价职能被强调。但是通过对教研员的工作节奏、角色比喻的分析，发现结构并没有为发展教研员的“教学研究能力提供支持性条件。故行政干预成为教研员角色异化的重要原因。 / 其次，在课程改革背景下，教研员的社会身份表现出问责导向的特征。因个人关注的介入，在个体层面，教研员的身份建构可进一步区分为四种类型。身份建构表现为结构关注的教研员，实践中以完成各类“课题研究和“项目研究为重任，并从中获得价值认可，对自我的判断是“做研究的人。身份建构表现为结构关注为主，个人关注为辅的教研员，认为最重要的工作应该是教材分析，但实践中花费其时间最多的却实命题工作。他对自己的比喻是“尴尬的“稻草人。身份建构表现为个人关注为辅，结构关注为主的教研员一方面能在实践中坚持自己对教师的指导，一方面明晰问责导向的工作逻辑，并达到两者的融洽。对自我的评价是“一个风风火火的闯将。身份建构表现为个人关注的教研员应付问责导向的工作，并花费额外的时间从事教师指导。从教师的认可中获得职业的成就感。对自我的判断是职场“菜鸟。 / 再次，不同学科教研员受考试、经验的影响，表现出不同程度的能动作用。高利益考试蕴含的控制性并不能直接决定教研员的能动性，但是教研员的知能水平，及其结构的支持程度，对教研员的能动性和承诺有直接的影响。教研员要致力于教师发展，需兼顾结构的需求，并从中获得个人的成长或者结构的奖励，方能形成稳定的职业承诺。 / 论文弥补了现有教育质量保障人员研究的不足。从结构与能动者互动的理论视角，分析教研员何以呈现如此的身份建构，对Archer的形态衍生理论做了本土的探索，对西方教育领导理论有所回应。并对教研员的定位与发展提出了政策建议。 / Accountability has become the key word in educational reform and educational studies. In western countries as well as China, establishing accountability mechanisms is regarded as an important strategy for the improvement of educational quality. The state, which is the main sponsor and coordinator of public education, attempts to ensure educational quality with varying degrees of supervision. However empirical studies on the role, functions and performance of those who are in charge of supervision, agency in and commitment to quality assurance system are also nebulous. Teaching-research office, a local quality assurance mechanism for teaching and learning in Mainland China, plays a dual role in education accountability and teacher development. How do teaching-research officers elaborate their prescribed roles? What is the relationship between the government and the teaching-research officers? To what extent are they committed to teacher development? Identity construction theory is helpful to addressing the above questions. Therefore, from the perspective of morphogenesis, this study chooses teaching-research officers of H city as a case of investigation by exploring their roles, identities and agency in the educational quality assurance system. / The data of this qualitative research were collected through the adoption of three research methods. First, interviews were conducted with 30 teaching-research officers, 9 teachers and 3 educational administrators. Second, with permission, teaching-research officers’ meetings, as well as class observation and demonstration conducted by teaching-research officers were observed first hand. Third, relevant documents including official newsletters and work plans, internal journals of teaching research offices were collected. Nvivo 8 was adopted to analyze the interview transcripts, field notes of observation, and relevant documents collected for research purposes. / This study has three major findings. First, teacher-research officers played four principals roles: supervisor, administrator, director and researcher. These roles, however, varied in accordance with the governmental requirements and needs in different historical periods. Before 1949, the teaching-research officers were supervisors for educational quality. They were excellent teachers that were recruited by educational supervision institutions, and thus were given with administrative authority. Between 1949 and 1990, these teacher-supervisors were classified as professional teaching-research officers who were in charge of teaching administration and teacher development. Although they were no longer conaidned educational administrators since 1990, the teaching-research officers still maintained a certain degree of administrative authority and exercised influence in educational administration. Since the launch of the 8th curriculum reform in China at the advent of the 21st century, the role teaching-research officers as researchers have been greatly emphasized. Nevertheless, an analysis of teaching-research officers’ working rhythm and role metaphor indicates that the quality assurance system has fallen short of providing support to develop the research competence of teaching-research officers. Consequently, state intervention remains the key factor in defining the role of teaching-research officers. / Second, the social identities of teaching-research officers demonstrate accountability-oriented characteristics in the context of curriculum reform. Personal concerns enable teaching-researcher officers to construct four types of identities at the individual level. Structure-concerns lead certain officer to treat project research as top priority in their practice and allow them to obtain value recognition during research. This type of officers regards themselves as researchers. For those officers who mainly focus on structural concerns, but supplemented their work with individual concerns, analysis of teaching materials one considered the most important aspect of their work while the refinement of test construction consumes most of their times. An awkward “scarecrow is used as their role metaphor. For those officers who mainly focus on individual concerns, but supplemented their work with structural concerns, insist on guiding teacher practice on the one hand, and accept the working logic of the accountability-oriented approach, on the other. Their perpetual task is to maintain harmony between the two. A pathbreaker in haste is the role metaphor adopted. Officers who are individual-concern persons attempt to deal with accountability-oriented work, and spend extra time mentoring teachers. Career fulfillment comes from appreciation of teachers. A rookie is the role metaphor adopted. / Third, the degree of agency and commitment of teaching-research officers varied with their views on public examinations, personal experience, and structural support. It is not public examinations but personal experience that had direct an impact on the agency of the teaching-research officers. Specifically, the knowledge and ability of teaching-research officers, as well as the degree of structural support that they receive, have a direct effect on their agency and commitment. Teaching-research officers who have make a steady commitment to teacher development, have to give consideration to quality structural concerns, and in addressing these concerns, gain personal growth or structural rewards. / This study contributes to filling the void in current research that neglete to the investigation into the educational quality assurance, staff who work for. The perspective of structure-agent interaction is used to analyze how teaching-research officers construct their identities in Chinese educational reform context. It is a local exploration of Margaret Archer’s morphogenesis theory. It enriches western educational leadership theory, and provides policy suggestion on the orientation and development of teaching-research officer. / 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. / 沈伟. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 367-388). / Abstracts in Chinese and English. / Shen Wei. / Chapter 第一章 --- 导论 --- p.1 / Chapter 第一节 --- 研究背景 --- p.1 / Chapter 一、 --- 实践背景：新的教育质量内涵需要新的质量保障机制 --- p.1 / Chapter 二、 --- 理论背景：教育问责背景下的能动者 --- p.7 / Chapter 第二节 --- 研究目的与问题提出 --- p.12 / Chapter 一、 --- 研究目的 --- p.12 / Chapter 二、 --- 研究问题 --- p.13 / Chapter 第二章 --- 文献综述 --- p.15 / Chapter 第一节 --- 教育质量保障概念解析 --- p.15 / Chapter 一、 --- 教育质量与教育质量保障 --- p.15 / Chapter 二、 --- 教育质量控制与教育质量保障 --- p.20 / Chapter 三、 --- 教育问责与教育质量保障 --- p.23 / Chapter 第二节 --- 教育质量保障：实践模式与存在理据 --- p.25 / Chapter 一、 --- 实践模式 --- p.25 / Chapter 二、 --- 教育视导的影响：基于实证研究的发现和分析 --- p.35 / Chapter 三、 --- 存在理据 --- p.38 / Chapter 第三节 --- 教育质量保障系统中的地方教育领导 --- p.41 / Chapter 一、 --- 作为教学领导 --- p.43 / Chapter 二、 --- 作为合作领导 --- p.48 / Chapter 三、 --- 作为系统领导 --- p.52 / Chapter 第四节 --- 中国教育质量保障中的教研员 --- p.56 / Chapter 一、 --- 当代政策文本中的教研员角色 --- p.56 / Chapter 二、 --- 教育理论研究中的教研员角色 --- p.59 / Chapter 三、 --- 教研员对其角色的理解 --- p.60 / Chapter 第五节 --- 教育变革能动者的身份与能动作用 --- p.62 / Chapter 一、 --- 角色、 --- p.62 / Chapter 二、 --- 身份建构的途径 --- p.66 / Chapter （一） --- “自上而下的身份建构 --- p.67 / Chapter （二） --- “自下而上的身份建构 --- p.68 / Chapter （三） --- 融合主义的身份建构 --- p.70 / Chapter （四） --- 形态衍生理论视野的身份建构 --- p.73 / Chapter 第六节 --- 理论框架的提出 --- p.75 / Chapter 一、 --- 身份建构的理论框架 --- p.75 / Chapter 二、 --- 从形态衍生理论研究教研员身份建构的可行性 --- p.79 / Chapter 第三章 --- 研究方法与研究设计 --- p.82 / Chapter 第一节 --- 研究问题与分析路径 --- p.82 / Chapter 一、 --- 研究问题 --- p.82 / Chapter 二、 --- 分析路径 --- p.84 / Chapter 第二节 --- 研究方法 --- p.86 / Chapter 一、 --- 质的研究取向 --- p.86 / Chapter 二、 --- 个案研究为主，历史分析为辅 --- p.87 / Chapter 第三节 --- 个案研究 --- p.89 / Chapter 二、 --- 资料的收集 --- p.93 / Chapter 三、 --- 资料分析 --- p.100 / Chapter 第四节 --- 研究可靠性与研究伦理 --- p.102 / Chapter 一、 --- 研究可靠性 --- p.103 / Chapter 二、 --- 研究伦理 --- p.105 / Chapter 第四章 --- 教育质量保障系统中的教研员角色变迁 --- p.106 / Chapter 第一节 --- 中国教育质量保障系统的发展：从晚清到现在 --- p.106 / Chapter 一、 --- 晚清政府：以教育外在事项为主的质量保证体系 --- p.107 / Chapter 二、 --- 民国国民政府：以教育内部事项为主的质量保证体系 --- p.109 / Chapter 三、 --- 老解放区：资源匮乏情形下形成的教育质量保证应对之策 --- p.113 / Chapter 四、 --- 1949年后：日趋系统化的教育质量保证体系 --- p.116 / Chapter 第二节 --- 教育质量保障人员的角色变化与特征：历史的视角 --- p.119 / Chapter 一、 --- 晚清政府的视学与劝学员：监督、 --- p.119 / Chapter 二、 --- 民国国民政府的视学与辅导员：管理、 --- p.121 / Chapter 三、 --- 老解放区的教育巡视员与辅导员：报告、 --- p.126 / Chapter 四、 --- 1949年后的督导、 --- p.128 / Chapter 第三节 --- 课程改革背景下H市教研员的角色发展：结构的新期待 --- p.131 / Chapter 一、 --- 教研制度的正式确立及教研员的角色定位 --- p.131 / Chapter 二、 --- H市教研室职能的发展 --- p.136 / Chapter 三、 --- H市教研员的角色：群内分工不同 --- p.145 / Chapter 第四节 --- 本章结语 --- p.152 / Chapter 第五章 --- 教研员的社会身份建构 --- p.156 / Chapter 第一节 --- 日常工作中呈现的群体共性 --- p.156 / Chapter 一、 --- 以课为载体的教研活动 --- p.156 / Chapter 二、 --- 由调研与视导构成的多维评估 --- p.170 / Chapter 三、 --- 自上而下的课题研究与教学研究 --- p.178 / Chapter 第二节 --- 与群外人员的差别 --- p.184 / Chapter 一、 --- “我们眼中的他人 --- p.185 / Chapter 二、 --- 他人眼中的“我们 --- p.196 / Chapter 第三节 --- 从群体到个体：角色认知与事项排列 --- p.205 / Chapter 一、 --- 职能排序 --- p.205 / Chapter 二、 --- 工作节奏与事项排列 --- p.216 / Chapter 第四节 --- 本章结语 --- p.221 / Chapter 第六章 --- 实践：社会身份与个人身份的对话 --- p.224 / Chapter 第一节 --- 结构关注：“做研究的人 --- p.224 / Chapter 一、 --- 重要任务：提高区域教育质量 --- p.224 / Chapter 二、 --- “最高境界与“最重要任务的冲突 --- p.228 / Chapter 三、 --- 基于学科属性、 --- p.230 / Chapter 四、 --- 不被理解的痛苦与研究的快乐 --- p.232 / Chapter 第二节 --- 结构关注为主，个人关注为辅： --- p.236 / Chapter 一、 --- 进入市教材编写队伍 --- p.236 / Chapter 二、 --- 教师培养：“守正出新 --- p.238 / Chapter 三、 --- 职业生命何在？ --- p.243 / Chapter 四、 --- 最有压力的是考试 --- p.245 / Chapter 第三节 --- 个人关注为主，结构关注为辅： --- p.248 / Chapter 一、 --- 从实践教学开始 --- p.248 / Chapter 二、 --- 对课程、 --- p.251 / Chapter 三、 --- 教师队伍建设 --- p.255 / Chapter 四、 --- 研究真问题 --- p.260 / Chapter 第四节 --- 个人关注：职场“菜鸟 --- p.264 / Chapter 一、 --- 从专业角度来选择 --- p.264 / Chapter 二、 --- “不听课不能指导 --- p.267 / Chapter 三、 --- 不找校长，不听推门课，不申请课题研究 --- p.270 / Chapter 四、 --- “合格就是老师对你的认可 --- p.273 / Chapter 第五节 --- 本章结语 --- p.275 / Chapter 第七章 --- 承诺是否可能 --- p.280 / Chapter 第一节 --- 考试影响下的学科教研工作 --- p.280 / Chapter 一、 --- 考试之于语文、 --- p.281 / Chapter 二、 --- 考试之于科学教研员 --- p.288 / Chapter 三、 --- 考试之于音乐、 --- p.295 / Chapter 四、 --- 考试之于拓展、 --- p.303 / Chapter 第二节 --- “经验影响下的教研工作 --- p.310 / Chapter 一、 --- 为什么选择教研员 --- p.311 / Chapter 二、 --- 入职时面临的挑战及应对措施 --- p.318 / Chapter 第三节 --- 承诺：从结构能动者互动的视角 --- p.327 / Chapter 一、 --- 强控制下的能动作用与承诺 --- p.328 / Chapter 二、 --- 弱控制下的能动作用与承诺 --- p.329 / Chapter 三、 --- 能动作用的强弱：结构与个人关注的融洽度 --- p.330 / Chapter 四、 --- 承诺的“源泉：结构支持或个人收获 --- p.332 / Chapter 第四节 --- 本章结语 --- p.333 / Chapter 第八章 --- 结论：教研员的角色、 --- p.338 / Chapter 第一节 --- 研究结论 --- p.338 / Chapter 一、 --- 研究发现 --- p.339 / Chapter 二、 --- 研究结论 --- p.346 / Chapter 第二节 --- 研究贡献 --- p.352 / Chapter 一、 --- 理论贡献 --- p.352 / Chapter 二、 --- 政策实践的启示 --- p.359 / Chapter 第三节 --- 研究局限 --- p.362 / Chapter 第四节 --- 后续研究建议 --- p.364 / p.367 / p.389

Five experienced primary school teachers were involved in the study. In-depth interviews and non-participatory observation were used to collect data. Based on thick description of five cases individually and a comprehensive comparison among them, the research revealed: (1) Teacher trainers need to take a multi-dimensional view to study the difficulties teachers encountered in implementing reform initiatives; (2) Teacher learning should take account of both "teacher" and "learning". The research highlighted that teacher professional development and personal growth are closely interrelated; (3) In different sectors (such as, the starting point of learning, the learning task, learning methods, the learning approach, learning progress and learning support), as well as at different levels, (such as, supportive vs. accelerative), teacher-change agency partnerships may have a positive influence on teacher learning. However, the professional capacity of the change agency, and the unique needs of the school played a crucial role in shaping the efficacy of the relationship between both partners and also the level of teacher learning. / Over the last decade, educational reformers in Hong Kong have targeted teacher development and learning as a key area of need. As part of this movement, different external change agencies began developing partnerships with school as attempts to enhance the quality of teacher professional development. Such partnerships have operated for a number of years, but, to date, their efficacy has been largely unexplored. This research, taking teachers' implementation of project learning as an example, aims to explore the impact of teacher-change agency partnerships on teacher learning. The study is important in helping educators to better understand the difficulties teachers face when engaging in changes and also teachers' learning need. This research also reveals the effects of teacher-change agency partnership and its impact on teacher learning. This study can shed lights on ways of curriculum change and teacher development. / The research posed four questions: (1) What difficulties do teachers face while carrying out project learning in school? (2) What kind of learning did teachers experience while involved in the teacher-change agency partnership? (3) Within the context of educational change, did teacher-change agency partnerships have an impact on teacher learning? (4) What do teacher-change agencies need to consider if partnership is to achieve positive results? / To conclude, based on the five personal narratives and with reference to relevant literature review, the research suggested that a broader discussion is needed in the area, and recommended a conceptual framework which may guide further development. / 朱嘉穎. / 論文(哲學博士)--香港中文大學, 2005. / 參考文獻(p. 283-298). / Adviser: Hin-wah Wong. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2444. / 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. 283-298). / Zhu Jiaying.

Research findings suggest clear differentiation of institutional identities through time. Before 1978 when China embarked upon a process of ambitions reform efforts, the typical image of a university was 'a university of the masses', which actually relegated them to a 'tool' for the powers that be. After the Cultural Revolution, universities adopted the role of a 'frontier' and a 'national builder'. However, with the presence of the state and its tight ideological control, universities around that time were labeled as 'socialist universities' under the leadership of the party. Since 1992, universities have become increasingly involved in the market as the 'market economic system' has been developed and China has become more active in the global economy. The logic of the market and its mechanisms are no longer novel to universities. A trend forward corporatization can even be identified in the higher sector. / Since the late 1970s, higher education has undergone significant reform across the world, from the Western countries to the Chinese Mainland. In the Chinese Mainland, a central theme in higher education reform has been the debate on the construction of organizational forms for higher institutions. / The concept of 'identity' is adopted as the focus of research. Organization theorists believe that an organization, like a person, has an identity in modern society. Organizational identity, moreover, is closely related to the state and the market. It is argued that an organizational identity is usually constructed as a result of the interaction between the institution, the state, and the market. In this context, the change and re-constitution of the identity of Chinese universities are explored. This study adopts the nattative approach and Peking University is selected as the case for study. / The major underpinning of the study is that China is still---by centralized administration. Between 1949 and 1978, the characteristics of universities were mainly constructed between the state and universities in the presence of a planned economic system and the absence of a market. Since the implementation of which the market was introduced to the higher education as a spere for exploration, the state has remained the most important and the most powerful 'stakeholder'. Thus, many characteristics of the corporatization of Chinese higher education differ from those in the West. Some superficial, or even distorted forms of corporation can be identified in China. However, little significant change has taken place in terms of the organizational structure and administration governance of higher institutions. (Abstract shortened by UMI.) / The purpose of this study is to explore what has happed to universities under reform and to depict the universities present today. It is hoped that the study can contribute to our understanding of the kind of change that have affected universities, and to help us reflect on past decisions, policies, and incidents. Dicusions change will further illuminate the complex relationships between the state, university and the market. / 羅雲. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 133-149). / Advisers: Nai Kwai Leslie Lo; Wing Kwong Tsang. / Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0907. / 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 in Chinese and English. / School code: 1307. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 133-149). / Luo Yun.

顏明仁 = A study of teacher receptivity to change and school culture / Ngan Ming-yan. / 論文(哲學博士)--香港中文大學, 2003. / 參考文獻 (p. 399-428). / 中英文摘要. / 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. / Yan Mingren = A study of teacher receptivity to change and school culture / Ngan Ming-yan. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2003. / Can kao wen xian (p. 399-428).

李晓蕾. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 235-255) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Li Xiaolei.