The problem in this study is to determine the role of speech in general education and to make certain suggestions for teacher training in keeping with the aims of general education which seek to develop the democratic concepts.

This study investigated the following with regard to technical-occupational students in a multi-campus urban community college: The enrollment patterns in required general education courses at specific intervals of course work; the relation between successful completion of certain required general education courses (English and mathematics) and academic success as measured by grade point average; and the profiles or basic characteristics (age, GPA, sex, and high school graduation status) of (a) the student who had completed a specified amount of general education course work and (b) the graduate who had attained a higher grade point average in technical course work than in general education course work. The data was obtained from the academic records of 328 current student, selected by established criteria, and 284 graduates of six technical-occupational programs. The six programs were chosen by pairs to represent white-collar, technical-skilled, and blue-collar oriented occupations. Data on enrollment patterns were analyzed according to percentage in frequency distributions. Differences in mean grade point averages for completers and non-completers of English and mathematics were analyzed using the t-test. Significant variance among the groups representing types of occupations was analyzed using the chi-square test for independence. The Pearson Product Moment test was used to investigate correlations between grade point average and amount of general education work completed. Among the major findings were the following: over 57 per cent of the current students had completed general education requirements at a level proportional to their total program enrollments; current students tended to avoid enrollment in English more than in mathematics; current students who had completed mathematics had a higher mean GPA than those who had not completed mathematics; graduates who completed mathematics during the first half of the program had a higher mean GPA than those who completed mathematics later; a negative correlation was detected between GPA and the amount of general education course work completed; and more than 81 per cent of the graduates had a higher GPA in technical course work than in general education course work.

This qualitative case study investigated the teaching practices I adopted in a general education course at a Hong Kong community college during the 2013/14 academic year. I took on the active role of participant observer to examine how a combination of Multiple Intelligences (MI) theory and Integrated Thematic Instruction (ITI) supported the goals of general education. Interview protocol with open-ended questions was the instrument to collect the students’ voices about their learning experiences in an MI-inspired general education course. Three research questions were posed. First, how does a course instructor design and teach a general education course at a community college in Hong Kong? Second, how do community college students experience learning in such a course? Third, how do community college students evaluate their learning outcomes in such a course? The interview data clearly revealed that the students’ learning experiences in the MI-inspired general education course included making connections to lived experience; applying the course content to real-life situations; learning to synthesise information, find relationships, think critically and solve problems; and creating knowledge through group projects. The students’ learning experiences corresponded to four dimensions of MI theory in terms of instructional design. These dimensions included designing broad-based knowledge and reality-based curriculum, using multimedia sources as teaching materials, developing cognitive skills in students and empowering students to learn. The interview data reflecting the students’ learning experiences as they relate to pedagogical MI dimensions were examined through my observations of students’ interactions in practice in addition to the students’ written self-reflections on group projects. The results of a college-wide teaching evaluation survey also indicated that the students gave higher ratings to their learning experiences in the MI-inspired general education course. As such, the incorporation of MI theory into ITI was a pedagogical initiative to support the goals of general education and strengthen learning opportunities for community college students with multiple intelligences. In addition, I explored the research implications of MI theory. The findings of this study provide community college policymakers, faculties and administrators with practical advice on curriculum development and the instructional design of general education at community colleges in the Hong Kong context. / 是項質性個案學術研究乃探討一所香港社區學院通識教育課程的教學實踐。此研究個案涵蓋了研究者在有關的「多元智能」(Multiple Intelligences)啟迪下的通識教育的教學設計與教學策略。 研究者扮演成積極參予觀察者，來檢視「多元智能」和「主題教學法」(Integrated Thematic Instruction)兩者之間的組合如何實踐和通識教育有關的各樣教育目標。 此研究個案於2013至2014學年期間，在有關的一所香港社區學院內進行。訪問形式是採用開放式問題，務使收集學生在這「多元智能」通識教育科目的學習體驗。 此研究針對以下三個問題﹕一) 課程導師如何在該香港社區學院設計及教授通識教育課程? 二) 該社區學院的學生在堂上有何學習經驗? 三) 學生如何衡量該課程的學習成果? 訪問數據資料顯示，學生在「多元智能」的學習體驗中，包括﹕緊扣日常生活、學以致用、融會貫通、學會批判思考、解決疑難和在小組工作中均學有所用。 明顯地，學生們的學習經驗對應了在「多元智能」理論的教學設計中的四個層面，即廣泛知識和建基現實的課程、多媒體教材、培養認知技巧和促使學生學習。 學院的教學評分結果顯示，學生能於「多元智能」啟迪下的通識教育學習中的得益，評分較前高。研究發現「多元智能」和「主題教學支援」的組合能清晰帶出通識教育的教學目標。此學術研究可為有關政策決策者和大學學系的策劃人提供實用兼可行的參照。 此外，此研究也同時為日後學者於有關「多元智能」教育理論和實踐在社區學院的研究和探究，提供了寶貴的資料和啟示。 / Kong, Siu Ping. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 135-146). / Abstracts also in Chinese; appendix 2 includes Chinese. / Title from PDF title page (viewed on 09, September, 2016). / Detailed summary in vernacular field only.

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.

本論文運用敘說研究方式探討六位學生教師於修讀通識教師科教師教育課程期間的教師身分形塑過程，理解教師教育課程的學習經驗、學科性質與教師身分形塑之間的關係。本研究重點分為以下三部份： / 首先，從六位學生教師的經驗敘說中發現教師身分的多重性。敘說研究資料呈現出的教師身分並兩種不同性質的教師身分：一般教師身分及學科教師身分。在形塑的歷程上，兩個教師身分在建構初期階段會呈現較易於劃分，逐漸彼此相互影響並連繫在一起。 / 其次，學生教師身分形塑進程是以相似的軌跡進行，從起始時模糊、不穩定的狀態到逐漸變得清晰及穩定的教師身分形成。學生教師面對不同的影響力量的刺激，因此教師身分常處於流動而持續建構中的狀態。整體而言，學科教師身分形塑進程明顯較一般教師身分的緩慢。 / 最後，教師身分的形塑過程是受不同的外內影響力量所刺激，因而引起學生教師內外價值彼此角力，過程中逐漸形塑出具有個人特性的教師身分。影響力量可分為脈絡性、顯性及隱性的影響力量。雖然六位學生教師面對相似的影響力量，但個體的教師身分對相同影響力量的所呈現出的反應卻有很大的差異。有部份的教師身分顯示出能消弭影響力量的能力，有部份的顯示出接受影響力量的刺激後而改變形塑的進度，影響力量更會形塑教師身分，導致教學取向等的轉變。根據此研究結果顯示出教師身分形塑與個體過去經驗，及個體身處的空間有密切關係。由於身分形塑是一個個體內在自我與外在世界的對話，藉著敘說回溯經驗能提高學生教師對身分形塑的察覺，促進專業成長。 / This study explored the teacher identity shaping processes of six student teachers while they were taking Liberal Studies Teacher Education Program during their third year of study. Its purpose is to understand the relationship between the six student teachers’ learning experience of the teacher education program, the nature of the liberal studies subject matter, and the shaping process of their teacher identity. The main findings of the study include the following three points. / First, it is found out student teachers have built multiple teacher identities from the narration of their study experience. The narrative research data indicated that student teachers had two different teacher identities: general teacher identity and subject teacher identity. These two identities could be easily differentiated in the initial phase of the process of teacher identity construction, but as the process went on, the two identities interplayed with each other and became closely connected. / Second, the six student teachers have followed a similar track in the process of their identity shaping. The shaping of their teacher identity was vague and unstable in the beginning and gradually became distinct and stable. Facing stimulation from different influential forces, these student teachers’ teacher identity was usually kept in a dynamic status and was continuously constructed. In general, subject teacher identity was shaped much slower than general teacher identity. / Finally, the shaping process of their teacher identity has been stimulated by different external and internal forces. The influential forces can be categorized into three types: contextual, visible and invisible. Although all six student teachers faced similar influential forces, each individual teacher identity reacted quite differently to the similar forces. Some teacher identities showed the capacity to absorb the influential forces while some teacher identities changed their shaping rate after being stimulated by the influential forces. / Upon on these findings, the study pointed out that teacher identity has shaped by pervious experience in learning and context. Identity Shaping is a dialogue between internal self and external world. Narrative is a suitable method to assist student teacher reflects their pervious life experiences, also promote teacher personal and professional growth. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 許家齡. / "2013年3月". / "2013 nian 3 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 356-373). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Xu Jialing. / Chapter 第一章 --- 緒論 --- p.4 / Chapter 第一節 --- 研究緣起 --- p.4 / Chapter 一、 --- 研究背景的宏觀脈絡 --- p.5 / Chapter 二、 --- 研究關注 --- p.7 / Chapter 第二節 --- 研究問題 --- p.9 / Chapter 一、 --- 研究問題的闡釋 --- p.9 / Chapter 二、 --- 相關概念的界定 --- p.10 / Chapter 第三節 --- 研究意義 --- p.12 / Chapter 第二章 --- 文獻綜述 --- p.14 / Chapter 第一節 --- 教師身分 --- p.14 / Chapter 一、 --- 身分理論綜述 --- p.14 / Chapter 二、 --- 教師身分研究綜述 --- p.33 / Chapter 三、 --- 提出教師身分理論框架 --- p.41 / Chapter 第二節 --- 教師教育 --- p.55 / Chapter 第三節 --- 香港新高中通識教育科課程 --- p.74 / Chapter 一、 --- 課程發展脈絡 --- p.74 / Chapter 二、 --- 通識教育科課程 --- p.81 / Chapter 三、 --- 通識教育科教師教育概況 --- p.90 / Chapter 四、 --- 通識教育科教師的就業前景 --- p.94 / Chapter 第三章 --- 研究設計與方法 --- p.95 / Chapter 第一節 --- 研究基本架構 --- p.95 / Chapter 第二節 --- 研究方法的確定 --- p.99 / Chapter 一、 --- 選用敘說作為研究方法的原因 --- p.99 / Chapter 二、 --- 教師身分形塑的推論過程 --- p.101 / Chapter 第三節 --- 研究設計 --- p.103 / Chapter 一、 --- 研究對象的選擇 --- p.103 / Chapter 二、 --- 研究的效度 --- p.104 / Chapter 三、 --- 資料搜集的方法 --- p.107 / Chapter 四、 --- 資料的整理與分析 --- p.113 / Chapter 第四章 --- 學生教師身分的敘說故事 --- p.119 / Chapter 第一節 --- 學生教師的集體經驗 --- p.119 / Chapter 第二節 --- 教師身分形塑的故事 --- p.124 / Chapter 一、 --- 阿雪的教師身分敘說故事 --- p.124 / Chapter 二、 --- 阿知的教師身分敘說故事 --- p.150 / Chapter 三、 --- 阿四的教師身分敘說故事 --- p.185 / Chapter 四、 --- 阿惠的教師身分敘說故事 --- p.219 / Chapter 五、 --- 阿希的教師身分敘說故事 --- p.243 / Chapter 六、 --- 阿佳的教師身分敘說故事 --- p.268 / Chapter 第五章 --- 討論 --- p.296 / Chapter 第一節 --- 敘說教師身分：學科教師身分與一般教師身分 --- p.296 / Chapter 一、 --- 教師身分的多重性 --- p.296 / Chapter 二、 --- 教師身分的形塑過程 --- p.298 / Chapter 第二節 --- 教師身分形塑過程及其影響力量 --- p.311 / Chapter 一、 --- 影響力量的分類及強度 --- p.311 / Chapter 二、 --- 影響力量對教師身分的形塑 --- p.313 / Chapter 第六章 --- 研究結論與啟示 --- p.342 / Chapter 第一節 --- 結論 --- p.342 / Chapter 一、 --- 理論化學生教師的敘說身分：橫向空間及縱向時間形塑 --- p.342 / Chapter 二、 --- 一般教師身分與學科教師身分的關係 --- p.348 / Chapter 第二節 --- 反思與建議 --- p.352 / Chapter 一、 --- 敘說訪談的真相 --- p.352 / Chapter 二、 --- 敘說．反思．研究 --- p.353 / Chapter 三、 --- 建議 --- p.355 / 參考文獻 --- p.356

本研究檢視不同課程領導策略在不同課程實施階段的情況。研究以香港新高中通識教育科為背景，在香港三所中學進行，涉及3位通識教育科的課程領導者、8位教師和3位教學助理。研究顯示主要的課程領導策略分佈在個人、課室和學校三個層面，並在不同的課程實施階段中出現（計劃階段、實施階段、評鑑階段－PIE階段）。其中，較重要的是在循環過程中運作的「回饋系統」（Feedback System），其質素回饋主要來自學生評估、教師教學效能和課程評鑑。研究中亦探討課程領導策略的成熟度、複雜度、繼續性和持續性對課程領導發展（包括：規限性、延展性和已發展性）的影響。文中提及課程領導策略取決於不同因素，包括面對的困難、領導的模式和學校的情境等。研究結果顯示，學校甲類近分散式領導；學校乙類近協調式領導；而學校丙則類近協作式領導。以上三種課程領導模式以三個主要元素來界定，分別是：課程管理、課程決策和權力關係。本研究之結果和討論部份，以及修訂後的研究框架，顯示出課程領導策略與課程實施階段的特殊關係，並對學生和教師的學與教表現有著重要影響。最後，本研究雖然有其研究限制，但是仍有助日後相關研究之出現，其重點為：(1) 課程領導策略的實施程度；(2) 課程領導模式的發展情況；(3) 「回饋系統」的操作與運行等。 / This study examines the relationship between curriculum leadership strategies and curriculum implementation stages in the New Senior Secondary Curriculum for the Liberal Studies subject in Hong Kong. Semi structured interviews were conducted with three subject panels, eight teachers and three teaching assistants from three local secondary schools. It was found that the curriculum leadership strategies (personal, classroom and school) employed in the three key stages (planning, implementation and evaluation or ‘PIE’ ) of the integrated model (see Figure 2) proposed by the researcher varied, depending on maturity, continuity, complexity and sustainability in the leadership development process categorized as restricted, emergent and developed. Within the cyclic process in PIE stages, the operation of ‘feedback system’ comes importantly. It is believed that the quality feedback collected from students’ assessment, teachers’ efficacy, and the curriculum evaluation is significant in improving the work of curriculum leadership strategies. Furthermore, the choices of the curriculum leadership strategies are influenced by the constraints encountered, curriculum leadership styles, and school context. Besides, different leadership styles consisting of such elements as curriculum management, decision-making and power relationship were adopted by the three schools: distributed leadership for School A, facilitative leadership for School B, and collaborative leadership for School C. The conceptual framework allows educators and other stakeholders to understand how and why certain curriculum leadership strategies are associated with some particular curriculum implementation stages. Finally, further research is recommended on: (a) the degree of adoption of the strategies; (b) the development of curriculum leadership forms; and (c) the ‘feedback system’ under various school contexts involving people relationship and organizational culture. / Detailed summary in vernacular field only. / Fung, Yuk Shan. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 248-256). / 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.3 / Acknowledgements --- p.5 / List of Tables --- p.10 / List of Figures --- p.11 / Chapter Chapter One --- Introduction --- p.12 / Chapter 1.1 --- Background --- p.12 / Chapter 1.1.1 --- Continuation of inquiry into curriculum leadership --- p.12 / Chapter 1.1.2 --- The present situation and the trend of curriculum leadership --- p.13 / Chapter 1.1.3 --- The nature of curriculum leadership in the 21st century --- p.14 / Chapter 1.2 --- Liberal Studies as research context --- p.15 / Chapter 1.3 --- Research objectives --- p.17 / Chapter Chapter Two --- Literature Review: The Curriculum Leadership Strategies --- p.19 / Chapter 2.1 --- An overview of curriculum leadership --- p.19 / Chapter 2.1.1 --- Changing leadership -levels of leadership --- p.19 / Chapter 2.1.1.1 --- Principal Leadership --- p.19 / Chapter 2.1.1.2 --- Subject Leadership --- p.20 / Chapter 2.1.1.3 --- Teacher Leadership --- p.21 / Chapter 2.1.2 --- Curriculum nature for curriculum leadership development --- p.22 / Chapter 2.1.3 --- Curriculum leadership relating to curriculum management and decision-making --- p.23 / Chapter 2.1.4 --- Advocating alternative power relationships --- p.25 / Chapter 2.2 --- Forms of curriculum leadership --- p.27 / Chapter 2.2.1 --- Traditional Leadership --- p.27 / Chapter 2.2.2 --- Facilitative Leadership --- p.29 / Chapter 2.2.3 --- Collaborative Leadership --- p.32 / Chapter 2.2.4 --- Distributed Leadership --- p.35 / Chapter 2.3 --- Leadership development --- p.40 / Chapter 2.4 --- Curriculum leadership strategies --- p.41 / Chapter 2.4.1 --- Description of curriculum leadership strategies --- p.41 / Chapter 2.4.1.1 --- Leadership strategies --- p.41 / Chapter 2.4.1.2 --- Curriculum leadership strategies --- p.41 / Chapter 2.4.2 --- The main perspectives related to leadership strategies --- p.42 / Chapter 2.4.2.1 --- People relationship for supporting leadership strategies --- p.42 / Chapter 2.4.2.2 --- Leadership culture and organizational culture --- p.43 / Chapter 2.4.3 --- The main levels and kinds of curriculum leadership strategies --- p.44 / Chapter 2.4.3.1 --- Personal Level --- p.44 / Chapter 2.4.3.1.1 --- Emphasis on leadership conception and qualities --- p.44 / Chapter 2.4.3.1.2 --- Enhancement of leadership capacity --- p.46 / Chapter 2.4.3.1.3 --- Insistence on teacher professionalism --- p.47 / Chapter 2.4.3.2 --- Classroom level --- p.48 / Chapter 2.4.3.2.1 --- Promoting effective teaching and learning --- p.48 / Chapter 2.4.3.2.2 --- Leadership for learning --- p.50 / Chapter 2.4.3.2.3 --- Management of teaching resources --- p.51 / Chapter 2.4.3.3 --- School Level --- p.52 / Chapter 2.4.3.3.1 --- Managing cultural change and renewal --- p.52 / Chapter 2.4.3.3.2 --- Restructuring the curriculum management team --- p.53 / Chapter 2.4.3.3.3 --- Communication and collaboration in school organization --- p.54 / Chapter 2.4.3.3.4 --- Creating professional learning community --- p.55 / Chapter Chapter Three --- Literature Review: Curriculum Implementation Stages for Liberal Studies --- p.59 / Chapter 3.1 --- Curriculum implementation --- p.59 / Chapter 3.1.1 --- Characteristics of curriculum implementation --- p.59 / Chapter 3.1.2 --- Different views from different areas for implementation stages --- p.61 / Chapter 3.1.3 --- Construction of the integrated model of curriculum implementation stages --- p.63 / Chapter 3.2 --- Liberal Studies of New Senior Secondary Curriculum --- p.66 / Chapter 3.2.1 --- Enquiry teaching and learning --- p.66 / Chapter 3.2.2 --- Issue enquiry and multiple perspectives --- p.67 / Chapter 3.2.3 --- Other Learning Experiences for Independent Enquiry Studies --- p.67 / Chapter 3.3 --- Combining framework of different implementation stages for Liberal Studies --- p.68 / Chapter Chapter Four --- Research Design --- p.72 / Chapter 4.1 --- Research significance --- p.72 / Chapter 4.1.1 --- Academic aspect --- p.72 / Chapter 4.1.2 --- Practical aspect --- p.74 / Chapter 4.2 --- Research models --- p.74 / Chapter 4.3 --- Research Questions --- p.80 / Main Research Question --- p.80 / Sub-Research Questions --- p.80 / Chapter 4.4 --- Operational definition --- p.83 / Chapter 4.4.1 --- Curriculum leadership --- p.83 / Chapter 4.4.2 --- Curriculum leadership strategies --- p.84 / Chapter 4.4.3 --- Curriculum implementation stages --- p.86 / Chapter 4.4.4 --- Liberal Studies --- p.86 / Chapter 4.5 --- Research subjects and sampling --- p.87 / Chapter 4.5.1 --- Research subjects --- p.87 / Chapter 4.5.2 --- Sampling --- p.88 / Chapter 4.6 --- Research Methods and Steps --- p.89 / Chapter 4.6.1 --- Data collection --- p.90 / Chapter 4.6.1.1 --- Interviews --- p.90 / Chapter 4.6.1.2 --- Observation --- p.92 / Chapter 4.6.1.3 --- Documentary analysis --- p.93 / Chapter 4.6.2 --- Data analysis --- p.95 / Chapter 4.6.2.1 --- Triangulation --- p.95 / Chapter 4.6.2.2 --- Validity --- p.96 / Chapter 4.7 --- Research instruments --- p.96 / Chapter 4.7.1 --- Interview Guide X --- p.97 / Chapter 4.7.2 --- Interview Guide 1 --- p.97 / Chapter 4.7.3 --- Interview Guide 2 --- p.97 / Chapter 4.7.4 --- Interview Guide 3 --- p.98 / Chapter 4.8 --- Research schedule --- p.98 / Chapter 4.9 --- The Research data and the cases --- p.99 / Chapter 4.9.1 --- Observations and interviews --- p.100 / Chapter 4.9.2 --- Documentary analysis --- p.102 / Chapter 4.10 --- Justifications for the research methodology --- p.104 / Chapter 4.10.1 --- Selection of cases --- p.104 / Chapter 4.10.2 --- Determination of research context --- p.105 / Chapter 4.10.3 --- Adoption of qualitative research --- p.106 / Chapter 4.10.4 --- Employment of multiple research data --- p.106 / Chapter 4.10.5 --- Engagement of triangulation methods --- p.106 / Chapter Chapter Five --- Research Findings and Analysis --- p.108 / Chapter 5.1 --- Multiple case study in three secondary schools --- p.108 / Chapter 5.2 --- Qualitative findings --- p.108 / Chapter 5.2.1 --- School A --- p.109 / Chapter 5.2.1.1 --- Background of the LS subject panel and other team members --- p.109 / Chapter 5.2.1.2 --- Changing time, changing mode and changing leader --- p.110 / Chapter 5.2.1.3 --- Performance expectations and outcomes --- p.114 / Chapter 5.2.1.4 --- Teaching constraints for LS teachers --- p.124 / Chapter 5.2.1.5 --- Strategies adopted in different levels --- p.128 / Chapter 5.2.1.6 --- ‘Feedback System’ in School A --- p.136 / Chapter 5.2.2 --- School B --- p.137 / Chapter 5.2.2.1 --- Background of the LS subject panel and other team members --- p.138 / Chapter 5.2.2.2 --- Changing time, changing mode and changing leader --- p.139 / Chapter 5.2.2.3 --- Performance expectations and outcomes --- p.141 / Chapter 5.2.2.4 --- Teaching constraints for LS teachers --- p.146 / Chapter 5.2.2.5 --- Strategies adopted in different levels --- p.149 / Chapter 5.2.2.6 --- ‘Feedback System’ in School B --- p.154 / Chapter 5.2.3 --- School C --- p.155 / Chapter 5.2.3.1 --- Background of the LS subject panel and other team members --- p.156 / Chapter 5.2.3.2 --- Changing time, changing mode and changing leader --- p.158 / Chapter 5.2.3.3 --- Performance expectations and outcomes --- p.160 / Chapter 5.2.3.4 --- Teaching Constraints for LS Teachers --- p.168 / Chapter 5.2.3.5 --- Strategies adopted in different levels --- p.171 / Chapter 5.2.3.6 --- ‘Feedback System’ in School C --- p.180 / Chapter Chapter Six --- Discussion --- p.181 / Chapter 6.1 --- Understanding qualitative relationship --- p.181 / Chapter 6.2 --- The strategies used in different implementation stages --- p.183 / Chapter 6.2.1 --- The number of stages appearing in the implementation process --- p.183 / Chapter 6.2.2 --- The key strategies adopted in different stages --- p.189 / Chapter 6.2.2.1 --- Personal strategies focusing on planning & implementation stages --- p.190 / Chapter 6.2.2.2 --- Classroom strategies focusing on implementation stage --- p.194 / Chapter 6.2.2.3 --- School strategies focusing on planning & implementation stages --- p.196 / Chapter 6.2.3 --- The possible major and minor strategies --- p.197 / Chapter 6.3 --- The reasons of using different strategies in different implementation stages --- p.200 / Chapter 6.3.1 --- Encountering different constraints --- p.201 / Chapter 6.3.2 --- Relating to different leadership forms --- p.204 / Chapter 6.4 --- The impact of the adopted strategies on curriculum implementation --- p.210 / Chapter 6.4.1 --- The actual situational leadership of ‘reverse effect’ --- p.211 / Chapter 6.4.1.1 --- People relationship and the strategies used with ‘reverse effect’ --- p.211 / Chapter 6.4.1.2 --- Leadership culture, organizational culture and the strategies used with ‘reverse effect’ --- p.214 / Chapter 6.4.2 --- The performance outcomes --- p.215 / Chapter 6.5 --- Relationship between curriculum leadership strategies and curriculum implementation stages --- p.216 / Chapter 6.5.1 --- THEME 1: Relationship between the strategies and the stages --- p.216 / Chapter 6.5.2 --- THEME 2: Relationship between the level of strategies and the stages --- p.220 / Chapter 6.5.3 --- THEME 3: Relationship between the nature of strategies and the stages --- p.226 / Chapter 6.5.4 --- THEME 4: Relationship among the school context, the strategies and the stages --- p.229 / Chapter 6.5.5 --- THEME 5: Relationship between the school context and the feedback system --- p.231 / Chapter 6.6 --- Conclusive summary --- p.233 / Chapter Chapter Seven --- Conclusion --- p.237 / Chapter 7.1 --- Findings of the study --- p.237 / Chapter 7.2 --- Limitations of the study --- p.239 / Chapter 7.3 --- Recommendations and implications --- p.242 / Chapter 7.3.1 --- Importance of school context --- p.242 / Chapter 7.3.2 --- Consideration of effective planning --- p.243 / Chapter 7.3.3 --- Emphasis on evaluation and quality feedback --- p.243 / Chapter 7.3.4 --- Teacher Education --- p.244 / Chapter 7.3.5 --- Curriculum reform --- p.245 / Chapter 7.4 --- Further research --- p.245 / References --- p.248 / Chapter Appendices --- p.257

Quality Education for college students, which aims at overcoming the problems made by specialization education in the globalization of higher education and the fierce competition of comprehensive national power, has been carried out at universities in Mainland China since mid-1990s. The general education curricula at some universities are similar to American ones. This study focuses on teachers' understanding of general education curriculum, their practical general education curriculum design model and the influential factors in their course planning. / The research constructs a descriptive model for general education course design, finds out that curriculum orientation acts as the key influential factor of teachers' general education course planning, reflects the characteristics of general education course planning, works as the orientation of teachers' course design. Furthermore, the findings show that the background, interests and needs of college students should be taken into account in general education curriculum design. At the same time, the teachers' decision-making in general education courses can be analyzed from two-dimensions---"endemic and exotic, individual and policy". / The researcher adopted qualitative research method, took one comprehensive university as a case study to explore the teachers' general education course designs. Based on document analysis, classroom observation and interviews, six teachers unique in their course design have been selected as research subjects. The study gives a deep description of their understanding of curriculum elements such as curriculum objectives, selection and organization of learning experiences, assessment and evaluation; constructs the general education course design model; and explores the reasons for the general education course design from the macro, organizational, and micro levels. / The study explores the curriculum orientation of teachers in the field of college curriculum. The findings will develop college curriculum theories, deepen the understanding of the concept of curriculum orientation, provide plenty of practical experiences for teachers who give general education courses, and give suggestions for future college general education curriculum program improvement. / 徐慧璇. / Advisers: Hin-Wah Wong; Ping-Kwan Fok. / Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3022. / Thesis (doctoral)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 510-527). / 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. / Xu Huixuan.

Mainstream teachers are key for developing inclusive schools. Many times they do not feel prepared to deal with inclusive classrooms and may have negative attitudes towards inclusion. The aim of this study was to examine interventions that can affect mainstream pre-service teachers’ attitudes towards inclusion during their studies. Nine studies were identified through a systematic literature review and twelve inter- ventions emerged. Results show that interventions focusing on imparting knowledge of inclusion through a study unit or through an infusion approach can create a positive effect in pre-service teachers’ attitudes towards inclusion. Some factors found to influence the change in attitudes towards inclusion were knowledge of inclusion, gender, and interaction with people with disabilities. This study gives a promising view of the actions that are being taken towards having more inclusive teachers. Nevertheless, inclusion is a complex concept and future research on the content imparted during the interventions and the scales used to measure the change is needed.

This study is a qualitative case study which aims to investigate teachers’ conceptions of Liberal Studies teaching in a case study school after Liberal Studies became compulsory in the Senior Secondary curriculum. A list of aspects of teaching were compiled based on previous research studies and were used to identify teachers’ conceptions. Data were collected from three participating teachers with two research tools, namely, lesson observations and semi-structured interviews. The teachers came from different educational backgrounds but they taught students at the same secondary level. The findings reveal that participating teachers possess multiple conceptions and there are discrepancies between what they think Liberal Studies teaching should be and their real classroom practices. They also do not have complete understanding of what an issue-enquiry approach is. The reasons participating Liberal Studies teachers gave in response to the formation of their conceptions are found to be related to their major subject taught or major subject completed at a degree level. It is also found that when they attended Liberal Studies related training courses, they tended to use their educational background to selectively pick up teaching strategies introduced in the courses. / published_or_final_version / Education / Master / Master of Education

This thesis is a qualitative ethnographic inquiry that explores how to apprentice senior secondary school students into critical awareness of gender issues within the Hong Kong New Senior Secondary Liberal Studies (hereafter NSSLS) curriculum context. The project attempts to engage students in thinking about gender issues from different levels of criticality or critical thinking. It was guided by the following research questions: (a) What Discourses of gender are co-constructed, negotiated or/and resisted by the NSSLS curriculum and teachers and students? (b) What Discourses about critical thinking are co-constructed by the NSSLS curriculum and teachers and students? (c) Is it possible to enhance these students’ critical thinking regarding gender issues in the NSSLS subject? To this end, an intervention unit on gender stereotyping designed with genre-based pedagogy was taught and co-taught by the researcher in one traditionally Chinese as the medium-of-instruction (TCMI) and one traditionally English as the medium-of-instruction (TEMI) secondary schools. The study had three stages and adopted multiple research methods, triangulating ethnographic data from interviews, classroom observation, and students’ writing assignments. In the first stage, the pre-intervention stage, the intervention unit was designed by the researcher and the LS teachers in the two schools. Interviews were conducted with focal students to gain insights of their perceptions of gender stereotypes. Pre-measure writing assignments were also given to the students to investigate their cognitive academic language proficiency and gender identities. In the second stage, the intervention unit was respectively taught and co-taught by the researcher and lessons were video- and audio-taped in both schools. In the third stage, the post-measure writing assignments were given to the same groups of students to interpret the potential effectiveness of the unit. Additionally the focal student informants from both schools were interviewed again. Data analysis drew upon theoretical perspectives from poststructuralism, social constructivism and critical theories. Specifically Reisigl and Wodak (2009)’s discourse-historical (DHA) approach to CDA, positioning theory, and other discourse analysis tools were used to examine the Discourses of gender and criticality embedded in the teaching and learning of NSSLS in the two schools. It is found that the Discourses of gender equity, essentializing gender differences, resistance and submission to traditional gender norms, together with the Discourses of criticality such as multiple perspective thinking and writing logical and substantiated arguments are constructed and re-constructed across different fields of action of the NSSLS subject. It is also revealed that some students embody higher critical gender awareness after the intervention unit. Taken as a whole, the study shows that it is a difficult and yet still possible task to raise students’ critical gender awareness in the NSSLS subject. It is hoped that the study will serve as a springboard for future research on critical literacy/pedagogy in NSSLS and longitudinal studies on the itinerary of transformation of secondary school students’ gender identity in a time of change for the Asian societies. / published_or_final_version / Education / Doctoral / Doctor of Philosophy