published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Doctoral / Doctor of Philosophy

Thesis (Master of Military Studies)-Marine Corps Command and Staff College, 2008. / Title from title page of PDF document (viewed on: Feb 1, 2010). Includes bibliographical references.

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.

中国大陆自2001年实施基础教育第八次课程改革以来，对教师提出了一系列新的角色要求，要求教师成为领导者，引领课程和学生学习的积极变革，而这首先要求教师成为自身学习的领导者，进而提高教育质量。本研究以“教师领导与教师学习的互动为核心关注，运用质化取向的案例研究，以北京市两所小学为案例，呈现和探讨了两所学校中教师领导与教师学习在学校、教研组和个人层面的互动过程。研究主要通过访谈收集资料，共访谈教师、学校中层领导、校长等43人次。 / 研究所见，首先，官方规定的学习目标为学校教师学习和教师领导仅提供了有限空间。学校的教师学习为此而发展出自我适应的学校教师学习活动结构。在此受限的教师学习结构中，教师发挥领导的空间也受到一定规限。第二，在官方规定的学习目标之下，教研组成为调节外部学习要求与教师个体学习需求的重要学习情境。第三，学校固有的科层体制与科层式学习文化是限制教师领导与教师学习的主要因素。教师领导集中体现为教研组内微观学习情境的营造和教师学习活动规则的重塑；其中是否能够平等协作、积极参与、共商组内小目标是教师领导力能否积极体现的关键。 / 本研究以文化历史活动理论为概念框架，基于中国学校情境中教师学习活动结构的变迁实例，为活动理论提供了本土理解。研究所见，学校固有的科层体制与科层式学习文化透过教研组内的分工与规则，影响教师领导和教师学习的互动。学校传统的“老带新教研组文化、僵化的制度性角色分工、应试压力等科层结构与文化，限制了个体教师充分发挥领导的意愿或行动。少部分教师若能抓住改变的契机，通过组内共同参与、平等协作，共商组内教师学习的小目标时，则可能形成共同参与、流动的教师领导力，并改变组内的微观学习生态，出现教师领导与教师学习的良性互动。在两者互动过程中，中层领导在教师领导与教师学习的良性互动中扮演重要角色；主体如何共商目标是带动形成整个活动结构与发展的关键节点；教师是否具有合作意愿和正式领导职位、是否得到合作的教研组文化和学校支持是影响教师临近发展区的因素。这些都为活动理论提供了本土理解。 / Since 2001, the 8th curriculum reform in mainland China has proposed various role expectations for teachers. All these requirements expect teachers to be leaders, so as to improve curriculum implementation, promote students’ development, and enhance education quality. To fulfill these expectations, teachers, in the first place, should be leaders of their own learning to transform education. / This research takes the interaction between teacher leadership & teacher learning as the foci. By employing qualitative research method, the research demonstrates and discusses about how teacher leadership and teacher learning in two primary schools (S & Q) in Beijing interact with each other in school. The data collection method mainly based on interview and document analysis. Totally, 43 teachers, middle managers, and principals have been interviewed. / The research found, first of all, the goal of teacher learning come from superior authorities, which only left limited space for both teacher learning and teacher leadership at school. The school teacher learning was a self-adapting structure which always followed the external goal. In such a structure, teacher leadership were also limited. / Secondly, subject group was an important learning situation for teachers. It played mediating role between the learning demand from the external authorities and from teachers themselves. / Thirdly, the bureaucratic structure and bureaucratic learning culture was the main factor limiting both teacher leadership and teacher learning. Teacher leadership showed the ability to rebuild micro learning situation and learning rules within certain subject group. If teachers could negotiate reciprocal goal through equal collaboration and mutual engagement within the subject group, teacher leadership would demonstrate positive power. / With CHAT as the conceptual framework, this research provided an indigenous interpretation of CHAT based on empirical cases, thus enriched understanding of teacher learning and teacher leadership in Chinese context. Our study found, the overwhelming bureaucratic structure and learning culture in school S&Q, influenced the interaction between teacher learning & teacher leadership, through division of labor and rule in subject group. The traditional subject group culture as “lao dai xin (in which senior teachers direct novice teachers), the rigid institutional role placement, examination, etc., played together and limited teachers resorting to leadership. If a few teachers could grasp the changing opportunities, they might work out a mutual engaged, fluid leadership capacity, through mutual engagement, equal collaboration, and negotiating reciprocal learning goal within the group. This would help to transform the learning situation within the subject group, and to foster a positive interaction between teacher leadership & teacher learning. During the interaction, middle manager, such as teaching director (jiao xue zhu ren), played an important mediating role; how activity subject negotiate the reciprocal learning object was the foci in the process of activity structure formation and activity development; teacher’s intention to cooperate with others, official position or designation as leader, collaborative culture in subject group, and school support were all important factors influencing teachers’ Zone of Proximal Development. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 曾豔. / "2013年3月". / "2013 nian 3 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 297-312). / Abstract in Chinese and English. / Zeng Yan. / 摘要 --- p.i / Abstract --- p.ii / 致谢 --- p.iv / 目录 --- p.vi / 图表目录 --- p.xii / Chapter 第一章 --- 导论 --- p.1 / Chapter 第一节 --- 研究背景 --- p.1 / Chapter 一、 --- 实践背景 --- p.1 / Chapter 二、 --- 理论背景 --- p.7 / Chapter 第二节 --- 研究目的与研究问题 --- p.13 / Chapter 一、 --- 研究目的 --- p.13 / Chapter 第三节 --- 研究意义 --- p.14 / Chapter 二、 --- 研究问题 --- p.14 / Chapter 一、 --- 理论意义 --- p.14 / Chapter 二、 --- 实践意义 --- p.15 / Chapter 第二章 --- 文献综述 --- p.17 / Chapter 第一节 --- 教师领导：概念内涵 --- p.17 / Chapter 一、 --- 教师领导的源起：概念的提出 --- p.17 / Chapter 二、 --- 教师领导的理据：思想溯源 --- p.19 / Chapter 三、 --- 教师领导作为既存现象：矛盾的并存 --- p.22 / Chapter 四、 --- 教师领导作为规范性概念：概念内涵 --- p.28 / Chapter 五、 --- 结语：教师领导的多层次内涵 --- p.32 / Chapter 第二节 --- 教师领导：实践机制 --- p.34 / Chapter 一、 --- 三种教师领导的发展思路及其认识论基础 --- p.34 / Chapter 二、 --- 教师领导的发生机制 --- p.41 / Chapter 三、 --- 本章结语：教师领导实践机制的概念框架 --- p.51 / Chapter 第三节 --- 教师学习：理论视角的梳理 --- p.53 / Chapter 一、 --- 教师学习的兴起：从教师专业发展到教师学习 --- p.53 / Chapter 二、 --- 理解教师学习 --- p.54 / Chapter 第四节 --- 教师学习：文化历史活动理论(CHAT)的视角 --- p.67 / Chapter 一、 --- CHAT的历史脉络 --- p.67 / Chapter 二、 --- CHAT的主要观点 --- p.69 / Chapter 三、 --- 教师学习的再概念化 --- p.79 / Chapter 第五节 --- 教师学习与教师领导 --- p.84 / Chapter 一、 --- 教师领导与教师学习：已有观点及其不足 --- p.84 / Chapter 二、 --- 学习与领导 --- p.85 / Chapter 三、 --- 结语 --- p.90 / Chapter 第六节 --- 本章结语暨分析框架的提出 --- p.92 / Chapter 一、 --- 本章结语 --- p.92 / Chapter 二、 --- 分析框架的提出 --- p.94 / Chapter 第三章 --- 研究方法和研究设计 --- p.100 / Chapter 第一节 --- 研究目的、问题与框架 --- p.100 / Chapter 一、 --- 研究目的与问题 --- p.100 / Chapter 二、 --- 分析框架 --- p.101 / Chapter 三、 --- 主要概念的操作定义 --- p.102 / Chapter 第二节 --- 研究方法 --- p.103 / Chapter 一、 --- 选择质的研究取向 --- p.103 / Chapter 二、 --- 选择案例研究方法 --- p.104 / Chapter 三、 --- 选择质化取向的案例研究方法 --- p.106 / Chapter 第三节 --- 研究设计 --- p.107 / Chapter 一、 --- 界定案例范围（分析单位） --- p.107 / Chapter 二、 --- 个案选择 --- p.109 / Chapter 三、 --- 资料收集 --- p.113 / Chapter 四、 --- 资料分析 --- p.114 / Chapter 第四节 --- 研究的可靠性和研究伦理 --- p.115 / Chapter 一、 --- 研究的可靠性 --- p.115 / Chapter 二、 --- 研究伦理 --- p.116 / Chapter 第四章 --- 教师学习为教师领导提供的条件 --- p.117 / Chapter 第一节 --- 教师感知的教师学习 --- p.117 / Chapter 一、 --- 形式多样的教师学习活动类型与倾斜的时间分配 --- p.117 / Chapter 二、 --- 教师学习的内容与目标：“理念与“行为的单向关系 --- p.120 / Chapter 三、 --- 教师学习的方式（一）：经验对经验的技艺操练 --- p.123 / Chapter 四、 --- 教师学习的方式（二）：安排合作与学科/年级的分割 --- p.129 / Chapter 五、 --- 受规限的学校教师学习 --- p.132 / Chapter 第二节 --- 学校教师学习中的教师领导建构 --- p.132 / Chapter 一、 --- 教研员阴影中的教师领导 --- p.133 / Chapter 二、 --- 技艺操练式学习中的教师领导 --- p.137 / Chapter 三、 --- 考评制度中的教师领导 --- p.140 / Chapter 四、 --- 教师学习组织结构与教师领导：被年级与学科分割的教师领导力 --- p.142 / Chapter 五、 --- 新教师的教师领导 --- p.148 / Chapter 六、 --- 内外条件限制中的教师领导 --- p.151 / Chapter 第三节 --- 教师学习对教师领导的影响：活动理论的分析 --- p.151 / Chapter 一、 --- 作为结构的教师学习：外部目标规约下的自我适应 --- p.152 / Chapter 二、 --- 作为能动的教师领导：受限结构中的有限能动性 --- p.156 / Chapter 三、 --- 受限结构中的有限能动性：规限的教师学习与教师领导 --- p.161 / Chapter 本章结语 --- p.163 / Chapter 第五章 --- 教师领导如何影响教师学习：个案分析 --- p.168 / Chapter 第一节 --- 具有不同教师领导力的教研组 --- p.168 / Chapter 第二节 --- S校六年级语文组：共同探索“思维导图教学法 --- p.169 / Chapter 一、 --- “思维导图教学法的诞生：写作教学的需要 --- p.170 / Chapter 二、 --- 对“思维导图教学法的不同探索和尝试 --- p.170 / Chapter 三、 --- 引入外力支援 --- p.173 / Chapter 四、 --- 外来的压力与动力 --- p.174 / Chapter 五、 --- S六语组教师学习的特点：“螺旋上升的合作学习 --- p.176 / Chapter 六、 --- 教师领导的作用 --- p.177 / Chapter 第三节 --- Q校三年级组：新老搭配的发展困境 --- p.180 / Chapter 一、 --- Q三年级组教研活动的常态 --- p.181 / Chapter 二、 --- 知识交换：从老到新的单向给予 --- p.181 / Chapter 三、 --- 知识消耗：单方面、一次性的消耗 --- p.184 / Chapter 四、 --- 四位知识生产者：情感上相互依赖、目标上彼此断裂 --- p.186 / Chapter 五、 --- Q三年级组教师学习的特点：单向运行的“滑轮组 --- p.188 / Chapter 六、 --- 教师领导的作用 --- p.189 / Chapter 第四节 --- S校三年级数学组：“任务驱动的有限合作 --- p.191 / Chapter 一、 --- S三数组中的共享与交换 --- p.191 / Chapter 二、 --- 三位教师的学习观：个人探究的倾向 --- p.194 / Chapter 三、 --- S三数组中教师学习的特点：偶有交集的平行线 --- p.196 / Chapter 四、 --- 教师领导的作用 --- p.197 / Chapter 第五节 --- Q校艺术组：失落的理想与消极应对 --- p.198 / Chapter 一、 --- 组内教师学习的常态：具体经验的简单模仿 --- p.198 / Chapter 二、 --- 失落的理想与消极应对 --- p.199 / Chapter 三、 --- Q校艺术组中的教师学习特点：倦怠的知识搬运工 --- p.202 / Chapter 四、 --- 教师领导的作用 --- p.202 / Chapter 第六节 --- 讨论：不同层面的教师领导与教师学习 --- p.204 / Chapter 一、 --- 不同类型的教师领导者与能动性 --- p.204 / Chapter 二、 --- 影响个体能动性的因素 --- p.207 / Chapter 三、 --- 不同的教师领导力与知识再生产能力 --- p.208 / Chapter 四、 --- 影响群体领导力的因素：目标协商 --- p.209 / Chapter 本章结语 --- p.212 / Chapter 第六章 --- 教师学习与教师领导的互动：个案分析 --- p.217 / Chapter 第一节 --- D老师的学习经历：从语文骨干到数学骨干 --- p.217 / Chapter 一、 --- 调岗后的挫败与压力 --- p.218 / Chapter 二、 --- “卧薪尝胆的孤独奋斗 --- p.219 / Chapter 三、 --- 数学骨干的养成 --- p.222 / Chapter 四、 --- 未来的期待 --- p.227 / Chapter 五、 --- D老师学习经历中的教师领导与教师学习 --- p.228 / Chapter 第二节 --- L老师的学习经历：“出走的辉煌与困境 --- p.230 / Chapter 一、 --- 学习的动机：寻求自己生活的意义 --- p.230 / Chapter 二、 --- 成为骨干的历程 --- p.231 / Chapter 三、 --- 作为教师领导者的影响力 --- p.236 / Chapter 四、 --- 发展停滞期 --- p.238 / Chapter 五、 --- L老师学习经历中的教师领导与教师学习 --- p.239 / Chapter 第三节 --- ZH老师的学习经历：始终“独行的学习者 --- p.241 / Chapter 一、 --- O校的学习工作经历：“单打独斗 --- p.241 / Chapter 二、 --- S校的学习工作经历：个人化学习倾向的延续和微调 --- p.242 / Chapter 三、 --- ZH老师的学习现状：具有个人化倾向的务实的学习者 --- p.245 / Chapter 四、 --- ZH老师学习经历中的教师领导与教师学习 --- p.252 / 本章结语 --- p.254 / Chapter 一、 --- 教师领导与教师学习的互动 --- p.254 / Chapter 二、 --- 活动边界` --- p.259 / Chapter 三、 --- 教师学习系统：个人与结构的互动 --- p.260 / Chapter 四、 --- 临近发展区及其影响因素 --- p.260 / Chapter 第七章 --- 结论 --- p.262 / Chapter 第一节 --- 研究结论 --- p.262 / Chapter 一、 --- 研究发现 --- p.263 / Chapter 二、 --- 研究结论 --- p.273 / Chapter 第二节 --- 研究贡献 --- p.279 / Chapter 一、 --- 理论贡献 --- p.280 / Chapter 二、 --- 对实践的启示 --- p.291 / Chapter 第三节 --- 研究限制与后续研究 --- p.293 / Chapter 一、 --- 研究限制 --- p.294 / Chapter 二、 --- 后续研究 --- p.295 / p.297 / Chapter 附录一： --- 访谈人员编号说明 --- p.313 / Chapter 附录二： --- 访谈人员构成 --- p.313 / Chapter 附录三： --- 访谈提纲 --- p.314

香港政府在二千年推行教育改革，校長作為學校教學領導團隊的核心領導者，如何帶動學校的教學發展更趨重要。本研究探討香港小學校長教學領導的具體策略，以及在實踐教學領導過程中，如何受到不同因素的影響。 / 本研究採用質化的多重個案研究方法，挑選了校長教學領導較為成功的兩所小學作為研究對象，探討有關問題。研究資料搜集方法包括訪問校長及學校主要的中層教學領導教師及部分基層教師；實地觀察課堂教學、教師專業發展活動和不同類型的會議；以及分析學校、政府、大專院校的文件。 / 研究發現，在推動學校學與教發展的過程中，校長的領導策略是根據學校的獨特情境而選擇的，沒有一個放諸四海皆準或是所謂「最佳」的策略。面對着來自不同層面的各種不同因素的考驗及牽制，教學領導的效能取決於校長領導策略、行為與情境的配合，能否運用其領導解難能力，將挑戰轉化為發展機會。而在這過程中，建立學校教學願景、促進團隊正面人際關係及環境氛圍是校長教學領導的重要策略。 / 研究進一步發現，校長個人信念、經驗、專業知識及領導能力、個人特質等，是影響校長教學領導策略的重要因素。因為個人信念和經歷對領導工作內容具有一種指向性作用，確立校長如何定義學生的學習、教師的教學；而個人專業知識和能力與及個人特質這兩項，則是實踐學校願景的一些能力條件；校長需要依靠這些知識、能力特長去推動教學發展及學校改進。可以說，信念、經歷、專業知識和能力、個人特質之間是相輔相成的。 / 研究又發現，校長教學領導策略和學校情境內的不同因素，包括學校文化、教師、中層領導、學生和家長等等具交互影響，彼此不斷調校以回應改進需求。最後，隨着校長領導策略發揮作用，學校出現變革，中層教學領導能力提升，他們不僅協助校長深化和加快教學發展，也幫助學校回應新挑戰。因此，學校情境因素亦是影響校長教學領導策略不可忽略的重要因素。 / 本研究對校長教學領導的知識領域有三方面的貢獻，它揭示了（1）校長在學校學與教發展過程中扮演引導教學發展方向及營造學校正面文化的關鍵角色；（2）不同因素對校長教學領導策略的影響；以及（3）校長教學領導策略成功發揮作用所需要的條件，就是各項策略與校長個人因素、學校情境因素之間的配合。 / Since year 2000, Hong Kong government has initiated a number of educational reforms. Being a center figure in our school structure, the role of principals has become increasingly crucial to the success of those reforms. This study aims to understand Hong Kong school principals’ strategies on instructional leadership and factors affecting them. / The study employed a multiple-case design. Two primary schools with widely recognized reform success were purposefully chosen. Data collected include interviews of principal, key middle managers and teachers; it also included observations of classes, student activities, staff development activities, and meetings at different levels; and reviews of documents from various sources. / The study found that there is no one-size-fits-all nor the best strategy when principals try to improve their schools or to upgrade teachers’ knowledge and skills. Rather, principals should tailor their own plans for teachers’ professional development and school improvement, and the strategies need to be context-specific. Faced by challenges from their changing educational environment, principals’ problem-solving ability determined how well their schools could address these new challenges. All through their leading process, it was found that building a vision for the school, and cultivating a positive social relationship and school atmosphere are crucial tasks for the success. / This study further discovered that principals’ beliefs, experiences, professional knowledge and skills, and personal characteristics are among others the crucial factors for successful leadership. These factors are interrelated in such a way that they either serve as guiding principle for decision making or they provide the essential capacity for the accomplishment. / More notably, this study identified a reciprocal effect between leadership strategies and school context, like the existing characteristics of school culture, teachers, students and their parents. Last but not least, empowered by the principal, the emerged senior and mid-level leaders not only helped the schools deepen and broaden the development, but also increased their capacity to address new challenges. / The study contributes to the knowledge of instructional leadership in three ways. First, it deepens the understandings of school principals’ role in school improvement, particularly in choosing the focus of development and establishing a positive school culture. Second, it makes explicit the pathways of factors in changing school principals’ strategies. Third, it reveals a good matching between strategies and personal factors as well as school context is an essential criterion for the effectiveness of instructional leadership. / 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. / 呂斌. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 438-461). / 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. / Lü Bin. / Chapter 第一章 --- 引言 --- p.1 / Chapter 1.1 --- 研究背景 --- p.1 / Chapter 1.1.1 --- 香港教育改革要求教與學的革新 --- p.1 / Chapter 1.1.2 --- 教育改革中校長領導角色的重要 --- p.2 / Chapter 1.1.3 --- 校長教學領導角色的新挑戰 --- p.4 / Chapter 1.1.4 --- 香港的校長教學領導研究 --- p.6 / Chapter 1.1.5 --- 小結 --- p.7 / Chapter 1.2 --- 研究目的 --- p.8 / Chapter 1.3 --- 研究問題 --- p.10 / Chapter 1.4 --- 研究意義 --- p.10 / Chapter 1.4.1 --- 理論意義 --- p.10 / Chapter 1.4.2 --- 實踐意義 --- p.11 / Chapter 第二章 --- 文獻析評 --- p.12 / Chapter 2.1 --- 校長領導 --- p.12 / Chapter 2.1.1 --- 校長領導角色的發展 --- p.12 / Chapter 2.1.2 --- 香港校長領導的研究 --- p.14 / Chapter 2.2 --- 教學領導的概念 --- p.19 / Chapter 2.2.1 --- 教學領導概念的源起 --- p.19 / Chapter 2.2.2 --- 教學領導的不同定義 --- p.21 / Chapter 2.2.3 --- 小結 --- p.27 / Chapter 2.3 --- 校長教學領導的特點 --- p.28 / Chapter 2.3.1 --- 校長教學領導對學生學習只有間接影響 --- p.28 / Chapter 2.3.2 --- 傳統校長教學領導着重監察 --- p.30 / Chapter 2.3.3 --- 近年校長教學領導開始結合分散領導的特點 --- p.31 / Chapter 2.3.4 --- 小結 --- p.33 / Chapter 2.4 --- 校長教學領導的策略 --- p.34 / Chapter 2.4.1 --- 校長教學領導的研究 --- p.34 / Chapter 2.4.2 --- 校長教學領導的策略研究 --- p.37 / Chapter 2.4.3 --- 校長教學領導的策略 --- p.55 / Chapter 2.5 --- 影響校長教學領導策略的因素 --- p.67 / Chapter 2.5.1 --- 從單向影響模型探討影響校長教學領導策略的因素 --- p.68 / Chapter 2.5.2 --- 從相互影響模型探討影響校長教學領導的因素 --- p.78 / Chapter 2.5.3 --- 綜合兩類模型歸納出影響校長教學領導策略的因素 --- p.85 / Chapter 2.5.4 --- 小結 --- p.96 / Chapter 第三章 --- 研究方法與研究設計 --- p.97 / Chapter 3.1 --- 研究問題及概念框架 --- p.97 / Chapter 3.1.1 --- 研究問題 --- p.97 / Chapter 3.1.2 --- 研究框架 --- p.98 / Chapter 3.1.3 --- 主要概念的操作性定義 --- p.99 / Chapter 3.2 --- 研究方法 --- p.101 / Chapter 3.2.1 --- 質的研究取向 --- p.101 / Chapter 3.2.2 --- 個案研究策略 --- p.102 / Chapter 3.3 --- 個案研究設計 --- p.103 / Chapter 3.3.1 --- 個案的選擇 --- p.103 / Chapter 3.3.2 --- 研究對象的選擇 --- p.107 / Chapter 3.3.3 --- 研究工具及資料的搜集 --- p.108 / Chapter 3.3.4 --- 研究工具與研究問題的配合 --- p.117 / Chapter 3.4 --- 研究程序 --- p.118 / Chapter 3.4.1 --- 先導研究 --- p.119 / Chapter 3.4.2 --- 研究個案資料的整理與分析 --- p.121 / Chapter 3.5 --- 研究可靠性與研究倫理 --- p.123 / Chapter 3.5.1 --- 研究可靠性及真實性 --- p.123 / Chapter 3.5.2 --- 研究推論 --- p.125 / Chapter 3.5.3 --- 研究倫理 --- p.125 / Chapter 3.6 --- 研究限制及彌補措施 --- p.126 / Chapter 第四章 --- 校長的教學領導策略 --- p.127 / Chapter 4.1 A --- 校校長的教學領導策略：關注教學成效為主 --- p.127 / Chapter 4.1.1 --- 確立學校教學發展願景 --- p.127 / Chapter 4.1.2 --- 促進教師教學專業發展 --- p.135 / Chapter 4.1.3 --- 促進學生學習 --- p.184 / Chapter 4.1.4 --- 建立團隊正面人際關係及環境氛圍 --- p.198 / Chapter 4.1.5 --- 本節小結 --- p.204 / Chapter 4.2 B --- 校校長的教學領導策略：注重團隊文化為先 --- p.205 / Chapter 4.2.1 --- 確立學校教學發展願景 --- p.206 / Chapter 4.2.2 --- 促進教師教學專業發展 --- p.217 / Chapter 4.2.3 --- 促進學生學習 --- p.258 / Chapter 4.2.4 --- 建立團隊正面人際關係及環境氛圍 --- p.269 / Chapter 4.2.5 --- 本節小結 --- p.294 / Chapter 4.3 --- 對個案學校校長教學領導策略的綜合分析 --- p.295 / Chapter 4.3.1 --- 確立學校教學發展的願景 --- p.295 / Chapter 4.3.2 --- 促進教師教學專業發展 --- p.297 / Chapter 4.3.3 --- 促進學生學習 --- p.308 / Chapter 4.3.4 --- 建立團隊正面人際關係及環境氛圍 --- p.311 / Chapter 4.3.5 --- 教學領導策略的關鍵 --- p.315 / Chapter 4.4 --- 本章小結 --- p.319 / Chapter 第五章 --- 影響校長教學領導策略的因素 --- p.326 / Chapter 5.1 --- 校長個人因素的影響 --- p.326 / Chapter 5.1.1 --- 校長個人信念、價值觀的影響 --- p.326 / Chapter 5.1.2 --- 校長個人經歷的影響 --- p.335 / Chapter 5.1.3 --- 校長專業知識和能力的影響 --- p.342 / Chapter 5.1.4 --- 校長個人特質的影響 --- p.351 / Chapter 5.1.5 --- 本節小結 --- p.360 / Chapter 5.2 --- 學校情境因素的影響 --- p.361 / Chapter 5.2.1 --- 學校歷史背景的影響 --- p.361 / Chapter 5.2.2 --- 學校文化的影響 --- p.369 / Chapter 5.2.3 --- 學校教師的影響 --- p.374 / Chapter 5.2.4 --- 中層領導特性 --- p.382 / Chapter 5.2.5 --- 學校學生和家長的影響 --- p.386 / Chapter 5.2.6 --- 本節小結 --- p.392 / Chapter 5.3 --- 校外情境因素的影響 --- p.394 / Chapter 5.3.1 --- 香港的教育政策 --- p.394 / Chapter 5.3.2 --- 社會文化、現象 --- p.398 / Chapter 5.3.3 --- 校外支援團體、顧問 --- p.399 / Chapter 5.3.4 --- 本節小結 --- p.401 / Chapter 5.4 --- 本章小結 --- p.402 / Chapter 第六章 --- 研究討論及結論 --- p.406 / Chapter 6.1 --- 研究的討論 --- p.406 / Chapter 6.1.1 --- 堅定的信念與清晰的工作目標是最大的關鍵 --- p.406 / Chapter 6.1.2 --- 團隊成員互信關係的建立是教學領導成功的基本保證 --- p.409 / Chapter 6.1.3 --- 校長教學領導與團隊領導的配合 --- p.412 / Chapter 6.1.4 --- 校長個人質素的條件 --- p.417 / Chapter 6.1.5 --- 領導策略與情境的互動關係 --- p.420 / Chapter 6.2 --- 本研究的結論及建議 --- p.425 / Chapter 6.2.1 --- 校長教學領導的策略 --- p.426 / Chapter 6.2.2 --- 校長教學領導策略的影響因素 --- p.428 / Chapter 6.2.3 --- 校長教學領導培訓的建議 --- p.429 / Chapter 6.3 --- 本研究的貢獻 --- p.434 / Chapter 6.4 --- 本研究的反思 --- p.435 / Chapter 6.4.1 --- 本研究的局限 --- p.435 / Chapter 6.4.2 --- 對未來研究的建議 --- p.437 / 參考文獻 --- p.438

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.

As called New Curriculum Reform (NCR), a nation-wide curriculum reform has been implemented since the Guidelines for Curriculum Reform of Basic Education (trial version) issued by the Ministry of Education of The People's Republic of China in June 2001. Considering the background of the reform and cultural tradition, the importance of school curriculum leadership and teachers' commitment to the reform was notified. The purpose of the present research is to explore the impact of school curriculum leadership on teachers' commitment to NCR. The following three research questions have been formulated to guide my research: (1) What are the main reasons that influence teachers' commitment to NCR? (2) What strategies and measures do school curriculum leaders adopt in the process of implementation of NCR? (3) What is the impact on teachers' commitment to NCR of such strategies and measures? / Qualitative case study methods were adopted in this study. A primary school which started to carry out the reform in September 2001 has been chosen as the case. Three months has been spent in the field. Research methods include conducting participant observation, document collection and in-depth interviews. Grounded theory method was used to code and analyze data. And triangulation and participants checks were used to clarify the validity issue. / The present research shows that primary teacher's commitment to NCR is a strategic selection process with a deep-seated psychological mechanism of identity work. In such a process, teachers have to deal with the more complex working context and social context brought by NCR and the development of society. Only when they are able to cope with both contexts will they commit to NCR. Faced with contradictions and conflicts, school curriculum leadership will turn to impression management as a major strategy. However, there is a conflict between the school curriculum leadership aimed at impression management and teachers' commitment with a deeply psychological mechanism of identity work. Thus the school leadership makes very little positive impact on teachers' commitment to NCR as showing in the case study. On the contrary, some negative impacts have been identified. / The present study deeply analyzed the response of school curriculum leaders and teachers in the process of curriculum reform implementation in Chinese culture. How they interact in the reform also has been discovered and thus made the study significant in both theory and practice. Some knowledge-base for further study was also provided in the study. / 于澤元. / 論文(哲學博士)--香港中文大學, 2005. / 參考文獻(p. 339-382). / Adviser: Wong Hin Wah. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2455. / 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. 339-382). / Yu Zeyuan.

This thesis addresses the topic of the effectiveness of negotiation in the climate change regime, which is examined in connection with leadership theory. The goal of this thesis is to find out, if selected actors behaved as leaders during climate change conferences and if their behavior contributed to the effectiveness of negotiation in the climate change regime. Effectiveness of negotiation is examined at three selected climate change conferences, more specifically at the Copenhagen Climate Change Conference (2009), Cancún Climate Change Conference (2010) and Paris Climate Change Conference (2015). The leadership role is examined at above mentioned conferences with connection to the European Union, the USA and China. The research of leadership is based on the congruence method, which is based on examination of observable predictions established from theory. This thesis reached the conclusion, that the Copenhagen Climate Change Conference was not effective, on the contrary the Climate Change Conferences in Cancún and Paris were assessed as effective. In connection to fulfillment of conditions of leadership, the thesis reached the conclusion, that at the Copenhagen Climate Change Conference none of the actors acted as a leader, at the Cancún Climate Change Conference the European Union acted as a...