by Chan Yau Chi. / Questionnaire in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 124-135). / CONTENT OF FIGURES --- p.iii / CONTENT OF TABLES --- p.iv / ACKNOWLEDGMENTS --- p.vi / ABSTRACT --- p.vii / Chapter CHAPTER I. --- INTRODUCTION / Chapter 1.1 --- BACKGROUND --- p.1 / Chapter 1.2 --- RESEARCH QUESTIONS --- p.7 / Chapter 1.3 --- SIGNIFICANCE OF THE STUDY --- p.8 / Chapter CHAPTER II. --- REVIEW OF LITERATURE AND THEORETICAL FRAMEWORK / Chapter 2.1 --- CONCEPT OF INSTRUCTIONAL LEADERSHIP --- p.10 / Definition of instructional leadership --- p.11 / Models of instructional leadership --- p.12 / Comparison of general leadership models and instructional leadership models --- p.29 / Factors affecting or antecedents to instructional leadership --- p.38 / Chapter 2.2 --- INSTRUCTIONAL LEADERSHIP AND ITS INDIRECT OUTCOME --- STUDENT ACHIEVEMENT --- p.43 / Chapter 2.3 --- DIRECT OUTCOMES OF INSTRUCTIONAL LEADERSHIP --- p.45 / Chapter 2.4 --- CONCEPTION OF THE STUDY --- p.51 / Chapter CHAPTER III. --- RESEARCH METHODOLOGY / Chapter 3.1 --- DEFINITIONS --- p.58 / Chapter 3.2 --- NATURE OF THE STUDY --- p.61 / Chapter 3.3 --- UNIT OF ANALYSIS --- p.62 / Chapter 3.4 --- INSTRUMENTS --- p.62 / Chapter 3.5 --- SAMPLING --- p.68 / Chapter 3.6 --- ANALYSIS DESIGN --- p.70 / Chapter 3.7 --- LIMITATIONS --- p.71 / Chapter CHAPTER IV. --- RESULTS AND DISCUSSION / Chapter 4.1 --- GENERAL INFORMATION OF THE SAMPLE --- p.75 / Chapter 4.2 --- FINDINGS RELATED TO RESEARCH QUESTION 1 --- p.78 / Chapter 4.3 --- FINDINGS RELATED TO RESEARCH QUESTION 2 --- p.83 / Relation of principal experience to instructional leadership --- p.85 / Relation of parental support to instructional leadership --- p.87 / Relation of academic quality of student input to instructional leadership --- p.92 / Relation of other contextual variables to instructional leadership --- p.96 / Summary --- p.97 / Chapter 4.4 --- FINDINGS RELATED TO RESEARCH QUESTION 3 --- p.97 / Mean scores of teachers' affective and attitudinal outcomes --- p.98 / Correlational relationship between teachers' affective and attitudinal outcomes --- p.99 / Relation of teachers' outcomes to instructional leadership --- p.101 / Relation of teachers' outcomes and contextual variables to instructional leadership --- p.104 / Intercorrelation between the instructional leadership functions --- p.108 / Chapter 4.5 --- FINDINGS RELATED TO RESEARCH QUESTION 4 --- p.110 / Chapter CHAPTER V. --- CONCLUSIONS AND IMPLICATIONS --- p.117 / BIBLIOGRAPHY --- p.124 / APPENDIX A --- p.136 / APPENDIX B --- p.138

Thesis (M.Phil.)--Chinese University of Hong Kong. / Bibliography: leaves 77-78.

本研究以是探索性為主的研究，分析從學劵政策、市場需要及辦學理念三個維度所構成的營運環境，如何影響著幼稚園校長的領導方式，以探討分佈式領導在香港幼稚園實踐中的概況；通過Harris 及其同事 (2007)、Bennett、Wise、Woods 及 Harvey (2003) 和Copland (2003) 了解分佈式領導理論的特徵，以確定個案幼稚園呈現出有關領導模式的領域；及根據MacBeath (2009) 所提出分佈式領導理論的階段式演化過程來分析其所處於的階段；並且按照Spillane (2006) 的理論模型，透過了解領導者、追隨者及情境三者隨著時間的變化的交互作用，以探究其領導實踐的形態。 / 本研究選定了三所個案幼稚園進行質化研究，以探討分佈式領導概念在香港這個特殊環境中的本土化發展概況。研究結果顯示，幼稚園所面對的營運環境，包括學前教育學劵政策、市場競爭及辦學理念等環境因素為校長帶來了五大工作領域，包括：「建立自我評核及自我完美的學校文化」、「校本管理的推行」、「建立以兒童為本的課程」、「面對市場競爭的營運環境」及「辦學理念的堅持」，擔當著「學校管理者」、「團隊建立者」及「學校文化與環境塑造者」等多元角色，傳統以個人為主的領導模式已不能夠滿足學校今天在領導上的實際需要。 / 按MacBeath (2009) 的理論模型，三所個案幼稚園中發現同屬於第一階段的「正式的分佈」、「務實的分佈」、「策略的分佈」及屬於第二階段的「漸進的分佈」。 可是，在現實的場景中未有出現第二階段的「機會的分佈」及最後階段的「文化的分佈」。 本研究發現本地的幼稚園教師普遍是「被動」地接受領導工作的任命，這與Spillane (2006) 的研究分析不同，在香港幼稚園中領導權力的分佈是「穩定的分配」。 本研究分析了華人教師受著儒家特別是「尊尊親親」一類思想的影響，對於上級領導、個人職務、家庭責任等的觀點與西方社會有著根本上的差異，從「權力慾」、「職稱」、「流動性」、「階級關係」、「領導範圍」以至「領導實踐」等也可見。然而，呈現的形態及原因縱使有異，分佈式領導確實地存在於香港的幼稚園之中。 / As an exploratory study, the influences from the Pre-primary School Voucher policy, market needs and educational philosophy upon the forms of leadership of the kindergartens are analyzed. It is the context for investigating the implementation of Distributed Leadership among kindergartens in Hong Kong. Having synthesized the relevant theoretical concepts, including Harris and et al (2007), Bennett, Wise, Woods & Harvey (2003) and Copland (2003), key characteristics of Distributed Leadership have been identified which would serve as the foundation for evaluating the case kindergartens in this study. The developmental progress of Distributed Leadership within the kindergartens have been assessed according to the framework constructed by MacBeath (2009). The relationship among leader, followers and context and its form will be examined through the theoretical model suggested by Spillane (2006). / Three kindergartens are sampled for qualitative analysis, it helps to find out the developmental process of Distributed Leadership in the local context. The findings reveal the scope of work which has been enlarged due to the present environmental conditions, it includes “establishing a school culture which recognizes self evaluation and self-perfection, “promoting school-based management, “developing children-centered curriculum, “engaging in market-driven school competition and “upholding one’s educational philosophy. School leaders are shouldering several main roles as “School administrator, “Team builder and “Shaper of school culture and environment, it reflects that the traditional leading approach taken by sole leader is no longer applicable in today’s kindergartens. / Four distinct developmental stages in Distributed Leadership at the sampled kindergartens have been identified through the lens of theoretical model constructed by MacBeath (2009), i.e. “Formal Distribution, “Pragmatic Distribution, “Strategic Distribution and “Incremental Distribution. There is no evidence to support the existence of “Opportunistic Distribution and “Cultural Distribution in the sampled cases. The findings also imply the tendency of passive acceptance of leadership responsibility or appointment among teachers, it is different from the studies done by Spillane (2006) in schools overseas. The landscape of leadership power found in Hong Kong kindergartens is in form of “stable dispersion. Teachers are still influenced by Confucianism especially on the principles of “Zun Zun Qin Qin. They respect the senior and love one’s relatives. They take a different perspective in viewing one’s supervisor, scope of work and family responsibility from a western outlook. Its influence can be found in how they see “Lust for power, “Job title, “Mobility, “Relationship among classes, “Scope of leadership and “Leading practice. The form and reason for its existence may vary, Distributed Leadership can be recognized in Hong Kong kindergartens. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 歐偉民. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 280-301). / 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. / Ou Weimin. / Chapter 第一章 --- 問題陳述 --- p.3 / Chapter 第一節 --- 研究背景 --- p.4 / Chapter 第二節 --- 研究目的 --- p.12 / Chapter 第三節 --- 研究的概念基礎 --- p.13 / Chapter 第四節 --- 研究問題 --- p.16 / Chapter 第五節 --- 研究意義 --- p.16 / Chapter 第二章 --- 文獻回顧 --- p.18 / Chapter 第一節 --- 學前教育政策 --- p.18 / Chapter 第二節 --- 學校領導理論及領導者的角色 --- p.41 / Chapter 第三節 --- 分佈式領導理論 --- p.64 / Chapter 第四節 --- 學券政策 --- p.85 / 本章結語 --- p.93 / Chapter 第三章 --- 研究設計與方法 --- p.95 / Chapter 第一節 --- 研究問題及概念關係闡釋 --- p.95 / Chapter 第二節 --- 設計與方法 --- p.102 / Chapter 第三節 --- 取樣方法及資料分析 --- p.104 / Chapter 第四節 --- 研究倫理與信度 --- p.108 / Chapter 第五節 --- 研究限制 --- p.109 / Chapter 第六節 --- 研究計劃的重點流程 --- p.111 / Chapter 第四章 --- 幼稚園領導者的多元角色 --- p.112 / Chapter 第一節 --- 幼稚園的營運環境 --- p.112 / Chapter 一、 --- 外在環境因素：學前教育學劵政策 --- p.113 / Chapter 二、 --- 外在環境因素：市場競爭 --- p.114 / Chapter 三、 --- 內在環境因素：辦學理念的堅持 --- p.116 / Chapter 第二節 --- 幼稚園校長的多元角色 --- p.122 / Chapter 一、 --- 建立學校文化 --- p.122 / Chapter 二、 --- 推行校本管理 --- p.126 / Chapter 三、 --- 建立課程 --- p.133 / Chapter 四、 --- 建立競爭優勢 --- p.138 / Chapter 五、 --- 落實辦學理念 --- p.148 / Chapter 第三節 --- 幼稚園校長的多元角色給領導實踐的影響 --- p.152 / p.161 / Chapter 第五章 --- 分佈式領導概念的實踐 --- p.166 / Chapter 第一節 --- 分佈式領導與幼稚園的營運及發展 --- p.166 / Chapter 第二節 --- 分佈式領導概念在幼稚園中的實踐情況 --- p.178 / Chapter 第三節 --- 香港華人社會傳統對分佈式領導實踐的影響 --- p.194 / p.200 / Chapter 第六章 --- 分佈式領導概念對幼稚園領導者的意義 --- p.205 / Chapter 第一節 --- 幼稚園領導者對於分佈式領導概念的理解 --- p.205 / Chapter 第二節 --- 幼稚園領導者對於傳統領導與分佈式領導模式的評價 --- p.213 / Chapter 第三節 --- 分佈式領導概念如何在本港幼稚園實踐 --- p.229 / Chapter 第七章 --- 結論 --- p.246 / Chapter 第一節 --- 幼稚園領導者對於分佈式領導概念的理解 --- p.246 / Chapter 一、 --- 分佈式領導概念對於香港幼兒教育的學校領導者的意義何在？ --- p.246 / Chapter 二、 --- 幼稚園校長擔當著怎麼樣的多元角色？ --- p.254 / Chapter 三、 --- 分佈式領導概念在香港幼稚園的實踐情況如何？ --- p.261 / Chapter 第二節 --- 本研究對相關理論的回應 --- p.267 / Chapter 第三節 --- 本研究對於理論實踐的回應 --- p.269 / Chapter 第四節 --- 本研究對於相關政策的建議 --- p.271 / Chapter 第五節 --- 本研究的局限 --- p.277 / Chapter 第六節 --- 後續研究的啟示 --- p.278 / 參考文獻 --- p.280 / Chapter 附錄一： --- 西方6個已發展國家的幼兒服務概況 --- p.302 / Chapter 附錄二： --- 亞洲6國的幼兒教育制度比較 --- p.306 / Chapter 附錄三： --- 世界各國的學券計劃 --- p.311 / Chapter 附錄四： --- 主要被訪談者編碼表 --- p.313

2008/09學年，「語常會」資助香港中、小學推行「以普通話教授中國語文科」計劃。計劃以三年為期，為學校提供資源，包括安排內地老師駐校，並提供教師學習平台及專業交流活動。學校A及學校B均於2010/11至2012/13參與了「普教中」計劃，四位研究對象也在此期間在學校成立了「普教中」小組，協助學校推展「普教中」。 / 有關計劃已完結，研究者以敘事探究(narrative study)作為研究方法，了解在「普教中」政策下，香港小學領袖教師(teacher leaders)的學習及領導歷程，進而了解教師領導(teacher leadership)在學校發展的情況。研究者將透過訪談、觀察及分析學校文件來收集研究資料，呈現四位研究對象如何與同儕及校外專家進行協作，在教學情境中持續學習，並協助學校推行有關政策，藉此加強個人的專業知識，並建立個人領袖教師的身份。 / 研究發現當教師有機會與校外專家及同儕相互接合，透過在學校建立學習平台及進行協作，彼此能夠建立相互關係，共同建立實踐社群。四位研究對象以學校作為學習基地，參與校外及校內的學習及有關教學改進的活動，在實踐的過程中提升了個人的教學技巧及領導信心，並在學校建立了學習及分享文化。在帶領同儕與校外專家進行緊密協作的過程中，獲得學習與領導的機會，從而得以發展成為領袖教師。 / 研究進一步發現，四位研究對象在校長的賦權與支持，以及在內地老師及校外專家的協助下，他們能夠建立出個人獨特的領導能力並對同儕作出強大及正面的影響。他們與校外專家及同儕一起為提升學生學習而設計課程與教學，進行課研及行動學習；就推行「普教中」政策及改進教學的工作進行討論與協商；更把共同設計的教材、教學資料及從實踐與反思中獲得的經驗與同儕分享。這些學習與領導的機會為他們提供成為領袖教師的能量，讓他們能克服困難並對新政策及各種挑戰作出回應。 / 研究又發現四位研究對象在教學及領導上的專業知識、技巧及素質，以及其個人的價值目標是影響他們建立領袖教師身份的關鍵因素。有關因素是互為影響的，不但成為了他們在學校改進及帶領團隊工作上的重要條件，更成為他們作為領袖教師的發展方向。然而有關因素會受到學校文化及領袖教師個人的意向所影響。 / 本研究對教師學習及教師領導的知識領域有三方面的貢獻：它揭示了(1)教師在學校進行情境學習時所需要的條件；(2)教師領導在學校發展的歷程及領袖教師在學習社群中的角色；(3)「以普通話教授中國語文」政策在香港小學推行及發展的進程。根據研究結果，本研究對教育當局及學校就如何培育及支援領袖教師作出建議；也就香港小學如何推行「以普通話教授中國語文」政策作出部署及施行安排與策略提出建議。 / The Standing Committee on Language Education and Research (SCOLAR) launched a support scheme in the academic year of 2008/09 to assist schools which have decided to use Putonghua to teach Chinese Language Subject. Each participating school received support for three years including on-site visits offered by mainland professionals and local consultants continued to provide on going support in subsequent years. This study aims to explore how teacher leaders learn in the context of the SCOLAR support scheme. The development of leadership capacity and identity formation in their process will also be discussed. / The study employed a narrative research method. The four primary school teachers were purposefully chosen. They were chosen by their schools. Then took part in the scheme to construct school level learning communities in order to implement the new language policy. Data collection methods include semi-structured interviews of the four participants and the key stakeholders; observation of lesson preparation meetings; and documentary analysis of school-based curriculum designs. / Findings show that mutual engagement created interpersonal relationships among the members of the learning communities. The mutual engagement also transformed the practices, relationships and all kinds of artifacts into a community of practice when the four participants, their colleagues, mainland professionals and experts from local universities worked together. Identity as teacher leader of the four participants was developed through the relationship building with other members of their community of practice. The learning and leading activities in which they participated in and new understandings that they acquired are examined. / Results show that when the four participants were empowered by their principals and external support, they could have strong and positive influence on the practice of teaching and curriculum design of a group of teachers. They engaged together with external professionals and their colleagues in the joint enterprise of working together in designing curriculum and instruction, conducting action learning, negotiating of meanings about the work and sharing repertoires. This leadership capacity building processes enhanced the competence and confidence of the teacher leaders to response the new policy and address new challenges. / The study also found that the four participants’ professional knowledge, skills, dispositions and their value goals were the crucial factors for the development of their identity as teacher leader. These factors were interrelated not only to serve as guiding principle for their decision making but also provide the essential capacity for the accomplishment. However, the factors may be affected by the of school culture and the quality of the teacher leaders themselves. / The study contributes to the discussion of knowledge of teacher learning and teacher leadership in three ways. First, it deepens the understandings of teacher learning with a situated learning perspective. Second, it reveals the processes of the development of teaher leadership and the roles of teacher leaders in the learning communities. Third, viewing the Policy implementation of Teaching Chinese in Putonghua is implementing in Hong Kong Primary School and the problems encountered. The study intends to shed light on the discussion of teacher leadership in two ways. First, policymakers and school principals should pay particular attention on the issue of teacher leadership in designing and funding support teacher development programmes. Second, suggestions for school leaders to implement the Policy of Teaching Chinese in Putonghua at primary schools are made. / 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. / 鄧瑞瑩 / Parallel title from added title page. / Thesis (Ed.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 386-387). / Abstracts also in Chinese. / Deng Ruiying

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

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education