Thesis (Ph.D.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 342-359). Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 54-56).

Thesis (Ph. D.)--Open University. BLDSC no. DX215638.

Thesis (Ph. D.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 342-359).

A prior study conducted by Walker (1996) showed teachers working in Primary schools in Hong-kong experienced professional development as a ‘one off’ occurrence, referring to one day out of the academic year, in the form of a workshop or course. Teachers felt that they did not take into consideration ‘teachers skills needs and involovement’ (Walker, 1996). According to the study, Principals and heads of department are usually responsible for shaping and establishing the norms for professional growth. The study revealed that the general consensus amongst principals and administrators believed that teachers should be involved in the actual planning and design of professional development. This study aims to further shed light on this phenomenon in the form of a case study at a primary school in Hong-Kong. An in depth look at how a school implements and organizes professional development can be beneficial to numerous members of the school community, including principals, teachers and administrators. Walker’s (1996) study was ultimately effective in recognizing the trends and opinions amongst principals and administrators regarding professional development. However there is limited research regarding how teachers perceive professional development and how they feel it can improve their needs. By acknowledging the lack of professional development , and it’s perceived ineffectiveness from teachers, this studies objectives is to explore how professional development is organized and developed in the school, and use such insights and opinions gained to provide a means to establish how professional development can be implemented more effectively to benefit teachers. Moreover research shows that in recent times, professional development is low on the list of teacher priorities, as they feel overwhelmed with their existing workload. Though the present study stems for the ideologies and perceptions teachers in Hong-Kong seemingly have toward professional development, majority of the research will be addressing the current effectiveness of professional development at the school, as this will enable one deduce factors that make it successful or unsuccessful. It is important to recognize that every school is different and will therefore have different needs. Thus making comparisons towards professional development regarding its policies and implementation will most likely to render obsolete, as a professional development program that is successful at one school may not be at the other. Though there is no concrete definition for what constitutes ‘effective professional development’ Desimone (2009) offers a framework that is broad enough to be relevant to most schools. Such a framework will be used as an indicator in establishing whether professional development is effective in the school (See appendix A and B). Responses from administrators and teachers from the interview questions will also be used to analyse whether professional development offered at the school is effective and productive. This study will adopt a qualitative approach primarily through the use of interviews and observations. / published_or_final_version / Education / Master / Master of Education

The purpose of this study was to investigate the extent of primary school teachers' involvement in curriculum development in the South and South Central Education Regions of Southern Botswana. It also examined the teachers' contribution to curriculum development in Botswana. The introduction of the study provides the aim, problem statements, limitations, and defines critical concepts used in the study among other things. The methodology of the study employed IS survey research in its design. The population of the respondents in the two regions is five thousand five hundred and ninety (5590). The sample targeted was six hundred (600) teacher respondents. However, the actual number achieved was three hundred and fifty-three (353). Data was collected through a self-administered questionnaire, which was piloted before the main study was undertaken. Twenty (20) teachers in one primary school were used in the pilot study, out of which fourteen (14) teachers responded. The research findings indicated that primary school teachers are not involved in curriculum development. With respect to this, the majority of the respondents indicated that they wanted teachers to participate fully in curriculum development. The study found out that primary school teachers are not involved in curriculum development because teachers are in shortage in the schools. One other reason is that curriculum development is centralised, a factor which inhabits teacher involvement. the research also found out that primary school teachers are not involve in curriculum development because they are not qualified to develop the curriculum. it was found that all primary school teachers cannot be involve in curriculum development. The study made some recommendations for policy refocus so that teachers should be involved fully in curriculum development. it is recommended that membership of primary school teachers in the national Curriculum panel should be rotational. Further, it is recommended that the number of the teachers in the Panel should be increased to two per subject area. it is recommended that more power should be devolved to regions. / (Ph.D) North-West University, Mafikeng Campus, 2005

In Australia, non-Aboriginal people have been involved in Aboriginal education since the end of the 19th century. There has been ongoing criticism of non-Aboriginal involvement in Aboriginal education and a movement towards Aboriginalisation in education. This study addresses the issues faced by six non-Aboriginal teachers in remote Aboriginal communities in the 1990's. The purpose of this study is to explore the experiences and perceptions of non-Aboriginal teachers living and working in remote Aboriginal communities in the 1990's. Through this research I found that the non-Aboriginal teachers faced difficulties living and working in remote Aboriginal communities. They talked about the distinctive lifestyle and living conditions. They reported a need for pre-service and ongoing professional development focusing on aspects influencing their lives. The discussion topics included: their living circumstances; Aboriginal world view; Aboriginal health issues; community issues; Aboriginal teaching and learning styles and school policies. The study is consistent with previous research about non-Aboriginal teachers living and working in remote Aboriginal communities. It argues that pre-service and ongoing professional development is vital for the success of non-Aboriginal teacher in remote communities. Community based educational programs for non-Aboriginal teachers are needed. These programs should include non-Aboriginal teachers learning about Aboriginal culture, Aboriginal learning and teaching styles and the development and implementation of educational policies. These programmes need to include discussion of aspects of living in isolated settings. Schools and governing bodies involved need to develop closer liaison with non-Aboriginal teachers to support their living in this setting. It is also important that policies in place address the problem of the high turnover of non-Aboriginal staff experienced by remote community schools. This study also poses the question what is the future for non-Aboriginal teachers in remote Aboriginal communities? Aboriginalisation in remote Aboriginal communities is highly recommended.

Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 132-139).

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Appendice B in Korean. Typescript. Vita. Includes bibliographical references (leaves 101-114). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Appendice B in Korean. Typescript. Vita. Includes bibliographical references (leaves 101-114). Also available on the Internet.