No description available.

Thesis (M.P.A.)--University of Hong Kong, 2000. / Includes bibliographical references.

Thesis (M.P.A.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves.

Thesis (M.P.A.)--University of Hong Kong, 2000. / Includes bibliographical references. Also available in print.

Thesis (M.P.A.)--University of Hong Kong, 2002. / Includes bibliographical references. Also available in print.

All students have the right to education. Students with disabilities need support from health providers to achieve their potential at school. Barriers to health service provision exist including shortages of providers, waitlists for services, complexities of coordination between the health and education sectors, and more recently the COVID-19 pandemic. Given these barriers, some schools have been using telehealth to increase access to school-based health services; however, the literature is still emerging in this area. In this thesis, I used scoping review methods to explore the literature pertaining to telehealth use in schools. The first manuscript describes the characteristics of telehealth use in schools as depicted in 57 included articles. The findings elucidated who is providing services using telehealth and with whom, when they are using telehealth, how they are using telehealth, and why they are using telehealth in the schools. Based on the findings, I identified practice and research recommendations. The second manuscript delves into the factors that influence telehealth use in schools. We used diffusion of innovations theory to categorize statements in the 57 included articles to identify factors that influenced telehealth implementation in schools. These categories included the features of the telehealth itself (the innovation), the communication about telehealth, the process of deciding to use telehealth (time), and the social system. The findings pointed to at least four key factors that influence implementation of telehealth in schools. The final concluding chapter integrates the findings from the two studies with overarching ideas about technology complexity, access to services, and current knowledge. Additionally, implications for schools, health providers, and specifically occupational therapists are provided along with policy implications. / Thesis / Master of Science Rehabilitation Science (MSc) / School-based health providers experience barriers to servicing children and youth. These barriers reduce access to services. Telehealth is a way to provide services that may increase access to health services in schools. This thesis explored the current research about telehealth use in schools. The first study looked at the characteristics of use such as who is using telehealth, how are they using telehealth, and why are they using telehealth. The second study looked at what factors influence use of telehealth in the schools. The findings from these two studies describe what is currently known about telehealth use in schools. With this information, health providers can decide when, with whom, and how to provide telehealth in the schools. Researchers may use these studies to fill gaps in knowledge about how to best use telehealth in the school setting.

Summary of Thesis Title: Investigation of the Related Factors of School Based Curriculum Development in Elementary and Junior High Schools in Kaohsiung Summary The purposes of this research are to investigate the related factors of school based curriculum development and its present condition of practice in elementary and junior high school in Kaohsiung, analyze how different background variables vary in different levels in SBCD, and predict the effect of practice this curriculum. In order to achieve these goals, according to the investigation and analysis of documents and practical experience, I edit a poll to investigate the related factors of SBCD. I sample 35 public schools and 549 teachers in Kaohsiung as subjects of investigation. Research methods include description and statistic, t- test, one-way analysis variance, step-wise multiple regression analysis. Then I start to undergo statistic and analysis and get the following conclusions and suggestions. Conclusion: I. At present, teachers in elementary and junior high schools put much emphasis on SBCD and it develops quite well. II. Teachers in elementary and junior high schools approve the six standards for SBCD: achieve educational goals, correspond with school expectations, harmony with community conditions, demonstrate school traits, foster teacher¡¦s, professional develment, adapt to student¡¦s needs. III. Male teachers, teachers of special education and teachers graduating from junior colleges emphasize the factors of SBCD and they carry it out better. IV. In schools founded more than 40 years, teachers serving school affairs concurrently put more emphasis on how ¡¨the structure and atmosphere of organizations¡¨, ¡§resources¡¨, ¡§curriculum leadership¡¨ and ¡§curricular management¡¨ effect the practice of SBCD than teachers in charge of a class or a certain subject. V. Teachers in schools founded more than 10 years but less than 20 years lack professional independence. Profession independence and curriculum leadership are not good for teachers in schools of large size. VI. The better the related factors of SBCD, the better SBCD will develop. VII. In the prediction about how the factors of people, curricular cases and organization affect SBCD, ¡§organization¡¨ is the most predictive. Suggestions: I. Suggestions for organizations in charge of education 1. Actively publicize the successful factors of SBCD. Strengthen teachers¡¦ ability to develop this curriculum. 2. Set up centers of curricular guidance and teaching resources. Support the curriculum leadership in every school. 3. Invite outstanding people who perform well in culture to participate in this curriculum. 4. Provide cases earmarked for special efforts with fund to enhance the effect of carrying out SBCD. 5. The size of schools is moderate from containing 26 to 47 classes. If the size is too large or too small, it is disadvantageous to carry out SBCD. 6. Rebuild the manpower of organization. Provide organizations with chances of learning and interaction and create harmonious culture. 7. Only emphasis of the distribution of time can exercise its functions to the utmost. II. Suggestions for schools and teachers¡¨ 1. Cultivate excellent campus culture to create democratic and harmonious organization atmosphere. 2. Provide appropriate and sufficient time and resources to enhance the effect of carrying out this curriculum. 3 .The future direction is to carry out the evaluation of curriculum. So we have to establish teachers¡¦ professional status and carry out the evaluation of effect of SBCD. 4. Make good use of teachers who have taught more than 25 years to set SBCD into action. 5. Encourage female teachers to take part in programs of further education. 6. Strengthen the concern and guidance of curriculum leadership in schools founded more than 10 years but less than 20 years. III. Suggestions for related research in the future 1. Expand the range of research 2. Expand the subjects of research 3. Combine various research methods Key words: curriculum development, school based curriculum development, the effect of school based curriculum development, teachers¡¦ profession development, the evaluation of school based curriculum development

No description available.

This study is a qualitative enquiry into the experiences of grade 12 Business Studies educators in the process of compiling school-based assessment portfolios for learners in 2009. It answers the question: “What are the primary challenges in the process of compiling School Based Assessment (SBA) portfolios for FET Business Studies? The literature review covers the strengths and limitations of portfolio-based assessment as a strategy for combining formative and summative assessment purposes, the complexities of curriculum change and implementation, and bureaucratic and professional forms of accountability. In order to understand what is involved in the portfolio assessment implementation processes, I analyzed six assessment policy documents, two circulars and two Chief Moderators’ reports. I also interviewed four teachers and four principals, two each from more and less advantaged schools in Johannesburg. Findings from the document analysis illustrate the incomplete and at times contradictory nature of the assessment policies and circulars, while the interviews highlighted a lack of communication and mutual adaption between stake holders in the compilation of SBA portfolios. The key recommendation is that the concept of mutual adaptation may be useful to overcoming the challenges encountered in SBA portfolio compilation.

A study on school-based curriculum management in elementary schools of Kaohsiung County. Abstract The first purpose of this study is to investigate the viewpoints and needs of school-based curriculum management ¡]SBCM¡^. The second is to investigate the educators as a practitioner of SBCM in elementary schools of Kaohsiung County. Finally, based on research findings, some proposals for improving the management of school-based curriculum are presented. To accomplish these purposes, through the result of literary review, the investigator has concluded with 7 viewpoints and 5 needs of SBCM, and then according to its contents to compile ¡§A questionnaire to survey the viewpoints and needs of school-based curriculum management in the elementary schools¡¨ to study the current situation for practicing SBCM. The objects of this study are the school staffs of public elementary schools in Kaohsiung County. The total of 120 schools and 519 effective samples were acquired. And these data were analyzed by using the method of statistics, including mean and standard deviation, percentage analysis, AVOVA, Scheffe method- post hoc comparison and product- moment correlation . From the data of literary reviews and the questionnaire, the conclusions are as follows: 1. SBCM is one of the main purposes on ¡§Grade 1-9 curriculum Guidelines¡¨ to put the curriculum reform into practice. The curriculum focuses not only on the core of the educational rationale but also on the students¡¦ learning activities. The curriculum rationale is close to the postmodern period which paid close attention to the interaction between teachers and students with positive dialogues to develop their curriculum. The curriculum encourages students to understand knowledge better, that allows the whole curriculum more flexible and adjustable. The supports of the communities and positive criticisms will help the whole curriculum well-developed. 2. According to the questionnaire, the viewpoints of the educators about SBCM reveal that during the seven factors, those ¡§male¡¨, ¡§age above 51¡¨ , ¡§higher seniority¡¨, ¡§status as a principal¡¨, ¡§forty-credit program¡¨ are closer to ¡§fit in with¡¨ or ¡§much fit in with¡¨ the viewpoints. As to the school districts and scales, the schools with less than 12 classes are closer to the viewpoints on the factors of ¡§curriculum goal ¡§, ¡§curriculum plan¡¨, ¡§curriculum implementation¡¨, ¡§curriculum evaluation¡¨ and ¡§curriculum leadership¡¨. 3. As to the needs of SBCM, the data analysis reveals that those ¡§female¡¨, or ¡§status as a teacher¡¨ were less-needed on ¡§Expense¡¨; those ¡§male¡¨, ¡§age above 51¡¨, ¡§higher seniority¡¨, ¡§status as a principal¡¨, ¡§Master Degree¡¨ are closer to ¡§fit in with¡¨ or ¡§much fit in with¡¨ the needs. 4. Educators from different educational backgrounds will cause the differences on the viewpoints and needs of CBCM. With the factors of ¡§professional development ¡§and ¡§related arrangements¡¨, reveals that those who are qualified with either ¡§Master Degree¡¨ or ¡§higher seniority¡¨ are more eligible than the others. 5.Within the viewpoints and needs of CBCM, there are middle-low proof of positive correlation on them, and also reach .01 significant level. Among the factors, there are one pair ¡]£q1¡B£b1¡^reach middle correlation, especially the coefficient between ¡§£q1¡¨ and ¡§organizational operation¡¨ is the highest, but the coefficient between ¡§£b1¡¨ and ¡§Expense¡¨ is the lowest. According to the data of literary review and the questionnaire, the conclusions are as follows: 1. The experiences on SBM in other countries can be referred by our domestic schools. Then, we can establish a better and competent curriculum for Taiwan education. 2. SBCM should emphasize (on) working on the theories and practice of personnel administration, expense and curriculum management. 3. Use various resources to improve the educators on their professional development. 4.To encourage the educators ,who are ¡§young¡¨¡]less than 30 years old¡^, ¡§female¡¨, ¡§less-seniority¡¨ and ¡§Bachelor Degree¡¨, enthusiastically participate in the SBCM affairs. 5. To study relevant laws and Acts to promote practical SBCM affairs. 6. To emphasize the importance of school-based curriculum leadership. 7. To establish the workable management measure of SBCM. 8. To establish a wholesome evaluation measure of SBCM.