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

Many teachers lack the confidence and knowledge to transition their classroom science lessons to an outdoor setting. Very few teacher professional development (PD) programs focus on improving teachers' self-efficacy and pedagogical content knowledge (PCK) that is needed to enhance their science curriculum with outdoor lessons. This study examined an exception: The Connect2Science workshops, which provided elementary teachers the opportunity to experience nature-based science lessons. My research question for this study is: In what ways does a professional development workshop focused around the Next Generation Science Standards influence teachers': a) self-efficacy in teaching science outdoors and b) science pedagogical content knowledge? Data was collected using a retrospective pre and post survey, a reflection piece on participants’ pedagogical content knowledge and semi-structured interviews. The results showed that participants’ self-efficacy was positively affected by the Connect2Science workshops. As for pedagogical content knowledge, the results give a small insight into how participants viewed and thought about student misconceptions and how the instructional strategies presented in the workshops equipped them to better address science content in an outdoor setting.

Wong Chi Wing = 比較不同教學經驗的教師對體育科課程改革之接受程度及關注問題 / 黃智穎. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 87-94). / Text in English; abstracts and appendices in English and Chinese. / Wong Chi Wing = Bi jiao bu tong jiao xue jing yan de jiao shi dui ti yu ke ke cheng gai ge zhi jie shou cheng du ji guan zhu wen ti / Huang Zhiying. / Abstract --- p.i / Acknowledgements --- p.iii / List of Figures --- p.viii / List of Tables --- p.ix / Chapter CHAPTER ONE --- Introduction --- p.1 / Background of the Study --- p.1 / Purpose of the Study --- p.8 / Objectives of the Study --- p.9 / Definition of Terms --- p.9 / Delimitations --- p.10 / Limitations --- p.10 / Significance of the Study --- p.10 / Chapter CHAPTER TWO --- Review of Literature --- p.12 / Education Reform and Curriculum Change --- p.12 / The Situation in the World --- p.12 / The Situation in Hong Kong --- p.13 / Professionalization and De-professionalization --- p.16 / "The Concept of Profession, Professional and Professionalization" --- p.16 / The Concept of De-professionalization --- p.17 / Teachers' Attrition --- p.18 / Teachers' Frustration --- p.19 / Professionalization and De-professionalization Tension --- p.20 / The Concept of Professionalization and Deprofessionalization in Teaching --- p.22 / Receptivity to Education Reform --- p.23 / Teacher Professional Development --- p.24 / Occupational Socialization --- p.26 / Experienced VS Beginning Teachers --- p.27 / Beginning Teacher --- p.27 / Experienced Teacher --- p.30 / Comparing Beginning Teacher and Experienced Teacher --- p.31 / Comparing Beginning and Experienced Teacher in Physical Education --- p.33 / Summary --- p.36 / Chapter CHAPTER THREE --- Method --- p.37 / Participants --- p.37 / Research Design --- p.37 / Instrumentation --- p.38 / Teachers' Receptivity to Change --- p.38 / Interview --- p.39 / Procedures --- p.39 / Questionnaire Administration --- p.39 / Individual Interviews --- p.39 / Statistical Analysis --- p.40 / Questionnaire Data --- p.40 / Interview Data --- p.40 / Chapter CHAPTER FOUR --- Results --- p.41 / Questionnaire Analyses --- p.41 / Demographic characteristic of participants --- p.41 / Mean scores of all participants --- p.42 / Mean scores of beginning and experienced teachers --- p.43 / Interview Analyses --- p.45 / Teachers' receptivity to physical education curriculum change --- p.45 / Teachers' concerns with teaching condition --- p.49 / Chapter CHAPTER FIVE --- Discussion --- p.52 / Teachers' receptivity to change --- p.52 / Beginning and experienced teachers' receptivity to curriculum change --- p.53 / Attitude toward the guidelines --- p.53 / Perceived non-monetary cost-benefit --- p.54 / Perceived practicality of the guidelines --- p.56 / Perceived school support --- p.58 / Issues of concern --- p.60 / Perceived support from others --- p.61 / Behavioral intentions --- p.63 / Teachers' concerns with teaching conditions --- p.63 / Commitment --- p.64 / Cooperation with students --- p.65 / Cooperation with the staff and an ideal staffroom environment --- p.67 / Career support --- p.68 / Routinization and intensification --- p.69 / Tension in work and private life --- p.71 / Competence --- p.72 / Teachers' challenges --- p.73 / Image and effectiveness --- p.75 / Duties and career plan --- p.77 / Power --- p.78 / The status of physical education --- p.78 / Decision making and authority --- p.80 / Chapter CHAPTER SIX --- "Summary, Conclusions, and Recommendations" --- p.82 / Summary --- p.82 / Conclusions --- p.82 / Limitations --- p.84 / Recommendations --- p.85 / REFERENCES --- p.87 / APPENDIX A --- p.95 / APPENDIX B --- p.97 / APPENDIX C --- p.99 / APPENDIX D --- p.105 / APPENDIX E --- p.109 / APPENDIX F --- p.111 / APPENDIX G --- p.113 / APPENDIX H --- p.116

The purpose of this research is three-folded. First, it aims to study the complex and organic interaction of SSE in the school contexts with reference to uniqueness of Policy, Place and People. Second, it intends to provide a new perspective for the theoretical debate between the managerialists and the critical performativists on the perceived effects of SSE on school improvement or managerial control. Third, it aims at providing an answer to the theoretical debate on the implementation approach of SSE from the top-down, bottom-up or hybrid approaches in policy studies. In this regard, this study presents three research questions: 1. From the perspective of teacher administrators and teachers, how was SSE implemented in the three sample schools? 2. From the perspective of teacher administrators and teachers, what were the perceived effects and/or consequences of SSE? 3. Given these implementation experiences and perceptions, how could the implementation of SSE be accounted for from the perspectives of policy implementation within the policy studies in education? This study was qualitative in nature. Only 3 selected secondary schools experiencing a complete cycle of External School Review (ESR) or Quality Assurance Inspection (QAI) and SSE were studied. The use of descriptive and exploratory approach was adopted. Qualitative design of the study provided a platform for closer exploration into their description of implementation process, perceived effects and implementation approaches of SSE. / The research has theoretical implications for the literature of policy implementation, literature of school administration, literature of perceived effects of SSE. Furthermore, this research has policy implications for policy instrumentalisations, policy alienation and instrumental rationalism and policy localisation at schools. Finally, this research ends with practical implications for school administrators. / The study investigates how teacher administrators and teachers in Hong Kong secondary schools experienced the implementation process of School Self-Evaluation (SSE), perceived the effects of SSE and described the implementation approach of SSE from the perspectives of policy implementation within the policy studies in education. Given that this area is under-researched in Hong Kong context, the study aims to add to the knowledge base of implementation process, perceived effects and implementation approach of SSE and inform policy administrators of SSE in the government and the schools. / There were three arguments made in this study. First, it argued that the implementation of SSE was an organic and complex interaction of the Policy to be implemented, Place where the policy embedded, and the People who implemented the policy. Second, this study argued that the debate between the managerialists and critical performativists might not be applicable to the Hong Kong context. Instead, it was found that the implementation situation of the school, the biographical and professional background of teachers in which they grew up and socialised and the position of a teacher shaped the perception lens of teachers, through which they perceived the effects of SSE on school improvement or managerial control. The last contribution of this study was to provide interpretations to account for the implementation of SSE. It was argued that the implementation of SSE was neither accounted by the top-down, bottom-up or hybrid approaches, but the complexity of the implementation context including the Policy to be implemented, the Place and the People who implemented the policy. / Wong, Wai Lun. / Advisers: Wing-kwong Tsang; Leslie Lo. / Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: . / Thesis (Ed.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 393-433). / 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, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

Integrated curriculum reform in China is meant to change the traditional teaching culture. Based on the findings, it is recommended that the education authority should implement the reform in a gradual manner and takes cultural changes into consideration. It is also essential to support the reconstruction of teachers' beliefs and their professional identities. / The education system of Mainland China has been dominated by the discipline-based curriculum. One of the major curriculum reform initiatives launched in September, 2001, is curriculum integration. Two new integrated curricula, "Science" and "History and Society" are implemented in junior secondary schools in the experimental zones. The ideology and teaching approach of these new integrated curricula differ from teachers' usual classroom practices. To what extent are the integrated curricula implemented? How have teachers' beliefs changed? What are the factors shaping these changes? / The study reveals that the deep and core belief of teachers is very stable. The factors influencing teachers' belief changes included the personal experience of teachers, the school environment and the societal context. During the reform, teachers were trapped in two contradictory discourses, one treasured humanistic values fostering personal growth, while the other emphasized standard examination and competition. Facing two paradoxical educational value stances, teachers experienced serious conflicts in their educational beliefs, and their professional identities were challenged. The changes of belief reflect the process of adapting and adjusting to their new roles in the education system. / This study, from a cultural-personal perspective, aimed to show teachers' beliefs and their changes. In this study, two schools and fourteen teachers were chosen to be studied. Ethnographic research methods, including in-depth interview, field observation and document analysis were adopted to inquire into teachers' collective daily experiences, their beliefs and their changes, and factors shaping the changes in beliefs. / 張爽. / 呈交日期: 2006年11月. / 論文(哲學博士)--香港中文大學, 2007. / 參考文獻(p. 369-384). / Cheng jiao ri qi: 2006 nian 11 yue. / Adviser: Lam Chi Chung. / Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3270. / 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. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2007. / Can kao wen xian (p. 369-384). / Zhang Shuang.

陳潔貞. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 267-283). / 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. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 267-283). / Chen Jiezhen.