黃麗鍔. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1997. / 參考文獻: leaves 242-254. / Huang Li'e. / Chapter 第一章： --- 問題闡釋 / Chapter 第一節： --- 敎育分權(decentralization) / Chapter 1.1 --- 敎育分權的定義及敎育分權與集權之爭辯 --- p.1 / Chapter 1.2 --- 分權與發展的關係 --- p.6 / Chapter 1.3 --- 政治環境與敎育分權的關係 --- p.8 / Chapter 1.4 --- 中國政治變化與敎育分權 --- p.10 / Chapter 1.5 --- 中國敎育分權的模式 --- p.13 / Chapter 1.6 --- 中國敎育分權的特色 --- p.17 / Chapter 1.7 --- 中國敎育分權之槪況 --- p.19 / Chapter 第二節： --- 權威（authority) / Chapter 2.1 --- 權威之定義 --- p.21 / Chapter 2.2 --- 中國權威的特色 --- p.22 / Chapter 2.3 --- 中共敎育改革與權威的變化 --- p.25 / Chapter 第三節： --- 經濟特區（Special Economic Zone ) / Chapter 3.1 --- 經濟特區的作用 --- p.27 / Chapter 3.2 --- 經濟特區的模式 --- p.29 / Chapter 3.3 --- 深圳特區的特色 --- p.33 / Chapter 3.4 --- 羅湖區發展槪況 --- p.36 / Chapter 3.5 --- 深圳特區的敎育發展方向 --- p.38 / Chapter 3.6 --- 深圳敎育發展槪況 --- p.41 / Chapter 3.7 --- 羅湖區敎育發展槪況 --- p.45 / Chapter 第四節： --- 職業敎育（Vocational Education) / Chapter 4.1 --- 職業敎育的發展 --- p.47 / Chapter 4.2 --- 中國職業敎育的發展 --- p.49 / Chapter 4.3 --- 深圳職業敎育的發展 --- p.53 / Chapter 第五節： --- 主要硏究問題 --- p.56 / Chapter 第二章 --- 文獻回顧 / Chapter 2.1 --- 敎育分權的出現與地方需要的配合 --- p.58 / Chapter 2.2 --- 敎育分權與敎育參與者 --- p.64 / Chapter 2.3 --- 敎育分權與權威關係 --- p.69 / Chapter 2.4 --- 深圳特區敎育之發展 --- p.73 / Chapter 第三章 --- 硏究設計 / Chapter 3.1 --- 硏究目的 --- p.75 / Chapter 3.2 --- 硏究意義 --- p.76 / Chapter 3.3 --- 硏究範圍 --- p.77 / Chapter 3.4 --- 硏究對象 --- p.78 / Chapter 3.5 --- 硏究方法 --- p.80 / Chapter 3.6 --- 硏究過程 --- p.86 / Chapter 3.7 --- 硏究限制 --- p.93 / Chapter 第四章 --- 敎育分權與深圳經濟特區之敎育要求及其發展 / Chapter 5.1 --- 經濟特區對職業敎育的要求 --- p.94 / Chapter 5.2 --- 敎育分權與地方特色 --- p.103 / Chapter 5.3 --- 敎育分權與本地文化 --- p.109 / Chapter 5.4 --- 敎育分權與人才培訓 --- p.112 / Chapter 5.5 --- 小結 --- p.119 / Chapter 第五章 --- 敎育分權與敎育參與者 / Chapter 6.1 --- 深圳特區學校分權情況 --- p.120 / Chapter 6.2 --- 敎師與敎育分權 --- p.130 / Chapter 6.3 --- 敎育分權與家長參與 --- p.146 / Chapter 6.4 --- 聯辦機構與敎育分權 --- p.156 / Chapter 6.5 --- 小結 --- p.168 / Chapter 第六章 --- 敎育分權與權威變化 / Chapter 7.1 --- 特區職業學校在敎育分權下的生存和發展 --- p.170 / Chapter 7.2 --- 敎育分權引起權威問題 --- p.183 / Chapter 7.3 --- 敎育分權對校長及敎師的影響 --- p.188 / Chapter 7.4 --- 校長及敎師權威的建立 --- p.196 / Chapter 7.5 --- 敎育分權所產生的影響 --- p.205 / Chapter 7.6 --- 小結 --- p.208 / Chapter 第七章 --- 敎育分權與深圳特區敎育的發展 / Chapter 8.1 --- 敎育分權在特區敎育發展所扮演的角色 --- p.209 / Chapter 8.2 --- 經濟因素與深圳敎育的發展 --- p.212 / Chapter 8.3 --- 政府推動敎育的角色 --- p.214 / Chapter 8.4 --- 小結 --- p.215 / Chapter 第八章 --- 總論 --- p.216 / 註釋 --- p.224 / 附件《一》 --- p.227 / 附件《二》 --- p.234 / 參考書目 --- p.242

published_or_final_version / Education / Doctoral / Doctor of Philosophy

Not available / text

This study explored, described and attempted to understand the process of change by examining the conversion to school-based management in two Western Canadian public school districts. The study sought to determine where, when, how and why the main actors and factors initiated and provided impetus to the change to school-based management. The emergence of these questions was based on a review of the literature on educational change, school improvement efforts and the change to decentralized decision-making. The literature indicates not only a need to explain the causes of change but also a need to determine ways to influence those causes, to change our planning processes and to produce better planners and implementers. A case study method was utilized with interviews of 43 persons to obtain their perceptions. The sample represented seven levels of district organizational structure: classroom teachers, school principals, central office staff, superintendent(s) , assistant/ associate superintendent(s), trustees, and local teachers' association representatives in each district. Other data sources included district documents and the researcher's field notes. The data were first analyzed descriptively by using Fullan's three phases of the change process: initiation, implementation, and continuation (including perceived outcomes) . A comparative analysis of the data was then undertaken between the two school districts. Finally, an interpretive analysis was undertaken in relation to the current literature on change in education. The main findings are the existence of the following: 1. two subphases of adoption (pre-adoption and formal adoption). Although the literature suggests possible subphases of adoption, this study acknowledges two such subphases. 2. two subphases of implementation (pre-implementation and formal implementation). As with adoption, the literature refers to the possible existence of subphases; however, this study identifies two such subphases. 3. three subphases of continuation (outcome determination processes or mechanisms, identification of outcomes and outcome review). The literature makes reference only to the broad phase of continuation with no reference to subphases. It is interesting to note that the study identifies three main sub-activities or subphases characterizing continuation. 4. four process change variables, each encompassing a number of interactive factors which guide the change process through the three broad phases of change. These process change variables are sources of the initiative, attributes of the initiative, support gathering and context. Again, the literature refers to the cause of change; however, it is interesting to note that certain variables work to influence the causes of change. 5. a management cycle which provided, within the context of continuation, a process for achieving desired school and/or district outcomes. Implicit in the cycle are critical elements for school improvement such as strategic planning, monitoring and review of progress (outcomes), budget planning and resource management. The literature identifies the importance of monitoring results (outcomes) and the importance of change; however, the existence of a cycle of such events during continuation appears novel. 6. a revised model of change in education which offers a modification to that of Fullan and others. This model serves to outline the influences contributing to the change process in general and leads to a revised model of change in education. A number of recommendations based on the findings and conclusions are made. Those addressed to practitioners suggest they should utilize a pilot test to determine the quality of the initiative and it should be held concurrently with preparation of district and school personnel, develop a "blueprint" and/or "template" (vision) for production of an initiative; and establish a management cycle for procuring data on the initiative' s performance in order to compare the outcomes to the original goals for change. The remaining recommendations are addressed to those who would do further research which confirms the change process variables and the clusters of factors associated with each.

This study explored, described and attempted to understand the process of change by examining the conversion to school-based management in two Western Canadian public school districts. The study sought to determine where, when, how and why the main actors and factors initiated and provided impetus to the change to school-based management. The emergence of these questions was based on a review of the literature on educational change, school improvement efforts and the change to decentralized decision-making. The literature indicates not only a need to explain the causes of change but also a need to determine ways to influence those causes, to change our planning processes and to produce better planners and implementers. A case study method was utilized with interviews of 43 persons to obtain their perceptions. The sample represented seven levels of district organizational structure: classroom teachers, school principals, central office staff, superintendent(s) , assistant/ associate superintendent(s), trustees, and local teachers' association representatives in each district. Other data sources included district documents and the researcher's field notes. The data were first analyzed descriptively by using Fullan's three phases of the change process: initiation, implementation, and continuation (including perceived outcomes) . A comparative analysis of the data was then undertaken between the two school districts. Finally, an interpretive analysis was undertaken in relation to the current literature on change in education. The main findings are the existence of the following: 1. two subphases of adoption (pre-adoption and formal adoption). Although the literature suggests possible subphases of adoption, this study acknowledges two such subphases. 2. two subphases of implementation (pre-implementation and formal implementation). As with adoption, the literature refers to the possible existence of subphases; however, this study identifies two such subphases. 3. three subphases of continuation (outcome determination processes or mechanisms, identification of outcomes and outcome review). The literature makes reference only to the broad phase of continuation with no reference to subphases. It is interesting to note that the study identifies three main sub-activities or subphases characterizing continuation. 4. four process change variables, each encompassing a number of interactive factors which guide the change process through the three broad phases of change. These process change variables are sources of the initiative, attributes of the initiative, support gathering and context. Again, the literature refers to the cause of change; however, it is interesting to note that certain variables work to influence the causes of change. 5. a management cycle which provided, within the context of continuation, a process for achieving desired school and/or district outcomes. Implicit in the cycle are critical elements for school improvement such as strategic planning, monitoring and review of progress (outcomes), budget planning and resource management. The literature identifies the importance of monitoring results (outcomes) and the importance of change; however, the existence of a cycle of such events during continuation appears novel. 6. a revised model of change in education which offers a modification to that of Fullan and others. This model serves to outline the influences contributing to the change process in general and leads to a revised model of change in education. A number of recommendations based on the findings and conclusions are made. Those addressed to practitioners suggest they should utilize a pilot test to determine the quality of the initiative and it should be held concurrently with preparation of district and school personnel, develop a "blueprint" and/or "template" (vision) for production of an initiative; and establish a management cycle for procuring data on the initiative' s performance in order to compare the outcomes to the original goals for change. The remaining recommendations are addressed to those who would do further research which confirms the change process variables and the clusters of factors associated with each. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

published_or_final_version / abstract / toc / Japanese Studies / Master / Master of Philosophy

published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy

The study presented in this thesis is a case study analysis of decentralization and quality assurance in a decentralized set up of the Ugandan Primary Schooling. The research looked at how the monitoring and evaluation informed the policy formulation process to regulate quality assurance in a decentralized governance of primary education. The Study was positioned in the critical realist paradigm, interpretive in orientation and used both coding and thematic techniques to understand the teachers’, SMC members’, and officers’ (at district and ministry levels) experiences and perceptions of quality assurance in a decentralized set up. Data was gathered using interviews, document analysis and observation methods. The findings indicated that the study was affected by eleven themes: Management System and Leadership, Human Resource Management, Finance Administration and Management, Parenting and Nutrition, Politics, Motivation, Social Structures and Patterns, Legislative Process and Policies, Infrastructure Development and Management, Community Involvement in Education and Curriculum and Professionalism. The monitoring and evaluation system had a framework in which it operates, though there was no quality assurance policy to guide the provision of quality education. The study finally indicated that there are more threats in a decentralized set up that put Quality in danger. Secondly, there was absence of supervision/inspection in schools as there was no evidence to prove this due to absence of reports. However, document analysis indicated visits of officers to schools. Records management was a problem to schools. Decentralization was adopted at different levels by different countries to address specific problems identified in view of service delivery. Finally, though monitoring and evaluation results informed the policy and decision makers, there was no quality assurance policy to guide the provision of quality education in institutions.

Wang, Xueju. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 255-269). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; some appendixes in Chinese.

published_or_final_version / Education / Doctoral / Doctor of Philosophy