As the New Curriculum Reform proceeds to its second stage, the key roles played by teachers in curriculum implementation are increasingly recognized by policy makers and researchers. As a result, teacher professional development has become the focus of a series of major policies, projects and plans. However, are teachers empowered by such measures, especially by officially sanctioned institutionalized learning? From the perspective of teacher leadership, this study attempts to examine the teachers' role in training and to explore the possibility of a teacher-led professional development. In this study, teacher-led professional development refers to (1) teachers' self-direction and autonomy over their own professional growth, and (2) teacher leaders' influence over the professional community. The major research questions of this study are: (1) What are the power relations between the state, university professors and school teachers? In the context of power relations, what is teacher leadership? (2) What kind of teacher leadership exists in the Chinese schools? (3) What are the obstacles that prevent teachers from leading? What conditions are necessary for teachers to genuinely own their professional development? / In order to answer the above questions, documentation research and field research was conducted at state, provincial, municipal, district and school levels. Documentation research warranted content analysis of relevant policies and field research warranted observations and interviews in two schools. / In the United States and the United Kingdom, two policy stances were developed in response to global change: policies for standardization, accountability, and assessment; and policies for capacity building and good practices. Teacher leadership is a reform strategy in the second stance. It postulates that teachers should become leaders in curriculum, instruction, school restructuring and professional development. This study is an attempt to explore teacher's leadership over their professional development in the Chinese Mainland. / This study argues that the existing system of teacher professional development in the Chinese Mainland is power-coercive, and formal teacher leadership was characterized by hierarchy, meritocracy and instrumentalism all of which have a negative impact on teacher professional development. The state performs multiple roles as reformer, monopolizer, legislator and enforcer. To implement the New Curriculum, "technologies of power" are employed and they form a tight control over the process of continuing teacher education. University professors have a relatively smaller impact on teachers as their effects on school reform are dubious. Teachers feel deprofessionalized and powerless in most institutionalized training which offer no choice and autonomy. Confronted by the state's monopoly of power, distorted professional values, weak professional awareness, and weak support from school leader, teacher leadership faces strong challenges. The finding of this study suggest that in order for teacher leadership to emerge, four conditions are necessary: delegation of power to school and teacher, reconstruction of professional values, more support from school leaders to teacher leaders, and a collaborative teacher culture. / 陳崢. / Adviser: Leslie Lo Nai Kwan. / Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2956. / Thesis (doctoral)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 278-293). / 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. / Chen Zheng.

Quality Education for college students, which aims at overcoming the problems made by specialization education in the globalization of higher education and the fierce competition of comprehensive national power, has been carried out at universities in Mainland China since mid-1990s. The general education curricula at some universities are similar to American ones. This study focuses on teachers' understanding of general education curriculum, their practical general education curriculum design model and the influential factors in their course planning. / The research constructs a descriptive model for general education course design, finds out that curriculum orientation acts as the key influential factor of teachers' general education course planning, reflects the characteristics of general education course planning, works as the orientation of teachers' course design. Furthermore, the findings show that the background, interests and needs of college students should be taken into account in general education curriculum design. At the same time, the teachers' decision-making in general education courses can be analyzed from two-dimensions---"endemic and exotic, individual and policy". / The researcher adopted qualitative research method, took one comprehensive university as a case study to explore the teachers' general education course designs. Based on document analysis, classroom observation and interviews, six teachers unique in their course design have been selected as research subjects. The study gives a deep description of their understanding of curriculum elements such as curriculum objectives, selection and organization of learning experiences, assessment and evaluation; constructs the general education course design model; and explores the reasons for the general education course design from the macro, organizational, and micro levels. / The study explores the curriculum orientation of teachers in the field of college curriculum. The findings will develop college curriculum theories, deepen the understanding of the concept of curriculum orientation, provide plenty of practical experiences for teachers who give general education courses, and give suggestions for future college general education curriculum program improvement. / 徐慧璇. / Advisers: Hin-Wah Wong; Ping-Kwan Fok. / Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3022. / Thesis (doctoral)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 510-527). / 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. / Xu Huixuan.

黃素蘭. / 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 195-202. / Huang Sulan. / 論文摘要 --- p.i / 鳴謝 --- p.ii / 目錄 --- p.iii-iv / 圖表目錄 --- p.v / Chapter 第一章 --- 緒論 --- p.1 / Chapter 1.1 --- 研究背景 --- p.1-3 / Chapter 1.2 --- 研究目的 --- p.3-4 / Chapter 1.3 --- 研究的重要性 --- p.4 / Chapter 1.4 --- 名詞定義 --- p.5-6 / Chapter 第二章 --- 香港小學美勞科課程發展及課程規劃的探討 --- p.7 / Chapter 2.1 --- 香港課程發展的特色 --- p.8-13 / Chapter 2.2 --- 香港小學美勞科的發展 --- p.14-16 / Chapter 2.3 --- 香港校本課程發展與小學美勞課程發展的關係 --- p.17-20 / Chapter 2.4 --- 香港小學美勞科新舊課程綱要的課程規劃與設計 --- p.21-26 / Chapter 第三章 --- 教師課程決策的探討 --- p.27 / Chapter 3.1 --- 課程的定義 --- p.28-30 / Chapter 3.2 --- 課程決策的層次 --- p.31-36 / Chapter 3.3 --- 教師規劃的層次與角色 --- p.37-39 / Chapter 3.4 --- 教師規劃的考慮範疇 --- p.40-42 / Chapter 3.5 --- 教師規劃的思考因素 --- p.43-45 / Chapter 第四章 --- 研究設計與實施 --- p.46 / Chapter 4.1 --- 研究問題 --- p.47 / Chapter 4.2 --- 研究性質一質的研究 --- p.47-48 / Chapter 4.3 --- 研究策略一個案研究 --- p.48-50 / Chapter 4.4 --- 研究方法 --- p.50-52 / Chapter 4.5 --- 內容分析 --- p.52-53 / Chapter 4.6 --- 預試訪問 --- p.53-54 / Chapter 4.7 --- 晤談問題的構思 --- p.54-55 / Chapter 4.8 --- 晤談對象的選擇 --- p.55-60 / Chapter 4.9 --- 研究程序 --- p.60-61 / Chapter 4.10 --- 研究限制 --- p.61 / Chapter 第五章 --- 美勞科教學計劃的決策概況 --- p.62 / Chapter 5.1 --- 學校美勞科教學計劃的課程元素 --- p.63-71 / Chapter 5.2 --- 美勞科教學計劃的特點 --- p.72-76 / Chapter 5.3 --- 美勞科教學計劃的分析原則 --- p.77-84 / Chapter 5.4 --- 美勞科教學計劃的分析 --- p.85-94 / Chapter 5.5 --- 總結 --- p.95-96 / Chapter 第六章 --- 影響美勞科主任課程決策的因素 --- p.97 / Chapter 6.1 --- 校內美勞科教學計劃的規劃概況 --- p.98-106 / Chapter 6.2 --- 美勞科主任在編訂教學計劃時考慮的範疇 --- p.107-123 / Chapter 6.3 --- 美勞科主任在編訂教學計劃時的思考因素 --- p.124-150 / Chapter 第七章 --- 結論與建議 --- p.151 / Chapter 7.1 --- 美勞科主任如何感知中央文件課程及規劃全年教學計劃 --- p.152-157 / Chapter 7.2 --- 情境因素與個人因素如何影響美勞科主任的課程決策 --- p.158-162 / Chapter 7.3 --- 研究建議 --- p.162-165 / 註釋 --- p.166-172 / 附錄 / Chapter 附件4.1 --- 學校及個人資料(問卷) --- p.173 / Chapter 附件5.1 --- 美勞科教學計劃與課程綱要對照表（學校A四年級) --- p.174-179 / Chapter 附件5.2 --- 美勞科教學計劃與課程綱要對照表（學校D五年級) --- p.180-187 / Chapter 附件5.3 --- 美勞科教學計劃在「教材分配比例」方面的對照表 --- p.188-194 / 美勞科教學計劃在「教學重點」方面的對照表 / 美勞科教學計劃在「教學活動」方面的對照表 / 美勞科教學計劃「綜合美術欣賞與創作活動」的對照表 / 參考資料 --- p.195-202

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references. Also available in print.

PhD (CS) / Department of Curriculum Studies and Educational Management

Educational Studies / (M. Ed. (Specialisation in Guidance and Counseling))

Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management), Durban Institute of Technology, 2003. / Education has undergone many changes, over the past ten years. Prior to 1994, public schools in South Africa were-predominantly bureaucratic organisations where the principals of schools implemented an autocratic style of management. Now education-has moved away from such a system to-a-democratic system- in-which staff participation is encouraged. After 1998, the-Department of Education and Culture of KwaZulu-Natal made it compulsory for the principal to inform staff on all procedures to be implemented in the rationalisation and redeployment process. The Department also encouraged staff participation in deciding on matters relating to the schoot The researcher undertook a research study in three secondary schools in the Phoenix- Verulam District to assess the extent to-which staff were involved in management decisions and whether this had been successful. It was discovered that problems were encountered when management and administrative responsibilities were shared with staff members. The researcher made recommendations to solve these problems and improve staff participation in the management of a school. / M