M.Ed. / Educational organisations on the international front are being bombarded by a proliferation of in-vogue terminology such as participative management, collaboration, shared vision and decentralisation that are associated with the collegial management model. However, an in-depth critical analysis of international educational systems reveal that these new-age concepts associated with collegiality are more theoretical in nature and seldom translated into practice in schools (Sergiovanni and Starratt, 1988). There are still deep seated bureaucratic principles embedded in the management fibre of schools and this gives rise to a false type of working together namely “contrived collegiality”, in an effort to comply with the existing demands perpetuated by legislature and policy. According to Hargreaves (1994: 192) contrived collegiality, as opposed to genuine collegiality, arises through administrative control, and is imposed on the teachers regardless of their desires.

The purpose was to outline how the role of an "assisting teacher" in curriculum implementation can be defined. The role of the "assisting teacher" was defined because it is an implementation strategy used within the British Columbia context. Four sources were used to define the role of the assisting teacher in this study. 1. Research literature on implementation roles, 2. Evaluation or needs assessment reports, 3. Current and proposed curricula, and 4. A selected school district context. Because the purpose of this study was to demonstrate how these sources could be used concretely to define a role, the present (1968) and the proposed (1983) secondary social studies curricula in British Columbia, the province-wide social studies assessment (1977), and School District No. 41 (Burnaby) were analyzed selectively. The following questions guided the research: 1. What is the role of the assisting teacher as implied by selected research literature? 2. What is the role of the assisting teacher as implied by the 1977 British Columbia Social Studies Assessment 3. What is the role of the teacher and the assisting teacher as implied by the proposed (1983) social studies curriculum for British Columbia? 4. What is the role of the assisting teacher as perceived in the Burnaby School District? 5. What role description do these four sources help define? Selected research literature, social studies assessment documents, and social studies curricula were analyzed. To determine the actual and/or ideal role of the assisting teacher as perceived in the Burnaby School District, interviews were conducted with five assisting teachers, as well as their supervisor and coordinator, and with eight secondary social studies department heads. The study concluded with generalizations and a process for defining the role of the assisting teacher in curriculum implementation. This process may have generalizability for defining the role of the assisting teacher in curriculum areas other than social studies. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

M.Ed. (Educational Management) / Whether we are setting goals, achieving them or coping with the issues which arise in organizing and carrying out day-to-day activities, depends on our ability to make and implement decisions. The decision-making process in the school organization therefore depends solely upon the knowledge the principal has of this process. Knowledge of the decision-making process should enable the principal to sharpen and improve his decision-making skills. To accomplish both the making and implementing of decisions in the school organization consistently well, is no mean·tasks. In striving to determine the importance of decision-making in the school organization the main objective in. this study is to examine and describe, that the implementation of decision-making without wider involvement by the teachers could severely jeopardize the effectiveness of the decision making process. In addition to the above-mentioned objective, the question on how to make the decision-making process workable in order to eventually achieve the organizational objectives, is thoroughly investigated in chapter two. This stresses again the need to realize that the effectiveness of a principal in a school is directly related to the quality of the decisions being made. Thus a principal can be viewed as a specialist in the field of decision-making. Decision-making, then becomes synonymous with managing the school organization. As mentioned above the entire decision-making process, including the steps required to reach a sound decision and the factors influencing the decision-making process, all contribute to making wider involvement in the decision-making process worthwhile.

published_or_final_version / Education / Master / Master of Education

西方大学强调同僚管治或者共同管治，认为教师作为专业人员，或者作为大学事务的重要利益相关者，应该参与决策过程，影响决策结果。内地大学近年同样较为关注教师的决策权力，不仅在政策层面明确提出"教授治学"，部分大学更是相继在院系层面成立教授委员会，强调教师在学术事务应该享有发言权。在此背景下，本研究以内地一所研究型大学为个案，探讨教师在日常工作情境中，参与学院层级之课程、招生、教师招聘、职称评定等学术事务决策的制度化过程。 / 研究发现，校级学术领导享有学术事务的决策权，院级学术领导通常主导相关决策的执行，负责各个环节的任务分工以及不同意见的处理，虽然成立了教授委员会，但其目前仅获得"咨询权"或"知情权"。教师大多听从学术领导的安排，参与部分环节的实施过程，或者承担低层次的行政杂务，而且，多数教师自然而然的接受这种"家长式"的决策方式，较少思考甚至意识到有其他选择的可能。另外，行政部门作为校级学术领导意志的"传声筒"和"守护者"，往往过于注重"通报"决策结果，保证其顺利执行，没有为教师提供发声平台，不同于领导决策意图的意见往往无法上达。 / 回应制度化过程及共同管治的学术讨论。对于成立教授委员会等新的做法，教师通常无需缜密逻辑思考，而是"自然而然"地认同行政部门下达的程序。目前的做法已为多数教师视为"正常"，并未如西方经验就相关议题进行沟通和对话。行政部门忽视教师不同意见，在一定程度上强化了"家长式"的决策方式，在家长式决策的再生产过程中，扮演了重要守护者的角色。关于共同管治，教授委员会属于"咨询式决策"，只能就有关决策提供意见，结果仍由学术领导作最终决定，教授委员会并未享有真正的决策权。另外，教师在决策过程中倾向于扮演接受者、应对者和抽离者等角色。本研究建议应给予教授委员会独立的决策权，同时为教师参与决策及表达不同意见进一步搭建平台，另外，学校层级亦应下放更多决策权予学院及学系。 / Shared governance is highly valued by Western universities. As professionals or the key stakeholders, the academics should be involved in the decision-making process. Similarly, the academic’s participation in university governance has also attracted much attention in Mainland China. "Academic issues should governed by professors" is clearly stated in policy papers, and the professor committees at the faculty level have also been established in a number of universities to enhance the academics’ involvement in the decision-making process on the academic issues. In this context, the study selected a research university as the case to explore the institutionalization process of the way by which the academics involve in the issues such as curriculum, student admission, teacher employment and promotion at the faculty level. / The study observed that university academic leaders made decisions on major university issues; the faculty academic leaders dominated the implementation process and took charge of task division. While the authority remained with the academic leaders, academics were brought into part of the implementation process. More importantly, the academics have already taken the patriarchal way of decision-making for granted; they seldom question, reflect on or even take notice of it. The newly-established professor committee did not obtain the genuine authority to make decisions, and the academics tended to perceive that they had limited participation in the professor committee. In addition, as the "mouthpiece" and the "guardian" of the university academic leaders’ will, the administration departments paid more attention to ensure the decisions of university academic leaders to be implemented smoothly, there was no formal channels for the academics to express different opinions. / In the meantime, this study provided contextualized observations of institutionalization process and shared governance. As for the introduction of new measures, the academics usually need no logical thinking, but accepted the procedures commanded by the administrative department naturally. The patriarchal way of decision-making has been regarded "normal" by most of the academics; there was no communication and dialogue process before the new measures stabilized which is valued by western academics. The administrative departments ignored different opinions which helped to strengthen the paternalistic way of decision-making, and play a key role in the reproduction process of old practices as well. As to the shared governance, the consultative role of professor committee was revealed in the cases, the academics could only offer advice while the academic leaders hold most of the decision-making power. In addition, most of the academics were accepters, copers and disengaged in the decision-making process. Given that, the study suggests the professor committee should obtain authentic and independent power in decision-making. The university should decentralize more authority and autonomy to the faculty level to ensure academics have authentic participation in the process of decision-making. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 朱賀玲. / Parallel title from added title page. / Thesis (Ph.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 223-242). / Abstracts also in English. / Zhu Heling.

Finally, case studies of the thesis revealed that teachers constructed their professional identity around the focus, main contradictions and human relations in their work. In the context of reform for Quality Education, the construction of teacher professional identity referred to different levels of relationships and expectations as well as to personal factors. Such construction embodied the complex interactions and competitions among the state, the market, the school, as well as personal factors. The tensions between structure and agency were illustrated by characteristics that marked different stages, dynamics and varieties in the construction process of teacher professional identity. / First, in the macro-context of policy, teachers realized their key role in implementing Quality Education and took on an "adaptive" attitude toward reform. With regard to responsibility and commitment, teachers felt that rigidity in their work decreased. However, they found it difficult to put new ideas into practice, mainly due to their concern over high-stake examination results. Accordingly, there were two opposing trends of change in teacher professional identity. The first trend involved changes from "Sparta coach", "parts maker" to "normal teacher". The second trend was attributed to the pressure of examinations which compelled teachers to follow their requirements. Consequently, teachers changed from "angel" to "birdman" and "teaching craftsman". Limitations notwithstanding, some teachers tried to remain persons who "influence and enhance" education. / Identity is a valuable concept for guiding the analysis of theoretical and practical issues in education. Professional identity is closely related to teachers' professional practice. Therefore, from the perspective of teacher professional identity, this study aims to explore teachers' professional lives and their development in the context of reform for Quality Education. Its central concern is how teachers construct or reconstruct their professional identity in response to reform. Based on in-depth interviews with 29 teachers in 5 schools, the main observations and findings are explicated in the following paragraphs. / In concert with the global wave of educational reform, basic education in the Chinese Mainland has undergone comprehensive changes in paradigms and practices since 1985. The emphasis of reform has been on Quality Education. Teachers played a key role in the reform endeavors, and teacher professional development became an important topic in policy discourse and theoretical research. In educational transformation, what are the conditions in the life of front-line teachers? What are their personal experiences and feelings? / In the context of reform for Quality Education, tensions between educational quality and examination results penetrated every aspect of teachers' work. They also effected changes in their work and professional roles. Although teachers demonstrated different aspects of professional identity, academic subject identity stood out as the most significant identity. The status and characteristics of academic subjects affected teachers' understanding of and their reaction to Quality Education. They also affected the ways teachers dealt with their students and viewed their place in school. Academic subject identity, therefore, has affected teachers' individual autonomy as well as the extent to which they conformed to external systems. / Key words: Chinese Mainland; Quality Education; educational reform; identity; teacher professional identity; teacher professional development / Second, in the meso-context of school, teachers generally understood the structural influence of schooling, including its intrinsic norms and values on their work and sense of self. The promotion rates to schools on a higher level, and a school's tradition and management style determined how teachers viewed and responded to the reform for Quality Education. Tensions between the external system world and the internal life-world of a school emerged. How these tensions were played out depended on the school's autonomy relative to external evaluation by the authorities and the public. This in tum brought different meanings to teachers' work, which caused teacher professional identity and its construction to be perceived either positively or negatively. / Student influence teachers' internal experience (sense of satisfaction and failure) by means of discipline and examination results, recognition and evaluation (love and contempt), which further caused changes in teachers' attitudes toward work and their behavior, i.e., their commitment to work. Several teacher identities emerged in their meeting student expectations and dealing with student behavior and attitudes: "learner"; "responsible person"; "friend" and "educator". / Third, the context of teachers' core work, which was critical to the construction of teacher professional identity, was composed of academic subjects and students. In the context of academic subjects, the reform for Quality Education had various kinds of impact on academic subjects which possessed different status and characteristics. Teachers' perception of and response to reform were grounded in the subjects that they taught. Status and characteristics of academic subjects determined the change that took place in teacher behavior, their professional understanding and experience. In general, teachers positioned themselves as "subject teachers". Moreover, subject department was the organizational form of subjects within schools. Cooperation or competition among teachers depended on the importance that the schools attached to examination results. As a major form of collegial interaction and learning, collective lesson preparation was perceived as a useful way of meeting the needs of classroom teaching and the improvement of teaching efficiency in order to obtain better examination results. In this, teacher professional identity was based on a practical rationality. Collective lesson preparation embodied a series of tensions, such as individualism and cooperation, voluntariness and compulsion, and requirements from the top and the teachers' own professional autonomy. / 王夫艳. / Adviser: Nai-kwai Leslie Lo. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 293-310). / 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. / Abstracts in Chinese and English. / Wang Fuyan.

沈健明. / 論文(碩士) -- 香港中文大學硏究院敎育學部,1995. / 參考文獻: leaves 159-170. / Shen Jianming. / 前言 --- p.1 / Chapter 第一章 --- 研究的意義與目的，範圍和問題 / Chapter 1.1 --- 研究的意義與目的 --- p.2 / Chapter 1.2 --- 硏究範圍 --- p.3 / Chapter 1.3 --- 研究問題 --- p.5 / Chapter 第二章 --- TOC的本質 / Chapter 2.1 --- TOC計劃出現的背景 --- p.6 / Chapter 2.2 --- 政府方面的態度和教育界的反應 --- p.7 / Chapter 2.3 --- TOC 實施的牽涉範圍 --- p.9 / Chapter 2.4 --- TOC的課程架構 --- p.13 / Chapter 2.5 --- TOC的理論基礎 --- p.15 / Chapter 2.6 --- 有關TOC本質的探討 --- p.18 / Chapter 2.6.1 --- 目標帶動的課程發展的一些特色 --- p.18 / Chapter 2.6.2 --- T0C的課程取向 --- p.24 / Chapter 2.7 --- 總結 --- p.32 / Chapter 第三章 --- 教師課程決策的本質 / Chapter 3.1 --- 課程的定義 --- p.35 / Chapter 3.2 --- 課程與教師的關係 --- p.38 / Chapter 3.3 --- 決策的概念 --- p.41 / Chapter 3.4 --- 教師課程決策文獻回顧 --- p.46 / Chapter 3.5 --- 教師課程決策的一些理念模式 --- p.56 / Chapter 第四章 --- 研究設計 / Chapter 4.1 --- 硏究方法 --- p.63 / Chapter 4.1.1 --- 搜集資料 --- p.63 / Chapter 4.1.2 --- 研究取樣 --- p.65 / Chapter 4.1.3 --- 研究步驟 --- p.67 / Chapter 4.2 --- 硏究設計 --- p.69 / Chapter 4.3 --- 研究信度和效度 --- p.70 / Chapter 4.4 --- 研究限制 --- p.71 / Chapter 第五章 --- 資料整理與分析 / Chapter 5.1 --- 受訪學校背景資料 --- p.72 / Chapter 5.1.1 --- 學校背景資料 --- p.72 / Chapter 5.1.2 --- 受訪學校簡介 --- p.72 / Chapter 5.2. --- 受訪教師背景資料 --- p.74 / Chapter 5.2.1 --- 資歷方面 --- p.74 / Chapter 5.2.2 --- 培訓方面 --- p.75 / Chapter 5.2.3 --- 參與態度方面 --- p.76 / Chapter 5.3 --- 研究資料的整理及分析架構 --- p.78 / Chapter 5.4 --- 有關課程內容的編訂 --- p.79 / Chapter 5.4.1 --- 課程內容的決定 --- p.79 / Chapter 5.4.2 --- 編定課程時的參考資料 --- p.82 / Chapter 5.4.3 --- 教師在決定課程 --- p.83 / Chapter 5.4.4 --- 受訪學校的實際課程編排 --- p.86 / Chapter 5.4.5. --- 小結 --- p.87 / Chapter 5.5 --- 有關教學計劃的編寫 --- p.88 / Chapter 5.5.1 --- 教署建議的教學計劃編寫模式 --- p.88 / Chapter 5.5.2 --- 受訪教師編寫教學計劃的模式 --- p.91 / Chapter 5.5.3 --- 小结 --- p.97 / Chapter 5.6 --- 有關學習課業及練習的設計 --- p.100 / Chapter 5.6.1 --- 教署對有關學習課業及練習的闡釋 --- p.101 / Chapter 5.6.2 --- 受訪教師編排學習課業及練習的取向 --- p.104 / Chapter 5.6.3 --- 小结 --- p.108 / Chapter 5.7 --- 有關施教與學習的形式 --- p.109 / Chapter 5.7.1 --- 教署就施教與學習的建議 --- p.109 / Chapter 5.7.2 --- 受訪教師採取的施教方式 --- p.109 / Chapter 5.7.3 --- 小結 --- p.115 / Chapter 5.8 --- 有關評估的方式 --- p.116 / Chapter 5.8.1 --- 教署對評估方式的建議 --- p.116 / Chapter 5.8.2 --- 受訪教師採取的評估方式 --- p.118 / Chapter 5.8.3 --- 小结 --- p.120 / Chapter 5.9 --- 綜合各受訪教師的課程決策模式 --- p.122 / Chapter 5.10 --- 有關「教師課程決策共通模式」的结論與其他 有關類似硏究的比較 --- p.131 / Chapter 第六章 --- 總結 / Chapter 6.1 --- 有關硏究問題的答案 --- p.137 / Chapter 6.2 --- 結語 --- p.142 / 附錄一 TTRA課程架構 --- p.145 / 附錄二TOC課程架構 --- p.146 / 附錄三本硏究採用補充問卷 --- p.147 / 附錄四課堂計劃表格 --- p.150 / 附錄五本研究搜集資料重點 --- p.151 / 附錄六T0C英文科教學計劃示例 --- p.153 / 附錄七T0C中國語文科教學計劃示例 --- p.154 / 附錄八T0C數學科教學計劃示例 --- p.155 / 附錄九本文採用英文名詞對照表 --- p.156 / 附錄十本文採用縮寫語對照表 --- p.157 / 參考書目 --- p.158

許健文. / 論文(碩士) -- 香港中文大學硏究院敎育學部, 1995. / 參考文獻: leaves 80-89. / Xu Jianwen. / Chapter 第一章 --- 引言 --- p.1 / Chapter 第二章 --- 課程的概念 --- p.5 / Chapter 2.1 --- 課程的定義 / Chapter 2.2 --- 課程的層次 / Chapter 2.3 --- 課程的組成元素 / Chapter 2.4 --- 小結 / Chapter 第三章 --- 決策的概念 --- p.12 / Chapter 3.1 --- 決策的種類 / Chapter 3.2 --- 决策過程 / Chapter 3.3 --- 權力理論 / Chapter 3.4 --- 認知理論 / Chapter 3.5 --- 社羣相倚取向 / Chapter 3.6 --- 印象理論 / Chapter 3.7 --- 對敎師課程決策研究的義意 / Chapter 第四章 --- 敎師課程决策的文獻評述 --- p.20 / Chapter 4.1 --- 敎師參與課程決策 / Chapter 4.2 --- 敎師課程決策一描述性為 主的研究 / Chapter 4.3 --- 敎師課程決策的一些理念模式 / Chapter 4.4 --- 主流學校和特殊學校課程決策 / Chapter 第五章 --- 研究範圍、問題、假設和意義 --- p.34 / Chapter 5.1 --- 研究範圍 / Chapter 5.2 --- 操作性定義 / Chapter 5.3 --- 研究問題 / Chapter 5.4 --- 研究假設 / Chapter 5.5 --- 研究的意義 / Chapter 第六章 --- 研究設計 --- p.41 / Chapter 6.1 --- 研究的取樣 / Chapter 6.2 --- 工具 / Chapter 6.3 --- 研究步驟 / Chapter 6.4 --- 資料分析 / Chapter 6.5 --- 研究的限制 / Chapter 第七章 --- 研究結果 --- p.45 / Chapter 7.1 --- 參與課程工作的意願、原因和經驗 / Chapter 7. 2 --- 參與校内課程決策的範圍和程度 / Chapter 7.3 --- 課程決策的因素 / Chapter 第八章 --- 討論和總結 --- p.65 / Chapter 8.1 --- 參與課程工作的意願、原因和經驗 / Chapter 8.2 --- 參與校内課程決策的範圍和程度 / Chapter 8.3 --- 課程决策因素 / Chapter 8.4 --- 總結 / 參考書目 --- p.80 / 附錄一問卷 --- p.93

黎少銘. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1996. / 參考文献 : leaves 184-209. / Li Shaoming. / Chapter 第一章 --- 緖論 / Chapter 1.1 --- 背景 --- p.1 / Chapter 1.2 --- 硏究目的 --- p.5 / Chapter 1.3 --- 硏究意義 --- p.5 / Chapter 第二章 --- 文獻探討 / Chapter 2.1 --- 決策參與的狀況 --- p.9 / Chapter 2.2 --- 感知的決策參與的功能 --- p.27 / Chapter 2.2.1 --- 結構功能 --- p.31 / Chapter 2.2.2 --- 人資源功能 --- p.40 / Chapter 2.2.3 --- 文化功能 --- p.49 / Chapter 2.2.4 --- 政治功能 --- p.53 / Chapter 2.2.5 --- 敎育功能 --- p.64 / Chapter 2.3 --- 組織投入感 --- p.70 / Chapter 第三章 --- 研究理念架構 / Chapter 3.1 --- 敎師決策參與的狀況 --- p.91 / Chapter 3.2 --- 決策參與的功能 --- p.94 / Chapter 3.3 --- 投入感 --- p.99 / Chapter 3.4 --- 決策參與與組織投入感 --- p.99 / Chapter 3.5 --- 理念架構 --- p.101 / Chapter 3.6 --- 硏究問題 --- p.102 / Chapter 第四章 --- 硏究方法 / Chapter 4.1 --- 引言 --- p.103 / Chapter 4.2 --- 定義 --- p.103 / Chapter 4.3 --- 硏究假設 --- p.105 / Chapter 4.4 --- 調查工具 --- p.106 / Chapter 4.5 --- 取樣方法 --- p.109 / Chapter 4.6 --- 硏究步驟 --- p.109 / Chapter 4.7 --- 分析方法 --- p.110 / Chapter 4.8 --- 硏究限制 --- p.111 / Chapter 第五章 --- 硏究結果與討論 --- p.114 / Chapter 5.1 --- 問卷信度分析 --- p.114 / Chapter 5.2 --- 描述部分 --- p.115 / Chapter 5.3 --- 驗證假設部分 --- p.129 / Chapter 5.4 --- 驗證假設部分2 --- p.152 / Chapter 5.5 --- 驗證假設部分3 --- p.159 / Chapter 5.6 --- 決策參與的狀況及感知決策參與教育功能相關統計 --- p.167 / Chapter 5.7 --- 高低組投入感敎師剖面圖分析 --- p.171 / Chapter 5.8 --- 總結 --- p.175 / Chapter 第六章 --- 結論與建議 / Chapter 6.1 --- 結論 --- p.176 / Chapter 6.2 --- 建議 --- p.178 / 參考文獄 --- p.184 / 附錄一（問卷） --- p.210 / 附錄二（先導硏究中問卷的信度） --- p.216

Since 1994, South Africa has experienced a focus on transformation. The National Department of Education has refocused the vision and direction of the South African education system through a series of policy initiatives. As a result of new legislation in South Africa, considerably more authority and responsibility for decision-making has been devolved to the school level than was the previously the case (Lumby, Middlewood&Kaabwe, 2003). This study investigates teacher involvement in decision-making in finance and curriculum matters in 16 selected rural schools in Maphumulo circuit. . The study sought to investigate the extent to which teachers’ actual and desired involvement in decision-making in Finance matters and Curriculum. Through the interpretive paradigm of the situation quantitative and qualitative approaches were used to provide rich and picture. The study utilized a questionnaire and focus group interviews to investigate the finance area in eight issues: budgeting, purchasing, record keeping, financial reporting, fundraising, monitoring, auditing and accounting. The second area was curriculum with seven issues: selection of books, year plans, work schedules and lesson plans, assessment (tests and projects) time tabling, language policy and instructional methods. Findings show that in both decision-making areas teachers tend to experience less decisional involvement than they desire. However, teachers do not necessarily desire to be involved in every aspect of the selected areas. I therefore conclude that school leaders need to invest in understanding what teachers desire to be involved in and what they do not. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.