by Thomas Wong Siu-Kin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 107-114). / ACKNOWLEDGEMENT --- p.iii / DECLARATION --- p.iv / ABSTRACT --- p.vii / LIST OF TABLES AND FIGURES --- p.viii / CHAPTER / Chapter I. --- INTRODUCTION --- p.1 / Setting the Stage / Literature Review / Dominant Attitude and Belief Research / Paradigm on Sexual Harassment / Evaluation of the Dominant Paradigm / Sexual Harassment as Political Marginality / Research Significance / Restructuring the Centre/Margins Divide / Discursive Approach: A Micro-Macro Link / Organization of the Thesis / Chapter II. --- "POLITICS, DISCOURSE AND SEXUAL HARASSMENT" --- p.19 / An alternative Conception of Politics / The Politics of Discourse / """Politicizing"" Sexual Harassment" / Chapter III. --- Q METHODOLOGY AND DISCOURSE ANALYSIS --- p.32 / Method arid Politics / Combining Q Methodology and Discourse Analysis / Research Design / Chapter IV. --- "SEXUAL HARASSMENT DISCOURSES AS “THE SPHERE OF THE UNSETTLED""" --- p.44 / Q Factor Interpretation / Discourse A / Discourse B / Discourse C / Discourse -D / Discourse -E / Difference and Commonality / Chapter V. --- AGENCY DISTRIBUTION IN SEXUAL HARASSMENT DISCOURSES --- p.67 / Identifying the Entities / Agency Distribution / Discourse A / Discourse B / Discourse C / Discourse -D / Discourse -E / Chapter VI. --- CONCLUSION --- p.90 / Summary of the Findings / Implications of the Discourse Patterns / APPENDIX --- p.102 / Chapter 1. --- Factor Loadings and Demographic Variables of Research Subjects / Chapter 2. --- Factor Q Sort Values for Each Statement / BIBLIOGRAPHY --- p.107

Chu Shun-lung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 118-126). / Abstracts in English and Chinese. / ABSTRACT (English version) --- p.i / ABSTRACT (Chinese version) --- p.ii / ACKNOWLEGEMENTS --- p.iii / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Overview --- p.1 / Chapter 1.2 --- Further description of the problem and objectives of the study --- p.2 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- The language situation in Hong Kong --- p.5 / Chapter 2.1.1 --- The role of English in Hong Kong --- p.5 / Chapter 2.1.2 --- The education system in Hong Kong --- p.9 / Chapter 2.1.2.1 --- The medium of instruction --- p.9 / Chapter 2.1.2.2 --- The banding system --- p.13 / Chapter 2.1.2.3 --- The examination-oriented curriculum --- p.15 / Chapter 2.1.3 --- Motivation of Hong Kong students in English learning --- p.17 / Chapter 2.2 --- The Native-speaking English Teacher (NET) Scheme --- p.19 / Chapter 2.2.1 --- Longitudinal review of the development --- p.20 / Chapter 2.2.2 --- Critical analysis of the scheme --- p.27 / Chapter 2.2.2.1 --- Local teachers' complaints --- p.27 / Chapter 2.2.2.2 --- The NETs' comments --- p.30 / Chapter 2.2.2.3 --- Views expressed by the school authorities --- p.33 / Chapter 2.2.2.4 --- An ideal model --- p.35 / Chapter CHAPTER 3 --- DATA COLLECTION --- p.36 / Chapter 3.1 --- Research in education --- p.36 / Chapter 3.1.1 --- Primary vs. Secondary research --- p.36 / Chapter 3.1.2 --- Qualitative vs. Quantitative research --- p.36 / Chapter 3.1.3 --- The Case Study research approach --- p.37 / Chapter 3.1.3.1 --- The Case Study: Qualitative perspective --- p.37 / Chapter 3.1.3.2 --- The Case Study: Qualitative-Quantitative perspective - --- p.38 / Chapter 3.1.3.3 --- Influence from other disciplines --- p.38 / Chapter 3.1.3.4 --- Intrinsic vs. Instrumental study --- p.39 / Chapter 3.1.3.5 --- Six different types --- p.39 / Chapter 3.1.3.6 --- Merits and limitations of the Case Study --- p.40 / Chapter 3.1.3.7 --- Grey area? --- p.44 / Chapter 3.1.4 --- The Case Study approach for investigating the NET scheme ´ؤ´ؤ --- p.44 / Chapter 3.2 --- Selection of subjects for the study --- p.45 / Chapter 3.2.1 --- The selection process --- p.45 / Chapter 3.2.2 --- Description of subjects --- p.46 / Chapter 3.3 --- Procedures of the study --- p.46 / Chapter CHAPTER 4 --- RESULTS --- p.51 / Chapter 4.1 --- Students' questionnaires --- p.51 / Chapter 4.2 --- NETs´ة questionnaires --- p.58 / Chapter CHAPTER 5 --- ANALYSIS OF RESULTS AND DISCUSSION ´ؤ´ؤ --- p.60 / Chapter 5.1 --- Descriptions of the four cases --- p.60 / Chapter 5.1.1 --- Teacher A - a successful demonstrator --- p.60 / Chapter 5.1.2 --- Teacher B-a depressed survivor --- p.63 / Chapter 5.1.3 --- Teacher C - a well-prepared adaptation --- p.67 / Chapter 5.1.4 --- Teacher D-a problematic adaptation --- p.70 / Chapter 5.2 --- Implications from the cases - --- p.72 / Chapter 5.2.1 --- Cultural adaptation in Hong Kong --- p.72 / Chapter 5.2.2 --- School adaptation --- p.74 / Chapter 5.2.2.1 --- Relationship with local teachers --- p.75 / Chapter 5.2.2.2 --- Allocation of duties --- p.77 / Chapter 5.2.2.3 --- Team-teaching - --- p.78 / Chapter 5.2.3 --- Classroom adaptation --- p.81 / Chapter 5.2.3.1 --- Class size --- p.81 / Chapter 5.2.3.2 --- Classroom management --- p.82 / Chapter 5.2.3.3 --- Teaching styles --- p.85 / Chapter 5.2.3.4 --- Students' perspectives --- p.88 / Chapter 5.2.4 --- Positive experience --- p.90 / Chapter 5.3 --- The induction programme - - --- p.91 / Chapter 5.3.1 --- The design of the induction programme --- p.91 / Chapter 5.2.3 --- Comments and suggestions --- p.93 / Chapter 5.4 --- Recommendations for the improvement of the NET scheme --- p.97 / Chapter 5.4.1 --- The Education Department --- p.97 / Chapter 5.4.1.1 --- The recruitment process --- p.98 / Chapter 5.4.1.2 --- Allocation of schools --- p.100 / Chapter 5.4.1.3 --- Communication with the NETs --- p.101 / Chapter 5.4.1.4 --- Urgency for reform --- p.102 / Chapter 5.4.2 --- The school authorities --- p.104 / Chapter 5.4.2.1 --- The role of the NETs in the school --- p.105 / Chapter 5.4.2.2 --- The value of team-teaching --- p.106 / Chapter 5.4.3 --- The NETs --- p.106 / Chapter 5.4.3.1 --- Cultivation of social circle --- p.107 / Chapter 5.4.3.2 --- Gaining support from local colleagues --- p.107 / Chapter 5.4.3.3 --- Participation in extra-curricular activities --- p.107 / Chapter 5.5 --- The value of the NET scheme --- p.108 / Chapter CHAPTER 6 --- CONCLUSION --- p.110 / Chapter 6.1 --- Pedagogical implications --- p.110 / Chapter 6.1.1 --- Understanding of the learners --- p.110 / Chapter 6.1.2 --- Adaptation of the teaching style --- p.111 / Chapter 6.2 --- Limitations of the present study --- p.112 / Chapter 6.3 --- Implications for further research --- p.114 / Chapter 6.4 --- Summary and conclusion --- p.115 / BIBLIOGRAPHY --- p.118 / APPENDICES --- p.127 / TABLE OF CONTENTS --- p.128 / APPENDIX A GENERAL TABLES --- p.129 / APPENDIX B GENERAL FIGURES --- p.136 / APPENDIX C FORMS --- p.138 / APPENDIX D QUESTIONNAIRE FOR STUDENTS --- p.145 / APPENDIX E QUESTIONNAIRE FOR TEACHERS --- p.149 / APPENDIX F QUESTIONNAIRE FROM 'YOUNG POST' --- p.154 / APPENDIX G STATISTICAL RESULTS --- p.157 / APPENDIX H TRANSCRIPTS OF INTERVIEWS --- p.196

Cheung Yin Ling. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 115-125). / Abstracts in English and Chinese. / ABSTRACT (English version) --- p.i / ABSTRACT (Chinese version) --- p.ii / ACKNOWLEDGEMENTS --- p.iii / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background of the Present Study --- p.1 / Chapter 1.2 --- Purpose of the Study --- p.3 / Chapter 1.3 --- Significance of the Research --- p.3 / Chapter 1.4 --- Organization of the Thesis --- p.4 / Chapter 2 --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- Changing Ideas on the Interpretation of Native and Non-native Speakers of English --- p.5 / Chapter 2.1.1 --- The Native Speaker Construct --- p.5 / Chapter 2.1.2 --- The Non-native English Speaker Construct --- p.9 / Chapter 2.1.3 --- The Researcher's Present Position --- p.10 / Chapter 2.1.4 --- Standard English and Varieties --- p.11 / Chapter 2.2 --- Current Issues on Native and Non-native Speakersin English Language Teaching --- p.13 / Chapter 2.2.1 --- ESL Students' Reaction to Accent Differences --- p.13 / Chapter 2.2.2 --- Who are More Successful? The Native Teachers or The Non-native Teachers? --- p.15 / Chapter 2.3 --- Chapter Summary --- p.22 / Chapter 3 --- DESIGN OF THE STUDY --- p.24 / Chapter 3.1 --- Introduction --- p.24 / Chapter 3.2 --- Survey Research --- p.25 / Chapter 3.3 --- The Value of Survey Research --- p.25 / Chapter 3.4 --- Data Gathering --- p.26 / Chapter 3.5 --- Rationale for the Instruments Used in This Research --- p.27 / Chapter 3.5.1 --- Questionnaire --- p.27 / Chapter 3.5.2 --- Interview --- p.27 / Chapter 3.5.3 --- Classroom Observation --- p.28 / Chapter 3.6 --- Pilot Study --- p.29 / Chapter 3.7 --- Instruments --- p.29 / Chapter 3.7.1 --- The Questionnaire --- p.29 / Chapter 3.7.2 --- The Interview --- p.31 / Chapter 3.7.3 --- Classroom Observation and Post-classroom-Observation Interview --- p.33 / Chapter 3.8 --- Subjects --- p.35 / Chapter 3.8.1 --- The Institutions Chosen for the Study --- p.35 / Chapter 3.8.2 --- The Sampling of Subjects --- p.36 / Chapter 3.9 --- Chapter Summary --- p.38 / Chapter 4 --- FINDINGS --- p.39 / Chapter 4.1 --- Introduction --- p.39 / Chapter 4.2 --- Student Perspective --- p.39 / Chapter 4.2.1 --- Questionnaire Survey --- p.39 / Chapter 4.2.2 --- Interviews --- p.50 / Chapter 4.3 --- Teacher Perspective --- p.62 / Chapter 4.3.1 --- Questionnaire Survey --- p.62 / Chapter 4.3.2 --- Interviews --- p.66 / Chapter 4.4 --- Classroom Observations --- p.74 / Chapter 4.4.1 --- Observations of Lectures --- p.74 / Chapter 4.4.2 --- Post-classroom-Observation Interviews with Students --- p.76 / Chapter 4.5 --- Chapter Summary --- p.77 / Chapter 5 --- DISCUSSION --- p.80 / Chapter 5.1 --- Introduction --- p.80 / Chapter 5.2 --- Students' Perceptions of the NESTS and the Non-NESTs in terms of Pedagogy and Knowledge of Applied Linguistics --- p.82 / Chapter 5.3 --- Strengths and Weaknesses of the NESTS and the Non-NESTs --- p.89 / Chapter 5.4 --- Motivational Strategies in the Teaching of English --- p.96 / Chapter 5.5 --- Discrimination against the Non-NESTs in Hong Kong and Suggestions to Reduce Such Discrimination --- p.100 / Chapter 5.6 --- Chapter Summary --- p.106 / Chapter 6 --- CONCLUSION --- p.107 / Chapter 6.1 --- Introduction --- p.107 / Chapter 6.2 --- "Summary of the Research Questions, Methodology, and Findings" --- p.107 / Chapter 6.3 --- Limitations of the Study --- p.110 / Chapter 6.3.1 --- Research Design --- p.110 / Chapter 6.3.2 --- Sample --- p.111 / Chapter 6.3.3 --- Generalizability of Findings --- p.111 / Chapter 6.4 --- Pedagogical Implications --- p.112 / Chapter 6.4.1 --- Students Should be Made Aware of Hong Kong Accented English --- p.112 / Chapter 6.4.2 --- The Importance of Intelligibility of English --- p.113 / Chapter 6.5 --- Suggestions for Future Research --- p.114 / Chapter 6.6 --- Chapter Summary --- p.114 / Chapter 7 --- BIBLIOGRAPHY --- p.115 / Appendices / Chapter Appendix A. --- Sample of Student's Questionnaire --- p.126 / Chapter Appendix B. --- Sample of Teacher's Questionnaire --- p.130 / Chapter Appendix C. --- Student Questionnaire Data --- p.132 / Chapter Appendix D. --- Teacher Questionnaire Data --- p.145 / Chapter Appendix E. --- Consent Letter --- p.150 / Chapter Appendix F. --- Questions for Student's Interview --- p.151 / Chapter Appendix G. --- Questions for Teacher's Interview --- p.152 / Chapter Appendix H. --- Full Transcripts (Student's Interview) --- p.153 / Chapter Appendix I. --- Full Transcripts (Teacher's Interview) --- p.190 / Chapter Appendix J. --- Categorization of Data (Student's Interview) --- p.228 / Chapter Appendix K. --- Categorization of Data (Teacher's Interview) --- p.248 / Chapter Appendix L. --- Classroom Observation Form --- p.294 / Chapter Appendix M. --- Questions for Post-classroom-Observation Interview --- p.296 / Chapter Appendix N. --- Summary of Data Gathered from Post-classroom-observation Interview --- p.297 / Chapter Appendix O. --- ELT 1106 Lecture Notes (Week 1 - Week 5) --- p.303

Hong Kong educational system has faced drastic changes. In the past few years, there are various reform policies being implemented in view of the changes and needs in the new global economy. Grounded in the perspective of symbolic interactionism, the present life histories research studies the transformation of secondary school teachers' lives in the local context of education reforms, from 1997 to 2005. The results reveal how teachers narrate the teaching profession as pilgrimage, which explains the formation of the moral identity and the frame of reference of the practitioners. Teachers treasure humanistic values, believe in development of young people through "life-to-life" long-term interaction, and trust in emancipation through education that delivers knowledge, fosters civic development and personal growth. However, in the context of education reforms dominated by the neoliberal, managerial and performativity discourse, the pilgrimage and its heritage have been threatened. The meso context, including the leadership style of principals and the organizational relationship among teachers, has impact on teachers comparable to that of the macro context of education reforms. It is through the meso context that education reforms are mediated, or distorted, in school level. Ontological narratives of teachers have become fragmented, as their character is being corroded in a context of education reforms and school culture that revitalize and redefine professional identity under the hegemonic discourse. Teachers engage in a reflexive project, which is a dynamic interaction of the self and the social context, with a role to be played by self-conscious emotions. Discussions would be made on the need for rebuilding the narrative identity of the teaching profession, together with the implications on implementation of education reforms in the local context. / Ho Yuk Fan. / "May 2005." / Adviser: Tsang Wing Kwong. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2526. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (p. 381-394). / 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. / Abstract in English and Chinese. / School code: 1307.

"Sept 2004." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (p. 308-321). / 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 Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

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.

蘇子 = The teaching beliefs of pre-primary school teachers in Hong Kong : case studies / So Gabriel. / 論文(哲學博士)--香港中文大學, 2004. / 參考文獻 (p. 290-306). / 中英文摘要. / 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 Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Su Zi = The teaching beliefs of pre-primary school teachers in Hong Kong : case studies / So Gabriel. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2004. / Can kao wen xian (p. 290-306).

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.

by Cheung Wai-wan Vivian. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 131-137). / ACKNOWLEDGEMENTS --- p.ii / ABSTRACT --- p.iii / LIST OF TABLES --- p.vi i / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Background and problem of the study --- p.1 / Chapter 1.2 --- Purpose of the study --- p.4 / Chapter 1.3 --- Significance of the study --- p.4 / Chapter 1.4 --- Definition of terms --- p.5 / Chapter CHAPTER 2 --- REVIEW OF RELATED LITERATURE / Chapter 2.1 --- Introduction --- p.9 / Chapter 2.2 --- The changing paradigms of assessment in the past decades --- p.10 / Psychometrics --- p.11 / Educational measurement --- p.12 / Chapter 2.3 --- The nature and purposes of assessment --- p.12 / Chapter 2.4 --- Assessment in relation to different learning models --- p.14 / Traditional models of learning --- p.14 / Cognitive and constructivist models of learning --- p.15 / Chapter 2.5 --- Major forms of educational assessment --- p.16 / Norm-referenced versus cri terion-referenced assessment --- p.16 / Formative versus summative assessment --- p.18 / Performance versus authentic assessment --- p.19 / Chapter CHAPTER 3 --- FRAMEWORK OF THE STUDY / Chapter 3.1 --- The examination culture of Hong Kong --- p.21 / Chapter 3.2 --- The Target Oriented Curriculum (TOC) of Hong Kcng --- p.24 / Chapter 3.3 --- The Targe´tؤoriented Assessment (TOA) and its relation with learning and teaching --- p.26 / The Targe´tؤoriented Assessment (TOA) --- p.26 / Chapter 3.4 --- Role of teachers in Target-oriented Assessment --- p.29 / Chapter 3.5 --- Some possible factors affecting teachers' conceptions towards assessment within TOA --- p.31 / Chapter 3.6 --- Curriculum implementation and the factors affecting teachers' attitudes towards implementation --- p.32 / Chapter 3.7 --- Research on teachers' conceptions of assessment --- p.34 / Chapter CHAPTER 4 --- METHODOLOGY / Chapter 4.1 --- Research questions of the study --- p.37 / Chapter 4.2 --- Theoretical considerations of the choice of interview type and interview questions --- p.38 / On the choice of interview type --- p.38 / On the choice of interview questions --- p.39 / The ordering of interview questions --- p.41 / Considerations before and during interviews --- p.41 / Chapter 4.3 --- Subjects --- p.42 / The pilot study --- p.42 / The main study --- p.43 / Chapter 4.4 --- Procedures --- p.44 / The pi1ot study --- p.44 / The main study --- p.44 / Chapter 4.5 --- Data analysis --- p.45 / Chapter 4.6 --- Interview questions for the pilot study --- p.46 / Description of the interview questions --- p.47 / Chapter 4.7 --- The pilot study --- p.49 / The standardized open-ended interview --- p.49 / The use of controlled contexts in eliciting responses --- p.49 / The finalization of interview questions for the main study --- p.50 / Chapter 4.8 --- Interview questions for the main study --- p.51 / Chapter 4.9 --- Limitations --- p.52 / Chapter CHAPTER 5 --- RESULTS AND DISCUSSION / Chapter 5.1 --- "Teachers' perception of the purposes of educational assessment, and the relationships between teaching, learning and assessment" --- p.53 / On the purposes of educational assessment --- p.53 / On teachers' definition of educational assessment --- p.55 / On the relationships between assessment and teaching --- p.56 / On the relationships between assessment and learning --- p.58 / Sommary --- p.59 / Chapter 5.2 --- Analysis of teachers' conceptions of educational assessment --- p.59 / The focus of educational assessment --- p.59 / On the choice of assessment activities --- p.62 / Summative versus formative assessment --- p.64 / On the collection of learning evidence --- p.67 / On the reporting of assessment results --- p.69 / Summary --- p.71 / Chapter 5.3 --- Holistic categorization of teachers' conceptions towards assessment --- p.73 / The criterion-referenced-and-qualitative conception --- p.76 / The norm-referenced-and-quantitative conception --- p.77 / The pseudo-criterion-referenced-and- qualitative conception --- p.79 / Chapter 5.4 --- Self-reported factors affecting teachers' conceptions towards assessment --- p.83 / Chapter 5.5 --- Teachers' knowledge of the major forms of assessment --- p.86 / Chapter 5.6 --- Teachers' attitudes towards the implementation of TOC --- p.89 / On the necessity of implementing TOC --- p.89 / On the worthiness to implement TOC --- p.92 / On teachers' choice of the types of curriculum --- p.95 / Chapter 5.7 --- The relationship between teachers' conceptions of assessment and their views towards the implementation of TOC --- p.97 / Chapter CHAPTER 6 --- "CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS" / Chapter 6 1 --- Conclusions --- p.102 / Chapter 6.2 --- Implications --- p.107 / Chapter 6.3 --- Recommendations --- p.111 / Chapter 6.4 --- Future research --- p.113 / APPENDICES / Chapter A. --- Questionnaire on the personal particulars of TOC teachers participated in the study --- p.115 / Chapter B. --- Questionnaire on the personal particulars of non-TOC teachers participated in the study --- p.116 / Chapter C. --- Controlled contexts used in the interview --- p.117 / Chapter D. --- Characteristics of TOC and non-TOC teachers participated in the pilot study --- p.122 / Chapter E. --- Background information of TOC and non-TOC teachers participated in the main study --- p.123 / Chapter F. --- Profiles of conceptions of assessment of TOC and non-TOC teachers participated in the main study --- p.125 / REFERENCES --- p.131

Koo, Wai Sze. / "November 2009." / Advisers: Wing Kwong Tsang; Kwan Choi Thomas Tse. / Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves i-ix). / 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 Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; appendix 3 includes Chinese characters.