Global ETD Search

211	Teachers' awareness of cultural and instructional congruence in science teaching for ethnic minority students: a case study in Hong Kong Cheng, Chung-nun., 鄭頌能. January 2010 (has links) Instructional congruence (IC) is a conceptual framework which emphasizes that the linguistic and cultural problems of ethnic minority students are to be addressed in order to enhance their learning. IC has been developed and implemented during the most recent two decades, and adopted and recognized for its improvement on student motivation and academic performance in many countries. In Hong Kong, there are designated schools which specifically cater to ethnic minority students. In this study, three science teachers in a designated school have been evaluated on their awareness of IC in teaching ethnic minority students. However, none of the three teachers have received any professional training on teaching ethnic minority students. Through classroom observations and interviews with teacher-respondents, the results show that they have scant knowledge on catering to the different linguistics and culturally diversified problems of ethnic minority students. Although one of the teachers has some knowledge which allowed the consideration of student literacy development and application of cultural relevance in the instructional curriculum, his practices are not systematic and effective, which means that they fall far from the proposed IC practices. Educators and policymakers are strongly recommended to promote and adopt the IC framework in Hong Kong. If the implementation of IC in Hong Kong as a means to address the needs of ethnic minority students is familiarized and acknowledged, IC would very likely improve their academic achievements and provide them with equal opportunities in education. / published_or_final_version / Education / Master / Master of Education Minority students - China - Hong Kong.
212	Teachers' perceptions of 'quality assurance inspection' in relation toschool improvement: a case study Chan, Yee-wan., 陳綺雲. January 2001 (has links) published_or_final_version / Education / Master / Master of Education
213	Implications of school management initiative: a case study of teachers' perspectives Ma, Kit-ching, Veronica., 馬潔貞. January 1993 (has links) published_or_final_version / Education / Master / Master of Education School management and organization. Teachers - Case studies.
214	Exploring teachers' perceptions and practices in implementing the AL TAS for practical chemistry in Hong Kong Kan, Kwok-kin, Terry., 簡國健. January 2000 (has links) published_or_final_version / Education / Master / Master of Education
215	Careers guidance in a secondary school: a case study Wong, Yee-suen., 黃綺璇. January 2004 (has links) published_or_final_version / Education / Master / Master of Education Vocational guidance - China - Hong Kong.
216	Job satisfaction among secondary school teachers Wu, Keung-fai, Joseph., 胡強輝. January 1993 (has links) published_or_final_version / Education / Master / Master of Education Teachers - Job satisfaction. Secondary school teachers.
217	The relationship between a teacher's conceptions and her teaching practice: an example from the teaching ofPythagoras' theorem Cheung, Kok-chung., 張覺沖. January 2001 (has links) published_or_final_version / Education / Master / Master of Education
218	A study of the influence of school-based management on the perception and practice of teachers in a Hong Kong secondary school Shea, Kwok-chuen, Tony., 佘國銓. January 1999 (has links) published_or_final_version / Education / Master / Master of Education Secondary schools - Case studies.
219	Perceptions of teaching and learning quality process review (TLQPR): a qualitative study Mok, Yat-koon., 莫一貫. January 2002 (has links) published_or_final_version / Education / Master / Master of Education
220	The perspectives of the stakeholders on teacher appraisal: case study of a critical incident Chan, Lai-chu., 陳麗珠. January 2001 (has links) published_or_final_version / Education / Master / Master of Education

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