Ko Chi-Chung Andre. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 257-266). / Abstracts in English and Chinese. / Abstract --- p.ii / Acknowledgements --- p.v / Table of contents --- p.vii / List of figures --- p.x / List of tables --- p.x / List of abbreviations --- p.xii / Chapter Chapter 1 --- Introduction / Chapter 1.1 --- Background of the study --- p.1 / Chapter 1.2 --- Statement of the problem situation --- p.2 / Chapter 1.3 --- Purpose and significance of study --- p.4 / Chapter 1.4 --- Research questions --- p.5 / Chapter 1.5 --- Delimitation of the study --- p.6 / Chapter 1.6 --- Definition of key concepts --- p.7 / Chapter 1.7 --- Outline of the remainder of the thesis --- p.17 / Chapter Chapter 2 --- Literature review I: Environmental education and science education / Chapter 2.1 --- Overview of the literature review --- p.19 / Chapter 2.2 --- Understanding environmental education --- p.19 / Chapter 2.3 --- Present status of environmental education in Hong Kong schools --- p.28 / Chapter 2.4 --- Environmental education and science education --- p.30 / Chapter 2.5 --- Summary --- p.37 / Chapter Chapter 3 --- Literature review II: Research issues relevant to teaching environmental education / Chapter 3.1 --- Environmental education as a field of study and its paradigm of research --- p.39 / Chapter 3.2 --- The study of teachers' perceptions and practices --- p.42 / Chapter 3.3 --- Framework of analysis --- p.53 / Chapter 3.4 --- Research related to teachers' perceptions and practices --- p.58 / Chapter 3.5 --- Summary --- p.66 / Chapter Chapter 4 --- Research design / Chapter 4.1 --- Overview of the research design --- p.68 / Chapter 4.2 --- Research questions and associated research methods --- p.70 / Chapter 4.3 --- Questionnaire survey --- p.71 / Chapter 4.4 --- In-depth interview --- p.79 / Chapter Chapter 5 --- Curriculum analysis / Chapter 5.1 --- Overview of curriculum analysis --- p.86 / Chapter 5.2 --- Background the curriculum --- p.86 / Chapter 5.3 --- Characteristics of the curriculum --- p.91 / Chapter 5.4 --- Evaluation of the curriculum --- p.112 / Chapter 5.5 --- Summary and conclusion --- p.121 / Chapter Chapter 6 --- Questionnaire survey results / Chapter 6.1 --- Overview of the chapter --- p.123 / Chapter 6.2 --- Descriptive analysis of questionnaire survey data --- p.123 / Chapter 6.3 --- Inferential analysis of the questionnaire survey data --- p.142 / Chapter 6.4 --- Summary --- p.1525 / Chapter Chapter 7 --- Interview findings / Chapter 7.1 --- Overview of the chapter --- p.155 / Chapter 7.2 --- Interview findings --- p.157 / Chapter 7.3 --- Analysis of interview findings --- p.178 / Chapter 7.4 --- Summary --- p.197 / Chapter Chapter 8 --- Discussion / Chapter 8.1 --- Overview of the chapter --- p.200 / Chapter 8.2 --- Self-reported practices of teaching environmental education --- p.200 / Chapter 8.3 --- Teachers' perceptions of EE and their relation to practices of teaching EE --- p.209 / Chapter 8.4 --- Synthesis of research findings --- p.218 / Chapter 8.5 --- Further discussion of research findings --- p.220 / Chapter 8.6 --- Summary --- p.238 / Chapter Chapter 9 --- Conclusion and recommendation / Chapter 9.1 --- Summing up: Hong Kong secondary school science teachers' perception of environmental education --- p.239 / Chapter 9.2 --- Implications of research findings --- p.243 / Chapter 9.3 --- Limitation of the research and recommendation for further study --- p.248 / Appendix A A sample of cover letter and survey questionnaire --- p.251 / Appendix B Relevant EE topics of the IS Syllabus recommended in the CDC Guidelines --- p.256 / References --- p.257

王倩婷 = The conception of mathematics among Hong Kong mathematics teachers / Wong Qian Ting. / "2003年12月". / 論文(哲學碩士)--香港中文大學, 2003. / 參考文獻 (leaves 107-113). / 附中英文摘要. / "2003 nian 12 yue". / Wang Qianting = The conception of mathematics among Hong Kong mathematics teachers / Wong Qian Ting. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2003. / Can kao wen xian (leaves 107-113). / Fu Zhong Ying wen zhai yao. / Chapter 第一章 --- 緒論 / Chapter 1.1 --- 硏究背景 --- p.1-3 / Chapter 1.2 --- 硏究意義 --- p.3 / Chapter 第二章 --- 文獻回顧 / Chapter 2.1 --- 香港小學數學教育的現況 --- p.4-7 / Chapter 2.2 --- 學生的數學學習 --- p.8-11 / Chapter 2.2.1 --- 學生的數學學習與其數學觀 --- p.8 / Chapter 2.2.2 --- 數學學習、課程改革及數學觀的關連 --- p.9 / Chapter 2.2.3 --- 學生的數學學習與教師的數學觀 --- p.10 / Chapter 2.3 --- 教師的數學觀 --- p.12-18 / Chapter 2-3.1 --- 信念的定義 --- p.13 / Chapter 2.3.2 --- 信念的形成 --- p.16 / Chapter 2.3.3 --- 信念的結構 --- p.17 / Chapter 2.3.4 --- 小結 --- p.18 / Chapter 2.4 --- 教師數學觀的理論框架 --- p.19-25 / Chapter 2.4.1 --- 學者們提出的數學觀觀點 --- p.19 / Chapter 2.4.2 --- Ernest ( 1989)的數學觀理論框架 --- p.20 / Chapter 2.4.2.1 --- 對數學本身的觀念 / Chapter 2.4.2.2 --- 數學教學觀 / Chapter 2.4.2.3 --- 數學學習觀 / Chapter 2.4.3 --- Thompson (1991)的數學教學觀理論框架 --- p.23 / Chapter 2.4.4 --- Perry et al ( 1998，1999 )的數學教學觀理論框架 --- p.24 / Chapter 2.5 --- 教師的數學觀與其教學 --- p.26-28 / Chapter 2.6 --- 教師的背景、專業知識與其教學 --- p.29-30 / Chapter 2.7 --- 教學策略 --- p.31-36 / Chapter 2.7.1 --- 教學策略分類 --- p.31 / Chapter 2.7.2 --- 過往硏究綜述 --- p.33 / Chapter 2.8 --- 教師的數學觀與其教學策略的硏究 --- p.37-43 / Chapter 2.8.1 --- 過往硏究方法綜述 --- p.37 / Chapter 2.8.1.1 --- 質化硏究 / Chapter 2.8.1.2 --- 量化研究 / Chapter 2.8.1.3 --- 同時以質化及量化進行的硏究 / Chapter 2.8.2 --- 本港其他的數學教學計劃 --- p.40 / Chapter 2.8.3 --- 過往硏究的限制 --- p.42 / Chapter 第三章 --- 硏究方法 / Chapter 3.1 --- 硏究問題 --- p.44 / Chapter 3.2 --- 硏究工具 --- p.44-46 / Chapter 3.2.1 --- 背景資料 --- p.44 / Chapter 3.2.2 --- 數學觀訪問 --- p.45 / Chapter 3.2.2.1 --- 假設處境訪問 / Chapter 3.2.2.2 --- 數學教學觀訪問 / Chapter 3.2.2.3 --- 教學策略 / Chapter 3.3 --- 硏究對象 --- p.47-49 / Chapter 3.3.1 --- 硏究對象的選取 --- p.47 / Chapter 3.3.2 --- 硏究對象的個人資料 --- p.47 / Chapter 3.4 --- 硏究程序 --- p.49 / Chapter 第四章 --- 教師的一般數學觀 / Chapter 4.1 --- 數學觀 --- p.50-55 / Chapter 4.1.1 --- 強調運算 --- p.50 / Chapter 4.1.2 --- 講求理解 --- p.51 / Chapter 4.1.3 --- 與曰常生活有關 --- p.51 / Chapter 4.1.4 --- 訓練思考 --- p.52 / Chapter 4.1.5 --- 特定內容 --- p.53 / Chapter 4.1.6 --- 建構而成 --- p.54 / Chapter 4.1.7 --- 數學特性 --- p.54 / Chapter 4.2 --- 數學教學觀 --- p.55-60 / Chapter 4.2.1 --- 做中學習 --- p.55 / Chapter 4.2.2 --- 初學較嚴謹 --- p.56 / Chapter 4.2.3 --- 教師角色 --- p.51 / Chapter 4.2.4 --- 考試影響 --- p.59 / Chapter 4.2.5 --- 解難教學 --- p.59 / Chapter 4.3 --- 數學學習觀 --- p.60-61 / Chapter 4.3.1 --- 判斷對錯 --- p.60 / Chapter 4.3.2 --- 學生角色 --- p.61 / Chapter 第五章 --- 數學教師的三種類型 / Chapter 5.1 --- 實用型 --- p.62-75 / Chapter 5.1.1 --- 數學觀 --- p.62 / Chapter 5.1.1.1 --- 學校數學 / Chapter 5.1.1.2 --- 課題間關係薄弱 / Chapter 5.1.1.3 --- 與日常生活有關 / Chapter 5.1.1.4 --- 獨特性低 / Chapter 5.1.1.5 --- 權威判斷 / Chapter 5.1.2 --- 數學教學觀及其教學 --- p.66 / Chapter 5.1.2.1 --- 例題教學 / Chapter 5.1.2.2 --- 著重形式 / Chapter 5.1.2.3 --- 訓練思考和解難能力 / Chapter 5.1.2.4 / Chapter 5.1.3 --- 數學學習觀及其學生學習 --- p.72 / Chapter 5.1.3.1 --- 做中學習 / Chapter 5.1.3.2 --- 模仿者 / Chapter 5.2 --- 理解型 --- p.76-86 / Chapter 5.2.1 --- 數學觀 --- p.76 / Chapter 5.2.1.1 --- 理解和明白 / Chapter 5.2.1.2 --- 溝通工具 / Chapter 5.2.1.3 --- 數學思維 / Chapter 5.2.1.4 --- 學校數學以外 / Chapter 5.2.1.5 --- 逐步建構 / Chapter 5.2.2 --- 數學教學觀及其教學 --- p.81 / Chapter 5.2.2.1 --- 強調槪念 / Chapter 5.2.2.2 --- 反例突顯重點 / Chapter 5.2.2.3 --- 不同形式教學 / Chapter 5.2.2.4 --- 連繫已有知識 / Chapter 5.2.2.5 --- 一題多解 / Chapter 5.2.3 --- 數學學習觀及其學生學習 --- p.85 / Chapter 5.2.3.1 --- 內化教師教學 / Chapter 5.2.3.2 --- 因時制宜 / Chapter 5.3 --- 訓練思考型 --- p.87-98 / Chapter 5.3.1 --- 數學觀 --- p.87 / Chapter 5.3.1.1 --- 訓練思考 / Chapter 5.3.1.2 --- 嚴謹客觀 / Chapter 5.3.1.3 --- 情感態度 / Chapter 5.3.1.4 --- 持續發展 / Chapter 5.3.2 --- 數學教學觀及其教學 --- p.91 / Chapter 5.3.2.1 --- 數學性 / Chapter 5.3.2.2 --- 源於理解 / Chapter 5-3.2.3 --- 重組內容 / Chapter 5.3.2.4 --- 多種教學 / Chapter 5.3.2.5 / Chapter 5.3.2.6 --- 前後連繫 / Chapter 5.3.3 --- 數學學習觀及其學生學習 --- p.96 / Chapter 5.3.3.1 --- 表逹想法 / Chapter 5.3.3.2 --- 判斷對錯 / Chapter 第六章 --- 討論 / Chapter 6.1 --- 硏究結果 --- p.99-104 / Chapter 6.1.1 --- 實用型 --- p.99 / Chapter 6.1.2 --- 理解型 --- p.101 / Chapter 6.1.3 --- 訓練思考型 --- p.103 / Chapter 6.1.4 --- 小結 --- p.104 / Chapter 6.2 --- 總結 --- p.105-106 / Chapter 6.2.1 --- 實用層面 --- p.105 / Chapter 6.2.2 --- 學理層面 --- p.105 / Chapter 6.2.3 --- 未來硏究及發展方向 --- p.106 / 參考資料 --- p.107-113 / 附錄 / 附件一 實際教學片段 --- p.114-115 / 附件二 背景資料問卷 --- p.116-117 / 附件三 假設處境訪問大綱 --- p.118 / 附件四 數學教學觀訪問大綱 --- p.119 / 附件五 教學常見問題訪問大綱 --- p.120 / 附件六 觀課訪問大綱 --- p.121 / 圖表目錄 / 圖一 數學觀硏究框架 --- p.2 / 圖二 教師的數學觀與學生學習的關係 --- p.11 / 圖三 教師信念的架構 --- p.13 / 圖四 以情感度和認知度去劃分信念 --- p.14 / 圖五 數學觀的兩個度向：「傳遞」及「以學生爲中心」 --- p.25 / 圖六 影響教師數學教學行爲的因素 --- p.26 / 圖七 數學教師信奉的觀念與實際情況之關係 --- p.27 / 圖八 數學教學策略分類 --- p.33 / 圖九 硏究框架 --- p.44

提升學前教育的機會與品質成為世界趨勢，近年來中國大陸政府在普及學前教育進程中逐漸關注並出臺政策以保障和監控教育品質，這對幼兒園教師提出高績效表現的素質要求。然而，實踐一線的教師們面臨著國家和市場的雙重期待，究竟如何看待自己？又如何為職業賦予了什麼樣的意義？ 本研究借助詮釋性互動和符號互動論為理論視角，採用質化研究的取向，以北京為實地研究範圍，選取33名幼兒園教師和3名管理者，就其對身為教師的理解與詮釋展開深入訪談，輔之以文檔收集和實地觀察，探討幼兒園教師為職業賦予意義的過程。本研究主要有以下發現： / 首先，影響幼兒園教師身份的三種結構性力量分別是國家權力、市場話語和性別文化。這三種力量共同交織，巧妙地將幼兒園教師群體置於弱者之境，導致幼兒園教師身份空間被擠壓、身份異化和性別化。其次，符號互動論視角下，幼兒園教師身份構建就是幼兒園教師與他人進行外部互動和與自我進行內部互動的過程。不同工作情境下的幼兒園教師身份構建呈現三種不同的路徑：外部主導型、內部主導型以及內外兼顧型，從而構建出不同類型的幼兒園教師身份：保姆與廉價勞動力、有特色的專業工作者、我不是保姆而是___老師。最後，情緒在幼兒園教師身份構建中的作用表現在：情緒是身份的晴雨表、身份呈現的工具、身份承諾的動力及促進身份轉化的誘因。幼兒園教師在身份構建過程中情緒產生並嵌入其互動的工作情境中，與不同對象互動中呈現出不同的情緒地理。幼兒園教師情緒規則包括善於控制情緒，積極運用情緒，堅持微笑服務；其情緒勞動時間長、多樣性、強度大。他們並運用偽裝、抑制、自我勸服和釋放等情緒勞動策略。 / 本研究對幼兒園教師身份構建的探討豐富了教師身份研究；並回應了關於教師身份構建的宏觀結構因素、身份構建機制以及身份構建中的情緒等學術討論；同時，提出幼兒園教師專業性中的情緒情感維度，即情緒性的專業性。最後，就政府幼教政策推行以及政府制定市場規則方面提出政策建議，並探討了對幼兒園管理實踐的啟示。 / Improving the quality of preschool education has become a global trend. In recent years, the Chinese government has increasingly focused on universalizing preschool education in the country, launching policies to guarantee high-quality education. Rigorous requirements have also been implemented to maintain the caliber of preschool teachers. In this context, how do front-line teachers in Mainland China understand their teacher identities amid the objectives set by the state and the market for them? How do they make sense of their careers? Informed by the interpretive and symbolic interactionism perspectives, this multiple-case qualitative study examines how preschool teachers in Mainland China construct their professional identities and how they understand and interpret the roles of preschool teachers. Sources of data include in-depth interviews with 33 preschool teachers and 3 preschool leaders in Beijing, documents like teaching materials and school policies, as well as field observations. / The analysis of the multiple sources of data indicates that: (1) The professional identities of preschool teachers were primarily influenced by state power, market discourse, and gender culture. These influential forces acted mutually on one another and put preschool teachers into a weak position, thereby limiting, alienating, and sexualizing their identity. (2) From the perspective of symbolic interactionism, preschool teachers constructed their identity through external and internal interactions. Preschool teacher participants in the study are classified as external-interaction-dominant, internal-interaction-dominant, and both external- and internal-interaction, which constructed preschool teachers with different identities, such as baby-sitters, cheap laborers, professionals and teachers. (3) When constructing their identity, preschool teachers use their emotions as a barometer of their identity, a means to manifest their identity, a driving force for profession commitment, and a motivation to transform their identity.Preschool teachers demonstrate feelings and emotions during their identity construction and display emotional geographies when interacting with different objects in their working contexts. Their emotional labor is characterized by long duration, diversity, and stress. Their emotional rules include their capabilities to control their emotions, actively use their emotions, and deliver their service with a smile. Preschool teachers also employ a variety of emotional labor strategies such as emotional masking, emotional suppression, self-persuasion, and emotional release. This dissertation enriches the literature on teacher identity by illuminating the processes through which preschool teachers construct their own identities. The findings also respond to the academic discussion about the macro influential structural factors upon which teachers construct their identity, the identity construction mechanism, and the emotions they display during identity construction. This dissertation also proposes that emotion is a dimension of preschool teachers’ professionalism. From these insights, the government can revise preschool education policies, and regulate the rules of the market. And suggestions concerning improvements of management and practices at preschools are made as well. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 張麗敏. / Parallel title from added title page. / Thesis (Ph.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 231-250). / Abstracts also in Chinese. / Zhang Limin.

過去二十多年，亞洲國家的學生在一些國際數學能力測試 (如 TIMSS、PISA) 中表現傑出，因此，許多學者嘗試找出這些學生取得優異成績的原因。根據經濟發展與合作組織的報告，在眾多變項中，教師的質素是影響學生學業成果的最重要因素。究竟一個能使學生有效學習的數學課堂，教師應擁有什麼數學知識? 教師應抱持什麼教學信念？ / 很多學者(如Ball, Thames, & Phelps、Shulman等)為鑽研教師的教學知識建立了不少理論，其中Ball和她的團隊利用Shulman有關教師知識的架構而發展出一項針對數學教學所涉及知識的類別，稱為「教學所需的數學知識」(mathematical knowledge for teaching，簡稱MKT)。此外，不少研究顯示除了知識之外，教師信念同樣影響教師的數學教學質素(Mathematical Quality of Instruction, 簡稱 MQI)。 / 本研究旨在了解香港高小經驗數學教師的MKT 和教學信念之現況，同時亦希望找出擁有高MKT及持不同教學信念的教師對其自身MQI之影響。 / 資料蒐集分兩階段進行，第一階段邀請105位擁有五年或以上數學教學經驗的教師參與，透過MKT測試卷和信念問卷分別量度他們的MKT和信念現況。至於第二階段，從第一階段參與的教師中挑選出八位經過測試結果屬於高水平的MKT的教師進行個案研究，研究員先觀察他們四節課堂教學，然後進行課後半結構訪談，測量他們的教學表現及進一步了解他們的教學信念。 / 研究結果顯示：(1) 在職經驗數學教師在圖形空間範疇的MKT成績高於數範疇的MKT成績；(2) 雖然信念問卷結果反映全部教師傾向抱持非傳統的教學信念，但是部分參與個案研究的教師卻抱持傳統教學信念的特徵；(3) 教師的教學質素並非全受著MKT的影響，擁有高MKT水平的教師而又持非傳統信念的教師的教學質素，比持有傳統信念特徵的教師的教學質素好；而(4) 教師在忙碌的教學生活下，大多沒有靈活多變的教學方法。本研究建議政府應推行政策減輕教師的工作量，而師訓機構宜開辦課程讓教師能掌握具體設計(尤其是數範疇) 的學習活動課程，協助教師建立專業交流網絡，創造機會讓教師進行反思，從而提高他們自身的教學能力。 / Over the past two decades, students from Asian countries have outperformed their counterparts in a number of international mathematics achievement studies such as TIMSS and PISA. Many scholars are therefore interested in investigating the reasons for Asian students’ higher performance. According to a research report released by the Organization for Economic Development and Cooperation, among the school variables which affect students’ learning outcomes, the quality of teachers play the most vital role. To provide a classroom environment for students that enables effective learning in mathematics, what kind of knowledge does a teacher need? And what kind of beliefs should a teacher hold? / Many scholars (e.g., Ball, Thames, & Phelps; Shulman, etc.) have proposed theories about the construction of teachers’ knowledge. Ball and her team, based on Shulman’s framework of teachers’ knowledge, developed a framework for "Mathematical Knowledge for Teaching" (MKT). Moreover, research studies have shown that in addition to MKT, a teacher’s beliefs also play an important role in a teacher’s mathematical quality of instruction (MQI). / This study aims to examine the MKT levels and beliefs of teachers who possess 5 or more years’ experience in teaching senior primary level mathematics, and to explore the influence of beliefs about teaching and learning on their MQI for teachers who have a high MKT level. / This study has undergone two stages in collecting data. During the first stage, 105 in-service experienced primary mathematics teachers were invited to complete an MKT instrument and a survey on beliefs about teaching and learning. It aims to explore their MKT levels and types of beliefs. At the second stage, eight teachers from the high MKT score group were selected for lesson observations and semi-structured interviews. Its aims were to explore their teaching performance and further verify their types of beliefs. / Results showed that (1) in-service experienced mathematics teachers generally scored higher MKT scores in the dimension of Shape and Space than in the dimension of Number. (2) They also showed that the scores of all 105 in-service teachers’ beliefs were identified as non-traditional. However, some teachers who were selected to take part in the subsequent case study held the characteristics of traditional transmission-oriented beliefs as revealed in the interview. Moreover, the findings also indicated that (3) the teachers’ instructional ability was not only affected by their MKT, their beliefs also played a part in shaping their pedagogical practices. Among the teachers with high MKT level, those teachers who held non-traditional beliefs outperformed their counterparts in terms of MQI. (4) It was also shown that teachers did not have a rich repertoire of teaching strategies to be used in classroom teaching because they lacked sufficient time to prepare their lessons. / In light of the findings, the Government should revise the current policy to reduce teachers’ workload. In addition, teacher training institutions should offer courses for teachers to design activities facilitating students’ learning in general, and strengthening the learning activities in the dimension of Number in particular. They should help teachers to establish professional exchange networks. By providing more chances for teachers’ to reflect, their teaching proficiency will be improved. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 陳詠心. / Parallel title from added title page. / Thesis (Ed.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 132-149). / Abstracts also in English. / Chen Yongxin.

Li Yin. / "August 2002." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (p. 193-204). / 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.

Present research provides strong support for the use of creative activities in school music programmes based on evidence that learning music is more effective when students are exposed to authentic, experiential learning activities, rather than verbal descriptions and explanations by the teacher. Based on this background the purpose of this study was to address the need to train music teachers with the confidence and skills necessary to incorporate creative music making in their classroom teaching. The study was divided into two phases. Phase I included a questionnaire survey that investigated the current situation of music teaching in Hong Kong secondary schools. To extend this survey three composers and three curriculum planners were invited to participate in semi-structured interviews in order to survey their opinions and suggestions on creative music making. Based on the literature review and findings from Phase I, Phase II focused on the design of a teacher education programme that would prepare teachers to undertake creative activities in their classroom music teaching. The programme was trialled twice with two groups of in-service music teachers studying at the Hong Kong Institute of Education. The trainees were asked to design their own creative projects that were taught during a four-week Teaching Practice session. Findings reveal that the most effective creative projects possessed a logical teaching sequence, addressed students???? musical preferences, and integrated listening and performing activities with the creative task. Findings suggest that Hong Kong music teachers should adopt the techniques proposed in this study when designing and implementing their teaching programmes in order to nurture the musical creativity of their students. Music teacher education programmes in Hong Kong should also consider revising their modules so that they provide more balance between theory and practice, and integrate subject-based knowledge with pedagogical skills. A major conclusion of the study is that music teaching in Hong Kong secondary schools would benefited from a balance between creating, performing and listening activities where teachers apply a student-centred approach to expose their students to active, experiential and reflective learning environments in which creative musical expression is fostered at all levels of student development.

published_or_final_version / Public Administration / Master / Master of Public Administration

published_or_final_version / Applied English Studies / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Politics and Public Administration / Master / Master of Public Administration