published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

submitted by Kwong Yee Fan, Edmond. / Added t.p. in Chinese and English. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 142-145). / Abstract --- p.ii / Chapter / Chapter I --- Introduction / Background of Study --- p.1 / Purposes of Study and Statement of Problem --- p.3 / Scope of Study --- p.5 / Significance of Study --- p.6 / Chapter II --- Literature Review and Theoretical Framework / Purposes of Instructional Supervision --- p.9 / Role and Responsibilities of Instructional Supervisor --- p.11 / Colleagues as Professional Development Resources --- p.14 / Orientations to Clinical Supervision --- p.17 / Clinical Supervision Models --- p.21 / Imperatives in Clinical Supervisory Approach --- p.26 / Theoretical Framework --- p.29 / Chapter III --- Methodology / Research Design --- p.36 / Role of Researcher --- p.37 / Sampling --- p.38 / Data Collection and Instruments --- p.39 / Data Analysis Method --- p.42 / Chapter IV --- Findings / School Profile --- p.48 / Administrative Hierarchy and Staff Relationships--Teachers' Perspectives --- p.50 / English Language Panel Practices --- p.54 / Economics and E.P.A. Panel Practices --- p.76 / Integrated Science Panel Practices --- p.100 / Chapter V --- Discussion and Conclusion --- p.124 / Chapter VI --- Limitations of Study --- p.140 / Chapter VII --- Bibliography --- p.142 / Chapter VIII --- Appendices --- p.146

by Leung Chi-mei, Doris. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 78-86). / by Leung Chi-mei, Doris. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iii / LISTS OF TABLES --- p.vi / LIST OF FIGURES --- p.vii / Chapter Chapter 1 --- Introduction --- p.1 / Background of the Study --- p.1 / Purpose of the Study --- p.3 / Significance of the Study --- p.4 / Hypotheses --- p.5 / Chapter Chapter 2 --- Review of Literature --- p.6 / Definition of Cooperative Learning --- p.6 / Basic Elements in Cooperative Learning --- p.7 / Positive Interdependence --- p.7 / Face to Face Promotive Interaction --- p.8 / Individual Accountability --- p.8 / Small Group Skills --- p.9 / Group Processing --- p.9 / Theoretical Basis --- p.10 / Motivational Aspect for Cooperative Learning --- p.10 / Cognitive Aspect for Cooperative Learning --- p.13 / Research on Basic Elements of Cooperative Learning --- p.17 / Research on Using Cooperative Learning in Higher Education --- p.24 / Negative Comments on Cooperative Learning --- p.28 / Summary --- p.29 / Chapter Chapter 3 --- Methodology --- p.31 / Design of Study --- p.31 / Sample --- p.33 / Treatment --- p.34 / Schedule of the Research Study Procedures --- p.39 / Variables --- p.41 / Instrumentation --- p.42 / Data Analysis Procedures --- p.45 / Chapter Chapter 4 --- Results --- p.46 / Reliability of Instrument --- p.46 / Test for the Null Hypotheses --- p.47 / Hypothesis One --- p.47 / Hypothesis Two --- p.53 / Hypothesis Three --- p.61 / Chapter Chapter 5 --- Discussion and Limitations --- p.64 / Discussion --- p.64 / Students' Achievement Measurements --- p.64 / Ability Level of Student --- p.67 / Instructional Strategy and Ability Level of Student --- p.67 / Students' Attitudes towards Instructional Media and Learning Conditions --- p.70 / Limitations of the Study --- p.71 / Chapter Chapter 6 --- Conclusions and Recommendations --- p.73 / Conclusions --- p.73 / Recommendations --- p.75 / For Practice --- p.75 / For Future Research --- p.76 / BIBLIOGRAPHY --- p.78 / APPENDIX A Course Syllabus of First Year Units of Educational Technology --- p.87 / APPENDIX B Lesson Plan for Cooperative Learning --- p.101 / APPENDIX C Frequency of Media Use --- p.119 / APPENDIX D Attitude Inventory --- p.120 / APPENDIX E Instructional Media Rating Form --- p.122 / APPENDIX F Item-total Statistics of Part I of the Attitude Inventory (N=95) --- p.123 / APPENDIX G Item-total Statistics of Part II of the Attitude Inventory (N-95) --- p.124

Following a constructivist paradigm, the research employed a case study approach combining qualitative and quantitative research methods to explore the process of curriculum development of two BA/TEFL programs in Mainland China. Research data sources included questionnaire responses, interview data, university archives and documents, and field notes from case-site visits. The questionnaire survey was completed by 137 graduating student teachers and 86 past graduates teaching in secondary schools, from both programs. Altogether 54 stakeholders in the programs, i.e. program heads, teacher educators, student teachers, past graduates and employers, were interviewed to find out their opinions about strengths and weaknesses of the programs. Content analysis was carried out to identify the salient features of the curriculum planning process, which included decision-making features and degree of involvement by various stakeholders. / The research findings shed light on our understanding of the process of curriculum planning and revision of BA/TEFL pre-service teacher education programs in normal universities in China. They have helped raise awareness that curricular decisions directly affect the degree of student teachers' preparedness for their future teaching profession. Therefore, it is very important for curriculum decision-makers to identify and cater for the needs of program recipients in the process of curriculum development. / The results revealed that the curriculum processes at both BA/TEFL programs followed a primarily top-down approach, and the program heads played an essential role throughout the entire process. Teacher educators and student teachers were not very actively involved. Past graduates and schools that employed the graduates were almost never consulted about the curriculum. The findings also revealed that student teachers from the two case sites held different attitudes towards their learning and professional preparation in their respective programs; this was largely due to the variations in the curricula. Factors such as student in-take, the educational backgrounds of the teacher educators and the approaches adopted for the English language enhancement courses may also have contributed to the cultivation of pre-service teacher qualities. / This research focused on the curriculum planning process of BA/TEFL programs at normal universities in Mainland China. It aimed to examine the procedures that each program followed in curriculum improvement, especially with regard to the level of involvement of different stakeholders and other possible factors, which had an impact on the curriculum decisions. This study was conducted because there was a pressing need to improve pre-service teacher education programs in the Chinese educational context, and curriculum development was of primary importance. / This research has implications for the curriculum development of BA/TEFL programs not only in normal universities but also comprehensive universities that have started teacher education practice. It also has indicated that there is a need to develop TEFL professional standards in the Chinese context, which would inform the curriculum improvements of the BA/TEFL programs in terms of the forming and revision of the curriculum goals and objectives. / Wu Zunmin. / "June 2005." / Adviser: Jane Jackson. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0170. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (p. 296-312). / 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 English and Chinese. / School code: 1307.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education