by Law Ning Chi. / Added t.p. in Chinese and English. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.ii / LIST OF TABLES --- p.iii / INTRODUCTION / Background of the study --- p.1 / Purpose of the study --- p.5 / Concept of humor --- p.6 / Concept of burnout --- p.8 / REVIEW OF RELATED LITERATURE / Humor / Some of the early humor theories --- p.11 / Humor in education --- p.14 / Measure of sense of humor --- p.20 / Burnout / Prevalence of teacher burnout --- p.22 / Symptoms of teacher burnout --- p.23 / Sources of stress and burnout --- p.25 / Measure of burnout --- p.27 / Humor and Burnout --- p.29 / METHOD / Measures --- p.33 / Hypothesis --- p.35 / Pilot Study --- p.36 / Main Study --- p.36 / RESULTS / Reliability of Instruments --- p.40 / General Comparisons --- p.40 / Relation between Humor and Burnout --- p.46 / Prediction of Burnout by Humor --- p.54 / DISCUSSION / Teacher Burnout Phenomenon in Hong Kong --- p.64 / "Teachers' Background Characteristics, Humor, and Burnout" --- p.64 / Humor and Burnout --- p.66 / Recommendations for Future Research --- p.68 / REFERENCES / APPENDICES

by Chow Hung Wai. / Added t.p. in Chinese. / Includes questionaire in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 122-141). / TABLE OF CONTENTS --- p.i / ACKNOWLEDGMENTS --- p.iv / ABSTRACT --- p.v / LIST OF TABLES --- p.vii / LIST OF FIGURES --- p.ix / Chapter CHAPTER I --- INTRODUCTION / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- Purpose of the Study --- p.8 / Chapter 1.3 --- Significance of the Study --- p.9 / Chapter CHAPTER II --- LITERATURE REVIEW AND THEORETICAL FRAMEWORK / Chapter 2.1 --- Concept of Leadership --- p.13 / Chapter 2.1.1 --- Definition of Leadership --- p.13 / Chapter 2.1.2 --- Overview of Major Approaches to Leadership --- p.16 / Chapter 2.1.3 --- Antecedents to and Outcomes of Leadership --- p.38 / Chapter 2.2 --- Concept of Teachers' Self Concept --- p.41 / Chapter 2.2.1 --- Development of Self concept Studies --- p.41 / Chapter 2.2.2 --- Definition and Formation of Self Concept --- p.44 / Chapter 2.2.3 --- Structure and Content of Self Concept --- p.46 / Chapter 2.2.4 --- Outcomes of Teachers' Self Concept --- p.57 / Chapter 2.3 --- Conception of the Study --- p.59 / Chapter 2.3.1 --- Principals' Leadership --- p.59 / Chapter 2.3.2 --- Teachers' Self Concept --- p.60 / Chapter 2.3.3 --- Principals' Leadership and Teachers' Self Concept --- p.61 / Chapter CHAPTER III --- RESEARCH METHODOLOGY / Chapter 3.1 --- Definitions --- p.67 / Chapter 3.2 --- Hypothesis of the Study --- p.69 / Chapter 3.3 --- Nature of the Study --- p.70 / Chapter 3.4 --- Unit of Analysis --- p.70 / Chapter 3.5 --- Instruments --- p.70 / Chapter 3.6 --- Sampling Design --- p.75 / Chapter 3.7 --- Analysis Design --- p.77 / Chapter 3.8 --- Limitations --- p.78 / Chapter CHAPTER IV --- RESULTS AND DISCUSSION / Chapter 4.1 --- "General Information of the Principals, Schools and Teachers" --- p.81 / Chapter 4.1.1 --- General Information of the Principals and the Schools --- p.81 / Chapter 4.1.2 --- General Information of the Teachers --- p.84 / Chapter 4.2 --- Preliminary Analysis --- p.87 / Chapter 4.2.1 --- Means and Standard Deviations of Teachers' Self Concept Measures --- p.87 / Chapter 4.2.2 --- Means and Standard Deviations of Principals' Transformational Leadership Measures --- p.88 / Chapter 4.2.3 --- Correlation between Variables of Teachers' Self Concept --- p.89 / Chapter 4.2.4 --- Correlation between Variables of Principals' Transformational Leadership --- p.93 / Chapter 4.2.5 --- Teachers' Demographic Characteristics and Self Concept --- p.95 / Chapter 4.2.6 --- "Principals' Demographic Characteristics, School Contextual Variables and Transformational Leadership" --- p.100 / Chapter 4.3 --- Main Analysis --- p.105 / Chapter 4.3.1 --- Correlation between Principals' Transformational Leadership Measures and Teachers' Self Concept Measures --- p.105 / Chapter 4.3.2 --- Relationship of Teachers' Self Concept to Teachers' Demographic Characteristics and Principals' Transformational Leadership --- p.108 / Chapter CHAPTER V --- CONCLUSIONS IMPLICATIONS AND RECOMMENDATIONS / Chapter 5.1 --- Conclusions --- p.113 / Chapter 5.2 --- Implications --- p.116 / Chapter 5.3 --- Recommendations --- p.118 / BIBLIOGRAPHY --- p.122 / APPENDIX A Summary of Cronbach Alpha and Validity for the Instruments --- p.142 / APPENDIX B Instrument used in the Main Study --- p.143

張秋芳. / "2006年8月" / 論文(哲學碩士)--香港中文大學, 2006. / 參考文獻(leaves 81-100). / "2006 nian 8 yue" / Abstracts in Chinese and English. / Zhang Qiufang. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (leaves 81-100). / Chapter 第一章 --- 緒論 --- p.1-4 / Chapter 1.1 --- 研究背景 --- p.1-2 / Chapter 1.2 --- 硏究目的 --- p.2-3 / Chapter 1.3 --- 研究意義 --- p.3-4 / Chapter 第二章 --- 文獻綜述 --- p.5-9 / Chapter 2.1 --- 作文批改的硏究 --- p.5-8 / Chapter 2.1.1 --- 硏究作文批改的方法 --- p.6 / Chapter 2.1.2 --- 硏究作文批改的焦點 --- p.5-6 / Chapter 2.1.3 --- 硏究作文批改的評語 --- p.6-8 / Chapter 2.1.4 --- 小結 --- p.7-9 / Chapter 2.2 --- 後設認知的理念(The concept of metacognition) --- p.9-18 / Chapter 2.2.1 --- 理念源起 --- p.9-10 / Chapter 2.2.2 --- "後設認知知識(knowledge of the cognition, metacognitive knowledge)" --- p.10-14 / Chapter (1) --- 陳述性知識(declarative knowledge) --- p.10-11 / Chapter I. --- 個體知識(person category) --- p.11 / Chapter II. --- 課業知識(task category) --- p.11-12 / Chapter III. --- 策略知識(strategy category) --- p.12 / Chapter (2) --- 程序性知識(procedural knowledge) --- p.12-13 / Chapter (3) --- 條件性知識(conditional knowledge) --- p.13-14 / Chapter 2.2.3 --- 後設認知調控(regulation of cognition) --- p.14-18 / Chapter (1) --- 計劃(planning) --- p.15 / Chapter (2) --- 信息處理策略（information management strategy) --- p.15-16 / Chapter (3) --- 監控(monitoring) --- p.16-17 / Chapter (4) --- 清除障礙策略(debugging strategies) --- p.17-18 / Chapter (5) --- 評估(evaluation) --- p.18 / Chapter 2.2.4 --- 小結 --- p.18 / Chapter 2.3 --- 後設認知的硏究方法及本硏究模式的依據 --- p.18-25 / Chapter 2.3.1 --- 問卷量表的模式 --- p.18-19 / Chapter 2.3.2 --- 訪談模式 --- p.19-23 / Chapter 2.3.3 --- 有聲思考模式 --- p.23-24 / Chapter 2.3.4 --- 小結 --- p.24-25 / Chapter 2.4 --- 文獻綜述總結 --- p.25-26 / Chapter 第三章 --- 研究方法 --- p.27-36 / Chapter 3.1 --- 研究對象 --- p.27-32 / Chapter 3.2 --- 研究工具 --- p.27-32 / Chapter 3.2.1 --- 批改工具：學生作文樣本 --- p.27-29 / Chapter (1) --- 作文次數 --- p.27-28 / Chapter (2) --- 年級 --- p.28 / Chapter (3) --- 水平 --- p.28 / Chapter (4) --- 體裁 --- p.28 / Chapter (5) --- 文體字數 --- p.28 / Chapter (6) --- 實驗前樣本處理 --- p.28-29 / Chapter 3.2.2 --- 分析工具：訪談問題 --- p.29-32 / Chapter (1) --- 訪談問題的理念依據 --- p.29-30 / Chapter (2) --- 訪談問題的設計特色 --- p.30 / Chapter (3) --- 訪談問題的樣本 --- p.31-32 / Chapter 3.3 --- 硏究程序 --- p.33-34 / Chapter 3.3.1 --- 教師批改作文的程序 --- p.33 / Chapter 3.3.2 --- 硏究員現場觀察記錄 --- p.33 / Chapter 3.3.3 --- 提問問題 --- p.34 / Chapter 3.3.4 --- 攝影及錄音 --- p.34 / Chapter 3.4 --- 硏究資料分析架構 --- p.34-35 / Chapter 3.5 --- 訪談資料的處理 --- p.36 / Chapter 3.5.1 --- 書面轉譯 --- p.36 / Chapter 3.5.2 --- 建立後設認知分析指標及編碼的過程 --- p.36 / Chapter 3.5.3 --- 後設認知分析指標及編碼的信度 --- p.36 / Chapter 第四章 --- 硏究結果報告及討論 --- p.37-72 / Chapter 4.1 --- 受試者個人的後設認知表現 --- p.37-52 / Chapter 4.1.1 --- 教師甲的個人檔案 --- p.37-40 / Chapter 4.1.2 --- 教師乙的個人檔案 --- p.40-43 / Chapter 4.1.3 --- 教師丙的個人檔案 --- p.43-48 / Chapter 4.1.4 --- 教師丁的個人檔案 --- p.48-52 / Chapter 4.1.5 --- 小結 --- p.52 / Chapter 4.2 --- 四位受試者相同、不同的後設認知表現 --- p.53-72 / Chapter 4.2.1 --- 非在線相同、不同的後設認知表現 --- p.53-59 / Chapter (1) --- 陳述性知識(declarative knowledge) --- p.53-59 / Chapter I. --- 個體知識(person category) --- p.53-54 / Chapter II. --- 課業知識(task category) --- p.55-56 / Chapter III. --- 策略知識(strategy category) --- p.56-57 / Chapter (2) --- 程序性知識(procedural knowledge) --- p.57-58 / Chapter (3) --- 條件性知識(conditional knowledge) --- p.58-59 / Chapter 4.2.2 --- 小結 --- p.59 / Chapter 4.2.3 --- 在線相同、不同的後設認知表現 --- p.60-72 / Chapter (1) --- 計劃(planning) --- p.60-61 / Chapter (2) --- 訊息處理策略(information management strategy) --- p.61-63 / Chapter (3) --- 監控(monitoring) --- p.63-67 / Chapter (4) --- 清除障礙策略(debugging strategy) --- p.67-71 / Chapter (5) --- 評估(evaluation) --- p.71-72 / Chapter 4.2.4 --- 小結 --- p.72 / Chapter 4.3 --- 後設認知硏究在作文批改範疇的獨特之處 --- p.73-75 / Chapter 4.3.1 --- 教師對批改對象的獨特之處 --- p.73-74 / Chapter 4.3.2 --- 教師對課業理解的獨特之處 --- p.74-75 / Chapter 4.3.3 --- 小結 --- p.75 / Chapter 4.4. --- 第四章總結 / Chapter 第五章 --- 總結 --- p.77-80 / Chapter 5.1 --- 硏究結果撮要 --- p.77_79 / Chapter 5.2 --- 硏究限制 --- p.80 / Chapter 5.3 --- 建議 --- p.79-80 / 參考書目 --- p.81-92 / 表格 / 表一 Straub(2000)歸納教師的批改的焦點及方式 --- p.7 / 表二 後設認知闡述以及教師批改作文行爲的後設認知槪念闡述 --- p.19-20 / 表三 訪談問題 --- p.31-32 / 表四 本硏究的程序以及模式 --- p.33 / 表五 資料分析架構 --- p.34-35 / 附錄文件 / 附錄一 Schraw &Dennison(1994)後設認知覺知指標（Metacognitive Awareness Inventory，MAI) --- p.93-95 / 附錄二 受訪者的分析結果 --- p.4份 / 註釋　　　　　　　　　　　　　　　　　　　　　　 --- p.96-100

教育政策實施的進程研究至今仍然是不清晰的。近期的研究，對於政策能否實施，都是基於理性選擇的基礎上而作出闡釋，相信施行者都會依設定程序來執行。本項研究提出：實施時出現的落差，是源自忽視了人類認知過程的複雜性。本研究是把資訊科技教育政策的實施視為政策的學習，教師在實施過程中，因建構知識而帶來認知基模的改變。本研究透過訪問兩間香港中學的教師，瞭解他們如何內化資訊科技教育政策，從而探索政策的實施與教師認知的關係。探討實施過程的重點，是在於三方面的互動，包括：個別教師、資訊科技教育政策、教師與系統元素互動的實施平臺。根據研究結果和認知框架，建構出一個分為五個階段的認知架構：資訊科技教育政策的實施不僅是獲取技術，亦涉及教師的認知屬性；把內化資訊科技教育政策，體現為由隱性知識轉化為顯性知識，與知識建構的概念重組。研究發現，政策的實施是從個人到實踐社群、由個人的隱性知識轉化為組織的顯性知識及從政策的轉變到認知基模的改變。 / The implementation process has hitherto remained largely implicit in the research of education policy. Recent research on how policy does and does not get implemented has developed explanations with assumptions rest on rational-choice foundation that implementers respond to the policy that is intended. This study suggests viewing implementation gap as neglect of the complexity of the human sensemaking processes consequential to implementation. This study argues that policy implementation of ICT in education could be viewed as policy learning where knowledge is built and created during the implementation process for change in cognitive schema. Drawing on the cognitive frames, this study aims at exploring the relationship between policy implementation and teacher cognition to investigate how teachers in two Hong Kong secondary schools internalize the policy of ICT in education. The process of implementation is explored with emphasis on the interaction among individual teachers, the policy of ICT in education and implementation sites where teachers interact with system elements. Building upon the research findings and the cognitive framework of sensemaking, this study puts forth a five-phase cognitive framework of individual sensemaking, in which ICT policy implementation is more than just technical skill acquisition, involving teachers' cognitive attributes to internalize the policy by embodying explicit knowledge into tacit knowledge and by attributing into the cognitive structures with knowledge building and knowledge creation for conceptual reorganization. The policy implementation is unveiled from individual to community of practice whilst externalizing individual tacit knowledge to organizational explicit knowledge resulted from policy change to change in cognitive schema. / Detailed summary in vernacular field only. / Wan, Wing Fong. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 216-238). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese. / Abstract --- p.i / Acknowledgements --- p.iii / Table of contents --- p.iv / List of figures --- p.vii / List of tables --- p.viii / Chapter CHAPTER ONE --- STATEMENT OF THE PROBLEM / Introduction --- p.1 / Background of the study --- p.1 / Chapter 1 --- Policy context of ICT in education --- p.2 / Chapter 1.1 --- Global policy context --- p.2 / Chapter 1.2 --- Policy context of Hong Kong --- p.4 / Chapter 1.3 --- Cascade of policy implementation of ICT in education and practice in HK --- p.4 / Chapter 2 --- Theoretical background --- p.7 / Chapter 3 --- Purpose of the study --- p.9 / Chapter 3.1 --- Research questions --- p.10 / Chapter 3.2 --- Research context and target --- p.12 / Chapter 4 --- Significance of the study --- p.14 / Chapter 5 --- Limitations of the study --- p.16 / Chapter CHAPTER TWO --- REVIEW OF LITERATURE / Introduction --- p.17 / Chapter 1 --- An overview of education policy implementation --- p.17 / Chapter 2 --- New dimensions of educational change and education policy implementation --- p.21 / Chapter 2.1 --- A new unit of analysis in education policy implementation --- p.21 / Chapter 2.1.1 --- Cognitive framework --- p.24 / Chapter 2.1.2 --- Sensemaking --- p.25 / Chapter 2.2 --- Strategic role of the implementation site --- p.29 / Chapter 2.2.1 --- Reconceptualization of learning --- p.30 / Chapter 2.2.2 --- Knowledge-creation metaphor as policy learning versus constructivism --- p.31 / Chapter 2.2.3 --- Teacher learning and teacher cognition --- p.33 / Chapter 2.2.4 --- Approaches to teacher learning --- p.34 / Chapter 2.2.5 --- Teacher knowledge --- p.36 / Chapter 2.2.6 --- ICT policy implementation as organizational learning with technological vision --- p.38 / Chapter 2.2.7 --- Collegial interaction in community of practice --- p.39 / Chapter 2.2.8 --- System-wide interaction --- p.44 / Chapter 2.3 --- Conceptualization of implementation process --- p.45 / Chapter 2.3.1 --- The link between individual and organizational learning --- p.45 / Chapter 2.3.2 --- Implementation as organizational learning --- p.46 / Chapter 2.3.3 --- Cognitive preparation for paradigm shift --- p.47 / Chapter 2.4 --- Implementation outcomes --- p.48 / Chapter 2.4.1 --- Outcome assessment --- p.48 / Chapter 2.4.2 --- Conceptual reorganization during implementation process --- p.48 / Chapter 2.4.3 --- Teacher capacity building --- p.50 / Chapter 2.4.4 --- Social capital --- p.50 / Chapter 2.4.5 --- Human capital and community of practice --- p.51 / Chapter 2.5 --- Role of technological advancement in educational change --- p.51 / Chapter 2.5.1 --- A review of technological advancement --- p.51 / Chapter 2.5.2 --- Context of twenty-first century --- p.53 / Chapter 2.5.3 --- Educational change --- p.54 / Chapter 2.5.4 --- Implementation of ICT in education --- p.55 / Chapter 3 --- Related research and literature --- p.57 / Chapter 3.1 --- International research and literature --- p.57 / Chapter 3.2 --- Local research and literature --- p.59 / Chapter 4 --- Orientation to the nature of knowledge about education policy implementation --- p.60 / Chapter CHAPTER THREE --- THE STUDY / Introduction --- p.62 / Chapter 1 --- Implications for the study --- p.62 / Chapter 2 --- Framework of study --- p.64 / Chapter 3 --- Research questions and assumptions --- p.66 / Chapter 4 --- Research methodology --- p.67 / Chapter 5 --- Research design --- p.69 / Chapter 5.1 --- Site selection --- p.69 / Chapter 5.2 --- Data collection --- p.70 / Chapter 5.3 --- Data analysis --- p.75 / Chapter 6 --- Research limitations --- p.78 / Chapter 7 --- Consent, access and human participant protection --- p.79 / Chapter CHAPTER FOUR --- INDIVIDUAL PERSPECTIVE OF TEACHER COGNITION: SENSEMAKING AS A NETWORK OF RELATIVITY / Introduction --- p.80 / Chapter 1 --- The influences of the teacher on sensemaking --- p.80 / Chapter 1.1 --- ICT implementation more than skill acquisition --- p.81 / Chapter 1.1.1 --- Superficial similarities --- p.81 / Chapter 1.1.2 --- Reflection on teaching --- p.82 / Chapter 1.2 --- Policy implementation as idiosyncratic understanding --- p.84 / Chapter 1.2.1 --- An act of interpretation --- p.85 / Chapter Vignette 1: --- How Quintus makes sense of the policy implementation of ICT in education in his individual perspective of cognition --- p.86 / Chapter 1.3 --- Sensemaking as deep and thorough understanding --- p.92 / Chapter 1.3.1 --- Experiences and beliefs --- p.92 / Chapter 1.3.2 --- Hot cognition --- p.98 / Chapter 1.4 --- Internalization as embodying explicit knowledge into tacit knowledge --- p.103 / Chapter 1.4.1 --- Prior knowledge --- p.103 / Chapter 1.4.2 --- Knowledge created in implementation process --- p.105 / Chapter 1.5 --- Internalization as an attribute of cognitive structures for conceptual reorganization --- p.111 / Chapter 1.5.1 --- A relational conception of understanding --- p.111 / Chapter 1.5.2 --- Understanding as problems to encounter --- p.113 / Chapter 1.5.3 --- Knowledge building as a mediator in conceptual reorganization --- p.115 / Chapter 2 --- A summary of key findings: Individual sensemaking of ICT implementation --- p.117 / Chapter 2.1 --- Relationship between individual informant-teachers and ICT policy --- p.118 / Chapter 3 --- Summary & discussion --- p.121 / Chapter CHAPTER FIVE --- SOCIAL & DISTRIBUTED PERSPECTIVES OF TEACHER COGNITION: SENSEMAKING AS A NETWORK OF SITUATEDNESS / Introduction --- p.123 / Chapter 1 --- The influences of the school on sensemaking --- p.123 / Chapter Vignette 2: --- How Jadon makes collective sense of the policy implementation of ICT in education in his social and distributed perspectives of cognition --- p.125 / Chapter 2 --- Social perspective of teacher cognition --- p.129 / Chapter 2.1 --- Engagement --- p.130 / Chapter 2.2 --- Shared repertoire of knowledge and practice --- p.132 / Chapter 2.3 --- Joint enterprise --- p.134 / Chapter 2.4 --- Learning opportunities --- p.135 / Chapter 2.4.1 --- Opportunities to discuss about subject matter --- p.136 / Chapter 2.4.2 --- Opportunities to discuss about students and learning --- p.136 / Chapter 2.4.3 --- Opportunities to discuss about teaching --- p.138 / Chapter 2.4.4 --- Opportunities to express emotions --- p.139 / Chapter 3 --- Distributed perspective of teacher cognition --- p.141 / Chapter 3.1 --- Sensemaking affected by organizational context --- p.142 / Chapter 3.1.1 --- Leadership practices and teacher sensemaking --- p.143 / Chapter 3.2 --- Sensemaking as a co-production of students and teachers --- p.148 / Chapter 3.3 --- Situatedness of sensemaking --- p.151 / Chapter 4 --- A summary of key findings: Collective sensemaking of ICT implementation --- p.153 / Chapter 4.1 --- Communities of practice as an analytic construct --- p.153 / Chapter 4.2 --- Situatedness for ICT implementation --- p.157 / Chapter 5 --- Interaction between the individual level- and school-level sensemaking --- p.159 / Chapter 5.1 --- Organizational knowledge created in implementation process --- p.162 / Chapter 6 --- Summary & discussion --- p.167 / Chapter CHAPTER SIX --- MAJOR FINDINGS, CONCLUSION & DISCUSSION / Chapter 1 --- Major findings --- p.169 / Chapter Research finding 1: --- From individual to communities of practice --- p.170 / Chapter Research finding 2: --- From individual tacit knowledge to organizational explicit knowledge --- p.186 / Chapter Research finding 3: --- From policy change to change in cognitive schema --- p.192 / Chapter 2 --- Conclusion --- p.196 / Chapter 2.1 --- Revised cognitive framework of teacher cognition & policy implementation --- p.196 / Chapter 2.2 --- Three propositions --- p.198 / Chapter 3 --- Discussion --- p.203 / Chapter 3.1 --- Theoretical implications --- p.203 / Chapter 3.2 --- Implications for policy --- p.205 / Chapter 3.3 --- Methodological implications --- p.207 / Chapter 3.4 --- Limitations and new opportunities for further investigation --- p.208 / APPENDIXES / Chapter Appendix 1 --- Interview protocol --- p.211 / Chapter Appendix 2 --- Information sheet and consent form --- p.214 / BIBLIOGRAPHY --- p.216

The Framework for K-12 Science Education, the foundation for the Next Generation Science Standards, identifies scientific explanation as one of the eight practices "essential for learning science." In order to design professional development to help teachers implement these new standards, we need to assess students' current skill level in explanation construction, characterize current teacher practice surrounding it, and identify best practices for supporting students in explanation construction. This multiple-case study investigated teacher practice in eight high school science inquiry units in the Portland metro area and the scientific explanations the students produced in their work samples. Teacher Instructional Portfolios (TIPs) were analyzed with a TIP rubric based on best practices in teaching science inquiry and a qualitative coding scheme. Written scientific explanations were analyzed with an explanation rubric and qualitative codes. Relationships between instructional practices and explanation quality were examined. The study found that students struggle to produce high quality explanations. They have the most difficulty including adequate reasoning with science content. Also, teachers need to be familiar with the components of explanation and use a variety of pedagogical techniques to support students' explanation construction. Finally, the topic of the science inquiry activity should be strongly connected to the content in the unit, and students need a firm grasp of the scientific theory or model on which their research questions are based to adequately explain their inquiry results.

published_or_final_version / Education / Master / Master of Education

The purpose of this study was to develop guidelines to enable the members of acne sufferers' support networks to become better sources of practical, emotional and social support. A literature study and an empirical investigation were done to investigate which factors could enable members of the acne sufferer’s support network to become better sources of support. A questionnaire was developed as an aid to identify the perceptions and emotions of acne sufferers, which was published on a website, (www.acnediaries.co.za) specifically designed for this purpose. Two semi-structured interviews with acne sufferers were also done to enrich the findings. Results of the study identified several guidelines for parents, teachers, siblings, friends and boyfriends or girlfriends of acne sufferers to enable them to give support to teenagers suffering from acne. / Further Teacher Education / M. Ed. (Guidance and Counselling)

This thesis reports on research into micro-interactions within the reading literacy event Reading on the Mat in three Grade One classrooms. This event is the core of literacy learning in Foundation Phase classrooms in formerly ‘white’, government-funded primary schools in the Eastern Cape, South Africa, and takes place daily for every child. It is literacy practice resembling Group Guided Reading. The research focused on teachers’ identity-forming decisions, actions and discourses as a way of examining micro-interactions within the literacy event. Hymes’s work on the ethnography of communication provided categories for the investigation. Using an ethnographic approach, I entered the sites of the study as a participant observer. There I focused on the central literacy event, in which a group of children and the teacher sit in close proximity. I made field notes, video recordings and audio recordings in three sets of visits spanning the full school year. These were supplemented by teacher interviews, consideration of reports and assessments, and an analysis of the text types used on the Mat, for example, graded readers, flash cards and phonics primers. Beginning with Hymes’ S.P.E.A.K.I.N.G. mnemonic, cycles of analysis using multiple instruments foregrounded the data. The central finding of this research is that in Reading on the Mat children are offered identities through strong normative work and embedded practices. Teachers promote positive identities for children as successful readers and create positive affect for reading activities. This positive positioning work is however undercut by three factors: first, the fact that activities on the Mat focus on decoding text fragments rather than interrogating whole texts. The resultant identity offered to children is one of code breakers alone. A finding subsidiary to this, but important for pedagogic practice, is that teachers’ choice of text types is the most powerful determinant of children’s code breaker identity. A second factor that undercuts children’s identity as successful readers is that, although they are active, they have little agency. This derives from the strong assessment focus of teachers on the Mat and their questioning practices. A third factor which undercuts the positive identity children are offered in this literacy event is that, by focusing primarily on decoding fragmented text and on assessment opportunities, teachers avoid engaging with issues of differentiation and disregard cultural and linguistic differences. Teachers’ choices, therefore, while creating a positive climate in the classroom and developing emergent readers who are effective decoders, construct children as limited literate subjects. The same choices enable teachers to ignore learner diversity. / Adobe Acrobat 9.54 Paper Capture Plug-in

Change is the central feature of our current age. The past two decades has not only witnessed the surge of emotion study in education, but also a return of large-scale change in the global educational filed. Given this context, the Senior Secondary School (SSS) curriculum reform in Mainland China, which has been put into practice since September 2004, can be regarded as a local response to this global trend. / There has been an emotional revolution in the field of social science since the beginning of the 1980s; emotion has gradually become a remarkable research topic in many subjects encompassing philosophy, sociology, psychology, history, and anthropology, etc. Accompanying this emotional revolution is an unceasing increase of research on emotion in the field of education since the middle of 1990s. However, compared with the emotional studies in the domains of teaching and educational leadership, there is far less than sophisticated understanding of teacher emotion during the process of curriculum implementation in the literature. / This research is informed by symbolic interactionism in interpreting the relationship between curriculum implementation and teachers' emotions. To be more specific, all research findings are integrated into a 3-level "Self-Interaction-Society" framework. On the level of self, emotion is the product of teachers' efforts to reframe their identities in curriculum implementation, and teachers' emotional labor reflects their presentation of self by the use of emotions. On the level of human interaction, teachers' emotions are influenced by the emotional geographies and emotional dilemmas, which respectively result from "teacher-others" interactions and "reform-situation" tensions in curriculum implementation. On the level of social structure, teachers are not only constrained by the particular emotional rules in curriculum implementation, but also employ many strategies to cope with the constraints of the situations, which effectively bridges the interactions between the curriculum implementation and teachers' emotions. / Through the exploration of teachers' emotions and changes in curriculum implementation, this research adds the once-neglected dimension of teacher emotion into curriculum implementation research. This research finds the adaptive functions that teachers play in curriculum implementation, confirms teacher's position as change agent in reform, and recognizes the value of cultural-individual perspective in understanding curriculum implementation and teachers' emotions. These findings remind us that if curriculum implementation wants to achieve the ideal effects, reformers need to take into consideration subjective meanings that individual teachers attach to the reform. Teachers' emotions are one integral part of the meanings. Furthermore, they also need to concern the reciprocal influences between the subjective meanings and curriculum implementation. When the pace of large-scale reform and individual teachers' emotional and behavioral changes are well accommodated, curriculum implementation is more likely to achieve its goals. These findings bring some implications for the implementation of SSS curriculum reform in Mainland China. (Abstract shortened by UMI.) / 尹弘飈. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 230-252). / Advisers: Chi Kin John Lee; Sin Pui Cheung. / Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0868. / 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 Chinese and English. / School code: 1307. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 230-252). / Yin Hongbiao.