published_or_final_version / Education / Master / Master of Education

當前中國大陸新課程改革進入深化階段，教師專業發展政策將校本教研作為一種策略，試圖基於原有學校教研組開展校本教研，幫助教師學習以推進教學變革。借助組織學習的分析框架（4I）及組織知識轉化的理論，本研究對上海市基礎教育學校中的六個教研組內的教師學習展開實證研究，呈現出以下一些研究發現。 / 首先，中國大陸的學校組織具有嚴緊-鬆散耦合系統的特徵。學校教研組是自上而下硬造的教師同事合作關係。教研組中教師的學習本質上是組織制度化學習。但透過參與組內教研活動，教師獲得不同的社會性學習經驗。其間，教師的學習及轉變是循環往覆的過程，不斷在改變和維持現狀之間進退徘徊。 / 其次，教研組內教師透過不同的學習活動，轉化和建構了較為豐富的個體知識，最為豐富的本土知識，較少的集體知識及系統知識。豐富的本土知識建構意味著在實踐中，大部分中國教師透過校本教研開展學習的實質在於維持現有教學實踐及規範。 / 進一步探索影響教師學習的因素發現，教師個人因素、群體的人際互動因素、教研組特質及校外政策均不同程度上影響其學習成效，但學校校長和教研組長的領導力策略對組內教師學習成效的影響較為關鍵。 / 以上研究發現揭示出中國教師校本教研學習過程與成效的特徵，追溯其間教師的學習過程及成效，學校教研組內教師的學習經驗呈現出四種類型（patterns），分別是（I）已成型的學習活動-利用性學習；（II）探索中的學習活動-利用性學習；（III）已成型的學習活動-探索性學習；（IV）探索中的學習活動-探索性學習。 / 此外，學校教研組這種特殊建制時刻影響著教師的學習及變革。在中國大陸學校教育體制中，教研組保障了特定時期內國家教育及變革政策要求自上而下進行傳播和擴散；但如果缺乏對於教學變革實質和發展過程的足夠關注，期待教師透過校本教研持續學習以實現變革的政策策略可能落空。借助校本教研變傳統教研組爲教師專業學習社群（PLC）的政策設想，尚與現實存在一定距離。 / School-based teacher professional development has been regarded as one of the mechanisms that support teacher learning and promote school reform. In the process of New Curriculum Reform in China, in addition to a range of school-based learning activities, such as mentoring programs, collective lesson preparation, and action research, school-based Teaching Research Groups(TRGs) have been widely enacted in schools in order to enhance teachers’ collaboration and learning and promote school change and improvement. This study, informed by Crossan et al.’s (1999) 4I organizational learning framework and organizational knowledge theories, explores what and how teachers learn from participating in TRGs in China. 51 participants, including teachers, teacher leaders and school principals were involved in the study. By collecting data from interviews, field observation as well as some relevant documents, this study generates three major findings as follows: / Firstly, the teachers participated in different school-based learning activities through TRGs. Mentoring programs, lesson observations supported intuiting process; collective lesson preparation, open lessons, meetings, instructional technology trainings supported interpreting process; action research in some TRGs supported integrating and institutionalizing process. While the forms of school-based learning activities were structured as the institutionalized practice in TRGs, the process, content and quality of these activities varied across different TRGs with varying impacts on teachers’ learning. / Secondly, the teachers in TRGs constructed different types of knowledge through engaging in school-based learning activities. For instance, they constructed self-knowledge through modelling and observing from intuiting process; they built up strong local knowledge through sharing, negotiating and experimenting from interpreting process; they developed weak collective knowledge through exploring and joint sense-making from interpreting to integrating processes; and they also formed limited system knowledge through disseminating and reifying from interpreting, integrating to institutionalizing processes. / Thirdly, the participants’ learning in TRGs was shaped by individual factors, interpersonal relationship in groups, and school management. Particularly, school leadership strategies proved to be the most influential factor in their learning. Findings further illustrate that school leadership strategies which could balance the bureaucratic and professional conflict within the TRGs could provide more professional resource and autonomy for teachers in exploring and developing new practices. However, in some cases, school leaders tended to adopt bureaucratic leadership strategies (instead of professional leadership strategies), which constrained teachers’ further learning and made them repeat developed practice over time. / This study concludes that Chinese teachers in TRGs mainly experienced exploitation learning, with only few of them experiencing exploration learning. Four patterns of teachers’ learning can be identified, including: (I) Developed school-based learning activities- exploitation; (II) Developing school-based learning activities-exploitation; (III) Developed school-based learning activities-exploration; (IV) Developing school-based learning activities-exploration. While only a few teachers in TRGs groups experimented and developed new collective knowledge, representing pattern (III) and (IV) learning, a large amount of teachers in TRGs were forced to internalize and tune the developed practice, representing pattern (I) and (II) learning. Therefore, although it was the contrived TRGs’ structure that helped teachers take up their work as routines in new work contexts, it did not move teachers beyond its ritual practice to meaningful joint work for changes and reform take place. It is thus necessary for school leaders and educational administrators to promote boundary-crossing learning with balanced school leadership strategies which may improve school-based teachers’ learning and promote change over time. / 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. / Detailed summary in vernacular field only. / 張晓蕾. / Thesis (Ph.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 288-302). / Abstracts also in English. / Zhang Xiaolei.

Inherent to post‐apartheid educational transformation was the design and subsequent implementation of a new national school curriculum. The current curriculum‐in‐use, namely the National Curriculum Statement (NCS) comprises eight compulsory learning areas. One of these learning areas, Arts and Culture, aims to equip learners with skills and knowledge with regard to four distinct arts disciplines, namely music, dance, drama and visual art. In the General Education and Training Band (GET) phase, general classroom teachers are expected to implement this highly specialised learning area. This research aimed to determine how teachers employed at Nelson Mandela Bay primary schools were disadvantaged during the apartheid era, experience the implementation of arts education. Focus group interviews were conducted at schools situated in the low socio‐economic areas. The results revealed that, despite their profound awareness of the unique advantages of arts education for the learners, several impediments hampered the successful attainment of its value. The obstacles highlighted by the teachers were the curriculum itself, teaching and learning environments that are not conducive for arts education, and unsatisfactory involvement of the Department of Education.

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.

The purpose of this study was to examine the interrelationships between the School of Education and the rest of the university by means of the course demands placed by elementary education majors and graduate education students on other academic departments during the fall terms of 1972 and 1973. It also examined the course demands placed on the School of Education by other major groups for this period. The Induced Course Load Matrix (ICLM) was the vehicle used in this examination. The hypothesis tested were 1) that elementary education majors and graduate education students placed equal course demands on the other academic departments, 2) that other major groups place equal course demands on the School of Education, and 3), that course demands by these three groups were consistent over time. Results indicated that elementary education majors and graduate education students did not place equal demands on other academic departments. Elementary education majors place the greatest course demands, as might be expected, on departments where there are course requirements such as Psychology, English, General Science, Mathematics and Speech. However, this group also placed heavy course demands on the History Department even though there are no required courses. Graduate education students placed course demands on other academic departments similar to elementary education majors, especially in the Departments of Psychology, English and History.

蘇碧姸. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1997. / 參考文獻: leaves 134-147. / Su Biyan. / 謝詞 --- p.I / 論文摘要 --- p.II / 內容目次 --- p.III-IV / 附表目錄 --- p.V / 附圖目錄 --- p.VI / Chapter 第一章 --- 緖論 / Chapter 第一節： --- 問題的背景與研究動機 --- p.1-5 / Chapter 第二節： --- 硏究的目的 --- p.6 / Chapter 第三節： --- 主要的硏究問題 --- p.7-8 / Chapter 第四節： --- 硏究意義 --- p.9-10 / Chapter 第五節： --- 名詞定義 --- p.11-13 / Chapter 第二章 --- 文獻探討 / Chapter 第一節： --- 在職教師教育的理論槪念的發展 --- p.14 -17 / Chapter 第二節： --- 在職教師教育課程的槪念度向 --- p.18-21 / Chapter 第三節： --- 知識與教師專業的關係 --- p.22 -24 / Chapter 第四節： --- 在職教師教育課程的課程內容 --- p.25-28 / Chapter 第五節： --- 課程評鑑 --- p.29-38 / Chapter 第六節： --- 普羅佛斯的差距模式 --- p.39-41 / Chapter 第三章 --- 硏究方法 / Chapter 第一節： --- 硏究設計 --- p.42-43 / Chapter 第二節： --- 硏究對象 --- p.44-45 / Chapter 第三節： --- 工具 --- p.46-50 / Chapter 第四節： --- 資料蒐集程序 --- p.51-65 / Chapter 第四章 --- 硏究結果與討論 / Chapter 第一節： --- 教育界人士對理想中在職小學教師教育(學位） 課程的期望 --- p.66-82 / Chapter 第二節： --- 現實中兩所專上院校的應界畢業學生，對他們 現時所就讀的課程的意見 --- p.83-108 / Chapter 第三節： --- 差距評鑑模式的分析：理想與現實 --- p.109-121 / Chapter 第五章 --- 結論 / Chapter 第一節： --- 硏究結果及討論 --- p.122-129 / Chapter 第二節： --- 硏究限制 --- p.130-131 / Chapter 第三節： --- 建議 --- p.132-133 / 參考書目 --- p.134-147 / 附 錄 / Chapter 附錄一： --- 特爾斐硏究：第一階段研究之邀請信 --- p.148 / Chapter 附錄二： --- 導師介紹信 --- p.149 / Chapter 附錄三： --- 特爾斐硏究法之中、英文簡介 --- p.150-151 / Chapter 附錄四： --- 特爾斐硏究之應邀回條 --- p.152 / Chapter 附錄五： --- 特爾斐研究：第一階段問卷 --- p.153-154 / Chapter 附錄六： --- 特爾斐硏究：第二段問卷之邀請信 --- p.155 / Chapter 附錄七： --- 特爾斐硏究:第二階段問卷 --- p.156-159 / Chapter 附錄八： --- 特爾斐研究:第二階段問卷之建議 --- p.160-163 / Chapter 附錄九： --- 特爾斐硏究：第三階段問卷之邀請信 --- p.164-165 / Chapter 附錄十： --- 特爾斐研究:第三階段問卷 --- p.166-174 / Chapter 附錄十一： --- 特爾斐硏究：第三階段問卷之建議 --- p.175-183 / Chapter 附錄十二： --- 特爾斐硏究之專家簡介 --- p.184-189 / Chapter 附錄十三： --- 學生意見調查問卷 --- p.190-194 / Chapter 附錄十四： --- 邀請浸會大學持續進修學院參與本研究之邀請信 --- p.195-196

published_or_final_version / Education / Master / Master of Education

Drawing on the principles of critical multicultural teacher education, Teaching English to Speakers of Other Languages (TESOL) and bilingual education, this study examined how pre-service teachers were prepared to educate Emerging Bilinguals (EBs) in ESOL-infused teacher education programs in Florida universities. The textual analysis of a purposeful sample of five elementary-level English Language Arts (ELA) methods textbooks, utilizing a combination of quantitative and qualitative methods, revealed that authors overwhelmingly referred to EBs as English learners or English language learners, rather than bilinguals or dual language learners, and devoted less than 5% of the total content of four textbooks to topics about teaching methods, curriculum, and assessment for EBs. Evidence of five forms of curriculum bias was found, including invisibility, linguistic bias, fragmentation and isolation, stereotyping, and imbalance and selectivity. The findings suggest that textbook authors value knowledge about teaching EBs less than knowledge about teaching native English-speakers. EBs were stereotyped as a homogenous group of struggling readers and essentialized in terms of their limited English proficiency. One author conflated students’ language differences with physical limitations and learning disabilities, a troubling mischaracterization in the context of the overrepresentation of EBs in special education. Meanwhile, a preference shown for ESL methods over bilingual methods, based upon misconceptions about how EBs learn, suggests that textbook authors undervalue the cultures and linguistic skills that students bring from home. The hidden curriculum in ELA methods textbooks may influence a majority of pre-service teachers, who are typically monolingual and raised in the English-dominant mainstream culture, to develop a deficit view of EBs and utilize a one-size-fits-all approach towards ELA instruction. In order to prepare pre-service teachers to educate EBs for academic success, the teacher education curriculum must include material that explains linguistically responsive instruction and describes effective bilingual education models, within a critical pedagogical framework. Without this knowledge, pre-service teachers may continue instructional practices that contribute to a persistent “achievement gap” experienced by EBs. A transformation of the ELA methods curriculum is required so that pre-service teachers are prepared to implement a humanizing pedagogy that facilitates positive identity formation as it develops bilingual and biliterate students. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

Parental involvement in education is not a new concept; parents have always been involved in education in various ways and to various degrees. Perhaps nowr parents are more sensitive to the important role it plays in ensuring the full potential of the child is realised. Departing from the premise, that it is important, useful and necessary, the researcher has embarked upon an in depth literature study of parental involvement in education in various communities and has undertaken an empirical investigation of the involvement of parents of pupils in secondary schools in the Phoenix North area. The main thrust of this research was to explore the obstacles to parents being involved fully in the education of their children and to make appropriate recommendations to the principals, as the school managers. / Educational Leadership and Management / M. Ed. (Educational Management)

Parental involvement in education is not a new concept; parents have always been involved in education in various ways and to various degrees. Perhaps nowr parents are more sensitive to the important role it plays in ensuring the full potential of the child is realised. Departing from the premise, that it is important, useful and necessary, the researcher has embarked upon an in depth literature study of parental involvement in education in various communities and has undertaken an empirical investigation of the involvement of parents of pupils in secondary schools in the Phoenix North area. The main thrust of this research was to explore the obstacles to parents being involved fully in the education of their children and to make appropriate recommendations to the principals, as the school managers. / Educational Leadership and Management / M. Ed. (Educational Management)