The purpose of this research is three-folded. First, it aims to study the complex and organic interaction of SSE in the school contexts with reference to uniqueness of Policy, Place and People. Second, it intends to provide a new perspective for the theoretical debate between the managerialists and the critical performativists on the perceived effects of SSE on school improvement or managerial control. Third, it aims at providing an answer to the theoretical debate on the implementation approach of SSE from the top-down, bottom-up or hybrid approaches in policy studies. In this regard, this study presents three research questions: 1. From the perspective of teacher administrators and teachers, how was SSE implemented in the three sample schools? 2. From the perspective of teacher administrators and teachers, what were the perceived effects and/or consequences of SSE? 3. Given these implementation experiences and perceptions, how could the implementation of SSE be accounted for from the perspectives of policy implementation within the policy studies in education? This study was qualitative in nature. Only 3 selected secondary schools experiencing a complete cycle of External School Review (ESR) or Quality Assurance Inspection (QAI) and SSE were studied. The use of descriptive and exploratory approach was adopted. Qualitative design of the study provided a platform for closer exploration into their description of implementation process, perceived effects and implementation approaches of SSE. / The research has theoretical implications for the literature of policy implementation, literature of school administration, literature of perceived effects of SSE. Furthermore, this research has policy implications for policy instrumentalisations, policy alienation and instrumental rationalism and policy localisation at schools. Finally, this research ends with practical implications for school administrators. / The study investigates how teacher administrators and teachers in Hong Kong secondary schools experienced the implementation process of School Self-Evaluation (SSE), perceived the effects of SSE and described the implementation approach of SSE from the perspectives of policy implementation within the policy studies in education. Given that this area is under-researched in Hong Kong context, the study aims to add to the knowledge base of implementation process, perceived effects and implementation approach of SSE and inform policy administrators of SSE in the government and the schools. / There were three arguments made in this study. First, it argued that the implementation of SSE was an organic and complex interaction of the Policy to be implemented, Place where the policy embedded, and the People who implemented the policy. Second, this study argued that the debate between the managerialists and critical performativists might not be applicable to the Hong Kong context. Instead, it was found that the implementation situation of the school, the biographical and professional background of teachers in which they grew up and socialised and the position of a teacher shaped the perception lens of teachers, through which they perceived the effects of SSE on school improvement or managerial control. The last contribution of this study was to provide interpretations to account for the implementation of SSE. It was argued that the implementation of SSE was neither accounted by the top-down, bottom-up or hybrid approaches, but the complexity of the implementation context including the Policy to be implemented, the Place and the People who implemented the policy. / Wong, Wai Lun. / Advisers: Wing-kwong Tsang; Leslie Lo. / Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: . / Thesis (Ed.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 393-433). / 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, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

蘇子 = The teaching beliefs of pre-primary school teachers in Hong Kong : case studies / So Gabriel. / 論文(哲學博士)--香港中文大學, 2004. / 參考文獻 (p. 290-306). / 中英文摘要. / 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. / Su Zi = The teaching beliefs of pre-primary school teachers in Hong Kong : case studies / So Gabriel. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2004. / Can kao wen xian (p. 290-306).

Integrated curriculum reform in China is meant to change the traditional teaching culture. Based on the findings, it is recommended that the education authority should implement the reform in a gradual manner and takes cultural changes into consideration. It is also essential to support the reconstruction of teachers' beliefs and their professional identities. / The education system of Mainland China has been dominated by the discipline-based curriculum. One of the major curriculum reform initiatives launched in September, 2001, is curriculum integration. Two new integrated curricula, "Science" and "History and Society" are implemented in junior secondary schools in the experimental zones. The ideology and teaching approach of these new integrated curricula differ from teachers' usual classroom practices. To what extent are the integrated curricula implemented? How have teachers' beliefs changed? What are the factors shaping these changes? / The study reveals that the deep and core belief of teachers is very stable. The factors influencing teachers' belief changes included the personal experience of teachers, the school environment and the societal context. During the reform, teachers were trapped in two contradictory discourses, one treasured humanistic values fostering personal growth, while the other emphasized standard examination and competition. Facing two paradoxical educational value stances, teachers experienced serious conflicts in their educational beliefs, and their professional identities were challenged. The changes of belief reflect the process of adapting and adjusting to their new roles in the education system. / This study, from a cultural-personal perspective, aimed to show teachers' beliefs and their changes. In this study, two schools and fourteen teachers were chosen to be studied. Ethnographic research methods, including in-depth interview, field observation and document analysis were adopted to inquire into teachers' collective daily experiences, their beliefs and their changes, and factors shaping the changes in beliefs. / 張爽. / 呈交日期: 2006年11月. / 論文(哲學博士)--香港中文大學, 2007. / 參考文獻(p. 369-384). / Cheng jiao ri qi: 2006 nian 11 yue. / Adviser: Lam Chi Chung. / Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3270. / 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, 2007. / Can kao wen xian (p. 369-384). / Zhang Shuang.

陳潔貞. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 267-283). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 267-283). / Chen Jiezhen.

by Cheung Wai-wan Vivian. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 131-137). / ACKNOWLEDGEMENTS --- p.ii / ABSTRACT --- p.iii / LIST OF TABLES --- p.vi i / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Background and problem of the study --- p.1 / Chapter 1.2 --- Purpose of the study --- p.4 / Chapter 1.3 --- Significance of the study --- p.4 / Chapter 1.4 --- Definition of terms --- p.5 / Chapter CHAPTER 2 --- REVIEW OF RELATED LITERATURE / Chapter 2.1 --- Introduction --- p.9 / Chapter 2.2 --- The changing paradigms of assessment in the past decades --- p.10 / Psychometrics --- p.11 / Educational measurement --- p.12 / Chapter 2.3 --- The nature and purposes of assessment --- p.12 / Chapter 2.4 --- Assessment in relation to different learning models --- p.14 / Traditional models of learning --- p.14 / Cognitive and constructivist models of learning --- p.15 / Chapter 2.5 --- Major forms of educational assessment --- p.16 / Norm-referenced versus cri terion-referenced assessment --- p.16 / Formative versus summative assessment --- p.18 / Performance versus authentic assessment --- p.19 / Chapter CHAPTER 3 --- FRAMEWORK OF THE STUDY / Chapter 3.1 --- The examination culture of Hong Kong --- p.21 / Chapter 3.2 --- The Target Oriented Curriculum (TOC) of Hong Kcng --- p.24 / Chapter 3.3 --- The Targe´tؤoriented Assessment (TOA) and its relation with learning and teaching --- p.26 / The Targe´tؤoriented Assessment (TOA) --- p.26 / Chapter 3.4 --- Role of teachers in Target-oriented Assessment --- p.29 / Chapter 3.5 --- Some possible factors affecting teachers' conceptions towards assessment within TOA --- p.31 / Chapter 3.6 --- Curriculum implementation and the factors affecting teachers' attitudes towards implementation --- p.32 / Chapter 3.7 --- Research on teachers' conceptions of assessment --- p.34 / Chapter CHAPTER 4 --- METHODOLOGY / Chapter 4.1 --- Research questions of the study --- p.37 / Chapter 4.2 --- Theoretical considerations of the choice of interview type and interview questions --- p.38 / On the choice of interview type --- p.38 / On the choice of interview questions --- p.39 / The ordering of interview questions --- p.41 / Considerations before and during interviews --- p.41 / Chapter 4.3 --- Subjects --- p.42 / The pilot study --- p.42 / The main study --- p.43 / Chapter 4.4 --- Procedures --- p.44 / The pi1ot study --- p.44 / The main study --- p.44 / Chapter 4.5 --- Data analysis --- p.45 / Chapter 4.6 --- Interview questions for the pilot study --- p.46 / Description of the interview questions --- p.47 / Chapter 4.7 --- The pilot study --- p.49 / The standardized open-ended interview --- p.49 / The use of controlled contexts in eliciting responses --- p.49 / The finalization of interview questions for the main study --- p.50 / Chapter 4.8 --- Interview questions for the main study --- p.51 / Chapter 4.9 --- Limitations --- p.52 / Chapter CHAPTER 5 --- RESULTS AND DISCUSSION / Chapter 5.1 --- "Teachers' perception of the purposes of educational assessment, and the relationships between teaching, learning and assessment" --- p.53 / On the purposes of educational assessment --- p.53 / On teachers' definition of educational assessment --- p.55 / On the relationships between assessment and teaching --- p.56 / On the relationships between assessment and learning --- p.58 / Sommary --- p.59 / Chapter 5.2 --- Analysis of teachers' conceptions of educational assessment --- p.59 / The focus of educational assessment --- p.59 / On the choice of assessment activities --- p.62 / Summative versus formative assessment --- p.64 / On the collection of learning evidence --- p.67 / On the reporting of assessment results --- p.69 / Summary --- p.71 / Chapter 5.3 --- Holistic categorization of teachers' conceptions towards assessment --- p.73 / The criterion-referenced-and-qualitative conception --- p.76 / The norm-referenced-and-quantitative conception --- p.77 / The pseudo-criterion-referenced-and- qualitative conception --- p.79 / Chapter 5.4 --- Self-reported factors affecting teachers' conceptions towards assessment --- p.83 / Chapter 5.5 --- Teachers' knowledge of the major forms of assessment --- p.86 / Chapter 5.6 --- Teachers' attitudes towards the implementation of TOC --- p.89 / On the necessity of implementing TOC --- p.89 / On the worthiness to implement TOC --- p.92 / On teachers' choice of the types of curriculum --- p.95 / Chapter 5.7 --- The relationship between teachers' conceptions of assessment and their views towards the implementation of TOC --- p.97 / Chapter CHAPTER 6 --- "CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS" / Chapter 6 1 --- Conclusions --- p.102 / Chapter 6.2 --- Implications --- p.107 / Chapter 6.3 --- Recommendations --- p.111 / Chapter 6.4 --- Future research --- p.113 / APPENDICES / Chapter A. --- Questionnaire on the personal particulars of TOC teachers participated in the study --- p.115 / Chapter B. --- Questionnaire on the personal particulars of non-TOC teachers participated in the study --- p.116 / Chapter C. --- Controlled contexts used in the interview --- p.117 / Chapter D. --- Characteristics of TOC and non-TOC teachers participated in the pilot study --- p.122 / Chapter E. --- Background information of TOC and non-TOC teachers participated in the main study --- p.123 / Chapter F. --- Profiles of conceptions of assessment of TOC and non-TOC teachers participated in the main study --- p.125 / REFERENCES --- p.131

Koo, Wai Sze. / "November 2009." / Advisers: Wing Kwong Tsang; Kwan Choi Thomas Tse. / Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves i-ix). / 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. / Abstract also in Chinese; appendix 3 includes Chinese characters.

The dramatic demographic shift occurring in this country makes it essential that our nation examines its policies, practices, and values as they relate to culturally diverse learners. That this student population remains underserved needs immediate attention. One arena that can become a part of the solution to the underachievement of diverse learners is teacher education and preparation programming. The purpose of this research study was to give attention to this issue and to understand what an urban teacher education program (UTEP) with an educational equity and social justice mission does to prepare its secondary teacher candidates (STCs) to work successfully with diverse learners. An additional purpose was to determine what role culturally responsive pedagogy (CRP) played in STC's perceptions of their readiness to work with our nation's ever-growing culturally diverse school-age learners. Using a multi-phase mixed methods case study research design, data was collected from secondary teacher educators using interviews and artifacts as well as from secondary teacher candidates' pre-and-post Likert scale and open-ended responses to the Learning to Teach for Social Justice/Beliefs scale survey. This survey was adapted from the work of Ludlow, Enterline, and Cochran-Smith (2008). I coded and analyzed the data to shed light on the following research questions: 1. What does an urban teacher education program do to operationalize it educational equity and social justice missions? 2. How do secondary teacher candidates' perceptions of their readiness to work with culturally diverse learners change from the beginning of their teacher education program to the end? 3. To what extent if any, is culturally responsive pedagogy associated with secondary candidates' perceptions of readiness? The findings indicate that several factors influence teacher candidates' perceptions; reflection, critical consciousness of the educational landscape and a willingness to embrace diversity as it presents itself in the classroom were common among participants.

Purpose: Farm to School (F2S) Programs are increasing in number across the United States, yet research on teachers’ perceptions and practices about F2S is limited. Teachers are a key component of any F2S program, since their acceptance and support influences program implementation and sustainability. The purpose of this study was to examine teacher practices, attitudes, and perceptions about the Decatur F2S Program. Methods: City Schools of Decatur teachers completed a questionnaire designed to obtain information concerning their practices, attitudes, and perceptions regarding the Decatur F2S Program. Participants indicated their level of agreement with 18 statements using a Likert scale rating, answered an open-ended question, and recorded both implemented and desired F2S activities. Cumulative frequencies were determined for all questionnaire items, and themes were extracted for the open-ended question. Results: Seventy percent of K – 12 teachers would like to see F2S activities implemented in their classroom, and 28% of these teachers already implement some F2S activity. The majority of teachers had positive perceptions about the Decatur Farm to School Program’s impact on students, the local economy, and the environment. Teachers perceived that the F2S programs encompassed four themes: 1) supplying schools with locally grown foods; 2) educating children on healthy eating, food, and nutrition; 3) educating children on gardening and growing foods; and 4) building a strong connection between local farms, schools, and communities. Conclusion: There is a high degree of interest and support for the Decatur F2S Program by City Schools of Decatur teachers, which is consistent with efforts to implement F2S Programs across the country. Most teachers were not familiar with the CSD F2S Program but would desire F2S activities in their schools.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education