Considering the characteristics of research questions, The study adopted qualitative approach and case study strategy. Six teachers from two elementary schools in a district of Shanghai were chosen as cases. Data was collected through observations, interviews and documents, and then coded and analyzed them by Nvivc8. / Shanghai launched its curriculum reform since the late 1980s, which was followed by the second round curriculum reform started in 1998. Owing to those constantly wheeling processes of reform, curriculum materials, teaching methods, curriculum evaluation, curriculum organization, accountability and people's conception of curriculum experienced a big change. These changes challenged teachers' traditional understandings of curriculum and teaching as well as their ways of acting. The practice of teaching becomes more and more complicated, and there are a lot of conflicts and uncertainties in it. Rather than choosing between the right and wrong, teachers make their decisions through negotiations with many elements in the dynamic field. Based on these considerartions, this research focuses on the content of decisions teachers make at the level of classroom along with analysis of these processes which are framed in a perspective of negotiation. / The findings of this research indicate that: (1) The content of teachers' curriculum decision-makings at the level of classroom concentrated on teaching goals, content and process, while emphasizing evaluations after classroom instead of instantaneous evaluations in teaching. (2) Thenegotiation with situation factors was the main avenue teachers took to decide teaching goals and contents. When conflicts emerged between teachers' beliefs and situation factors, most of teachers were inclined to step back and make compromise with situation factors. (3) Teachers' negotiation with other people provided accesses for teachers to getting emerging curriculum ideas, learning processes and methods of teaching. People who have authority in experience of teaching, professional knowledge and administrative power were important evidences for teachers' decision-making. (4) Along with accumulation of experience in teaching, teachers' decisions mainly depended on their negotiations with themselves. (5) Teachers' final decisions were co-products of their negotiations with situation, other people and themselves, while each of these three elements played different role in this process. / Through analyzing content and process of decision-makings of teachers in elementary school in Shanghai, this research summed up the characteristics of negotiation embodied in the Chinese teachers' decision-making at the level of classroom. Those findings will shed some light on the improvement of curriculum reform in Chinese basic education as well as on teacher development domain. / 杨兰. / Adviser: Pingkwan Fok. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 345-362). / 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. / Abstracts in Chinese and English. / Yang Lan.

In the first part of the thesis, the researcher intended to describe the complexity of the educational environments in which how teachers practice organizational learning in schools of Shenzhen, mainland China and to examine the effectiveness of organizational learning in those environments. In the second part, the researcher conducted a quantitative survey of high schools as learning organizations in Shenzhen and attempted to distinguish their capabilities of organizational learning. Two kinds of high schools were included in the survey, state-run schools and privately-run schools. / The key characteristic of learning organizations is organizational learning. Organizational learning is also a process to raise the adaptability and the creativity of an organization through a complex system to cope with the challenges arisen from the unpredictable circumstances. Organizational learning is a result of deep collective conversations and dialogues among staff members and a result of self-reflection in a certain cultural context. It not only brings new arrangements in organizational structures, but also changes the school culture and transformation of behavior patterns. Organizational learning is the pre-requisites of surviving and continuous development of the organization. / There were three phases in this study, namely, a pilot study in which a small scale survey were conducted, a main study which included a large scale survey and a case study of four selected schools from the sample in the large scale survey. In the first stage, a pilot study was conducted in order to trial run an instrument which attempted to assess the characteristics of organizational learning of high schools in Shenzhen. After establishing a preliminary framework of organizational learning in schools and an instrument for the study, an attempt was made to assess the capabilities of organizational learning in a greater sample of high schools in Shenzhen. (Abstract shortened by UMI.) / This study has based upon the existing problems that teachers faced in the process of curriculum reform in basic education within mainland China. Under the complexity of the environments in educational reform and school organizational development, this study aims to examine the characteristics of schools as learning organizations in mainland China, especially in Shenzhen, and their relations to educational reforms and sustainable school development. / 張兆芹. / Advisers: Sun-Keung Pang; Nai-Kwai Lo. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0470. / Thesis (doctoral)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 331-353). / 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. / Zhang Zhaoqin.

Educational Studies / D. Ed.(Psychology of Education)Educational Studies

Genetically modified (GM) crops gained attention in southern Africa as countries are struggling with food insecurity and poverty to achieve sustainable development. The controversy around GM crops have provoked heated debates. GM crops are often perceived as a global risk to human health and the environment. The research question is what are the perceptions of environmental educators regarding the use of GM crops toward sustainable development. In the Decade of Education for Sustainable Development environmental educators will need to be key role players in addressing crucial issues such as GM crops. Their perceptions hold many implications for educational programmes. Environmental educators interviewed perceive GM crops as a serious issue. As mediators in a multidisciplinary setting between science and society, environmental educators can play a functional role. Open processes that require greater participation, criticality and reflexivity need to be facilitated in a complex biophysical and social context in southern Africa. / Educational Studies / M. Ed.(Environmental Education)

The purpose of this research was to investigate the factors affecting job satisfaction at the Coastal Kwa Zulu Natal (KZN) Further Education and Training (FET) COLLEGE - SWINTON CAMPUS in order to determine the factors that lead to job satisfaction and job dissatisfaction, to measure these factors and to present findings and make recommendations to management and the Department of Education in order to promote and improve job satisfaction at the college. The data was collected and administered by means of a structured questionnaire based on the Minnesota Job Satisfaction Questionnaire (MSQ). It was discovered that most of the academic staff draw their job satisfaction from having a positive working relationship with management, their relationships with their peers, their training needs and the training provided from the college, and the condition of their staff room. It was found that educators mostly derive their job dissatisfaction from the absence of recognition for work done, remuneration and the benefits that they receive, company policies and practices, achievement and advancement, feedback and communication, the ability to work independently and creatively and the general working conditions of the college. It was found that staff was generally dissatisfied with their jobs. / Management Sciences / M.Tech. (Business Administration)

This study investigated teachers' attitudes towards a career in rural schools. The aims of this study were broken into two, namely, the primary and secondary aims. The primary aim was to find out whether rural secondary school teachers hold a positive or a negative attitude towards a career in rural schools. The secondary aim was also broken into two. The first secondary aim was to find out whether rural secondary school teachers' personal characteristics such as age, sex, marital status, rank, qualification and teaching experience in rural school(s), as well as the school in which the teacher teaches, have a significant influence on their attitudes towards a career in rural schools. The second secondary aim was to determine the nature of attitudes with regard to A-B-C components of attitudes. To this end, a questionnaire was compiled and used as an attitude rating scale. The questionnaire was administered to a representative sample of one hundred and thirty four rural secondary school teachers from six schools, under Mehlwesizwe circuit in KwaZulu-Natal. Statistical analyses were conducted to fulfil the aims of the study and to test the research hypotheses stated. This study revealed that rural secondary school teachers hold a negative attitude towards a career in rural schools. It also revealed that, irrespective of teachers' personal characteristics, their attitude towards a career in rural school is the same, that is, it is negative. Therefore it was concluded that teachers' personal variables have no significant influence on their attitudes. This study also revealed that, statistically, there were significant differences in the affective and cognitive components of attitude but differences in the behavioural component were not significant. This indicated that the affective and cognitive components are more closely related to each other than they are with the behavioural component. On the basis of teachers' responses to attitude statements, the researcher offered two lines of direction as recommendation, namely, "Rethink resource allocation" and "Direction of restructuring". The former will assist in improving the conditions under which rural teachers work and the circumstances surrounding their workplace. The latter will assist in collaborating the Reconstruction and Development Programme (RDP) structures at national, regional and local level with the Department of Education and Culture, as well as with the private sector, for improving the conditions under which rural teachers work. In that case teachers' attitudes towards a career in rural schools might be changed from negative to positive. / Psychology of Education / M. Ed. (Psychology of Education)

published_or_final_version / Education / Master / Master of Education

本研究旨在了解國中英語教師對九年一貫課程之態度與實踐，以期了解基層英語教師如何看待九年一貫課程改革以及他們如何在教室中實施這套新課程。同時，本研究希望藉由國中英語教師對九年一貫課程之態度與實踐，再一次檢視九年一貫課程改革的現況。 本研究採取質的研究方法，以台北市2名公立國中英文教師為研究對象。研究過程採取觀察、訪談、文件分析等方式為主要資料蒐集來源。資料的涵蓋面向包含：(1) 教師對九年一貫課程之態度；(2) 教師對九年一貫英語課程之態度；(3) 教師對英語教科書之態度；(4) 考試及測驗對教師之影響；(5) 教師的教學技巧與能力；(6) 教師的專業發展。經由這些資料，本研究討論了三個與九年一貫相關的議題：(1) 教師的教學自主權；(2) 教師的專業發展；(3) 教科書的開放政策。 本研究並根據以上三個議題的討論結果，進一步提供相關建議，以作為教育行政單位、學校單位、國民中學英文領域教師及未來研究的參考。 / The purpose of this study is to present the results of junior high school EFL teachers’ attitudes toward Grade 1-9 Curriculum and their classroom practice. This study aims to reveal how junior high school EFL teachers view Grade 1-9 Curriculum and how they implement this new curriculum in their classrooms.This study also offers another chance to take a look at the current situation of the implementation of Grade 1-9 Curriculum. This study adopts a qualitative research method and selects two participant teachers in a well established junior high school to serve as cases which work for in-depth understanding of teachers’ attitudes and their classroom practice. In this case study, data-gathering methods include interview, observation, and document analysis. The collecting information is presented in six dimensions: (1) teachers’ attitudes toward Grade 1-9 Curriculum, (2) teachers’ attitudes toward Grade 1-9 English Curriculum, (3) teachers’ attitudes toward English textbooks, (4) the influence of examinations and tests on teaching, (5) teaching skills and abilities, and (6) teacher professional development. Based on the above information, this study discusses three concerns related to Grade 1-9 Curriculum: (1) teacher autonomy, (2) professionalism, and (3) the policy of liberation of textbooks. Finally, some pedagogical implications and suggestions stemmed from the previous discussions are proposed to serve as a reference for the central authority, school administrators, junior high school EFL teachers, and future research on Grade 1-9 Curriculum.

黃晶榕. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 298-348) / 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. / Huang Jingrong.

by Li Yeuk Sheung Jessie, Poon Polly. / Thesis (M.B.A.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaf 94). / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iii / LIST OF APPENDICES --- p.vii / ACKNOWLEDGMENTS --- p.viii / Chapter / Chapter I. --- INTRODUCTION --- p.1 / Objectives --- p.2 / Background Information --- p.3 / Rivalry among Established Firms --- p.3 / The Threat of Substitute Products --- p.4 / Potential Competition --- p.5 / The Bargaining Power of Buyers --- p.5 / The Bargaining Power of Suppliers --- p.6 / The Role of Macro environment --- p.6 / Chapter II. --- METHODOLOGY --- p.9 / Research Design --- p.9 / Data Collection Method --- p.10 / Secondary Data --- p.10 / Primary Data --- p.10 / Sampling --- p.12 / Fieldwork --- p.14 / Qualitative Method --- p.14 / Quantitative Method --- p.15 / Chapter III. --- LIMITATIONS --- p.16 / Chapter IV. --- FINDINGS --- p.18 / Interviews and Observations of Schools --- p.18 / Quantitative --- p.18 / Information Technology in Education (ITE) --- p.18 / Teaching and Learning via Network --- p.19 / Educatonal Software --- p.19 / Chapter V. --- DATA ANALYSIS --- p.21 / Hypothesis 1 --- p.21 / Hypothesis la ´ؤ The Present ITE Resources are Sufficient in Hong Kong Secondary School --- p.21 / Interviews and Observations --- p.21 / Questionnaires --- p.23 / Hypothesis lb ´ؤ The Current Government Policy of Implementing ITEis Compatible With That of Hong Kong Secondary Schools --- p.24 / Interviews and Observations --- p.24 / Questionnaires --- p.25 / Hypothesis lc -- Hong Kong Secondary Schools Face No Difficulties When Implementing ITE --- p.25 / Interviews and Observations --- p.25 / Questionnaires --- p.26 / Conclusion of Hypothesis 1 -- It is Feasible for Hong Kong Secondary Schools to Use ITE --- p.27 / Hypothesis 2 --- p.27 / Hypothesis 2a ´ؤ Teaching & Learning via Networks is Accepted by Teachers --- p.27 / Interviews and Observations --- p.27 / Questionnaires --- p.29 / Hypothesis 2b Teachers Think ITE Infrastructure is Sufficient to Implement Teaching and Learning via Networks --- p.30 / Interviews and Observations --- p.30 / Questionnaries --- p.31 / Conclusion of Hypothesis 2--It is Suitable for Hong Kong Secondary Schools to Implement Teaching and Learning via Networks --- p.32 / Hypothesis 3 --- p.32 / Hypothesis 3a -- Educational Software is Not Commonly Used --- p.32 / Interviews and Observations --- p.32 / Questionnaires --- p.33 / Hypothesis 3b -- The Contents of Current Educational Software is Not Compatibility with the Course Contents --- p.34 / Interviews and Observations --- p.34 / Questionnaires --- p.35 / Hypothesis 3c -- The Current Mode of Educational Software is Not Compatible with the Contents of Courses --- p.35 / Interviews and Observations --- p.35 / Questionnaires --- p.36 / Conclusion of Hypothesis 3 -- Current Educational Software is Unsuitable for Hong Kong Secondary Schools to Implement ITE --- p.37 / Chapter VI. --- RECOMMENDATIONS --- p.39 / Define and Segment a Market --- p.39 / Adopt Product Differentiation --- p.40 / Tailor-make the Contents to Local Schools --- p.40 / Target Specific Subjects --- p.41 / Provide Suitable Modes of Educational Software According to Local Tastes --- p.41 / Adopt Price Differentiation Strategy on Specific Subjects --- p.42 / Provide Augmented Services --- p.43 / Tailor-make Packages for Individual Schools Based on Their Needs --- p.43 / Long-Term Contracting with Publishers --- p.44 / Expertise Obtained from Outside --- p.44 / Provide Training Courses to Teachers --- p.45 / Marketing Mix Strategies --- p.45 / Distribution Strategies --- p.45 / Promotion Strategies --- p.46 / Product Strategies --- p.47 / Pricing Strategies --- p.47 / Modify the Company Structure --- p.48 / Chapter VII. --- CONCLUSION --- p.49 / APPENDIX --- p.51 / BIBLIOGRAPHY --- p.94