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王建军. / 论文(哲学博士)--香港中文大学, 2002. / 参考文献 (p. 227-247). / 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. / Wang Jianjun. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 227-247).

Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2009. / After the election of the new democratic government in April 1994, bold steps were taken to transform the South African education dispensation, seeking for an appropriate approach to address the educational imbalances of the past. The immense disparity in the provision of education for the vast majority of South Africans was the main reason for educational change. Curriculum reform/educational change emerged as the key focus in restructuring the educational system. A qualitative research design, guided by an interpretive research paradigm, was employed to answer the research question which would be integrated with the aim of the study in a logical way. The aim of the study was to explore how principals experienced their new roles and responsibilities as curriculum leaders and managers in a changing educational system. Data was generated by means of semistructured questions to provide rich descriptions and explanations of how principals experienced educational change in their particular contexts. The literature review revealed that during educational change principals are faced with the challenge to create a climate for change through their particular style of leadership and management, acting as key agents for initiating the desired change, or leading the way as agents of change. Principals, as curriculum leaders, have an important role to play in setting the tone to provide direction, executing their roles as both curriculum leaders and managers and building democratic schools. To keep up and cope effectively with the constant and rapid educational change, principals are also urged to demonstrate positive, supporting leadership and professionalism, and to acquire new learning and thinking skills to manage change. Moreover, by developing a better understanding of change, the principal will be able to give effective direction and empower their staff, guiding and supporting them in the process of accepting change. While leadership skills are essential for providing effective leadership, the leader must also possess a sense of purpose and direction. The challenge is to develop leaders’ sensitivity and knowledge so that they will know when to be directive and when to act within a collaborative framework, or to delegate responsibility to others. The research findings indicated that principals do fulfil their new roles and responsibilities as educational leaders during educational change, but the challenge is to identify adequate approaches and to enhance their professional and personal growth and development. The study concludes by pointing out that although principals perform their roles and meet their responsibilities as curriculum leaders, they still require additional support to execute certain aspects of their duties.

This study described, analyzed, and compared the internal and external factors that prevented or fostered the implementation of a cognitive tool, GeoGebra, in the mathematics practices of 12 middle school teachers who had completed a master's degree program in mathematics successfully. Through the application of a case study approach as a systematic method for the analysis of qualitative data, and under a social constructivist framework, the study examined different factors such as concerns of teachers; their beliefs about technology, mathematics as a subject, math teaching, and learning; external factors such as resources and school support; their TPACK development; and their instrumental orchestration approach through classroom observations. Among the major findings, the study revealed that the personal concerns of the teacher users of GeoGebra included the desire to continue learning the new features of the software, as well as the desire to connect themselves with others in common endeavors for the benefit of other teachers and, ultimately, the students... There was a consensus among the teacher users that they had to strike a balance between their professional goals and the available resources. / by Ana Escuder. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

The purpose of this study was to discover how ethnicity, gender, and mentoring influenced the career experiences of Jamaican administrators in Sunshine County Public Schools (SCPS), a pseudonym that was used for a large public school district in Florida. This qualitative, phenomenological study focused on the career experiences of eight Jamaican administrators in SCPS. Seven of the participants were all native-born Jamaicans and one was a first generation Jamaican, born in England to Jamaican parents and raised in Jamaica until the age of 14. The researcher gained this understanding by interviewing participants in-depth about how their Jamaican ethnicity, gender, and personal mentoring experiences impacted their personal and professional journey as administrators in SCPS. Findings and conclusions will inform mentoring and educational leadership literature on strategies for success geared toward this understudied population. / by Denise P. Barrett-Johnson. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

張銀霞. / "2013年8月". / "2013 nian 8 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 313-339). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / Zhang Yinxia.

本研究以香港近年院校支援改革計劃為背景，嘗試從增加學校改進能量這一視角來分析變革能動者在持續學校改進的過程中的角色和影響。本研究問題以下列兩個問題為主題1. 變革能動者在持續學校改進中的角色是怎樣？2. 變革能動者怎樣影響持續學校改進？ / 本研究以質性研究取向作為研究方法，因為持續學校改進是一個過程，質化研究善於探究具有動態性、不斷變化的過程；而且本研究的研究對象是變革能動者，包括校外支援的學校發展主任、校內的校長、名副其實的中層領導、沒有職責權而具影響力的前線教師，質化研究能夠對特殊性和複雜性的真實場境進行深入描述、理解與詮釋。 / 就變革能動者在持續學校改進中的角色而言，研究結果發現變革能動者在持續改進不同階段有不同角色；而且不同類型的變革能動者在持續學校改進不同階段有不同重要性；第一類變革能動者（校長）信念的形成受外在變革能動者所影響；外在變革能動者和第一類變革能動者能夠互相配合實踐持續改進；變革能動者根據不同情境採取不同策略增加能量。 / 就變革能動者怎樣增加學校能量建構影響持續學校改進而言，研究結果發現能量建構是持續學校改進的重要條件，而且能夠實現學校改進的目標；變革能動者會根據學校不同的情況進行能量建構，包括刻意調動不同組合、營造學校文化；個體信念與群體共同目標互為影響，而群體共同目標受第一類變革能動者個人願景所影響；而變革能動者信念的形成是一個不斷實踐的反思過程。 / 此外，本研究亦發現變革能動者增加學校改進能量的策略同時有可能削弱能量建構，包括組織身份與實施策略出現矛盾會傷害學校文化；校內成員為維持和諧關係，引致學校文化與亞文化產生矛盾。 / 總體而言，本研究一再證實不同類型變革能動者在持續學校改進中擔當不同角色，而且互相配合協助學校持續改進工作，他們因應學校情況，增加學校組織能量、群體能量和個體能量以促進持續學校改進。 / Against the backdrop of university-supported school improvement projects in recent years in Hong Kong, this research analyzes the role of change agents in and their impact on the sustainability of school improvement, from the perspective of increasing school improvement capacity building. The theme of this research focuses on two questions, namely (1) “What is the role of change agents in the sustainability of school improvement?" and (2) “How do change agents impact the sustainability of school improvement?" / This research adopts a qualitative research methodology. This is because sustainable school improvement is a continuous process, the dynamic and continuously developing nature of which is best captured by the qualitative research method. In addition, the objects of the research are change agents, including external school development officers on one hand, and on the other hand, internally, school principals, veritable middle management staff members, and frontline teachers who do not have position power but are influential in the process. The qualitative research method is capable of providing in-depth analysis, description, explanation and interpretation of such particular as well as complex real life scenarios. / On the role of change agents in the sustainability of school improvement, the findings of the research are that change agents play different roles at different stages of sustainable school improvement. Besides, the importance of different types of change agents at different stages of sustainable school improvement varies. The formation of belief by the first type of change agents (school principals) is influenced by external change agents; external change agents and the first type of change agents are able to cooperate and coordinate with each other in the implementation of sustainable school improvement. Change agents also adopt different strategies in capacity building in different scenarios. / On how the change agents increase the school capacity building thereby impacting sustainable school improvement, the findings of the research are that capacity building is an important condition for sustainable school improvement and it helps realize the objective of school improvement. Change agents build capacity according to different situations of the school, including purposely organizing or moving different groups and cultivating school culture. Individual beliefs and group common goals interact and influence each other, and group common goals are influenced by the personal vision of the first type of change agents. The formation of beliefs by change agents is a continuous reflection process in practice. / In addition, the research has also found out that the strategies adopted by change agents to increase school improvement capacity sometimes can simultaneously weaken the capacity building. These include the conflict between organizational identity and the implementation strategies thereby hurting the school culture, and school members trying to maintain harmonious relationship, leading to the conflict between school culture and sub-culture. / In summary, this research has repeatedly demonstrated and confirmed that different types of change agents play different roles in the process of sustainable school improvement, and that each of them coordinated and cooperated with each other in assisting the work related to sustainable school improvement. They adopt strategies to increase the organizational capacity of the school, group capacity and their own individual capacity to promote sustainable school improvement, according to different situations of different schools. / 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. / 黃琳. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 524-562). / 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 Lin. / Chapter 第1章 --- 引言 --- p.1 / Chapter 1.1 --- 研究背景 --- p.1 / Chapter 1.1.1 --- 香港教育改革起動學校進 --- p.1 / Chapter 1.1.2 --- 學校改進驅使外夥伴協作 --- p.2 / Chapter 1.1.3 --- 校外夥伴協作結束提升持續改進意識 --- p.5 / Chapter 1.1.4 --- 持續學校改進對變革能動者的挑戰 --- p.6 / Chapter 1.2 --- 研究目的 --- p.7 / Chapter 1.3 --- 研究問題 --- p.7 / Chapter 1.4 --- 研究意義 --- p.8 / Chapter 1.4.1 --- 理論意義 --- p.8 / Chapter 1.4.2 --- 實踐意義 --- p.9 / Chapter 第2章 --- 文獻綜述學校改進 --- p.10 / Chapter 2.1 --- 何謂學校改進 --- p.10 / Chapter 2.2 --- 學校改進的定義 --- p.10 / Chapter 2.2.1 --- 著重改進過程的定義 --- p.10 / Chapter 2.2.2 --- 著重改進結果的定義 --- p.13 / Chapter 2.2.3 --- 過程與結果並重的學校改進定義 --- p.13 / Chapter 2.3 --- 學校效能與改進 --- p.15 / Chapter 2.3.1 --- 學校效能研究 --- p.15 / Chapter 2.3.2 --- 學校改進研究 --- p.17 / Chapter 2.3.3 --- 學校效能與改進的異同 --- p.18 / Chapter 2.3.4 --- 對學校效能和改進結合 --- p.19 / Chapter 2.4 --- 學校改進的過程 --- p.22 / Chapter 2.4.1 --- 從發展策略出 --- p.22 / Chapter 2.4.2 --- 從時間性出發 --- p.24 / Chapter 2.4.3 --- 從參與變革者感受出發 --- p.28 / Chapter 2.4.4 --- 個案學校選取的標準 --- p.31 / Chapter 2.5 --- 院校協作式的學改進 --- p.33 / Chapter 2.5.1 --- 院校協作的含義 --- p.34 / Chapter 2.5.2 --- 院校協作開展學改進的原因 --- p.35 / Chapter 2.5.3 --- 院校協作的模式與歷程 --- p.36 / Chapter 2.5.3.1 --- 院校協作的模式 --- p.36 / Chapter 2.5.3.2 --- 院校協作的歷程 --- p.38 / Chapter 2.5.4 --- 院校協作在學改進中的功能 --- p.39 / Chapter 2.5.4.1 --- 院校協作在學改進中的效益 --- p.40 / Chapter 2.5.4.2 --- 院校協作在學改進中衍生的困難 --- p.41 / Chapter 2.5.5 --- 院校協作的實踐和經驗反思 --- p.43 / Chapter 第3章 --- 文獻綜述學校改進可持續發展 --- p.45 / Chapter 3.1 --- 可持續發展的定義 --- p.45 / Chapter 3.2 --- 可持續發展的內涵 --- p.47 / Chapter 3.2.1 --- 著重制度化的可持續發展 --- p.47 / Chapter 3.2.2 --- 著重深度和廣的可持續發展 --- p.48 / Chapter 3.2.3 --- 著重隨環境變化的可持續發展 --- p.49 / Chapter 3.2.4 --- 小結 --- p.51 / Chapter 3.3 --- 持續學校改進的模式 --- p.51 / Chapter 3.4 --- 影響持續學校改進的因素 --- p.55 / Chapter 3.4.1 --- 外在環境因素 --- p.57 / Chapter 3.4.2 --- 改進計劃本身因素 --- p.62 / Chapter 3.4.3 --- 學校內部因素 --- p.66 / Chapter 3.4.4 --- 小結 --- p.75 / Chapter 3.5 --- 學校改進的能量建構 --- p.76 / Chapter 3.5.1 --- 學校改進能量建構的界定 --- p.77 / Chapter 3.5.1.1 --- 強調學校改進的條件 --- p.77 / Chapter 3.5.1.2 --- 強調學校改進的歷程 --- p.78 / Chapter 3.5.1.3 --- 強調學習社群的發展特徵 --- p.78 / Chapter 3.5.2 --- 學校改進能量要素研究 --- p.78 / Chapter 3.5.3 --- 學校改進能量建構分類 --- p.89 / Chapter 3.5.3.1 --- 組織能量 --- p.89 / Chapter 3.5.3.2 --- 群體能量 --- p.93 / Chapter 3.5.3.3 --- 個體能量 --- p.100 / Chapter 3.5.4 --- 小結 --- p.106 / Chapter 3.6 --- 變革能動者 --- p.106 / Chapter 3.6.1 --- 變革能動者的定義 --- p.107 / Chapter 3.6.2 --- 變革能動者在學校改進中的角色 --- p.107 / Chapter 3.6.2.1 --- 校內變革能動者 --- p.108 / Chapter 3.6.2.2 --- 校外變革能動者 --- p.119 / Chapter 3.6.3 --- 小結 --- p.123 / Chapter 第4章 --- 研究設計 --- p.124 / Chapter 4.1 --- 研究問題及概念框架 --- p.124 / Chapter 4.1.1 --- 研究問題 --- p.124 / Chapter 4.1.2 --- 概念框架 --- p.125 / Chapter 4.1.3 --- 主要概念的操作性定義 --- p.126 / Chapter 4.2 --- 研究方法 --- p.127 / Chapter 4.2.1 --- 本研究的特徵 --- p.127 / Chapter 4.2.2 --- 質性研究取向 --- p.128 / Chapter 4.2.3 --- 個案研究策略 --- p.129 / Chapter 4.2.4 --- 個案的選擇 --- p.131 / Chapter 4.2.4.1 --- 對協作項目的選取 --- p.131 / Chapter 4.2.4.2 --- 對個案學校的選取 --- p.132 / Chapter 4.2.4.3 --- 對研究象的選取 --- p.134 / Chapter 4.2.5 --- 研究員與個案的關係 --- p.135 / Chapter 4.3 --- 收集資料的方法 --- p.137 / Chapter 4.3.1 --- 半結構式訪談 --- p.137 / Chapter 4.3.1.1 --- 訪談對象及其重點 --- p.138 / Chapter 4.3.1.2 --- 訪談時間和次數 --- p.139 / Chapter 4.3.2 --- 非參與式觀察 --- p.139 / Chapter 4.3.2.1 --- 觀察的項目 --- p.140 / Chapter 4.3.2.2 --- 觀察的策略 --- p.140 / Chapter 4.3.3 --- 文件的搜集 --- p.141 / Chapter 4.3.4 --- 研究問題與資料收集方法的配合 --- p.141 / Chapter 4.4 --- 資料整理及分析 --- p.143 / Chapter 4.4.1 --- 整理和轉錄資料 --- p.143 / Chapter 4.4.2 --- 對文本作緊密接觸 --- p.143 / Chapter 4.4.3 --- 進行編號程序 --- p.144 / Chapter 4.4.4 --- 資料歸類和分析 --- p.144 / Chapter 4.5 --- 先導研究 --- p.144 / Chapter 4.5.1 --- 先導研究的資料搜集 --- p.144 / Chapter 4.5.2 --- 先導研究的分析 --- p.145 / Chapter 4.5.2.1 --- 先導研究對框架有關的啟示 --- p.145 / Chapter 4.5.2.2 --- 先導研究對設計有關的啟示 --- p.146 / Chapter 4.6 --- 研究的可靠性和倫理 --- p.147 / Chapter 4.6.1 --- 研究的可靠性 --- p.147 / Chapter 4.6.1.1 --- 就個案研究策略而言 --- p.147 / Chapter 4.6.1.2 --- 就搜集資料方法而言 --- p.147 / Chapter 4.6.1.3 --- 就資料整理分析而言 --- p.147 / Chapter 4.6.2 --- 研究倫理 --- p.148 / Chapter 4.7 --- 研究的限制及彌補措施 --- p.149 / Chapter 4.8 --- 研究階段 --- p.150 / Chapter 第5章 --- 個案學校A小學 --- p.151 / Chapter 5.1 --- 學校背景 --- p.151 / Chapter 5.1.1 --- 學校宏觀情況 --- p.151 / Chapter 5.1.2 --- 學校具體情況 --- p.152 / Chapter 5.1.2.1 --- 學生 --- p.152 / Chapter 5.1.2.2 --- 教師 --- p.153 / Chapter 5.1.2.3 --- 領導 --- p.154 / Chapter 5.1.2.4 --- 學校 --- p.155 / Chapter 5.2 --- 學校改進之路 --- p.156 / Chapter 5.2.1 --- 尋找切入點 --- p.157 / Chapter 5.2.1.1 --- 全校大執屋 --- p.157 / Chapter 5.2.1.2 --- 課統的梳理 --- p.159 / Chapter 5.2.1.3 --- 學與教工作坊鋪墊 --- p.161 / Chapter 5.2.2 --- 啟動期 --- p.162 / Chapter 5.2.2.1 --- 第一階段協作過程 --- p.163 / Chapter 5.2.2.2 --- 第一階段協作效果 --- p.169 / Chapter 5.2.2.3 --- 第二階段協作過程 --- p.174 / Chapter 5.2.2.4 --- 第二階段協作效果 --- p.178 / Chapter 5.2.3 --- 校外學習期 --- p.182 / Chapter 5.2.3.1 --- 種籽老師借調到Q計劃 --- p.182 / Chapter 5.2.3.2 --- 加強教師學培訓工作坊 --- p.184 / Chapter 5.2.3.3 --- 與其他學校進行跨交流活動 --- p.185 / Chapter 5.2.3.4 --- 到台灣學習 --- p.188 / Chapter 5.2.3.5 --- 到上海學習 --- p.189 / Chapter 5.2.4 --- 校內發展期 --- p.190 / Chapter 5.2.4.1 --- 第一階段 : 淺嚐味道 --- p.192 / Chapter 5.2.4.2 --- 第二階段 : 人有份 --- p.193 / Chapter 5.2.4.3 --- 第三階段 : 專科教 --- p.195 / Chapter 5.2.4.4 --- 第四階段 : 專題研習 --- p.196 / Chapter 5.2.4.5 --- 第五階段 : 一課多教 --- p.197 / Chapter 5.3 --- 改進帶來的效果 --- p.199 / Chapter 5.3.1 --- 教師的變化 --- p.199 / Chapter 5.3.1.1 --- 提升對教學狀態的敏感度 --- p.199 / Chapter 5.3.1.2 --- 提升對學生習狀態的敏感度 --- p.203 / Chapter 5.3.1.3 --- 改變教學策略 --- p.207 / Chapter 5.3.1.4 --- 增加教學的自信心 --- p.211 / Chapter 5.3.1.5 --- 擴闊視野 --- p.212 / Chapter 5.3.2 --- 學生的變化 --- p.216 / Chapter 5.3.2.1 --- 課堂學習氣氛的轉變 --- p.216 / Chapter 5.3.2.2 --- 學生溝通和表達能力的轉變 --- p.218 / Chapter 5.3.2.3 --- 學習態度的轉變 --- p.220 / Chapter 5.3.3 --- 領導的變化 --- p.221 / Chapter 5.3.3.1 --- 學科領導能力的提升 --- p.221 / Chapter 5.3.3.2 --- 增加領導協同力和一致性 --- p.224 / Chapter 5.3.4 --- 學校的變化 --- p.226 / Chapter 5.3.4.1 --- 樂於分享的團隊文化 --- p.226 / Chapter 5.3.4.2 --- 注重教學研討的氛圍 --- p.230 / Chapter 5.3.4.4 --- 找到學校亮點 --- p.234 / Chapter 5.3.4.5 --- 教育信念的形成 --- p.236 / Chapter 5.4 --- 影響持續學校改進的因素 --- p.238 / Chapter 5.4.1 --- 促成因素 --- p.238 / Chapter 5.4.1.1 --- 學校領導 --- p.238 / Chapter 5.4.1.2 --- 教師團隊 --- p.242 / Chapter 5.4.1.3 --- 外在力量 --- p.247 / Chapter 5.4.2 --- 阻礙因素 --- p.249 / Chapter 5.4.2.1 --- 指定教學模式與個人風格的矛盾 --- p.249 / Chapter 5.4.2.2 --- 自我感覺良好與持續改進的矛盾 --- p.250 / Chapter 5.4.2.3 --- 家庭生活與學校工作之間的矛盾 --- p.252 / Chapter 第6章 --- 個案學校B小學 --- p.257 / Chapter 6.1 --- 學校背景 --- p.257 / Chapter 6.1.1 --- 學校宏觀情況 --- p.257 / Chapter 6.1.2 --- 學校具體情況 --- p.258 / Chapter 6.1.2.1 --- 教師 --- p.258 / Chapter 6.1.2.2 --- 學生 --- p.261 / Chapter 6.1.2.3 --- 領導 --- p.262 / Chapter 6.1.2.4 --- 學校 --- p.264 / Chapter 6.2 --- 學校改進之路 --- p.265 / Chapter 6.2.1 --- 尋找切入點 --- p.266 / Chapter 6.2.1.1 --- 以家長教育為切入點 --- p.266 / Chapter 6.2.1.2 --- 以學科發展為切入點 --- p.267 / Chapter 6.2.1.3 --- 以全方位學習為切入點 --- p.268 / Chapter 6.2.2 --- 啟動期 --- p.273 / Chapter 6.2.2.1 --- 校外支援過程 --- p.273 / Chapter 6.2.2.2 --- 校外支援效果 --- p.277 / Chapter 6.2.3 --- 模仿期 --- p.280 / Chapter 6.2.3.1 --- 時間規劃 --- p.281 / Chapter 6.2.3.2 --- 形式規劃 --- p.282 / Chapter 6.2.4 --- 轉化期 --- p.284 / Chapter 6.2.4.1 --- 轉化的深度 --- p.285 / Chapter 6.2.4.2 --- 轉化的廣度 --- p.289 / Chapter 6.3 --- 改進帶來的效果 --- p.291 / Chapter 6.3.1 --- 教師的變化 --- p.291 / Chapter 6.3.1.1 --- 增加教學的自信心 --- p.291 / Chapter 6.3.1.2 --- 加深對學生習的理解 --- p.294 / Chapter 6.3.1.3 --- 教學策略的轉變 --- p.299 / Chapter 6.3.2 --- 學生的變化 --- p.303 / Chapter 6.3.2.1 --- 豐富學習經歷 --- p.304 / Chapter 6.3.2.2 --- 增加成就感 --- p.307 / Chapter 6.3.2.3 --- 知識、技巧與態度的提升 --- p.309 / Chapter 6.3.2.4 --- 升中學的優勢 --- p.315 / Chapter 6.3.3 --- 領導的變化 --- p.317 / Chapter 6.3.3.1 --- 提升中層領導的意識 --- p.317 / Chapter 6.3.3.2 --- 增加領導協同力和一致性 --- p.318 / Chapter 6.3.4 --- 學校的變化 --- p.321 / Chapter 6.3.4.1 --- 樂於分享的文化 --- p.321 / Chapter 6.3.4.2 --- 追求進步的氛圍 --- p.325 / Chapter 6.3.4.3 --- 積極互賴的團隊 --- p.329 / Chapter 6.3.4.4 --- 找到學校的閃光點 --- p.333 / Chapter 6.3.4.5 --- 教育信念的形成 --- p.336 / Chapter 6.4 --- 影響持續學校改進的因素 --- p.340 / Chapter 6.4.1 --- 促成因素 --- p.341 / Chapter 6.4.1.1 --- 學校領導 --- p.341 / Chapter 6.4.1.2 --- 教師團隊 --- p.342 / Chapter 6.4.1.3 --- 外在力量 --- p.343 / Chapter 6.4.2 --- 阻礙因素 --- p.344 / Chapter 6.4.2.1 --- 收生不足 --- p.344 / Chapter 6.4.2.2 --- 特殊需要的學生增加 --- p.346 / Chapter 第7章 --- 變革能動者與持續學校改進 --- p.348 / Chapter 7.1 --- 外在變革能動者 --- p.348 / Chapter 7.1.1 --- 引入信念 --- p.348 / Chapter 7.1.1.1 --- 個案學校A小學 --- p.348 / Chapter 7.1.1.2 --- 個案學校B小學 --- p.351 / Chapter 7.1.2 --- 體現信念 --- p.354 / Chapter 7.1.2.1 --- 個案學校A小學 --- p.354 / Chapter 7.1.2.2 --- 個案學校B小學 --- p.361 / Chapter 7.1.3 --- 延續信念 --- p.365 / Chapter 7.1.3.1 --- 個案學校A小學 --- p.365 / Chapter 7.1.3.2 --- 個案學校B小學 --- p.368 / Chapter 7.1.4 --- 小結 --- p.370 / Chapter 7.2 --- 第一類變革能動者 --- p.372 / Chapter 7.2.1 --- 形成信念 --- p.373 / Chapter 7.2.1.1 --- 個案學校A小學 --- p.373 / Chapter 7.2.1.2 --- 個案學校B小學 --- p.385 / Chapter 7.2.2 --- 實踐信念 --- p.392 / Chapter 7.2.2.1 --- 個案學校A小學 --- p.392 / Chapter 7.2.2.2 --- 個案學校B小學 --- p.400 / Chapter 7.2.3 --- 擴散信念 --- p.410 / Chapter 7.2.3.1 --- 個案學校A小學 --- p.410 / Chapter 7.2.3.2 --- 個案學校B小學 --- p.419 / Chapter 7.2.4 --- 小結 --- p.429 / Chapter 7.3 --- 第二類變革能動者 --- p.431 / Chapter 7.3.1 --- 傳遞訊息 --- p.431 / Chapter 7.3.1.1 --- 個案學校A小學 --- p.431 / Chapter 7.3.1.2 --- 個案學校B小學 --- p.435 / Chapter 7.3.2 --- 執行計劃 --- p.436 / Chapter 7.3.2.1 --- 個案學校A小學 --- p.436 / Chapter 7.3.2.2 --- 個案學校B小學 --- p.441 / Chapter 7.3.3 --- 維繫關係 --- p.446 / Chapter 7.3.3.1 --- 個案學校A小學 --- p.446 / Chapter 7.3.3.2 --- 個案學校B小學 --- p.448 / Chapter 7.3.4 --- 小結 --- p.451 / Chapter 7.4 --- 第三類變革能動者 --- p.452 / Chapter 7.4.1 --- 親身嘗試 --- p.452 / Chapter 7.4.1.1 --- 個案學校A小學 --- p.452 / Chapter 7.4.1.2 --- 個案學校B小學 --- p.454 / Chapter 7.4.2 --- 分享經驗 --- p.455 / Chapter 7.4.2.1 --- 個案學校A小學 --- p.455 / Chapter 7.4.2.2 --- 個案學校B小學 --- p.456 / Chapter 7.4.3 --- 協助推動工作 --- p.457 / Chapter 7.4.3.1 --- 個案學校A小學 --- p.457 / Chapter 7.4.3.2 --- 個案學校B小學 --- p.458 / Chapter 7.4.4 --- 小結 --- p.460 / Chapter 7.5 --- 本章小結 --- p.460 / Chapter 第8章 --- 變革能動者與持續學校改進量 --- p.464 / Chapter 8.1 --- 變革能動者對組織量的影響 --- p.464 / Chapter 8.1.1 --- 變革能動者對學校結構的影響 --- p.464 / Chapter 8.1.1.1 --- 賦權而不問責的領導結構 --- p.464 / Chapter 8.1.1.2 --- 學校時間結構包括進行和分享 --- p.467 / Chapter 8.1.1.3 --- 全體參與下的不同組合結構 --- p.470 / Chapter 8.1.2 --- 變革能動者對學校文化的影響 --- p.471 / Chapter 8.1.2.1 --- 建立組織身份有利學校定位 --- p.471 / Chapter 8.1.2.2 --- 維持和諧關係與亞文化的矛盾 --- p.473 / Chapter 8.1.2.3 --- 營造追求進步的氛圍，保持不斷改狀態 --- p.475 / Chapter 8.1.3 --- 變革能動者對技術和資源的影響 --- p.476 / Chapter 8.1.3.1 --- 外在變革能動者提供技術支援 --- p.476 / Chapter 8.1.3.2 --- 第一類變革能動者提供人力支援與物質 --- p.477 / Chapter 8.1.3.3 --- 擴闊教師視野有助多角度思考持續改進的方向 --- p.479 / Chapter 8.1.4 --- 小結 --- p.480 / Chapter 8.2 --- 變革能動者對群體能量的影響 --- p.480 / Chapter 8.2.1 --- 變革能動者對共同目標的影響 --- p.481 / Chapter 8.2.1.1 --- 共同目標起始於第一類變革能動者的個人願景 --- p.481 / Chapter 8.2.1.2 --- 成員廣泛參與討論有助共同目標的一致性 --- p.482 / Chapter 8.2.1.3 --- 外界的肯定進一步鞏固群體共同目標 --- p.483 / Chapter 8.2.2 --- 變革能動者對學習社群的影響 --- p.484 / Chapter 8.2.2.1 --- 校外變革能動者的支援有助內專業學習社群形成 --- p.485 / Chapter 8.2.2.2. --- 專業學習社群是一個動態歷程 --- p.487 / Chapter 8.2.2.3 --- 專業學習社群對教師自主的阻礙 --- p.488 / Chapter 8.2.3 --- 變革能動者對課程與教學的影響 --- p.488 / Chapter 8.2.3.1 --- 外在變革能動者提供課程與教學新趨勢 --- p.489 / Chapter 8.2.3.2 --- 第二類變革能動者策劃校本課程與教學發展 --- p.490 / Chapter 8.2.3.3 --- 第一類變革能動者為教學提供點撥 --- p.491 / Chapter 8.2.4 --- 小結 --- p.492 / Chapter 8.3 --- 變革能動者對個體量的影響 --- p.493 / Chapter 8.3.1 --- 變革能動者對教學信念的影響 --- p.493 / Chapter 8.3.1.1 --- 校外變革能動者引入新思維有助刺激教學信念 --- p.493 / Chapter 8.3.1.2 --- 個體教學信念受群體共同目標影響 --- p.495 / Chapter 8.3.1.3 --- 信念的形成是一個不斷實踐和反思過程 --- p.496 / Chapter 8.3.2 --- 變革能動者對教學實踐的影響 --- p.497 / Chapter 8.3.2.1 --- 變革能動者親自示範加速個體教學實踐 --- p.498 / Chapter 8.3.2.2 --- 第一類變革能動者參與教學促進個體實踐 --- p.499 / Chapter 8.3.3 --- 小結 --- p.499 / Chapter 8.4 --- 本章小結 --- p.500 / Chapter 第9章 --- 研究結論、貢獻與局限未來建議 --- p.504 / Chapter 9.1 --- 研究結論 --- p.504 / Chapter 9.1.1 --- 變革能動者的角色 --- p.505 / Chapter 9.1.1.1 --- 變革能動者的角色隨時間和情境轉 --- p.505 / Chapter 9.1.1.2 --- 不同變革能動者互相影響的因素 --- p.509 / Chapter 9.1.2 --- 學校能量建構 --- p.510 / Chapter 9.1.2.1 --- 變革能動者增加學校改進量的方法 --- p.510 / Chapter 9.1.2.2 --- 變革能動者對學校量建構的作用 --- p.511 / Chapter 9.1.2.3 --- 學校能量建構對持續改進的作用 --- p.512 / Chapter 9.1.2.4 --- 學校建構能量時遇到的問題 --- p.517 / Chapter 9.1.3 --- 對研究設計中概念框架的修訂 --- p.517 / Chapter 9.2 --- 研究的貢獻 --- p.518 / Chapter 9.2.1 --- 理論方面的貢獻 --- p.519 / Chapter 9.2.2 --- 實踐方面的貢獻 --- p.520 / Chapter 9.3 --- 研究局限和建議 --- p.521 / Chapter 9.3.1 --- 研究的局限 --- p.521 / Chapter 9.3.2 --- 未來研究建議 --- p.522 / 參考文獻 --- p.524 / 附件 --- p.563 / Chapter 附件一 --- 英文簡稱對照表 --- p.563 / Chapter 附件二 --- 訪談問題大綱（一） --- p.565 / Chapter 附件三 --- 觀察紀錄表 --- p.573 / Chapter 附件四 --- 訪談問題大綱（二） --- p.574 / Chapter 附件五 --- B小學全方位習參觀紀錄 --- p.583 / Chapter 附件六 --- B小學專題研習能力架構 --- p.584 / Chapter 附件七 --- B小學跨科協作架構 --- p.588

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

Having synthesized several leadership perspectives (Fullan 2001, Day et al. 2001, Gardner 2004), the model of "School leadership in the context of change" was constructed in three dimensions: "leadership cognitions", "leadership decisions" and "leadership strategies". This model takes into account the characteristics of successful leadership of schools in changing times. / The "patriotic schools" in Hong Kong are being analyzed. Several "critical incidents" of the schools are identified. They constitute four major contexts of change: (1) politics; (2) educational policy; (3) power and governance; and (4) value and aspiration. In response to external changes, the "patriotic schools" experienced internal changes in terms of three dimensions: (1) educational goals and values---"particularism" and "universalism"; (2) school administration---"moral education" and "academic education"; and (3) teaching staff---"alumni teachers" and "graduate teachers". / Two "patriotic schools" are sampled for qualitative analysis. The findings imply that school leaders have successfully dealt with external dilemmas by rebuilding shared vision among all stakeholders in the change process. Consequently, the "patriotic schools" joined Direct Subsidy Scheme and received public funding. It is recommended that school leaders have to solve internal dilemmas between "political aspiration" and "educational effectiveness" in order to pursue success in the future. / 黃頌良. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 231-255). / Adviser: Nai Kwai Leslie Lo. / Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0835. / 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. 231-255). / Huang Songliang.