The purpose of this study is to explore the experiences that the principals encounter when managing curriculum change at the secondary schools in the Maseru district. The study is qualitative in nature and employed a case study to investigate principals’ experiences with the LGCSE curriculum change. This study used Kotter’s theory of change management as a theoretical foundation for the analysis of the data. Semi-structured in-depth –interviews and non-participant observations were used to collect data. A total of six principals from urban and rural secondary schools were interviewed and observed. Content analysis was employed to analyse data in this study. The findings revealed that the secondary school principals in the Maseru district lack skills and knowledge to manage the LGCSE curriculum change. The findings showed that the majority of the principals were not thoroughly trained on how to manage and implement the LGCSE. The principals needed continuous support from the Ministry of Education and Training. There was also a need for relevant and adequate resources to support curriculum changes. This study revealed that most principals delegated the instructional roles to the Head of Departments and the deputy principals to manage lesson plans, selection of teaching and learning materials as well as monitoring lesson presentations. This study found that most principals concentrated on administrative roles. Team work and school based workshops were found to be the strategies that principals used to manage the LGCSE curriculum change. / Educational Leadership and Management / M. Ed. (Educational Leadership and Management)

Finally, by basing its analysis on theories of institutional change, this study provides explanation for two phenomena that emerge from the process of curriculum implementation: formalism in the implementation strategies that attempt to cope with policy requirements and the lack of change in the curriculum deal to difficulties encountered. In light of the aforesaid phenomena, policy recommendations are given for the advancement of curriculum reform. / Secondly, the said pattern of behavior can be explained by institutional factors that have played a substantial role in the implementation process. Guided by a theoretical framework proposed by Scott (2001), this study uses its concepts and propositions to illustrate the institutional resources that are present in the practices of sampled schools and illuminates the institutional mechanisms that are at work. / Since 2001, a new round of curriculum reform was initiated in the Chinese Mainland. In the process of implementation, the reform endeavor has encountered a lot of difficulties. For those scholars who are interested in the reform of Chinese education, achieving an understanding of these difficulties has become their common pursuit. / Thirdly, the nature of the institution that influences the implementation of school curriculum is constituted by the interaction of stakeholders, namely, schools, government, higher institutions, parents, and the media. Through interaction, these stakeholders reach compromises in an "organization field" which in turn contribute to the formation of the institution. / This study approaches education reform from the perspective of policy implementation. It adopts the theoretical lens of neo-institutionalism and examines the implementation of "research based learning" in the schools of District A. As a new form of learning, "research based learning" is heralded as one of the major theme of the new school curriculum. Through the analysis of data collected through interviews and field observation, this study yields results that are presented in the paragraphs below. / To begin with, research has unearthed an obvious "isomorphism" in the reform practices in different schools. The study finds that there is a stable pattern of behavior that is discernible in the implementation process of curriculum reform. This pattern of behavior is commonly shared by different schools engaged in the reform process. / 柯政. / Advisers: Leslie Lo; Wing-kwong Tsang. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1903. / Thesis (doctoral)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (p. 243-261). / 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. / Ke Zheng.

溫婉明 = A study from the comparative education perspective of the ... / 據稿本複印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju gao ben fu yin. / Includes bibliographical references (leaves 187-203). / Wen Wanming = A study from the comparative education perspective of the ... / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一章 --- 緒論 / Chapter 第一節 --- 研究目的 --- p.1-2 / Chapter 第二節 --- 研究範圍 --- p.3-4 / Chapter 第三節 --- 前人著述 --- p.5-20 / Chapter 第四節 --- 研究方法 --- p.21-22 / Chapter 第二章 --- 晚清以降中學語文教材演變經過　　　　 --- p.33-59 / Chapter 第一節 --- 清末以前的語文教材發展 --- p.33-36 / Chapter 第二節 --- 辛亥革命至抗戰時期的語文教材發展　　 --- p.37-47 / Chapter 第三節 --- 1949年以後中國大陸語文教育發展概況 --- p.48-52 / Chapter 第四節 --- 1949年以後台灣語文教育發展概況　 --- p.53-59 / Chapter 第三章 --- 戰前香港中文教育發展概況　　　　　　 --- p.60-70 / Chapter 第四章 --- 戰後香港中國語文教材的演變　　　　　 --- p.71-108 / Chapter 第一節 --- 戰後至八十年代的香港教育　　　　 --- p.71-76 / Chapter 第二節 --- 戰後至八十年代的語文教育發展概況　　　　 --- p.77-89 / Chapter 第三節 --- 影响會考課程範文選擇的幾個因素　　 --- p.90-94 / Chapter 第四節 --- 會考課程演變概況　　　　　　　　 --- p.95-108 / Chapter 第五章 --- 戰後香港中學語文科課程的範文內容重心研究　　 --- p.109-154 / Chapter 前言： --- 中英文中學各課程範文統計　 --- p.109 / Chapter 第一節 --- 中英文中學各課程範文寫作年代、文體、寫作語言、作者分析 --- p.110-121 / Chapter 第二節 --- 中英文中學各課程範文重心主題、次要主題分析 --- p.122-149 / Chapter 第三節 --- 範文內隱喻事件發生的地區、文中的女性人物及主要人物年齡的分析 --- p.150-153 / Chapter 第六章 --- 範文中所傳遞的昔日中國形象　　　　　 --- p.154-174 / Chapter 第七章 --- 戰後語文教材的演變與香港社會經濟文化脈胳的關係　　 --- p.175-182 / Chapter 第八章 --- 結論 --- p.183-186 / 參考書目 --- p.187-203 / 附錄 --- p.204-235

Lo Suet-yee. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 143-153). / Abstracts in English and Chinese. / Abstracts --- p.i-iii / Acknowledgements --- p.iv / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1. 1 --- Emergence of Primary Science Education and the General Development of Science Curriculum in the World / Chapter 1.2 --- Literature Review of Development of Primary Science Curriculumin Hong Kong / Chapter 1.3 --- The Organization of This Study / Chapter Chapter 2 --- Historical Review of the Hong Kong Primary School System and Major Research Concerns of This Study --- p.8 / Chapter 2.1 --- "Historical Review of Primary Schooling and its Political, Social, and Economic Context" / Chapter 2.2 --- Curriculum Decision-Making in Hong Kong Primary Schooling / Chapter 2.3 --- Concluding Remarks / Chapter 2.4 --- Major Research Concerns of This Study / Chapter Chapter 3 --- Literature Review --- p.29 / Chapter 3.1 --- Functionalist Theory / Chapter 3.2 --- Conflict Theory / Chapter 3.3 --- Institutionalist Theory / Chapter Chapter 4 --- Methodological Approach --- p.56 / Chapter 4.1 --- Official Syllabi of Primary Science Curriculum / Chapter 4.2 --- Government Document on Educational and Curricular Policies / Chapter 4.3 --- Documentary Analysis / Chapter 4.4 --- Limitations of My Study / Chapter Chapter 5 --- Historical Analysis of Primary Science Curriculum in Hong Kong --- p.63 / Chapter 5.1 --- Historical Review of Primary Science Curriculum in Hong Kong / Chapter 5.2 --- Analysis of Educational Aims / Chapter 5.3 --- Analysis of Pedagogy / Chapter 5.4 --- Analysis of Educational Content / Chapter 5.5 --- "Summary of the Evolving Pattern of Primary Science Curriculum: Aims, Pedagogy, and Educational Content" / Chapter 5.6 --- Historical Changes of the Primary Science Curriculum and Assessment of Major Sociological Perspectives / Chapter 5.7 --- Some Concluding Remarks / Chapter Chapter 6 --- The Role of Government in the Development of Primary Science Curriculum --- p.115 / Chapter 6.1 --- Development of Discourses in Education and Curriculum / Chapter 6.2 --- Concluding Remarks / Chapter Chapter 7 --- Conclusion --- p.139 / Chapter 7.1 --- Sociological Implications of Curricular Changes / Chapter 7.2 --- Limitations of This Study / Chapter 7.3 --- Agenda for Further Research / Bibliography --- p.143

Wong Chi Wing = 比較不同教學經驗的教師對體育科課程改革之接受程度及關注問題 / 黃智穎. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 87-94). / Text in English; abstracts and appendices in English and Chinese. / Wong Chi Wing = Bi jiao bu tong jiao xue jing yan de jiao shi dui ti yu ke ke cheng gai ge zhi jie shou cheng du ji guan zhu wen ti / Huang Zhiying. / Abstract --- p.i / Acknowledgements --- p.iii / List of Figures --- p.viii / List of Tables --- p.ix / Chapter CHAPTER ONE --- Introduction --- p.1 / Background of the Study --- p.1 / Purpose of the Study --- p.8 / Objectives of the Study --- p.9 / Definition of Terms --- p.9 / Delimitations --- p.10 / Limitations --- p.10 / Significance of the Study --- p.10 / Chapter CHAPTER TWO --- Review of Literature --- p.12 / Education Reform and Curriculum Change --- p.12 / The Situation in the World --- p.12 / The Situation in Hong Kong --- p.13 / Professionalization and De-professionalization --- p.16 / "The Concept of Profession, Professional and Professionalization" --- p.16 / The Concept of De-professionalization --- p.17 / Teachers' Attrition --- p.18 / Teachers' Frustration --- p.19 / Professionalization and De-professionalization Tension --- p.20 / The Concept of Professionalization and Deprofessionalization in Teaching --- p.22 / Receptivity to Education Reform --- p.23 / Teacher Professional Development --- p.24 / Occupational Socialization --- p.26 / Experienced VS Beginning Teachers --- p.27 / Beginning Teacher --- p.27 / Experienced Teacher --- p.30 / Comparing Beginning Teacher and Experienced Teacher --- p.31 / Comparing Beginning and Experienced Teacher in Physical Education --- p.33 / Summary --- p.36 / Chapter CHAPTER THREE --- Method --- p.37 / Participants --- p.37 / Research Design --- p.37 / Instrumentation --- p.38 / Teachers' Receptivity to Change --- p.38 / Interview --- p.39 / Procedures --- p.39 / Questionnaire Administration --- p.39 / Individual Interviews --- p.39 / Statistical Analysis --- p.40 / Questionnaire Data --- p.40 / Interview Data --- p.40 / Chapter CHAPTER FOUR --- Results --- p.41 / Questionnaire Analyses --- p.41 / Demographic characteristic of participants --- p.41 / Mean scores of all participants --- p.42 / Mean scores of beginning and experienced teachers --- p.43 / Interview Analyses --- p.45 / Teachers' receptivity to physical education curriculum change --- p.45 / Teachers' concerns with teaching condition --- p.49 / Chapter CHAPTER FIVE --- Discussion --- p.52 / Teachers' receptivity to change --- p.52 / Beginning and experienced teachers' receptivity to curriculum change --- p.53 / Attitude toward the guidelines --- p.53 / Perceived non-monetary cost-benefit --- p.54 / Perceived practicality of the guidelines --- p.56 / Perceived school support --- p.58 / Issues of concern --- p.60 / Perceived support from others --- p.61 / Behavioral intentions --- p.63 / Teachers' concerns with teaching conditions --- p.63 / Commitment --- p.64 / Cooperation with students --- p.65 / Cooperation with the staff and an ideal staffroom environment --- p.67 / Career support --- p.68 / Routinization and intensification --- p.69 / Tension in work and private life --- p.71 / Competence --- p.72 / Teachers' challenges --- p.73 / Image and effectiveness --- p.75 / Duties and career plan --- p.77 / Power --- p.78 / The status of physical education --- p.78 / Decision making and authority --- p.80 / Chapter CHAPTER SIX --- "Summary, Conclusions, and Recommendations" --- p.82 / Summary --- p.82 / Conclusions --- p.82 / Limitations --- p.84 / Recommendations --- p.85 / REFERENCES --- p.87 / APPENDIX A --- p.95 / APPENDIX B --- p.97 / APPENDIX C --- p.99 / APPENDIX D --- p.105 / APPENDIX E --- p.109 / APPENDIX F --- p.111 / APPENDIX G --- p.113 / APPENDIX H --- p.116

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.

by Choi Ming Fai. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 105-111). / by Choi Ming Fai. / LIST OF TABLES --- p.iii / LIST OF FIGURES --- p.iv / ACKNOWLEDGMENTS --- p.v / ABSTRACT --- p.vi / Chapter CHAPTER ONE - --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background and Purpose of the Study --- p.1 / Chapter 1.2 --- Significance of the Study --- p.4 / Chapter CHAPTER TWO - --- LITERATURE REVIEW --- p.6 / Chapter 2.1 --- A Review of Political Culture --- p.6 / Chapter 2.1.1 --- The Classic Conception of Political Culture --- p.6 / Chapter 2.1.2 --- The Development of Political Culture in Political Science --- p.12 / Chapter 2.2 --- Changes of Political Culture in Hong Kong --- p.17 / Chapter 2.3 --- Political Education of Hong Kong under the Process of Decolonization --- p.21 / Chapter 2.3.1 --- "Political Education, Political Socialization and Political Culture" --- p.21 / Chapter 2.3.2 --- The Development of Political Education in Hong Kong --- p.23 / Chapter 2.4 --- Textbooks and Political Socialization --- p.28 / Chapter 2.4.1 --- The Sociology of Curriculum --- p.28 / Chapter 2.4.2 --- The Relationship between School Textbooks and Politics --- p.31 / Chapter 2.5 --- Content Analysis of Textbook --- p.34 / Chapter 2.5.1 --- Methodology of Content Analysis --- p.35 / Chapter 2.5.2 --- Content Analysis for Textbook Research --- p.38 / Chapter CHAPTER THREE - --- RESEARCH METHODS AND DESIGN --- p.40 / Chapter 3.1 --- Aims of Study --- p.40 / Chapter 3.2 --- Research Questions --- p.40 / Chapter 3.3 --- Methods --- p.41 / Chapter 3.4 --- Textbook Analysis --- p.43 / Chapter 3.4.1 --- Analytical Framework --- p.43 / Chapter 3.4.2 --- Subject and Unit of Analysis --- p.52 / Chapter 3.4.3 --- Analysis of Data --- p.55 / Chapter 3.5 --- Interviews --- p.55 / Chapter 3.5.1 --- Interview Questions --- p.57 / Chapter 3.5.2 --- Subjects --- p.53 / Chapter 3.5.3 --- Data Collection and Treatment --- p.59 / Chapter 3.6 --- Methodological Issues --- p.60 / Chapter 3.6.1 --- Reliability --- p.60 / Chapter 3.6.2 --- Validity --- p.61 / Chapter 3.7 --- Limitations of the Study / Chapter CHAPTER FOUR - --- POLITICAL CULTURE REFLECTED IN THE TEXTBOOKS --- p.63 / Chapter 4.1 --- The Political Culture in the Textbooks --- p.63 / Chapter 4.1.1 --- The Apathetic Political Culture Reflected in the Textbooks --- p.64 / Chapter 4.1.2 --- The Changes of Political Culture Reflected in Textbooks --- p.66 / Chapter 4.2 --- The Allocation of Political Objects in Textbooks --- p.70 / Chapter 4.2.1 --- The Two Political Systems in the Textbooks --- p.71 / Chapter 4.2.2 --- Political Inputs --- p.78 / Chapter 4.2.3 --- Political Outputs --- p.80 / Chapter 4.2.4 --- Roles of a Political Actor --- p.83 / Chapter 4.3 --- The Influence of Textbooks to the Classroom Teaching --- p.86 / Chapter 4.3.1 --- Teachers' Perception of the Political Culture in Textbooks --- p.86 / Chapter 4.3.2 --- The Influence of Textbooks on Teaching Content --- p.88 / Chapter 4.4 --- A Summary of the Textbooks Analysis --- p.89 / Chapter CHAPTER FIVE - --- DISCUSSION AND RECOMMENDATION --- p.93 / Chapter 5.1 --- The Political Culture Reflected in EPA Textbooks --- p.93 / Chapter 5.1.1 --- The Social and Political Influences on the Textbooks --- p.93 / Chapter 5.1.2 --- The Anational and Apathetic Political Culture --- p.94 / Chapter 5.1.3 --- The Portrait of Citizenship in the Textbooks --- p.97 / Chapter 5.2 --- Preparation of Citizen for the Future: Some Recommendations --- p.98 / Chapter 5.3 --- Conclusion and Suggestions for Further Studies --- p.103 / Chapter 5.3.1 --- Conclusion --- p.103 / Chapter 5.3.2 --- Suggestions for Further Studies --- p.103 / REFERENCES --- p.105 / APPENDICES --- p.112 / Chapter Appendix I --- Selected Examples of the Themes coded --- p.112 / Chapter Appendix II --- Frequency Distribution of the Political Objects in the Textbooks --- p.114 / Chapter Appendix III --- Interview Summaries --- p.115

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.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Master / Master of Education