This action research project began as the revitalization of inner city school grounds through the design and construction of a school and community garden. The project's intent was to give inner city children contact with nature as well hands-on learning experiences in all subjects through the planting, tending and harvesting of vegetables, flowers, and native plants. In partnership with a landscape architecture student, I involved the children, teachers, parents and neighbours of the school in designing and planting the gardens they wanted in order to transform a grass field into a biologically diverse environment reflective of the neighborhood cultures and the indigenous wildlife. Our collaboration became the soil and seeds of an ecological and cultural restoration focused on the First Nations community of the school. People, public art, plant and animal life came together in a dynamic process of education and community change. Inspired by John Dewey's theories of learning through doing, by the work of his Brazilian protege Anisio Teixeira, and by the work of Paulo Freire in adult literacy and political empowerment, this project has been inclusive of members of this culturally diverse community of First Nations and refugee families. The physical transformation of the grounds through First Nations architecture, sculpture and native plants has given visible proof to the community that when everyone works together to create a vision, then cooperates to make it happen, that vision can be realized. My thesis follows the process itself as well as the many questions I have asked throughout about the meaning of pedagogy, leadership, empowerment and collaboration. As an educator with her roots in community activism and teaching for social justice, the Grandview garden has challenged me to reexamine my roots in light of a particular cultural, social and political context where my own vision and voice needed to blend harmoniously with the diverse visions and voices of many others.

Thesis (M.A.)--University of Toronto, 2005.

Thesis (Ph. D.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 119-125). Also available on the World Wide Web.

The study sought to examine the challenges experienced by teachers of multi-grade classes. Multi-grade teaching has become one of the priority topics in the Teaching profession agenda. The reason for bringing this issue onboard is the recognition that multi-grade teaching has a potential to improve quality of teaching. This study therefore seeks to identify the challenges experienced by teachers of multi-grade classes. A qualitative research was conducted in Nzhelele East Circuit. Six schools with multi-grade classes were purposively sampled. Data were collected through individual interviews with five teachers of multi-grade classes and six principals of the sampled schools and focus group interviews were conducted with three groups constituted of 3 teachers each from the 3 identified schools. Data were also collected through lesson observations. Data were categorised according to themes and then analysed inductively. The study revealed that multi-grade teachers experience a number of challenges. The study thus, recommends that the Department of Education should strengthen continued professional teacher development (CPTD) in teaching in multi-grade context. CPTD should also be extended to professionals like curriculum advisors to re-skill them on their advisory roles. The Department of Education should also ensure that the number of grades in multi-grade classes should not exceed two. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The research study was conducted to investigate the effectiveness of the instructional methods, particularly the lecture-discussion instructional method as a teaching and learning method at grade 7 level, in Shurugwi district, Zimbabwe. The subject taught being English language. The experimental method (quasi-experimental) used at the twenty chosen schools was the pre-test and post test group method. It was found that the lecture-discussion instructional method produced better results in more cases than the discussion method alone. It was also found that work produced by the lecture-discussion instructional method was more refined than work produced by the discussion method alone. Guided learners were more work focused than learners discussing alone without a teacher. Average and below average learners did not enjoy learning without the presence of the teacher talk. The learners, during teacher absence, seemed hesitant and confused at times. The lecture-discussion method seems to cater for all the learners and their learning styles. The importance of the teacher in the class was clearly demonstrated by the work and results produced by the learners at the twenty selected primary schools in Shurugwi district, Midlands province, Zimbabwe. All the learners that received treatment from the experiment produced better results than their control groups that did not receive the treatment. However, conclusions and generalisations can not be made because the samples used and the areas covered were too small in size. The learners studied were too few to make meaningful generalisations and conclusions for the country. Further researches should be carried out in future. / Curriculum and Instructional Studies / M. Ed. (Didactics)

A full dissertation submitted in fulfillment of the requirements for the degree of Masters in Education Presented to the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2013 / In this qualitative exploratory study the primary purpose was to examine the nature of teaching strategies employed by two Grade 3 teachers to teach writing literacy. The following research questions underpinned the study: i) What strategies are being implemented by Grade 3 teachers to develop literacy skills in their classes ii) How appropriate, relevant and potentially effective are these strategies in terms of the aspects of literacy they address and support? Interviews and video-observations of the teaching-learning process were the two methods of data collection. Through a constant interplay between what teachers do as they teach writing literacy and literature accounts of what constitutes good teaching of writing literacy, the study aimed to arrive at conclusions regarding the question on whether the teaching strategies were appropriate, relevant and have potential for effectiveness. Both the interview and observation data were analysed using the constant comparative method in order to arrive at conclusions regarding the two research questions. The study has revealed that though teaching happened in a piecemeal fashion, the teachers use a variety of good teaching strategies to develop literacy among their learners.

This action research project began as the revitalization of inner city school grounds through the design and construction of a school and community garden. The project's intent was to give inner city children contact with nature as well hands-on learning experiences in all subjects through the planting, tending and harvesting of vegetables, flowers, and native plants. In partnership with a landscape architecture student, I involved the children, teachers, parents and neighbours of the school in designing and planting the gardens they wanted in order to transform a grass field into a biologically diverse environment reflective of the neighborhood cultures and the indigenous wildlife. Our collaboration became the soil and seeds of an ecological and cultural restoration focused on the First Nations community of the school. People, public art, plant and animal life came together in a dynamic process of education and community change. Inspired by John Dewey's theories of learning through doing, by the work of his Brazilian protege Anisio Teixeira, and by the work of Paulo Freire in adult literacy and political empowerment, this project has been inclusive of members of this culturally diverse community of First Nations and refugee families. The physical transformation of the grounds through First Nations architecture, sculpture and native plants has given visible proof to the community that when everyone works together to create a vision, then cooperates to make it happen, that vision can be realized. My thesis follows the process itself as well as the many questions I have asked throughout about the meaning of pedagogy, leadership, empowerment and collaboration. As an educator with her roots in community activism and teaching for social justice, the Grandview garden has challenged me to reexamine my roots in light of a particular cultural, social and political context where my own vision and voice needed to blend harmoniously with the diverse visions and voices of many others. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The purpose of this study was to determine whether elementary teacher morale is related to teacher freedom to make decisions and give input into their work and work environment. Additionally, the study attempted to determine whether teacher decision making freedom varies with age, gender, number of degrees, years of experience, or special teaching assignment.

香港政府在二千年推行教育改革，校長作為學校教學領導團隊的核心領導者，如何帶動學校的教學發展更趨重要。本研究探討香港小學校長教學領導的具體策略，以及在實踐教學領導過程中，如何受到不同因素的影響。 / 本研究採用質化的多重個案研究方法，挑選了校長教學領導較為成功的兩所小學作為研究對象，探討有關問題。研究資料搜集方法包括訪問校長及學校主要的中層教學領導教師及部分基層教師；實地觀察課堂教學、教師專業發展活動和不同類型的會議；以及分析學校、政府、大專院校的文件。 / 研究發現，在推動學校學與教發展的過程中，校長的領導策略是根據學校的獨特情境而選擇的，沒有一個放諸四海皆準或是所謂「最佳」的策略。面對着來自不同層面的各種不同因素的考驗及牽制，教學領導的效能取決於校長領導策略、行為與情境的配合，能否運用其領導解難能力，將挑戰轉化為發展機會。而在這過程中，建立學校教學願景、促進團隊正面人際關係及環境氛圍是校長教學領導的重要策略。 / 研究進一步發現，校長個人信念、經驗、專業知識及領導能力、個人特質等，是影響校長教學領導策略的重要因素。因為個人信念和經歷對領導工作內容具有一種指向性作用，確立校長如何定義學生的學習、教師的教學；而個人專業知識和能力與及個人特質這兩項，則是實踐學校願景的一些能力條件；校長需要依靠這些知識、能力特長去推動教學發展及學校改進。可以說，信念、經歷、專業知識和能力、個人特質之間是相輔相成的。 / 研究又發現，校長教學領導策略和學校情境內的不同因素，包括學校文化、教師、中層領導、學生和家長等等具交互影響，彼此不斷調校以回應改進需求。最後，隨着校長領導策略發揮作用，學校出現變革，中層教學領導能力提升，他們不僅協助校長深化和加快教學發展，也幫助學校回應新挑戰。因此，學校情境因素亦是影響校長教學領導策略不可忽略的重要因素。 / 本研究對校長教學領導的知識領域有三方面的貢獻，它揭示了（1）校長在學校學與教發展過程中扮演引導教學發展方向及營造學校正面文化的關鍵角色；（2）不同因素對校長教學領導策略的影響；以及（3）校長教學領導策略成功發揮作用所需要的條件，就是各項策略與校長個人因素、學校情境因素之間的配合。 / Since year 2000, Hong Kong government has initiated a number of educational reforms. Being a center figure in our school structure, the role of principals has become increasingly crucial to the success of those reforms. This study aims to understand Hong Kong school principals’ strategies on instructional leadership and factors affecting them. / The study employed a multiple-case design. Two primary schools with widely recognized reform success were purposefully chosen. Data collected include interviews of principal, key middle managers and teachers; it also included observations of classes, student activities, staff development activities, and meetings at different levels; and reviews of documents from various sources. / The study found that there is no one-size-fits-all nor the best strategy when principals try to improve their schools or to upgrade teachers’ knowledge and skills. Rather, principals should tailor their own plans for teachers’ professional development and school improvement, and the strategies need to be context-specific. Faced by challenges from their changing educational environment, principals’ problem-solving ability determined how well their schools could address these new challenges. All through their leading process, it was found that building a vision for the school, and cultivating a positive social relationship and school atmosphere are crucial tasks for the success. / This study further discovered that principals’ beliefs, experiences, professional knowledge and skills, and personal characteristics are among others the crucial factors for successful leadership. These factors are interrelated in such a way that they either serve as guiding principle for decision making or they provide the essential capacity for the accomplishment. / More notably, this study identified a reciprocal effect between leadership strategies and school context, like the existing characteristics of school culture, teachers, students and their parents. Last but not least, empowered by the principal, the emerged senior and mid-level leaders not only helped the schools deepen and broaden the development, but also increased their capacity to address new challenges. / The study contributes to the knowledge of instructional leadership in three ways. First, it deepens the understandings of school principals’ role in school improvement, particularly in choosing the focus of development and establishing a positive school culture. Second, it makes explicit the pathways of factors in changing school principals’ strategies. Third, it reveals a good matching between strategies and personal factors as well as school context is an essential criterion for the effectiveness of instructional leadership. / 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. / 呂斌. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 438-461). / 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. / Lü Bin. / Chapter 第一章 --- 引言 --- p.1 / Chapter 1.1 --- 研究背景 --- p.1 / Chapter 1.1.1 --- 香港教育改革要求教與學的革新 --- p.1 / Chapter 1.1.2 --- 教育改革中校長領導角色的重要 --- p.2 / Chapter 1.1.3 --- 校長教學領導角色的新挑戰 --- p.4 / Chapter 1.1.4 --- 香港的校長教學領導研究 --- p.6 / Chapter 1.1.5 --- 小結 --- p.7 / Chapter 1.2 --- 研究目的 --- p.8 / Chapter 1.3 --- 研究問題 --- p.10 / Chapter 1.4 --- 研究意義 --- p.10 / Chapter 1.4.1 --- 理論意義 --- p.10 / Chapter 1.4.2 --- 實踐意義 --- p.11 / Chapter 第二章 --- 文獻析評 --- p.12 / Chapter 2.1 --- 校長領導 --- p.12 / Chapter 2.1.1 --- 校長領導角色的發展 --- p.12 / Chapter 2.1.2 --- 香港校長領導的研究 --- p.14 / Chapter 2.2 --- 教學領導的概念 --- p.19 / Chapter 2.2.1 --- 教學領導概念的源起 --- p.19 / Chapter 2.2.2 --- 教學領導的不同定義 --- p.21 / Chapter 2.2.3 --- 小結 --- p.27 / Chapter 2.3 --- 校長教學領導的特點 --- p.28 / Chapter 2.3.1 --- 校長教學領導對學生學習只有間接影響 --- p.28 / Chapter 2.3.2 --- 傳統校長教學領導着重監察 --- p.30 / Chapter 2.3.3 --- 近年校長教學領導開始結合分散領導的特點 --- p.31 / Chapter 2.3.4 --- 小結 --- p.33 / Chapter 2.4 --- 校長教學領導的策略 --- p.34 / Chapter 2.4.1 --- 校長教學領導的研究 --- p.34 / Chapter 2.4.2 --- 校長教學領導的策略研究 --- p.37 / Chapter 2.4.3 --- 校長教學領導的策略 --- p.55 / Chapter 2.5 --- 影響校長教學領導策略的因素 --- p.67 / Chapter 2.5.1 --- 從單向影響模型探討影響校長教學領導策略的因素 --- p.68 / Chapter 2.5.2 --- 從相互影響模型探討影響校長教學領導的因素 --- p.78 / Chapter 2.5.3 --- 綜合兩類模型歸納出影響校長教學領導策略的因素 --- p.85 / Chapter 2.5.4 --- 小結 --- p.96 / Chapter 第三章 --- 研究方法與研究設計 --- p.97 / Chapter 3.1 --- 研究問題及概念框架 --- p.97 / Chapter 3.1.1 --- 研究問題 --- p.97 / Chapter 3.1.2 --- 研究框架 --- p.98 / Chapter 3.1.3 --- 主要概念的操作性定義 --- p.99 / Chapter 3.2 --- 研究方法 --- p.101 / Chapter 3.2.1 --- 質的研究取向 --- p.101 / Chapter 3.2.2 --- 個案研究策略 --- p.102 / Chapter 3.3 --- 個案研究設計 --- p.103 / Chapter 3.3.1 --- 個案的選擇 --- p.103 / Chapter 3.3.2 --- 研究對象的選擇 --- p.107 / Chapter 3.3.3 --- 研究工具及資料的搜集 --- p.108 / Chapter 3.3.4 --- 研究工具與研究問題的配合 --- p.117 / Chapter 3.4 --- 研究程序 --- p.118 / Chapter 3.4.1 --- 先導研究 --- p.119 / Chapter 3.4.2 --- 研究個案資料的整理與分析 --- p.121 / Chapter 3.5 --- 研究可靠性與研究倫理 --- p.123 / Chapter 3.5.1 --- 研究可靠性及真實性 --- p.123 / Chapter 3.5.2 --- 研究推論 --- p.125 / Chapter 3.5.3 --- 研究倫理 --- p.125 / Chapter 3.6 --- 研究限制及彌補措施 --- p.126 / Chapter 第四章 --- 校長的教學領導策略 --- p.127 / Chapter 4.1 A --- 校校長的教學領導策略：關注教學成效為主 --- p.127 / Chapter 4.1.1 --- 確立學校教學發展願景 --- p.127 / Chapter 4.1.2 --- 促進教師教學專業發展 --- p.135 / Chapter 4.1.3 --- 促進學生學習 --- p.184 / Chapter 4.1.4 --- 建立團隊正面人際關係及環境氛圍 --- p.198 / Chapter 4.1.5 --- 本節小結 --- p.204 / Chapter 4.2 B --- 校校長的教學領導策略：注重團隊文化為先 --- p.205 / Chapter 4.2.1 --- 確立學校教學發展願景 --- p.206 / Chapter 4.2.2 --- 促進教師教學專業發展 --- p.217 / Chapter 4.2.3 --- 促進學生學習 --- p.258 / Chapter 4.2.4 --- 建立團隊正面人際關係及環境氛圍 --- p.269 / Chapter 4.2.5 --- 本節小結 --- p.294 / Chapter 4.3 --- 對個案學校校長教學領導策略的綜合分析 --- p.295 / Chapter 4.3.1 --- 確立學校教學發展的願景 --- p.295 / Chapter 4.3.2 --- 促進教師教學專業發展 --- p.297 / Chapter 4.3.3 --- 促進學生學習 --- p.308 / Chapter 4.3.4 --- 建立團隊正面人際關係及環境氛圍 --- p.311 / Chapter 4.3.5 --- 教學領導策略的關鍵 --- p.315 / Chapter 4.4 --- 本章小結 --- p.319 / Chapter 第五章 --- 影響校長教學領導策略的因素 --- p.326 / Chapter 5.1 --- 校長個人因素的影響 --- p.326 / Chapter 5.1.1 --- 校長個人信念、價值觀的影響 --- p.326 / Chapter 5.1.2 --- 校長個人經歷的影響 --- p.335 / Chapter 5.1.3 --- 校長專業知識和能力的影響 --- p.342 / Chapter 5.1.4 --- 校長個人特質的影響 --- p.351 / Chapter 5.1.5 --- 本節小結 --- p.360 / Chapter 5.2 --- 學校情境因素的影響 --- p.361 / Chapter 5.2.1 --- 學校歷史背景的影響 --- p.361 / Chapter 5.2.2 --- 學校文化的影響 --- p.369 / Chapter 5.2.3 --- 學校教師的影響 --- p.374 / Chapter 5.2.4 --- 中層領導特性 --- p.382 / Chapter 5.2.5 --- 學校學生和家長的影響 --- p.386 / Chapter 5.2.6 --- 本節小結 --- p.392 / Chapter 5.3 --- 校外情境因素的影響 --- p.394 / Chapter 5.3.1 --- 香港的教育政策 --- p.394 / Chapter 5.3.2 --- 社會文化、現象 --- p.398 / Chapter 5.3.3 --- 校外支援團體、顧問 --- p.399 / Chapter 5.3.4 --- 本節小結 --- p.401 / Chapter 5.4 --- 本章小結 --- p.402 / Chapter 第六章 --- 研究討論及結論 --- p.406 / Chapter 6.1 --- 研究的討論 --- p.406 / Chapter 6.1.1 --- 堅定的信念與清晰的工作目標是最大的關鍵 --- p.406 / Chapter 6.1.2 --- 團隊成員互信關係的建立是教學領導成功的基本保證 --- p.409 / Chapter 6.1.3 --- 校長教學領導與團隊領導的配合 --- p.412 / Chapter 6.1.4 --- 校長個人質素的條件 --- p.417 / Chapter 6.1.5 --- 領導策略與情境的互動關係 --- p.420 / Chapter 6.2 --- 本研究的結論及建議 --- p.425 / Chapter 6.2.1 --- 校長教學領導的策略 --- p.426 / Chapter 6.2.2 --- 校長教學領導策略的影響因素 --- p.428 / Chapter 6.2.3 --- 校長教學領導培訓的建議 --- p.429 / Chapter 6.3 --- 本研究的貢獻 --- p.434 / Chapter 6.4 --- 本研究的反思 --- p.435 / Chapter 6.4.1 --- 本研究的局限 --- p.435 / Chapter 6.4.2 --- 對未來研究的建議 --- p.437 / 參考文獻 --- p.438

Furthermore, whether they have the conscious and courage to break through the restraint which is given by the educational bureau and the school or not, they could be divided into two categories: the dependent inner-control empowerment and the transcendent inner-control empowerment. For example, if teachers confine their reflection within the existing value norm, we describe it as dependent inner-control empowerment. As for the LATQ teachers, they possess outer-control empowerment which makes teachers analyze and judge their own teaching practice from others' standards. (Abstract shortened by UMI.) / Lastly, in terms of how practical reflections influence teachers' professional development, the reflections of HTQ and LATQ teachers share a common characteristic. That is, they are both an active learning process of the teachers, even though the reflections are the results of outside forces. And the differences among the two groups of teachers are as follows: (a) the HTQ teachers look at their own professional experiences as the important basis reflection. (b) In terms of the process of reflection, the outcomes of the point by point summarizing process lead to the incremental change in teaching style while the outcome of systematic inquiry is the fundamental change in the renovation of espoused theories and theory-in-use. (c) As for the HTQ teachers, the ability of understanding, controlling and creating practice from reflections has given them inner-control empowerment. / Secondly, practical reflection results from the interaction between teachers' habitus and school field. The main factors in teachers' habitus that influence teachers' practical reflection are the attitudes and motivations of teachers' professional development, educational beliefs, the time of reflection and the competence of inquiry. The main factors in school field that influence teachers' practical reflection include principals' assumption of teachers' learning motivation (compelling), the need of school image management (performance), freedom for teachers' professional development (freedom), the concept of teaching and learning (focus on student learning) and teachers' culture (learning & communication). / The great demands of creative talents in knowledge economy and the pursuit of better humanistic teaching and learning challenge teachers' professional competency. Teachers are expected to be more adaptive and creative in curriculum implementation. Theoretically, teachers' practical reflection is the process of curriculum deliberation and creation. In this context, the inquiry into practical reflection has important theoretical contributions on how to advance curriculum implementation and teacher professional development. / The main research findings are as follows: Firstly, there are intrinsic differences in contents, levels and process of practical reflection between HTQ and LATQ teachers. / The present study addresses the following three questions. (1) What practical reflection has been done in curriculum implementation? (2) Which factors influence teachers' practical reflection? (3) How practical reflection affects teachers' professional development? / 趙明仁. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 261-272). / Adviser: Hin Wah Wong. / Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0869. / 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. 261-272). / Zhao Mingren.