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).

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

by Wong Siu Yin. / Bibliography: leaves [i]-vi / Thesis (M.S.W.)--Chinese University of Hong Kong, 1986

黃志明. / 據手稿本複印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben fu yin. / Includes bibliographical references (leaves 191-200). / Huang Zhiming. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / 圖目次 --- p.V / 表目次 --- p.VI / 論文摘要 --- p.X / Chapter 第一章 --- 導論 --- p.1 / Chapter 一 --- 研究問題及其定義 --- p.2 / Chapter 二 --- 研究的動機與目的 --- p.5 / Chapter 三 --- 研究方法步驟 --- p.6 / Chapter 第二章 --- 文獻評述 --- p.8 / Chapter 一 --- 角色研究的發展 --- p.8 / Chapter 二 --- 角色的意義及其相關的概念 --- p.12 / Chapter 三 --- 角色與人格結構的關係 --- p.18 / Chapter 四 --- 角色取向的定義與類型 --- p.21 / Chapter 五 --- 教師工作的專業化及專業角色取向 --- p.26 / Chapter 六 --- 學校組織的科層化及教師的受僱角色取向 --- p.38 / Chapter 七 --- 學校組織結構的分析 --- p.47 / Chapter 八 --- 自我觀的意義及與角色的關係 --- p.61 / Chapter 第三章 --- 研究設計與實施 --- p.74 / Chapter 一 --- 研究設計的概念架構 --- p.74 / Chapter 二 --- 研究問題 --- p.78 / Chapter 三 --- 研究方法步驟 --- p.79 / Chapter 四 --- 研究樣本及資料搜集 --- p.80 / Chapter 五 --- 問卷設計及預試分析 --- p.81 / Chapter 六 --- 資料分析 --- p.89 / Chapter 七 --- 研究限制 --- p.90 / Chapter 第四章 --- 研究結果與討論 --- p.92 / Chapter 一 --- 個人資料的分析 --- p.94 / Chapter 二 --- 教師角色取向分析 --- p.101 / Chapter 三 --- 學校組織結構分析 --- p.104 / Chapter 四 --- 教師自我觀分析 --- p.105 / Chapter 五 --- 教師對教師行業態度分析 --- p.106 / Chapter 六 --- 教師專業角色取向內部各層面交亙相關情況 --- p.107 / Chapter 七 --- 教師受僱角色取向內部各層面交亙相關情況 --- p.108 / Chapter 八 --- 學校組織結構各層面內部相關情況 --- p.110 / Chapter 九 --- 教師自我觀各層面內部相關情況 --- p.111 / Chapter 十 --- 教師專業角色取向與受僱角色取向各層面的相關情況 --- p.112 / Chapter 十一 --- 教師角色取向與教師自我觀的相關情況 --- p.115 / Chapter 十二 --- 教師角色取向與學校組織結構的關係 --- p.118 / Chapter 十三 --- 學校組織結構與教師自我觀的關係 --- p.125 / Chapter 十四 --- 教師角色取向與學校組織及教師自我觀的關係 --- p.129 / Chapter 十五 --- 教師兩種角色取向與學校組織結構及教師自我觀的關係 --- p.132 / Chapter 十六 --- 教師個人狀況與其角色取向、自我觀及學校組織結構的關係 --- p.137 / Chapter 十七 --- 任教學校情況與教師角色取向我觀及學校組織結構的關係 --- p.154 / Chapter 十八 --- 教師的職業態度與其角色取向我觀及學校組織結構的關係 --- p.159 / Chapter 第五章 --- 結論及建議 --- p.171 / Chapter 一 --- 結論 --- p.171 / Chapter 二 --- 建議 --- p.177 / Chapter 附錄 --- (一)致有關學校校長信件 --- p.183 / (二)致有關教師信件 --- p.184 / (三)研究問卷 --- p.185 / 中文參考書目 --- p.191 / 英文參考書目 --- p.194

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.

published_or_final_version / Education / Master / Master of Education

The birth of democracy in 1994 in South Africa moved away from the authoritarian leadership style of the Apartheid era to a democratic style where accountability , democracy, transformational and distributed leadership style was encouraged at school. Leadership was not deemed to be the duty of the principal alone but leadership is shared among all the stakeholders at school. The above assertion prompted the researcher to engage in this study whose purpose was to investigate the extent of teacher participation in decision making in curriculum and management issues at schools. The study sought to assess:(i)To identify the categories of teachers who participated in decision making at school level (ii) To find out the areas in which teachers are involved in decision making at school (iii) To identify the strategies used by principals/ school management in involving the teachers in decision making (iv) To find out the views of principals and teachers regarding their involvement regarding their participation in decision making in curriculum and management issues. To achieve these objectives the researcher opted for the qualitative approach which is embedded in the interpretivist paradigm. The qualitative approach typically studies people by interacting and observing the participants in their natural setting and focusing on their meanings and interpretations. This methodology was relevant because it produced the desired results and gathered information directly from the respondents through interviews, observation, and document analysis. This methodology assisted the researcher to find out the extent of teacher participation in decision making. The data revealed that all teachers are expected to be involved in decision making but that depends on the nature of the issue. The study revealed that all teachers were involved in decisions concerning disciplinary, curriculum, sport as major school activities but some teachers were not involved in financial matters. The data also found out that male teachers feel that there is imbalance of contribution in staff meetings since female teachers are more than male teachers. Furthermore , the study showed that school principals used various strategies to involve teachers in decision making such as consultation on individual basis, group or at committee level. The study also revealed that the principals and teachers felt that when they work together as the school community all organizational goals and objectives will be achieved and owned by all teachers. Teachers also viewed non involvement as what resulted in the negative impact of the activities including high teacher absenteeism and demotivation.

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2005. / Teachers have a central role to play in the process of educational transformation. Given their deep contextual understanding of their school it is important to provide a safe space, so that their voices can be heard. Within the context of educational transformation, educational psychologists are challenged to redefine their role and to become more involved in the general process of schooling. The new role envisaged for educational psychologist suggests an enlargement of their scope of practice to include both individual work as well as work within the different systems. The role as organizational consultants suggests that the educational psychologist must assist with professional teacher development and organizational development in order to equip schools to become more effective in their purpose and goals. The study attempts to explore the directive use of sandtray as a non-verbal and projective technique, within the framework of school development planning, to facilitate school development. It is envisaged that the outcomes of the research can contribute towards the range of skills and interventions that educational psychologists can use to effect school reform and development. A qualitative case study within the interpretive paradigm was chosen as research design. The case was a high school in the Namaqua District of the Northern Cape Province. The sample for this study consists of 6 teachers that were representative of the staff. The data was collected through 6 individual sandtray sessions, semi-structured interviews and 1 focus group discussion. Photographs of the subjects sand worlds were also taken. The review of literature and the findings of this research, suggest that sandtray, as a projective technique, when used in an ethical and responsible way, during the auditing phase of school development, can give the educational psychologist access to the underlying personal and structural dynamics that hinders the process of development and renewal within a school. Secondly, it helps to develop an understanding of the individual perspectives, point of views and emotional reactions of teachers towards the existing context of the school. Since school development is also concerned with personal and professional development of teachers, it is important to provide psychosocial support for teachers to deal with personal issues that emerge out of the sandtray process as well as the challenges within the context of their school. To develop a composite picture of the school it seems important to involve all role-players in the initial phases of school development planning.

Thesis (MEdPsych)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Divorce is a common phenomenon throughout the world. According to the South African Population census in 1996 (Stats SA, 2001: 1.7) almost a tenth of the individuals that got married that year, had been separated or divorced. In the United States of America it is estimated that almost one out of every two couples eventually divorce (Dreman, 1999: 150). According to Pedro-Carroll, Sutton and Wyman (1999:467) many children may be at risk as a result of the negative consequences of marital disruption. These children challenge us, as educators, to support them in ways that will reduce risk factors and promote resilient outcomes for them. The statement by Pedro-Carroll et al. (1999:467) provides a rationale for this study, namely that children from divorced families may need support when experiencing the consequences of divorce. I argue that the school system, especially educators, play an important role in supporting children form divorced families. The school environment may serve as a source of support for children from divorced families, where educators are in a good position to be empathic to these children's problems and needs (Bray and Berger, 1992:73; Dreman, 1999:163). Therefore, I explored the phenomenon of educators' experiences of their role in supporting children from divorced families. The methods I made use of was firstly, semi-structured interviews to gain the educators' experiences individually. Two focus group sessions followed, where I also determined their experiences in a group dynamic. Through the produced and trascribed data I gained new insights into educators' experiences on this matter, by identifying themes from their experiences. One hundred and sixty one (161) themes were identified from the produced data. The findings were presented in four areas of experience, namely, educators' experiences in terms of:.the child; themselves; the school; and the parents. Some participants have experienced that generally children come across as uncertain and stressed, when their parents divorce, and that children may even feel that the divorce is his fault. It was also mentioned that children may exhibit psychosomatic symptoms due to the stress they experience. In terms of the educators' experiences of the school environment it was mentioned that the school provides structure for the children from divorced families. According to Wallerstein et al. (1980:277) the school can provide structure in a child's life at a time when the major structure of his life, the family, is crumbling. Mostly, educators have experienced that they do play an important role in supporting these children. Some even mentioned that they, as educators, have to sometimes fulfil a parental role for that child. According to Ligon and McDaniel (1970:76) educators are of inestimable help to children who bring their problems to them. I believe that the findings of this phenomenological study add credence to the research on educators as a supportive system for children from divorced families. / AFRIKAANSE OPSOMMING: Egskeiding is 'n algemene verskynsel deur die wêreld heen. Volgens die Suid- Afrikaans Populasie sensus in 1996 (Stats SA, 2001 :1.7), het ongeveer 'n tiende van die individue wat daardie jaar getroud is, geskei. In die Verenigde State van Amerika is daar beraam dat ongeveer een uit elke twee egpare uiteindelik skei (Dreman, 1999:150). Volgens Pedro-Carroll, Sutton en Wyman (1999:467) kan baie kinders moontlik onder risiko geplaas word as gevolg van die negatiewe gevolge van fn gebroke huwelik. Hierdie kinders daag ons, as opvoeders, uit om hulle op wyses te ondersteun wat risiko faktore sal verminder en veerkragtige uitkomste vir hulle sal bevorder. Die stelling gemaak deur Pedro-Carroll et al. (1999:467) voorsien die studie van fn gegronde beredenering, naamlik dat kinders van geskeide gesinne moontlik ondersteuning benodig wanneer hulle die gevolge van egskeiding ervaar. Ek beredeneer dat die skool sisteem, spesifiek onderwysers, fn belangrike rol speel in die ondersteuning van kinders uit geskeide gesinne. Die skoolomgewing kan moontlik dien as fn bron van ondersteuning vir kinders van geskeide gesinne, waar onderwysers in 'n goeie posisie is om empaties te wees teenoor hierdie kinders se probleme en behoeftes (Bray en Berger, 1992:73; Dreman, 1999:163). Vir hierdie rede het ek die fenomeen van onderwysers se ervarings van hul rol in die ondersteuning van kinders uit geskeide gesinne, ondersoek. Die metodes waarvan ek gebruik gemaak het was eerstens, semi-gestruktureerde onderhoude om die onderwysers se ervarings individueel in te win. Twee fokus groep sessies het gevolg, waarin ek ook hul ervarings bepaal het in 'n groepsdinamiek. Deur die geproduseerde en getranskribeerde data het ek tot nuwe insigte gekom rakende onderwysers se ervarings in hierdie verband, deur temas te identifiseer vanuit hulle ervarings. Een honderd een en sestig (161) temas is geïdentifiseer vanuit die geproduseerde data. Die bevindinge is voorgestel in vier areas van ervaring, naamlik, onderwysers se ervarings van: die kind; hulself; die skool; en die ouers. Sommige van die onderwysers het ervaar dat kinders oor die algemeen as onseker en gespanne voorkom wanneer hulouers skei. Die kind kan selfs voel dat die egskeiding sy skuld is. Daar is ook genoem dat kinders psigosomatiese simptome kan toon weens spanning wat hul moontlik ervaar. In terme van die onderwysers se ervarings van die skoolomgewing is genoem dat die skool struktuur voorsien aan kinders van geskeide gesinne. Volgens Wallerstein et al. (1980:277) kan die skool struktuur voorsien in 'n kind se lewe in 'n tyd waar die hoofstruktuur van sy lewe, sy gesin, verbrokkel. Die onderwysers het meestal ervaar dat hulle wel 'n belangrike rol speel in die ondersteuning van hierdie kinders. Sommige van die onderwysers het selfs genoem dat hulle somtyds 'n ouerlike rol vervul vir so 'n kind. Volgens Ligon en McDaniel (1970:76) is onderwysers van onskatbare hulp vir kinders wat hul probleme na hulle toe bring. Ek vertrou dat die bevindinge van hierdie fenomenologiese studie geloofwaardigheid byvoeg tot die navorsing van onderwysers as 'n ondersteuningsisteem vir kinders van geskeide gesinne.