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Hong Kong Secondary School Teachers Perception Of Peer Observation
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Book Synopsis Hong Kong Secondary School Teachers' Perception of Peer Observation by : Sha-Lun Sheridan Lee
Download or read book Hong Kong Secondary School Teachers' Perception of Peer Observation written by Sha-Lun Sheridan Lee and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Hong Kong Secondary School Teachers' Perception of Peer Observation: Implications for School-based Staff Development Programmes" by Sha-lun, Sheridan, Lee, 李沙崙, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3195651 Subjects: High school teachers - In-service training - China - Hong Kong Secondary school teachers - In-service training Social surveys - Secondary school teachers
Book Synopsis Hong Kong Secondary School Teachers' Perception of Peer Observation by :
Download or read book Hong Kong Secondary School Teachers' Perception of Peer Observation written by and published by . This book was released on 1993 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Case Study of Peer Observation Among Primary School Teachers by : Siu-Ting Ngai
Download or read book A Case Study of Peer Observation Among Primary School Teachers written by Siu-Ting Ngai and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "A Case Study of Peer Observation Among Primary School Teachers" by Siu-ting, Ngai, 魏少婷, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstracts This research is about the case study of peer observation among primary school teachers. Due to the increasing popularity of using peer observation as a means of enhancing teachers' teaching performance and pedagogy, the researcher would like to conduct a research about collecting primary school teachers on the aspects of how do they perceive, react to peer observation as well as their changes towards peer observation after exposing to its practice for years. Besides, the researcher is interested in collecting concerns and difficulties encountered by the teachers during peer observation and factors conducive to the success of peer observation. Last of all, recommendations for more effective practice of peer observation can be drawn. DOI: 10.5353/th_b3552272 Subjects: Observation (Educational method) Elementary school teachers - Rating of - China - Hong Kong Elementary school teachers - China - Hong Kong - Attitudes
Book Synopsis Teachers' Perceptions of Project Learning in a Secondary School in Hong Kong by : Wing-Yin Han
Download or read book Teachers' Perceptions of Project Learning in a Secondary School in Hong Kong written by Wing-Yin Han and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Teachers' Perceptions of Project Learning in a Secondary School in Hong Kong" by Wing-yin, Han, 韓詠研, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract This study focuses on exploring teachers' perceptions of project learning in a secondary school in Hong Kong. It attempts to unveil how teachers perceive the meaning of project learning and how do they perceive and perform their roles as teacher mentors of the project learning programme in the sample school. In addition, this study aims at identifying the critical factors in affecting the implementation of project learning and investigating the unique patterns on how these factors are interrelated with each other in the sample school. This study has adopted a qualitative case study approach to explore an in-depth and comprehensive picture on how teachers perceive project learning from an insider perspective. According to the research design, preliminary data were collected through questionnaires to obtain an extensive and holistic view for the basis of the subsequent in-depth interviews. The interviews, participant observations and review of documents thus provided essential and rich information for this qualitative study. To ensure the trustworthiness of data, triangulation, researcher's self-reflexivity and the ethical issues were also taken into account when conducting the research. The findings of this study revealed the authentic perceptions of the teachers in relation to project learning in the sample school. The teachers generally held positive views towards project learning. However, a consensual understanding on the rationale and meaning of project learning was absent. Instead, fragmented understanding and diverging opinions did exist among teachers themselves. For the roles they perceived and performed, most of them understood their new roles iiibut they could not get rid of their traditional practices as they were over-dominated and over-emphasized on the product of project learning. In other words, there existed a gap between what the teachers perceived and how they performed. The study identified six critical factors in affecting the implementation of project learning from two different perspectives. In view of the characteristics of the programme, the need for implementation, the programme design and coordination were the crux for an effective implementation. From the perspective of school attributes, teachers' understanding and attitudes, teachers' training, students' abilities and attitudes as well as school culture were crucial in determining the level of achievement of the intended goals in the implementation. This study also illustrated how these factors were interrelated and interacted with each other from a holistic point of view. In conclusion, the implications and recommendations of this study were drawn to offer new insights to enrich the existing literature on project learning. On the whole, this study provides an authentic, in-depth and comprehensive understanding on teachers' perceptions of project learning which provides some useful references for those who are interested to have further studies in this area. iv DOI: 10.5353/th_b3763763 Subjects: Project method in teaching - China - Hong Kong - Case studies High school teachers - China - Hong Kong - Attitudes
Book Synopsis A Case Study of Peer Observation Among Primary School Teachers by : Siu-ting Ngai
Download or read book A Case Study of Peer Observation Among Primary School Teachers written by Siu-ting Ngai and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Perception on Teacher Empowerment in Hong Kong Aided Secondary Schools by : Wing-Por Robert Chan
Download or read book Teachers' Perception on Teacher Empowerment in Hong Kong Aided Secondary Schools written by Wing-Por Robert Chan and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Teachers' Perception on Teacher Empowerment in Hong Kong Aided Secondary Schools" by Wing-por, Robert, Chan, 陳穎波, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3196002 Subjects: Employee empowerment - China - Hong Kong Teacher participation in administration - China - Hong Kong Teacher participation in administration Employee empowerment Social surveys - Teacher participation in administration
Book Synopsis Teachers' Perceptions of Assessment for Learning by : Ka-Man Yau
Download or read book Teachers' Perceptions of Assessment for Learning written by Ka-Man Yau and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Teachers' Perceptions of Assessment for Learning: a Study of Secondary School Teachers in Hong Kong" by Ka-man, Yau, 游嘉敏, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ABSTRACT of thesis entitled Teachers' perceptions of assessment for learning: A study of secondary school teachers in Hong Kong submitted by YAU KA MAN For the degree of Master of Education at the University of Hong Kong August, 2004 A paradigm shift in assessment, with the emphasis on assessment for learning, currently prevails in many parts of the world, including Hong Kong. Despite strong promotion, the implementation of assessment for learning around the world has not been as so widespread in schools as expected. 'Teachers' perceptions of assessment for learning' may be the most influential factor explaining reluctance and their actions in practice which are being affected by their current classroom beliefs and actions. This study provides insights into the factors affecting the implementation of assessment for learning in Hong Kong secondary schools from an examination of teachers' perceptions. In turn, suggestions for more effective implementation are explored. This study used an interpretative, qualitative approach. The subjects of the study were six secondary school teachers in Hong Kong who were classified into two polar types-conservative and innovative. As such, the study represents a study involving six cases. Interview was the main data collection method, although documents and students' work were collected, in some cases, for triangulation. Analysis followed Miles and Huberman (1984, 1994) as well as Strauss and Corbin (1990, 1998). iiThe findings of this study showed that assessment for learning was not a common practice among the secondary school teachers. Their perceptions of assessment for learning were varied and confusion of meaning seemed apparent in many cases. In contrast with the hopes in the literature and the education reform reports of Hong Kong, three of the six subjects didn't view assessment for learning as an effective tool to improve student learning. The findings also suggested some determining factors and related challenges that led to such perceptions and actions. However, 'character and personality of teachers' seemed the most influential and decisive factor. Based on these findings, measures for promoting further initiation and implementation of assessment for learning were suggested with a focus on changing the mindsets of teachers through increasing their exposure to the current assessment change. Re-prioritization of teachers' duties should also be considered and carried out seriously. iii DOI: 10.5353/th_b3028071 Subjects: Educational tests and measurements - China - Hong Kong Educational change - China - Hong Kong High school teachers - China - Hong Kong - Attitudes
Book Synopsis EFFECTIVENESS OF DEVELOPMENTAL by : Tak-Wa Lau
Download or read book EFFECTIVENESS OF DEVELOPMENTAL written by Tak-Wa Lau and published by Open Dissertation Press. This book was released on 2017-01-27 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Effectiveness of Developmental Teacher Appraisal in a Secondary School in Hong Kong" by Tak-wa, Lau, 劉德華, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ABSTRACT School Based Management (SBM) presents the guidelines for the structuring of Hong Kong aided schools. Teacher appraisal is one of the required features under SBM for enhancing teachers' development and students' learning. Teacher appraisal of accountability model is a traditionally dominated practice in Hong Kong. Different researchers have advocated teacher appraisal of development model in recent years. This study examines the effectiveness of developmental teacher appraisal, with a case in a Hong Kong aided school. With the help of teacher survey, teacher interviews, school principal's interviews and the observation of the writer, the exploration of effectiveness of developmental teacher appraisal is categorised into four levels. Teachers' perception towards developmental teacher appraisal is the first level of investigation. The function of developmental teacher appraisal for identification of teachers' strengths and weakness is the second level of investigation. The influence of developmental teacher appraisal on teachers' attitude and behaviour is the third level of examination. The eventual effect of developmental teacher appraisal to teaching performance and students' learning outcome is the fourth ilevel of examination of the study. In addition to the scrutiny of effectiveness of developmental teacher appraisal at different levels, the opinions of teachers in comparing the relative effectiveness of teacher appraisal of developmental model and accountability model is analysed. The findings show that developmental teacher appraisal can get high degree of acceptance of teachers with their extensive participation in preparation process. By the help of appropriate evaluation tools, such as self-assessment, peer-review and students' questionnaires, developmental teacher appraisal can effectively assist the majority of teachers to identify their strong and weak points and also influence their attitude and behaviour to a certain extent. However, the function of developmental teacher appraisal on enhancing teaching performance and students' learning outcome is less significant, due to a variety of practical problems. The research result also indicates developmental teacher appraisal is much more popular than accountability teacher appraisal among teachers, in consideration of the usefulness, objectivity, fairness and other factors. ii DOI: 10.5353/th_b2767791 Subjects: High school teachers - Rating of - China - Hong Kong High school teachers - China - Hong Kong - Attitudes
Book Synopsis Hong Kong Teachers' Perceptions Towards Teaching Competition as a Means for Staff Development by : Man-Yee Anna Lee
Download or read book Hong Kong Teachers' Perceptions Towards Teaching Competition as a Means for Staff Development written by Man-Yee Anna Lee and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Hong Kong Teachers' Perceptions Towards Teaching Competition as a Means for Staff Development" by Man-yee, Anna, Lee, 李敏怡, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Teaching competition is a common and standardized practice in mainland China, but until then it is rather new to teachers in Hong Kong. Teaching competition can have dual roles: being an activity for teacher development and as a kind of standard enforcement of teachers' performances. The primary purpose of this dissertation was to examine the perceptions of teachers in Hong Kong towards teaching competition as a means for staff development. Both quantitative and qualitative methods were used in this research study. A questionnaire containing both multiple choices and open-ended questions was used to collect data anonymously from secondary school teachers in Hong Kong. This study also attempted to explore other areas relating to teaching competition, including teacher collaboration, teaching performance assessment, teacher identity, and teacher standards. The results of this study showed that in general Hong Kong teachers did not reject the idea of using teaching competition as a platform for sharing and developing teaching skills. However, some teachers considered that teaching competition might, to a certain extent, induce tensions among teachers and jeopardize teacher collaboration. Judging teachers' performances in teaching competition can be considered as a process of assessment. As such, applying theories of assessment could gain better understanding of the judgment itself, maintain fairness of judgment and clear up the misunderstanding of ostentation in teaching competition and non-determinacy of teaching performance. Moreover, the results of judgments in teaching competitions must be correctly interpreted. Judgments accompanied with feedback instead of simply feedouts could serve better for teacher development purpose. Finally, teaching competition could enforce performance standards to teachers. Findings from this research study revealed that recent education reform in Hong Kong would affect teachers' views on teaching competition. It was argued that teaching competition might be an appropriate means to help teachers establish and re-establishing their discredited professional identity under the cultural change of marketization. DOI: 10.5353/th_b5017681 Subjects: Teachers - Training of - China - Hong Kong Teachers - China - Hong Kong - Attitudes
Book Synopsis Teachers' Perceptions about Implementing Peer-evaluation Strategies for Enhancing Written Work in a Hong Kong Primary School by : 廖靜怡
Download or read book Teachers' Perceptions about Implementing Peer-evaluation Strategies for Enhancing Written Work in a Hong Kong Primary School written by 廖靜怡 and published by . This book was released on 2013 with total page 61 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis STUDY OF PERCEPTIONS & PRACTIC by : Lai-Yee Louisa Choi
Download or read book STUDY OF PERCEPTIONS & PRACTIC written by Lai-Yee Louisa Choi and published by Open Dissertation Press. This book was released on 2017-01-26 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "A Study of Perceptions and Practices of Teachers' Feedback in a Hong Kong Secondary School" by Lai-yee, Louisa, Choi, 蔡麗儀, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3194501 Subjects: English language - Written English - Study and teaching (Secondary) English language - Study and teaching (Secondary) - China - Hong Kong High school teachers - China - Hong Kong - Attitudes High school students - China - Hong Kong - Attitudes Secondary school teachers - Attitudes Secondary school students - Attitudes
Book Synopsis Teachers' Perceptions of Assessment for Learning by : Ka-man Yau
Download or read book Teachers' Perceptions of Assessment for Learning written by Ka-man Yau and published by . This book was released on 2004 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Perceptions of Project Learning in a Secondary School in Hong Kong by : Wing-yin Han
Download or read book Teachers' Perceptions of Project Learning in a Secondary School in Hong Kong written by Wing-yin Han and published by . This book was released on 2005 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Tact of Teaching by : Max van Manen
Download or read book The Tact of Teaching written by Max van Manen and published by Routledge. This book was released on 2016-06-16 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: In The Tact of Teaching bestselling author Max van Manen offers teachers at every stage an original and inspiring interpretation of the notion of pedagogy, one that searches for its roots in the experience of in loco parentis. Using dozens of anecdotes and scenes taken directly from life in classrooms, including many from the often-neglected domain of high school, The Tact of Teaching explicates the meaning of pedagogical moments, the conditions of pedagogy, the relation between pedagogy and politics, the nature of pedagogical experience, and the practical forms of pedagogical understanding. The author: -Presents experiential analysis of the relation between pedagogical reflection and action-Explores how pedagogical tact manifests itself, what tact accomplishes, and how tact does what it does-Speaks of hope and humane practice in an era of schooling often given over to mindless technocracy or fashionable despair
Book Synopsis Teachers' Perceptions of an Appraisal System in a Hong Kong Secondary School in Relation to Professional Development by : Wai-Ling Sin
Download or read book Teachers' Perceptions of an Appraisal System in a Hong Kong Secondary School in Relation to Professional Development written by Wai-Ling Sin and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Teachers' Perceptions of an Appraisal System in a Hong Kong Secondary School in Relation to Professional Development" by Wai-ling, Sin, 冼慧玲, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ABSTRACT Staff appraisal was introduced to Hong Kong secondary schools participating in the School Management Initiative (SMI) from 1991 onwards. However, from the evaluation of the SMI done in 1994, the responses from schools were quite 'negative'. After nearly 10 years, has any change happened to the point of view of teachers? This study provides an overview of teacher perceptions on appraisal system in a Hong Kong secondary school. A questionnaire was developed to measure the general teachers' beliefs about teacher appraisal. In the questionnaire, data about teachers' recent experiences of appraisal were collected from 70 teachers who had completed at least one appraisal cycle. Then, a teacher survey was conducted with 9 teachers to further investigate the reasons about the results collected in the questionnaire. The dialogue in the interview was taped. Finally, writer as a teacher in the school also acted as an insider to give an overview on appraisal in the school. The findings show that the teachers in the school generally show 'positive' feeling ion teacher appraisal. From the aspect of teaching, teachers think that the teaching improvements are not significant after lesson observation in appraisal. They agree that the discussion with panel heads after lesson observation is beneficial to them about teaching but the number of post-observations is not sufficient. Concerning the various means of appraisal, teachers generally accept traditional methods like lesson observation, interview with panel head and principal and students' academic performance, but they do not accept 'peer observation', 'students' questionnaires and comments from parents. ii DOI: 10.5353/th_b3571660 Subjects: High school teachers - Rating of - China - Hong Kong High school teachers - China - Hong Kong - Attitudes
Book Synopsis The Perceptions of Students and Teachers on the Teaching of Virtues in a Hong Kong Secondary School by : Yuen-Ling Peggy Lo
Download or read book The Perceptions of Students and Teachers on the Teaching of Virtues in a Hong Kong Secondary School written by Yuen-Ling Peggy Lo and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of Perceptions and Practices of Teachers' Feedback in a Hong Kong Secondary School by : Lai-yee Choi (Louisa)
Download or read book A Study of Perceptions and Practices of Teachers' Feedback in a Hong Kong Secondary School written by Lai-yee Choi (Louisa) and published by . This book was released on 1999 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt:
