How Do Students And Teachers Perceive Effective Teaching In Hong Kong

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How Do Students and Teachers Perceive Effective Teaching in Hong Kong?.

Author : Ka-yim Chan
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (757 download)

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Book Synopsis How Do Students and Teachers Perceive Effective Teaching in Hong Kong?. by : Ka-yim Chan

Download or read book How Do Students and Teachers Perceive Effective Teaching in Hong Kong?. written by Ka-yim Chan and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study aimed to explore how the students and the teachers in Hong Kong conceptualised?effective teaching?. 106 Form three students and 3 teachers were asked to rank the significance of forty teaching traits and evaluate the teachers? teaching performance. A focus group interview and individual interviews were conducted with the students and the teachers respectively. Classroom observations together with follow-up talks were also arranged for the teachers. It was found that both the participating groups had similar though not identical views on the effective aspects of teaching. They generally thought that an effective teacher should use various strategies to motivate students, involve all of the students in the lesson, use a variety of activities/ learning methods, give clear instructions and explanations, and keep students on task throughout the lesson. They also thought that an effective teacher should have a good relationship with his/ her students and make the best use of reinforcements. They agreed with most of the reviewed literature about teaching effectiveness except that they preferred the teacher-centred approaches to the student-centred approaches. This could be mainly due to the cultural differences. Although the teachers claimed that students should take care of their own learning, they did not actively try to encourage their students to do so in reality. For students, a majority group tended to be passive and rely a lot on their teachers while a minority group tended to be more proactive and learn more independently. Since the western theories might not be compatible with the eastern beliefs, it was suggested that teachers should test the theories before use. This could be encouraged by a more bottom-up educational system. It was also suggested that students and teachers should have a more active role to play in teacher evaluation. They should be given more chance to talk and share their perceptions of effective teaching. It is argued that this sharing of perceptions would enable greater consensus to emerge between teachers and students. Last but not least, it would be sensible for teachers to treat teaching as a combination of a science, a craft and an art so that they were better able to meet the expectations of different types of students.

WHAT MAKES A GOOD LANGUAGE TEA

Author : Yuen-Yee Cordia Ng
Publisher : Open Dissertation Press
ISBN 13 : 9781374712836
Total Pages : 140 pages
Book Rating : 4.7/5 (128 download)

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Book Synopsis WHAT MAKES A GOOD LANGUAGE TEA by : Yuen-Yee Cordia Ng

Download or read book WHAT MAKES A GOOD LANGUAGE TEA written by Yuen-Yee Cordia Ng and published by Open Dissertation Press. This book was released on 2017-01-27 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "What Makes a 'good Language Teacher'?: Teachers' and Students' Perceptions of 'good Language Teachers' in Hong Kong Secondary Schools" by Yuen-yee, Cordia, Ng, 伍婉儀, 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. Abstract: Abstract The study reports an investigation of students' and teachers' perception of a good English teacher in Hong Kong. An essay-based, interpretive mode of research was used to elicit and identify constructs used by students in F.2, F.4 and teachers. Student and teacher views were compared to find out the similarities and differences. Both of them were required to write an essay on the title 'What is a good English teacher?' Content analysis was used to analyze data from the essays. The results showed that the teachers and students had different views of the main attributes of good English teachers. Teachers put emphasis on the role of a good English teacher while students placed teaching practice in the classroom to be the most important in considering good English teachers. The literature with the present research incorporating students' and teachers' ideas would comprise a useful model of the good English teacher. The model may be helpful for teacher self-development and self- assessment. DOI: 10.5353/th_b2975881 Subjects: English teachers - Rating of - China - Hong Kong High school seniors - China - Hong Kong - Attitudes Junior high school students - China - Hong Kong - Attitudes English teachers - China - Hong Kong - Attitudes Secondary students - Attitudes

Teachers' Perceptions of Project Learning in a Secondary School in Hong Kong

Author : Wing-Yin Han
Publisher : Open Dissertation Press
ISBN 13 : 9781361441312
Total Pages : pages
Book Rating : 4.4/5 (413 download)

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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

STUDY OF THE PERCEPTION GOOD C

Author : 葉慧蓮
Publisher : Open Dissertation Press
ISBN 13 : 9781361097625
Total Pages : 144 pages
Book Rating : 4.0/5 (976 download)

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Book Synopsis STUDY OF THE PERCEPTION GOOD C by : 葉慧蓮

Download or read book STUDY OF THE PERCEPTION GOOD C written by 葉慧蓮 and published by Open Dissertation Press. This book was released on 2017-01-26 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "A Study of the Perception Good Citizenship Among Teachers and Students in Hong Kong Schools" by 葉慧蓮, Wai-Lin, Teresa, Yip, 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_b3195836 Subjects: Civics - Study and teaching (Secondary) Civics - Study and teaching (Secondary) - Cannot find the sub-field 'C' for code '650' - Hong Kong Citizenship Civic education Citizenship

Effective Teaching

Author : James Ko
Publisher :
ISBN 13 : 9781909437753
Total Pages : 60 pages
Book Rating : 4.4/5 (377 download)

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Book Synopsis Effective Teaching by : James Ko

Download or read book Effective Teaching written by James Ko and published by . This book was released on 2017-12 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:

The School Consensus and the Perceived School Effectiveness

Author : Kam-Keung Dennis Liu
Publisher : Open Dissertation Press
ISBN 13 : 9781361468111
Total Pages : pages
Book Rating : 4.4/5 (681 download)

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Book Synopsis The School Consensus and the Perceived School Effectiveness by : Kam-Keung Dennis Liu

Download or read book The School Consensus and the Perceived School Effectiveness written by Kam-Keung Dennis Liu 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, "The School Consensus and the Perceived School Effectiveness: a Study of Secondary Schools in HongKong" by Kam-keung, Dennis, Liu, 廖金強, 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 effectiveness seems to be a hot issue in these few decades in Hong Kong and the worldwide st educational system. Starting from the late 80s to the early 21 century, there are many government policies adjusting the internal and external school resources to uncover the strengths and the weaknesses of schools. In Hong Kong, this includes, for example the school management initiatives (SMI), the compulsory implementation of the school based management (SBM), the quality assurance inspection (QAI), the school self-evaluation (SSE), the external school review (ESR), and the establishment of school management committee (SMC). At the school level, the principal makes use of the staff appraisal system, staff development, lesson observation, lesson preparation and lesson study, and the analysis of the reports such as, the annual plan, annual plan evaluation and questionnaires from the teachers, students and parents intensively to raise the teaching effectiveness. It is hoped that the mentioned administrative and management strategies will strive for a school improvement. However, the by-products of them, such as pressure, worries and workloads have been adding on the teachers' shoulders that hinder the positive effects but magnify the adverse effects. Thus, this study tries to focus on human aspects that when the teachers together think of and act on similar ways, they will work more happily, wholeheartedly and efficiently. Consequently, the school as a system will perform more effectively and generate a significant academic improvement. This paper draws on a research study to examine the above issues in a small number of Hong Kong secondary schools. It is a cross-sectional study on the relationship between the school consensus and the perceived school effectiveness. By analysing the data collected from questionnaires answered by the school teachers and the principals of 12 schools, and the public examination results reported by most of them, it tries to argue that a school of which teachers have a higher degree of consensus with the principal, the school will have a higher degree of school effectiveness (as perceived by the stakeholders). Simultaneously, the school with a higher degree of perceived school effectiveness will have better, hence more satisfactory public examination results. Finally, it will try to provide evidences to support the previous argument that the human factors contribute a more important role to the effectiveness as well as academic performance of a school. 1 DOI: 10.5353/th_b3737629 Subjects: Consensus (Social sciences) Organizational effectiveness School management and organization - China - Hong Kong

Hong Kong Teachers' Perceptions of Continuing Professional Development Policies and Activities

Author : Chun-Cheong Wong
Publisher :
ISBN 13 : 9781361236338
Total Pages : pages
Book Rating : 4.2/5 (363 download)

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Book Synopsis Hong Kong Teachers' Perceptions of Continuing Professional Development Policies and Activities by : Chun-Cheong Wong

Download or read book Hong Kong Teachers' Perceptions of Continuing Professional Development Policies and Activities written by Chun-Cheong Wong 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 Teachers' Perceptions of Continuing Professional Development Policies and Activities" by Chun-cheong, Wong, 黃振昌, 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 Hong Kong teachers' perceptions of continuing professional development policies and activities submitted by Wong Chun Cheong for the degree of Master of Education at the University of Hong Kong August, 2005 Teachers are faced with increasing challenges in the inundated education reform. To meet those demands, they need to adopt a new culture of learning so as to satisfy the needs of professional development. In 2003, the "Advisory Committee on Teacher Education and Qualifications" has put forward a policy document named "Towards a Learning Profession: The Teacher Competencies Framework and The Continuing Professional Development of Teachers," which claims itself as a means to professionalize the teaching force. However, Hong Kong teachers' voice was consistently suppressed during the policy-making process. This study aims at revealing teachers' perception of the ideal scenario of continuing professional development, as well as how they look at effectiveness of this policy document. A qualitative approach is adopted to describe and explain teachers' perceptions, which involves inductive analysis by interpreting and making sense of data. The findings are based on questionnaires with 50 teachers, and 5 in-depth semi-structured interviews in a subsidized secondary school in Hong Kong. Findings reveal that teachers prefer participative and interactive modes of professional development activities involving a whole range of content areas, but resist bureaucratic-managerial approach in policy-making of their continuing iprofessional development. Moreover, they are frustrated by the current situation of continuing professional development which is characterized by "provider and policy-led," "competence-based" and "deficit" approach. Furthermore, they do not consider the policy document put forward in 2003 by the "Advisory Committee on Teacher Education and Qualifications" to be an effective means of enhancing their own professional development because it is not relevant directly to their needs. Without teachers' recognition on the rationale and methods in the implementation of the policy, it does not have any chance of success. It is suggested that the government should consider carefully the genuine needs of schools and practitioners and more teachers should get involved in the formulation of educational policies. By uniting the discordant efforts made by the various stakeholders in teachers' professional development, it is possible to balance their conflicting interests and fulfill their diverse needs. ii DOI: 10.5353/th_b3554448 Subjects: Teacher effectiveness - China - Hong Kong High school teachers - China - Hong Kong - Attitudes

PROJECT-BASED LEARNING IN A HO

Author : Shun-Yee Ko
Publisher : Open Dissertation Press
ISBN 13 : 9781374730007
Total Pages : 142 pages
Book Rating : 4.7/5 (3 download)

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Book Synopsis PROJECT-BASED LEARNING IN A HO by : Shun-Yee Ko

Download or read book PROJECT-BASED LEARNING IN A HO written by Shun-Yee Ko and published by Open Dissertation Press. This book was released on 2017-01-27 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Project-based Learning in a Hong Kong Secondary School: Perceptions of Teachers and Students" by Shun-yee, Ko, 高純意, 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 The aim of this study is to explore both the teachers' and students' perceptions of project-based learning in S1 in a local secondary school. The researcher is interested in studying how teachers and students perceive project-based learning. Through their perceptions, the researcher attempts to unveil the problems arising at various levels in the course of implementation. The researcher is also interested to know the preference of both the teachers and students for an interdisciplinary project or discipline-based projects. This enables the researcher to further investigate the teachers' attitude towards curriculum integration in the social subjects in junior secondary curriculum. The research employed purely qualitative research methods. Both the teachers teaching S1 social subjects and all S1 students are key informants in the study. Data were collected through semi-structured interviews with the teachers and a questionnaire survey with all S1 students. Documentary analysis of student projects was also used for supplementary purpose. The researcher, who is also a teaching staff of the school, was responsible for collecting and analysing the data. The findings reveal that more than half of the teachers held a positive attitude towards project-based learning. However, almost half of the students found it iiidifficult and boring but meaningful. Through analysis, quite a number of problems identified at the school, teacher and student levels that affected its effective implementation. The findings provide insights to the school administrators to review the programme for improvement and further development. Concerning the issue of curriculum integration, most teachers expressed a negative stance towards it. They found that the present interdisciplinary project implemented in S1 was appropriate but did not consider it as the first step towards an integrated curriculum of the social subjects. More than half of the teachers and students alike preferred an interdisciplinary project to discipline-based projects for its merits or simply for their own sake. Further research in this area is recommended. It is envisaged that the findings will give insights to other researchers and school administrators to reconsider the practicability of project-based learning and the feasibility of curriculum integration of the social subjects in their own settings. iv DOI: 10.5353/th_b3014377 Subjects: Project method in teaching - China - Hong Kong Interdisciplinary approach in education - China - Hong Kong Junior high school students - hina - Hong Kong - Attitudes

HONG KONG TEACHER IDENTITY

Author : Ka-Hing Alexander Chan
Publisher : Open Dissertation Press
ISBN 13 : 9781361068830
Total Pages : 138 pages
Book Rating : 4.0/5 (688 download)

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Book Synopsis HONG KONG TEACHER IDENTITY by : Ka-Hing Alexander Chan

Download or read book HONG KONG TEACHER IDENTITY written by Ka-Hing Alexander Chan and published by Open Dissertation Press. This book was released on 2017-01-26 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Hong Kong Teacher Identity: Perceived and Intended" by Ka-hing, Alexander, Chan, 陳家鑫, 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 Hong Kong teacher Identity: Perceived and Intended submitted by Chan Ka Hing Alexander For the degree of Master of Education at the University of Hong Kong August, 2005 This exploratory study examines the intended and perceived identity of Hong Kong Teacher. This is addressed from a largely psychological perspective in the context of Hong Kong secondary schools engaged in educational reform. The research objectives were to: (1) identify the perceived identities in terms of commitment to education beliefs and teaching career; (2) look at the degree of convergence between the proposed teacher identities proposed by ACTEQ (2003) and the perceived identity of teachers; (3) examine the degree of convergence between perceived identity and professional identity in terms of definitions defined by Deijaard et al.{ 2000). And (4) consider the extent of the teacher's perceived efficacy in student learning. This study looked at three important components of the identity of the Hong Kong teacher, commitment, teaching focus and efficacy. The methodology was interpretive and emphasizing phenomena studied in their natural settings and in terms of the meanings people bring to them. The findings are based on 21 questionnaires and 7 in-depth semi-structured interviews. Findings exposed there are dilemmas and tensions among commitment, teaching focus and efficacy. Most of the teachers exhibited low job satisfactions but were committed to their job. The decline was due to changing working environment and declining learning attitude and academic understanding of students. Other teachers uphold their commitment by taking up reforms and work to their best and maintain commitment despite decline in interest. However, commitment of some teachers increased over time because they recognized commitment is a critical success factor in teaching career. In general teachers were well aware of their noble responsibility and were committed to their job despite low job satisfaction. While majority of the teachers agreed to most values embraced by the ACTEQ identity proposal, they were skeptical about the measures and evaluation designed to facilitate the acquisition of such values. They contested the degree of commitment implied. Moreover, teaching foci have been constrained by emphasis on academic excellence, heavy workload and education reforms, under which it was difficult to take care of individual student differences. Efficacy was a key element to bridge beliefs and practice. Most teachers had a feeling of low efficacy in influencing student's academic results but were more confident in helping students in moral development. Low confidence in influencing students' academic results because (i) students learning are influenced by many factors which are considered to be more powerful than teachers, (ii) The standard curriculum, which cannot take care of individual difference. A dilemma between teachers' beliefs and actual practice has steadily taken its toll on the confidence of teachers. Teachers in Hong Kong have a contrived professional identity. On the one hand, they fully embrace the proposed ideal values but with reservation of the commitment expected. On the other hand, their perceived beliefs and actual practice are not in harmony because they see an unsupportive education environment. DOI: 10.5353/th_b3530554 Subjects: Self-perception High school teachers - China - Hong Kong - Psychology

The Perceptions of Quality Education of Secondary School Principals and Teachers in Hong Kong

Author : Wai-Yin Au Wong
Publisher :
ISBN 13 : 9781374711372
Total Pages : pages
Book Rating : 4.7/5 (113 download)

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Book Synopsis The Perceptions of Quality Education of Secondary School Principals and Teachers in Hong Kong by : Wai-Yin Au Wong

Download or read book The Perceptions of Quality Education of Secondary School Principals and Teachers in Hong Kong written by Wai-Yin Au Wong and published by . This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Perceptions of Quality Education of Secondary School Principals and Teachers in Hong Kong" by Wai-yin, Au Wong, 黃慧賢, 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 The Perceptions of Quality Education of Secondary School Principals and Teachers in Hong Kong This research explores the perceptions of quality education of some secondary school principals and teachers in Hong Kong. It includes (1) definitions of quality education, (2) desirable features for quality education, (3) defects and deficiencies in the Hong Kong education system, (4) strategies to promote quality education, and (5) problems encountered in promoting quality education. Provision of quality education for our students is the vision of the Education and Manpower Bureau. In addition, the Report No. 7 (ECR7) on Quality Education (1997) lists some recommendations on quality education. Those recommendations, such as school-based management, quality assurance inspection, school self-evaluation and quality education fund are currently having a great impact on the Hong Kong school education system. This study adopts a qualitative approach. Data are mainly collected from iinterviews with three principals and four teachers from each school, that is twelve teachers. The findings of the research reveal a wide variation in the informants' emphasis on quality education and various new ideas not mentioned in the ECR7. The informants list some desirable features, for example, adequate school facilities and resources, knowledgeable and highly committed teachers, and adaptive practices to suit the needs of students. Two-thirds of the informants share the view that most schools in Hong Kong are not providing a good quality education. They list some defects and deficiencies in the current Hong Kong education system, including the examination-oriented culture, the heavy workload of teachers, the instability of education policies, the poor quality of both policies and their implementation, and high student-teacher ratio. The informants share a great variety of valuable strategies for providing quality education. And finally, they share some problems encountered in promoting quality education. None of the three sample schools show a large discrepancy between principals and teachers in the perception of what quality education entails. In addition, experienced and novice teachers share similar ideas on different aspects of quality education. ii DOI: 10.5353/th_b2759256 Subjects: Education - China - Hong Kong - Evaluation Total quality management in education - China - Hong Kong Secondary school principals - China - Hong Kong - Attitudes High school teachers - China - Hong Kong - Attitudes

Effective Mathematics Teaching from Teachers' Perspectives

Author :
Publisher : BRILL
ISBN 13 : 9087908229
Total Pages : 336 pages
Book Rating : 4.0/5 (879 download)

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Book Synopsis Effective Mathematics Teaching from Teachers' Perspectives by :

Download or read book Effective Mathematics Teaching from Teachers' Perspectives written by and published by BRILL. This book was released on 2009-01-01 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: What is effective mathematics teaching? This book represents the first purposeful cross-cultural collection of studies to answer this question from teachers’ perspectives. It focuses particularly on how teachers view effective teaching of mathematics. Teachers’ voices are heard and celebrated throughout the studies reported in this volume. These studies are drawn from many parts of the world representing both Eastern and Western cultural traditions. The editors and authors have deliberately included the views of teachers and educators from different cultural backgrounds, taking into account that beliefs on effective mathematics teaching and its features are highly influenced by one’s own culture. The book will provide readers and scholars with the stimulus to take the ideas presented and expand on them in ways that help improve mathematics education for children, teachers and researchers in both the East and the West.

EFFECTIVENESS OF DEVELOPMENTAL

Author : Tak-Wa Lau
Publisher : Open Dissertation Press
ISBN 13 : 9781374712690
Total Pages : 130 pages
Book Rating : 4.7/5 (126 download)

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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

PERCEPTIONS OF A GOOD TEACHER

Author : Wai-Chi Regine Lai
Publisher : Open Dissertation Press
ISBN 13 : 9781361111864
Total Pages : 86 pages
Book Rating : 4.1/5 (118 download)

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Book Synopsis PERCEPTIONS OF A GOOD TEACHER by : Wai-Chi Regine Lai

Download or read book PERCEPTIONS OF A GOOD TEACHER written by Wai-Chi Regine Lai and published by Open Dissertation Press. This book was released on 2017-01-26 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Perceptions of "a Good Teacher" by Teachers and Students in Hong Kong: Their Cultural Implications" by Wai-chi, Regine, Lai, 黎慧芝, 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_b3196169 Subjects: High school teachers - Rating of High school teachers - China - Hong Kong - Attitudes High school students - China - Hong Kong - Attitudes

Teachers' Perception on Teacher Empowerment in Hong Kong Aided Secondary Schools

Author : Wing-Por Robert Chan
Publisher :
ISBN 13 : 9781361398081
Total Pages : pages
Book Rating : 4.3/5 (98 download)

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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 . 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

An Exploration of the Perception of Secondary Four Students and Teachers of the School Based-Assessment (Sba) in an English-Mediumsecondary School in Hong Kong

Download An Exploration of the Perception of Secondary Four Students and Teachers of the School Based-Assessment (Sba) in an English-Mediumsecondary School in Hong Kong PDF Online Free

Author : Ina Ng
Publisher : Open Dissertation Press
ISBN 13 : 9781361478882
Total Pages : pages
Book Rating : 4.4/5 (788 download)

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Book Synopsis An Exploration of the Perception of Secondary Four Students and Teachers of the School Based-Assessment (Sba) in an English-Mediumsecondary School in Hong Kong by : Ina Ng

Download or read book An Exploration of the Perception of Secondary Four Students and Teachers of the School Based-Assessment (Sba) in an English-Mediumsecondary School in Hong Kong written by Ina Ng 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, "An Exploration of the Perception of Secondary Four Students and Teachers of the School Based-assessment (SBA) in an English-mediumsecondary School in Hong Kong" by Ina, Ng, 伍靜雅, 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 investigated Secondary Four students' and teachers' perception of School Based-assessment (SBA) in an English-medium (EMI) secondary school in Hong Kong. The study explored the subjects' perception of SBA and the rationale of their perceptions. The study focused on the two main areas, i.e., SBA as an effective assessment to judge students' oral abilities and enhance teaching and learning. Its effectiveness of motivating students to read extensively was also explored. The study was conducted in 2006 in an EMI secondary school. All the Secondary Four teachers and students of the participating school were involved. In this study, two sets of questionnaires were first administered and interviews were then conducted to obtain information about the subjects' perceptions of SBA. Results from a questionnaire survey and interviews indicated that the subjects (both the teachers and students) did not totally agree that SBA was an effective tool to judge students' oral abilities, enhance teaching and learning and motivate students to read extensively. The findings of the study reveal that the dominance of exam-oriented culture might be the most influential factor which leads to the teachers' and students' negative perception of SBA. Another possible reason is cultural factors involving the availability of resources, teacher's training, work load and time constraint in the Hong Kong context. Recommendations are made to address these issues in order to facilitate the implementation and development of SBA in future. DOI: 10.5353/th_b3874835 Subjects: Educational tests and measurements - China - Hong Kong English language - Study and teaching (Secondary) - China - Hong Kong High school seniors - China - Hong Kong - Attitudes English teachers - China - Hong Kong - Attitudes

Asia's High Performing Education Systems

Author : Colin Marsh
Publisher : Routledge
ISBN 13 : 1135048754
Total Pages : 385 pages
Book Rating : 4.1/5 (35 download)

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Book Synopsis Asia's High Performing Education Systems by : Colin Marsh

Download or read book Asia's High Performing Education Systems written by Colin Marsh and published by Routledge. This book was released on 2014-07-17 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education officials, specialist leaders and teachers have all been involved in different ways to bring about school reform in Hong Kong. This book is a very current and relevant analysis of this reform, highlighting the way in which agencies have cooperated in bringing about change over the last several decades. Through a process of wide-ranging decision-making, collaboration and consensus among key bodies and agencies of change, some important developments have occurred. The reforms collectively have had, and are continuing to have, a major impact upon schooling in Hong Kong. This volume represents a range of authors and specialists involved in a number of different reforms, covering themes such as historical policy contexts, new curriculum approaches, changing pedagogies, school leadership, implementation and change, and assessment and evaluation. This is a very topical book which provides a probing analysis of how an Asian education system has been able to reach and maintain a very high performing level.

International Journal of Language Studies (IJLS) volume 10(3)

Author : Mohammad Ali Salmani Nodoushan
Publisher : Lulu.com
ISBN 13 : 1329942744
Total Pages : 126 pages
Book Rating : 4.3/5 (299 download)

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Book Synopsis International Journal of Language Studies (IJLS) volume 10(3) by : Mohammad Ali Salmani Nodoushan

Download or read book International Journal of Language Studies (IJLS) volume 10(3) written by Mohammad Ali Salmani Nodoushan and published by Lulu.com. This book was released on 2016-04-20 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special issue on systemic functional linguistics, education, and critical discourse analysis.