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1.
Schools in Hong Kong are now undergoing many educational reforms. With so many ideas and demanding tasks ahead, principals
have been expected to bear the responsibility for implementing change. In 1991, the leadership of Hong Kong principals was
described as “dictatorial” in a government document, which painted a bleak picture of the leadership being offered by Hong
Kong principals at that time. However, this recent study showed that teachers perceived that principals as exerting some degree
of transformational leadership in schools. All the eight dimensions of the leadership were above the mid-point on the rating
scale. It seems that there is a shift in Hong Kong primary school principals leadership conceptions. This paper describes
the extent to which teachers perceived their principal ’s to be exercising transformational leadership. Issues concerning
principal development are discussed. 相似文献
2.
Constitution and Culture: Exploring the deep leadership structures of Hong Kong schools 总被引：1，自引：1，他引：1
This article aims to contribute to an understanding of principalship in Hong Kong through probing the formation and preservation of the deep leadership structures that shape its practice. Deep structures are formed partly through a dynamic relationship between constitution and culture which forms bounded “codes” of understanding, conduct and behaviour which combine to shape principalship in Hong Kong and power relationships within schools and collections of schools. After providing a brief historical snapshot of Hong Kong education development since 1945, the paper explores the recent context of principalship and how this influences its shape in schools. Discussion of context focuses on the interconnected elements of constitution and traditional culture. These factors are illustrated using the issues of principal selection and teacher and parent empowerment to show the influence of deep leadership structures on the principal and the system. Depending on the perspective taken, these can be understood as either supportive or obstructive to better school leadership. 相似文献
3.
Ping-Man Wong 《School Leadership & Management》2013,33(5):517-543
To enhance the cost effectiveness of primary schools, the government of Hong Kong imposed a regulation for operating primary one classes up to a minimum enrolment rate in 2003. This policy has forced a number of village schools to cease operation. During 2005–2006, 36 of them were involved in this enforcement, accounting for two-thirds of the total number of such schools, causing a possible extinction of them. This paper is part of a research project with the purpose of tracing the history and development of village schools in Hong Kong since the 1930s and 1940s. Adapting Bourdieu's concepts of habitus, capital and field, this paper examined the village school context of Hong Kong from a socio-historical perspective and examined how the context was related to leadership characteristics of village school principals. Related issues were also discussed. It is hoped that the study has suggested a direction for understanding principal leadership within different school contexts. 相似文献
4.
YIN CHEONG CHENG 《Cambridge Journal of Education》2003,33(3):417-439
This paper aims to report how school leadership is challenged by the three waves of education reform and development in Hong Kong. Since the 1970s, school leaders in the first wave were mainly concerned with achievement of the planned goals through improvement of teaching and learning. In the 1990s, school leaders of the second wave often focused on interface improvement through various types of quality inspection and assurance. In facing the challenges in the new century, the third wave of changes in Hong Kong is moving towards the pursuit of future effectiveness. The school leaders need to be concerned with enhancing educational relevance and creating new goals. This paper will discuss how the leadership conceptions and concerns of the third wave in Hong Kong are completely different from the traditional thinking. Implications are drawn for educators, policy-makers, and scholars in different parts of the world. 相似文献
5.
以“九七”回归时期香港电影文化认同/身份的认知与定位为出发点,探讨在“九七”香港纷繁复杂的文化语境中,香港电影如何在建构的意义上辨析与体现自身的文化身份。指出,“九七”时期,香港电影通过重新审视自身的文化特征,确立了本土文化品格,重构了极具现代性的中国文化精神。 相似文献
6.
Higher Education - This paper addresses university teachers’ conceptions and articulation of teacher care as informed by their teaching practice within the Hong Kong university context. The... 相似文献
7.
Y.L. Jack Lam 《School Leadership & Management》2013,33(4):439-452
The present study attempts to address three specific problems. First, amidst a large volume of literature on transformational leadership and its role on school operations in diverse domains, it hopes to identify its contribution to organisational learning. Second, as the intricate relationships that exist among leadership, structure and culture of the school are widely documented in the current literature, there is a need to determine the precise contribution transformational leadership makes to the collective search for adaptation strategies. Third, there is also a need to know whether the overt roles of transformational leadership in the context of organisational change is universal or culturally specific. Findings from schools in Hong Kong, Taiwan, Western Australia and Central Canada provided interesting generalised as well as specific patterns of leadership behaviours that shed light on the last question raised. 相似文献
8.
李德 《河北师范大学学报(教育科学版)》2010,12(12)
香港回归祖国怀抱后,特区政府逐步摆脱了殖民教育的困扰,国民教育成功转型,港人的国民身份认同逐步提高,这都得益于特区政府有效实施的国民教育策略.针对当前我国大陆地区大德育格局下国民教育面临的困境,应积极借鉴香港特区政府实施国民教育的成功经验,以政府为主导,进行顶层设计,并注重教育的衔接性,通过教材、课堂、生活、情感等潜移默化的多元渗透方式,重点培养学生对他人、家庭、社会、国家的责任感与自愿精神,让国民教育从形式化的"浮城""扎根"于学生的心田,学生的民族意识、民族精神与爱国情怀便会情不自禁油然而生. 相似文献
9.
Nicholas Sun-Keung Pang Ting Wang Zoe Lai-Mei Leung 《Asia Pacific Journal of Education》2016,36(2):231-247
AbstractThis study explored the characteristics of professional learning communities (PLCs) in Hong Kong primary schools. It investigated the profiles of the strengths of professional learning community in schools under study and particularly examined the practices in schools which were identified as strong PLCs. It extends research on PLCs in the Hong Kong context and formulates a quantitative perspective to compare and validate PLC variables across schools in Hong Kong. The Professional Learning Community Questionnaire (PLCQ) for Hong Kong schools was developed to assess the PLC practices in six different areas: leadership for teacher learning, collaborative learning capacity, student-focused orientation, a culture of sharing, mutual understanding and support, and continuous professional development. A composite construct, the Professional Learning Community Index (PLCI) expressed in quantitative terms was utilized to assess the strength of PLC in a school. The research findings show that within the schools which were identified as strong professional learning communities, both the school leaders and teachers had strong emphases on the six subscales of the PLC practices. 相似文献
10.
Leading authentically at the cross-roads of culture and context 总被引：1，自引：0，他引：1
Allan Walker 《Journal of Educational Change》2007,8(3):257-273
This article explores the difficulties Hong Kong school leaders face in leading authentically and suggests that a key to seeking
this authenticity lies in ongoing learning in context. It is divided into three sections. The first section describes the
crossroads of reform and culture in Hong Kong schools by illustrating the tension between traditional values and modern reform
demands. It concludes that the environment within which Hong Kong leaders lead is best characterized by hybridity and that
this makes becoming authentic both important and difficult. The second section asserts that being an authentic leader is not
a matter of adopting a model, a series of actions or even a set of beliefs, but is about engaging in a continual learning
process. Some of what we know about leadership learning is discussed, as is the importance of accounting for cultural variation
when designing learning approaches. The third section outlines and describes a set of generic leadership learning gateways
designed to guide the development of authenticity. These gateways underpin a new programme implemented in Hong Kong which
consciously aims to allow principals to construct authenticity.
相似文献
| Allan WalkerEmail: |
11.
This paper attempts to identify the leadership practices and qualities of school principals engaged in implementing a curriculum reform in Hong Kong. Based on interview data of school principals, this paper shows that the types of instructional leadership practices that school principals adopt and the contextual conditions in which these practices occur are key factors explaining the differential effectiveness of implementation efforts. Six efficacious instructional leadership practices and two contextual conditions critical to their development were identified. This paper reconceptualises instructional leadership as a collective and transformational endeavour, functioning in communities of practice to support school development at different levels. 相似文献
12.
《International Journal of Research & Method in Education》2013,36(1):44-62
This paper addresses some fundamental methodological and ethical issues confronting non-Chinese researchers undertaking research in Hong Kong Chinese society. Among other things, it considers problems pertaining to data collection, the challenges of data interpretation, and the implication that this has for research. Whilst the issues are by no means unique to Hong Kong, there are a number of matters related to outsider research that require special attention in the Hong Kong Chinese context, even when the researchers may be acquainted with both the context and the participants. Understanding the context of research, including the socio-cultural context of which the research participants are a part leads to an enhanced understanding of the issues at hand. This paper intends to serve as an overview that may guide future research in Hong Kong. Issues raised in this paper will need re-theorizing in order to provide a more realistic and comprehensive view of the need to re-examine the paradigms that guide research methodology in Confucian societies. 相似文献
13.
P. K. Tao 《Research in Science Education》1994,24(1):322-330
This paper reports on an investigation into Hong Kong students' comprehension of English non-technical words used in science.
The investigation was conducted in a context in which English, a foreign language to students, is the medium of instruction,
in that textbooks and examinations are all in English but the classroom language used is mainly Chinese, with frequent Chinese-English
code-switching. A total of 4644 Secondary 4, 5 and 6 students participated in the study. Many students did not correctly comprehend
a large proportion of the words, confused them with words that were graphologically or phonetically similar, and even took
them for their antonyms. Such poor performance raises doubts as to whether the majority of Hong Kong students have attained
a ‘threshold level’ of competence in English to benefit from learning science in English.
Specializations: physics education, students' alternative conceptions in science, conceptual change, computer-assisted learning in physics. 相似文献
14.
Over the past few decades, Mainland China has witnessed a massive outflow of students to higher education institutions in Hong Kong. In the context of an up-surge in Mainland Chinese students in Hong Kong, this research aims to explore (1) why Mainland Chinese students choose to study in Hong Kong over other higher education systems, (2) perceptions about the advantages and disadvantages of studying in Hong Kong, and (3) challenges in the process of acculturation from their homeland to Hong Kong. Five key themes are identified: education, finance, learning culture, language, and discrimination/labelling. While Mainland Chinese students often struggle to blend into the new environment, most gradually become accustomed to the local way of life. What remains a challenge is (perceived) discrimination following political tensions over the “one China, two systems” framework. This paper identifies the expectations and dissatisfactions of the participants with regard to studying in Hong Kong, ultimately offering higher-education administrators an insight into how to better cater for the expanding share of Mainland Chinese students in Hong Kong’s universities. This research is significant because it extends the literature by examining acculturation and cultural adaptation issues in an increasingly globalized context. 相似文献
15.
从教育质量到质量教育的议论-香港特区的经验与教训 总被引：1，自引：0，他引：1
曾荣光 《北京大学教育评论》2006,4(1):129-144
教育质量渐渐成为内地教育政策议论中的一个重要议题。在香港特区, 有关教育质素与优质教育的议论已推行了近十年。本文旨在探讨香港特区教育质素政策的发展,并分析有关政策措施带来的一种“核数文化”的后果;继而剖析香港特区推行的优质教育所蕴含着对教育的特定的知识论与本体论的设定;最后应用哈贝马斯对知识旨趣的三种界定,来说明优质教育的三种不同的构思,并揭示现行香港特区所推行的优质教育措施的偏闭与局限。 相似文献
16.
Pattie Luk Fong Yuk Yee 《International Journal of Inclusive Education》2013,17(1):89-103
Following the world trend of inclusion in education, many schools in Hong Kong have started including students with special needs in the regular classrooms. Given the unique educational context of Hong Kong as 'East meets West', and given that inclusion is essentially a concept from the West, this paper argues that Hong Kong's integration has its unique hybrid features. This paper reports the experience of one primary school in the process of change in areas of stages of integration, leadership and whole school approach, during a two-year implementation period. Change processes at the school, classroom and individual levels are discussed. A case study methodology is used so that unique characteristics of the school in its naturalistic settings can be captured. Data were obtained from observation, documentary analysis, individual and group interviews of different school stakeholders: the principals, parents, teachers, resource teachers, and guidance personnel. Implications of findings to schools in Hong Kong and other countries facing similar issue in parallel and mixed cultural settings are discussed. 相似文献
17.
This paper analyses aspects of a Hong Kong school curriculum reform, which recommends amongst other things, a greater focus on assessment for learning. It outlines the principles of the reform as it pertains to assessment and discusses how structural changes are being employed to lend support to changes in the assessment culture in Hong Kong. The paper draws on a previous problematic attempt to introduce formative assessment through the Target-Oriented Curriculum initiative. Two examples of assessment for learning practice of 'early adopters' are used to illustrate both the potential and some of the challenges of implementation in the Hong Kong primary school context. From these cases, are drawn out some of the facilitating and inhibiting factors impinging on the implementation of assessment for learning in schools, building on a model of professional growth. 相似文献
18.
This paper describes Hong Kong’s borrowing, primarily from the UK, of the assessment for learning policy, in the context of prolonged use of formal summative public examinations. The narrative review and analysis are guided by a social positivist critique of the assessment for learning policy in the Hong Kong context. This paper concludes that Hong Kong’s attempts to implement assessment for learning are ambitious but somewhat futile because of persistent use of public examinations for important decision-making. Change in Hong Kong may only happen through a gradual implementation of assessment for learning practices that takes into account cultural, societal, and historic norms. Critical issues are identified and recommendations are proposed for further implementation of assessment for learning in Hong Kong. 相似文献
19.
Mavis Kelly 《International Journal for Academic Development》2013,18(1):24-34
Abstract Hong Kong society is composed predominantly of people of Chinese ethnic origin and is characterized by a mix of traditional Chinese culture and Western culture, the latter arising in part from 155 years of British colonial rule. While some would argue that, by virtue of their international connections and British origins, Hong Kong universities do not differ in significant ways from their counterparts in Western countries, this paper pursues the counter‐argument that academic life in Hong Kong strongly reflects traditional Chinese culture (albeit in a modified form) and that this is turn influences not only the culture of teaching and learning but the possibilities for effective faculty development. It is by recognizing and valuing, rather than denying, unique local characteristics, that the universities can achieve the kind of excellence in education that Hong Kong society so clearly values. In evaluating the likely success of initiatives to enhance teaching effectiveness there is a need to consider those special aspects of Chinese culture which appear to underlie the context of university teaching and learning. 相似文献
20.
Grace Karram 《Compare》2014,44(2):274-296
Higher education has become a key strategy for the economic development of certain city-states that are positioning themselves as higher education hubs, recruiting both students and foreign providers. This article presents the findings of a research study that examined the online messages of foreign branch-campuses in education hubs (Dubai, Hong Kong, Singapore). The project adapts and expands on Fairclough’s notion of critical discourse analysis to include virtual discursive space in order to understand how foreign providers address context, and what values are central to their programming, as they construct their virtual presence in new locations. The findings identify that the dominant themes on institutional websites reflect key issues facing higher education, including quality, leadership, international connections and technological advancement. The paper concludes with a conceptual framework that assists institutions in moving beyond these themes to re-consider context in their overseas operations. 相似文献