Leadership and Collaboration in Implementing Curriculum Change in Hong Kong Secondary Schools

Autor/inn/en	Adamson, Bob; Yin, Annie Tong Siu
Titel	Leadership and Collaboration in Implementing Curriculum Change in Hong Kong Secondary Schools
Quelle	In: Asia Pacific Education Review, 9 (2008) 2, S.180-189 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
Schlagwörter	Curriculum Development; Secondary Schools; Innovation; Foreign Countries; Leadership; English (Second Language); Teaching Methods; Second Language Instruction; Educational Change; Grammar; Longitudinal Studies; Teacher Attitudes; Teacher Collaboration; Hong Kong + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sekundarschule; Ausland; Führung; Führungsposition; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Bildungsreform; Grammatik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrerverhalten; Lehrerkooperation; Hongkong
Abstract	Task-based learning (TBL) was a methodological innovation in the 1999 English Language syllabus for secondary schools and the 2006 curriculum for senior secondary schools in Hong Kong, designed to replace teacher-centred, grammar-focused approaches that were identified as previously prevalent. This two-year longitudinal study analyses the implementation of TBL in three schools. It focuses on teachers' conceptions of TBL and classroom practice, and the support provided by senior management. It finds that TBL is enacted differently by individual teachers, and that the lack of senior leadership is significant in causing the innovation either to wither or to become diffuse. In some cases, problems associated with implementing TBL were addressed through the determined commitment of pioneering teachers and the collaborative efforts by staff, but change was nonetheless hampered. (Contains 1 figure.) (As Provided).
Anmerkungen	Education Research Institute, Seoul National University. Department of Education, 599 Kwanak-Ro, Kwanak-Gu, Seoul 151-748, South Korea. Tel: +82-2-880-5896; Fax: +82-2-889-6508; e-mail: aper2@hanmail.net; Web site: http://eri.snu.ac.kr/aper
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10