CUI4089
Bachelor of Education (Honours) Programmes [Four-year Full-time,
except BEd(ECE)] A4B013 / A4B036 / A4B037 / A4B040 / A4B041 /
A4B042
Department of Curriculum and Instruction (C&I)Department of
Educational Policy and Leadership
(EPL)--------------------------------------------------------------------Curriculum
and Innovations
(CUI4089)--------------------------------------------------------------------
Common Course Handbook (2012/2013)(For reference
only)(25-8-2012)
Group 09C
Tutor:Dr. TSUI Kwok Tung Tel:
29487703Office:D1-1/F-35E-mail:[email protected]
Meeting time:D4-G/F-01 Wednesday03:30PM- 06:20PMand
VenueD2-LP-18Friday09:30AM - 12:20PM
Course Coordinator: Dr. LEUNG Wai Lun AnthonyDepartment of
Curriculum and InstructionTel. 29487555 E-mail:
[email protected] of this Course Handbook
ContentPage No.
Course OutlineCourse Organization and Teaching
ScheduleBlackboard Teaching and Learning PlatformCourse
AssessmentAssessment Forms & CriteriaHKIEd regulations,
guidance notes, etc3-67-171819-2223-2526-27
Respect
This teaching schedule has covered all essential and core
knowledge and skills of the course. However, the course teaching
team respects the professional and academic judgment of each
individual group tutor in their delivery of this course to the best
interests of the students in each group. Additional learning
activities inside and outside the classroom will also be organized
to support and strengthen learning effectiveness. If you have views
about teaching and learning arrangements, please discuss with your
group tutor.
Course Teaching Team 2012-2013
The Hong Kong Institute of EducationCourse Outline Programme
Title: BEd programmes [except BEd (ECE)] Course Title: Curriculum
& Innovations
Department: Curriculum and Instruction; Educational Policy and
Leadership Credit Points: 3 Contact Hours: 39 Pre-requisite(s):
Nil
Level: N/A Synopsis Curriculum is that area of study concerned
directly with the way in which knowledge, skills and values are
selected to represent society's priorities and directions in
response to the social, economic, political and ideological trends
of today and for the future. It can focus on processes for
designing, implementing and evaluating specific selections of
knowledge skills and values but it also subjects these processes to
analysis within the broad social, political and economic contexts
that produce them. At a practical level, there is an emphasis on
examining and analyzing specific key learning areas or school
subjects that set out the structure of the subject, its scope and
its sequence, including the learning requirements for different
levels of schooling. The course prepares participants with
knowledge and proper mindset to work with peers and other
curriculum stakeholders in the implementation of curriculum
innovation in schools. Participants are expected to understand
change forces, theories and skills in managing change and
innovations, and the roles of teachers as a change agent and a
leader in innovations in schools in particular the curriculum
reform. Objectives Learning in this area will enable students to:
a) develop their understanding of theories and principles that
underpin current curriculum development in the east and west ;
b) understand how curriculum innovations can be framed in the
current local context of school governance and organizational
structure;
c) develop skills that will assist them to be active curriculum
developers and implementers in the contexts of their classrooms and
schools; and
d) demonstrate an understanding of change forces and teachers'
roles as a change agent and a leader in the curriculum
innovation.
Content 1 The Social Construction of The School Curriculum in
Hong Kong Societal aspects: Historical development; current
priorities; social, political, economic and educational influences;
theoretical foundation Organizational aspects: Concept of
school-based innovation and management, emphasis on learning and
teaching, encouragement of school diversity, quality assurance
mechanism (QAI, SSE, ESR)
2 Forms of Curriculum Organization principles of organizing
curriculum outcome based curriculum integrated curriculum multiple
intelligences curriculum 3 Curriculum Design and Planning basic
principles of curriculum design basic procedures for curriculum
planning basic elements affecting design and planning: diversity,
differentiation and modification
4 Teacher's Role in School-based Curriculum Development Adapting
and modifying the curriculum (including text books) working with
colleagues and building teams strengthening home-school
relationship Using community resources
5 Curriculum Change and Innovations Teacher as a change agent
and leader in curriculum reforms School-based models; models of
change Understanding change forces and managing change Using
various kinds of teacher leadership to facilitate curriculum;
action research Schools as learning communities
Assessment There are two separate but related components of
assessment for this course. 1.2 reviews of 2 key readings. (900
words) 30%
2.An extended reflection on a major curriculum issue OR
school-based innovation that you are likely to confront as a new
teacher in Hong Kong. (2,100 words) 70%
Required Text Morris, P. & Adamson, B. (2010). Curriculum,
schooling and society in Hong Kong. Hong Kong: Hong Kong University
Press.Kennedy, K. J. (2005). Changing schools for changing times:
new directions for the school curriculum in Hong Kong. Hong Kong:
Chinese University Press. (2002) Yeung, S. Y., Lam, T. S., Leung,
W. L. and Lo, Y. C. (2012). Curriculum change and innovation. Hong
Kong: Hong Kong University Press. Recommended Reading Adamson, B.,
Kwan, T., & Chan, K.K. (2000). Changing the curriculum: The
impact of reform on primary schooling in Hong Kong. Hong Kong: Hong
Kong University Press. Brady, L., & Kennedy, K. (2003).
Curriculum construction (2nd ed.). Sydney: Pearson Prentice Hall.
Cheng, Y.C., Chow, K.W., & Tsui, K.T. (2000). School curriculum
change and development in Hong Kong. Hong Kong: Hong Kong Institute
of Education. Curriculum Development Council. (2002). Basic
education curriculum guide building on strengths (Primary 1
secondary 3). Hong Kong: Curriculum Development Council. Web
version. Retrieved: 22-8-2009 from
http://cd1.edb.hkedcity.net/cd/EN/Content_2909/html/index.html
Fullan, M. (2003). Change forces with a vengeance. New York:
RoutledgeFalmer. Hargreaves, A., & Fink, D. (2006). Sustainable
leadership. San Francisco, California: Jossey-Bass.Jay, R. (2000).
Build a great team: Choose the right people for the right roles.
London: Prentice Hall.Law, H. F. E., & Galton, M. (2004).
Impact of a school-based curriculum project on teachers and
students: A Hong Kong case study. Curriculum Perspectives, 24 (3),
43-58.Leithwood, K., Jantzi, D., & Steinbach, R. (1999).
Changing leadership for changing times. Buckingham, Philadelphia:
Open University Press.Louis, K. S., & Leithwood, K. (1998).
From organizational learning to professional learning communities.
In K. Leithwood & K. S. Louis (Eds.), Organizational learning
in schools. Lisse: Swets & Zeitlinger Publishers. Marsh, C.,
& Willis, G. (2003). Curriculum alternative approaches, ongoing
issues (3rd ed.). New Jersey: Merrill.Morris, P. (1996). The Hong
Kong school curriculum (2nd ed.). Hong Kong: Hong Kong University
Press.Ornstein, A.C., & Hunkins, F.P. (1998). Curriculum:
Foundations, principles, and issues. Boston, Mass.: Allyn and
Bacon. Pinar, W.F. (2003). International handbook of curriculum
research. US: Lawrence Erlbaum. Stenhouse, L. (1975). An
introduction to curriculum research and development. London:
Heinemann. Stimpson, P., & Morris, P. (1998). Curriculum and
assessment for Hong Kong: Two components, one system. Hong Kong:
Open University of Hong Kong Press. Walker, D.F. (2003).
Fundamental of curriculum: passion and professionalism (2nd ed.).
Mahwah, N.J.: Lawrence Erlbaum Associates. York-Barr, J., &
Duke, K. (2004). What do we know about teacher leadership? Review
of Educational Research, 74(3), 255-317. Yu, H. (2005).
Implementation of school-based management in Hong Kong: Recent
development and future challenges. Journal of Educational Change,
6, 253-275. (2002) (1999) 19942003 : 2003Web links: Basic
Curriculum Concepts
http://www.ils.unc.edu/daniel/242/CurrNotes.html
Related government documentsCurriculum Development Council.
(June 2001). Learning to Learn: the way forward in curriculum
development.
http://www.edb.gov.hk/index.aspx?langno=2&nodeID=2877Education
Commission. Education Commission Reports 1-7.
http://www.edb.gov.hk/index.aspx?nodeID=677&langno=2
Suggested Course Organization and Teaching Schedule(For
reference only, may be adjusted for practical reasons) ()
Session 1 & 2: insert dates hereTopic: The Social
Construction of The School Curriculum in Hong Kong
1 Social aspects: Overview of aims of the school curriculum in
Hong Kong: Social, political, economic and historical influences;
Basic concepts of curriculum, models of curriculum.
2 Organizational aspects: Concepts of school-based innovation
and management in Hong Kong schools, emphasis on learning and
teaching and encouragement of school diversity. The development of
the quality assurance mechanism (QAI, SSE, ESR) in Hong Kong
schools and the curriculum & innovation in the new External
School Review.
Key readings: Kennedy, K. J. & Lee, J. C. K. (2008). The
changing role of schools in Asian societies: Schools for the
knowledge society. New York: Routledge. (Ch.3, 4, & 8)Kennedy,
K. J. (2006). Changing schools for changing times: New directions
for the school curriculum in Hong Kong. Hong Kong: The Chinese
University Press. (Ch. 1)Marsh, C. (1997). Planning, management
& ideology: Key concepts for understanding curriculum. London:
The Falmer Press. (Ch. 1 & 2)McNeil, J. (1996). Curriculum: A
comprehensive introduction. New York: Wiley. (Ch.1-4) Richards,
C.E.(2002)Tang, F.Y. Tony. (2008). School Development and
Accountability in Hong Kong: A Quality Assurance Framework. Journal
of Quality School Education. 5(5), 39-55. Retrieved 29-8-2009
http://www.hkpera.org/forum/forumdisplay.php?fid=27 Wu, S.W. &
Law, S.Y. (2005). The Impact of Education Reform on School
Planning. In Law, S.Y. & Pang, K.C. (Ed), Planning a School:
Beyond Architectural Concerns. Hong Kong: IEd.-2029-8-2009
http://www.fed.cuhk.edu.hk/~hkier/content/eng/publications/publications.htm
2001111-19
29-8-2009http://www.hkpera.org/forum/viewthread.php?tid=61&extra=page%3D1
(2004)(1996)Morris, P. (1996). The Hong Kong school curriculum:
Development, issues and policies. Hong Kong: Hong Kong University
Press. (Ch. 1, 2 & 11) (2005)(2002)()(2006)()2001 -48
29-8-2009http://www.fed.cuhk.edu.hk/~hkier/content/eng/publications/publications.htm
(2006)(2007)55(2)122-136
ReferencesHMP Inspectors of School (1996). How good is our
school? UK: The Scottish Office Education and Industry
Department.Quality Assurance Division (2008). The Next Phase of
External School Review: Information for Schools. Hong Kong: EDB.
Retrieved 29-8-2009 English version -
http://www.edb.gov.hk/FileManager/EN/Content_6460/thenextphaseofesr_infoforsch_08.pdf
;
http://www.edb.gov.hk/FileManager/TC/Content_6460/thenextphaseofesr_infoforsch_08c.pdf
2008.7 () - John MacBeath
29-8-2009http://oir.edb.hkedcity.net/HKSchoolReview/PDFs/Final_Report_of_Impact_Study_Chinese_0708.pdf
English version. The Impact Study on the Effectiveness of External
School Review Final Report. Hong Kong: Quality Assurance Division
Education Bureau.
http://oir.edb.hkedcity.net/HKSchoolReview/PDFs/Final_Report_of_Impact_Study_English_0708.pdf
2000: 29-8-2009 http://www.e-c.edu.hk/tc/reform/index_c.html
2006.12
29-8-2009http://www.e-c.edu.hk/tc/reform/Progress%20Report%20(Chin)%202006.pdf
(2002) ( ) ( ) 29-8-2009
http://cd1.edb.hkedcity.net/cd/TC/Content_2909/html/index.html
(2001)() 29-8-2009
http://www.emb.gov.hk/index.aspx?langno=2&nodeID=2877
1
Session 3 & 4: insert dates hereTopic: Curriculum Design and
Planning
1 Basic principles of curriculum design The essential elements
of a curriculum aims, content, objectives, teaching and assessment
Three basic traditions (orientations) of curriculum design
scientific, humanistic and practical ()
2 Basic procedures for curriculum planning Identifying the steps
and rationale behind the scientific mode of curriculum planning
(represented by Tylers model) Identifying the steps and rationales
behind the humanistic mode of curriculum planning (represented by
Stenhouses Process model) Identifying the steps and rationales
behind the practical mode of curriculum planning (represented by
Walkers Naturalistic model) Applying the knowledge of curriculum
planning in solving real or hypothetical curriculum problems
Reflect on students own preferential orientation of curriculum
planning
3 Basic elements affecting designing and planning: diversity,
differentiation and modification Identifying the curriculum
commonplaces of Schwab: subject, student, teacher, milieu and
process Schwab Identifying the features and rationales behind a
situational analysis of a schools curriculum Identifying the
rationales and steps in curriculum adaptation in meeting the
diverse needs of students and classrooms
Key readings: (2005) ()
(ACEI)http://www.acei-hkm.org.hk/Publication/FF-21-John%20Lam-Final.pdf
(2004) () 5873 (2008) ..28126-15 (2008)()74-75 (2007)()22-23
(2007), 14-16 (2005), 59-60 (2005)17-20
References:Brady, L. & Kennedy, K. (2003). Curriculum
Construction (2nd ed.). Sydney: Pearson Prentice Hall. (2002) ( ) (
)
29-8-2009http://cd1.edb.hkedcity.net/cd/TC/Content_2909/html/index.htmlOrnstein,
A.C., & Hunkins, F.P. (1998). Curriculum: Foundations,
principles, and issues. Boston, Mass.: Allyn and Bacon.Walker, D.
F. (2003). Fundamentals of curriculum. (2nd. ed.) NJ: Lawrence
Erlbaum Associates, PublishersHoover, J. J. & Patton, J. R.
(2005).Curriculum adaptations for students with learning and
behavior problems: differentiating instruction to meet diverse
needs, Texas: PRO-ED
Sessions 5 & 6: insert dates hereTopic: Forms of Curriculum
Organization
1 principles of organizing curriculum2 outcome-based curriculum
3 multiple intelligences curriculum 4 integrated curriculum
Focus: understand the basic concepts and models of curriculum
organization examine the different practice and innovation of
curriculum organization critically reflect on the characteristics
of different practice and innovation of curriculum organization in
relation to the local school curriculum be aware of the challenges
encountered in organizing the school curriculum.
Key readings:Berlach, R. G. & McNaught, K. (2007). Outcome
based education? Rethinking the provision of compulsory education
in Western Australia. Issues in Educational Research, 17(1),
1-14.Burns & Squires (1995). Curriculum organization in
outcome-based education. In Outcome-based education: defining the
language arts curriculum. Bloomington, Ind.: ERIC Clearinghouse on
Reading, English and Communication.Burton, N., Middlewood, D. &
Blatchford, R. (2001). Models of curriculum organization. In
Middlewood, D. & Burton, N. (Eds.), Managing the curriculum
(p.18-34). London: Paul Chapman Publishing.Lake, K. (1994).
Integrated curriculum. School Improvement Research Series. United
States: Northwest Regional Educational Laboratory (NWREL). (online:
http://www.nwrel.org/scpd/sirs/8/c016.html )Morris, P. (1996). The
Hong Kong school curriculum - development, issues and policies.
Hong Kong: Hong Kong University Press. (Ch.7 & 8) (2005)
143-1532004 (2004): (91-103) (2004): ()
References:: 111-123Armstrong, T. (2000). Multiple intelligences
in the classroom (2nd Ed.). Alexandria, Va.: Association for
Supervision and Curriculum Development.Australian Curriculum
Studies Association in association with the National Schools
Network. (1998). Integrated curriculum: classroom materials for the
middle years Canberra: Australian Curriculum Studies Association in
association with the National Schools Network.Baum, S., Viens, J.,
& Slatin, B. (2005). Multiple intelligences in the elementary
classroom: a teacher's toolkit. New York Teachers College
Press.Beane, J. A. (1997). Curriculum Integration - designing the
core of democratic education. New York: Teachers College.Campbell,
L., Campbell, B, and Dickinson, D. (2004). Teaching and learning
through multiple intelligences. Boston: Pearson Education,
Inc...Campbell, L., Campbell, B., & Dickinson, D. (1996) () ()
Curriculum Development Council (2002). Basic curriculum guide
building on strengths series: 3C Project learning. Hong Kong:
Government Printer. Curriculum Development Council and the Hong
Kong Examinations and Assessment Authority (2007). Liberal studies
curriculum and assessment guide (secondary 4-6). Hong Kong: Govt.
Logistics Dept. Drake, S. (2001) () () : : ()Drake, S. M. (2007).
Creating standards-based integrated curriculum: aligning
curriculum, content, assessment, and instruction. Thousand Oaks,
Calif.: Corwin Press.Fogarty, R., & Stoehr, J. (2008).
Integrating curricula with multiple intelligences: teams, themes,
& threads (2nd Ed.). Thousand Oaks, Calif.: Corwin
Press.Gardner, H. (1999). Intelligence reframed: multiple
intelligences for the 21st century. New York: Basic
Books.Hargreaves, A., Earl, L., Moore, S., & Manning, S.
(2001). Learning to change - teaching beyond subjects and
standards. San Francisco: Jossey-Bass Inc.Jacobs, H. H. (1997).
Mapping the big picture: integrating curriculum and assessment.
Alexandria, Va.: Association for Supervision and Curriculum
Development.Kagan S. and Kagan, M. (1998). Multiple intelligences:
the complete MI book. San Clemente, Calif.: Kagan Cooperative
Learning.Sharma, R. C. (2002). Modern Methods of Curriculum
Organization. Jaipur: Book Enclave.Sowell, E. J. (2005).
Curriculum: an integrative introduction (3rd Ed.). Upper Saddle
River, N.J.: Pearson/Merrill/Prentice Hall.Spady, W. G. (1994).
Outcome-based education: critical issues and answers. Va.: American
Association of School Administrators. (2006) : (2008): (2004) : :
(1999)
Session 7 & 8: insert dates hereTopic: Teachers Role in
School-based Curriculum Development
1 Adapting and modifying the curriculum The concept of
school-based curriculum development and its development in Hong
Kong Curriculum adaptation as the key approach to SBCD in schools,
in terms of curriculum content, teaching strategies, assessment
approaches and instructional settings Applications of curriculum
adaptation approach to adapting and modifying the school curriculum
(including textbooks) in Hong Kong school contexts ()
2 Working with colleagues and building teams Team building in
school-based curriculum development: rationale, methods and
characteristics of effective team Collaboration and school-based
curriculum development The development of teacher leaders in
school-based curriculum development teams
3 Strengthening home-school relationship
4 Using community resources
Epsteins framework of school-family-community partnership: Its
implications for school-based curriculum development Epstein
Home-school collaboration: Influence of parent characteristics and
parenting style, family structure, social class, cultural factors,
etc on student learning and school-based curriculum development
Using community resources to enhance student learning and
school-based curriculum development: resources of the school (e.g.
library, alumni, parent volunteers, etc) and resources of community
partners (e.g. government and non-governmental agencies, higher
education institutions, etc) () () Diversity in Hong Kong society:
Curriculum adaptation to meet the learning needs of Newly-arrived
Children and Non-Chinese speaking students
Key readings: Centre for Educational Research and Innovation
(2001). Schooling for tomorrow: What schools for the future? Paris:
Organization for Economic Co-operation and Development. (Chapter 3
Scenarios for the future of schooling). Supplementary reading
available Retrieved 3-9-2009
http://forms.ncsl.org.uk/mediastore/image2/randd-futures-schooling-for-tomorrow.pdf
Kennedy, K. J. (2005). Changing schools for changing times: new
directions for the school curriculum in Hong Kong. Hong Kong: The
Chinese University Press. (Chapter 12 Supporting the no loser
principle for a fair society: Responding to diversity and promoting
equity).Kennedy, K.J, Lo, Y.C. & Fairbrother, G.P. (2006).
Directions for the future of schooling in Hong Kong: Vision and
reality in a post-colonial society. International Journal of
Educational Research, 41(7-8), 534-541.Lo, Y. C. (1998). The impact
of the disseminated school-based curriculum project materials on
Hong Kong schools. Journal of New Horizon in Education, Vol. 3,
pp.47-57.Lo, Y.C. (1999). School-based Curriculum Development: the
Hong Kong Experience. The Curriculum Journal, Vol. 10, No.3, pp.
419-442.Lo, Y.C. (2007). Practice and challenges of formative
assessment. Academic Exchange Quarterly, Vol. 11, Issue 3,
pp.78-82.Lo, Y.C. (2007). The micro-politics of curriculum
leadership. Curriculum Perspectives. Vol. 27, No 1, April
2007.Pang, I. W. (2004). School-family-community partnership in
Hong Kong Perspectives and challenges. Educational Research for
Policy and Practice, 3, 109-125. (2008)52612001444-47
References:Baguley, P. (2003). Teams and team-working. London:
Teach Yourself.Bolstad, R. (2005). School-based curriculum
development: principles, processes, and practices. Wellington,
N.Z.: New Zealand Council for Educational Research.Borich, G.D.
& Tombari, M.L. (2004). Educational assessment for the
elementary and middle school classroom (2nd edition). Upper Saddle
River, N.J.: Pearson/Merrill Prentice Hall.Chivers, J. (1995).
Team-building with teachers. London: Kogan Page.Curriculum
Development Council (2002). Basic education curriculum guide:
building on strengths (primary 1 - secondary 3) (Chapter 10:
Professional development and school-based curriculum development
sustaining and enhancing capacity for the reform. Hong Kong:
Curriculum Development Council.Curriculum Development Council
(2002). Basic education curriculum guide: building on strengths
(Primary 1 - Secondary 3) Hong Kong: Curriculum Development
Council. (Chapter 6: Life-wide learning: enhancing learning through
authentic experiences). Curriculum Development Council (2009).
Senior secondary curriculum guide: the future is now: from vision
to realisation (Secondary 4 - 6) Hong Kong: Curriculum Development
Council. (Booklet 5A: Other learning experiences: opportunities for
every student).Danielson, C. (2006). Teacher leadership that
strengthens professional practice. Alexandria, Va.: Association for
Supervision and Curriculum Development.Epstein, J. L., &
Associates. (2009). School, family, and community partnerships:
Your handbook for action (3rd ed.). Thousand Oaks, California:
Corwin Press.Gabriel, J.G. (2005). How to thrive as a teacher
leader. Alexandria, Virginia: ASCD.Glanz, J. (2006). Collaborative
leadership. Thousand Oaks, California: Corwin Press.Hoover, JJ
& Patton, J.R. (2005). Curriculum adaptations for students with
learning and behavior problems (3rd edition). Austin, Tex.:
PRO-ED.LaFasto, F. & Larson, C. (2001). When teams work best.
Thousand Oaks, Calif: Sage Publications.Lieberman, A. & Miller,
L. (2004). Teacher leadership. San Francisco, Cailf. :
Jossey-BassMaeroff, G.I. (1993). Team building for school change:
equipping teachers for new roles. New York: Teachers College,
Columbia University.Maginn, M. (2004). Making teams work: 24
lessons for working together successfully. New York:
McGraw-Hill.Mariotti, J.L. (2000). Collaborating for success. San
Francisco, Calif.: Berrett-Koehler Communications, Inc.,Pang, I. W.
(2004). School-family-community partnership in Hong Kong
Perspectives and challenges. Educational Research for Policy and
Practice, 3, 109-125.West, M. (1994) ()1998(2008) (2002) () :
27-12-2007
http://www.edb.gov.hk/FileManager/EN/Content_2970/bk2.pdf (Original
Title: Assessment for Learning - Beyond the Black Box, The
Assessment Reform Group 1999. Retrieved 27-12-2007 from
http://www.ltag.education.tas.gov.au/proflearn/GLC/understanding/one/reading2.doc
(2000) (2002) , (2005) (2002) ()()(2009)()(A) (2004)122129 (2008) :
(2004) (2008)-
Useful websitesCurriculum adaptations and modifications
http://www.sancb.org.za/Images/think%20tank.%20Obert.pdfhttp://www.grandviewlibrary.org/CurriculumAdaptations/NineTypes.pdfhttp://www.cast.org/publications/ncac/ncac_curriculummod.htmlhttp://www.edb.gov.hk/index.aspx?nodeid=6595&langno=2hkedcity.net/iclub_files/a/1/.../textbook_selection_criteria_chi.doc
Team
buildinghttp://en.wikipedia.org/wiki/Team_buildinghttp://www.managementhelp.org/grp_skll/teams/teams.htmhttp://wilderdom.com/games/InitiativeGames.htmlhttp://www.teamtechnology.co.uk/teambuilding.htmhttp://humanresources.about.com/od/involvementteams/a/twelve_tip_team.htmLife-wide
Learninghttp://www.edb.gov.hk/index.aspx?nodeID=3110&langno=1http://www.edb.gov.hk/index.aspx?nodeID=3110&langno=2http://cd1.edb.hkedcity.net/cd/lwl/ole/index.aspEducation
and Support Services for Newly-arrived Children
http://www.edb.gov.hk/index.aspx?nodeID=236&langno=1http://www.edb.gov.hk/index.aspx?nodeID=236&langno=2Education
services for non-Chinese speaking (NCS)
studentshttp://www.edb.gov.hk/index.aspx?nodeID=4211&langno=1http://www.edb.gov.hk/index.aspx?nodeID=4211&langno=2Committee
on Home-School Co-operation
http://chsc.edb.hkedcity.net/chi/index.phpOxfam Cyber
Schoolhttp://www.cyberschool.oxfam.org.hk/index.php?lang=enghttp://www.cyberschool.oxfam.org.hk/index.php?lang=big5
Session 9 & 10: insert dates hereTopic: Teachers roles as a
Change Agent and a Leader
1 Complexity of and forces for change2 Challenges and new work
for teachers in future 3 Factors for managing change4 Teachers role
as a change agent in schools5 Levels of leadership6 Recent
development of leadership7 Teachers role in leading change in
schools
Focus:1. understand change forces, theories and skills in
managing change and innovations1. understand the roles of teachers
as a change agent in innovations in schools;1. understand the role
of teachers as a leader in innovations in schools.
Key readings:Conger, J. A. (1999). Charismatic and
transformational leadership in organizations. The Leadership
Quarterly, 10(2), 145-179.Louis, K. S., & Leithwood, K. (1998).
From organizational learning to professional learning communities.
In K. Leithwood & K. S. Louis (Eds.), Organizational learning
in schools. Lisse: Swets & Zeitlinger Publishers.Spears, L. C.
(2003). Understanding the growing impact of servant leadership. In
H. Beazley, J. Beggs, & L. C. Spears (Eds.), The servant leader
within: A transformative path (pp. 13-27). New York: Paulist
Press.York-Barr, J., & Duke, K. (2004). What do we know about
teacher leadership? Review of Educational Research, 74(3),
255-317.Yu, H. (2005). Implementation of school-based management in
Hong Kong: Recent development and future challenge. Journal of
Educational Change, 6, 253-275.Yu, H., Leithwood, K., & Jantzi,
D. (2002). The effects of transformational leadership on teachers
commitment to change in Hong Kong. Journal of Educational
Administration, 40(4), 368-389. 1995) 192133-144
ReferencesBennis, W. G., & Nanus, B. (1985). Leaders. New
York: Harper & Row.Drucker, P. (1996). Foreword. In F.
Hesselbein, M. Goldsmith & R. Beckhard (Eds.), The leaders of
the future. San Francisco: Jossey-Bass Publishers.Fullan, M.
(1993). Change forces: Probing the depths of educational reform.
London: The Falmer Press.Fullan, M. (1999). Change forces: The
sequel. London: The Falmer Press.Fullan, M. (2001). Leading in a
culture of change. San Francisco, CA: Jossey-Bass.Fullan, M.
(2003). Change forces with a vengeance. London: The Falmer
Press.Goleman, D. (2001). What makes a leader? In Harvard Business
Review on What Makes a Leader. Boston, MA: Harvard Business School
Press.Hargreaves, A. (1994). Changing teachers, changing times.
Toronto: OISE Press.Hargreaves, A., & Fink, D. (2006).
Sustainable leadership. San Francisco, California:
Jossey-Bass.Harvey, T.R., & Drolet, B. (1994). Building teams,
building people. Pennsylvania: Technomic Publishing Co. Inc.Jay, R.
(2000). Build a great team: Choose the right people for the right
roles. London: Prentice Hall.Kotter, J., & Cohen, D. (2002).
The heart of change. Boston, Massachusetts: Harvand Business School
Press.Leithwood, K., Jantzi, D., & Steinbach, R.(1999).
Changing leadership for changing times. Buckingham, Philadelphia:
Open University Press.Topchik, G. S. (2001). Managing workplace
negativity. New York: American Management Association.2003
Blended Learning
In addition to the above 10 scheduled face-to-face sessions, the
course includes a component of Blended Learning. Suggested
activities include:1. Online discussion2. Feedback to online
discussion3. Consultation on final assignment4. Independent
study
Further details will be announced by your tutor in due
course.
Blackboard Teaching and Learning Platform:
This course will utilize the Learning Management System (LMS).
You can access LMS at:
http://elearn.ied.edu.hk/
You can gain access by using your usual username and password. A
demonstration of how blackboard will be used efficiently will be
given in class if deemed necessary. You will be expected to use the
platform to:
1. communicate with the lecturer and with classmates;1. access
on-line readings; 1. do supplementary quizzes;1. find out your
grades; and 1. hand in any work on which you may want the lecturer
to comment. 1. work in groups
http://elearn.ied.edu.hk/
Course Assessment
There are two separate but related components of assessment for
this course Review of Key Readings and Extended Reflection on Major
Curriculum Issue.
1. Two reviews of two key readings 1. An extended reflection on
a major curriculum issue that you are likely to confront as a new
teacher in Hong Kong.
1. Reviews of Key Readings (30%)You must select two Key Readings
you wish to review for the course. Two written reviews of these
readings must be handed in for assessment.
Length: 400-500 words eachDue Date: to be negotiated with
individual group tutor but no later than 8/12/2012
To assist you prepare these reviews, you may use the headings
that are outlined in the Writing a Review Article framework:
Writing A Review of an ArticleStudent Name:Tutors Name:
Review #11. Title of the reading and author1. Main points in the
article1. Your comments or reflection1. Implications for
classroom/school level practice
Review #21. Title of the reading and author2. Main points in the
article3. Your comments or reflection4. Implications for
classroom/school level practice
2. Extended Reflection on a Major Curriculum Issue (70%)
You are required to write an extended and comprehensive
reflection on a major curriculum issue that you are likely to
confront as a new teacher in Hong Kong with reference to your
overall learning from attending the lectures and the reading
materials of the course.
Length: 2100 words
Due Date: 8/12/2012
In order to complete the extended reflection students may:
EITHER
Select one of the following topics on which to focus their
reflection:
a) The changing concepts and understanding of the term
curriculum.orb) The social context of curriculum: how curriculum is
shaped by different forces, e.g. political, social, economic,
cultural, technical changes, etcorc) The discrepancies between
planned curriculum and enacted curriculum.ord) To what extent you
find yourself prepared/trained in implementing the latest
curriculum?ore) What do you learn about curriculum reforms?orf)
Integrated curriculum in the primary schoolorg) Establishing a
learning culture in your classroomorh) Meeting the needs of all
students in your classroomori) Preparing Hong Kong students for the
twenty first century
OR
Students may negotiate a topic of particular relevance or
interest with your tutor.
1. 2.
1. (30%)
400-500
8/12/2012
()1. 2. /3. 4. /
()1. 2. / 3. 4. /
2. (70%)
()2100
2100
8/12/2012
a) b) c) d) e) f) g) h) i)
Assessment Forms and Criteria
A+/A/
B+/B/
C+/C
D
F (fail)
Qualitative and Quantitative Grade Descriptors
Some general criteria of assessing qualitative work:
Understanding of topics/arguments:Does the work demonstrate an
understanding and interpretation of the topics/arguments and
underlying theories being discussed (during class)?
Use of readings/literature:Does the work demonstrate the use of
relevant readings/literature to support the arguments?
Critical thinking:Does the work represent students own thinking
and critical reflection/synthesis to come to grip with the problem
or to sort out the issue? Does the work have a clear rational
structure in synthesizing the arguments?
Organization/presentation:Does the work have a systematic
organization, proper use of language and appropriate citation
system?
Grade (Global Grade Descriptors)Understanding of
topics/argumentsUse of readings/literatureCritical
thinkingOrganization/presentation
A (Outstanding)DeepExtensive/JudiciousInnovativeWell
balanced
B (Good)SoundAmple/AppropriateReflectiveCoherent
C (Satisfactory)AdequateMinimal/ShallowLogicalClear
C-/DPartialInadequate/Irrelevant WeakDisjointed
F (Fail)No evidenceNo evidenceNo evidenceNo evidence
Department of Curriculum and Instruction (C&I)Department of
Educational Policy and Leadership (EPL)BEd programmes [except BEd
(ECE)] Yr. 4 CUI4089E/CCurriculum and Innovation2012-2013
Part One (Review of Key Readings)Marking and Feedback Form
Group _______
Student Name: ( )Overall Grade:
Grade (Global Grade DescriptorsUnderstanding of
topics/argumentsAnalysis & SynthesisCritical
thinkingOrganization/presentation
A (Outstanding)DeepOriginal and thoroughInnovativeWell
balanced
B (Good)SoundGood and appropriateReflectiveCoherent/sound
C (Satisfactory)
AdequateSuperficialLogicalClear
C-/DPartialInadequate/ IrrelevantWeakDisjointed/ineffective
F (Fail)No evidenceIllogical/incorrectNo evidenceMajor and
frequent errors/ poorly organized
Overall Remarks:
Some general criteria of assessing qualitative work:
Understanding of topics/arguments:Does the work demonstrate an
understanding and interpretation of the topics/argument? Does the
work demonstrate the use of relevant readings/literature to support
the arguments?
Analysis & synthesis:Does the work demonstrate sound
analysis and synthesis?Does the work demonstrate good educational
application?
Critical thinking:Does the work represent students own thinking
and critical reflection/synthesis to come to grip with the problem
or to sort out the issue? Does the work have a clear rational
structure in synthesizing the arguments?
Organization/presentation:Does the work have a systematic
organization, fluent and proper use of language?
Department of Curriculum and Instruction (C&I)Department of
Educational Policy and Leadership (EPL)BEd programmes [except BEd
(ECE)] Yr. 4 CUI4089E/CCurriculum and Innovation2012-2013
Part Two (Essay)Marking and Feedback Form
Group ____________
Student Name: ( )Overall Grade:
DescriptionGradeUnderstanding of Theories and conceptsAnalysis
& SynthesisDiscussionLanguage/ StructureResearch/ Web-pages/
Literature review
DistinctionA+AA-Thorough understanding & interpretationHigh
level of critical thinking and synthesisOriginal and thoroughWell
organized, fluent and correctSubstantial references
GoodB+BB-General understanding & interpretationSound but
uncritical thinking and synthesisGood discussionOrganized, fluent
and correctEvidence of relevant research
SatisfactoryC+CSuperficial grasp of interpretationLittle or no
attempt at analysis and synthesissuperficialReasonably fluent with
some mistakesSome errors in documentation of relevant research
--C-DPartial grasp of & interpretationIllogical analysis and
ineffective organization of materialsSuperficial and
inconsistentFrequent errorsLittle evidence of relevant research
FailFLittle understanding & interpretationInterpreted
incorrectly and poorly organized materialsSuperficial and
illogicalMajor and frequent errorsLittle or no evidence of relevant
research
Comments:
Institute Policies and Regulations
Your attention is drawn to the Institutes General Academic
Policies and Regulations that can be assessed at: Student Handbook
http://www.ied.edu.hk/reg/
In particular, attention is drawn to Section on Academic Honesty
and Copyright. The Academic Board at its meeting held in November
2010 approved the Policy on Academic Honesty, Responsibility and
Integrity with specific reference to the Avoidance of Plagiarism by
Students'. You may refer to this website
(http://www.ied.edu.hk/assessments/view.php?secid=1275 ) for
details.
The following websites will help you understand what plagiarism
is and how to avoid it
http://www.lib.ied.edu.hk/instruct/workshops/materials/Citing_references_2012.ppt
http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
http://owl.english.purdue.edu/owl/resource/589/01/
http://www.hku.hk/plagiarism/page2s.htm
http://en.wikipedia.org/wiki/Plagiarism
http://zh.wikipedia.org/wiki/%E6%8A%84%E8%A2%AD
http://www.ied.edu.hk/reg/
(http://www.ied.edu.hk/assessments/view.php?secid=1275 )
http://www.lib.ied.edu.hk/instruct/workshops/materials/Citing_references_2012.ppt
http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
http://owl.english.purdue.edu/owl/resource/589/01/
http://www.hku.hk/plagiarism/page2s.htm
http://en.wikipedia.org/wiki/Plagiarism
http://zh.wikipedia.org/wiki/%E6%8A%84%E8%A2%AD