Journal Articles
The impact of the disseminated school-based curriculum materials on Hong Kong schools
- The impact of the disseminated school-based curriculum materials on Hong Kong schools
- New Horizons in Education, 39, 47-57, 1998
- World Education Fellowship (Australia)
- 1998
-
- Hong Kong
-
- 1997.7 onwards
-
- Unknown or Unspecified
- Curriculum policy in Hong Kong is moving towards school-based curriculum development. This is reflected by the introduction of the School-based Curriculum Project Scheme by the Education Department in 1988. The aim of the Scheme is to encourage teachers to produce curriculum projects which meet the learning needs of pupils and schools. However, the Education Department selected and reproduced some of the school-based curriculum project materials for dissemination to all Hong Kong schools. This paper is a report of the study which analyses the collection and use of the disseminated projects by schools and the perceptions of the school teachers towards these projects.[Copyright © 1998 New Horizons in Education.]
-
- English
- Journal Articles
-
- 00285382
- https://bibliography.lib.eduhk.hk/en/bibs/76376b57
- 2015-03-26
Recent Journal Articles
探究課程政策對教師遊戲教學信念的影響: 以香港兩所幼稚園教師為例Journal Articles
Educational value priorities of Chinese parents in a global city: A mixed-methods study in Hong KongJournal Articles
The construct of integrated group discussion (IGD) among undergraduate students: To what extent does group discussion performance reflect performance on IGD tasks?Journal Articles
Constructivist learning approaches do not necessarily promote immediate learning outcome or interest in science learningJournal Articles
Work–life balance among higher-education professionals in Hong Kong and Thailand during the COVID-19 pandemicJournal Articles
Healthy eating report card for pre-school children in Hong KongJournal Articles
Assessing the relationship between teacher inclusive beliefs, behaviors, and competences of students with autism spectrum disordersJournal Articles
Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education courseJournal Articles