Journal Articles
Exploring whole school versus subject department improvement in Hong Kong secondary schools
EdLink- Exploring whole school versus subject department improvement in Hong Kong secondary schools
-
- Ko, James Dept. of Educational Policy and Leadership, Hong Kong Institute of Education
- Hallinger, Philip Joseph Lau Chair Professor of Leadership and Change, Hong Kong Institute of Education
- Walker, Allan Joseph Lau Chair Professor of International Educational Leadership, Hong Kong Institute of Education
- School Effectiveness and School Improvement, 1-25, 2014
- Routledge
- 2014
-
- Hong Kong
-
- 1997.7 onwards
-
- Secondary Education
- Research on school improvement tends to assume that school improvement is a school-wide process. Nonetheless, some researchers have also proposed that secondary schools are comprised of subcultures centered on subject area departments. It has further been suggested that variations in the sociocultural organization of subject departments could produce differential results in the learning outcomes of students. To date, however, few empirical studies have examined the leverage offered by this perspective. The current study addresses this gap in the literature by analyzing changes in the learning outcomes of subject departments over a 3-year period as compared with patterns of whole school improvement in 47 Hong Kong secondary schools. The results support the proposition that theory, research, and practice on secondary schools will benefit from viewing their improvement from a perspective that takes into account the diversity of department-level conditions and learning outcomes.[Copyright of School Effectiveness and School Improvement is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/09243453.2014.882848]
-
- English
- Journal Articles
-
- 09243453
- https://bibliography.lib.eduhk.hk/en/bibs/e9e171ad
- 2014-10-22
Recent Journal Articles
Translanguaging for doing gender in English-medium classrooms in Hong Kong: Towards critical CLIL in plurilingual settingsJournal Articles
Early self-regulation: kindergarten teachers’ understandings, estimates, indicators, and intervention strategiesJournal Articles
Linking teacher empathy to multicultural teaching competence: The mediating role of multicultural beliefsJournal Articles
Examining student, parent, and school factors predicting science achievement using a multilevel approach: The case of Hong Kong from the Program for International Student Assessment 2015Journal Articles
Learner identity and investment in EFL, EMI, and ESL contexts: A longitudinal case study of one pre-service teacherJournal Articles
Linking school- and classroom-level characteristics to child adjustment: A representative study of children from Hong Kong, ChinaJournal Articles
Exploring predictors of STEM aspirations from a STEM capital perspectiveJournal Articles
English as a foreign language education in East-Asian early childhood education settings: A scoping reviewJournal Articles