Yiu Chun Lo, A. Ka Tat Adamson, and John T. S. Lam
- Published in print:
- 2012
- Published Online:
- May 2013
- ISBN:
- 9789888139026
- eISBN:
- 9789888180240
- Item type:
- book
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888139026.001.0001
- Subject:
- Education, Educational Policy and Politics
This book is an introductory textbook on Hong Kong’s school curriculum. Written in an approachable style using illustrative case studies, the textbook provides an introduction to the basic concepts ...
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This book is an introductory textbook on Hong Kong’s school curriculum. Written in an approachable style using illustrative case studies, the textbook provides an introduction to the basic concepts and theories of “curriculum” as a field of study. It also discusses how socio-political and economic changes as well as technology advancements help transform teachers’ roles and reshape curriculum policies. The chapters cover a wide range of topics, including curriculum design, planning, implementation and evaluation. These discussions are included to help readers critically reflect on their roles as change agents in curriculum development.Less
This book is an introductory textbook on Hong Kong’s school curriculum. Written in an approachable style using illustrative case studies, the textbook provides an introduction to the basic concepts and theories of “curriculum” as a field of study. It also discusses how socio-political and economic changes as well as technology advancements help transform teachers’ roles and reshape curriculum policies. The chapters cover a wide range of topics, including curriculum design, planning, implementation and evaluation. These discussions are included to help readers critically reflect on their roles as change agents in curriculum development.
Yiu Chun Lo
- Published in print:
- 2012
- Published Online:
- May 2013
- ISBN:
- 9789888139026
- eISBN:
- 9789888180240
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888139026.003.0010
- Subject:
- Education, Educational Policy and Politics
Scores of Asian and Western countries have recognized curriculum leadership in schools as the key to bringing about effective school-based curriculum change. Improvements to the curriculum help ...
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Scores of Asian and Western countries have recognized curriculum leadership in schools as the key to bringing about effective school-based curriculum change. Improvements to the curriculum help students enhance their learning and help them adapt better to the changing society. The notion of curriculum leadership in schools first emerged in the last decade, when the responsibility for curriculum development shifted to individual schools. Public concern about the quality of student performance and achievement in schools has gradually grown. As a result, there has been a general call for a reinvigoration of the teaching workforce and for teachers to become leaders in the school curriculum. In this chapter, the conceptualized characteristics of curriculum leadership in schools are elucidated. In addition to analyzing the practice of curriculum leadership in school-based curriculum development, the chapter also discusses the importance of changing school cultures to sustain curriculum leadership in schools. Last but not least, through a detailed case study, it looks into how a curriculum leader establishes a positive working relationship with the school principal.Less
Scores of Asian and Western countries have recognized curriculum leadership in schools as the key to bringing about effective school-based curriculum change. Improvements to the curriculum help students enhance their learning and help them adapt better to the changing society. The notion of curriculum leadership in schools first emerged in the last decade, when the responsibility for curriculum development shifted to individual schools. Public concern about the quality of student performance and achievement in schools has gradually grown. As a result, there has been a general call for a reinvigoration of the teaching workforce and for teachers to become leaders in the school curriculum. In this chapter, the conceptualized characteristics of curriculum leadership in schools are elucidated. In addition to analyzing the practice of curriculum leadership in school-based curriculum development, the chapter also discusses the importance of changing school cultures to sustain curriculum leadership in schools. Last but not least, through a detailed case study, it looks into how a curriculum leader establishes a positive working relationship with the school principal.
John T. S. Lam and Yiu Chun Lo
- Published in print:
- 2012
- Published Online:
- May 2013
- ISBN:
- 9789888139026
- eISBN:
- 9789888180240
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888139026.003.0009
- Subject:
- Education, Educational Policy and Politics
In this chapter, we first explain the different types of teacher leadership. Subsequently, we argue that, for the leadership of teachers to develop, teachers must have the agency, space, and place in ...
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In this chapter, we first explain the different types of teacher leadership. Subsequently, we argue that, for the leadership of teachers to develop, teachers must have the agency, space, and place in curriculum matters. Besides, teachers are encouraged to make best use of their “curriculum potentials” to deliberate and design a curriculum that best fits the needs of their students. Moreover, teachers, as “curriculum makers”, are encouraged to engage in both individual reflection and group deliberation in curriculum matters. We also illustrate how and why their curriculum agency can help teachers to advance in their curriculum development career. Empowerment encourages teachers to take risks and new roles. In this light, teachers should develop personal competencies and character traits conducive to their roles as leaders. Teachers are expected to become teacher-researchersand immerse themselves in reflecting and improving their daily curriculum practice. Modern teachers are also portrayed as self-regulated learners who can individually or collaboratively learn with others to improve their practice in a community of learners.Less
In this chapter, we first explain the different types of teacher leadership. Subsequently, we argue that, for the leadership of teachers to develop, teachers must have the agency, space, and place in curriculum matters. Besides, teachers are encouraged to make best use of their “curriculum potentials” to deliberate and design a curriculum that best fits the needs of their students. Moreover, teachers, as “curriculum makers”, are encouraged to engage in both individual reflection and group deliberation in curriculum matters. We also illustrate how and why their curriculum agency can help teachers to advance in their curriculum development career. Empowerment encourages teachers to take risks and new roles. In this light, teachers should develop personal competencies and character traits conducive to their roles as leaders. Teachers are expected to become teacher-researchersand immerse themselves in reflecting and improving their daily curriculum practice. Modern teachers are also portrayed as self-regulated learners who can individually or collaboratively learn with others to improve their practice in a community of learners.
Gurid Aga Askeland and Malcolm Payne
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9781447328704
- eISBN:
- 9781447328711
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447328704.003.0002
- Subject:
- Sociology, Comparative and Historical Sociology
The chapter presents a content analysis of interviews with most of the awardees and of biographies of others who received the Katherine Kendall Award, summarizing information about them. It reviews ...
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The chapter presents a content analysis of interviews with most of the awardees and of biographies of others who received the Katherine Kendall Award, summarizing information about them. It reviews the nature of their international work, their roles in developing social work education in their own country and internationally, in extending practice education and in curriculum development. The main social issues that engaged their involvement and the main subjects of their publications are analysed. Issues such as academization, community involvement and policy advocacy, social work and gender, the funding of their work and their work with the United Nations are explored.Less
The chapter presents a content analysis of interviews with most of the awardees and of biographies of others who received the Katherine Kendall Award, summarizing information about them. It reviews the nature of their international work, their roles in developing social work education in their own country and internationally, in extending practice education and in curriculum development. The main social issues that engaged their involvement and the main subjects of their publications are analysed. Issues such as academization, community involvement and policy advocacy, social work and gender, the funding of their work and their work with the United Nations are explored.
Gurid Aga Askeland and Malcolm Payne
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9781447328704
- eISBN:
- 9781447328711
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447328704.003.0010
- Subject:
- Sociology, Comparative and Historical Sociology
This chapter contains a brief biography and transcript of an interview with John Maxwell, a leader in Caribbean social work education who was awarded the Katherine Kendall Award of the International ...
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This chapter contains a brief biography and transcript of an interview with John Maxwell, a leader in Caribbean social work education who was awarded the Katherine Kendall Award of the International Association of Schools of Social Work in 2002, for his contribution to international social work education. For 35 years, he led social work education at the University of the West Indies, Mona Campus, in Jamaica, following an early career in youthwork and community development. Seeking to improve the academic and professional standing of social work, he was involved in significant curriculum development, concerned to shift it from a clinical to a community focus and established practice education firmly with good agency supervision. Lack of indigenous literature led him to play a role in the creation of the Caribbean Journal of Social Work. International links expanded the horizons of social work in the Caribbean.Less
This chapter contains a brief biography and transcript of an interview with John Maxwell, a leader in Caribbean social work education who was awarded the Katherine Kendall Award of the International Association of Schools of Social Work in 2002, for his contribution to international social work education. For 35 years, he led social work education at the University of the West Indies, Mona Campus, in Jamaica, following an early career in youthwork and community development. Seeking to improve the academic and professional standing of social work, he was involved in significant curriculum development, concerned to shift it from a clinical to a community focus and established practice education firmly with good agency supervision. Lack of indigenous literature led him to play a role in the creation of the Caribbean Journal of Social Work. International links expanded the horizons of social work in the Caribbean.
