School Effectiveness and Improvement in Asia: Three Waves, Nine Trends and Challenges

Cheng, Yin Cheong; Tam, Wai-ming

doi:10.1007/978-1-4020-5747-2_13

Cited by 20 publications

(12 citation statements)

References 31 publications

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“…Following a global trend in educational development and in line with modern society's move toward a knowledge-based economy, most education systems around the world have made attempts to shift classroom instruction from didactic instructional modes to approaches that are constructivist in character (Cheng and Tam 2007;Jonassen et al 2004). Constructivism as an educational ideology involves facilitating individuals to create their own new understandings, which are based upon the interaction of what they already know and believe and the ideas with which they come into contact (Jonassen et al 2004;Vadeboncoeur 1997).…”

Section: Introductionmentioning

confidence: 97%

Sufficient conditions for sustainable instructional changes in the classroom: The case of Hong Kong

Tam

2008

J Educ Change

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The present study hypothesizes that both organizational and classroom constraints mediate the chance of making instructional changes sustainable. Behind this hypothesis is an assumption that when people faces impending changes, the level of anxiety tends to increase and creates defenses which block the change. A survey of 1,876 teachers in 65 secondary schools in Hong Kong is conducted and path analysis is employed to look at how constraints in the organization and in the classroom hamper the sustainable implementation of new modes of pedagogy toward constructivism. Findings in the study suggest that both organizational constraints and behavioral problems in the classroom reduce the sustainability of new modes of individual-focused and whole class focused instructional practices, but learning problems in the classroom increase the sustainability of alternative modes of individual-focused instructional practices. The author suggests that the sufficient conditions for sustainable instructional changes within a school are an authentic professional learning community among the teachers, and whole school arrangements to provide a peaceful learning environment in the classrooms and an individualized education program for students in need.

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Section: Introductionmentioning

confidence: 97%

Sufficient conditions for sustainable instructional changes in the classroom: The case of Hong Kong

Tam

2008

J Educ Change

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“…The complexity theoretical framework provides us the advantage of an alternative design for leadership development programmes that is able to meet current and future challenges that are mentioned by Cheng and Tam (2007) and Stacey (2001). Yearly, billions of dollars are spent on training and development.…”

Section: Resultsmentioning

confidence: 99%

“…In programme delivery, while the international trend across academe has seen a rhetorical shift from teacher-centred learning to student-centred learning and from transmission to reflective approaches, most educational leadership programmes have remained heavily teacher-centred (Barr & Tagg, 1995;Ng & Ng, 2011). The need to rethink programme delivery has been given further impetus by call for changes in programme content (Cheng & Tam, 2007;Dimmock & Walker, 2005;Hallinger & Snidvongs, 2005). The need to rethink programme delivery has been given further impetus by call for changes in programme content (Cheng & Tam, 2007;Dimmock & Walker, 2005;Hallinger & Snidvongs, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…The competency-based model has been viewed as inadequate in the preparation of educational leadership, particularly in the increasingly complex and fast-paced changing world (Cheng & Tam, 2007;Hallinger & Snidvongs, 2005;McCarthy, 1999;Ng, 2004). Competency-based programme development and training has been the dominant design for the past 50 years (since 1947).…”

Section: Introductionmentioning

confidence: 99%

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Complexity-based learning—An alternative learning design for the twenty-first century

Ng¹

2014

Cogent Education

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In programme delivery, while the international trend in education has seen a shift from teacher-centred to student-centred learning and from transmission to reflective approaches, most leadership programmes have remained heavily teacher-centred. A key feature of teacher-centred learning relies on practices of course-driven programmes. This feature has been remarkably resilient over the years in the face of efforts to effect change in programme delivery and a new understanding of complexity in the world of education. The complexity theoretical framework provides us the advantage of an alternative design for leadership development programmes that is able to meet current and future challenges. Yearly, billions of dollars are spent on training and development. It is important to ensure that the outcome of training, learning and development must yield practical outcomes that are relevant, innovative and implementable solutions.

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“…Schooling in Korea has played an important role in maintaining and transmitting this belief in the promotion of national unity. Korean educators have contributed not only to the national economy by providing quality human resources but also to national cohesion by inculcating national pride, loyalty, and patriotism (Cheong and Tam 2007;Hanson 2008;Kim 2004;Sorenson 1994).…”

Section: Historical Backgroundmentioning

confidence: 99%

Multicultural education in Korea: its development, remaining issues, and global implications

Hong

2010

Asia Pacific Educ. Rev.

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The purpose of this paper is to investigate the origin and evolution of multicultural education in Korea, remaining issues, and global implications that the Korean case may provide to educators in other contexts, especially to those in Asia-Pacific countries. To address these topics, this paper analyzes government documents, various survey data, and research literature related to historical, theoretical, and practical aspects of multicultural education in Korea. Major findings show that, despite substantial achievements in a short period of time, significant structural barriers against minority groups still remain, while an assimilationist approach tends to dominate multicultural education in Korea. It is also suggested that reforming teacher education programs to produce culturally competent teachers is crucial for the further development of multicultural education in Korea. Based on the Koran case, this paper calls for collective efforts among educators in the Asia-Pacific region to explore more diversified approaches to multicultural education, as theories and practices based on Western experiences may have limited application to this region.

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School Effectiveness and Improvement in Asia: Three Waves, Nine Trends and Challenges

Cited by 20 publications

References 31 publications

Sufficient conditions for sustainable instructional changes in the classroom: The case of Hong Kong

Sufficient conditions for sustainable instructional changes in the classroom: The case of Hong Kong

Complexity-based learning—An alternative learning design for the twenty-first century

Multicultural education in Korea: its development, remaining issues, and global implications

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