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

Tam, Frank Wai-ming

doi:10.1007/s10833-008-9091-9

Cited by 13 publications

(7 citation statements)

References 43 publications

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“…Taking the local adaptations approach allows for adjustments to the practice as long as teachers adhere to its core components (Quinn & Kim, 2017). This is in line with previous studies on sustainability, that identify sustainability of professional development approaches as achieved when its core components (in this case, lesson study's core components) are part of the organizational routines (e.g., Bambara et al, 2012;Bean et al, 2015;Larsen & Samdal, 2008;Tam, 2009).…”

Section: Sustained Lesson Studysupporting

confidence: 78%

The role of school leadership in schools that work sustainably on school improvement with professional learning communities

Boom-Muilenburg¹

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This study investigated what sustainable data use and leadership looked like in schools that work on sustainable data use through professional learning communities (PLCs). A case study design was used to gain insights and describe sustainable data use through PLCs and leadership.We conducted over 500 hours of observations in three secondary schools, administered a social network questionnaire, and collected school policy documents. The findings show how the schools differed in the form of sustainable data use they achieved, and that sustainability could be considered more nuanced. Additionally, we identified concrete leadership practices carried out by formal leaders, informal leaders, or both, showing in depth how sustainability and leadership might be related. Suggestions for future research are provided. The insights gained could inspire schools to let teachers and students benefit from PLC work in the long term.

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Section: Sustained Lesson Studysupporting

confidence: 78%

The role of school leadership in schools that work sustainably on school improvement with professional learning communities

Boom-Muilenburg¹

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“…Kondisi kelas yang gaduh dan kurang kondusif merupakan tantangan tersendiri bagi dosen untuk menciptakan lingkungan pembelajaran dan mengubah strategi dalam pembelajaran sesuai dengan kebutuhan mahasiswa (Tam, 2008). Kebosanan dalam kelas dapat terjadi dan merupakan salah satu yang berpotensi menimbulkan masalah dalam belajar.…”

Section: Masalah Yang Dihadapi Dalam Belajar Spbunclassified

Obstacles of Biology Student Teachers during the Course of Biology Learning Strategies and Its Solution

et al. 2016

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Biology Learning Strategy (BLS) is an important course that constitutes the competence of biology student teachers, especially pedagogy competence. This study aims to describe the learning strategy of the biology teacher candidates, problems they encountered, and the chosen learning solution in BLS course. This explorative survey was conducted in March-April 2016. The study involved 176 participants. The participants were students of 4 th semester biology student teachers who took BLS course. The data were collected by using a semi-open and open questionnaire. The analysis of the data was qualitative data analysis model of Miles and Huberman which includes data reduction, data presentation, and drawing conclusions and verification. The study concludes that the percentage of the way the students learned BLS by understanding is 53.4%, memorizing and understanding is 36.9%, memorizing only is 5.7%, and the other is 7%. Problems experienced by the students in learning BLS include discomfort during a rowdy class, lack of ability to understand, lack of confidence to perform, lack of ability to choose a strategy or apply the materials in the practice, as well as the difficulty to memorize. The way to overcome the problems in learning BLS is quite various and it can be classified into four categories namely changing learning strategies, increasing the intensity of learning, improving motivation, and increasing the frequency of exercise.Keywords: biology learning strategy subject, learning strategy, learning problems, learning solution LATAR BELAKANGMahasiswa calon guru biologi dipersiapkan untuk menjadi guru biologi yang profesional. Profesionalisme calon guru biologi dibangun melalui empat macam kompetensi, yaitu kompetensi profesional, kompetensi paedagogik, kompetensi sosial, dan kompetensi kepribadian. Secara simultan, keempat kompetensi ini dibangun selama proses perkuliahan sesuai dengan kurikulum yang berlaku di pendidikan biologi.Salah satu sajian pada kurikulum pendidikan biologi adalah mata kuliah Strategi Pembelajaran Biologi (SPB). Mata kuliah SPB merupakan mata kuliah strategis untuk membangun kompetensi profesional dan kompetensi paedagogik melalui pengetahuan dan keterampilan membelajarkan biologi. Beragam pendekatan, strategi, metode, dan model pembelajaran yang relevan dengan kebutuhan untuk membelajarkan biologi merupakan materi penting dari mata kuliah SPB.Sejalan dengan hal ini, optimalisasi pengembangan kompetensi mahasiswa seharusnya diiringi dengan upaya maksimal dalam mempelajari SPB. SPB penting untuk landasan mengembangkan Pedagogical Content Knowledge (PCK) calon guru biologi. PCK merupakan pengetahuan guru yang dikembangkan atas dasar pengalaman membelajarkan oleh guru itu sendiri (Halim, Abdullah, & Meerah, 2013). Oleh karea itu, pengalaman membelajarkan materi biologi menjadi pilar yang kuat dalam mengembangkan kompetensi dalam mata kuliah SPB.Guna mengoptimalkan dalam pengembangan kompetensi calon guru biologi melalui mata kuliah SPB, perlu dikaji bagaimanakah selama ini mahasiswa ...

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“…A total of five scales were used in the present study. Pedagogical change scale, perceived organizational constraint scale and school support scales were adapted from previous studies conducted by the author (Tam, 2009;Tam et al, 2004). Disengagement from school scale was adapted from the disengagement subscale of Organizational Climate Description Questionnaire (Halpin and Croft, 1963).…”

Section: Measurementsmentioning

confidence: 99%

“…Like previous reforms in curriculum and pedagogy in the territory, which have not been very successful, it is understandable that teachers in Hong Kong resisted the change in pedagogy (Fullan and Hargreaves, 1991;Tam, 2009). First, teachers teach an average of 30-35 periods per week, so their work schedules are hectic.…”

Section: Introductionmentioning

confidence: 99%

A study of workplace aggression as related to pedagogical reform in Hong Kong secondary schools

Tam

2013

International Journal of Educational Management

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Purpose -Previous research on pedagogical reforms has seldom looked at how reform may contribute to aggression in school organizations. The purpose of this paper is to hypothesize that teachers' disengagement from school mediates the tendency for teachers to manifest aggression when they are implementing pedagogical reform in school. Behind this hypothesis is the assumption that people are bound to encounter obstacles when implementing changes, and the resultant frustration can easily grow into feelings of disengagement and aggression which block the changes. Design/methodology/approach -In total, 845 teachers in 30 secondary schools in Hong Kong were surveyed and path analysis employed to look at how constraint in an organization and feeling of disengagement within the school hampers the successful implementation of reform towards constructivist pedagogy. Findings -Results of the study suggest that feelings of disengagement amplify the negative impact of instructional change and cause aggressive impulses within the school to intensify, but support from school can significantly reduce the feelings of disengagement and constraint experienced by teachers. Findings of the study contribute to a deeper understanding of the dynamics of change and its impacts on school organizations. Originality/value -Although some studies have looked at workplace aggression in a school setting, there is no work being done to look at how mandated school reform contributes to workplace aggression.

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

Cited by 13 publications

References 43 publications

The role of school leadership in schools that work sustainably on school improvement with professional learning communities

The role of school leadership in schools that work sustainably on school improvement with professional learning communities

Obstacles of Biology Student Teachers during the Course of Biology Learning Strategies and Its Solution

A study of workplace aggression as related to pedagogical reform in Hong Kong secondary schools

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