Training Programmes for Primary School Curriculum Leaders

2012/13 Commissioned by the Education Bureau

B2

Action Research

Programme Handbook January 2013 – July 2013

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CONTENTS 1. INTRODUCTION p. 3

2. PROGRAMME AIMS p. 4

3. TUTORS AND SUPPORT p. 5

4. SCHEDULE OF COURSES p. 8

5. PROGRAMME OVERVIEW p. 10

6. MODULE DESCRIPTIONS p. 11

7. PROGRAMME ASSESSMENT p. 19

8. CERTIFICATE p. 20

9. ARRANGEMENTS DURING TROPICAL CYCLONE/RAINSTORM p. 21

10. ARRANGEMENTS DURING SPECIAL CIRCUMSTANCES 11. ASSESSMENT CRITERIA AND REQUIREMENTS

p. 22 p. 23

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1. INTRODUCTION Welcome to this programme for Primary School Curriculum Leaders! It is one of the two programmes being conducted by the Department of Curriculum and Instruction at the Hong Kong Institute of Education as part of the Primary School Curriculum Leaders training programme for 2012/13. It is an important time for you and for Hong Kong curriculum development. As the curriculum reforms progress, the success will very much depend on leadership at the school level. This involves principals, the school community, your colleagues and you. This programme will help you in a number of different ways. It will:

• give you access to new knowledge and skills that can help you to be an effective curriculum leader in primary schools;

• encourage you to explore and put into practice new and innovative ideas on

teaching, learning and assessment to enhance the curriculum of your school based on current trends and development;

• provide you with opportunities to exchange ideas and information with

colleagues doing similar work in other schools; and • provide you with feedback throughout the programme as you reflect on your

learning. This programme handbook will provide information to guide your study. You will find that the programme has been constructed to take into consideration your needs as a full-time worker and a part-time student. Its focus will be on assisting you to undertake your role as a Primary School Curriculum Leader and deal with the challenges and issues that you face on a daily basis. In this sense, it is not an overly theoretical programme except where an understanding of theory may assist you to be a better curriculum leader. The programme also recognizes that as an experienced teacher and newly appointed curriculum leader, you will have much to offer in the way of background experience and knowledge. You will be able to make use of your existing knowledge and understanding in the programme while at the same time benefiting from new ideas from tutors and other programme participants. I hope that as the programme progresses, true learning communities will be created valuing what each member has to contribute. I wish you well in the programme. Its outcomes are important for Hong Kong’s future and the well-being of young people in our schools. Dr. TSUI Kwok Tung Programme Leader January 2013

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2. PROGRAMME AIMS

The Primary School Curriculum Leaders (PSCL) Training Programme of B2 aims to develop the professional knowledge and skills of the PSCLs so that they can assist their school heads in curriculum development of the whole school which includes development, implementation, and management of the school curriculum. It helps you to become a practitioner with an understanding of theories and a capacity to reflect on your own circumstances, and to initiate change and make improvement in school curriculum practices in your workplace. The specific objectives of this programme are to enable the participants to:

• deepen understanding of the methodology of action research and its application in curriculum development and professional development of teachers; and

• become reflective practitioners (e.g. through experiences of reflective practice such as action research, peer lesson observation and school-based self evaluation).

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3. TUTORS AND SUPPORT Participants will be meeting tutors during the class time. There are three tutors involved in the B2 programme; they provide expertise support to your study in the module and tutorials. The tutors are experienced teacher educators and trainers in curriculum leadership programs. They act as a support person and first point of contact during the programme of study. A list of tutors’ information is attached below:

Dr. CHENG Chi Keung, Eric earned his Doctor of Education in education management from the University of Leicester. He served as a secondary teacher, subject panel chairperson, career master, school development officer of The Chinese University of Hong Kong, part time lecturer of Institute of Vocational Education, tutor of Open University of Hong Kong, Subject Committee member of Hong Kong Examination Authority and Former Curriculum Development Council. His research publication covers the areas of school management, Learning Study and knowledge management including school self-evaluation, management strategies, shared decision making, teacher leadership, teacher collective learning, teacher emotional competency, teacher personal knowledge management, communities of practice, self regulated learning and knowledge strategies. He is experienced in conducting teacher professional development workshops and supporting school improvement projects. He has conducted a lot of projects that funded by Quality Education Fund and Education Bureau including school self-evaluation, organizational learning, metacognitive teaching and Learning Study. He is also an experienced instructor in various leadership training and development programmes including preparation for principalship training programme, vice-principal (PGM) training programme, school manager training programme, and mentors training programme. Dr. HUI King Fai, Sammy is the Associate Head and Assistant Professor of the Department of Curriculum and Instruction, at The Hong Kong Institute of Education (HKIEd). Prior to that, he taught in different higher education institutions in Hong Kong, focusing on postgraduate level educational research and data collection and analysis methods. Dr. HUI has a research interest in curriculum leadership, assessment and Professional and Vocational Education (PVE). In recent years, Dr. HUI has made a great effort in promoting curriculum development and leadership in Hong Kong primary schools. He is one of the founding members and now the advisor of The Hong Kong Association of Curriculum Development and Leadership which aims to facilitate the leading role of primary school curriculum leaders in curriculum development, advance their professional status, and provide professional advice to relevant government and educational bodies. Dr. HUI also

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plays an active role in the Institute’s programme development process that attends to the growing needs of teachers. The most notable effort is a range of Professional and Vocational Education (PVE) programmes which aim to enable teaching staff in the field to develop their professional knowledge, attitudes and skills required for effective PVE teaching and learning. At the moment, Dr. HUI is the Programme Coordinator of PGDE(PVE) programme and an External Advisor of Caritas Community and Higher Education Service. Besides, Dr. HUI was a Member of the Council on Professional Conduct in Education from 2010 to 2012.

Dr. YU Wai Ming received her EdD from the Ontario Institute for Studies in Education (OISE) of the University of Toronto, following the completion of B.Ed. from the University of Liverpool, and MA from the University of London. She obtained her teaching qualification from the Northcote College of Education. She is currently an Assistant Professor in the Department of Curriculum and Instruction. Her teaching and research interests lie in curriculum, assessment, narrative inquiry and teacher professional development. Dr. YU has experience in teaching for commissioned activities, e.g. Training Programmes for Primary School Curriculum Leaders (PSCL). In academic research, she has been involved in a range of research projects funded by both external funds, (e.g. Quality Education Fund) and internal funds, (e.g. Internal Research Grant of the HKIEd), as Principal Investigators and Co-investigators. Her publications include journal articles and book chapters on curriculum, assessment, narrative inquiry and teacher professional development.

The administration and technical support of the programme is handled by:

Admin. Staff Phone Fax Email

Miss KONG Wei Xi, Cynthia 2948 6668 2948 7563 psmcd@ied.edu.hk

Where participants wish to pursue issues further about the programme, they should

contact the Programme Coordinator (Leader), Dr. TSUI Kwok Tung, or the Assistant

Programme Coordinator, Dr. HUI King Fai, Sammy, whose telephone and email contact details are shown below:

Dr. TSUI Kwok Tung 2948 7703 kttsui@ied.edu.hk

Dr. HUI King Fai, Sammy 2948 7550 skfhui@ied.edu.hk

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Website

There will be a website for the programme which contains programme information and teaching materials, participants are encouraged to make use of it to support their

study: http://home.ied.edu.hk/~psmcd

Library card

The application of Hong Kong Institute of Education Library card is available for

course participants who wish to borrow books and access to electronic resources supported by the library.

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4. SCHEDULE OF COURSES

Group: Venue:

B2a – Wednesday No.1, King Yin Lane, Tseung Kwan O

No. Module Tutor Room Date Time

1 Action Research and Reflective Practices

Dr. YU Wai Ming 604 30-Jan-13 6:30 – 9:30

pm

2 Action Research and Reflective Practices

Dr. YU Wai Ming 604 6-Feb-13 6:30 – 9:30

pm

3 Tutorials Dr. HUI King Fai, Sammy 604 20-Feb-13 6:30 – 8:30

pm

4 Tutorials Dr. HUI King Fai, Sammy 604 13-Mar-13 6:30 – 8:30

pm

5 Tutorials Dr. HUI King Fai, Sammy 604 3-Apr-13 6:30 – 8:30

pm

6 Tutorials Dr. HUI King Fai, Sammy 604 15-May-13 6:30 – 8:30

pm

7 Tutorials Dr. HUI King Fai, Sammy 604 3-Jul-13 6:30 – 8:30

pm

8 Presentation of

Project Outcomes

Dr. HUI King Fai, Sammy Dr. CHENG Chi Keung, Eric

Dr. Yu Wai Ming, Flora 405 10-Jul-13

6:30 – 8:30 pm

9 Presentation of

Project Outcomes

Dr. HUI King Fai, Sammy Dr. CHENG Chi Keung, Eric

Dr. Yu Wai Ming, Flora 405 17-Jul-13

6:30 – 8:30 pm

Group: B2b – Thursday

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Venue: No.1, King Yin Lane, Tseung Kwan O

No. Module Tutor Room Date Time

1 Action Research and Reflective Practices

Dr. YU Wai Ming 604 31-Jan-13 6:30 – 9:30

pm

2 Action Research and Reflective Practices

Dr. YU Wai Ming 604 7-Feb-13 6:30 – 9:30

pm

3 Tutorials Dr. CHENG Chi Keung, Eric 604 21-Feb-13 6:30 – 8:30

pm

4 Tutorials Dr. CHENG Chi Keung, Eric 604 14-Mar-13 6:30 – 8:30

pm

5 Tutorials Dr. CHENG Chi Keung, Eric 604 11-Apr-13 6:30 – 8:30

pm

6 Tutorials Dr. CHENG Chi Keung, Eric 604 16-May-13 6:30 – 8:30

pm

7 Tutorials Dr. CHENG Chi Keung, Eric 604 4-Jul-13 6:30 – 8:30

pm

8 Presentation of

Project Outcomes

Dr. CHENG Chi Keung, Eric Dr. HUI King Fai, Sammy Dr. Yu Wai Ming, Flora

405 11-Jul-13 6:30 – 8:30

pm

9 Presentation of

Project Outcomes

Dr. CHENG Chi Keung, Eric Dr. HUI King Fai, Sammy Dr. Yu Wai Ming, Flora

405 18-Jul-13 6:30 – 8:30

pm

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5. PROGRAMME OVERVIEW

Action

Research

Sessions 1/2

Action Research and Reflective Practices

Sessions 3/4/5/6/7

Tutorials

Improved Student

Learning

Changes to Classroom

Practice and Improved Student

Learning

Competent and

committed curriculum leaders

Sessions 8/9

Presentation of Project Outcomes

Reflective action

research

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6. MODULE DESCRIPTIONS

Module: Action Research and Reflective Practices

1. Tutor:

Dr. YU Wai Ming

2. Contact Details:

Name of Tutor Email address Tel. No. Dr. YU Wai Ming wmyu@ied.edu.hk 2948 7525

3. Objectives:

The purposes of this module are to enable participants to:

1. realize the importance of reflection and action research in enhancing continuing professional development of teachers and the building of a learning community of professional teachers;

2. understand the nature and basic principles of reflective practice and action research;

3. identify their role as teacher-researchers in the curriculum development process; and

4. demonstrate the ability to conduct action research in an education setting.

4. Focus Questions:

1. What is reflective practice and how to use reflective practice in school teaching?

2. What is action research and why is it important in enhancing teacher’s professional development and curriculum development?

3. What are the key elements in school action research? 4. How to conduct action research to enhance curriculum development,

professional development and pupil learning?

5. Activities:

The major learning activities include lectures, reflective teaching, class work, group discussion, case study and presentation. Participants are expected to: 1. evaluate and try-out mini reflective teaching; 2. discuss and reflect on case studies of action research; 3. discuss and present action research plans in an education setting; and 4. discuss and comment on the data collection strategies for action research

plans.

6.

Resources: 1. computer facilities 2. visualizer

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Recommended Readings: English Reference: Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action

research. Philadelphia: Falmer Press. Cruickshank, D.R. (1987). Reflective teaching. VA.: ATE. Deakin University (1992). The action research reader (3rd ed.). Geelong, Vic.: Deakin

University Press. Dewey, J. (1929). The sources of a science of education. New York: Horace

Liveright. Dewey, J. (1933). How we think. New York: Heath and Co. Elliott, J. (1991). Action research for educational change. Buckingham: Open

University Press. Freeman, D. (1998). Doing teacher research: From inquiry to understanding.

Toronto: Heinle & Heinle Publishers. Hopkins, D. (1993). A teacher’s guide to classroom research (2nd ed.). Buckingham:

Open University Press. Hustler, D., Cassidy, t., & Cuff, T. (Eds.). Action research in classroom and schools.

London: Allen & Unwin. Kemmis, S., & McTaggart, R. (Eds.). (1982). The action research planner (2nd ed.).

Geelong, Vic.: Deakin University Press. Kincheloe, J., Slattery, P., & Steinberg, S. (2000). Contextualizing teaching. New

York: Longman. Kincheloe, J.L. (1991). Teachers as researchers: Qualitative inquiry as a path to

empowerment. London: Falmer Press. Kwan, T.Y.L. (1993). Contexts for action research development: The case for Hong

Kong. Curriculum Forum, 3(3), 11-33. Li, W.S. (1994). The reflective turn: Emergence and complexity. TESU Forum, 1(2),

14-17. Li, W.S. (1995). Action research and teachers. TESU Forum, 2(1), 5-11. Li, W.S., Yu, W.M., Lam, T.S., & Fok, P.K. (1999). The lack of action research: The

case for Hong Kong. Educational Action Research, 7(1), 33-49. McKernan, J. (1991). Curriculum action research. New York: St. Martin’s Press. McNiff, J. (1991). Action research: Principles and practice. London: Routledge. Mills, G.E. (2003). Action research: A guide for the teacher researcher (2nd ed.).

N.Y.: Pearson Education. Schon, D.A. (1983). The reflective practitioner. New York: Basic Books. Schon, D.A. (1987). Educating the reflective practitioner. San Francisco: Jossey-

Bass. Stenhouse, L. (1975). An introduction to curriculum research and development.

London: Heinemann. Tripp, D. (1993). Critical incidents in teaching. London: Routledge. Winter, R. (1989). Learning from experience: Principles and practice in action-

research. London: Falmer Press. Zeichner, K.M., & Liston, D.P. (1996). Reflective teaching: An introduction. New

Jersey: Laurence Erlbaum Associates.

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Chinese Reference:

*關鍵閱讀材料

*中華民國課程與教學學會（編）（2001）：《行動研究與課程教學革

新》，台北，揚智文化事業。

*夏林清等（譯）（1997）：《行動研究方法導論–教師動手做研究》，台

北，遠流出版社。

*國立台柬師範學院（編）（2002）：《教育行動研究與教學創新》，台

北，揚智文化事業。

*陳向明（2001）：《教師如何作質的研究》，北京，教育科學出版社。

*熊川武（1999）：《反思性教學》，上海，華東師範大學出版社。

*蔡美華（譯）（2003）：《行動研究法》，台北，學富文化事業。

吳明隆（2001）：《教育行動研究導論》，台北，五南圖書出版公司。

吳芝儀和李奉儒（1998）：《質的評鑑與研究》，台北，桂冠。

李偉成和李鳳萍（2007）：通達學習：教授小六數學行動研究，輯於《香

港教師中心學學報》，5，頁148－159。

林素卿（2003）：《教師行動研究導論》，高雄，高雄復文圖書。

夏林清、洪雯柔和謝斐顏（譯）（2003）：《反映回觀－教育實踐的個案

研究》，台北，遠流出版社。

張偉（譯）（2002）：《批判反思型教師ABC》，北京，中國輕工業出版

社。

許景輝和李偉成（編）（2005）：《領袖教師與教師專業發展》，香港，

匯智出版。

陳向明（2000）：《質的研究方法與社會科學研究》，北京，教育科學出

版社。

陳向明（2001）：《聆聽與傾訴－質的研究方法應用論文集》，北京，教

育科學出版社。

陳依萍（2000）：《反省實踐取向教育人員專業發展》，台北，師大書

苑。

陳惠邦（1998）：《教育行動研究》，台北，師大書苑。

黃宇等（譯）（2002）：《教師行動研究－教師發現之旅》，北京，中國

輕工業出版社。

劉良華（2002）：《校本行動研究》，成都，四川教育出版社。

蔡清田（2000）：《教育行動研究》，台北，五南圖書出版社。

蔡清田（2001）：《課程改革實驗－以研究發展為根據的課程改革》，台

北，五南圖書出版公司。

羅耀珍和李偉成（編）（2004）：《香港學校的課程發展》，香港，現代

教育研究社。

饒見維（1996）：《教師專業發展：理論與實務》，台北，五南圖書出版

公司。

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Useful websites: <行動研究>

PARnet http://www.parnet.org CARN http://www.uea.ac.uk/care/cam CARPP http://www.bath.ac.uk/carpp/ Educational Action Research http://www.triangle.co.uk/ear.index.htm

Queen’s University Action Research http://resources.educ.queensu.ca/ar/ <反思性教學>

http://www.cuhk.edu.hk/eltu/rt/ http://www.emu.edu/education/model.html#reflectchgmod http://resources.educ.queensu.ca/ar/

7. Assessment

Participants are required to conduct a small-scale action research in a local school and write a short report of the action research with reference to their proposed study as stated out in their action research proposal.

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Tutorials & Presentations

1. 2. 3.

Tutors: Dr. CHENG Chi Keung, Eric Dr. HUI King Fai, Sammy Contact Details: Names of Tutors Email address Tel. No. Dr. CHENG Chi Keung, Eric Dr. HUI King Fai, Sammy

eckcheng@ied.edu.hk skfhui@ied.edu.hk

2948 8478 2948 7550

Objectives:

The purposes of these tutorial and presentation sessions are to assist participants to: 1. reflect and improve their school-based action research project work; 2. master the techniques in collecting relevant data in their school-based action

research projects; 3. develop a framework for analyzing the data collected from the school-based

action research project work; and 4. understand the approaches to writing school-based action research project

reports.

4. Focus Questions:

1. What have the PSCLs experienced in their formulation of the action research proposals? How do they improve their proposals?

2. What are the techniques used in collecting relevant data for the school-based action research projects?

3. How are the data collected from the projects to be analysed? 4. How do the PSCLs reflect and improve their implementation of school-

based action research projects? 5. What are the approaches to writing the school-based action research project

reports?

5. Activities:

The major learning activities include: whole-class interactive discussions, small group discussions, seminar presentations, poster presentations, case studies, workshops. A. Tutorials

l Group review of participants’ school-based action research proposals l Seminar presentation of participants’ proposals with comment from the tutor l Group discussion and report on the progress of school-based action research

projects with experience sharing of the problems and difficulties encountered

l Whole class interactive discussion on various techniques for collecting data in school-based action research projects

l Whole class interactive discussion on approaches to data analysis, with

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reference to some action research project cases l Group discussion on developing frameworks for analysing the collected data

from school-based action research projects l Group review of the processes of school-based action research projects l Group presentations on the lessons learnt from the implementation of action

research projects with comment from the tutor B. Presentation of Project Outcomes l Poster presentation of participants’ school-based action research projects l Workshop on the approaches to writing school-based action research project

reports l Whole class interactive discussion on reviewing knowledge gained in

school-based action research project work and poster presentations

6. Resources:

Recommended Readings: English Reference: Bernhardt, R. (ed.) (1998). Curriculum leadership: rethinking schools for the 21st

century. Cresskill, N.J.: Hampton Press. Burns, R.B. (2000). Introduction to research methods. Thousand Oaks: Sage

Publications. Caro-Bruce, C. (2000). Action research facilitator’s handbook. Wichita Falls,

Tex.: National Development Council. Creswell, J.W. (1994). Research design: qualitative & quantitative approaches.

Thousand Oaks: Sage Publications. Denzin, N.K., & Lincoln,Y.S. (eds) (2003). Strategies for qualitative inquiry.

Thousand Oaks: Sage Publications. Denzin, N.K., & Lincoln,Y.S. (eds) (2000). Handbook of qualitative research.

Thousand Oaks: Sage Publications. Feldman, M.S. (1995). Strategies for interpreting qualitative data. Thousand

Oaks: Sage Publications. Gibbs, G. (2002). Qualitative data analysis: explorations with NVivo.

Buckingham; Phildelphia, Pa.: Open University. Glanz, J. (1998). Action research: an educational leader’s guide to school

improvement. Norwood, Mass.: Christopher-Gordon Publishers. Henderson, J.G., & Hawthorne, R.D. (2000). Transformative curriculum

leadership. 2nd edition. New Jersey: Merrill. Houtkoop-steenstra, H. (2000). Interaction and the standardized survey

interview: the living questionnaire. Cambridge: Cambridge University Press.

Lo, Y.C. (1999). School based curriculum development: the Hong Kong experience. The Curriculum Journal, 10(3), 419-442.

McKernan, J. (1996). Curriculum action research: a handbook of methods and resources for the reflective practitioner. 2nd edition. London: Logan Page.

McNiff, J., Lomax, P., & Whitehead, J. (1996). You and your action research project. New York: Routledge.

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Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis: an expanded sourcebook. 2nd edition. Thousand Oaks: Sage Publications.

Mills, G.E. (2003). Action research: a guide for the teacher researcher. 2nd edition. New Jersey: Merill Prentice Hall.

Naumes, W., & Naumes, M.J. (1999). The art and craft of case writing. Thousand Oaks: Sage Publications.

Yin, R.Y. (1994). Case study research: design and methods. 2nd edition. Thousand Oaks: Sage Publications.

Chinese Reference: 中華民國課程與教學學會（主編）（1998）：《學校本位課程與教學創

新》，台北，台北揚智文化。

中華民國課程與教學學會（主編）（2001）：《行動研究與課程教學革

新》，台北，揚智文化事業股份有限公司。

王建軍和黃顯華（2001）：《校本課程發展與教育行動研究》，（六）兩

岸三地學校本位課程發展學術研討會論文集，台灣。

吳明隆（2001）：《教育行動研究導論：理論與實務》，台北，五南圖書

出版有限公司。

吳剛平（2002）：《校本課程開發》，成都，四川教育出版社。

宋虎平（2003）：《行動研究》，中國，教育科學出版社。

李子建（2003）：學校本位課程發展：理論與取向，輯於《課程與教學季

刊》，6（3），頁105－128。

張嘉育（1999）：《學校本位課程發展》，台灣，台灣師大書苑。

莊明貞（主編）（2003）：〈課程領導理論與實務〉，《教育研究月

刊》，113，頁4－75。

陳玉琨、沈玉順、代蕊華和戚業國（2001）：《課程改革與課程評價》，

北京，教育科學出版社。

陳向明（2002）：《教師如何作質的研究》，台北，洪葉出版有限公司。

陳佩正（2000）：《從心教學：行動研究與教師專業成長》，台北，心理

出版社股份有限公司。

劉良華（2002）：《校本行動研究》，成都，四川教育出版社。

蔡清田（2000）：《教育行動研究》，台北，五南圖書出版有限公司。

鄭金洲（2002）：《校本研究指導》，北京，教育科學出版社。

羅耀珍（2001）：校本課程的發展：香港三個個案的研究，輯於《教育發

展研究》，4，頁44－47。

Translated Versions: 彼得．諾思豪斯著，吳榮先（譯）（2001）：《領導學：理論與實踐》，

南京，江蘇教育出版社。

Altrichter, H. 著，夏林清等（譯）（1997）：《行動研究方法導論－教師動手做研究》，台北，遠流出版公司。

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Useful websites: Action research http://tpk.hkcampus.net/actionh.htm School-based curriculum development http://tpk.hkcampus.net/actionh.htm http://www.trd.org.tw Poster presentation http://www.kumc.edu/SAH/OTEd/jradel/Poster_Presentations/PstrStart.html http://www.asp.org/education/howto_onPosters.html

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7. PROGRAMME ASSESSMENT The Focus The action research project is the key outcome for each participant in this programme. It is through the impact of this project that participants will be able to bring about change and reform in their schools. Thus the assessment to be used throughout the programme will focus on the formulation, development, implementation and evaluation of the action research project. Both formative and summative assessment will be used. Formative Assessment There will be multiple forms of formative assessment used in the programme: Module Tutors responsible for Sessions 1-7 will provide participants with feedback both during and after the conduction of specific section. This feedback will be designed to assist participants to improve their school based action research projects.

Course Tutors will also provide feedback during tutorials and presentations.

• Tutorials Participants will:

ü Put into practice learned methodologies and technical aspects of action

research ü Report progress on the action research projects ü Move along the developmental stages of the action research cycle ü Voice and tackle individual problems with their supervisor

• Presentations Each participant will be required to prepare a poster session that will:

ü Outline the main features of his/her action research project ü Indicate the action that has been put in practice ü Describe the results/outcomes that have been faced in developing the

project ü Indicate what has been learnt from both developing the project and from

the programme

The purpose of a poster presentation is to describe the work you have undertaken on your action research project. You need to do this in a way that will stimulate interest and discussion by your colleagues. The aim is to promote an exchange of ideas between you as the presenter and the people reading the poster; opportunities for peer assessment of their action research project. The posters should tell the stories of participants’ school based action research projects – their purposes, the progress that has been made, the successes that have been achieved, as well as any disappointments and failures, the impact that has already been observed and the directions that are planned for the future in order to complete the project. Course Tutors, as well as other participants, will provide feedback during the presentations. Course Tutors will also provide comment on the poster presentation for each participant. *Length of Action Research Report: 4000-6000 words

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Summative Assessment The main summative assessment will take place once the action research project has been completed and handed in to the Course Tutor. This should happen one month after the completion of this programme. Each participant will receive from the Course Tutor an evaluation report that will contain a descriptive assessment of the action research project including both Comments and Recommendations. Dates for Handing in Action Research Project Group Date Course Tutor B2(a) 17 August 2013 Dr. HUI King Fai, Sammy B2(b) 18 August 2013 Dr. CHENG Chi Keung, Eric

Once the Course Tutor has provided the Evaluation Report, the action research project will be given to CDI/EDB who have requested that copies be made available for review, analysis and display in the EDB Library. 8. CERTIFICATE Participants with an attendance rate of 80% or above in class and have satisfactorily fulfilled the assessment requirements (refer to Section 7 above) will be awarded a Certificate. In addition, participants should finish the Action Research Report in order to fulfill as part of the requirement of the course.

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9. ARRANGEMENTS DURING TROPICAL CYCLONE/ RAINSTORM

惡劣天氣期間之上課或考試安排

遇有熱帶氣旋或暴雨警告時，所有同學應注意以下的上課和考試應變安排。同學亦可致電教務處熱線 (電話： 2948 6196) ，查詢本校的特別措施。同學應注意教育局於電視台/電台宣布之安排並不適用於本校。 除非校方另行公布，否則於三號熱帶氣旋或紅色暴雨警告生效期間，所有課堂和考試將如常舉行。 當天文台預告將於未來兩小時內發出八號或以上熱帶氣旋警告訊號，本校將因應當時的天氣狀況而就上課及考試作出特別安排 (包括停課) 。同學應留意電台/電視台的廣播或致電教務處熱線 (電話：2948 6196) 查詢有關的應變措施。 八號熱帶氣旋或黑色暴雨警告生效時，所採取之措施如下： 上課或考試前

天氣狀況 應變措施

晚間課堂或考試

八號或以上熱帶氣旋警告訊號或黑色暴雨警告於下午三時或之前取消

下午五時三十分及以後開始的晚間課堂和考試將如常進行。

八號或以上熱帶氣旋警告訊號或黑色暴雨警告於下午三時一分至下午四時期間取消

下午六時三十分及以後開始的晚間課堂和考試將如常進行。

八號或以上熱帶氣旋警告訊號或黑色暴雨警告於下午四時或以後仍然生效

所有晚間課堂和考試將會取消。原定的考試將按已訂之應變考試措施另日進行。

上課或考試中

天氣狀況 應變措施

八號或以上熱帶氣旋警告訊號生效 所有課堂將立刻終止。 除非首席監考決定暫停考試，所有考試 (除戶外之考試外) 將繼續進行，直至該考試完結為止。

黑色暴雨警告生效 除非導師或首席監考決定暫停有關課堂或考試，所有課堂和考試 (除戶外課堂和考試外) 將繼續進行，直至該課堂或考試完結為止。

惡劣天氣期間之應變考試安排

由教務處統籌之考試若因天氣惡劣而取消，同學可即時查看內聯網所載之「應變安排時的考試時間表」，有關資料亦於考試日期前三星期張貼內聯網。而其他非由教務處安排之考試，同學須向有關導師或學系/中心查詢。

Source: Student Handbook 2012/2013 http://www.ied.edu.hk/reg/student_handbook/chap_chi15.html

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10. ARRANGEMENTS DURING SPECIAL CIRCUMSTANCES

特別情況下之課堂安排

謹此通知，有關特別情況下(如颱風、暴雨或突發事件)課堂安排之重要公布，

將上載於本課程網頁(網址：http://home.ied.edu.hk/~psmcd)，並會定期更新有關內

容及最新消息。未能瀏覽本課程網頁者，可致電2948 6668向黃先生查詢。

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11. ASSESSMENT CRITERIA AND REQUIREMENTS

B2「海報展示」指引

甲、 一般要求

Ø 內容簡潔易明，組織嚴謹

Ø 內容緊扣主題，不作無謂鋪陳

Ø 海報務求不解自明

Ø 可視此為一個向同工解說你的教研的好機會

Ø 海報內容可包含以下元素：

1. 研究簡介－幫助讀者對報告的內容有粗略的認識：你期望研究

達到什麼目的？研究目的與你學校的發展策略及課程改革有何

關係？

2. 研究問題 －在課程或教學方面，你希望處理什麼議題？

3. 研究設計和「行動」－你怎樣解決研究問題？在行動研究中，

你設計的「行動」是什麽？

4. 評鑑研究成果－作為課程主任，你達到什麼目的？你如何解讀

你的研究所得？

5. 成果和影響－利用搜集得來的數據，闡述研究成果，及其帶來

的影響。

6. 困難或限制－在過程中，你曾經遇到什麼困難？你怎樣將難題

逐一擊破？

乙、 版面設計

Ø 每位學員將獲派一面約1.2米高 x 1.3米闊之壁報板（單面），

可供張貼約12－15張A4紙（或PowerPoint slides）

Ø 標題及學員的名字應張貼於海報的頂部中央位置

Ø 海報的閱讀方向應從左至右，上至下

Ø 每張A4紙都需要有編號或箭嘴以表明海報內容的先後次序

Ø 版面宜有適當的空白位置，避免內容過分擁擠

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丙、 正文

Ø 宜簡短易明

Ø 以列點說明，令內容層次分明

Ø 須以電腦編成，勿以手寫

Ø 宜選用簡單易看的字型，建議字體大小為20點或以上，務求從兩米

範圍以外仍能清晰可見

Ø 每張A4紙都需要有不同的標題

Ø 於重點文字上，宜加上粗體、橫線、顏色以製造強調效果

丁、 視覺效果

Ø 利用相片、圖表及插圖文字去輔助說明

Ø 處理數據宜運用圖表

Ø 圖表必須用框線圍住

Ø 每個圖表都需要有簡單的標題

Ø 運用顏色的目的是要增加易讀性，而不止於美化效果

Ø 顏色以簡單為主，不要過於浮誇

Ø 注意背景顏色和文字的配搭：如用淺色背景宜選用深色字體；

深色背景宜選用淺色字體

戊、 注意事項

Ø 須於當晚匯報的學員，請於上課前十五分鐘到達課室，以作準備

Ø 學員張貼海報的範圍已於課堂前預先規劃，學員須按導師的指示將

海報張貼於指定範圍，並貼上由課堂提供、印有學員姓名的名牌

Ø 學員完成匯報後，必須於離開課室前將所有個人的海報除下，並協

助清理場地

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ASSESSMENT OF ACTION RESEARCH REPORT Name:

Consideration in Assessing More Effort

Needed Average Good Outstanding

Background and research focus

• How convincing is the underlying rationale as to why the research is important?

• Is it supported by relevant readings/literature?

Research questions • How clear are the research questions?

• Are they well justified (by relevant readings/literature)?

Methodology • How suitable are the methods used, cases

selected and the analysis that followed?

�

Findings and discussion

• How credible are the findings and discussion?

• Are they supported by valid research evidence?

Conclusion • How practical/critical is the "knowledge"

produced? • Any implications for curriculum

development?

Organization/presentation • How systematic is the organization?

• How proper is the use of language? • How appropriate is the citation system?

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