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Curriculum Evaluation of a Pilot Project for Senior Secondary Students in a School for Social Development

Curriculum Evaluation of a Pilot Project for Senior Secondary Students in a School for Social Development


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About the Book

This dissertation, "Curriculum Evaluation of a Pilot Project for Senior Secondary Students in a School for Social Development" by Wing-kei, Joe, Cheng, 鄭永基, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract This study aimed to conducts curriculum evaluation in a pilot project for senior secondary students in a School for Social Development (SSD) - a kind of special school served the students who were identified as maladjusted in Hong Kong. This pilot curriculum project was financially sponsored by the government since September, 2005 which acted as the pioneer for extension of educational services up to senior secondary level. In this study, a modified CIPP (Context-Input-Process-Product) evaluation model (Stufflebeam, 1983) was used to evaluate in the three focusing aspects of the curriculum project: curriculum designing, teaching strategies, and learning assessment for further improvement. Data were collected through multiple methods included students' and teachers' responses to corresponding questionnaires in a survey for the three focusing aspects; some specific areas of concerns were often derived from the three components of the curriculum evaluation study. For evaluating the curriculum design, the implemented curriculum structure and the development of Career-Oriented Curriculum (COC) were surveyed and iiievaluated. For evaluating the teaching strategies, the learning effectiveness by the use of Multiple Teaching Strategies (MTS) was investigated by a comparative study between the application frequencies of MTS and students' learning outcomes. For evaluating the learning assessment, the general design of examination papers was investigated by a survey about the time of completion of examinations of students; also, a comparative study between the students' performances in formative assessment - the Performance-based Assessment (PBA) and summative assessment - examination was carried out to investigate the learning characteristics among the students. In addition, learning motivation and learning feedback were also addressed for the evaluation of different curriculum aspects. Finally, a framework for improving the curriculum, and recommendations for further studies for curriculum development for the students with special educational needs (SEN) were proposed based on the results in this study. iv DOI: 10.5353/th_b3731572 Subjects: Problem children - Education - Curricula - China - Hong Kong Curriculum evaluation - China - Hong Kong


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Product Details
  • ISBN-13: 9781361467992
  • Publisher: Open Dissertation Press
  • Publisher Imprint: Open Dissertation Press
  • Height: 279 mm
  • No of Pages: 236
  • Weight: 558 gr
  • ISBN-10: 1361467991
  • Publisher Date: 27 Jan 2017
  • Binding: Paperback
  • Language: English
  • Spine Width: 13 mm
  • Width: 216 mm


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