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Article: A guidance curriculum for student development: A qualitative study

TitleA guidance curriculum for student development: A qualitative study
Authors
KeywordsCurriculum development
Developmental guidance
Teacher beliefs
Issue Date2003
PublisherSpringer New York LLC. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0165-0653
Citation
International Journal For The Advancement Of Counselling, 2003, v. 25 n. 2-3, p. 157-168 How to Cite?
AbstractThis study examined the implementation of developmental guidance as a formal curriculum in a Hong Kong secondary school. A qualitative approach was employed to explore teachers' perceptions of the curriculum and of the factors which facilitated or hindered its implementation. The study found that teachers perceived the curriculum exerting positive effects on students' self-appreciation, self-control and behaviour, and on teachers' attitudes and management style. Implementation of this curriculum also facilitated a more inviting school atmosphere. Teachers' acceptance of the belief advocated in the curriculum, the use of experiential teaching approaches, and support from the school system were crucial in the process of implementation. The implications of the findings for school's implementation of developmental guidance via a formal curriculum were discussed.
Persistent Identifierhttp://hdl.handle.net/10722/85317
ISSN
2015 SCImago Journal Rankings: 0.266
References

 

DC FieldValueLanguage
dc.contributor.authorHui, EKPen_HK
dc.date.accessioned2010-09-06T09:03:20Z-
dc.date.available2010-09-06T09:03:20Z-
dc.date.issued2003en_HK
dc.identifier.citationInternational Journal For The Advancement Of Counselling, 2003, v. 25 n. 2-3, p. 157-168en_HK
dc.identifier.issn0165-0653en_HK
dc.identifier.urihttp://hdl.handle.net/10722/85317-
dc.description.abstractThis study examined the implementation of developmental guidance as a formal curriculum in a Hong Kong secondary school. A qualitative approach was employed to explore teachers' perceptions of the curriculum and of the factors which facilitated or hindered its implementation. The study found that teachers perceived the curriculum exerting positive effects on students' self-appreciation, self-control and behaviour, and on teachers' attitudes and management style. Implementation of this curriculum also facilitated a more inviting school atmosphere. Teachers' acceptance of the belief advocated in the curriculum, the use of experiential teaching approaches, and support from the school system were crucial in the process of implementation. The implications of the findings for school's implementation of developmental guidance via a formal curriculum were discussed.en_HK
dc.languageengen_HK
dc.publisherSpringer New York LLC. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0165-0653en_HK
dc.relation.ispartofInternational Journal for the Advancement of Counsellingen_HK
dc.subjectCurriculum developmenten_HK
dc.subjectDevelopmental guidanceen_HK
dc.subjectTeacher beliefsen_HK
dc.titleA guidance curriculum for student development: A qualitative studyen_HK
dc.typeArticleen_HK
dc.identifier.emailHui, EKP: eadaoin@hkucc.hku.hken_HK
dc.identifier.authorityHui, EKP=rp00906en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1023/A:1026270628941-
dc.identifier.scopuseid_2-s2.0-4043150706en_HK
dc.identifier.hkuros89204en_HK
dc.identifier.hkuros89610-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-4043150706&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume25en_HK
dc.identifier.issue2-3en_HK
dc.identifier.spage157en_HK
dc.identifier.epage168en_HK
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridHui, EKP=34467611100en_HK

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