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Article: Implementing Performance Indicators of early learning and teaching: A Chinese study

TitleImplementing Performance Indicators of early learning and teaching: A Chinese study
Authors
KeywordsPerformance indicators
Early learning
Teaching
Issue Date2008
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09669760.asp
Citation
International Journal of Early Years Education, 2008, v. 16 n. 2, p. 115 - 131 How to Cite?
AbstractThis study investigated how a set of newly developed indicators of early learning and teaching by the government, which was based on western ideology of child learning, was implemented in a Chinese context like Hong Kong. Twelve early childhood settings of 5747 children and 284 staff volunteered to implement the indicators within two years and the processes were observed and analysed. A multi‐method, multi‐source data collection strategy was used to document the self‐evaluation and improvement process. All the participating settings went through the five stages of the evaluation cycle: understanding the Performance Indicators, assessing learning and teaching, formulating an action plan for improvement, implementing the action plan, and reflection. The results indicated that: (1) implementing a quality assurance cycle took time, resources and commitment; (2) the implementation helped to enhance practitioners’ professionalism; and (3) teacher professionalism was the key to the success of this quality assurance mechanism. The socio‐contextual factors and the educational implications of these findings are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/85403
ISSN
2015 SCImago Journal Rankings: 0.515

 

DC FieldValueLanguage
dc.contributor.authorLi, Hen_HK
dc.contributor.authorWong, NCMen_HK
dc.date.accessioned2010-09-06T09:04:17Z-
dc.date.available2010-09-06T09:04:17Z-
dc.date.issued2008en_HK
dc.identifier.citationInternational Journal of Early Years Education, 2008, v. 16 n. 2, p. 115 - 131en_HK
dc.identifier.issn0966-9760en_HK
dc.identifier.urihttp://hdl.handle.net/10722/85403-
dc.description.abstractThis study investigated how a set of newly developed indicators of early learning and teaching by the government, which was based on western ideology of child learning, was implemented in a Chinese context like Hong Kong. Twelve early childhood settings of 5747 children and 284 staff volunteered to implement the indicators within two years and the processes were observed and analysed. A multi‐method, multi‐source data collection strategy was used to document the self‐evaluation and improvement process. All the participating settings went through the five stages of the evaluation cycle: understanding the Performance Indicators, assessing learning and teaching, formulating an action plan for improvement, implementing the action plan, and reflection. The results indicated that: (1) implementing a quality assurance cycle took time, resources and commitment; (2) the implementation helped to enhance practitioners’ professionalism; and (3) teacher professionalism was the key to the success of this quality assurance mechanism. The socio‐contextual factors and the educational implications of these findings are discussed.-
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09669760.aspen_HK
dc.relation.ispartofInternational Journal of Early Years Educationen_HK
dc.subjectPerformance indicators-
dc.subjectEarly learning-
dc.subjectTeaching-
dc.titleImplementing Performance Indicators of early learning and teaching: A Chinese studyen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0966-9760&volume=16 Issue 2&spage=115 &epage= 131&date=2008&atitle=Implementing+Performance+Indicators+of+early+learning+and+teaching:+A+Chinese+studyen_HK
dc.identifier.emailLi, H: huili@hkucc.hku.hken_HK
dc.identifier.authorityLi, H=rp00926en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/09669760701516942-
dc.identifier.hkuros143463en_HK

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