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Policy Implementation and Teacher Co...

Wan, Wing Fong.

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Policy Implementation and Teacher Cognition: ICT in Education in Hong Kong Secondary Schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Policy Implementation and Teacher Cognition: ICT in Education in Hong Kong Secondary Schools./
作者:	Wan, Wing Fong.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2012,
面頁冊數:	249 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
標題:	Education policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3538889
ISBN:	9781303022111

Policy Implementation and Teacher Cognition: ICT in Education in Hong Kong Secondary Schools.
Wan, Wing Fong.

Policy Implementation and Teacher Cognition: ICT in Education in Hong Kong Secondary Schools. - Ann Arbor : ProQuest Dissertations & Theses, 2012 - 249 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ed.D.)--The Chinese University of Hong Kong (Hong Kong), 2012.

The implementation process has hitherto remained largely implicit in the research of education policy. Recent research on how policy does and does not get implemented has developed explanations with assumptions rest on rational-choice foundation that implementers respond to the policy that is intended. This study suggests viewing implementation gap as neglect of the complexity of the human sensemaking processes consequential to implementation. This study argues that policy implementation of ICT in education could be viewed as policy learning where knowledge is built and created during the implementation process for change in cognitive schema. Drawing on the cognitive frames, this study aims at exploring the relationship between policy implementation and teacher cognition to investigate how teachers in two Hong Kong secondary schools internalize the policy of ICT in education. The process of implementation is explored with emphasis on the interaction among individual teachers, the policy of ICT in education and implementation sites where teachers interact with system elements. Building upon the research findings and the cognitive framework of sensemaking, this study puts forth a five-phase cognitive framework of individual sensemaking, in which ICT policy implementation is more than just technical skill acquisition, involving teachers' cognitive attributes to internalize the policy by embodying explicit knowledge into tacit knowledge and by attributing into the cognitive structures with knowledge building and knowledge creation for conceptual reorganization. The policy implementation is unveiled from individual to community of practice whilst externalizing individual tacit knowledge to organizational explicit knowledge resulted from policy change to change in cognitive schema.

ISBN: 9781303022111Subjects--Topical Terms:

2191387
Education policy.

Policy Implementation and Teacher Cognition: ICT in Education in Hong Kong Secondary Schools.
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