Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572071
Title: Educational drama in three Hong Kong secondary schools
Author: Ho, Lai Shan
Awarding Body: University of East Anglia
Current Institution: University of East Anglia
Date of Award: 2012
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Abstract:
In 2000, an education reform proposal was announced by the Hong Kong Special Administration Region Government to achieve education quality enhancement. Since then, pedagogic innovations related to educational drama have been initiated in schools and inquiries have been made on these pilot teachings. Mostly educational drama was found effective in achieving the reform objectives in these studies, but most of these pedagogic innovations ended soon after and no in-depth examination has been made to address the sustainability issue. This study examines the educational drama experience of three secondary schools. It examines the supporting and constraining factors facing them in continuing these initiatives, the role of the education reform in the change process, and how better pedagogic change might be promoted. In-depth case studies were conducted in three subsidised secondary schools that had relevant teaching activities. Data were collected by documents review, teaching observations, and interviews. The findings were then used to examine the relevant reform policies and measures to support a sustainable pedagogic change. Educational change theories and models were referenced in the study to facilitate a more systematic examination on the roles and interaction of different contributing factors. In conclusion, the promotion of student-focused principles and the relevant education reform measures triggered the introduction of drama pedagogy in some secondary schools. However, the insufficient effort made by the Government on engaging with the sector and its capacity building, and the reliance on a piecemeal mode to support teaching initiatives affect the sustainability of the change. Insufficient support from school managements and the prevailing passive learning culture also contributed in constraining the teaching changes concerned.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.572071  DOI: Not available
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