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1 – 10 of 596The purpose of this paper is explore the relative effectiveness of people-based and information technology-based knowledge management (KM) strategies as implemented by principals…
Abstract
Purpose
The purpose of this paper is explore the relative effectiveness of people-based and information technology-based knowledge management (KM) strategies as implemented by principals in Hong Kong schools to facilitate and sustain Lesson Study for teachers’ knowledge sharing and internalization.
Design/methodology/approach
Data from 184 principals in Hong Kong were collected by a cross-sectional quantitative survey. Confirmatory factor analysis and reliability tests have been used to examine the constructed validity and reliability of the instrument. A structural equation model was applied to confirm the predictive effect of people-based and information technology-based KM strategies on teachers’ knowledge sharing and internalization through Lesson Study.
Findings
Results show that people-based KM strategy predicts knowledge sharing and internalization by and among teachers. However, while information technology-based knowledge management strategies predict teachers’ knowledge sharing, they do not predict how effectively they internalize knowledge.
Practical implications
Cultivating communities of practice, professional learning communities and mentoring schemes in schools can nurture a knowledge-sharing culture to facilitate and sustain Lesson Study for teacher learning. Institutionalizing an information technology system can help teachers to retrieve, share and store the school’s explicit knowledge.
Originality/value
The paper not only suggests school management strategies and practices for school leaders to facilitate and sustain Lesson Study, but also brings a new research dimension, KM, to the research area.
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This paper aims to explore the extent to which knowledge management practices, that is the process of developing and sharing organisational knowledge, can enhance intellectual…
Abstract
Purpose
This paper aims to explore the extent to which knowledge management practices, that is the process of developing and sharing organisational knowledge, can enhance intellectual capital (IC) in the context of school education.
Design/methodology/approach
A mixed-method approach was adopted as the research strategy. A cross-sectional quantitative survey was conducted to collect data from 445 teachers at 13 primary schools in Hong Kong. A structural equation model (SEM) was applied to confirm the predictive effective of knowledge strategies on school IC. Interviews were conducted in a case school to explore the process for capitalising the knowledge by Lesson Study.
Findings
The result of the SEM shows that personalisation and codification strategies are predictors of human capital and structural capital at schools. The findings from interviews with the principals and teachers show that personalisation and codification strategies could be put into operation as a Lesson Study to leverage knowledge for school development.
Originality/value
This paper contributes to the management practices of school organisation for enhancing their IC by conducting Lesson Study for the development of their schools effectively.
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The purpose of this paper is to present a model to assist school leaders in managing the professional development activities of teachers. The model illustrates the important role…
Abstract
Purpose
The purpose of this paper is to present a model to assist school leaders in managing the professional development activities of teachers. The model illustrates the important role of principals in promoting continuing professional development (CPD), chiefly by cultivating a collaborative learning culture and formulating policy.
Design/methodology/approach
This study tested a framework based on the input of 103 CPD coordinators in Hong Kong, who participated in a quasi-experimental design questionnaire survey. Factor analysis and reliability tests were applied to verify the constructed validity and reliability of a self-developed instrument. A Structural Equation Model (SEM) was then applied to confirm the model.
Findings
The result of the SEM shows that principal support has a predictive effect on CPD policy and a collaborative learning culture, while the effectiveness of a CPD plan is predicted by collaborative culture and management strategy.
Originality/value
This study contributes theoretically to existing literature and practically to school leaders, by supplying a model for managing teacher CPD.
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This study aims to explore the principles and practices for managing records with the lens of functional analysis and knowledge management by using a case study that focuses on…
Abstract
Purpose
This study aims to explore the principles and practices for managing records with the lens of functional analysis and knowledge management by using a case study that focuses on the experience of implementing records management at a public high school in Hong Kong.
Design/methodology/approach
A single case study is chosen as the research method for this paper. A series of qualitative interviews and documentary analysis were used to collect and triangulate the qualitative data.
Findings
The results show that the case school adopted a hybrid top-down and bottom-up approach to record management, facilitate decision-making and manage knowledge. The school adopted the taxonomy provided by the quality assurance framework as the functional classification in a digital archive in the records management system.
Practical implications
This study provides a set of taxonomy and a hybrid top-down and bottom-up approach to schools for ensuring that accurate information of all school activities is kept and can facilitate an effective and evidence-based, decision-making process.
Social implications
Identifying taxonomy and management practices for effective documentation in public schools can support planning, assist with organising the continuity of improvement plans and increase reporting and accountability to society.
Originality/value
This study offers a taxonomy and management approach to the literature of records management and the practices for promoting and improving records management in school.
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This paper investigates the effectiveness of metacognitive teaching methods on students' reading comprehension through a lesson study case conducted in Shanghai.
Abstract
Purpose
This paper investigates the effectiveness of metacognitive teaching methods on students' reading comprehension through a lesson study case conducted in Shanghai.
Design/methodology/approach
This study adopts an experimental design with control groups and experimental groups. Plan–do–check–act (PDCA) cycles of lesson study were conducted to evaluate the effectiveness of modeling, self-questioning, think aloud and KWL strategy in Chinese language lessons. Metacognitive teaching strategies were implemented at a junior high school in Shanghai. The data was collected via lesson observation, interviews and pre- and posttests.
Findings
Results identified a significant difference between the incremental scores of students' reading comprehension in the experimental group and control group. The findings from the lesson observation showed that metacognitive teaching strategies in Chinese language developed students' reading comprehension. Moreover, PDCA cycles of lesson study helped the teachers improve metacognitive teaching strategies.
Originality/value
Few studies have been conducted to validate metacognitive teaching through lesson study in the context of China schools, and this study contributes to a new research dimension of lesson study on developing pedagogical practices to improve student learning outcomes.
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Eric C.K. Cheng, Yan Wing Leung, Wai Wa Yuen and Hei Hang Hayes Tang
The purpose of this paper is to highlight the urgent need for a genuinely effective and attainable citizenship education model in Hong Kong’s schools, which focusses on promoting…
Abstract
Purpose
The purpose of this paper is to highlight the urgent need for a genuinely effective and attainable citizenship education model in Hong Kong’s schools, which focusses on promoting student participation in school governance. It is an empirical citizenship education management model for school leaders that illustrates the predictive effects of personally responsible, participatory, justice-oriented and patriotic citizenship, necessarily supported by school management practices, school ethos and teacher beliefs.
Design/methodology/approach
A total of 3,209 students from 51 secondary schools in Hong Kong participated in a quasi-experimental design questionnaire survey. A structural equation model (SEM) was applied to confirm the model.
Findings
The results of the SEM show that the values and cultural practices held by a school’s teachers drive the implementation of its citizenship education. Moreover, it is well known that organizational values can exert a powerful influence and it is the same within educational structures: management practices in schools have an impact on ethos, teachers’ beliefs and student participation in school governance.
Practical implications
The paper provides practical proposals for school leaders to create opportunities for student participation in school governance.
Originality/value
This study builds on existing literature and provides school leaders with a practical model for implementing student participation in school governance.
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This study aims to identify effective strategies and practices for higher education institutions (HEIs) to enhance their knowledge recipients’ knowledge absorptive capacity.
Abstract
Purpose
This study aims to identify effective strategies and practices for higher education institutions (HEIs) to enhance their knowledge recipients’ knowledge absorptive capacity.
Design/methodology/approach
Questionnaire surveys and interviews were conducted to examine the effectiveness of a knowledge transfer (KT) project and these were administered by HEIs in Hong Kong. Pre- and post-test questionnaire surveys with t-tests were used to evaluate changes in the knowledge absorptive capacity of 1,014 participants from 20 schools. Qualitative interviews were conducted to investigate school leaders’ perception of the effectiveness of the KT strategies.
Findings
Results revealed significant differences between the pre- and post-tests in all the elements of absorptive capacity. The processes of knowledge acquisition, contextualisation, internalisation and externalisation in a closed-loop mechanism were identified as effective KT strategies. Conducting training programmes, workshops, consultations, work-based studies and presentation seminars were found to be effective KT practices to support the recipients in acquiring, contextualising, internalising and externalising knowledge.
Practical implications
HEIs should provide consultative support to recipients by conducting work-based studies and presentations to enhance their knowledge absorptive capacities.
Originality/value
This study contributes empirical evidence to validate the application of Liyanage et al.’s (2009) KT model to HEIs’ KT model for the purpose of designing KT activities and enhancing the absorption capacities of the recipients. This research contributes an empirical closed-loop KT model, effective KT strategies and practices for HEIs to support their knowledge recipients so that they can internalise the acquired knowledge.
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Eric C.K. Cheng and John C.K. Lee
– The purpose of this paper is to explore strategies to develop communities of practice (CoP) to improve teaching in a school context.
Abstract
Purpose
The purpose of this paper is to explore strategies to develop communities of practice (CoP) to improve teaching in a school context.
Design/methodology/approach
A cross-sectional questionnaire is developed to collect data from participants in a project that aims to cultivate a CoP to improve their small class teaching skills. A total of 125 teachers from 35 primary schools participated in the survey. A structural equation model is used to explore the predictive power of the strategies on all three of the CoP elements.
Findings
Content strategy is confirmed as the predictor of all the CoP elements, while process strategy is a predictor only for joint enterprise and shared repertoire.
Practical implications
The application of these strategies to develop a CoP in schools involves designing a reflective and collaborative learning content, as well as monitoring, regulating and streamlining the learning process.
Originality/value
The study contributes an empirical framework to the research of CoP and practical guides for school leaders to facilitate knowledge sharing in CoPs.
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Barrie O. Pettman and Richard Dobbins
This issue is a selected bibliography covering the subject of leadership.
Abstract
This issue is a selected bibliography covering the subject of leadership.
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