FacultyofEducation,HKU.ppt

Research Questions What are the strategies adopted by schools that show consistent improvement in English proficiency since the implementation of Firm Guidance of MOI in 1998? How effective are these strategies in bringing about positive learning outcomes? What conditions maximize the effectiveness of these strategies in bringing about positive learning outcomes? Research Design 1. Identification of schools HKEAT sample data provided by EMB: 61 schools identified Collection of complete HKEAT data set by schools identified in Stage 1 and triangulation with EMB data set: 46 schools provided data, 14 CMI and 11 EMI schools were identified as improving schools 2. TQ survey on practical and psychological dimensions of ELT 36 out of 46 schools, plus one additional school (388 teachers) participated 3. Identification of “effective” teachers (ETs) based on HKEAT scores of their students (Teacher Effective Index, TEI): 37 (CMI) and 29 (EMI) ETs were identified. Research Design 4. Identification of case study schools and teachers for case study 5. SQ survey on practical and psychological dimensions of ELL S1-S3 students from 12 case study schools 6. Student Learning Outcomes: Pre- and post-test comparisons All classes taught by ETs Additional classes of case study schools on voluntary basis 2 control schools (1 CMI; 1 EMI) Research Design: case study schools and teachers Criteria for identifying case study schools: Medium of instruction Student ability (school banding) No. of “effective teachers” (ETs) based on TEI Criteria for identifying teachers for case study: “Effective marginally effective teachers” (21) Teacher Effectiveness Index (TEI) Triangulated with recommendations from school principals and / or panel chairs Agreed to participate “Case study teachers” (9) not initially identified because TEI was not available or did not fully meet the TEI requirements. highly recommended by principals and/or panel chairs as effective t