Schools in Hong Kong and in many other places increasingly operate in a competitive environment a... more Schools in Hong Kong and in many other places increasingly operate in a competitive environment as directed by the principles of accountability and efficiency. Yet the school’s Intellectual capital has not been fully exploited and utilised for school development. This study aims to determine the extent to which Knowledge management practices and Lesson Study model can create school’s intellectual capital that can contribute to improvement of teaching quality.
International Journal of Educational Management, 2019
Purpose The purpose of this paper is to highlight the urgent need for a genuinely effective and a... more 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 ...
International Journal of Educational Management, 2012
PurposeThe purpose of this paper is to identify the knowledge strategies applied in aided seconda... more PurposeThe purpose of this paper is to identify the knowledge strategies applied in aided secondary schools in Hong Kong and to explore the predictive relationship between knowledge strategies and school learning capacity.Design/methodology/approachA cross‐sectional quantitative survey was designed to collect data from 427 teachers at 15 aided secondary schools in Hong Kong. Exploratory factor analysis and a structural equation model were applied to explore the factor structure of the latent variables and their relationships.FindingsThe results showed that the schools use interpersonal interactive knowledge sharing as their major knowledge strategy. Knowledge retrieval, utilisation and sharing were identified as the predictive factors for individual learning capacity and organisation learning capacity.Practical implicationsSchool administrators could consider the knowledge strategy of cultivating a community of practices in school organisation to develop teacher teaching competency ...
This paper discusses the constructs of students’ metacognitive competencies and its effect on mas... more This paper discusses the constructs of students’ metacognitive competencies and its effect on mastery of learning strategies and enhancing learning outcomes in the context of high school in Shanghai, China, where Learning to Learn curriculum has been implemented for years. 780 students from three types of typical high schools in Shanghai participated in a questionnaire survey. Result of a structural equation model shows that metacognitive knowledge, planning, monitoring, and evaluation constitute students’ metacognitive competencies which effectively predict mastery of learning strategies and their student learning outcomes. Pedagogies for metacognitive teaching for effectively implementing the Learning to learn curriculum are proposed.
Ikujiro Nonaka devised the SECI (Socialization, Externalization, Combination and Internalization)... more Ikujiro Nonaka devised the SECI (Socialization, Externalization, Combination and Internalization) model to describe how explicit and tacit knowledge is generated, transferred and recreated in organizations. This chapter describes how this model can be used as an analytical lens in education to examine Lesson Study in individual, group and school contexts. The chapter also explores the effects of knowledge leadership, organization culture and the four Ba (shared spaces/contexts for emerging relationships) on institutionalizing the SECI model to manage pedagogical content knowledge. It also examines how the model may streamline the knowledge creation process of Lesson Study.
Lesson Study developed in Japan as a form of collaborative teacher training, and in resistance to... more Lesson Study developed in Japan as a form of collaborative teacher training, and in resistance to restrictions on teacher professional autonomy as the government imposed a bureaucratically controlled national curriculum. This chapter summarizes the development of, and critical literature on, Lesson Study. It also identifies the gap between theory and practice in school development from the perspective of knowledge management, with particular reference to issues in transplanting Lesson Study to other countries.
This chapter reports on an ethnography study to identify the Ba and onto-culture for operating Ja... more This chapter reports on an ethnography study to identify the Ba and onto-culture for operating Japanese Lesson Study effectively. It also examines the leadership support required for successfully transplanting Lesson Study into other countries. It proposes a curriculum implementation model that involves incorporating the SECI model into Lesson Study. The model provides guiding activities to further help school leaders and teachers manage knowledge for effective curriculum implementation.
Emerging Practices in Scholarship of Learning and Teaching in a Digital Era, 2017
This chapter presents a case study of cultivating communities of practice (CoP) for leveraging kn... more This chapter presents a case study of cultivating communities of practice (CoP) for leveraging knowledge for higher education institutional development. CoPs have been shown to encourage member participation in collaborative learning and to enhance knowledge acquisition from one member to another (Wenger, Ivey Business Journal, 2004). This is a knowledge management tool for capturing organization knowledge. However, to launch a CoP in any organization is difficult, for it cannot be mandated or created, but it can only be coordinated, facilitated, and cultivated (Wenger et al., Cultivating communities of practice: A guide to managing knowledge, 2009). The model of communities of practice is based on the idea that one cannot separate knowledge from practice. Through participation in the CoP’s activities, knowledge of CoP members could be captured and codified into tangible capital, and this “making things real” process is called reification. Participation and reification are intertwined and interdependent in cultivating a CoP for leveraging knowledge in organizations.
As previously mentioned, we can apply the SECI model as an analytical lens to examine the knowled... more As previously mentioned, we can apply the SECI model as an analytical lens to examine the knowledge-conversion process in the PDCA cycles of Lesson Study and the KJ method for knowledge creation. Using this model, this chapter examines how the PDCA cycle of Lesson Study can be adopted at individual, departmental and organizational levels to address knowledge gaps for curriculum implementation. This chapter explains the knowledge creation process at the subject (departmental) level and school-level PDCA cycle of Lesson Study. It goes on to discuss the interrelatedness of subject and school-level Lesson study from a curriculum management perspective.
Developing Metacognitive Teaching Strategies Through Lesson Study, 2021
This chapter discusses the nature of knowledgeable others in Lesson Study for supporting teachers... more This chapter discusses the nature of knowledgeable others in Lesson Study for supporting teachers to internalise the principles of metacognitive teaching. A teaching development project aimed at crafting metacognitive pedagogies through using Lesson Study in a tripartite school partnership model—which consists of course instructors, teachers from partnership schools and pre-service teachers—was conducted to collect empirical evidence. The analytical lens of communities of and organisational learning were applied to analyse the socialisation of knowledge through Lesson Study. Five principles for designing metacognitive teaching were identified during the project. This chapter concludes that conducting Lesson Study enables teachers to become knowledgeable others and socialise their knowledge for instructional design to implement the competent-based curriculum effectively.
International Journal for Lesson & Learning Studies, 2020
PurposeThis paper investigates the effectiveness of metacognitive teaching methods on students... more PurposeThis paper investigates the effectiveness of metacognitive teaching methods on students' reading comprehension through a lesson study case conducted in Shanghai.Design/methodology/approachThis 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.FindingsResults 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 he...
Educational Management Administration & Leadership, 2020
The objective of this paper is to determine the extent to which adopting Nonaka’s SECI knowledge-... more The objective of this paper is to determine the extent to which adopting Nonaka’s SECI knowledge-creation processes enhances strategic planning capacity in the context of Hong Kong school education.A quantitative questionnaire survey is conducted to examine the predictive effects of the knowledge-creation processes of the SECI model on strategic planning processes. Data is collected from 42 principals and 392 teachers from 42 schools. A multilevel structural equation model is applied to examine the predictive effects of the mechanism on strategic planning capacity. Results show that the combination process of the SECI knowledge-creation model predicts strategic planning capacity, while a collaborative culture enables the process of knowledge externalization and combination. In response to the international debate on culture and context-dependent issues in using Nonaka’s SECI model for knowledge creation, this study reaffirms that the SECI model is largely dependent on Japanese colla...
Schools in Hong Kong and in many other places increasingly operate in a competitive environment a... more Schools in Hong Kong and in many other places increasingly operate in a competitive environment as directed by the principles of accountability and efficiency. Yet the school’s Intellectual capital has not been fully exploited and utilised for school development. This study aims to determine the extent to which Knowledge management practices and Lesson Study model can create school’s intellectual capital that can contribute to improvement of teaching quality.
International Journal of Educational Management, 2019
Purpose The purpose of this paper is to highlight the urgent need for a genuinely effective and a... more 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 ...
International Journal of Educational Management, 2012
PurposeThe purpose of this paper is to identify the knowledge strategies applied in aided seconda... more PurposeThe purpose of this paper is to identify the knowledge strategies applied in aided secondary schools in Hong Kong and to explore the predictive relationship between knowledge strategies and school learning capacity.Design/methodology/approachA cross‐sectional quantitative survey was designed to collect data from 427 teachers at 15 aided secondary schools in Hong Kong. Exploratory factor analysis and a structural equation model were applied to explore the factor structure of the latent variables and their relationships.FindingsThe results showed that the schools use interpersonal interactive knowledge sharing as their major knowledge strategy. Knowledge retrieval, utilisation and sharing were identified as the predictive factors for individual learning capacity and organisation learning capacity.Practical implicationsSchool administrators could consider the knowledge strategy of cultivating a community of practices in school organisation to develop teacher teaching competency ...
This paper discusses the constructs of students’ metacognitive competencies and its effect on mas... more This paper discusses the constructs of students’ metacognitive competencies and its effect on mastery of learning strategies and enhancing learning outcomes in the context of high school in Shanghai, China, where Learning to Learn curriculum has been implemented for years. 780 students from three types of typical high schools in Shanghai participated in a questionnaire survey. Result of a structural equation model shows that metacognitive knowledge, planning, monitoring, and evaluation constitute students’ metacognitive competencies which effectively predict mastery of learning strategies and their student learning outcomes. Pedagogies for metacognitive teaching for effectively implementing the Learning to learn curriculum are proposed.
Ikujiro Nonaka devised the SECI (Socialization, Externalization, Combination and Internalization)... more Ikujiro Nonaka devised the SECI (Socialization, Externalization, Combination and Internalization) model to describe how explicit and tacit knowledge is generated, transferred and recreated in organizations. This chapter describes how this model can be used as an analytical lens in education to examine Lesson Study in individual, group and school contexts. The chapter also explores the effects of knowledge leadership, organization culture and the four Ba (shared spaces/contexts for emerging relationships) on institutionalizing the SECI model to manage pedagogical content knowledge. It also examines how the model may streamline the knowledge creation process of Lesson Study.
Lesson Study developed in Japan as a form of collaborative teacher training, and in resistance to... more Lesson Study developed in Japan as a form of collaborative teacher training, and in resistance to restrictions on teacher professional autonomy as the government imposed a bureaucratically controlled national curriculum. This chapter summarizes the development of, and critical literature on, Lesson Study. It also identifies the gap between theory and practice in school development from the perspective of knowledge management, with particular reference to issues in transplanting Lesson Study to other countries.
This chapter reports on an ethnography study to identify the Ba and onto-culture for operating Ja... more This chapter reports on an ethnography study to identify the Ba and onto-culture for operating Japanese Lesson Study effectively. It also examines the leadership support required for successfully transplanting Lesson Study into other countries. It proposes a curriculum implementation model that involves incorporating the SECI model into Lesson Study. The model provides guiding activities to further help school leaders and teachers manage knowledge for effective curriculum implementation.
Emerging Practices in Scholarship of Learning and Teaching in a Digital Era, 2017
This chapter presents a case study of cultivating communities of practice (CoP) for leveraging kn... more This chapter presents a case study of cultivating communities of practice (CoP) for leveraging knowledge for higher education institutional development. CoPs have been shown to encourage member participation in collaborative learning and to enhance knowledge acquisition from one member to another (Wenger, Ivey Business Journal, 2004). This is a knowledge management tool for capturing organization knowledge. However, to launch a CoP in any organization is difficult, for it cannot be mandated or created, but it can only be coordinated, facilitated, and cultivated (Wenger et al., Cultivating communities of practice: A guide to managing knowledge, 2009). The model of communities of practice is based on the idea that one cannot separate knowledge from practice. Through participation in the CoP’s activities, knowledge of CoP members could be captured and codified into tangible capital, and this “making things real” process is called reification. Participation and reification are intertwined and interdependent in cultivating a CoP for leveraging knowledge in organizations.
As previously mentioned, we can apply the SECI model as an analytical lens to examine the knowled... more As previously mentioned, we can apply the SECI model as an analytical lens to examine the knowledge-conversion process in the PDCA cycles of Lesson Study and the KJ method for knowledge creation. Using this model, this chapter examines how the PDCA cycle of Lesson Study can be adopted at individual, departmental and organizational levels to address knowledge gaps for curriculum implementation. This chapter explains the knowledge creation process at the subject (departmental) level and school-level PDCA cycle of Lesson Study. It goes on to discuss the interrelatedness of subject and school-level Lesson study from a curriculum management perspective.
Developing Metacognitive Teaching Strategies Through Lesson Study, 2021
This chapter discusses the nature of knowledgeable others in Lesson Study for supporting teachers... more This chapter discusses the nature of knowledgeable others in Lesson Study for supporting teachers to internalise the principles of metacognitive teaching. A teaching development project aimed at crafting metacognitive pedagogies through using Lesson Study in a tripartite school partnership model—which consists of course instructors, teachers from partnership schools and pre-service teachers—was conducted to collect empirical evidence. The analytical lens of communities of and organisational learning were applied to analyse the socialisation of knowledge through Lesson Study. Five principles for designing metacognitive teaching were identified during the project. This chapter concludes that conducting Lesson Study enables teachers to become knowledgeable others and socialise their knowledge for instructional design to implement the competent-based curriculum effectively.
International Journal for Lesson & Learning Studies, 2020
PurposeThis paper investigates the effectiveness of metacognitive teaching methods on students... more PurposeThis paper investigates the effectiveness of metacognitive teaching methods on students' reading comprehension through a lesson study case conducted in Shanghai.Design/methodology/approachThis 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.FindingsResults 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 he...
Educational Management Administration & Leadership, 2020
The objective of this paper is to determine the extent to which adopting Nonaka’s SECI knowledge-... more The objective of this paper is to determine the extent to which adopting Nonaka’s SECI knowledge-creation processes enhances strategic planning capacity in the context of Hong Kong school education.A quantitative questionnaire survey is conducted to examine the predictive effects of the knowledge-creation processes of the SECI model on strategic planning processes. Data is collected from 42 principals and 392 teachers from 42 schools. A multilevel structural equation model is applied to examine the predictive effects of the mechanism on strategic planning capacity. Results show that the combination process of the SECI knowledge-creation model predicts strategic planning capacity, while a collaborative culture enables the process of knowledge externalization and combination. In response to the international debate on culture and context-dependent issues in using Nonaka’s SECI model for knowledge creation, this study reaffirms that the SECI model is largely dependent on Japanese colla...
International Journal for Lesson and Learning Studies, 2019
Purpose The purpose of this paper is explore the relative effectiveness of people-based and infor... more 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 sh...
Purpose This study aims to explore the principles and practices for managing records with the len... more 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 activit...
Uploads