Observing the implementation of a school-based curriculum by teachers of different mind styles : a case study in Hong Kong
Teacher autonomy within Hong Kong’s schools is constrained by a highly bureaucratic system in which their individual teaching styles are compromised. This could be reflected in the former studies on the school-based curriculum development (SBCD) schemes initiated by the Hong Kong government, in whic...
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Nottingham Trent University
2017
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| Online Access: | https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.713902 |