{"id":439,"date":"2026-01-09T09:47:46","date_gmt":"2026-01-09T09:47:46","guid":{"rendered":"https:\/\/cuhk-eap.creasant.dev\/?page_id=439"},"modified":"2026-06-15T08:41:46","modified_gmt":"2026-06-15T08:41:46","slug":"our-courses","status":"publish","type":"page","link":"https:\/\/www.fed.cuhk.edu.hk\/eap\/our-courses\/","title":{"rendered":"Our Courses"},"content":{"rendered":"
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Teaching<\/h2>\r\n
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Our Courses<\/h1> <\/div>\r\n <\/div>\r\n<\/div><\/div>\n\n
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School Improvement and Leadership<\/h3>\r\r\n <\/div>\r\r\n <\/div>\r\r\n<\/div>\r\r\n
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SILP 6001 - Issues and Advances in School Improvement<\/h4>\r\r\n <\/div>\r\r\n
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This module will critically examine key current issues related to school improvement. These issues include post modern views on leadership, management and school change, creating schools as learning as well as knowledge creation and management organizations, improvement plans, whole-school curriculum planning, inclusiveness, student and parental involvement in improvement and partnership development. Up-to-date theories and practice drawing on school improvement experience from international and comparative perspectives will also be covered, as well as critical analysis of self-managing schools and school effectiveness and improvement research. The perspectives of stakeholders such as teachers, principals, policy-makers, students and parents on school improvement will also be discussed.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n

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SILP 6002 - Leadership for Student Learning<\/h4>\r\r\n <\/div>\r\r\n
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The heart of school leadership and professional development is the improvement of student life and learning. This module will critically examine key leadership and professional development issues specifically as they relate to learning, teaching and curriculum in the school context. With reference to different levels of school leadership, the module is designed to promote the critical evaluation of theories related to effective learning and teaching and their application to local classrooms and schools. Module content includes current local and international thinking in areas such as school restructuring, instructional and curriculum leadership, teacher professional development, action research and reflective practice, teacher motivation, team building, peer observation and developmental supervision. Students are encouraged to pool theoretical and craft knowledge to develop approaches and strategies to lead and manage effective learning in their own schools.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n

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SILP 6003 - Evaluation for School Improvement<\/h4>\r\r\n <\/div>\r\r\n
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This module focuses on different perspectives, models and methodologies for evaluating school improvement. Firstly, various evaluation ideologies and perspectives will be examined. Secondly, different models of formative and summative methods of evaluation, role of stakeholders in school-based evaluation and their relationships with school improvement would be explored. Finally, issues on school based evaluation, external review and teacher evaluation would be discussed.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n

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SILP 6004 - Field Experience<\/h4>\r\r\n <\/div>\r\r\n
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In this module, students will participate in \/ visit schools and other educational settings that are involved in exemplary schools, successful educational improvement projects, curriculum development efforts, and professional development activities. They will participate in seminars and workshops to learn strategies of school improvement. Through field study and various modes of learning, students will to be able to bridge theory and practice in school improvement for their own needs.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n

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SILP 6005 - Guided Improvement Project<\/h4>\r\r\n <\/div>\r\r\n
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Participants will participate in an improvement project under the guidance and support of practicum supervisors. They may conduct the research in their workplace, if appropriate. The focus of improvement may be related to organizational, curriculum, teaching and learning aspects in a school or other educational organizations. The project should include an identification of a problem, a plan for initiating change based on theory and\/ or other school practices, implementation of the plan, and evaluation of the change outcomes. Participants will be placed in small support groups who are expected to share experiences and exchange ideas gained from the project.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n \r\n

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Educational Administration & Policy<\/h3>\r\r\n <\/div>\r\r\n <\/div>\r\r\n<\/div>\r\r\n
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PEDU 6011 - Administrative and Organizational Theory<\/h4>\r\r\n <\/div>\r\r\n
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Successful leaders, managers, and administrators underpin their behaviours and practices with a strong foundation of theoretical knowledge and conceptual ability. Accordingly, this course aims at developing students' theoretical and conceptual abilities. It introduces students to a range of important administrative and organizational theories and perspectives which have influenced management practice at all levels, from system to school, over the past century. These theories and perspectives adopt a wide purview, including structural, human resource, political, symbolic and cultural dimensions. Opportunities will beprovided for students to apply the theories and perspectives to current education policy and school management issues in Hong Kong.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n

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PEDU 6205 - Effective School Leadership<\/h4>\r\r\n <\/div>\r\r\n
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This course aims to encourage students to reflect upon what constitutes effective leadership in schools, especially within a constantly shifting reform environment, and to construct their own 'theories' of effective leadership. A range of established and emerging approaches and understandings of leadership are explored and analyzed in relation to the assorted contexts within which leaders lead. While recognizing the importance of the principalship the course assumes that leadership resides and operates across various levels within and outside traditional school boundaries and that teacher leadership is an important area of study. Areas covered include strategic and ethical leadership, panel leadership, leadership for learning and comparative, cross-cultural understandings of leadership. The course attempts to locate school leadership at the local level within a broader national, regional and international perspective. Through a combination of case studies, journal writing, problem-based cases, experiential activities and self-guided learning students apply leadership knowledge to their own personal and school contexts.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n

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PEDU 6206 - Managing Change in Schools<\/h4>\r\r\n <\/div>\r\r\n
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This course is designed to familiarize students with theoretical and practical aspects of organizational change and educational planning. The course explores the current context of organizational change and introduces a number of theories and perspectives on change relevant to educational leaders in Hong Kong. Various approaches to educational planning for change are presented and applied. Particular attention is paid to school development planning for self-managing schools and the development of staff in these organizations. The course will include: (1) current theories and perspectives on organizational change; (2) current approaches to and techniques for implementing school development planning; (3) critique and application of change and planning models to relevant situations. Learning activities employed include case studies, solving problems, scenario writing and experience sharing. Through these activities students will develop conceptual and practical skills for the effective management of change in schools and other educational institutions.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n

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PEDU 6207 - Building Learning Communities<\/h4>\r\r\n <\/div>\r\r\n
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This course introduces key concepts and issues in teacher and school development and the construction of professional learning communities and schools as learning organizations. Students are encouraged to think critically about the ways in which people are supported, rewarded and developed in schools and to reflect upon their own beliefs and experiences about leading people and working with others in different organizational contexts. The course assumes that leadership operates at multiple levels throughout the school. The course aims to bring together theoretical knowledge and critical application through utilizing group work, traditional lectures, web-based resources, self-guided learning and journal writing. General topic areas, depending on contextual demands, will include understandings of self-management and self as a learner, leading retention and rewards, optimizing professional and organizational capacity, focusing personal and professional development on student needs, communication and feedback, knowledge management, performance management and team growth, development and learning.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n

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PEDU 6208 - Current Issues in Educational Administration and Policy<\/h4>\r\r\n <\/div>\r\r\n
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This course is designed to enrich students' understanding of current trends in educational administration and policy in Hong Kong. It aims to sharpen students' focus on the conceptual and methodological backgrounds of complex issues in a contested field where crucial educational matters are decided and put into action. A general treatment of the social, economic, and institutional perspectives will lay the foundation of inquiry into the approaches to policy formulation, policy implementation, and administrative conduct. A conscious effort to relate major policy and administration issues to relevant developmental experiences and research findings will facilitate political, social, and economic interpretations of policy and administrative measures that have far-reaching influence on the educational development of Hong Kong. Issues in educational structure, alternative models of schooling, organizational change in schools, parental voice and choice, curricular change, examination and assessment, and teacher development will constitute the major concerns of this course.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n

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PEDU 6209 - Policy Studies in Education<\/h4>\r\r\n <\/div>\r\r\n
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The course aims to help students to develop a basic scholarly foundation for policy studies in education. It is designed to introduce students to basic concepts, perspectives and approaches in educational policy studies. The course will explicate the different conceptions of educational policy as well as its content, process and effects. It will also introduce students to various theoretical perspectives that explore the nature of various dimensions of educational policy. There may include humanist, liberal and communitarian perspectives. Students will be exposed to different policy approaches, which define the orientations of inquiry underlying various policy designs. These approaches will include various normative and disciplinary approaches to policy studies. Different policy conceptions, perspectives and approaches will be illustrated with examples of research and practice in both local and international contexts.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n

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PEDU 6210 - Educational Policy and Society<\/h4>\r\r\n <\/div>\r\r\n
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The course is designed to introduce students to concepts, theories and research relevant to the relationship between education policy and its societal context. It will explicate the historical and societal contexts from which modern schooling system and its policies are generated. The course will analyze how education policies affect the structure and process of modern societies. It will also discuss the functions and effects of education policies in addressing social issues in modern society. These may include issues on identity formationin various domains of society, social selection, educational and social inequality, selection and distribution of educational knowledge, and freedom and choice in the educational process.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n

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PEDU 6211 - Education and Development in International Perspectives<\/h4>\r\r\n <\/div>\r\r\n
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The course is designed to help students to study education and development from an international perspective. It will explicate how individual nation-states formulate their education policies within their particular political and historical context and how these policies are implemented in order to address social, economic, cultural and political issues in national development. Students will explore the common agendas governing the formulation and implementation of education policies from a comparative perspective. The course aims to expound the divergent and convergent trends among national education policies. The following issues will be examined: quality and equality of educational system, decentralization and devolution, relationship among home, school and community, globalization and education reform.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n

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PEDU 6212 - Planning and Finance in Education<\/h4>\r\r\n <\/div>\r\r\n
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This course aims to introduce students to basic economic concepts, principles and theories to be used for analysis of outcomes and resources in education. It attempts to uncover the effects and resource considerations of education on the individual as well as the society as a whole in the long run. At the core of the course are: (1) theoretical foundations with particular reference to human capital theory and its alternative views and theories, education and economic growth, education and labor market, education and economic convergence, (2) the policy relevancy with particular reference to issues such as financing of education, cost analysis, concept and measurement of value-added in education, incentives policy and educational productivity, and (3) the use of resources at national, district and school levels with particular reference to the criteria and models of educational grants, budgeting and financial planning for change, and (re)allocation and utilization of teaching resources for quality school education. The focus of discussion will mainly be on the relating of relevant theories and research findings to policy issues, while relevant principles and experience will be illustrated for school consideration and implementation. Students are afforded an opportunity to apply empirical data analysis related to basic theories in planning and finance of education, which aims to equip them with databased decision-making skills.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n

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PEDU 6213 - Educational Change in Chinese Societies<\/h4>\r\r\n <\/div>\r\r\n
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The aim of this course is to illuminate major issues of educational change in Chinese societies. For the purpose of this course, \"Chinese societies\" will mainly refer to the Chinese Mainland, but will also touch upon Hong Kong, Macau, and Taiwan. It attempts to unravel the web of historic, political, social, and cultural forces that have shaped educational change in these societies. At the core of examination is an analysis of nationhood, colonial rule, globalization and their impact on educational purposes. The scope of discussion will embody topics of interests that are commonly found in Chinese societies. Major concerns of this course include aims of education, structure and process of schooling, educational planning and finance, quality and equality of education, curriculum reform, teacher development and teacher education, and adult and nonformal education. The focus of discussion will mainly be on educational change in the Chinese Mainland, while relevant experiences in other Chinese societies will provide supplementary insights for reflection.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n

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PEDU 6214 - Special Topics in Educational Administration and Policy<\/h4>\r\r\n <\/div>\r\r\n
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The specific course features a current and topical field of research in Educational Administration and Policy. Broadly, the course covers seminal theoretical texts related to the topic, and the current debates and issues. Empirical studies taken from global, regional and local contexts are used to examine implications on policy, schooling and practice.
Depending on the course topic, the format of teaching and learning may comprise lectures, workshops, practicum, case study, field visit or a combination of these. The course may vary from year to year and so is the content. Students should consult the Department for the course details.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n

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PEDU 6418 - Project and Research Report: Educational Administration and Policy<\/h4>\r\r\n <\/div>\r\r\n
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Students in their second year, with the guidance of their supervisor, have to conduct a small project investigating one significant issue of question related to one of the following areas: 1) School-based management; 2) Education policy and decision analysis; 3) Leadership and organizational culture; 4) Roles and task of educational administrator; 5) School effectiveness and school improvement; 6) Environmental constraints and impacts on educational administration; 7) Accountability and ethical aspects of educational administration; 8) Personnel management; 9) Educational planning and school finance; 10) Decision making in education; 11) Others (with permission of supervisor). In general, this project may be a survey, and experimental study, or a case study. Students have to complete a research report of the project according to a standard format given by the Faculty of Education. With the permission of their supervisor, it is possible for a group of not more than three students to conduct one substantial project.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n

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PEDU 7206 - Foundations of Educational Administration and Policy<\/h4>\r\r\n <\/div>\r\r\n
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This course is designed to familiarize students with the theoretical and empirical foundations of the field of educational administration and policy. It will explicate the epistemological, ontological and ethical bases which have driven theory development and research in the field. It seeks to illuminate the social and empirical foundations, upon which research and practice of the field traditionally drawn. These social foundations will include, for examples, conceptions of the state, civil society, public sphere, rationality, and power. The course aims to help doctoral students to build solid theoretical and empirical foundations for their future inquiry into the field of educational administration and policy.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n

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PEDU 7207 - School Reform in a Global Context<\/h4>\r\r\n <\/div>\r\r\n
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This course aims to provide an understanding of the major contextual forces that have shaped school reform. It seeks to investigate the dynamics of school reform as a global phenomenon and to analyze its impact on the international, societal, and institutional levels of educational policy and administration. School reform policies are viewed as endeavours to enhance national competitiveness in the world arena. New administrative measures are perceived as means to attain efficiency and effectiveness. By referring to the developmental experiences of societies that have influenced the direction of local school reform, and drawing insights from relevant research findings, this course will address critical issues in key areas of school reform. These issues will include school-based management, quality assurance, home-school cooperation, curriculum reform, medium of instruction, and information technology in education.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n

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PEDU 7208 - Educational Organization and Leadership<\/h4>\r\r\n <\/div>\r\r\n
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This course aims to provide an in-depth understanding of the complexities of school leadership and of how educational organizations 'work'. It seeks to locate these understandings within relevant theoretical, empirical and practical contexts. Processes central to effective administration are analyzed in relation to their influence on educational organizations and the ways leaders drive organizational change and development. Acquired knowledge and insights about educational organizations and leadership will be applied torelevant, practically-based problems through the use of case materials, critiques and other analytic tools. Through reviewing and applying a broad range of literature the course aims to encourage students to develop their own conceptualization of educational organizations and leadership approaches as a means to guide their future inquiry in the field.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n \r\n

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Research Methods and Others<\/h3>\r\r\n <\/div>\r\r\n <\/div>\r\r\n<\/div>\r\r\n
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PEDU 6003 - Comparative-historical Method in Educational Research<\/h4>\r\r\n <\/div>\r\r\n
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This module is designed to provide a systematic explication to the theoretical perspectives and research methods of comparative and historical study in the social sciences and education. It aims to familiarize students with the methodology of comparative and historical studies on societal and\/or institutional level. The modules will cover topics such as: conception of Verstehen and the theoretical foundation of interpretative research, the logic and assumptions of comparative and historical research, methods and procedures in comparative and historical research, and review of local and foreign examples of comparative and historical studies in education and the social sciences.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n

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PEDU 6004 - Ethnographic Study in Educational Research<\/h4>\r\r\n <\/div>\r\r\n
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This course is designed for students engaged in independent research. It provides students with a systematic explication of the theoretical backgrounds and research methods of ethnographic study in education and social sciences. It aims to familiarize students withthe conceptual tools, research procedures and methods of ethnographic studies onorganization, group or individual level. The topics to be covered in the module are: conception of Verstehen and the theoretical foundation of interpretative research, phenomenologists and interactionists contributions to ethnography study, methods and procedures of ethnographic study, review of local and foreign examples of ethnographic studies in education and social sciences.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n

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PEDU 6402 - Qualitative Methods in Educational Research<\/h4>\r\r\n <\/div>\r\r\n
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Education is a human activity of understanding and emancipation. Education begins with mutual understanding among teachers, students and knowledge. Its primary aim is to emancipate learners' potentials. Understand the natures and features of processes of understanding and emancipation is, therefore, vital to education in general and educational research in particular. This course is design to familiarize students with the theoretical and practical aspects of research methods, which are design to reveal the understanding and emancipatory features of education. Topics to be covered may include: (1) the nature of qualitative research in education; (2) the theoretical foundation of qualitative research ineducation: hermeneutics, phenomenology and critical theory; (3) methodological features of major branches of qualitative research: ethnography, historical-comparative study, and reflective and critical action research; and (4) case studies of major branches of qualitative research in Hong Kong educational settings.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n

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PEDU 6404 - Quantitative Analysis in Classroom and School Setting<\/h4>\r\r\n <\/div>\r\r\n
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This course introduces design and analytical techniques to simplify and make sense of quantitative data nested within educational settings, such as classroom and schools. For example, students' achievement scores are nested in classes, which are in turn nested in schools and\/or neighborhoods. Non-experimental designs and the related analytical methods, such as multiple regression, multi-level regression, and value-added estimate, will be expounded to provide effective ways for students to analyze educational phenomena and organizational issues.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n

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PEDU 7304 - Advanced Seminar in Data Analysis and Writing for Qualitative Research<\/h4>\r\r\n <\/div>\r\r\n
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This course is designed for doctoral students who want to conduct a qualitative research project. The course will offer the multifaceted and advanced knowledge needed for such work, plus core techniques commonly used in the qualitative research paradigm. Providing students with a comprehensive and sophisticated understanding of philosophical stances underpinning different qualitative methodologies will help them situate their research and shape the deployment of their qualitative inquiry in an informed manner.<\/p>\n

The course will concentrate on developing students\u2019 knowledge and practical skills for conducting qualitative research in the following areas: (1) the use of relevant explanatory and exploratory research questions in different qualitative studies; (2) writing a critical literature review and theoretical sensitivity; (3) formulating a research protocol and the practice of triangulation; (4) hands-on experiences of collecting qualitative data with relevant data collection techniques; (5) data interpretation and analysis through coding practices based on the content analysis approach; (6) having theory building with the application of grounded theory; (7) developing skills to draw conclusions and write reports, both of which serve as the basis for preparing a doctoral research proposal and\/or thesis; (8) special attention will be given to the issue of \u2018researcher as instrument\u2019 and related ethical issues. To put the knowledge acquired into practice, students will be required to undertake a mini qualitative project individually with rigorous research design. It is anticipated that students will gain the competency to interpret and report their research findings in an academic manner.
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PEDU 8000 - Doctoral Guided Research<\/h4>\r\r\n <\/div>\r\r\n
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A doctoral student will be required to register for this course every term from the time of admission throughout her\/his thesis preparation. The advisor\/supervisor will meet the student on a regular basis and advise the student on all matters related to thesis research.<\/p>\n\r\n <\/div>\r\r\n <\/article>\r\r\n \r\n \r\n

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