Issues encountered by program facilitators during comprehensive school reform: The first year of the Quality Schools Project in Hong Kong
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AbstractAt the end of the first year of the Quality Schools Project (a comprehensive school reform project in Hong Kong), the author conducted a series of semi-structured interviews with the program facilitators. These 3-hour interviews were done to assess the project's progress at the 40 participating schools, and to identify factors that affected the progress. The interviews were transcribed and analyzed for common issues. Four dominant themes emerged. The program facilitators perceived the following as important to the progress of school reform: (a) quality of school leadership, (b) misalignment of reforms with public examinations, (c) degree of initial implementation success, and (d) role of program facilitators. These findings are similar to those from other recent studies. Implications for comprehensive school reform program providers, school principals and policy makers are also discussed.
All Author(s) ListLi Yuk Yung
Journal nameEducational Research Journal
Year2004
Volume Number19
Issue Number1
Pages93 - 120
LanguagesEnglish-United States
Keywordsschool-university partnership, comprehensive school reform, change agents

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