In the United States, one of the well-known school reform models is the Accelerated Schools Project (ASP) originated by Henry Levin. This article attempts to describe the implementation of this project in a sample of schools in Hong Kong. We investigate the differential progress in four case study schools with reference to leadership, teacher collaboration and other factors. Where the schools made little progress, the principals tended to be authoritarian, providing little empowerment to teachers and ignoring teachers' views. In the two schools which made relatively good progress, the principals were rather more `empowering'. Copyright © 2007 SAGE Publications.
|Publication status||Published - Jul 2007|
CitationLee, J. C.-K., & Lo, L. N.-K. (2007). The accelerated schools for quality education project: Experiences of school change in Hong Kong. Improving Schools, 10(2), 180-198. doi: 10.1177/1365480207078047
- Accelerated schools
- Case studies
- Chinese culture
- Hong Kong
- Teacher collaboration