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Knowledge Management for School Education

  • Book
  • © 2015

Overview

Authors:
  1. Eric C. K. Cheng

    1. Department of Curriculum and Instruction, The Hong Kong Institute of Education, Hong Kong, Hong Kong SAR

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  • The first book applying knowledge management in school education
  • Provides guidelines for schools to implement knowledge management
  • Presents strategies that identify, select, organise, distill and package information to improve teacher professional competency and school education quality
  • Includes supplementary material: sn.pub/extras

Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)

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Table of contents (7 chapters)

  1. Front Matter

    Pages i-vii
    Download chapter PDF

  2. Challenges for Schools in a Knowledge Society

    • Eric C. K. Cheng
    Pages 1-10

  3. Knowledge Management for School Development

    • Eric C. K. Cheng
    Pages 11-23

  4. Managing Culture for Knowledge Management Implementation

    • Eric C. K. Cheng
    Pages 25-36

  5. Cultivating Communities of Practice for Leveraging Knowledge

    • Eric C. K. Cheng
    Pages 37-47

  6. Nurturing Teachers’ Personal Knowledge Management Competencies

    • Eric C. K. Cheng
    Pages 49-58

  7. Institutionalising a School Knowledge Management System

    • Eric C. K. Cheng
    Pages 59-70

  8. A Knowledge Management Model for School Development

    • Eric C. K. Cheng
    Pages 71-83
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Keywords

About this book

​This book introduces the application of knowledge management (KM) theories, practices, and tools in school organization for sustainable development. Schools in Asia Pacific have long faced a variety of challenges in terms of sustainable development under the education reforms and curriculum reforms to meet the demands of a knowledge society. Schools are inevitably expected to develop human capital for the knowledge society within the competitive global economy, and to interact with its policy environment and know how to leverage pedagogical knowledge. The high speed of expansion change and expansion of knowledge have dramatically influence the development of flexibility of teacher and school works. The nature of teacher work becomes increasingly less routine, more analytical, and disruptive yet often come with a sense of urgency and need to be more collaborative. Teachers not only require data and information, but also knowledge and experience of individual, they also need to collaborative task execution, decision making and problem solving. Helping school leaders and teachers to manage their knowledge and become “know how” to cope with the change is important.

Authors and Affiliations

  • Department of Curriculum and Instruction, The Hong Kong Institute of Education, Hong Kong, Hong Kong SAR

    Eric C. K. Cheng

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