Based on these research findings, policy implications for education bureau, school leaders and teachers, and suggestions for further research were addressed., Textbooks have played an important role in teachers' work. Most of the teachers in mainland China used textbooks adopted by the local district authority, but there has been a huge research gap in empirical study on textbook use in mainland China. This study was guided by three major research questions: How do teachers use textbooks? How do teachers use textbooks in planning and making decisions about classroom teaching? How do different factors influence the use of textbooks? Adopting a qualitative approach of inquiry, this study involved seventeen teachers from three primary schools. Data was generated from participant observation, in-depth interview, and document analysis., The discussion chapter uses theories of teachers' habitus. Teachers followed a certain set of routines when using textbook, gradually these routines had become a kind of habitus. Habitus became part of school context where primary education was characterized by exam-oriented tradition, trivialization of work, low status of teachers and conservatism., The research findings suggested that teachers could be grouped into three different categories: dependent-type, adaptive-type and flexible-type. Teachers of different subjects exhibit different levels of dependence on textbooks, with the highest level of dependence among Chinese language teachers who follow closely an instruction routine of recitation. Mathematics teachers came next and then moral education teachers whose flexible teaching style was attributed to the fact that moral education was not an examination subject on a district wide level. Teachers of different age cohorts exhibit different levels of dependence on textbooks. Novice teachers depended on textbooks, while experienced teachers did not fall into a single category of dependence or adaptation. Those Chinese and Mathematics teachers who demonstrated the highest level of flexibility in using textbooks belonged to the intermediate stage between novice teacher and experienced teacher., Why did teachers use textbooks in this manner? First, examination was a major factor which shaped the pattern of using textbooks. It was a deeply rooted factor because it was internalized as part of teachers' beliefs. Teachers of dependent-type and adaptive-type thought highly of examination, while teachers of flexible-type regarded examination merely as baseline of instruction. The latter had built their teaching styles on what they learned from educational research. School principals played the role of a "gate-keeper" during the process of teacher development and educational research. Another major factor that affected all teachers was the pre-existing condition and emergent behavior of their students. Comparatively speaking, teachers of flexible-type were more responsive to students' needs, and were more concerned about emergent behavior of their students., 王世偉., Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1912., Thesis (doctoral)--Chinese University of Hong Kong, 2008., Includes bibliographical references (p. 278-297)., Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web., Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web., s in Chinese and English., School code: 1307., Wang Shiwei., isbn: 9781109226287, Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/)