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Tung Yan Wah. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. ; Includes bibliographical references (leaves 83-87). ; Abstracts in English and Chinese. ; Abstract --- p.i ; 摘要 --- p.ii ; Acknowledgement --- p.iii ; Table of Contents --- p.iv ; List of Tables --- p.v ; Chapter Chapter 1 --- Introduction --- p.1 ; Chapter 1.1 --- History of education financing --- p.2 ; Chapter 1.2 --- Fiscal system and the financing of rural education --- p.4 ; Chapter 1.3 --- Purpose of this study --- p.8 ; Chapter Chapter 2 --- Literature Review --- p.11 ; Chapter 2.1 --- Problems and issues --- p.11 ; Chapter 2.2 --- Disparity in education provision --- p.14 ; Chapter 2.3 --- Factors explaining variations in education expenditure: regression analysis --- p.19 ; Chapter 2.4 --- Financing arrangement --- p.21 ; Chapter 2.5 --- Concluding remarks --- p.26 ; Chapter Chapter 3 --- Methodology --- p.28 ; Chapter 3.1 --- Estimation of degree of provision --- p.28 ; Chapter 3.2 --- Regression analysis --- p.35 ; Chapter 3.3 --- Education transfer mechanism --- p.39 ; Chapter 3.4 --- Concluding remarks --- p.42 ; Chapter Chapter 4 --- Results and Discussion --- p.43 ; Chapter 4.1 --- Degree of provision --- p.43 ; Chapter 4.2 --- Regression results --- p.47 ; Chapter 4.3 --- Education transfer mechanism --- p.49 ; Chapter 4.4 --- Concluding remarks --- p.53 ; Chapter Chapter 5 --- Conclusion --- p.55 ; Appendix 1 Box 1 --- p.59 ; Appendix 2 Tables --- p.60 ; References --- p.83

Tam, Sin Yu Ophelia. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. ; Includes bibliographical references (leaves 203-209). ; Abstracts in English and Chinese. ; Chapter Chapter 1 --- Introduction --- p.1 ; Scope of study --- p.1 ; The policy change in the context of the education system in Hong Kong --- p.4 ; Theoretical discussion and literature review --- p.10 ; Definition of terms --- p.10 ; Multicultural education --- p.16 ; Newspaper coverage of South Asians in Hong Kong --- p.22 ; My methodology and its problems --- p.26 ; My involvement in the field --- p.26 ; Areas of study --- p.30 ; Methodological problems --- p.32 ; Summary of chapters --- p.37 ; Chapter Chapter 2 --- Historical and Socioeconomic Context of South Asians in Hong Kong --- p.40 ; Introduction --- p.40 ; Socioeconomic situation of South Asians --- p.43 ; Occupational pattern --- p.43 ; Language spoken --- p.47 ; Educational attainment --- p.50 ; Discrimination and legislation --- p.56 ; Concluding remarks --- p.58 ; Chapter Chapter 3 --- The Educational Opportunities and Education Systems for Ethnic Minorities in Hong Kong --- p.60 ; Introduction --- p.60 ; Medium of instruction in history --- p.61 ; Education systems in Hong Kong for ethnic minorities --- p.69 ; Three types of schools based on the medium of instruction --- p.69 ; The fieldsite school - a case study --- p.75 ; The policy change --- p.80 ; The school place allocation system for ethnic minorities --- p.81 ; Concluding remarks --- p.84 ; Chapter Chapter 4 --- Views of the Education and Manpower Bureau --- p.87 ; Introduction --- p.87 ; Background --- p.88 ; Promoting integration --- p.90 ; School closer to home --- p.97 ; The principle of equal opportunities --- p.98 ; More choice of schools --- p.102 ; Concluding remarks --- p.104 ; Chapter Chapter 5 --- Views of the Concern Group --- p.107 ; Introduction --- p.107 ; "Background: The meaning of ""integration""" --- p.107 ; Better Chinese language skills? --- p.112 ; Lack of resources and long-term planning --- ...

Tse, Yuen Man. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. ; Includes bibliographical references (leaves 209-222). ; Abstracts in English and Chinese. ; Abstract --- p.iii ; Acknowledgements --- p.vi ; Chapter Chapter One: --- Introduction --- p.1 ; The Research Question ; Terminology ; Literature Review ; Methodology ; The Structure of the Thesis ; Chapter Chapter Two: --- Schooling in Hong Kong --- p.42 ; Structure and Characteristics of the Education System ; Language and Hong Kong´ةs Education ; History Education in Hong Kong ; Civic and Political Education in Hong Kong: A Brief History ; Conclusion ; Chapter Chapter Three: --- An Overview of the Organization of Patriotic Education at School Level --- p.62 ; Differences in the Pattern of Organizing Nationalistic Education in Individual Schools ; Concrete Changes in the Implemented Patriotic Education Curriculum and their Ambiguous Implications ; Decision Making and Power Relations in School-Based Curriculum ; Conclusion ; Chapter Chapter Four: --- The Meanings of National Identity and Nationalistic Education: Views of Education Practitioners --- p.89 ; Teachers´ة Background ; Teachers´ة Attitudes towards Nationalistic Education ; Which Patriotism? Ambivalences in the Teaching of Patriotism for China ; Conclusion ; Chapter Chapter Five: --- Nationalistic Education in Practice: The Conflicting Meanings of China and Love for Country I --- p.126 ; "Which China Should Be Loved? Ancient, Cultural China versus Contemporary, Political China" ; Conclusion ; Chapter Chapter Six: --- Nationalistic Education in Practice: The Conflicting Meanings of China and Love for Country II --- p.148 ; Affective or Critical Education/ Loving the Country as a Duty or a Choice ; Conclusion ; Chapter Chapter Seven: --- Conclusion --- p.175 ; Summary of Chapters ; The Teaching of National Identity in Hong Kong in Review ; The Future of the Teaching of National Identity in Hong Kong: The Promotion of a New Form of National Belonging ; Appendices --- p.206 ; Bibliography ...

提升學前教育的機會與品質成為世界趨勢,近年來中國大陸政府在普及學前教育進程中逐漸關注並出臺政策以保障和監控教育品質,這對幼兒園教師提出高績效表現的素質要求。然而,實踐一線的教師們面臨著國家和市場的雙重期待,究竟如何看待自己?又如何為職業賦予了什麼樣的意義? 本研究借助詮釋性互動和符號互動論為理論視角,採用質化研究的取向,以北京為實地研究範圍,選取33名幼兒園教師和3名管理者,就其對身為教師的理解與詮釋展開深入訪談,輔之以文檔收集和實地觀察,探討幼兒園教師為職業賦予意義的過程。本研究主要有以下發現: ; 首先,影響幼兒園教師身份的三種結構性力量分別是國家權力、市場話語和性別文化。這三種力量共同交織,巧妙地將幼兒園教師群體置於弱者之境,導致幼兒園教師身份空間被擠壓、身份異化和性別化。其次,符號互動論視角下,幼兒園教師身份構建就是幼兒園教師與他人進行外部互動和與自我進行內部互動的過程。不同工作情境下的幼兒園教師身份構建呈現三種不同的路徑:外部主導型、內部主導型以及內外兼顧型,從而構建出不同類型的幼兒園教師身份:保姆與廉價勞動力、有特色的專業工作者、我不是保姆而是___老師。最後,情緒在幼兒園教師身份構建中的作用表現在:情緒是身份的晴雨表、身份呈現的工具、身份承諾的動力及促進身份轉化的誘因。幼兒園教師在身份構建過程中情緒產生並嵌入其互動的工作情境中,與不同對象互動中呈現出不同的情緒地理。幼兒園教師情緒規則包括善於控制情緒,積極運用情緒,堅持微笑服務;其情緒勞動時間長、多樣性、強度大。他們並運用偽裝、抑制、自我勸服和釋放等情緒勞動策略。 ; 本研究對幼兒園教師身份構建的探討豐富了教師身份研究;並回應了關於教師身份構建的宏觀結構因素、身份構建機制以及身份構建中的情緒等學術討論;同時,提出幼兒園教師專業性中的情緒情感維度,即情緒性的專業性。最後,就政府幼教政策推行以及政府制定市場規則方面提出政策建議,並探討了對幼兒園管理實踐的啟示。 ; Improving the quality of preschool education has become a global trend. In recent years, the Chinese government has increasingly focused on universalizing preschool education in the country, launching policies to guarantee high-quality education. Rigorous requirements have also been implemented to maintain the caliber of preschool teachers. In this context, how do front-line teachers in Mainland China understand their teacher identities amid the objectives set by the state and the market for them? How do they make sense of their careers? Informed by the interpretive and symbolic interactionism perspectives, this multiple-case qualitative study examines how preschool teachers in Mainland China construct their professional identities and how they understand and interpret the roles of preschool teachers. Sources of data include in-depth interviews with 33 preschool teachers and 3 preschool leaders in Beijing, documents like teaching materials and school policies, as well as field observations. ; The analysis of the multiple sources of data indicates that: (1) The professional identities of preschool teachers were primarily influenced by state power, market discourse, and gender culture. These influential ...

随着我国城镇化的发展和城乡迁移人口的大幅增加,越来越多进城务工人员选择让子女随迁进入城市。在城乡教育水平存在差异的情况下,让子女随迁或留守反映着家庭对高质量教育的需求,同时也有可能改变家庭中教育资源的分配状况。政府是基础教育总成本的主要承担者,政策上可以通过增加政府教育的投入来减轻家庭的私人负担。因此,家庭负担的私人成本大小与政府的供给具有密切的关系。 ; 本研究主要采用2008年CHIP(Chinese Household Income Project)数据,从需求的角度考察随迁选择及其对教育支出的影响。研究进一步加入了流出老家和流入城市两地的县级的宏观教育财政数据来反映政府教育供给状况,并探讨了家庭支出和政府供给的相关关系。研究首先采用Probit 回归对随迁选择影响因素进行分析发现,除了个体、家庭和地区因素外,城市教育财政支出是家庭进行随迁选择的拉动力,城乡间教育支出的相对差异也显著地促进随迁选择;研究的第二部分采用倾向得分匹配法寻找随迁与家庭教育支出的因果关系。结果发现,与留守相比,随迁会导致家庭校内教育支出的显著增加,其中进入公办学校的家庭支出增加62%至64%左右。最后,结合政府供给水平对家庭需求的影响,作者发现,流入地政府的教育支出有助于提高流动儿童进入公办学校的机会,与家庭教育支出存在着挤入效应,随着政府支出的增加,家庭需要负担更多的私人成本。 ; 研究首次将政府供给水平与随迁子女的教育需求进行结合,具有一定的创新意义。 结论中关于城乡教育支出差异对随迁选择的积极作用,有助于中央或地方政府通过促进城乡均衡发展对随迁过程进行引导;而随迁家庭需要承担高额教育支出的客观事实,也有利于家庭进行随迁选择时充分地考虑成本因素;研究最后发现的挤入效应反映了流入地县级政府教育财力的缺陷,明确了中央政府承担责任的必要性。 ; Whiles urbanization and rural-urban migration in China have been increased rapidly in recent years, more and more migration workers have chosen to bring their children to urban migration destinations. Because of the huge rural-urban gap in education funding, the choice of migrating with children versus leaving them behind in rural areas reflects demand of high educational quality by families. Further, different migration behaviors could also affect households' resource allocation on education. Since government plays a major role on the total cost of basic education, policies can be implemented to release family's budget constraint by raising the education finance. As a result, the extent to which private education cost by migrant households is closely related to the level of public funding. ; Using the 2008 Chinese Household Income Project (CHIP) data, my thesis attempts to investigate the determinants of family migration decision on children and the impact of children migration on educational expenditure. I merge the CHIP data with the macro educational fiscal data in migrants' place of origin and destination to to indicate the public fiscal support, and explore the relationship between household expenditure and governmental funding on education. I ...