Suchergebnisse

Koo Wai-sze. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. ; Includes bibliographical references (leaves [163-172]). ; Abstracts in English and Chinese. ; Contents --- p.i ; Abstract --- p.v ; Acknowledgement --- p.vii ; Chapter Chapter 1 --- Introduction --- p.1 ; Chapter 1.1 --- Current Situation of Preschool Education and Services in Hong Kong --- p.1 ; Chapter 1.2 --- Historical Review of Preschool Education and Services in Hong Kong --- p.5 ; Table 1.1: Percentage of children aged 3 to 5 attending schools (1971-1996) --- p.10 ; Table 1.2: Gross enrolment ratios of Pre-Primaty Education in Selected Countries (1995-1997) --- p.10 ; Chapter 1.3 --- Research Inquiries --- p.12 ; Chapter 1.4 --- Structure of the Thesis --- p.19 ; Chapter Chapter 2 --- Literature Review --- p.20 ; Chapter 2.1 --- Functional School of Thought --- p.21 ; Chapter 2.1.1 --- Functional Perspectives on Preschool Education and Servicesin Hong Kong --- p.27 ; Chapter 2.2 --- Conflict School of Thought --- p.29 ; Chapter 2.2.1 --- Conflict Perspectives on Preschool Education and Services in Hong Kong --- p.37 ; Chapter 2.3 --- Institutionalist Perspectives and Organizational Analysis --- p.39 ; Chapter 2.3.1 --- Organizational Perspectives --- p.39 ; Chapter 2.3.2 --- Institution and Institutionalization --- p.42 ; Chapter 2.3.3 --- The Problem of Isomorphism --- p.48 ; Chapter 2.3.4 --- Institutionalist Perspectives on Preschool --- p.50 ; Chapter 2.4 --- Theoretical Framework --- p.51 ; Chapter 2.4.1 --- New Institutionalist Perspective on Institutionalization of Preschool Education and Services in Hong Kong --- p.51 ; Chapter 2.4.2 --- New Institutionalist Perspectives on Preschool Education and Services --- p.52 ; Chapter 2.4.3 --- The Child as Scientized Individual - Child-Centered Ideology --- p.56 ; Chapter 2.4.4 --- The Form of Education Institution Embodied by Preschool Education --- p.61 ; Chapter Chapter 3 --- Methodology --- p.64 ; Chapter 3.1 --- Government and Other Documents --- p.64 ; Chapter 3.2 --- Content ...

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 --- ...

Miao Yi. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. ; Includes bibliographical references (leaves 138-146). ; Abstracts in English and Chinese. ; Abstract (In English) --- p.i ; Abstract (In Chinese) --- p.iii ; Acknowledgement --- p.v ; Abbreviation --- p.vi ; Chapter Chapter I --- Introduction --- p.1 ; Social-Political Background --- p.4 ; Significance of Cadre Training --- p.7 ; Organization of the Thesis --- p.8 ; Chapter Chapter II --- Literature Review and Methodology --- p.10 ; Convergence Vs Divergence: Two Views on China's Administrative Reforms --- p.14 ; Interplay of Convergent and Divergent Forces --- p.21 ; Elites Transformation: A Convergence Trend? --- p.24 ; Rise of Technocracy in China --- p.25 ; Methodology --- p.34 ; Chapter Chapter III --- Rationale of China's MPA Education --- p.36 ; Features of Cadre Training in China: a historical perspective --- p.38 ; Demand for MPA Education: external and internal impetus --- p.43 ; Chapter Chapter IV --- Design and Implementation of MPA Program at National Level --- p.54 ; Initiation --- p.54 ; Selection of MPA Universities --- p.60 ; Admission --- p.67 ; Curriculum --- p.69 ; Teaching and Study Modes --- p.79 ; Teachers and Students --- p.82 ; Connection with Cadre Management --- p.86 ; Chapter Chapter V --- A Case Study -- MPA in Renmin University of China --- p.92 ; Pedagogical Matters --- p.95 ; Partnership With Government and Other Organizations --- p.110 ; Profiles of Teachers and Students --- p.111 ; Summary: Features of MPA Education in China --- p.114 ; Chapter Chapter VI --- Concluding Discussion --- p.120 ; Converging Image of Administrator --- p.121 ; A Technocratization Perspective --- p.127 ; Implications on Convergence Problem --- p.133 ; Limitations and Demand for Further Research --- p.135 ; Bibliography --- p.138 ; Appendix I Geographic Locations of MPA Universities --- p.147 ; Appendix II Seniority List of MPA Universities (2003) --- p.150 ; Appendix III MPA Specializations --- p.152 ; Appendix IV Interview ...

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 ...

黎萬紅. ; 論文(哲學博士)--香港中文大學, 2002. ; 參考文獻 (p. 356-364). ; 中英文摘要. ; 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 Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. ; Mode of access: World Wide Web. ; Li Wanhong. ; Zhong Ying wen zhai yao. ; Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. ; Can kao wen xian (p. 356-364).

Lam Pui Shan, Denise. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. ; Includes bibliographical references (leaves 168-177). ; Abstracts in English and Chinese. ; Abstract --- p.iii ; Acknowledgements --- p.vii ; Chapter 1. --- Introduction --- p.1 ; Chapter 1.1. --- Individual Level --- p.5 ; Chapter 1.2. --- Organizational Level --- p.5 ; Chapter 1.3. --- Contextual Level --- p.6 ; Chapter 2. --- Literature Review --- p.9 ; Chapter 2.1. --- Coercive Isomorphism --- p.12 ; Chapter 2.2. --- Mimetic Isomorphism --- p.14 ; Chapter 2.3. --- Normative Isomorphism --- p.15 ; Chapter 3. --- Methodology --- p.26 ; Chapter 3.1. --- Methods of Data Collection --- p.27 ; Chapter 3.2. --- Methods Related to Different Levels of Analysis --- p.34 ; Chapter 4. --- Textual Analysis 一 Overall Review --- p.40 ; Chapter 4.1. --- ""Sex Education""" --- p.40 ; Chapter 4.2. --- """Hyper World""" --- p.66 ; Chapter 4.3. --- "Mother's Drawer is at the Bottommost,, --- p.68 ; Chapter 5. --- Individual Level --- p.70 ; Chapter 5.1. --- Personal Backgrounds --- p.70 ; Chapter 5.2. --- Degree of Freedom Experienced --- p.73 ; Chapter 5.3. --- Mechanisms of Isomorphic Forces within the Individual Level --- p.83 ; Chapter 5.4. --- Control and Autonomy Sourced from the Individual Level --- p.86 ; Chapter 6. --- Organizational Level --- p.88 ; Chapter 6.1. --- Organizational Structure --- p.88 ; Chapter 6.2. --- Organizational Missions and Goals --- p.91 ; Chapter 6.3. --- Code of Rules of RTHK --- p.92 ; Chapter 6.4. --- Organizational Culture --- p.95 ; Chapter 6.5. --- Mechanisms of Isomorphic Forces within the Organizational Level --- p.105 ; Chapter 6.6. --- "Comparisons with "Hyper World"" and "Mother's Drawer is at the Bottommost""" --- p.109 ; Chapter 6.7. --- Control and Autonomy Sourced from the Organizational Level --- p.123 ; Chapter 7. --- Contextual Level --- p.126 ; Chapter 7.1. --- Governmental Regulations --- p.126 ; Chapter 7.2. --- Suppliers of Information and Advices --- p.129 ; Chapter 7.3. --- Power Relations ...

Volltext // Exemplar mit der Signatur: München, Bayerische Staatsbibliothek -- H.as. 2033

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 ...

本文希望探討弱勢小學如何在教育市場化趨勢下,因為收生不足而被教統局宣佈殺校,然而經過學校持分者的奮鬥,一年後竟能取錄足夠學生,成功逆轉重生。研究對象學校近年取錄的學生人數一直上升,甚至成為社區上受歡迎的學校。弱勢學校在汰弱留強的市場定律下竟能逆轉重生,這個香港教育界的特殊現象,箇中原因及意義便是本文著意的地方。 ; 本文採用質性研究方法,邀請兩所位於不同貧窮社區的小學接受研究。兩所小學同樣經歷逆轉重生,其中一所小學甚至兩次殺校。在具體田野操作方面,本文採用民族誌研究方法,筆者透過長時間參與觀察、深度訪談、比較閱讀,整理兩所學校由殺校至今的逆轉發展脈絡。 ; 研究結果發現,兩所能夠成功逆轉重生的學校從:宏觀層面、中介層面和微觀層面,均能啟動和累積社會資本,並轉化為不同類型的資本,包括:文化資本,經濟資本等,以支援學校的非常態運作,避過殺校宿命。此外,研究發現兩所學校的教師團隊同樣呈現一條由社會資本轉化為教學專業資本的脈絡,並在校本課程的編訂和教學法的探索得到成效,讓學生學習蒙受其利,這是學校逆轉的背後策劃能量。 ; 本文期望教育領導人士能重新理解類教育市場脈絡的多端力量,並希望教育領導者了解學校在類教育市場的定位。另外,本文希望讓所有學校持分者重新理解社會資本在教育場域的正面能量。當中尤以校長為核心,啟動和轉化學校社會資本,他的信念和力量將是領導學校逆轉重生,以至持續發展的關鍵。 ; 最後,本文無意為弱勢學校逆轉重生的現象下定論,限於資料收集的局限、類教育市場脈絡、社會資本概念的複雜性,本文主要通過現有的材料和論據,為香港弱勢社群教育這個領域作為開拓研究的鋪墊。 ; This thesis attempts to answer the question about how a disadvantaged primary school experienced turnaround in a Quasi-education market. ; This is an ethnographic study, employing qualitative methods. Two primary schools from two low-income districts were invited to participate. They both suffered from "school closure"(殺校). One of them even went through it twice. Ethnographic research was conducted with Participant Observation, In-depth Interview and Comparative Reading throughout the research duration. ; The results of the research showed that two turnaround schools mobilized and accumulated social capital and transformed it into other forms of capital, such as cultural capital and economic capital, in order to support the schools' contingency plans on macro, meso and micro levels. ; Another finding is that the teaching teams of the two turnaround schools also showed a path of transforming social capital into teaching professional capital, including school-based curriculum designs and research into teaching methods. These efforts of the schools succeeded in creating a favorable condition for them not only to survive, but to flourish. ; This thesis hopes to call attention to two important facts: ; 1. Education leaders can benefit greatly from alerting themselves to the Quasi-education market and its related concepts, and also ...

香港教育歷史書寫以教育政策史為核心,一直缺乏有關鄉村學校的研究。本地教育史研究者多數將鄉村學校納入傳統中國學塾的想像,或簡化成一種過渡式的教育模式。在殖民管治新界的歷史時空下,鄉村學校的具體面貌,及其在不同階段的轉型和社會功能都被忽略。本研究以有別於主流教育歷史研究的書寫方式,嘗試將鄉村學校與新界殖民管治、新市鎮規劃、鄉村社群與城市文化拉扯等範疇連結起來,多角度重塑新界鄉村學校與整體社會脈絡的互動。本研究透過說明新界鄉村學校的歷史發展過程,目的是為了突顯鄉村學校並非鐵板一塊。鄉村教育與鄉村社區文化緊密結合,學校的發展形態多樣而且教學生活化。 ; 本研究先從描繪鄉村學校與新界殖民歷史的關係出發,指出鄉村學校的興起與戰後殖民政府改變新界管治方針,普及教育的政治功能,以及現代教育體制的建立有密切關係。為強調鄉村學校的地緣特色,本文會以兩所新界鄉村學校為個案研究對象。本文藉著訪問、挖掘學校文獻、整理現存的口述歷史研究報告及相關歷史資料,介紹兩所新界鄉村學校的辦學理念、發展沿革、教學特色。本研究最後將提到1997 年後鄉村學校面臨大規模結束的困境,當中反映政府及民間社會對鄉村學校的不同理解和定位。本地教育史研究以線性叙事磨平地區發展差異和鄉村學校的多義性,因此本研究通過探討新界鄉村學校在本地教育史中的位置為鄉村學校研究補遺,並進一步批判以城市價值為核心的單一教育模式。 ; The writing of Hong Kong education history has always focused on the side of education policy. The majority of the studies describe village schools in the New Territories as traditional and transitional form of education, which makes village school unnoticed in the academic field. It is important to review village schools differently in each historical era, and to rethink its intersection with the colonial policy, urban and rural tension, and its significant position in the process of education modernization. Unlike the mainstream education policy studies, this study relate education development with colonial governance, urbanization and evolvement in local education model. With these angles, this study will provide both macro and micro perspectives to understand how the social and cultural environments reshape village schools in the New Territories in the post-war era. ; This study will first pointed out the closely linkage between village school in New Territories and the colonial rule of New Territories. The rise of village schools in the post-war period is much related to the changing ruling principle in New Territories. The political purpose of promoting mass education and the establishment of the local education system also provide a favorable environment for the booming development of village schools. ; In order to emphasize how geographical factors affect village schools, this study will use two village schools in New ...

by Wong Wing Kwan. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. ; Includes bibliographical references (leaves 163-172). ; Text in English; abstracts in English and Chinese. ; by Wong Wing Kwan. ; ABSTRACT --- p.ii ; ABSTRACT (in Chinese) --- p.iv ; ACKNOWLEDGEMENTS --- p.v ; LIST OF TABLES --- p.xi ; LIST OF ABBREVIATIONS --- p.xii ; LIST OF APPENDIXES --- p.xiii ; Chapter 1/ --- INTRODUCTION --- p.1 ; Chapter 1.1 --- Research Impetus --- p.1 ; Chapter 1.2 --- Central Research Problem --- p.2 ; Chapter 1.3 --- Research Significance --- p.4 ; Chapter 1.4 --- Organization of This Thesis --- p.6 ; Chapter 2/ --- ON ENVIRONMENT AND ENVIRONMENTAL EDUCATION -- THE THEORETICAL AND GLOBAL CONTEXT --- p.9 ; Chapter 2.1 --- The Environmental Crisis --- p.9 ; Chapter 2.11 --- The dominating perspective --- p.10 ; Chapter 2.12 --- Problems overlooked --- p.11 ; Chapter 2.13 --- Environmental problems as problems of social injustice --- p.14 ; Chapter 2.14 --- Locating the power relations --- p.15 ; Chapter 2.141 --- The dominating definition of life quality --- p.15 ; Chapter 2.142 --- The global economic order--- a platform of power asymmetry --- p.17 ; Chapter 2.143 --- "Global development agenda--- ""catching-up"" as the basis for sustainability" --- p.18 ; Chapter 2.2 --- Environmental Education: A Critique of the Established Views --- p.22 ; Chapter 2.21 --- Seeking definitions --- p.23 ; Chapter 2.22 --- "From definition to practice- the split of mind, body and heart" --- p.24 ; Chapter 2.23 --- The domination of mainstream science and technologyin environmental education --- p.27 ; Chapter 2.3 --- Environmental Education in the Form of Empowerment --- p.30 ; Chapter 2.4 --- Chapter Summary --- p.37 ; Chapter 3/ --- ON ENVIRONMENT AND ENVIRONMENTAL EDUCATION -- THE LOCAL CONTEXT --- p.38 ; Chapter 3.1 --- Environmental Agenda in Hong Kong --- p.38 ; Chapter 3.11 --- Role of the government --- p.38 ; Chapter 3.12 --- Role of private corporations --- p.42 ; Chapter 3.13 --- Role of green groups --- p.44 ...

by Tom Wood Kon. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. ; Includes bibliographical references (leaves 217-232). ; Abstracts in English and Chinese. ; Chapter Chapter One: --- Introduction --- p.1 ; Chapter 1.1 --- The Substantive Problem: Women's Disadvantageous Position in Educationin China before 1842 --- p.2 ; Chapter 1.2 --- Context of the Study: Education for Girls in Guangdong in 1930s --- p.4 ; Chapter 1.2.1 --- Political Environment in 1930 China --- p.6 ; Chapter 1.2.2 --- Economic Conditions --- p.8 ; Chapter 1.2.3 --- Education in Rural Areas --- p.10 ; Chapter 1.2.4 --- Guangdong in the 1930s --- p.11 ; Chapter 1.3 --- Perspectives of the Study: Symbolic Interactionism --- p.14 ; Chapter 1.4 --- Significance of the Study --- p.15 ; Chapter 1.5 --- Research Questions --- p.15 ; Chapter Chapter Two: --- Theoretical Context of the Study: --- p.18 ; Chapter 2.1 --- Symbolic Interactionism --- p.18 ; Chapter 2.2 --- Sociology of Education: The Processes of Schooling --- p.20 ; Chapter 2.2.1 --- The Deweyan Perspective --- p.20 ; Chapter 2.2.2 --- The Structural-Functionalist Perspective --- p.21 ; Chapter 2.2.3 --- Structural-Functionalist View of Knowledge --- p.22 ; Chapter 2.2.4 --- Schooling and Theories of Reproduction --- p.23 ; Chapter (1) --- Economic-Reproductive Model --- p.23 ; Chapter (2) --- Cultural-Reproductive Model --- p.23 ; Chapter (3) --- Hegemonic-State Reproductive Model --- p.24 ; Chapter 2.2.5 --- Schooling and the Theories of Resistance --- p.26 ; Chapter 2.2.6 --- The New Sociology of Education --- p.27 ; Chapter 2.2.7 --- Paulo Freire's View on Schooling Process --- p.32 ; Chapter 2.3 --- Benefits of Schooling --- p.33 ; Chapter 2.3.1 --- Structural-Functionalist Theory --- p.34 ; Chapter 2.3.2 --- Human Capital Theory --- p.36 ; Chapter 2.3.3 --- Education and State Formation --- p.38 ; Chapter 2.3.4 --- Benefits from Individual Points of View --- p.40 ; Chapter 2.4 --- The Question of Applicability --- p.42 ; Chapter Chapter Three: --- Historical Context of ...

"September 2004." ; Thesis (Ph.D.)--Chinese University of Hong Kong, 2004. ; Includes bibliographical references (p. 222-231) ; Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. ; Mode of access: World Wide Web. ; Abstracts in English and Chinese.