published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / toc / Education / Master / Master of Education

According to previous studies, schoolwork is the major source of adolescent-parent conflicts in Mainland China. Adolescents' personal reasoning over schoolwork conflicts reveals their desire for achieving autonomy in schoolwork. Meanwhile, their avoiding and obeying conflict resolution strategies co-exist with self-assertion. Parental psychological control is found among Mainland Chinese parents in the situations about offspring's schoolwork, which has detrimental effects on children's autonomy development. With the theoretical underpinnings of social domain theory, ecological systems theory, self-determination theory and family systems theory, the present study aims to examine the patterns of adolescent-parent conflicts over schoolwork in Ningxia of Mainland China, and explore the role of parental psychological control and the development of teenagers' autonomy in schoolwork conflicts. This study adopted grounded theory approach. Convenience and snowball sampling were conducted at the initial stage of sampling while purposeful and conceptual sampling were adopted to develop the grounded theory. There were 63 parents and teenagers participating in the present research. Specifically, 28 parents and 35 adolescents joined in this research. Data was collected through semi-structured individual interview and joint interview. Coping coding, axial coding and selective coding were used to analyze data. A grounded theory on patterns of conflicts over schoolwork, as well as parental psychological control and teenagers' autonomy revealed in schoolwork conflicts is developed in this study. Adolescents' reasoning about adolescent-parent conflicts over schoolwork is reactive to parental expectation and investment. Their resolution strategies in schoolwork conflicts also respond to parents' strategies in the process of conflict resolution. Psychological control is revealed in parents' conflict resolution strategies, which brings controlled motivation revealed in children's reasoning about schoolwork conflicts. Controlled motivation discourages the development of adolescents' autonomy over schoolwork. Contributions are made to fill up the gaps of adolescent-parent conflicts over schoolwork in Chinese families, as well as the advancement of adolescents' autonomy development in the context of adolescent-parent conflicts over schoolwork in Chinese families

Under the principle of "one curriculum framework for all", all students in Hong Kong are eligible to have access to the same curriculum framework regardless of their level of intellectual functioning. Teachers in Hong Kong special schools have to adapt the central curriculum to cater for the learning needs of their students with intellectual disabilities. Since the guidance of music curriculum adaptations for students with Severe Intellectual Disabilities (SID) is scarce in Hong Kong, teachers with limited subject knowledge and inadequate understanding of their students' music development face considerable challenges when adapting the curriculum. Teachers' perceptions of music education for students with SID and their roles as music teachers influence the way the music curriculum is adapted and enacted. This study aims at exploring the perceptions and practices of music teachers concerning the adaptations of the music curriculum at the Basic Education level in a Hong Kong special school for students with SID. The method of qualitative multiple case studies was employed to investigate the perceptions and practices of two music teachers with similar backgrounds. Findings from interviews, class observations, and review of documents suggest that music teachers' perceptions, practices, and reflections are closely related to one another. The two cases showed similar perceptions toward the values of music education, but diverse perceptions of the learning priorities of students with SID and their roles as music teachers, which contributed to variations in their practices and reflections. The cases showed differences in the design of music activities, adaptations of music instruments, the focus of assessments, and collaboration with paraprofessionals. Findings indicate that although both teachers commonly employed two instructional strategies, the aims and emphases of using the strategies were diverse. It suggests that with different perceptions of the learning priorities of students, the same strategies are used differently. Reflections of practices among the two teachers differed due to the variations of their styles of attribution and perceived roles of music teachers. They defined and framed problems in the process of teaching and learning differently, therefore leading to contrasting ways in handling the problems. The two teachers' reflections in return affected their perceptions and the subsequent cycle of practices. Keywords: Teachers' perceptions and practices, curriculum adaptation, music curriculum, severe intellectual disabilities, multiple case studies.

據稿本複印 / 論文(博士)--香港中文大學硏究院歷史學部,1993. / 參考文獻: leaves 168-180 / 李廣健. / Chapter 第一章 --- 引言 --- p.1 / Chapter 第二章 --- 顏氏起家背景 / Chapter 第一節 --- 魏晉以前有關顔氏的記錄 --- p.7 / Chapter 第二節 --- 從《晉書.顔含傳》看顏氏起家的背景 --- p.9 / Chapter 第三節 --- 顔含冒昇與兩晉之際政治社會情態 --- p.12 / Chapter 第四節 --- 顔含與顔氏家族訓誡的確立 --- p.16 / Chapter 第三章 --- 顔氏家訓的形成 / Chapter 第一節 --- 顔之推生平簡歷及《顔氏家訓》成書 --- p.20 / Chapter 第二節 --- 《顔氏家訓》的形成 --- p.22 / Chapter 第三節 --- 顔之推的經歷及其經史觀 --- p.26 / Chapter 第四節 --- 《顏氏家訓》內容结構的分析 --- p.31 / Chapter 第四章 --- 顏氏家學中的經史研究傳統 --- p.38 / Chapter 第五章 --- 顔氏家族中對經典的研究-顔師古與《漢書注》 / Chapter 第一節 --- 顔師古的時代與生平 --- p.45 / Chapter 第二節 --- 顔師古《漢書注》的寫作背景-南學與北學 --- p.47 / Chapter 第三節 --- 顔師古《漢書注》的成書與成就 --- p.55 / Chapter 第四節 --- 顏氏家族環境對顔師古《漢書注》的影響 --- p.66 / Chapter 第六章 --- 顔氏家族的書法家學 --- p.71 / Chapter 第七章 --- 顏氏家學中的藝術成就-顏真卿及其書法 / Chapter 第一節 --- 顔真卿的生平與人格 --- p.78 / Chapter 第二節 --- 顏書出現前的書法發展大勢 --- p.81 / Chapter 第三節 --- 顔真卿書法的淵源 --- p.87 / Chapter 第四節 --- 顏真卿書法的特色 --- p.93 / Chapter 第五節 --- 顔真卿的書法與《顔氏家訓》 --- p.98 / Chapter 第八章 --- 结論 --- p.100 / 註釋 --- p.105 / 〔圖表一.一〕顏氏世糸表 --- p.159 / 〔圖表二 .一〕《漢書.古今人表》顔姓人物品第表 --- p.160 / 〔圖表二.二〕《漢書.古今人表》顏姓人物分佈比例表 --- p.161 / 〔圖表二.三〕《晉書》顔畿故事來源關係表 --- p.162 / 〔圖表五.一〕南北朝《漢書》研究一覽表 --- p.163 / 〔圖表五.二〕顔師古引用前人《漢書》硏究表 --- p.164 / 〔圖表六.一〕顔氏家族善書成員名單 --- p.165 / 〔圖表七.一〕王虞歐褚顏五家「如」、「以」字比較 --- p.166 / 〔圖表七.二〕顏真卿書法淵源譜糸略圖 --- p.167 / 引用書目 --- p.168

Fen Chi Leung Wilson. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1989. / Includes bibliographical references.

Regardless of culture, socio-economic background, and quality of life, all students deserve the highest quality of education. But the reality is, many education systems around the world do not offer it. Investing in structural reforms in education has the potential to boost economic growth in countries around the world. By learning from different education systems strengths and weaknesses, policy decisions can be made that ensure students are given the opportunity for higher educational outcomes. This study analyzes high, middle, and low quality education systems around the world and the infrastructures that lead to educational success or failure. Fifteen education systems are chosen for this study which includes Shanghai-China, Singapore, Japan, Finland, Canada, Portugal, United States, Luxembourg, Spain, Hungry, Brazil, Argentina, Indonesia, Qatar, and Peru. Each system is analyzed in terms of its teacher quality, curriculum, school system structure, and educational equity. From this study, it appears that there is a high-correlation between four indicators and top- educational success. These four indicators include having a highly selective model for hiring teachers, recruiting teachers from a top-pool of graduates, having a high-level of prestige held for teachers in society, and insuring students of low socio-economic status are given equal educational opportunities for success. Recommendations for a new teacher training and selection model are discussed based on the top four indicators. These recommendations could cause educational gains for both the United States and other systems around the world.