Although China is ahead of schedule in achieving the Millennium Development Goal of universalizing nine-year basic education across the country by 2015, access to school remains problematic, as evidenced by a persistent school dropout problem, especially in its hidden forms and in poor and rural areas. Despite a wide range of literature on the phenomenon of school dropout globally, there is a dearth of empirically sound and theoretically motivated research that might offer an understanding of school dropout in terms of education quality. In response to these problems, the main question addressed in this thesis has to do with the role of education quality in children’s dropping out of school. The central thesis proposed is that the problem of school dropout and education quality in poor, rural China stems from the alienating nature of the school system. The methods adopted to answer these questions include a critical ethnography of four cases of dropout, each of which reflects on the assumptions associated with a particular cause of dropout or factor contributing to school access – namely, family poverty, illiterate parents, student attributes and their willingness to study, and the quality and distribution of educational resources. The thesis also offers a critical review of the theoretical approaches frequently used to conceptualize education quality, in relation to the insights gained from the case studies. The study is based on interviews with 112 informants and observations made during three months of fieldwork in China’s Yunnan and Guangdong provinces between 2009 and 2010. The case studies challenge the common assumptions made about school dropout, which are also leading theoretical approaches used to conceptualize education quality. The human capital approach, with its primary focus on the costs and benefits of schooling and its assumption of schooling as an investment, does not deal adequately with non-monetary concerns and the pressures on those living in poverty, and tends to ignore children who have different perceptions of schooling. A simple application of the critical approach tends to focus on structural causation and to overlook the agency of the child. While the systems approach focuses on the implementation and evaluation of education quality, it appears not to say enough about the ends of education. In the distribution of resources, both the utility-based and resource-based approaches tend to understate the importance of the individual’s socio-economic status. These insights also reveal the alienating nature of an educational system in an increasingly market-oriented economy. The alienating school does not respect the students’ individual interests, habits, socio-economic background, aspirations, etc. and is primarily concerned with their success and failure (or dropout) insofar as they affect the evaluation of “quality” or the effectiveness of the bureaucratic system. Students who are marginalized and cannot easily adjust, perhaps due to their disadvantaged socio-economic, cultural and geographic location, tend to be pushed out of school. The study calls for a fundamental change of attitudes in educational development and policy making and a redefinition of school failure as a consequence not so much of the child’s unwillingness to study, but of his inability to perform well. As a school dropout explained his decision to drop out: “It’s not that I didn’t want to study: I just couldn’t study well.” / published_or_final_version / Education / Doctoral / Doctor of Philosophy

China has a long history of charitable practices. However, in the first four decades since the Communist Party of China (CPC) came into power in 1949, charitable practices experienced little development under a planned economy and collectivist ideology. It was not until 1989 that the state began to promote state-led charity on a national scale with the iconic Hope Project which was in response to market transformations and social turbulences. Over the past decade, the Chinese charity sector has experienced rapid development, with a growing number of innovative charitable practices delivered by grassroots organisations. This research uses the ‘Shanghai I-Fly Project for Training Rural Teachers’ case study to investigate how these grassroots charitable practices for rural education are emerging in China nowadays, as well as how they reshape individual-society-state relations by launching innovative charitable projects for rural education. This research combines qualitative research methods, including secondary literature review, policy analysis, participant observations, semi-structured interviews and self-administered questionnaires. The fieldwork research was conducted during three consecutive periods: between May and October 2012, January and August 2013, as well as December 2013 and February 2014 in three places, including Shanghai, Liming County and Lankang County. The research finds that there are three trends in the emerging charitable practices for rural education. First, charity spaces have shifted from rural to urban areas. Second, philanthropic targets have changed from rural students to rural teachers. Third, benevolent projects have shown increasing interest in promoting ‘soft’, instead of ‘hard’ aspects of rural education. Both the state and social elites have promoted these transformations. On the one hand, state policies for social organisations, charitable practices and rural education have exerted a large influence over various forms of philanthropy. On the other hand, local elites have been playing an active role in promoting innovative charitable practices in order to rebuild the social morality of the next generation and reproduce existing hierarchical structure in the non-profitable world. Emerging innovative benevolent acts seem to have been promoted for urban people more than rural participants. / published_or_final_version / Sociology / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Master / Master of Education

據稿本複印 / 論文(哲學碩士)--香港中文大學硏究所敎育學部,1993. / 參考文獻: leaves 155-167 / 李紫霞. / Chapter 第一章： --- 問題闡釋 / Chapter 第一節： --- 普及義務教育的興起、發展與職業技術教育 --- p.1 / Chapter 第二節： --- 農村教育課程的論爭 --- p.6 / Chapter 第三節： --- 中國普及義務教育與中國農村職業教育發展 --- p.11 / Chapter 第四節： --- 中國鄉鎮發展 --- p.15 / Chapter 第五節： --- 主要研究問題 --- p.21 / Chapter 第二章： --- 文獻綜論 --- p.23 / Chapter 第三章： --- 研究設計 / Chapter 第一節： --- 研究目的 --- p.31 / Chapter 第二節： --- 研究範圍 --- p.32 / Chapter 第三節： --- 研究方法 --- p.33 / Chapter 第四節： --- 實地工作逑要 --- p.39 / Chapter 第五節： --- 研究限制 --- p.46 / Chapter 第四章： --- 武進縣洛陽鎮的概況 / Chapter 第一節： --- 地理環境和經濟發展概況 --- p.48 / Chapter 第二節： --- 洛陽鎮的教育發展概況 --- p.54 / Chapter 第三節： --- 洛陽鎮的就業情況及學生擇業的標準 --- p.57 / Chapter 第四節： --- 洛陽鎮非種植業工作的收入概況 --- p.60 / Chapter 第五節： --- 小結 --- p.62 / Chapter 第五章： --- 洛陽鎮的「適切教育」 / Chapter 第一節： --- 「適切教育」的定義 --- p.63 / Chapter 第二節： --- 洛陽鎮「適切教育」的發展情況 --- p.67 / Chapter (甲） --- 普通中學的「職業技術教育」 / Chapter (一） --- 洛陽中學的職業高中班 --- p.67 / Chapter (二） --- 分流教育 --- p.71 / Chapter (三） --- 勞動技術教育 --- p.76 / Chapter (四） --- 應屆畢業生實用培訓計劃 --- p.79 / Chapter (乙） --- 熱愛家鄉教育 / Chapter (一） --- 鄉土教材 --- p.81 / Chapter (二） --- 宣傳活動和參觀 --- p.84 / Chapter (丙） --- 成人教育中心校 --- p.86 / Chapter (丁） --- 小結 --- p.96 / Chapter 第三節： --- 從學校到工作崗位---洛陽鎮職位的供應 與所需的教育程度與教育性質 (普通教育/職業教育） --- p.100 / Chapter 第六章： --- 洛陽鎮的教育工作者、家長和學生對「學童接受教 育」的態度 / Chapter 第一節： --- 教育工作者的態度 --- p.107 / Chapter 第二節： --- 家長和學生的態度 --- p.114 / Chapter 第三節： --- 小結一洛陽鎮的教育工作者、家長和學 童對「學童接受教育」的態度對該鎮教育 發展的影響 --- p.119 / Chapter 第七章： --- 總論 / Chapter 第一節： --- 對「適切教育」辯爭的回應 --- p.122 / Chapter 第二節： --- 中國鄉鎮普及義務教育及職業教育的發展 / 註釋 --- p.130 / 附件一 --- p.142 / 附件二 --- p.146 / 附件三 --- p.150 / 參考書目 --- p.155

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 Territories, Lam Tsuen Public School and Fung Kai Primary School as cases. Through accessing school documents and oral history research reports, conducting interviews and analyzing historical materials, this research would show like to how diverse education philosophies, teaching methods and school scale can village schools be. Yet, a large scale of village schools have been shut down after 1997, the challenges that they faced and how the society responded will be briefly explained in the final chapter. / The objective of the research is to project a more comprehensive picture of village schools by discovering and mapping various historical materials in a specific period of time (1946-1997). With exploring the position of village schools in New Territories, this paper will also criticize the city-centric logic behind the linear education historical writing. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 梁麗欣. / "2013年3月". / "2013 nian 3 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 101-109). / Abstract in Chinese and English. / Liang Lixin. / Chapter 第一章： --- 新界.鄉村.學校 / Chapter 1.1 --- 重尋新界鄉村學校的歷史位置 --- p.1 / Chapter 1.2 --- 研究範圍：命名的政治 --- p.3 / Chapter 1.2.1 --- 鄉村學校的獨特性 --- p.7 / Chapter 1.3 --- 新界鄉村教育研究之不足 --- p.8 / Chapter 1.4 --- 研究方法及理論背景 --- p.13 / Chapter 1.4.1 --- 篇章主旨 --- p.16 / Chapter 1.4.2 --- 研究個案簡介 --- p.17 / Chapter 第二章： --- 戰後殖民管治模式的轉向及其對新界教育發展的影響 / Chapter 2.1 --- 鄉村教育現代化的背景 --- p.20 / Chapter 2.1.1 --- 鄉村建設運動 --- p.20 / Chapter 2.1.2 --- 殖民者無意推行教育改革 --- p.21 / Chapter 2.2 --- 普及教育制度於戰後英屬殖民地萌芽 --- p.23 / Chapter 2.3 --- 新界的政治性 --- p.25 / Chapter 2.3.1 --- 城鄉拉扯中的鄉村學校 --- p.28 / Chapter 2.4 --- 新界鄉村學校得以冒起的契機 --- p.30 / Chapter 2.4.1 --- 私塾與現代學校的結合 --- p.31 / Chapter 2.4.2 --- 建立統一教育體制 --- p.33 / Chapter 2.4.2.1 --- 收緊學校審批 --- p.33 / Chapter 2.4.2.2 --- 規範師範訓練 --- p.38 / Chapter 2.5 --- 鄉村學校的歷史定位 --- p.41 / Chapter 第三章： --- 新界鄉村學校的特色--學校個案研究 / Chapter 3.1 --- 新界鄉村學校的地緣性 --- p.45 / Chapter a) --- 林村公立學校 --- p.47 / Chapter ai. --- 發展歷史 --- p.47 / Chapter aii. --- 各處鄉村各處例 --- p.54 / Chapter aiii. --- 學校不只是教育場所 --- p.61 / Chapter b) --- 鳳溪小學 --- p.67 / Chapter bi. --- 發展歷史 --- p.67 / Chapter bii. --- 鄉村學校？市區學校？ --- p.69 / Chapter biii. --- 當「宗族傳承」遇上「現代管理」 --- p.72 / Chapter 3.2 --- 兩所學校未能填滿的空白75 --- p.75 / Chapter 第四章： --- 新界鄉村學校的啟示--拉闊現代教育想像 / Chapter 4.1 --- 歷史任務的終結？九七回歸後的新界鄉村學校 --- p.80 / Chapter 4.1.1 --- 鄉村學校被指「不合乎成本效益」 --- p.82 / Chapter 4.1.2 --- 「統整為名，殺校為實」 --- p.85 / Chapter 4.3 --- 桃李無言，下自成蹊 --- p.88 / Chapter 4.4 --- 主流/另類？香港教育制度的省思 --- p.89 / Chapter 4.5 --- 打破單一發展框架，讓教育遍地開花 --- p.94 / Chapter 4.6 --- 批判以城市資本價值為中心的教育史論述 --- p.95 / Chapter 4.7 --- 研究貢獻與不足 --- p.99 / p.100

Research indicates that preschool experience significantly influences child development and this study examined the influence of preschool learning experiences on children’s school readiness, self-regulation and academic achievement. Participants were 190 children from an impoverished county in Southwest China and their teachers. Classroom observations were conducted and children were assessed in individual and group sessions. There were three different types of preschool programs (kindergartens, pre-primary classes; Grade 1) available in the county. A total of 18 teaching episodes provided in either the kindergarten or primary schools to 164 children were videotaped and analyzed. Results indicated marked variations in preschool quality and pedagogical practices to support children’s self-regulation across programs. Kindergartens had the best physical environments, the most resources and highly qualified teachers. The teachers provided children with meaningful learning opportunities, adequate instructions, clear structure and predictability, and diversified instructional formats. Pre-primary classes had limited resources and unqualified teachers who emphasized academic learning. Compared to kindergarten teachers, pre-primary class teachers prepared fewer activities and frequently required children to simply sit still and listen. Preschool age children who merely “sat in” Grade 1 classrooms were typically neglected by teachers and only received attention from the teacher when they were disruptive. Grade 1 children (89 girls) who had attended kindergarten (n = 60), separate pre-primary classes (n = 55), merely “sat in” Grade 1 classes before being formally enrolled in school (n = 54) or had no preschool experience (n = 21) were assessed at the beginning of Grade 1 (Wave 1), at the end of Grade 1 (Wave 2), and at the end of Grade 2 (Wave 3). Their school readiness was assessed in Wave 1. Their self-regulation skills were assessed using the modified Head-Toes-Knees-Shoulders task in Waves 1 and 2, and seven cognitive regulation tests in Wave 3. Their literacy and mathematics achievement was evaluated using curriculum-based tests across the three waves. Results indicated that children with some form of preschool experience outperformed those with none in almost all the three outcomes across the three waves. Children from the kindergarten had better school readiness than the other three groups and better self-regulation than those attending separate pre-primary classes at the start of school. Children attending separate pre-primary classes had significantly better literacy and mathematics than those from the kindergarten at the start of school and literacy at the end of Grade 2. Children “sitting in” Grade 1 classes achieved lower scores than those from the kindergarten and pre-primary classes on almost all child outcome measures. The growth of self-regulation within the first primary school year was significant and Wave 1 behavioral regulation predicted Wave 3 cognitive regulation. School readiness and self-regulation significantly predicted academic achievement in all three waves and school readiness mediated the close relationship between self-regulation and academic achievement. Findings highlight the importance of (i) preschool experience for children from economically disadvantaged families in rural China; and (ii) self-regulation in school preparedness and early academic attainment. They also have implications for scaling up and enhancing the quality of preschool programs. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

稿本 / 論文(碩士)--香港中文大學硏究院敎育學部,1992. / 參考文獻: leaves 145-151 / 盧萬方 = Transformation of schooling in rural China : the developmental experience of an affluent country town / Lo Man Fong. / Chapter 第一章： --- 前言 / Chapter 第一節： --- 普及義務教育的現象 --- p.1 / Chapter 第二節： --- 農村教育的困局 --- p.5 / Chapter 第三節： --- 中國的發展農村教育的經驗 --- p.10 / Chapter 第二章： --- 郷鎮社會變遷與學校教育 / Chapter 第一節： --- 城鄉關係與社會變遷 --- p.13 / Chapter 第二節： --- 鎮與中國當代農村發展的關係 --- p.17 / Chapter 第三節： --- 普及義務教育與中國農村城鎮化 --- p.22 / Chapter 第三章： --- 文獻綜論 --- p.26 / Chapter 第四章： --- 硏究設計 / Chapter 第一節： --- 硏究意義與目的 --- p.33 / Chapter 第二節： --- 硏究方法 --- p.36 / Chapter 第三節： --- 硏究過程 --- p.40 / Chapter 第四節： --- 硏究限制 --- p.46 / Chapter 第五章： --- 陳村鎮概況及其學校教育發展 / Chapter 第一節： --- 地理位置及歴史 --- p.48 / Chapter 第二節： --- 實施改革開放政策後的發展 --- p.50 / Chapter 第三節： --- 學校教育的發展 --- p.52 / Chapter 第四節： --- 普及義務教育推行的情況 --- p.57 / Chapter 第六章： --- 學校教育内容與郷鎮¨جإ變的關係 / Chapter 第一節： --- 適切教育與農村發展 --- p.69 / Chapter 第二節： --- 普及義務教育的目標 --- p.71 / Chapter 第三節: --- 陳村鎮普及義務教育的内容 / Chapter (一） --- 小學課程 --- p.74 / Chapter (二） --- 中學課程 --- p.76 / Chapter (三） --- 教科書内容 --- p.78 / Chapter (四） --- 勞動技術課 --- p.79 / Chapter (五） --- 郷土教材 --- p.81 / Chapter (六） --- 周會課 --- p.82 / Chapter 第四節： --- 陳鎮教師的教學方法 --- p.83 / Chapter 第五節： --- 評鑑 --- p.85 / Chapter 第六節： --- 職業技術教育 --- p.87 / Chapter 第七節： --- 小結 --- p.93 / Chapter 第七章： --- 教師與農村城鎮化 / Chapter 第一節： --- 教師在社會變遷中的角色 --- p.96 / Chapter 第二節： --- 教師的專業水平與知識傳遞 --- p.99 / Chapter 第三節： --- 教師的態度與意識形的傳遞 --- p.102 / Chapter 第四節： --- 農村教師的社會地位及其影饗 --- p.107 / Chapter 第五節： --- 公辦教師與民辦教師 --- p.109 / Chapter 第六章： --- 外地教師 --- p.117 / Chapter 第七節： --- 小結 --- p.120 / Chapter 第八章： --- 陳村鎮概況及其學校教育發展 / Chapter 第一節： --- 家長對子女入學的期望 --- p.122 / Chapter 第二節： --- 學生的成績及行為表現 --- p.128 / Chapter 第三節： --- 小結 --- p.134 / Chapter 第九章： --- 結語 --- p.136 / 附件一 --- p.142 / 附件二 --- p.144 / 參考書目

許善娟. / 論文(哲學碩士)--香港中文大學, 1998. / 參考文獻: leaves 157-163. / 中英文提要. / Xu Shanjuan. / Chapter 第一章： --- 問題闡釋 / Chapter 第一節： --- 硏究背景 --- p.1 / Chapter 第二節： --- 中國的鄉鎭社區的發展 --- p.3 / Chapter 第三節： --- 社區教育 --- p.10 / Chapter 第四節： --- 社區參與 --- p.19 / Chapter 第五節： --- 硏究問題 --- p.23 / Chapter 第二章： --- 文獻綜述 / Chapter 第一節： --- 中國的ˇёإ鎮教育 --- p.24 / Chapter 第二節： --- 社區發展與社區教育 --- p.24 / Chapter 第三節： --- 社區參與 --- p.28 / Chapter 第四節： --- 社區教育的目標 --- p.28 / Chapter 第五節： --- 社區教育的參與機制 --- p.31 / Chapter 第六節： --- 社區教育的內容 --- p.32 / Chapter 第七節： --- 社區教育的特色 --- p.36 / Chapter 第三章： --- 硏究設計 / Chapter 第一節： --- 硏究意義 --- p.38 / Chapter 第二節： --- 硏究目的 --- p.38 / Chapter 第三節： --- 硏究範圍 --- p.39 / Chapter 第四節： --- 硏究對象 --- p.39 / Chapter 第五節： --- 硏究方法 --- p.40 / Chapter 第六節： --- 硏究限制 --- p.45 / Chapter 第四章： --- 柯橋鎭的槪況與其社區教育的發展 / Chapter 第一節： --- 柯橋鎭的槪況與其社區教育的發展 --- p.46 / Chapter 第二節： --- 小結 --- p.62 / Chapter 第五章： --- 柯橋鎭社區教育的活動內容 / Chapter 第一節： --- 社區成員參與學校教育的內容 --- p.64 / Chapter 第二節： --- 學校參與社區發展的內容 --- p.83 / Chapter 第三節： --- 小結 --- p.90 / Chapter 第六章： --- 柯橋社區成員對於參與社區教育的認識和態度 / Chapter 第一節： --- 社區成員對於參與社區教育的認識和態度 --- p.94 / Chapter 第二節： --- 小結 --- p.115 / Chapter 第七章： --- 柯橋社區成員參與社區教育的作用 / Chapter 第一節： --- 對學校教育的作用 --- p.119 / Chapter 第二節： --- 對社區發展的作用 --- p.131 / Chapter 第三節： --- 小結 --- p.135 / Chapter 第八章： --- 總論 / Chapter 第一節： --- 對中國ˇёإ鎭社區教育的啓示 --- p.139 / Chapter 第二節： --- 對西方社區教育的理論的回應 --- p.144 / 附錄一：訪問問題 --- p.149 / 附錄二 ：實地工作紀要 --- p.155 / 參考書目 --- p.157

郭伯良. / 论文(哲学{273464}士)--香港中文大学, 2004. / 参考文献 (p. 155-181). / 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. / Abstracts also in English. / Guo Boliang. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2004. / Can kao wen xian (p. 155-181).

王博. / "2013年8月". / "2013 nian 8 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 134-153). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Wang Bo.