published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Philosophy

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / Education / Master / Master of Education

by Yan-chun Wong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1980. / Bibliography: leaves [90-91]

by Tse Kwan-choi. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 181-185). / TITLE PAGE / ACKNOWLEDGMENTS / DECLARATION / ABSTRACT / TABLE OF CONTENTS / LIST OF FIGURES / LIST OF TABLES / CHAPTERS: / Chapter 1. --- INTRODUCTION / Chapter 1.1 --- The Constitutional Questions --- p.1 / Chapter 1.2 --- Objectives and Significance --- p.2 / Chapter 1.3 --- Organization of Chapters --- p.4 / Chapter 2. --- THE REPRODUCTION THESIS IN SOCIOLOGY OF EDUCATION / Chapter 2.1 --- Controversies over School as an Agent of Socialization --- p.5 / Chapter 2.2 --- Samuel Bowles and Herbert Gintis on Education and Reproduction:What do schools do for capitalism? --- p.7 / Chapter 2.3 --- The Correspondence Principle: How do schools produce workers --- p.9 / Chapter 2.4 --- A Synopsis: the Formalization of Correspondence Principle --- p.11 / Chapter 2.5 --- Research on the Reproduction Thesis: An Overview --- p.13 / Chapter 2.6 --- Theoretical Criticisms and Evaluation: --- p.17 / Chapter 2.7 --- Setting the Research Agenda: Hypothesis for Test in the Present Study --- p.22 / Chapter 3. --- RESEARCH METHOD / Chapter 3.1 --- General Research Design --- p.25 / Chapter 3.2 --- Subjects and Sampling --- p.25 / Chapter 3.3 --- Procedures of Data Collection and Analysis --- p.27 / Chapter 3.4 --- Instruments and Measurements --- p.29 / Chapter 3.5 --- A Portrait of the 56 Schools --- p.39 / Chapter 4. --- "THE CONTEXT OF HONG KONG SECONDARY SCHOOL SYSTEM: DEVELOPMENT, DIFFERENTIATION AND INEQUALITIES" / Chapter 4.1 --- Political Economy and Education: The Structure and Development of Secondary Educational System Under a Colonial-capitalist Society --- p.42 / Chapter 4.2 --- The Differentiation of Hong Kong Secondary School System --- p.46 / Chapter 4.3 --- Differentiation and Inequalities --- p.49 / Chapter 4.4 --- Conclusion --- p.59 / Chapter 5. --- THE RESEMBLANCE THESIS / Chapter 5.1 --- Preamble --- p.61 / Chapter 5.2 --- The Dominate-subordinate Relationship between Teachers and Students --- p.61 / Chapter 5.3 --- Alienated Learning in School Life --- p.68 / Chapter 5.4 --- "Competition, Ranking and Evaluation" --- p.74 / Chapter 5.5 --- Personality and Reward System --- p.76 / Chapter 5.6 --- A Recapitulation --- p.81 / Chapter 6. --- THE FORMATION OF CONSCIOUSNESS THESIS / Chapter 6.1 --- Foreword --- p.83 / Chapter 6.2 --- The Formation of Personality --- p.83 / Chapter 6.3 --- The Orientation to Discipline --- p.88 / Chapter 6.4 --- Work Orientation --- p.91 / Chapter 6.5 --- Views on Knowledge --- p.94 / Chapter 6.6 --- Students' Educational Endeavour --- p.96 / Chapter 6.7 --- Meritocratic Orientation and Social Justices --- p.99 / Chapter 6.8 --- Students' View on the Possibility of Social Change --- p.101 / Chapter 6.9 --- A Recapitulation --- p.103 / Chapter 7. --- THE DIFFERENTIATION THESIS / Chapter 7.1 --- Preamble --- p.105 / Chapter 7.2 --- A Sketch of the Six groups of Schools --- p.106 / Chapter 7.3 --- Who Get Admitted --- p.111 / Chapter 7.4 --- Social Relationships in the Six Groups of School --- p.115 / Chapter 7.5 --- Social Consciousness of the Six Groups of School Students --- p.133 / Chapter 7.6 --- Review of the Chapter --- p.151 / Chapter 8. --- EPILOGUE:RETHINKING THE REPRODUCTION THESIS / Chapter 8.1 --- A Recapitulation --- p.153 / Chapter 8.2 --- Theoretical Discussion on the Correspondence Principle --- p.160 / Chapter 8.3 --- Limitations --- p.165 / Chapter 8.4 --- Research Directions --- p.167 / CHAPTER NOTES --- p.169 / BIBLIOGRAPHY --- p.175 / APPENDICES / Copies of Student's and Teacher's Questionnaires

手稿本. / Thesis (M.A.)--香港中文大學. / Shou gao ben. / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第壹章 --- 問題說明 --- p.1 / Chapter （一） --- 研究問題 --- p.1 / Chapter （二） --- 有關文獻 --- p.7 / Chapter （三） --- 假設 --- p.16 / Chapter （四） --- 執行定義 --- p.17 / Chapter 第貳章 --- 研究方法 --- p.19 / Chapter （一） --- 設計 --- p.19 / Chapter （二） --- 樣本 --- p.21 / Chapter （三） --- 工具 --- p.29 / Chapter （四） --- 實驗程序 --- p.32 / Chapter （五） --- 資料分析 --- p.35 / Chapter 第叁章 --- 結果與討論 --- p.40 / Chapter （一） --- 結果與討論 --- p.40 / Chapter （二） --- 討論 --- p.48 / Chapter 第肆章 --- 摘要及建議 --- p.63 / Chapter （一） --- 摘要 --- p.63 / Chapter （二） --- 建議 --- p.65 / 參攷文獻 --- p.70 / Chapter （一） --- 中文 --- p.70 / Chapter （二） --- 英文 --- p.73 / 附錄 --- p.76 / Chapter （一） --- 測驗卷試題內容分類 --- p.76 / Chapter （二） --- 中一、中三測驗卷試題信度表 --- p.78 / Chapter （三） --- 中一、中三測驗卷 --- p.79

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 the Study --- p.45 / Chapter 3.1 --- Women's Education in China before 1942 --- p.45 / Chapter 3.2 --- "Development of Women Education in China, 1842-1930s" --- p.49 / Chapter 3.2.1 --- The Contribution of Mission Schools --- p.50 / Chapter 3.2.2 --- The Private Schools for Girls --- p.55 / Chapter 3.2.3 --- The Government Efforts in Girls' Education --- p.57 / Chapter 3.2.4 --- Educational conditions in Guangdong --- p.61 / Chapter 3.2.5 --- Portrait of the First Girl School --- p.63 / Chapter Chapter Four: --- Research Design --- p.66 / Chapter 4.1 --- Definition of Key Concepts --- p.66 / Chapter 4.1.1 --- Benefits of Schooling --- p.66 / Chapter 4.1.2 --- Schooling Process --- p.67 / Chapter 4.1.3 --- Curriculum and Hidden Curriculum --- p.67 / Chapter 4.2 --- The Scope of Study --- p.68 / Chapter 4.3 --- Research Methods --- p.70 / Chapter 4.3.1 --- Qualitative Studies --- p.70 / Chapter 4.3.2 --- In-depth Interview --- p.72 / Chapter 4.3.3 --- Documentary and Textual Analysis --- p.73 / Chapter 4.4 --- Sample Selection --- p.76 / Chapter 4.5 --- Data Collection and Organization --- p.77 / Chapter 4.6 --- Limitations of the Study --- p.78 / Chapter Chapter Five: --- The Profiles of the Respondents --- p.80 / Chapter 5.1 --- Ru - Daughter of a Doctor of Chinese Medicine --- p.80 / Chapter 5.2 --- Fang 226}0ؤ Daughter of a Postman --- p.83 / Chapter 5.3 --- Rong 226}0ؤDaughter of a Restaurant Owner --- p.87 / Chapter 5.4 --- Qing 226}0ؤ Daughter of a Judge --- p.90 / Chapter 5.5 --- Summary --- p.93 / Chapter Chapter Six: --- Acquisition of the Educational Opportunity --- p.97 / Chapter Chapter Seven: --- The Origins and Development of the Girls' School --- p.106 / Chapter 7.1 --- The Origins --- p.106 / Chapter 7.2 --- Development of the School --- p.107 / Chapter 7.2.1 --- The Tianma Lane Period (1928-33) --- p.107 / Chapter 7.2.2 --- The Tengfeng Road Period (1934-37) --- p.109 / Chapter 7.2.3 --- The Liangjiao Period (1937-38) --- p.111 / Chapter 7.3 --- Sources of Students --- p.114 / Chapter Chapter Eight : --- Reconstruction of the Schooling Processes --- p.116 / Chapter 8.1 --- The Physical Environment --- p.116 / Chapter 8.2 --- Assembly --- p.119 / Chapter 8.3 --- Curriculum --- p.125 / Chapter 8.4 --- Extra-curricular Activities --- p.135 / Chapter 8.5 --- Anti-Japanese Activities --- p.137 / Chapter 8.6 --- Communist Activities --- p.142 / Chapter 8.7 --- Social Environment --- p.144 / Chapter 8.7.1 --- The Principals --- p.145 / Chapter 8.7.2 --- The Teachers --- p.149 / Chapter 8.7.3 --- The Classmates --- p.157 / Chapter Chapter Nine: --- The Outcomes of Schooling --- p.163 / Chapter 9.1 --- Life as a Teacher During Social and Political Upheavals --- p.163 / Chapter 9.1 --- The Impact of War --- p.163 / Chapter 9.1.3 --- The Meaning of Education --- p.167 / Chapter 9.1.3 --- Application of Knowledge --- p.171 / Chapter 9.2 --- Teaching Life in the 'New China' --- p.178 / Chapter 9.2.1 --- Attitudes towards the New State --- p.179 / Chapter 9.2.2 --- The Orientation of Values --- p.181 / Chapter 9.2.3 --- Life as Teacher --- p.184 / Chapter 9.3 --- Benefits of Schooling --- p.193 / Chapter 9.3.1 --- The Elitist Education --- p.193 / Chapter 9.3.2 --- Independence of Educated Women --- p.194 / Chapter 9.3.3 --- Being Competent and Active Participation --- p.196 / Chapter 9.3.4 --- The Impact of Knowledge --- p.198 / Chapter 9.3.5 --- Cultivation of Critical and Rational Mind --- p.200 / Chapter 9.3.6 --- The Search for Freedom of Love and Marriage --- p.202 / Chapter 9.3.7 --- We are Graduates of 1937 --- p.205 / Chapter 9.3.8 --- The Bond of Sisterhood --- p.208 / Chapter 9.4 --- Conclusion --- p.210 / Interview Guide --- p.213 / Glossary --- p.214 / Reference in English --- p.217 / Reference in Chinese --- p.227

本論文探討來自中國內地和南亞國家的少年移民學生如何適應香港的教育和生活。他們是香港兩大移民群體，儘管他們的族群和文化背景截然不同，香港人一般都認為他們落後和貧困，與香港社會格格不入。本研究旨在了解他們的求學道路和身份建構過程。而在社會化的討論背景下，求學道路和身份建構是兩個相互關聯、相互重疊的概念。田野調查在香港四所收了大批移民學生的中學進行，時間由幾個月到一年多不等。 / 本研究發現，雖然兩組學生的背景不同，在香港的教育制度下，他們面對相似的限制及不利因素。本文指出，教師認為這兩組學生有類近的學習問題，但卻成因各異，教師亦對自己可以起的作用有不同看法。以上種種皆會影響青少年作為社會成員的身份認同。本文又指出，這兩組學生，在不同程度上自稱是香港的一份子。然而，他們的理由不一，理解也不盡同。 / 在學校層面發生的事情是重要的，因為它反映了在社會層面，大家如何界定誰是社會成員，如何在不同的歷史、文化和社經環境下，轉變想法和做法，以及社會和個人如何在過程中互動。在當前全球化的時代，人口遷移不斷影響世界各地的社會經濟和人口結構。本文提出一個新的角度，以重新思考移民和教育的理論。 / This thesis explores the immigration and schooling experiences of the teenage children of immigrants of the two largest incoming groups to Hong Kong: from Mainland China and from South Asia. Most people in Hong Kong think that both groups are culturally backward and economically impoverished, which means that both do not fit in, despite the fact that they have utterly different ethnic and cultural backgrounds. I seek to understand the factors that are shaping their educational pathways and identity formation, which I consider to be two interrelated and overlapping concepts against the backdrop of socialization. Data are largely drawn from ethnographic fieldwork, from a few months to more than a year, in four secondary schools in Hong Kong which admit a large number of immigrants. / I argue that despite their different backgrounds, both groups of students face very similar structural constraints and disadvantages in Hong Kong’s education system. I also argue that teachers perceive very similar learning problems in these two groups of students, but they see the problems to have stemmed from different causes, and have different understandings how much teachers can do. This has implications on the teenagers’ identities as members of society. I further argue that both groups, albeit to different extents, claim their belonging to Hong Kong in terms of their identity. However, they seem to base their claims on different grounds, and have different understandings of their belonging to Hong Kong. / What goes on in the classroom is important because it reflects in the larger society how people understand and practice who they include and who they exclude; how the ideologies and practices at work change in different historical, cultural, and socioeconomic contexts; and how individuals negotiate the shaping and the inclusion or exclusion. My thesis adds a new perspective for us to rethink theories of migration and education in an era of globalization when the mass movement of people is defining and redefining the socioeconomic and demographic landscapes in many parts of the world. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Chee, Wai Chi. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 383-415). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese. / Abstract --- p.i / Acknowledgements --- p.iii / Abbreviations --- p.v / Language, Name, and Currency --- p.vi / Tables and Graph --- p.vii / Chapter 1. --- Introduction / Introduction --- p.1 / Research Questions and Objectives --- p.1 / Immigrant Students in Hong Kong’s Education System --- p.6 / Significance of Research --- p.9 / Literature Review --- p.15 / Methodology --- p.54 / Some Ethical Concerns --- p.63 / Chapter Overview --- p.67 / Chapter 2. --- Immigration Motivations, Trajectories and Predicaments: Positioning Teenage Immigrants in Hong Kong / Introduction --- p.74 / Ebbs and Flows of People from Mainland China into Hong Hong --- p.77 / Emergence of Hong Kong Identity --- p.79 / Situating Mainland Chinese Teenagers in Hong Kong’s Immigration Context --- p.82 / Situating South Asian Teenage Immigrants in Hong Kong’s Immigration Context --- p.87 / Immigration Motivations and Predicaments --- p.96 / Conclusion --- p.113 / Chapter 3. --- On the Threshold of the Mainstream: Initiation Program and its Completion Ceremony / Introduction --- p.115 / Initiation Program and Its Completion Ceremony --- p.119 / Form, Content, and Meanings of the Completion Ceremony: The Case of Lily School --- p.126 / Form, Content, and Meanings of the Completion Ceremony: The Case of Peony School --- p.141 / Dramatized Epitome of the Initiation Program --- p.159 / Conclusion --- p.166 / Chapter 4. --- Entering the Mainstream: From Initiation Program to Mainstream Education / Introduction --- p.169 / Looking for a Place in a Mainstream School --- p.172 / Entering the Educational Mainstream --- p.182 / Out of the "Greenhouse" --- p.191 / Future Educational Pathways --- p.198 / Conclusion --- p.208 / Chapter 5. --- Ideologies and Practices of Inclusion/Exclusion: Immigrant Students in Hong Kong’s Education System / Introduction --- p.211 / Perception, Inclusion, Exclusion: Mainlanders and South Asians in Hong Kong --- p.214 / Adapting to Education and Life in a "Greenhouse" --- p.229 / Educational Greenhouse Effect --- p.246 / Conclusion --- p.258 / Chapter 6. --- Socialization and Citizen-Making: The Role of Educators / Introduction --- p.260 / What an Ideal Student Should be Like --- p.264 / The Making of “Ideal Students --- p.267 / Double-Edged Teacher-Student Relationships --- p.300 / Paradoxical Effect of the Attempt to Create "Ideal Students" --- p.305 / Conclusion --- p.313 / Chapter 7. --- The Politics of Belonging: What Does It Mean to Be a Teenage Immigrant Student in Hong Kong? / Introduction --- p.318 / (Re)Evaluating Hong Kong --- p.323 / Positioning Hong Kong in Immigrant Children’s Migration Trajectories --- p.329 / Identity and the Politics of Belonging --- p.341 / Conclusion --- p.352 / Chapter 8. --- Conclusion / Introduction --- p.356 / Theorizing "Envisioned Belonging" --- p.358 / Theorizing the "Educational Greenhouse Effect" --- p.368 / Rethinking Theories of Migration and Education --- p.372 / More Supportive Educational Policies for Immigrant Students --- p.377 / Hong Kong and Immigration --- p.380 / References --- p.383

江光榮. / 論文(哲學博士)--香港中文大學, 2001. / 參考文獻 (p. 173-189) / 中英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / 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. / Jiang Guangrong. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2001. / Can kao wen xian (p. 173-189) / Zhong Ying wen zhai yao.