劉潔玲. / 論文(哲學博士)--香港中文大學, 2002. / 參考文獻 (p. 308-329). / 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. / Liu Jieling. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 308-329).

by Wu Yee Man. / Questionnaires in Chinese and English. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 135-141). / Acknowledgments --- p.i / Abstract --- p.ii / Table of contents --- p.iv / List of figures --- p.viii / List of tables --- p.ix / List of abbreviations --- p.xiii / Chapter Chapter One --- Introduction --- p.1 / Chapter Chapter Two --- Background and strategy development --- p.3 / Chapter 2.1 --- Conceptual framework of food consumption behaviour --- p.3 / Chapter 2.2 --- What we know about the diet and health of Hong Kong adolescents --- p.5 / Chapter 2.3 --- Community care and nutrition education in Hong Kong --- p.13 / Chapter 2.4 --- Lessons from nutrition education research and programmes in other nations --- p.18 / Chapter 2.5 --- Conclusion --- p.22 / Chapter Chapter Three --- Methodology --- p.23 / Chapter 3.1 --- Subject selection --- p.23 / Chapter 3.2 --- Theoretical approach and study design --- p.23 / Chapter 3.3 --- Baseline survey --- p.26 / Chapter 3.3.1 --- Focus groups --- p.26 / Chapter 3.3.2 --- Survey instrument --- p.28 / Chapter 3.3.3 --- J Survey implementation: school selection and data collection --- p.29 / Chapter 3.4 --- Intervention programme --- p.31 / Chapter 3.4.1 --- Intervention design --- p.31 / Chapter 3.4.2 --- Intervention activities and their characteristics --- p.33 / Chapter 3.4.2.1 --- Activities and schedule --- p.33 / Chapter 3.4.2.2 --- Key characteristics --- p.34 / Chapter 3.5 --- Evaluation survey --- p.36 / Chapter 3.6 --- Data management and analysis methods --- p.37 / Chapter 3.6.1 --- Focus groups --- p.37 / Chapter 3.6.2 --- Baseline survey --- p.37 / Chapter 3.6.3 --- Intervention programme process evaluation --- p.38 / Chapter 3.6.4 --- Evaluation surveys --- p.38 / Chapter Chapter Four --- Results --- p.40 / Chapter 4.1 --- Focus groups --- p.40 / Chapter 4.1.1 --- General results --- p.40 / Chapter 4.1.2 --- Eating and drinking patterns --- p.42 / Chapter 4.1.3 --- Food knowledge and health awareness --- p.45 / Chapter 4.1.4 --- Food and nutrition promotion in school --- p.48 / Chapter 4.1.5 --- Miscellaneous results --- p.50 / Chapter 4.2 --- Baseline survey --- p.51 / Chapter 4.2.1 --- General subject description --- p.51 / Chapter 4.2.2 --- Eating and drinking patterns --- p.51 / Chapter 4.2.3 --- Food and nutrition knowledge --- p.58 / Chapter 4.2.4 --- Healthy weight maintenance --- p.63 / Chapter 4.2.5 --- Food and nutrition education --- p.67 / Chapter 4.2.6 --- Implications --- p.70 / Chapter 4.2.7 --- Brief summary --- p.70 / Chapter 4.3 --- Intervention programme process evaluation --- p.73 / Chapter 4.4 --- Student outcome evaluation --- p.76 / Chapter 4.4.1 --- General subject description --- p.76 / Chapter 4.4.2 --- Changes in eating and other health-related habits --- p.77 / Chapter 4.4.2.1 --- Breakfast habits --- p.77 / Chapter 4.4.2.2 --- Lunch habits --- p.81 / Chapter 4.4.2.3 --- Dinner habits --- p.87 / Chapter 4.4.2.4 --- Snack habits --- p.87 / Chapter 4.4.2.5 --- Other health-related habits --- p.90 / Chapter 4.4.3 --- Changes in food and nutrition knowledge --- p.93 / Chapter 4.4.4 --- Changes in food and nutrition attitude --- p.97 / Chapter 4.4.5 --- Education group student evaluation of the intervention programme --- p.102 / Chapter 4.4.6 --- Brief summary of student evaluation survey --- p.105 / Chapter 4.5 --- Intervention programme evaluation by the school principals and teachers --- p.110 / Chapter Chapter Five --- Discussion --- p.114 / Chapter Chapter Six --- Conclusions --- p.132 / References --- p.135 / Appendices / Chapter A --- Focus group discussion question guides --- p.A1 / Chapter B --- Baseline questionnaire --- p.A7 / Chapter C --- Weekly programme evaluation forms / School 1 --- p.A33 / School 2 --- p.A43 / Chapter D --- Intervention activity schedules / School 1 --- p.A53 / School 2 --- p.A63 / Chapter E --- Materials for intervention programme activities / Chapter (1) --- Body weight measurement & evaluation --- p.A73 / Chapter (2) --- Demonstration of BMI calculation --- p.A79 / Chapter (3) --- 'Fitness & health' self assessment test --- p.A85 / Chapter (4) --- 'Healthy eating' self assessment test --- p.A89 / Chapter (5) --- Tongue Twister --- p.A93 / Chapter (6) --- "Cross-word puzzles (junior, intermediate & senior levels)" --- p.A94 / Chapter (7) --- Story telling quiz --- p.A97 / Chapter (8) --- Lunch time games --- p.A99 / Chapter (9) --- Healthy foods in the school tuck shop --- p.A100 / Chapter (10) --- Short drama --- p.A101 / Chapter (11) --- Dr. Fit mailbox --- p.A102 / Chapter (12) --- Talk by a dietitian --- p.A112 / Chapter (13) --- "Inter-class nutrition quiz (junior, intermediate & senior levels)" --- p.A113 / Chapter (14) --- Inter-class bulletin board design contest --- p.A134 / Chapter (15) --- Leaflets --- p.A138 / Chapter (16) --- Pamphlet --- p.A141 / Chapter (17) --- Bulletin board exhibition --- p.A144 / Chapter (18) --- Magnet --- p.A145 / Chapter F --- Evaluation questionnaire (additional section) for students --- p.A146 / Chapter G --- Evaluation questionnaire for school principals and teachers / School 1 --- p.A151 / School 2 --- p.A155 / Chapter H --- Baseline survey result data from students --- p.A159 / Chapter I --- Evaluation survey result data from students --- p.A190 / Chapter J --- Evaluation survey result data from school principals and teachers --- p.A251

在香港的中學教育，考試主導文化乃主流，相比學科學習，非學科學習一直處於次等位置，尤以高中為甚。自二零零九年開始，其他學習經歷實施成為新高中課程中一個正規的必修部分，它包羅了五個不同非學科學習範疇，所有高中學生必需參加每一範疇的活動。鼓吹全人發展的擁護者對其他學習經歷產生莫大希冀，期望學生能從中發展均衡人生，並培養出難以從書本中學習、卻需在真實的學習經歷上體會到的正確價值觀和態度。博士生研究員進行了這項質化個案研究，以了解香港學校實施了甚麼其他學習經歷、怎樣、並為何推行。當中審視兩間學校其他學習經歷實施情況，和其中因由的相互影響過程。在批判分析並綜合校長及教師訪問，加上檢視文件後，本研究對有效實施其他學習經歷或類似的教育計畫提出了建議。 / 以 Fullan (2001a) 和Leithwood (1981) 的理論為分析框架，是次研究結果顯示政府由上而下推出的其他學習經歷已改變了香港高中學生的非學科學習。學校實施其他學習經歷得到的主要成果，乃達致了教育局在五個範疇的學習時間要求，同時，當非學科學習以具結構、並規定的其他學習經歷課程出現時，校長、教師和學生便更願意投放時間及其他資源於其中，然而尚需有更多措施以提昇其他學習經歷的質素。在各因素之中，影響其他學習經歷實施最大的因素，是社會文化觀念認為非學科學習只附屬於學科學習，這因素更抵消了學校和教師推動其他學習經歷值得敬佩的努力。在三個要素類別中，本土要素包含最多影響因素，其中教師因素最有利課程。不過實施新高中課程，包括：其他學習經歷卻令教師工作量大幅增加，妨礙其他學習經歷進一步發展。 / 建基於 Fullan (2001a)的清單，並根據本研究結果，研究員提出了十一項影響香港教育改革的因素，作為日後參考。研究對政府促進學校實施其他學習經歷作出不少建議，包括：投放更多資源，並更積極游說大學和向公眾推廣其他學習經歷。同時，學校、公眾和政府亦需要有足夠耐性，讓一個新課程慢慢在學校制度化。 / In Hong Kong, Non-academic Learning (NAL) has long played a peripheral role to academic learning in secondary school education, especially the senior secondary, because of the predominantly examination-oriented culture. First implemented in 2009, Other Learning Experiences (OLE) is now a formal, compulsory component of the New Senior Secondary Curriculum (NSSC), requiring student participation in in five areas of NAL. It has brought hopes to advocates of Whole-person Development (WPD) that students could develop a balanced life and values and attitudes that could not be learnt in textbooks but through authentic learning experiences. To understand what, how and why the OLE has been implemented, the doctoral researcher has carried out a qualitative case study examining the implementation of OLE and the interplay of factors underlying the process at two schools. Based on a critical analysis of the interviews with the parties involved in OLE implementation, including the principals and teachers, alongside scrutiny of related documents, this study presents recommendations on how OLE and similar educational initiatives can be more effectively implemented. / Analyzed using a framework developed from Fullan (2001) and Leithwood (1981), results in this study indicate that the top-down OLE stipulated by the government has effectively initiated changes in NAL of senior secondary students in Hong Kong. OLE has achieved partial success mainly in terms of meeting time requirements for the five areas set by the Education Bureau (EDB). There has also been a rise in the status of NAL now required and structured as OLE, which heightened the willingness of the principals, teachers and students to inject time and other resources to OLE. However, measures in bolstering quality of OLE have yet to be intensified. Amid the many factors, cultural and societal perceptions of NAL as subsidiary to academic learning are the major factor that counteracts the praiseworthy effort made by schools and teachers. Local factors were the most influential among the three categories of factors, with factors of the teachers presenting the most favorable effects to the curriculum. Nevertheless, the large teachers’ workload incurred by NSSC implementation hindered further development of OLE. / From the findings of this study and Fullan’s (2001a) list, the researcher has proposed a list of 11 factors to be considered in Hong Kong-based education reform initiatives. There are many recommendations concerning how the government may facilitate OLE implementation in schools, for example, by allocating more resources to relieve teachers’ workload and by being more proactive in lobbying universities as well as promoting OLE to the public. Considerable patience is also suggested for the schools, the public and the government to allow gradual institutionalization of a new curriculum in schools. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Leung, Kwok Wai Masa. / Thesis (Ed.D) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 293-313). / Abstracts also in Chinese.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

by Wan Cheuk Wing. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves p. 166-183). / Abstracts in English and Chinese. / Acknowledgements --- p.i / Abstract --- p.ii-iii / Abstract (Chinese Version) --- p.iv / Table of Contents --- p.v-xi / List of Figures --- p.xii / List of Tables --- p.xiii-xxiii / List of Abbreviations --- p.xxiiv / Chapter CHAPTER ONE: --- INTRODUCTION / Chapter 1.1 --- "Socioeconomic, dietary and epidemiological transformation" --- p.1 / Chapter 1.1.1 --- Low breastfeeding rate --- p.3 / Chapter 1.1.2 --- Breakfast skipping --- p.6 / Chapter 1.1.3 --- Popularity of eating out --- p.8 / Chapter 1.1.4 --- Lack of school lunch surveillance or policy --- p.10 / Chapter 1.1.5 --- Frequent unhealthy snack consumption --- p.11 / Chapter 1.1.6 --- Physical inactivity --- p.12 / Chapter 1.2 --- "Childhood and Adolescent obesity determinants, trends and consequences" --- p.13 / Chapter 1.3 --- "Physiological, psychosocial and economic determinants of childhood and adolescent obesity" --- p.16 / Chapter 1.4 --- Adolescence - Critical period of habit development --- p.17 / Chapter 1.4.1 --- "Factors affecting eating and physical activity patterns: peers, television and the school environment" --- p.18 / Chapter 1.5 --- The education system in Hong Kong and United States --- p.20 / Chapter 1.5.1 --- Principles of effective nutrition curriculum development --- p.23 / Chapter 1.6 --- Study Design and Theoretical Approach of study --- p.23 / Chapter CHAPTER TWO: --- METHODOLOGY / Chapter 2.1 --- Target Population Determination --- p.28 / Chapter 2.2 --- Recruitment & Geographical Distribution of Schools --- p.28 / Chapter 2.2.1 --- Familiarization with School Background --- p.30 / Chapter 2.3 --- Focus groups --- p.31 / Chapter 2.4 --- "Questionnaire Development, Instrument Design and Pre-testing" --- p.32 / Chapter 2.4.1 --- Questionnaire Development --- p.32 / Chapter 2.4.2 --- Socio-demographic --- p.33 / Chapter 2.4.3 --- Breastfeeding --- p.33 / Chapter 2.4.4 --- "Dietary - Healthy Diet Pyramid, Healthy Breakfast, Healthy Lunch, Healthy Snack, Healthy Eating Out" --- p.33 / Chapter 2.4.5 --- Physical Activity --- p.34 / Chapter 2.4.6 --- Pretesting --- p.35 / Chapter 2.4.7 --- Sampling Method --- p.35 / Chapter 2.4.8 --- Student Helpers Training --- p.36 / Chapter 2.4.9 --- Data Collection --- p.37 / Chapter 2.4.10 --- Fun-In-Seven Logo --- p.37 / Chapter 2.5 --- Intervention Program --- p.38 / Chapter 2.5.1 --- Planning the Intervention Programs - Health Committee Establishment --- p.38 / Chapter 2.5.2 --- "Intervention Activities, Curriculum Design and Implementation" --- p.39 / Chapter 2.6 --- Evaluations --- p.45 / Chapter 2.6.1 --- Process Evaluation --- p.45 / Chapter 2.6.2 --- Outcome Evaluation --- p.45 / Chapter 2.7 --- Data Management --- p.46 / Chapter 2.7.1 --- Data Processing --- p.46 / Chapter 2.7.2 --- Statistics --- p.46 / Chapter 2.7.3 --- Data Analysis --- p.47 / Chapter CHAPTER THREE: --- RESULTS / Chapter 3.1 --- Participation rate of the study --- p.52 / Chapter 3.2 --- Pre-intervention survey results --- p.52 / Chapter 3.2.1 --- General sociodemographic characteristics of students --- p.52 / Chapter 3.2.2 --- Self-evaluated nutrition scores --- p.53 / Chapter 3.2.3 --- Breastfeeding --- p.55 / Chapter 3.2.4 --- Healthy Diet Pyramid --- p.61 / Chapter 3.2.5 --- Healthy breakfast awareness and practices --- p.64 / Chapter 3.2.6 --- "Eating out knowledge, attitudes and practices" --- p.68 / Chapter 3.2.7 --- Healthy Lunch --- p.73 / Chapter 3.2.8 --- Snack patterns --- p.77 / Chapter 3.2.9 --- Physical Activity --- p.81 / Chapter 3.2.10 --- Summary Profile of the Secondary Students in the Pre-intervention Survey --- p.92 / Chapter 3.3 --- Outcome evaluation --- p.95 / Chapter 3.4 --- Post-intervention Survey --- p.95 / Chapter 3.4.1 --- General sociodemographic characteristics of students --- p.95 / Chapter 3.4.2 --- Changes in self-rated nutrition knowledge --- p.96 / Chapter 3.4.3 --- Intervention effects on of breastfeeding knowledge and attitudes --- p.97 / Chapter 3.4.4 --- Healthy Diet Pyramid and healthy eating awareness --- p.104 / Chapter 3.4.5 --- Breakfast --- p.109 / Chapter 3.4.6 --- Eating Out --- p.113 / Chapter 3.4.7 --- Lunch --- p.117 / Chapter 3.4.8 --- Snacking --- p.121 / Chapter 3.4.9 --- Physical Activity --- p.128 / Chapter 3.4.10 --- "Changes in students' knowledge, attitude, and behavior after the intervention programme" --- p.140 / Chapter 3.5 --- Summary Profile of the Secondary Students in the Post-intervention Survey --- p.145 / Chapter CHAPTER FOUR: --- DISCUSSION / Chapter 4.1 --- Impacts of Fun-in-Seven programmes --- p.150 / Chapter 4.1.1 --- Breastfeeding --- p.150 / Chapter 4.1.2 --- Healthy Diet Pyramid --- p.151 / Chapter 4.1.3 --- Healthy Breakfast --- p.152 / Chapter 4.1.4 --- Lunch --- p.153 / Chapter 4.1.5 --- Snacking --- p.155 / Chapter 4.1.6 --- Physical Activity --- p.156 / Chapter 4.2 --- Strengths of the intervention programme --- p.157 / Chapter 4.3 --- Limitations and problems encountered --- p.159 / Chapter 4.4 --- Recommendations for further improvement --- p.161 / Chapter CHAPTER FIVE: --- CONCLUSION --- p.165 / References --- p.166-180 / Appendices / Chapter A --- Questionnaire for Teacher/Principal (English version) --- p.181-183 / Chapter B --- Secondary School Background Information (English version) --- p.184-195 / Chapter CI --- Questionnaire (Chinese version) --- p.196-209 / Chapter CII --- Questionnaire (English version) --- p.210-224 / Chapter D --- Pamphlets for seven themes (Chinese and English versions) --- p.225-257 / Chapter E --- Worksheets & Certificates (Chinese and English versions) --- p.258-283 / Chapter F --- Activities photos (English version) --- p.284-288 / Chapter G --- Summary of materials and activities of each theme in Fun-in-Seven (Chinese version) --- p.289 / Chapter HI --- Breastfeeding and Physical Activity Process Evaluation Questionnaire (Chinese version) --- p.290-291 / Chapter HII --- Breastfeeding and Healthy Diet Pyramid Process Evaluation Questionnaire (English version) --- p.292-294 / Chapter JI --- "Physical Activity, Breakfast, Lunch, Eat Out, Snack Outcome Evaluation (Chinese version) - School 1" --- p.295-299 / Chapter JII --- "Physical Activity, Breakfast, Lunch, Eat Out, Snack Outcome Evaluation (English version)" --- p.300-305 / Chapter KI --- "Physical Activity, Breakfast, Lunch, Eat Out, Snack Outcome Evaluation (Chinese version) - School 2" --- p.306-309 / Chapter KII --- "Physical Activity, Breakfast, Lunch, Eat Out, Snack Outcome Evaluation (English version) ´ؤ School 2" --- p.310-313 / Chapter LI --- "Physical Activity, Breakfast, Lunch, Eat Out, Snack Outcome Evaluation (Chinese version) ´ؤ School 3" --- p.314-317 / Chapter LII --- "Physical Activity, Breakfast, Lunch, Eat Out, Snack Outcome Evaluation (English version) ´ؤ School 3" --- p.318-322 / Chapter MI --- Teacher's Outcome Evaluation Form (Chinese version) ´ؤ School --- p.323-324 / Chapter MII --- Teacher's Outcome Evaluation Form (English version) 一 School --- p.325-327 / Chapter NI --- Teacher's Outcome Evaluation Form (Chinese version) ´ؤ School --- p.328-329 / Chapter NII --- Teacher's Outcome Evaluation Form (English version) - School --- p.330-332 / Chapter PI --- Teacher's Outcome Evaluation Form (Chinese version) - School --- p.333-334 / Chapter PII --- Teacher's Outcome Evaluation Form (English version) 一 School --- p.335-337 / Chapter QI --- Health Ambassador's Outcome Evaluation Form (Chinese version) --- p.338-339 / Chapter QII --- Health Ambassador's Outcome Evaluation Form (English version) --- p.340-341