Thesis (M. Ed.)--University of Hong Kong, 2007. / Also available in print.

Thesis (Ed.D.)--Teachers College, Columbia University, 1963. / Typescript; issued also on microfilm. Sponsor: Gordon N. Mackenzie. Dissertation Committee: Arthur W. Foshay, Philip H. Phenix. Includes bibliographical references (leaves 237-247).

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaf 149-154).

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaf 149-154). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 365-370). Also available in print.

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

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

梁偉明. / 論文(碩士) -- 香港中文大學硏究院歷史學部,1995. / 參考文獻: leaves i-ix (5th group) / Liang Weiming. / Chapter 一、 --- 前言 --- p.1-8 / Chapter 二、 --- 政治取向探索期(1946 ´ؤ 1954) --- p.9-32 / Chapter 一一 --- 中文中學復員的困難和分裂 / Chapter 一一 --- 中文中學面對的困難 / Chapter (1) --- 辦學經費 / Chapter (2) --- 師資與敎材 / Chapter (3) --- 學生出路 / Chapter (4) --- 會考課程與辦學方針 / Chapter 一一 --- 小結 / Chapter 三、 --- 經濟需求促變期(1955 ´ؤ 1965) --- p.33 -53 / Chapter 一一 --- 政治民族意識的消磨 / Chapter 一一 --- 中文中學面對的困難 / Chapter (1) --- 學生出路 / Chapter (2) --- 學生流失 / Chapter (3) --- 資金和校舍 / Chapter (4) --- 敎材與課程 / Chapter (5) --- 工業發展對資源分配的壓力 / Chapter (6) --- 香港中文大學的成立 / Chapter 一一 --- 小結 / Chapter 四、 --- 學術目標轉向期（1966-1975 ) --- p.54 -81 / Chapter 一一 --- 中文敎育新路向 / Chapter 一一 --- 中文中學面對的困難 / Chapter (1) --- 學生流失 / Chapter (2) --- 中國語文課程的困局 / Chapter (3) --- 來自政府的壓力 / Chapter (4) --- 中文的地位 / Chapter ´ؤ一 --- 小結 / Chapter 五、 --- 新生角色醞釀期(1976 ´ؤ 1982) --- p.82 ´ؤ107 / Chapter 一一 --- 中文中學面對的困難 / Chapter (1) --- 在學人數縮減 / Chapter (2) --- 僑校意識、政治意識的淡化 / Chapter (3) --- 來自考試的壓力 / Chapter (4) --- 第二次中文運動 / Chapter (5) --- 混亂的語文現象 / Chapter ´ؤ´ؤ --- 新角色的思考 / Chapter ´ؤ´ؤ --- 小結 / Chapter 六、 --- 結論 --- p.108´ؤ118 / 附錄一：中文、中英文中學學校及學生數目一覽表 / 附錄二：國內中學與香港一般中學課程比較表 / 附錄三：1951年頒佈之香港中文中學高中畢業會考中文科課程內容 / 附錄四：〈曾钰成校長訪問稿〉 / 附錄五：1872-1982年創校，現在仍然運作的中文中學一覽表 / 參考書目 / 中文 --- p.i-vi / 英文 --- p.vii-ix

Doctorat en sciences sociales, politiques et économiques / info:eu-repo/semantics/nonPublished

L’histoire des disciplines scolaires est peu développée en Belgique francophone. Pourtant le cours de français, considéré comme fondamental puisqu'au-delà de ses contenus propres il enseigne la langue et la culture de la société, mérite une attention toute particulière. Cette thèse se propose de faire le point sur près de 175 ans d’histoire de la discipline dans l’enseignement secondaire et, en particulier, sur la place qu’occupe et a occupé la littérature française – mais aussi la littérature belge francophone – dans les programmes, les manuels, les débats. Elle explore les pistes qui devraient permettre d’expliquer les rapports existant entre la discipline d’une part et les structures générales de l’enseignement et le poids des idéologies qui sous-tendent celles-ci d’autre part, mais aussi de déterminer la position des enseignants dans les divers débats qui se sont développés. / Doctorat en Langues et lettres / info:eu-repo/semantics/nonPublished