published_or_final_version / Education / Doctoral / Doctor of Philosophy

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

梁家麟. / 手稿本. / Thesis (Ph.D)--香港中文大學硏究院中國文化硏究學部. / Shou gao ben. / Includes bibliographical references (v. 3, leaves 999-1077). / Liang Jialin. / Thesis (Ph.D)--Xianggang Zhong wen da xue yan jiu yuan Zhongguo wen hua yan jiu xue bu. / 前言 --- p.1 / Chapter 第一章 --- 初叩一口通商之門(一八○七至一八三九) --- p.16 / Chapter 第二章 --- 突破通商口岸(一八四二至一八六○) --- p.65 / Chapter 第三章 --- 傳教教育的奠立 --- p.94 / Chapter 第四章 --- 傳教解除與全省開放(一八六○至一八九九) --- p.129 / Chapter 第五章 --- 高等化與系統化 --- p.211 / Chapter 第六章 --- 飛躍的時代(一九○○至一九二○) --- p.249 / Chapter 第七章 --- 傳教教育與中國社會變遷 --- p.342 / Chapter 第八章 --- 民族怒潮的撼擊（一九二○至一九二七） --- p.420 / Chapter 第九章 --- 從傳教教育到基督教教育(一九二七至一九三六) --- p.519 / Chapter 第十章 --- 在政治劇變中結束(一九三七至一九五三) --- p.631 / Chapter 第十一章 --- 結論 ─ 建立一個基督教教育的全面解說 --- p.712 / 注釋 --- p.732 / 參考書目 --- p.999

by Wong Wai Yin, Brian. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves 117-124. / Abstract / Acknowledgements / Content / List of Tables / List of Figures / Chapter Chapter 1 --- Introduction --- p.1 / Chapter Chapter2 --- Literature Review / Chapter 2.1 --- Vocational and Technical Education --- p.5 / Chapter 2.2 --- Theories in the Economics of Education --- p.8 / Chapter 2.3 --- Theories in the Sociology of Education / Chapter 2.3.1 --- Arguments in the concept of Social Stratification --- p.17 / Chapter 2.3.2 --- Status Attainment Researches --- p.21 / Chapter 2.4 --- Related Findings in Hong Kong --- p.29 / Chapter 2.5 --- Related Findings in Other Areas --- p.35 / Chapter 2.6 --- Education in Hong Kong / Chapter 2.6.1 --- Development of the Hong Kong Education System --- p.38 / Chapter 2.6.2 --- The School Ladder --- p.41 / Chapter Chapter 3 --- Research Methodology and the Hypotheses / Chapter 3.1 --- Research Problems --- p.46 / Chapter 3.2 --- Areas of Investigation: Theoretical Framework & the Research Methodology / Chapter 3.2.1 --- Family Background and the Choice of Education --- p.48 / Chapter 3.2.2 --- Effect of Vocational and Technical Education on earnings --- p.49 / Chapter 3.2.3 --- Influence of Family Background --- p.51 / Chapter 3.3 --- Hypotheses --- p.53 / Chapter 3.4 --- The Data Set --- p.55 / Chapter Chapter 4 --- Results and Interpretations / Chapter 4.1 --- Relation between Family Background and the Choice of Type of Education --- p.59 / Chapter 4.2 --- Analysis of the Effect of Vocational and Technical Education on Earnings --- p.68 / Chapter 4.3 --- Influence of Family Background on Earnings through the Choicein Type of Education --- p.76 / Chapter Chapter 5 --- Conclusion / Chapter 5.1 --- Summary of Findings --- p.100 / Chapter 5.2 --- Further Discussion / Chapter 5.2.1 --- Different Impacts from Different Levels of Vocational and Technical Education --- p.102 / Chapter 5.2.2 --- Influence from Government --- p.105 / Chapter 5.2.3 --- Effect of Family Background on Choice of Type of Education and Earnings --- p.106 / Chapter 5.3 --- Suggestion on Further Investigation --- p.110 / Chapter Appendix 1 --- The Hong Kong Education System / Chapter Appendix 2 --- Course Structurre of Technical Education / Chapter Appendix 3 --- Variables of the Study / Bibliography

by Hon Hau-sut. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1990. / Bibliography: leaves 106-118. / LIST OF TABLES --- p.iv / LIST OF FIGURES --- p.v / ACKNOWLEDGMENTS --- p.vi / ABSTRACT --- p.vii / Chapter CHAPTER ONE --- INTRODUCTION / Chapter 1.1 --- The Problem and its Background --- p.1 / Chapter 1.2 --- Purposes of the Study --- p.2 / Chapter CHAPTER TWO --- LITERATURE REVIEW AND THEORETICAL FRAMEWORK / Chapter 2.1 --- Research on Teaching Educationally Disadvantaged Students --- p.5 / Chapter 2.1.1 --- Definition and Characteristics of the Educationally Disadvantaged / Chapter 2.1.2 --- Consequences of Inaction to Educational Disadvantage / Chapter 2.1.3 --- Measures Commonly Used to Help the Educationally Disadvantaged / Chapter 2.1.4 --- General Principles of Effective Programs / Chapter 2.2 --- The Theory and Strategy of Mastery Learning --- p.12 / Chapter 2.2.1 --- The Carroll Model of School Learning / Chapter 2.2.2 --- The Theory of Mastery Learning / Chapter 2.2.3 --- The Instructional strategy of Mastery Learning / Chapter 2.2.4 --- The Bloom Model of School Learning / Chapter 2.3 --- Defining Features of Mastery Learning --- p.25 / Chapter 2.3.1 --- The Philosophy / Chapter 2.3.2 --- The Curriculum / Chapter 2.3.3 --- The Instruction / Chapter 2.3.4 --- The Assessments / Chapter 2.3.5 --- The Teaching / Chapter 2.4 --- Review of Research on Mastery Learning Programs --- p.36 / Chapter 2.4.1 --- General Achievement / Chapter 2.4.2 --- Specific Achievement / Chapter 2.4.3 --- Knowledge Retention / Chapter 2.4.4 --- Variability in Achievement / Chapter 2.4.5 --- Time-on-Task and Learning Rate / Chapter 2.4.6 --- Student Affects / Chapter 2.5 --- Effectiveness of Mastery Learning on the Education of Disadvantaged Students --- p.50 / Chapter 2.6 --- Mastery Learning Studies Conducted in Hong Kong --- p.53 / Chapter 2.7 --- Problems Requiring Further Research --- p.55 / Chapter 2.7.1 --- The Problems / Chapter 2.7.2 --- Summary / Chapter CHAPTER THREE --- METHOD OF STUDY / Chapter 3.1 --- The Conceptual Framework --- p.62 / Chapter 3.2 --- Research Questions and Hypotheses --- p.64 / Chapter 3.3 --- Variables --- p.66 / Chapter 3.3.1 --- Independent Variables / Chapter 3.3.2 --- Dependent Variables / Chapter 3.4 --- Design of the Study --- p.72 / Chapter 3.4.1 --- Characteristics of Educationally Disadvantaged Students in Hong Kong and Selection of Subjects / Chapter 3.4.2 --- Assignment of Teachers / Chapter 3.4.3 --- Academic Content / Chapter 3.4.4 --- Experimental Procedure / Chapter 3.4.5 --- Experimental Design and Data Analysis / Chapter CHAPTER FOUR --- RESULTS AND INTERPRETATION / Chapter 4.1 --- Reliability of the Instruments --- p.85 / Chapter 4.2 --- Initial Comparability of the Experimental and Control Groups --- p.87 / Chapter 4.3 --- Cognitive and Affective Outcomes --- p.89 / Chapter 4.3.1 --- Cognitive Outcomes / Chapter 4.3.2 --- Affective Outcomes / Chapter CHAPTER FIVE --- CONCLUSIONS AND IMPLICATIONS / Chapter 5.1 --- Conclusions --- p.96 / Chapter 5.2 --- Discussion --- p.100 / Chapter 5.3 --- Limitations --- p.103 / Chapter 5.4 --- Implications --- p.104 / REFERENCES / APPENDIXES / Chapter 1 --- Mastery Orientation Sheet / Chapter 2 --- Science Mastery Chart / Chapter 3 --- Mastery Certificate / Chapter 4 --- Table of Specifications / Chapter 5 --- Formative Tests / Chapter 6 --- Summative Tests / Chapter 7 --- Long-Term Retention Test / Chapter 8 --- Corrective Exercises / Chapter 9 --- Attitudes Towards Science Inventory / Chapter 10 --- General Self-Concept Inventory / Chapter 11 --- Academic Self-Concept Inventory

by Ma Yat Bong. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves 99-104. / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.viii / LIST OF FIGURE --- p.xi / LIST OF APPENDICES --- p.xii / ACKNOWLEDGEMENT --- p.xiii / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter CHAPTER 2 --- DEFINING THE RESEARCH PROBLEM --- p.3 / Chapter 2.1 --- "Scope of Adult Education, Continuing Education and Adult Continuing Education" --- p.3 / Chapter 2.2 --- Justification for the Development of Adult Continuing Education --- p.5 / Chapter 2.3 --- Importance of the Economic Justification for the Development of Adult Continuing Education --- p.6 / Chapter 2.3.1 --- Human Capital Theory --- p.7 / Chapter 2.3.2 --- Adult Education as Post-School Human Capital Investment --- p.7 / Chapter 2.4 --- Studies on the Economic Impact of Adult Continuing Education --- p.9 / Chapter 2.5 --- Difficulties in Identifying the Economic Impact --- p.10 / Chapter 2.6 --- Statement of Research Problem --- p.11 / Chapter CHAPTER 3 --- A REVIEW OF SELECTED LITERATURE --- p.13 / Chapter 3.1 --- Economic Role of Adult Continuing Education --- p.13 / Chapter 3.1.1 --- Basic Education for Remedial Purposes --- p.14 / Chapter 3.1.2 --- Training and Retraining for Vocational Skills --- p.15 / Chapter 3.1.3 --- Employers' Sponsor and Corporate Effort Investment --- p.16 / Chapter 3.2 --- Adult Continuing Education and Earnings --- p.17 / Chapter 3.2.1 --- Earnings and Programmes at Postgraduate Level --- p.17 / Chapter 3.2.2 --- Earnings and Programmes for Employment and Training --- p.19 / Chapter 3.2.3 --- Earnings and Resource Conversion from Youth Education to Adult Continuing Education --- p.21 / Chapter CHAPTER 4 --- DEVELOPMENT OF INSTITUTIONALIZED ADULT CONTINUING EDUCATION IN HONG KONG --- p.25 / Chapter 4.1 --- Historical Background and Its Recent Development --- p.25 / Chapter 4.2 --- Adult Continuing in Hong Kong - Agencies --- p.29 / Chapter 4.3 --- Aims at Increasing Productivity and Earnings of Participants --- p.31 / Chapter CHAPTER 5 --- RESEARCH METHODOLOGY AND THE HYPOTHESES --- p.33 / Chapter 5.1 --- The Theoretical Framework and Research Methodology --- p.33 / Chapter 5.2 --- Areas of Investigation --- p.34 / Chapter 5.3 --- The Hypotheses --- p.35 / Chapter 5.3.1 --- Testing of Earnings Differentials and Participation in Adult Continuing Education --- p.35 / Chapter 5.3.2 --- Testing of Earnings Differentials and Employment in Matched Work Fields --- p.36 / Chapter 5.4 --- Methods of Analysis --- p.36 / Chapter 5.4.1 --- Characteristics of Participants of Adult Continuing Education --- p.36 / Chapter 5.4.2 --- Concurrent Earnings Premiums for Participants of Adult Continuing Education --- p.37 / Chapter 5.4.3 --- Earnings Advantages for Participants whose Employment is Matched with their Study Field --- p.39 / Chapter 5.5 --- The Data Set and the Variables --- p.41 / Chapter CHAPTER 6 --- FINDINGS --- p.45 / Chapter 6.1 --- Characteristics of Participants --- p.45 / Chapter 6.1.1 --- Activity Status --- p.46 / Chapter 6.1.2 --- Age --- p.47 / Chapter 6.1.3 --- Sex --- p.47 / Chapter 6.1.4 --- Programme Level --- p.48 / Chapter 6.1.5 --- Occupation --- p.48 / Chapter 6.1.6 --- Industry of Main Employment --- p.49 / Chapter 6.1.7 --- Field of Study --- p.51 / Chapter 6.1.8 --- Participation Rate --- p.51 / Chapter 6.2 --- Estimates of Regression Coefficients of Respective Earnings Functions --- p.70 / Chapter 6.2.1 --- Concurrent Earnings Premiums for Participants of Adult Continuing Education --- p.70 / Chapter 6.2.2 --- Earnings Advantages for Participants whose Employment is Matched with their Study Field --- p.72 / Chapter 6.3 --- Testing of Hypotheses --- p.86 / Chapter CHAPTER 7 --- CONCLUSIONS AND RECOMMENDATIONS --- p.88 / Chapter 7.1 --- Characteristics of Participants --- p.88 / Chapter 7.1.1 --- Programme Orientation and Clientele --- p.88 / Chapter 7.1.2 --- Disparities among Participants --- p.89 / Chapter 7.2 --- Concurrent Earnings Premiums for Participants of Adult Continuing Education --- p.89 / Chapter 7.2.1 --- Justification of Employer-sponsored Programmes --- p.90 / Chapter 7.2.2 --- Motivation of Individual Participants --- p.90 / Chapter 7.2.3 --- Overcome of Brain-drain --- p.91 / Chapter 7.3 --- Earnings Advantages for Participants whose Employmentis Matched with their Study Field --- p.92 / Chapter 7.3.1 --- Remuneration Structure --- p.92 / Chapter 7.3.2 --- Adaptation to Technological Change --- p.93 / Chapter 7.3.3 --- Programme Quality --- p.94 / Chapter 7.3.4 --- Economic Performance of Individual Industries --- p.94 / Chapter 7.4 --- Recommendations --- p.95 / Chapter 7.5 --- Concluding Remark --- p.98 / BIBLIOGRAPHY --- p.99 / APPENDICES --- p.105

Existing research on multilingual acquisition indicates that multilingual learners confront challenges not only in mastering new linguistic forms, but also in forming new identities, and especially when the languages concerned are socially and linguistically distant. This study shows that ethnic minority students in China (referred in particular as ‘ethnic multilingual learners’ or EMLs in this study) at universities can face more challenges than the ethnic majority, Han, when they choose to study English as their major subject. The Han’s content and method in English learning are straitjacketed upon them. The environment is unfamiliar to EMLs, and the EMLs are often regarded as “strangers” to the place. Their problems include the national examination system, medium of instruction, learning difficulties, psychological issues and cultural exclusion. The current educational policies in China intend to protect the educational rights of ethnic minorities, but ignore the role of education in inheriting and capitalizing their ethnic cultures. The current university curricula mainly focus on subject knowledge building and patriotic education. As a result, the “cultural self-consciousness” and “cultural capital” of EMLs are less emphasized and encouraged. Data are collected on two female ethnic minority students at Yunnan University of Nationalities (YUN) through ethnographic interview, autobiography, oral narrative, online chatting and field observation. It provides information at a micro level, on how the two students, who have successfully navigated through Chinese education system to the tertiary level, try their best to excel in the education system of YUN with English language as their major subject and construct their multiple identities, and what important factors are affecting such identity construction. The findings suggest that they negotiate their multiple identities successfully through their active engagements on and off the university campus to become legitimate participants in various “communities of practice”. These identities are shaped partly by their own heritage and partly by the present sociopolitical realities in China. Drawing mainly on poststructuralist and multicultural education theories, the study also examines the power relationship exercised in YUN and discusses the impact of this power relationship on the identities formation of the target informants. The national and local policies as well as the curriculum structures of YUN are analyzed to identify the implicit power relationship that mainly causes tensions to the education and language learning of EMLs. It is argued that multiculturalism, as a discourse of education, may help to ease the tension between being an ethnic minority and a Chinese national, and reduce the danger of assimilation and marginalization of these EMLs. To achieve the goal of multilingual education based on the notion of multiculturalism, a “collaborative” power relationship which facilitates the empowerment rather than disempowerment of EMLs should be the goal in China according to the framework of “ethnic diversity within national unity”. It is envisaged that with such multicultural mentality, EMLs will be more able to act not only as manpower for raising productivity of the country, but also as agents for social transformation and in the end become citizens of the cosmopolitan world. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

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