This study investigated the differences and similarities between full-day programs (FDP) and half-day programs (HDP) in Hong Kong kindergartens in terms of children’s experiences and program quality, as well as in the stakeholders such as parents’, teachers’, and principals’ perspectives. Besides, the study investigated stakeholders’ perceptions about the preference of FDP or HDP and their views about subsidizing FDP. Quantitative and qualitative data were collected to explore the research questions. Findings showed that FDP in Hong Kong is different from HDP, rather than an extension of HDP. Additionally, the stakeholders in Hong Kong prefer FDP and support to subsidize FDP. Findings from the study have significant policy and practice implications to improve overall quality of both programs. / published_or_final_version / Education / Master / Master of Education

by Lai Nai Pang. / Title also in Chinese. / Thesis (M.A.)--Chinese University of Hong Kong, 1981. / Bibliography: leaves 119-123.

譚國安. / 據手稿本影印. / Thesis (M.A.)--香港中文大學敎育學院. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 199-201). / Tan Guo'an. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue yuan. / 緒言：關於本文的研究動機，內容要旨和研究方法 --- p.14 / Chapter 第一章 --- 白沙子總述 / Chapter 一 --- 生平傳略 --- p.31 / Chapter 二 --- 學術地位 --- p.48 / Chapter 三 --- 思想淵源 --- p.66 / Chapter 第二章 --- 白沙子道德教育之一──教材論 / Chapter 一 --- 大則人倫，小則日用 --- p.84 / Chapter 二 --- 四書與六經 千古道在那 --- p.99 / Chapter 第三章 --- 白沙子道德教育之´二´ؤؤ方法論 / Chapter 一 --- 其始在於立誠 --- p.113 / Chapter 二 --- 致虛所以立本 --- p.127 / Chapter 三 --- 養靜便自開大 --- p.155 / Chapter 第四章 --- 白沙子道德教育之三──效用論 / Chapter 一 --- 華落實存 乃浩然自得 --- p.174 / Chapter 二 --- 出處語默 含率乎自然 --- p.190 / Chapter 第五章 --- 若向此邊參得透 始知吾道是中庸 --- p.198 / 參考書目 --- p.201

by Chiu Mo Chi. / Includes questionaire in Chinese. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 73-80). / ABSTRACT --- p.i / ACKNOWLEDGEMENTS --- p.ii / LIST OF FIGURE --- p.v / LIST OF TABLES --- p.vi / Chapter CHAPTER ONE --- INTRODUCTION / Chapter A --- BACKGROUND --- p.1 / Chapter B --- RESEARCH QUESTION --- p.11 / Chapter C --- SIGNIFICANCE OF THE STUDY --- p.12 / Chapter CHAPTER TWO --- LITERATURE REVIEW AND THEORETICAL FRAMEWORK / Chapter A --- THEORIES OF MOTIVATION FOR ADULT LEARNING --- p.14 / Chapter B --- THEORIES OF PARTICIPATION --- p.24 / Chapter C --- THEORIES OF ADULT STUDENT'S RETENTION --- p.33 / Chapter D --- CONTEXTUAL VARIABLES --- p.36 / Chapter E --- CONCEPTION OF THE STUDY --- p.38 / Chapter CHAPTER THREE --- RESEARCH METHODOLOGY / Chapter A --- DEFINITIONS --- p.42 / Chapter B --- HYPOTHESES --- p.45 / Chapter C --- INSTRUMENTATION --- p.46 / Chapter D --- SAMPLING --- p.49 / Chapter E --- DATA ANALYSES --- p.52 / Chapter CHAPTER FOUR --- FINDINGS / Chapter A --- CONTEXTUAL VARIABLES --- p.53 / Chapter B --- "RELATIONSHIP BETWEEN STUDENT SELF-ESTEEM, STUDENT EXPECTATION, CLASSROOM ENVIRON- MENT AND RATE OF CLASS ATTENDANCE" --- p.56 / Chapter CHAPTER FIVE --- DISCUSSION AND CONCLUSIONS --- p.63 / REFERENCES --- p.73 / APPENDICES --- p.81

by Ng Kin On. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1989. / Bibliography : leaves 58-61.

吳榮昌. / "1999年12月" / 論文 (哲學碩士)--香港中文大學, 2000. / 參考文獻 (leaves 156-168) / 附中英文摘要. / "1999 nian 12 yue" / Wu Rongchang. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2000. / Can kao wen xian (leaves 156-168) / Fu Zhong Ying wen zhai yao. / 鳴謝 --- p.i / 論文摘要 --- p.ii / Chapter 第一章 --- 緒論 --- p.1 / Chapter 第二章 --- 文獻硏究 --- p.11 / Chapter 第三章 --- 硏究方法 --- p.43 / Chapter 第四章 --- 理論架構 --- p.55 / Chapter 第五章 --- 香港特區老人教育實施現況 --- p.70 / Chapter 第六章 --- 老人教育在院舍中的實施´ؤ´ؤ以一所護理安老院爲例… --- p.83 / Chapter 第七章 --- 社區老人教育新嘗試´ؤ´ؤ耆英進修學院 --- p.103 / Chapter 第八章 --- 結論與建議 --- p.109 / 附錄一：老人大學1994及1996年度課程簡介 --- p.115 / 附錄二：老人大學「院長的話」 --- p.121 / 附錄三：「老人大學」1994及1996年度學生心聲 --- p.124 / 附錄四：「老人大學」1994及1996年度上課及活動時間表 --- p.127 / 附錄五：耆英進修學院簡章 --- p.131 / 附錄六：耆英進修學院課程資料一覽表 --- p.134 / 附錄七：耆英進修學院「報名須知」、「學生須知」及地址一覽 --- p.146 / 附錄八：耆英進修學院《學生手冊》 --- p.150 / 附錄九：耆英進修學院宣傳海報 --- p.155 / 參考書目 --- p.156

Abstract also in Chinese. / Thesis (M.B.A.)--Chinese University of Hong Kong. / Bibliography: leaf 64.

Teamwork skills have been recognised as one of the key skills required for engineering graduates by industries world-wide, including in China. However, very little work on teamwork teaching has been done in the Chinese context, especially in an academic setting. This context is important as the approach to teamwork is very different in China, but effective teamwork is essential for successful engineering projects. This work researches effective ways to teach technical teamwork skills to large cohorts of engineering students in China. Research is performed in a joint Sino-British bachelor degree programme in China, and the participants are all Chinese engineering students. This work researched the applicability of successful cooperative learning practices from the West to China, by implementing them into a Personal Development Plan module that takes team working as one of its key teaching objectives. It employed quantitative statistical methods to compare different group forming methods, analyse the correlation between team performance and academic performance, and test the validity and reliability of peer rating. The effectiveness of the practice was evaluated based on the qualitative open-ended results, and the cultural appropriateness of the practice was discussed. An MBTI test was done to the students, and it was found higher frequencies of Feeling over Thinking, and Judging over Perceiving. This study also investigated the perspectives of the Chinese engineering students on team working and the way they prefer to learn. For the first time it attempted to put some tests in the group project of a technical module. This work has given a new understanding on how Chinese engineering students react in a cooperative learning practice and their perspectives on teamwork learning. It was found the inherited practices and cultural norms have a big influence on team behaviour, and there is a gap between the declarative knowledge and the skill-based outcomes. In conclusion the cooperative learning practice is generally effective leading to an improved cultural appropriated approach to teamwork teaching being proposed.

In 2007 a new government-funded initial teacher training programme was introduced in China. Emergent problems associated with the implementation of this policy call for a new research agenda that is able to illuminate aspects of the history of teacher education in China. Through the exploration of the hidden and often untold stories of ordinary teachers’ lives from the past, this research project seeks to construct a more authentic and comprehensive historical account of teacher education in China from 1949 to 1982. It also strives to help in raising an awareness among teachers, researchers and policy makers of the significance of reflecting on the history of teacher education, in both individual and collective ways. Three types of qualitative sources, namely documentary, visual and oral data were assembled from archival and online searches, and by the conducting of 40 in-depth oral history interviews. Drawing on former student teachers’ testimonies, this thesis investigates key features and major trends marking the formal pattern of the Chinese teacher education system since the foundation of the People’s Republic of China. It is argued that despite a number of radical structural and theoretical changes brought about by political campaigns over time, from the perspective of the student teachers themselves, continuities were more fundamental in this particular historical period. Aspects central to these continuities were a tiered teacher education system and two major approaches to teacher training. Compared to teacher education in the higher education sector, the normal school approach was recognised as having a systematic advantage in preparing teachers for classroom teaching. This dissertation also scrutinises the impact of educational reforms upon the teaching profession and teachers’ identities (individual and collective) from a rhetorical perspective. Evidence from a variety of documents, visual materials and interviewees’ recollections suggests that, as an inherent linguistic and cultural characteristic of the Chinese language, metaphor, together with narratives and other literary devices, plays an important role in shaping key concepts relevant to teacher education in China. The thesis resists conventional perceptions which associate a collectivist ethos among teachers chiefly with political propaganda, attributing it rather with traditional Chinese cultural values.

Thesis (Ph. D.)--University of California, San Diego, 2008. / Title from first page of PDF file (viewed July 11, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 242-257).