by Sandra Wong King Yee. / Thesis (M.S.W.)--Chinese University of Hong Kong, 1987. / Bibliography: leaves 155-163.

據手稿本影印. / Thesis (M.A.)--香港中文大學. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 125-182). / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一章 --- 引論 --- p.1 / Chapter (一) --- 研究目的 --- p.1 / Chapter (二) --- 文獻評述 --- p.4 / Chapter (三) --- 研究方法 --- p.5 / Chapter 第二章 --- 黎族概況 --- p.12 / Chapter (一) --- 地理環境 --- p.12 / Chapter (二) --- 歷史背景 --- p.14 / Chapter 第三章 --- 中國政府的少數民族政策 --- p.19 / Chapter 第四章 --- 中國政府對黎族的教育政策 --- p.25 / Chapter (一) --- 第一期　自宋至清 --- p.25 / Chapter (二) --- 第二期　民國期間 --- p.28 / Chapter (三) --- 第三期　中華人民共和國成立以後 --- p.32 / Chapter 第五章 --- 四個現代化方針下的黎族人民教育 --- p.38 / Chapter (一) --- 地方自治權 --- p.39 / Chapter (二) --- 教育投資的變化 --- p.39 / Chapter (三) --- 黎族原有文化的發展 --- p.41 / Chapter (四) --- 黎族教育的現況 --- p.42 / Chapter 1 --- 教育行政 --- p.43 / Chapter 2 --- 學制 --- p.53 / Chapter 3 --- 教育內容 --- p.62 / Chapter 4 --- 教師訓練 --- p.71 / Chapter 第六章 --- 黎族教育發展的幾個問題 --- p.83 / Chapter 第七章 --- 黎族教育的檢討與前景 --- p.88 / Chapter 附錄 --- 附錄 --- p.100 / Chapter (一) --- 原始資料 / Chapter 1 --- 海南島地圖 --- p.100 / Chapter 2 --- 歷史實地考察所得的資料 --- p.102 / Chapter (1) --- 廣東市教育局 --- p.102 / Chapter (2) --- 廣東民族學院 --- p.102 / Chapter (3) --- 廣東省民族研究所 --- p.108 / Chapter (4) --- 海南島苗族自治州 --- p.108 / Chapter A --- 計劃 --- p.108 / Chapter B --- 日程 --- p.109 / Chapter C --- 田野工作經過 --- p.110 / Chapter D --- 海南島黎族苗族自治州教育局 --- p.112 / Chapter E --- 州師範學校（各族並收) --- p.115 / Chapter F --- 番茅小學（只收黎族） --- p.118 / Chapter G --- 州立衛生學校（各族並收） --- p.126 / Chapter H --- 州立中學（重點中學）（各族並收） --- p.157 / Chapter I --- 崖縣田獨新村小學（只收黎族） --- p.157 / Chapter J --- 田獨小學附中（只收黎族） --- p.165 / Chapter K --- 崖縣幼兒園（各族並收） --- p.166 / Chapter L --- 樂東縣縣立民族中學 （只收黎族） --- p.170 / Chapter M --- 樂東縣縣長介紹的教育情況 --- p.172 / Chapter N --- 海南師專（行政區高等學院） --- p.173 / Chapter O --- 瓊台師範（行政區師範學校） --- p.174 / Chapter (二) --- 參考文獻 --- p.175 / Chapter 1 --- 一般性的文獻 --- p.175 / Chapter 2 --- 關於民族問題的民獻 --- p.176 / Chapter 3 --- 關於少數民族問題的文獻 --- p.176 / Chapter 4 --- 關於中國的少數民族問題的文獻 --- p.176 / Chapter 5 --- 關於海南島的文獻 --- p.178 / Chapter 6 --- 關於黎族的文獻 --- p.179 / Chapter 7 --- 關於教育的文獻 --- p.179 / Chapter 8 --- 報章與期刊 --- p.181

by Chow Siu-wah. / Added title page in Chinese and English. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references. / ACKNOWLEDGMENTS / ABSTRACT / Chapter CHAPTER I： --- STATEMENT OF THE PROBLEM / Chapter (a) --- The Emergence of the State-Sponsored Education System --- p.1 / Chapter (b) --- Investigation on Mass Education --- p.3 / Chapter (c) --- The Case of Hong Kong --- p.5 / Chapter CHAPTER II： --- REVIEW OF LITERATURE / Chapter (a) --- Explanation of the Origin of Mass Schooling --- p.8 / Chapter (b) --- The Institutional Theory --- p.14 / Chapter (c) --- The State Theories --- p.21 / Chapter (i) --- "The ""neutral"" state" --- p.23 / Chapter (ii) --- Class nature of the state --- p.27 / Chapter (iii) --- Interest mediation by the state --- p.34 / Chapter (d) --- The State in a World System --- p.36 / Chapter CHAPTER III： --- THE STUDY / Chapter (a) --- Theoretical Framework --- p.45 / Chapter (b) --- The Hong Kong Context --- p.51 / Chapter (c) --- Periodization of the Development of Education in Hong Kong --- p.53 / Chapter (d) --- The Research Problem --- p.58 / Chapter (e) --- Methodology of the study --- p.61 / Chapter (f) --- Documentation --- p.66 / Chapter CHAPTER IV: --- THE EARLY YEARS OF HONG KONG / Chapter (a) --- The Systemic Imperatives --- p.68 / Chapter (b) --- The Institutional Imperatives --- p.73 / Chapter (c) --- Development of education from 1841 to 1860 --- p.78 / Chapter (i) --- A review of the education policy --- p.78 / Chapter (ii) --- Systemic imperatives on education --- p.81 / Chapter (iii) --- Insititutional imperatives on education --- p.83 / Chapter (iv) --- Mediation of interest groups --- p.87 / Chapter CHAPTER V： --- COMPULSORY EDUCATION IN HONG KONG / Chapter (a) --- The Systemic Imperatives --- p.97 / Chapter (b) --- The Institutional Imperatives --- p.104 / Chapter (c) --- Development of education from 1971 to 1978 --- p.113 / Chapter (i) --- A review of the education policy --- p.113 / Chapter (ii) --- Systemic imperatives on education --- p.117 / Chapter (iii) --- Institutional imperatives on education --- p.118 / Chapter (iv) --- Mediation of interest groups --- p.122 / Chapter CHAPTER VI: --- CONCLUSION / Chapter (a) --- The Findings of the Study --- p.137 / Chapter (b) --- Significance of Study --- p.144 / Chapter (c) --- Limitations --- p.145 / Chapter (d) --- Suggestion for Further Studies --- p.146

Ko Chi-Chung Andre. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 257-266). / Abstracts in English and Chinese. / Abstract --- p.ii / Acknowledgements --- p.v / Table of contents --- p.vii / List of figures --- p.x / List of tables --- p.x / List of abbreviations --- p.xii / Chapter Chapter 1 --- Introduction / Chapter 1.1 --- Background of the study --- p.1 / Chapter 1.2 --- Statement of the problem situation --- p.2 / Chapter 1.3 --- Purpose and significance of study --- p.4 / Chapter 1.4 --- Research questions --- p.5 / Chapter 1.5 --- Delimitation of the study --- p.6 / Chapter 1.6 --- Definition of key concepts --- p.7 / Chapter 1.7 --- Outline of the remainder of the thesis --- p.17 / Chapter Chapter 2 --- Literature review I: Environmental education and science education / Chapter 2.1 --- Overview of the literature review --- p.19 / Chapter 2.2 --- Understanding environmental education --- p.19 / Chapter 2.3 --- Present status of environmental education in Hong Kong schools --- p.28 / Chapter 2.4 --- Environmental education and science education --- p.30 / Chapter 2.5 --- Summary --- p.37 / Chapter Chapter 3 --- Literature review II: Research issues relevant to teaching environmental education / Chapter 3.1 --- Environmental education as a field of study and its paradigm of research --- p.39 / Chapter 3.2 --- The study of teachers' perceptions and practices --- p.42 / Chapter 3.3 --- Framework of analysis --- p.53 / Chapter 3.4 --- Research related to teachers' perceptions and practices --- p.58 / Chapter 3.5 --- Summary --- p.66 / Chapter Chapter 4 --- Research design / Chapter 4.1 --- Overview of the research design --- p.68 / Chapter 4.2 --- Research questions and associated research methods --- p.70 / Chapter 4.3 --- Questionnaire survey --- p.71 / Chapter 4.4 --- In-depth interview --- p.79 / Chapter Chapter 5 --- Curriculum analysis / Chapter 5.1 --- Overview of curriculum analysis --- p.86 / Chapter 5.2 --- Background the curriculum --- p.86 / Chapter 5.3 --- Characteristics of the curriculum --- p.91 / Chapter 5.4 --- Evaluation of the curriculum --- p.112 / Chapter 5.5 --- Summary and conclusion --- p.121 / Chapter Chapter 6 --- Questionnaire survey results / Chapter 6.1 --- Overview of the chapter --- p.123 / Chapter 6.2 --- Descriptive analysis of questionnaire survey data --- p.123 / Chapter 6.3 --- Inferential analysis of the questionnaire survey data --- p.142 / Chapter 6.4 --- Summary --- p.1525 / Chapter Chapter 7 --- Interview findings / Chapter 7.1 --- Overview of the chapter --- p.155 / Chapter 7.2 --- Interview findings --- p.157 / Chapter 7.3 --- Analysis of interview findings --- p.178 / Chapter 7.4 --- Summary --- p.197 / Chapter Chapter 8 --- Discussion / Chapter 8.1 --- Overview of the chapter --- p.200 / Chapter 8.2 --- Self-reported practices of teaching environmental education --- p.200 / Chapter 8.3 --- Teachers' perceptions of EE and their relation to practices of teaching EE --- p.209 / Chapter 8.4 --- Synthesis of research findings --- p.218 / Chapter 8.5 --- Further discussion of research findings --- p.220 / Chapter 8.6 --- Summary --- p.238 / Chapter Chapter 9 --- Conclusion and recommendation / Chapter 9.1 --- Summing up: Hong Kong secondary school science teachers' perception of environmental education --- p.239 / Chapter 9.2 --- Implications of research findings --- p.243 / Chapter 9.3 --- Limitation of the research and recommendation for further study --- p.248 / Appendix A A sample of cover letter and survey questionnaire --- p.251 / Appendix B Relevant EE topics of the IS Syllabus recommended in the CDC Guidelines --- p.256 / References --- p.257

自1978年以来，中国高等职业教育经过数十年的发展，逐步从规模发展转向内涵建设，高等职业教育的质量问题日益得到关注。如何在当前的办学条件下，提高高等职业教育学生的培养质量，有效地促进高职学生就业，是当前高等职业教育内涵发展的关键所在。本文以高等职业教育的专业作为研究单位，从微观层面出发探索高等职业教育人才培养的效率问题，具有重要的现实意义。本文的主要研究问题包括： / 问题一：对于高职的样本专业，课程、教师和校企合作的要素投入是如何影响样本专业学生的平均就业率（一般及实习对口就业率）？ / 问题二：对于样本专业而言，不同类型（公办与民办、示范与非示范）的高职院校之间教育生产效率有何差异？ / 问题三：省际的经济特征是如何影响样本专业的生产效率？ / 针对这三个研究问题，本研究利用2009年中国教育部《高等职业院校人才培养工作状态数据采集平台》的数据，采用随机前沿分析和多层线性模型等方法对2009年全国1226个制造大类的样本专业类的投入和产出数据进行了分析。得出的主要结论包括： / （1）总体上，专任教师在全体教师中的比重、专任教师中硕士及以上学历教师的比重、实践课时占总课时的比例以及反映校企合作水平的企业支持因子都对制造类专业教育的学生就业率（一般和实习对口）有显著的积极影响；顶岗实习学生占毕业生的比重对制造类专业的一般就业率有显著的正向影响，但是对毕业生的实习对口就业率呈现显著的负向影响，体现了其增进就业能力和增强求职竞争的不同功能；精品课程占总课程的比重对就业产出没有确定性的显著影响，更大可能是发挥一种信号功能，并未真正促进效率的提升。 / （2）制造类专业的生产效率在不同类型的高职院校之间存在着显著的差异，并存在一定的层次性。总体上，民办、非示范高职院校的生产效率要低于公办、省级/国家级示范性高职院校。并且，民办学校中，有关专任教师的投入对就业产出的显著性影响最大，且影响效应很强；公办学校中，有关课程投入对产出有较高的显著性影响，但影响效应稍弱。这表明，民办、非示范学校因资源相对缺乏处于一种发展初期的外延式扩张阶段；而公办、示范类学校高投入、高产出的运作模式并非具备真正的分配效率，有待于从外延扩张转入内涵建设模式，不断优化中间的教学生产过程。 / （3）全国范围内，制造类高职专业教育的平均一般就业率与一省的人均GDP水平呈现显著地正相关，并且该专业教育的生产技术效率随着一省人均GDP的增加而增加，这反映出职业教育和地区经济发展相互促进的关系。而一省的第二产业的比重与一省的制造类专业的实习对口就业率存在显著地负相关，这可能是制造类企业出于节省成本考虑的缘故，同时受产业结构升级的影响，加大了对技能型人才的需求。同时，全国范围内，第三产业比重较高（产业结构较优化）的地区，制造类专业的就业产出效率随之增高，从某种程度上反映了当前中国制造业开始从粗放式劳动力密集型朝向技术知识密集型转变，进而对制造类专业的人才培养提出了更高要求。 / 基于以上结论，笔者认为应当从加强专任教师队伍建设、开展高职课程体系的改革和创新以及深化校企合作的水平和强度等三个方面改善高等职业教育的专业投入水平。并建议应当对民办、非示范校等后进学校在资源投入上予以一定的政策保障。此外，还提出高职专业应不断改进并调整课程等教学方面的内容，以适应产业结构动态调整带来的人才需求结构的变化，以更好地服务本地经济的发展，最终提高毕业生的就业质量。 / After decades of development since 1978, higher vocational education in China gradually shifts from scales and quantity expansion to internal efficiency construction. More attention is devoted to its quality and relevancy. How to improve the quality of higher vocational education and the employment of its graduates, given the current school resources, is the key concern today. Focusing on a special field of study in vocational education, this research examines the efficiency of training human resources from the micro level. It has important practical significance too. The main research questions include: / (I) In the sampled field of vocational study under this research, what are the impacts of the various inputs in curricula, teachers and college-enterprise collaborations on the employment rate of the students, general and in matched field of work ? / (II)In the sampled field of vocational study, what is the difference in educational production efficiency among the different types of higher vocational colleges, public and private, model and non-model? / (III) What is the influence of economic characteristics among the different provinces on the production efficiency of the sampled field of vocational study? / This research uses the data extracted from the “National Data Collection Platform for Higher Vocational Institutes of the Chinese Ministry of Education in 2009. It applies the methods of Stochastic Frontier Analysis and Hierarchical Liner Model for an inputs-output analysis. It focuses on a sample of 1226 programmes in the manufacture field of vocational studies offered by various colleges in different provinces. The main conclusions are: / (1) Overall, all the three major inputs, namely the proportion of specialized teachers in the vocational field, the proportion of these specialized teachers with a Master degree or above, the proportion of practice courses to total course requirement, and the enterprise support factor (reflecting the level of college-enterprise collaboration) have a significant and positive impact on the employment rate, general and matched, of graduates in the manufacturing field of vocational studies. The proportion of students taking internships (indicating degree of internship arrangement)is positively and significantly related to the general employment rate, but shows a significant and negative relationship with the matched-employment rate. This respectively reflects two different effects of internship: promoting general employability and increasing job competition. The proportion of excellent courses to total number of courses offered has no deterministic or significant effect on the employment efficiency of the programme. It seems to have only served a signal function in promoting the image of the programme. / (2) The production efficiencies among the different types of vocational colleges are significantly different and hierarchical. Overall, the production efficiency in the private, non-model vocational colleges is lower than the public, provincial / state-level model vocational colleges. However, in the private colleges, the inputs related to specialized teachers have greatest significant impacts and the effect is the strongest. In the public colleges, the inputs related to curricula show higher and significant influence instead, but the effect is relatively weak. It is probably due to the lack of resource there and they are still in their early stage of development and expansion. The public and modeling colleges are generally supposed to be operating in the high-inputs-high-outputs mode. They need to focus largely on the enhancement of internal operational efficiency in optimizing the production process rather than further expansion. / (3) The average employment rates of graduates from the manufacturing field of study are significantly different at the provincial level. They are positively correlated to the GDP per capita in local regions. Moreover, the matched-employment rate shows a significant and negative correlation with increase in the proportion of contribution to GDP by the second-industrial-sector. Presumably this is caused by the consideration of cost savings and the upgrading of the industrial structure, increasing the demand for more highly skilled labors. In the provinces with higher contribution from the third-industrial-sector, the general employment rate is high for the manufacturing field graduates. It reflects to some extent that the manufacturing sector in China is shifting from the primitive labor-intensive operation mode towards the more knowledge-intensive mode, thus setting a higher demand for human resource trained in the more advanced manufacture field of studies. / Based on above results, the study suggests that the government and vocational colleges should strengthen the development of specialized teachers, improve the relevancy of higher vocational courses, and deepen the level and intensity of college-enterprise collaboration. This is to improve the input level of higher vocational education. There should be an assurance mechanism for investment of resources in the private and non-model colleges. In addition, the content of curricula and teaching should be adjusted and updated to adapt to the dynamic adjustment of industrial structure, better serving the local economic development, and ultimately improving the employment quality of higher vocational education graduates. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 劉云波. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 111-125). / Abstracts in Chinese and English. / Liu Yunbo. / Chapter 一、 --- 研究背景与研究问题 --- p.1 / Chapter (一) --- 中国高等职业教育专业建设的发展历程 --- p.1 / Chapter 1. --- 20世纪80初-90年代中后期，高等职业教育的雏形阶段 --- p.1 / Chapter 2. --- 20世纪90年代末-2006年，高等职业教育的快速兴起阶段 --- p.3 / Chapter 3. --- 2006年以后-至今，高等职业教育的深化阶段 --- p.5 / Chapter 4. --- 小结 --- p.6 / Chapter (二) --- 中国高等职业教育发展及专业建设的现状 --- p.7 / Chapter 1. --- 高等职业教育的发展概况 --- p.7 / Chapter 2. --- 高职教育的专业结构与专业管理 --- p.11 / Chapter 3. --- 高等职业院校专业发展的主要问题 --- p.15 / Chapter (三) --- 研究问题与研究意义 --- p.19 / Chapter 1. --- 问题的提出 --- p.19 / Chapter 2. --- 研究意义 --- p.20 / Chapter 二、 --- 文献综述 --- p.22 / Chapter (一) --- 教育生产效率的讨论 --- p.23 / Chapter 1. --- 教育投入与教育产出无关 --- p.24 / Chapter 2. --- 教育投入与教育产出有关 --- p.25 / Chapter 3. --- 对两种观点的总结评价 --- p.25 / Chapter (二) --- 高职投入与学生就业的研究 --- p.26 / Chapter 1. --- 高职投入 --- p.27 / Chapter 2. --- 学生就业 --- p.32 / Chapter 3. --- 院校特征及地区差异的影响 --- p.34 / Chapter 4. --- 文献总结和讨论 --- p.38 / Chapter (三) --- 有关生产效率的研究方法评述 --- p.41 / Chapter 三、 --- 数据和研究方法 --- p.46 / Chapter (一) --- 数据及基本特征 --- p.46 / Chapter 1. --- 数据结构和样本选择 --- p.46 / Chapter 2. --- 样本分布 --- p.50 / Chapter 3. --- 变量说明及数据的基本特征 --- p.51 / Chapter (二) --- 建立研究模型 --- p.60 / Chapter 四、 --- 高职专业的人才培养效率分析 --- p.64 / Chapter (一) --- 专业层面的要素投入-产出分析 --- p.64 / Chapter 1. --- 多元线性回归分析 --- p.65 / Chapter 2. --- 随机前沿分析 --- p.68 / Chapter (二) --- 专业生产效率的院校分化 --- p.71 / Chapter 1. --- 公办院校和民办院校的比较 --- p.71 / Chapter 2. --- 示范院校和非示范院校的比较 --- p.76 / Chapter (三) --- 地区背景下的高职专业的人才培养效率 --- p.80 / Chapter 1. --- 多层线性分析 --- p.81 / Chapter 2. --- 随机前沿分析 --- p.86 / Chapter 五、 --- 实证结果和政策建议 --- p.92 / Chapter (一) --- 研究结果及分析 --- p.92 / Chapter 1. --- 高职专业典型投入要素的重要性 --- p.92 / Chapter 2. --- 院校之间专业人才培养效率的分化 --- p.96 / Chapter 3. --- 地区经济环境、产业结构的影响 --- p.98 / Chapter (二) --- 启示及政策建议 --- p.99 / Chapter (三) --- 研究局限与展望 --- p.101 / Chapter 1. --- 研究局限 --- p.101 / Chapter 2. --- 研究展望 --- p.101 / Chapter 六、 --- 主要研究结论 --- p.103 / Chapter 附录1. --- 专有名词解释汇总 --- p.105 / Chapter 附录2. --- 《普通高等学校高职高专教育指导性专业目录（试行）》节选 --- p.107 / Chapter 附录3. --- 2009年各省三次产业比重示意图 --- p.108 / Chapter 附录4. --- 各投入要素的校间均值比较 --- p.109 / Chapter 附录5. --- 稳健性OLS回归结果汇总 --- p.110 / 参考文献 --- p.111

Ko, Yee-wai. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 164-180). / Abstracts in English and Chinese. / Acknowledgements --- p.i / Table of Contents --- p.ii / List of Tables and Figures & List of Appendixes --- p.iv / Abstract --- p.v / Chapter CHAPTER 1: --- Introduction --- p.1 / Chapter 1.1 --- Research Background --- p.1 / Chapter 1.2 --- Intellectual Puzzle --- p.2 / Chapter 1.3 --- Aims and Significance --- p.3 / Chapter 1.4 --- Structure of the Thesis --- p.4 / Chapter CHAPTER 2: --- The Change in Family Forms in Hong Kong and the Review of Related Literature --- p.7 / Chapter 2.1 --- The Rise of Non-Conventional Families in Hong Kong --- p.7 / Chapter 2.2 --- Family Study in Hong Kong --- p.11 / Chapter 2.3 --- Changing Familial Structure in the West --- p.15 / Chapter 2.4 --- The Evolving Concept of Family --- p.22 / Chapter 2.5 --- Family Under Social Constructionism --- p.29 / Chapter 2.6 --- Making Use of the Family in Social Policy --- p.33 / Chapter 2.7 --- Feminist Approach to Family --- p.42 / Chapter 2.8 --- A Summary - From Literature Review to Research Question --- p.48 / Chapter CHAPTER 3: --- Methodology --- p.51 / Chapter 3.1 --- Research Question --- p.51 / Chapter 3.2 --- Research Design --- p.54 / Chapter 3.3 --- Operationalization of Key Concepts --- p.56 / Chapter 3.4 --- Operationalization: Analytical Tools --- p.61 / Chapter CHAPTER 4: --- Incongruity Between New Familial Needs and Social Policy--- The Case of Public Housing Policy --- p.69 / Chapter 4.1 --- Western Experience --- p.69 / Chapter 4.2 --- Cases Exemplifying the Policy Mismatch --- p.73 / Chapter 4.3 --- Government Response --- p.85 / Chapter CHAPTER 5: --- Analysis of Family Life Education--- An Educational Tool to Alleviate the 'Family Problems'? --- p.92 / Chapter 5.1 --- Introduction: FLE Campaign in Hong Kong --- p.93 / Chapter 5.2 --- Findings --- p.95 / Chapter 5.3 --- Summary and Implications of Findings --- p.115 / Chapter CHAPTER 6: --- Discussion--- The Appropriation and Normalization of the Patriarchal Family by the State --- p.126 / Chapter 6.1 --- Gender Inequalities in Conventional Patriarchal Families --- p.127 / Chapter 6.2 --- Government's Role in Perpetuating the Patriarchal Relations --- p.128 / Chapter 6.3 --- The Perpetuation of Gender Inequality Through Social Policy --- p.140 / Chapter 6.4 --- Patriarchal Family - Impact on Women --- p.148 / Chapter CHAPTER 7: --- "Conclusion--- Limitations, Further Study and Concluding Remarks" / Appendixes / Reference

在高等教育全球化背景下，学生国际流动发展日益成熟，大规模的高等教育机构与课程项目的国际流动日益增加。越来越多的学生在本国接受教育而由设在另一国家的教育机构颁发学位，这类高等教育项目、课程和教育服务被称为"跨国高等教育（transnational higher education，THE）"。在中国大陆情境下，主要表现为"中外合作办学（Chinese-foreign cooperation in running schools，CFCRS）"。在普通高校与海外留学之外，中外合作办学逐渐成为中国大陆学生的第三种高等教育选择。 / 本研究尝试从社会资本理论视角考察中国大陆学生跨国高等教育选择的影响因素。研究者于2014年10月至11月在三所具有独立法人资格的中外合作办学高校和一所普通公办高校开展问卷调查，共回收有效问卷1349份，包括中外合作办学学生714份，普通公办高校学生635份。研究综合运用了描述性统计、差异性检验、一般线性回归、Logistic 回归方法分析背景变量、社会资本变量对学生选择中外合作办学的影响。主要研究结论如下： / 第一，关于背景因素对选校的影响。相对于居住在"县城或村镇"、居住在"省会城市"和"一般城市"的学生选择中外合作办学的概率更高。相对于父亲从事"基层职业"，父亲从事"专业技术"、"行政管理"或"个体经商"的学生选择中外合作办学的概率更高。相对于"5万以下"，家庭年收入"20万以上"的学生选择中外合作办学的概率更高。相对于家庭财富较少的学生，家庭财富较多的学生选择中外合作办学的概率更高。尤其是居住在省会城市和父亲从事"个体经商"，对学生选择中外合作办学的影响最大。 / 第二，在控制背景变量后，社会资本对选校的影响。经Logistic 回归分析发现，社会资本对学生选择中外合作办学具有非常大的影响。具体而言，家长对子女海外升学期望越强、家庭择校参与越多，学生选择中外合作办学的概率越大；学生希望去海外升学、去海外或省会城市就业，选择中外合作办学的概率越大；学生对学校国际元素的重视程度越高，选择中外合作办学的概率越大；而学生对中学信息源的重视程度越高，选择中外合作办学的概率越小。其中，学生本身海外升学期望对学生选择中外合作办学影响最大。 / 第三，作为社会资本的重要组成部分，本研究深入探讨了信息来源与信息内涵。关于信息来源，经主成分分析得出三个维度：亲友信息源、中学信息源及网络媒体信息源。经差异检验得出，与普通公办高校学生相比，选择中外合作办学的学生更看重亲友信息源，同时也更多采用亲友信息源和网络媒体信息源，尤其更多采用海外亲友、海外同学与网络社群作为获取信息的渠道。 / 关于信息内涵，经主成分分析得出四个维度：学术资源、国际元素、经济支持及生活环境四个方面的学校特质。从学生对信息内涵的"重视程度"来看，经差异检验得出，选择中外合作办学的学生比普通公办高校学生更为看重学术资源与国际元素。进一步分析中外合作办学学生对20项信息内涵重要性排名发现，"教师的学术专业水平"与"提升自身学术能力"并列第一位，第三位是"有希望报读的专业"，第四位是"大学声誉与学术地位"，这四项均属学术资源维度；第五位是"国际化的教学理念"，属国际元素维度。另一方面，从学生感知的信息内涵"实践程度"来看，在学术资源、国际元素、经济支持与生活环境四个维度上，中外合作办学均高于普通公办高校。但是，中外合作办学本身进行纵向比较发现，学校提供的学术资源实际状况显著低于学生预期，尤其是学术资源方面的"教师的学术专业水平"与学生预期落差最大，这正是中外合作办学需要改进的地方。 / 基于上述发现，本研究在"理论层面"有以下启示：首先，本研究将内聚式与桥梁式社会资本应用到探讨中外合作办学选择，发现家长与学生的期望与家庭择校参与作为内聚式社会资本，均对选择中外合作办学产生积极影响；而择校网络与学生的海外参与作为桥梁社会资本，并未如预期对选择中外合作办学产生直接影响。其次，本研究建构的"信息策略"在考察信息渠道的同时，借助信息内涵探讨学生选校时所关注的学校特质。另外，研究在"政策实践层面"有以下启示：首先，鉴于学生非常重视教师的学术专业水平，中外合作办学机构应努力提升教师队伍专业水平，健全教师聘任、培训及管理制度。其次，鉴于学生对国际元素尤为看重，中外合作办学亦应突出国际化办学特色，明确生源定位。再次，考虑到学生对大学声誉与学术地位的重视以及中学信息源尚未充分发挥宣传作用，中外合作办学亦应加强中外知名大学合作，树立良好办学声誉；同时增加信息宣传渠道，让更多学生、家长、中学教师等群体有机会客观深入了解中外合作办学理念与资源优势，理性做出升学选择。 / In the context of globalization of higher education, the international mobility of students has been fully developed. The international mobility of large-scale higher education programs and institutions is also increasing rapidly. More and more learners are located in a country different from the one where the awarding institution is based. All these types of higher education study programs, or sets of courses of study, or educational services are regarded as transnational higher education (THE). In mainland China, transnational higher education is mainly embodied as Chinese-foreign cooperation in running schools (CFCRS), which is an alternative higher education choice for mainland students besides general schools in China and the overseas schools. / This study aims to examine the factors affecting the mainland student choice of Chinese-foreign cooperative universities from the social capital perspective. The study is based on an empirical survey conducted in three cooperative universities and one public university in October and November, 2014. A total of 1349 questionnaires were collected with 714 from Chinese-foreign cooperative universities and 635 from general public university. A variety of statistical analysis methods are applied to address the research questions, including descriptive statistical analysis, T-test, linear regressions, and logistic regressions. The main findings include: / First, compared with the students residing in suburb, the students residing in provincial capital or general city are more inclined to choose Chinese-foreign cooperative universities. Compared with the students whose father works in elementary occupation, the students whose father works as a professional, manager or businessman are more inclined to choose cooperative universities. Compared with the students whose family annual income is less than 50,000 CNY, the students whose family annual income is more than 200,000 CNY is more inclined to choose cooperative universities. Compared with the students with relatively less home possession, the students with more home possession tend to choose cooperative universities. Especially, the residence in provincial capital and father’s occupation as a businessman have significant impact on student choice of cooperative universities. / Second, when background variables have been statistically controlled for, social capital still has significant impact on student choice of Chinese-foreign cooperative universities. Specifically, the higher the parental expectation for children’s overseas study and the more the parental involvement in school choice, the more the students are inclined to choose cooperative universities. Students who expect to study abroad, or expect to work abroad or in provincial capital, are more inclined to choose cooperative universities. The more highly the school characteristic of international element is valued, the more the students are inclined to choose cooperative universities. However, the more highly the information channel of high school is valued, the less the students are inclined to choose cooperative universities. Among these factors, students’ self-expectation for study abroad affects the most. / Third, as an important form of social capital, "information channel" and "information content" are explored further. On one hand, results from principal components analysis indicated three dimensions of information channel, namely "relatives and friends", "high school", and "internet and media". Further analysis suggested that compared with public university students, Chinese-foreign cooperative university students valued the channel of relatives and friends more highly, and were more likely to get information from "relatives and friends", and "internet and media", especially from their relatives and friends abroad, peers abroad and cyber networks. / On the other hand, results from principal components analysis also identified four dimensions of information content, namely "academic resources", "international elements", "financial support" and "environment and life experience". Among these four aspects of information content, "academic resources" and "international elements" were much more valued by cooperative university students. Further analysis on the 20 items of information content indicated that for cooperative university students, the top five most important school characteristics were in order, "professional teacher", "academic improvement", "favorite major" and "school reputation and academic status", which were part of "academic resources", and the last was "international education philosophy", which was part of "international elements". Besides, cooperative university students perceived significantly better than general public university students about what the school provided for them on whichever dimension of the information content. Nevertheless, for cooperative university students, "academic resources" was the major aspect on which they perceived significant discrepancy in what they valued and what were provided, especially on the item of "professional teacher". This provides insights for Chinese-foreign cooperative university to improve in the future. / Based on the above results, on the theoretical level, the study first employed the concept of bonding and bridging social capital into the higher education choice. It is found that parent and student expectation and parental involvement in school choice, as bonding social capital, all positively affect the mainland student choice of Chinese-foreign cooperative universities. However, as bridging social capital, neither target school network nor overseas engagement affects the student choice as predicted. Second, the concept of information strategies was constructed to explore the school characteristics. It is composed of information channel (where a student gets the information on school characteristics) and information content (what school characteristics are highly valued when a student make a school choice). On the practical level, the study shows that first, students place importance on professional teachers. Chinese-foreign cooperative universities should enhance teacher professionalism and quality through improving the systems of teacher recruitment, training and management. Second, as the international elements were highly valued by students, cooperative universities should keep their internationalized school characteristics, at the same time clarify their student market positioning. Third, in order to develop the school reputation and academic status, cooperative universities should facilitate the cooperation between domestic and international famous universities. In addition, since high school as information channel has not yet been positively effective, cooperative universities should boost the access to information for students, parents and high school teachers, etc., to better understand their educational philosophy and resource advantages and to make a rational school choice. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 陳麗媛. / Parallel title from added title page. / Thesis (Ph.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 151-166). / Abstracts also in English. / Chen Liyuan.

A post-positivistic research paradigm was adopted and a qualitative (less dominant) with quantitative (dominant) method was the research design. Phase I Study was a focus group study aiming at understanding conceptions and beliefs about spousal abuse with five focus groups involving 40 undergraduates. Phase II Study was a questionnaire survey with some of the items in questionnaire derived from the qualitative findings of the focus groups. Based on a stratified sampling strategy, 361 social work undergraduates were randomly selected from all undergraduate social work training institutions to participate in this survey. They completed a 252-item questionnaire which measured their conceptions and beliefs about spousal abuse and the psychosocial correlates within the proposed ecological model. / By applying the ecological model, attitudes toward gender, identification with Chinese traditional and modern culture were significant correlates of the conceptions of spousal abuse; while gender, attitudes toward gender and identification with Chinese traditional culture were the significant correlates of beliefs about spousal abuse. The socialization influences were also significant correlates of the outcome variables in the male sample. These observations provided support for the thesis that there are individual and environmental correlates of conceptions and beliefs about spousal abuse. Coverage on spousal abuse in social work curriculum was found to be inadequate and request for training was high. Meanwhile, undergraduates with adequate training showed broader conceptions of spousal abuse, which indicated that training might help to broaden their conceptions of spousal abuse. / Results showed that social work undergraduates' conceptions of physical abuse were highly consistent with legal and experts' perspectives, while their conceptions of psychological abuse were more from laymen's perspectives, which were relatively unclear and less consistent with legal and experts' perspectives. They also had broader conceptions of wife abuse than husband abuse by identifying more behavioral manifestations as wife abuse. In general, the breadth of their conceptions of spousal abuse depended on their gender (same sex favoritism), victims' gender, and types of abuse (physical vs. psychological). Furthermore, they endorsed more biased beliefs about husband abuse than wife abuse. Male students endorsed more biased beliefs about spousal abuse than their female counterparts. / The lay conceptions and beliefs about spousal abuse among social work undergraduates in Hong Kong were studied and lay conceptions were compared with legal and experts' perspectives. Adopting an ecological model, it was hypothesized that gender, attitudes toward gender, socialization of gender stereotypes and violence approval, and identification with Chinese traditional and modern cultural values were psychosocial correlates of conceptions and beliefs about spousal abuse. / This study has several contributions. First, it enhances our understanding of the conceptions and beliefs about spousal abuse from the lay, legal, and professional perspectives. Second, with reference to our limited understanding on husband abuse, the present findings enhance our understanding on husband abuse. Third, it contributes to the development of theoretical models pertinent to the psychosocial correlates at the individual, interpersonal, and cultural levels. Finally, it facilitates improvement in coverage of spousal abuse in social work education. / Tam, Suet Yan. / Adviser: T. L. Daniel Shek. / Source: Dissertation Abstracts International, Volume: 70-09, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 423-450). / 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, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

吳家聰. / "2010年5月". / "2010 nian 5 yue". / Thesis (M.Div.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 51-53). / Abstract in Chinese and English. / Wu Jiacong. / 摘要：潛移默化的福音´ؤ´ؤ李清詞牧師的學校宗教教育理念的探討 --- p.2 / 鳴謝 --- p.4 / 目錄 --- p.5 / Chapter 1 --- 引言 --- p.6 / Chapter 1.1 --- 本文所硏究的範圍及其進路 --- p.7 / Chapter 2 --- 李清詞的成長路 --- p.8 / Chapter 2.1 --- 經歷人的無助 --- p.9 / Chapter 2.2 --- 特殊的禱告經驗 --- p.10 / Chapter 2.3 --- 學校的關愛 --- p.12 / Chapter 2.4 --- 有興趣追尋信仰 --- p.13 / Chapter 2.5 --- 獻身教育 --- p.15 / Chapter 2.6 --- 培養「非以役人，乃役於人」的意識 --- p.15 / Chapter 2.7 --- 步向教育工作 --- p.16 / Chapter 2.8 --- 修讀神學之路 --- p.17 / Chapter 2.9 --- 校牧之路 --- p.20 / Chapter 2.10 --- 小結 --- p.21 / Chapter 3 --- 李清詞的宗教教育理念 --- p.24 / Chapter 3.1 --- 對宗教教育的看法 --- p.24 / Chapter 3.1.1 --- 對學校宗教活動的看法 --- p.27 / Chapter 3.2 --- 對校內重要人物的定位 --- p.29 / Chapter 3.2.1 --- 校長和老師 --- p.29 / Chapter 3.2.2 --- 校牧 --- p.31 / Chapter 3.2.3 --- 「每校一校牧」之原則 --- p.33 / Chapter 3.2.4 --- 堂校牧養理念 --- p.33 / Chapter 3.3 --- 教會為何辦學？ --- p.35 / Chapter 3.3.1 --- 教會需要堅持辦學嗎？ --- p.38 / Chapter 3.3.2 --- 教會辦學的方針 --- p.40 / Chapter 3.4 --- 小結 --- p.41 / Chapter 4 --- 結論´ؤ´ؤ李清詞的宗教教育理念評檢 --- p.42 / Chapter 4.1 --- 生平與成長關係 --- p.42 / Chapter 4.2 --- 中華基督教會香港區會的願景 --- p.44 / Chapter 5 --- 附件1 ：教育主日宣言（90年代至今） --- p.50 / Chapter 6 --- 參考資料 --- p.51

Koo Wai-sze. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves [163-172]). / Abstracts in English and Chinese. / Contents --- p.i / Abstract --- p.v / Acknowledgement --- p.vii / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Current Situation of Preschool Education and Services in Hong Kong --- p.1 / Chapter 1.2 --- Historical Review of Preschool Education and Services in Hong Kong --- p.5 / Table 1.1: Percentage of children aged 3 to 5 attending schools (1971-1996) --- p.10 / Table 1.2: Gross enrolment ratios of Pre-Primaty Education in Selected Countries (1995-1997) --- p.10 / Chapter 1.3 --- Research Inquiries --- p.12 / Chapter 1.4 --- Structure of the Thesis --- p.19 / Chapter Chapter 2 --- Literature Review --- p.20 / Chapter 2.1 --- Functional School of Thought --- p.21 / Chapter 2.1.1 --- Functional Perspectives on Preschool Education and Servicesin Hong Kong --- p.27 / Chapter 2.2 --- Conflict School of Thought --- p.29 / Chapter 2.2.1 --- Conflict Perspectives on Preschool Education and Services in Hong Kong --- p.37 / Chapter 2.3 --- Institutionalist Perspectives and Organizational Analysis --- p.39 / Chapter 2.3.1 --- Organizational Perspectives --- p.39 / Chapter 2.3.2 --- Institution and Institutionalization --- p.42 / Chapter 2.3.3 --- The Problem of Isomorphism --- p.48 / Chapter 2.3.4 --- Institutionalist Perspectives on Preschool --- p.50 / Chapter 2.4 --- Theoretical Framework --- p.51 / Chapter 2.4.1 --- New Institutionalist Perspective on Institutionalization of Preschool Education and Services in Hong Kong --- p.51 / Chapter 2.4.2 --- New Institutionalist Perspectives on Preschool Education and Services --- p.52 / Chapter 2.4.3 --- The Child as Scientized Individual - Child-Centered Ideology --- p.56 / Chapter 2.4.4 --- The Form of Education Institution Embodied by Preschool Education --- p.61 / Chapter Chapter 3 --- Methodology --- p.64 / Chapter 3.1 --- Government and Other Documents --- p.64 / Chapter 3.2 --- Content Analysis --- p.66 / Chapter 3.2.1 --- Subject of Analysis and Method of Classification --- p.66 / Table 3.1 Analytical frameworks for content analysis of newspaper articles --- p.69 / Chapter 3.2.1.1 --- Formalization --- p.70 / Chapter 3.2.1.2 --- Modern Ideological Claims --- p.71 / Chapter 3.2.1.3 --- Conventional Conceptions on Preschool Education --- p.72 / Chapter 3.2.2 --- Unit of Analysis --- p.73 / Chapter 3.2.3 --- Limitations --- p.74 / Chapter 3.3 --- Interviews --- p.74 / Chapter Chapter 4 --- An Alternative Institutionalization 一 From Modern Education to Modern Early Childhood Education --- p.77 / Chapter 4.1 --- Preschool Education and Services under the Hong Kong Government --- p.80 / Chapter 4.2 --- The Changing Discourses of the Government 一 From Pragmatic Discourse to Child-centered Ideology --- p.84 / Chapter 4.2.1 --- Phase I: Pragmatic Discourse (from the fifties to the end of the seventies): Peripheral Status of Preschool in the Educational Sector --- p.86 / Chapter 4.2.2 --- Phase II (since the beginning of the eighties): Child-centered Ideology Discourse as Justification for Modern Early Childhood Education --- p.90 / Chapter 4.3 --- Child-centered Ideology as Source of Legitimacy --- p.94 / Table 4.1 Summary of recommendations on formalization of preschool education and services in government documents (1980-2000) --- p.98 / Chapter 4.4 --- The Redefinition of Preschool Education as Modern Early Childhood Education --- p.104 / Chapter Chapter 5 --- Other Forces in The Institutionalization of Preschool Education And Services --- p.107 / Chapter 5.1 --- "Child-centered ideology in the discourses of professionals, pressure groups and the media/ public" --- p.107 / Chapter 5.2 --- From newspaper ´ؤ an overview --- p.109 / "Table 5.1 Percentage of different types of discourses by actors (1960, 65,70,75,80- June, 2000)" --- p.111 / Chapter 5.2.1 --- Overall trend from 1960 to June2000 --- p.111 / "Figure 5.1 Number of News Items Concerning Preschool Education and Services in Ming Pao and Singtao Daily (1960,65,70,75,80-Jun, 2000)" --- p.113 / Chapter 5.2.3 --- Classification by discourse --- p.113 / Chapter 5.2.3.1 --- On formalization --- p.114 / "Table 5.2 a Percentage of form of discourses by Government (1960,65,70,75,80-Jun, 2000)" --- p.114 / "Table 5.2b Percentage of form of discourses by Professionals (1960,65,70,75,80-Jun, 2000)" --- p.115 / "Table 5.2 c Percentage of form of discourses by Pressure Groups (1960,65,70,75,80-Jun, 2000)" --- p.115 / "Table 5.2d Percentage of form of discourses by Media/ Public Opinion (1960,65,70,75,80-Jun, 2000)" --- p.116 / Table 5.3 The implementation of measures recommended in the White Paper (1982/83-84/85) --- p.117 / "Table 5.4 Percentage of discourses on formalization by actors (1960，65,70,75,80-Jun, 2000)" --- p.118 / Chapter 5.2.3.2 --- On modern ideological claims --- p.119 / "Table 5.5 Frequencies and percentage of modern ideological claims by actors (1960- June, 2000) (%)" --- p.122 / Chapter 5.2.3.3 --- On conventional conceptions on preschool education --- p.125 / Chapter 5.3 --- From other sources of data --- p.126 / Table 5.6 Comparison of news items by professionals and pressure groupsin selected years --- p.127 / Chapter 5.3.1 --- The Professionals --- p.130 / Chapter 5.3.1.1 --- Professional groups and individual professionals --- p.130 / Chapter 5.3.1.2 --- The practitioners --- p.136 / Chapter 5.3.2 --- Pressure groups --- p.139 / Chapter 5.3.3 --- Media and the Public --- p.140 / Chapter 5.4 --- Dynamics of different actors --- p.141 / Chapter Chapter 6： --- Conclusion --- p.145 / Chapter 6.1 --- The Institutionalization of Preschool Education and Services in Hong Kong with Child-centered Ideology as Cultural Model --- p.145 / Chapter 6.1.1 --- Dynamic Forces of the Actors --- p.150 / Table 6.1 Summary of the official reports from 1980 to2000 --- p.150 / Chapter 6.2 --- The Significance of Institutional Culture in Legitimating an Institution --- p.158 / Chapter 6.3 --- Limitations and Further Studies --- p.160 / Reference / Appendix