published_or_final_version / Education / Master / Master of Education

當前中國大陸新課程改革進入深化階段，教師專業發展政策將校本教研作為一種策略，試圖基於原有學校教研組開展校本教研，幫助教師學習以推進教學變革。借助組織學習的分析框架（4I）及組織知識轉化的理論，本研究對上海市基礎教育學校中的六個教研組內的教師學習展開實證研究，呈現出以下一些研究發現。 / 首先，中國大陸的學校組織具有嚴緊-鬆散耦合系統的特徵。學校教研組是自上而下硬造的教師同事合作關係。教研組中教師的學習本質上是組織制度化學習。但透過參與組內教研活動，教師獲得不同的社會性學習經驗。其間，教師的學習及轉變是循環往覆的過程，不斷在改變和維持現狀之間進退徘徊。 / 其次，教研組內教師透過不同的學習活動，轉化和建構了較為豐富的個體知識，最為豐富的本土知識，較少的集體知識及系統知識。豐富的本土知識建構意味著在實踐中，大部分中國教師透過校本教研開展學習的實質在於維持現有教學實踐及規範。 / 進一步探索影響教師學習的因素發現，教師個人因素、群體的人際互動因素、教研組特質及校外政策均不同程度上影響其學習成效，但學校校長和教研組長的領導力策略對組內教師學習成效的影響較為關鍵。 / 以上研究發現揭示出中國教師校本教研學習過程與成效的特徵，追溯其間教師的學習過程及成效，學校教研組內教師的學習經驗呈現出四種類型（patterns），分別是（I）已成型的學習活動-利用性學習；（II）探索中的學習活動-利用性學習；（III）已成型的學習活動-探索性學習；（IV）探索中的學習活動-探索性學習。 / 此外，學校教研組這種特殊建制時刻影響著教師的學習及變革。在中國大陸學校教育體制中，教研組保障了特定時期內國家教育及變革政策要求自上而下進行傳播和擴散；但如果缺乏對於教學變革實質和發展過程的足夠關注，期待教師透過校本教研持續學習以實現變革的政策策略可能落空。借助校本教研變傳統教研組爲教師專業學習社群（PLC）的政策設想，尚與現實存在一定距離。 / School-based teacher professional development has been regarded as one of the mechanisms that support teacher learning and promote school reform. In the process of New Curriculum Reform in China, in addition to a range of school-based learning activities, such as mentoring programs, collective lesson preparation, and action research, school-based Teaching Research Groups(TRGs) have been widely enacted in schools in order to enhance teachers’ collaboration and learning and promote school change and improvement. This study, informed by Crossan et al.’s (1999) 4I organizational learning framework and organizational knowledge theories, explores what and how teachers learn from participating in TRGs in China. 51 participants, including teachers, teacher leaders and school principals were involved in the study. By collecting data from interviews, field observation as well as some relevant documents, this study generates three major findings as follows: / Firstly, the teachers participated in different school-based learning activities through TRGs. Mentoring programs, lesson observations supported intuiting process; collective lesson preparation, open lessons, meetings, instructional technology trainings supported interpreting process; action research in some TRGs supported integrating and institutionalizing process. While the forms of school-based learning activities were structured as the institutionalized practice in TRGs, the process, content and quality of these activities varied across different TRGs with varying impacts on teachers’ learning. / Secondly, the teachers in TRGs constructed different types of knowledge through engaging in school-based learning activities. For instance, they constructed self-knowledge through modelling and observing from intuiting process; they built up strong local knowledge through sharing, negotiating and experimenting from interpreting process; they developed weak collective knowledge through exploring and joint sense-making from interpreting to integrating processes; and they also formed limited system knowledge through disseminating and reifying from interpreting, integrating to institutionalizing processes. / Thirdly, the participants’ learning in TRGs was shaped by individual factors, interpersonal relationship in groups, and school management. Particularly, school leadership strategies proved to be the most influential factor in their learning. Findings further illustrate that school leadership strategies which could balance the bureaucratic and professional conflict within the TRGs could provide more professional resource and autonomy for teachers in exploring and developing new practices. However, in some cases, school leaders tended to adopt bureaucratic leadership strategies (instead of professional leadership strategies), which constrained teachers’ further learning and made them repeat developed practice over time. / This study concludes that Chinese teachers in TRGs mainly experienced exploitation learning, with only few of them experiencing exploration learning. Four patterns of teachers’ learning can be identified, including: (I) Developed school-based learning activities- exploitation; (II) Developing school-based learning activities-exploitation; (III) Developed school-based learning activities-exploration; (IV) Developing school-based learning activities-exploration. While only a few teachers in TRGs groups experimented and developed new collective knowledge, representing pattern (III) and (IV) learning, a large amount of teachers in TRGs were forced to internalize and tune the developed practice, representing pattern (I) and (II) learning. Therefore, although it was the contrived TRGs’ structure that helped teachers take up their work as routines in new work contexts, it did not move teachers beyond its ritual practice to meaningful joint work for changes and reform take place. It is thus necessary for school leaders and educational administrators to promote boundary-crossing learning with balanced school leadership strategies which may improve school-based teachers’ learning and promote change over time. / 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. / 張晓蕾. / Thesis (Ph.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 288-302). / Abstracts also in English. / Zhang Xiaolei.

高等教育全球化与大众化的发展增强了提升高等教育质量的诉求。国家之间的竞争及新公共管理改革促发了国家政府越来越多以灵活的高等教育质量政策干预大学活动。在中国内地，运行中的本科教学质量工程政策指示了中国大学与国家关系在当下的特征。学界近年来对高等教育质量政策研究的关注也聚焦于借由具有实操性的公共政策研究理论探索高等教育质量政策工具调整及大学与国家在微观政策层面的实然关系变化。 / 本文以基于情境互动考虑的政策演绎理论为视角，追问演绎中的高等教育质量工程政策如何体现中国大学与国家的关系。在质量工程政策的实证案例研究中，通过访谈大学中实际操作政策的老师，参与观察他们的政策实践，分析相关政策文本，具体地回应大学中的政策行动者如何解读新政策的情境特征并将政策再情境化，大学中的个体政策行动者如何理解和实践自己在新政策过程中的角色，处于特定情境中的政策演绎如何形成具有群体特征的政策理解路径与实践行为轨迹，又指示了怎样的大学与国家关系。 / 研究发现，质量工程政策执行过程中，大学老师感受到来自政策的多元刺激，他们对新政策的关注及意义赋予最终通过质量工程项目的形式固定下来，也将本科教学领域的大学与国家关系实体化了。政策执行过程具体由担纲不同角色的政策行动者演绎出来，而不同的政策角色分层次于微观政策层面进行着建立大学与国家关系的工作。在这次由国家政策发起的教学改革中，形成了学术性和行政性两种典型的群体性政策互动，分别强调了大学与国家关系在教学与教学管理两个方面的特征。 / 本研究的研究意义在于，以具有启发性的概念工具划分出具有建设性的政策过程分析单元，增强了对复杂政策过程的解释力，更挖掘出鲜活运行中的大学国家关系深层结构。研究发现有助于更好地理解质量工程政策执行及中国高等教育质量政策的发展态势，为解决时下政策问题及拓展相关政策研究提供了启发性概念及数据。 / The state has increased focus on improving the quality of higher education through external intervention in terms of higher education quality policy under the national and global competition in higher education and new public management reform. In Chinese mainland, the characteristics of ongoing Quality Project Policy of higher education are indicating the changing relations between the State and the Chinese university. The research is a qualitative case study of Quality Project Policy in the theoretical perspective of policy enactment, exploring the micro-level university-state relations in mainland China. In the study, the first-hand policy response of the university teacher has been collected to analyze how the teacher interpret the new policy instrument, what kind of role they enact in the policy process, and how their interactions indicate the feature of Chinese university-state relations. / It finds that during the enactment of Quality Project Policy, (1) the university teacher recognized the mixed stimulus of policy instruments, and the Quality Project Programmes had solidified the teacher’s policy concern and meaning-making in this national undergraduate teaching reform; (2) the university teacher enacted different policy roles and contributed differently to build micro-level university-state relations; (3) there were two typical patterns of interaction among multiply policy roles - academic one and administrative one, and these two patterns of policy interaction emphasized two different aspects of Chinese university-state relations in the field of undergraduate teaching and learning - teaching quality and administration quality of teaching. / The study facilities in building a better understanding of ongoing Quality Project Policy of Chinese higher education through a heuristic conceptual framework, and contributes to explore the deep structure of Chinese university-state relations. The empirical data and analytical ideas of policy enactment shall enrich the discussion on higher education quality policy and the role of state in higher education quality reform. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 孟瀏今. / Parallel title from added title page. / Thesis (Ph.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 214-237). / Abstracts also in English. / Meng Liujin.

李傑泉. / 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 260-289). / Li Jiequan. / Thesis (M.A.)--Xianggang Zhong wen da xue. / 前言 --- p.1 / 本章注釋 --- p.7 / Chapter 第一章： --- 溯源 --- p.11 / Chapter 甲 --- 原由 --- p.12 / Chapter （一） --- 訓政的實施 --- p.12 / Chapter （二） --- 統一思想的需要 --- p.19 / Chapter 乙 --- 制訂過程 --- p.28 / 本章注釋　 --- p.41 / Chapter 第二章： --- 具體措施（上）　 --- p.56 / Chapter 甲 --- 增設黨義科 --- p.57 / Chapter 乙 --- 加強檢定教科書　 --- p.68 / Chapter 丙 --- 非形式教育 --- p.79 / Chapter 丁 --- 中小學會考 --- p.87 / Chapter 戊 --- 特種教育　 --- p.99 / 本章注釋 --- p.107 / Chapter 第三章： --- 具體措施（下） --- p.133 / Chapter 甲 --- 審查教師思想　 --- p.134 / Chapter 乙 --- 設立「教訓合一」制　 --- p.144 / Chapter 丙 --- 推行「學校軍事化」 --- p.163 / 本章注釋 --- p.175 / Chapter 第四章 --- 批評與檢討　 --- p.194 / Chapter 甲 --- 在野黨派的指責 --- p.195 / Chapter 乙 --- 國民黨的檢討與遺恨 --- p.223 / Chapter 丙 --- 小結 --- p.233 / 本章注釋 --- p.235 / 結論 --- p.252 / 參考書目 --- p.254 / Chapter 甲 --- 中文史科及論著 --- p.260 / Chapter 乙 --- 中文論文 --- p.282 / Chapter 丙 --- 英文論著 --- p.288

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

Zhu, Junlei. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 35-39). / Abstracts in English and Chinese. / Chapter 1. --- Introduction --- p.1 / Chapter 2. --- Literature Review : --- p.3 / Chapter 3. --- Current Status of Public Education Investment in China --- p.6 / Chapter 4. --- Conceptual Framework --- p.7 / Chapter 5. --- Estimating Different Capital Stock --- p.11 / Chapter 6. --- Data and Main Results --- p.18 / Chapter 6.1 --- Data description --- p.18 / Chapter 6.2 --- Estimation and Results --- p.20 / Chapter 7. --- Efficiency Analysis and Policy Recommendation --- p.27 / Chapter 8. --- Conclusion --- p.33 / References --- p.35

Thesis (Ph. D.)--University of Chicago, Dept. of Anthropology, August, 2003. / Includes bibliographical references. Also available on the Internet.

published_or_final_version / Public Administration / Master / Master of Social Sciences

published_or_final_version / Public Administration / Master / Master of Public Administration

published_or_final_version / Public Administration / Master / Master of Public Administration