占盛丽. / 论文(哲学博士)--香港中文大学, 2004. / 参考文献 (p. 189-203). / 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 Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest dissertations and theses, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts also in English. / Zhan Shengli. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2004. / Can kao wen xian (p. 189-203).

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Public Administration / Master / Master of Public Administration

戴希立. / 據手稿本影印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 126-134). / Dai Xili. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / 論文撮要 / Chapter 第一章 --- 導論 --- p.1 / Chapter I --- 外地教育參與的趨勢 --- p.1 / Chapter II --- 本地教育參與的趨勢 --- p.4 / Chapter III --- 研究目的 --- p.7 / Chapter 第二章 --- 香港教師諮詢途徑 --- p.10 / Chapter I --- 香港教師諮詢途徑的背景和現狀 --- p.10 / Chapter II --- 小組討論 --- p.21 / Chapter 第三章 --- 文獻評述 --- p.29 / Chapter I --- 諮詢和參與 --- p.29 / Chapter II --- 參與 --- p.31 / Chapter III --- 諮詢的價值和目的 --- p.34 / Chapter IV --- 發揮諮詢效能所需要具備的條件 --- p.41 / Chapter V --- 效能 --- p.47 / Chapter VI --- 評價效能的指標 --- p.49 / Chapter 第四章 --- 研究設計 --- p.54 / Chapter I --- 研究問題 --- p.54 / Chapter II --- 研究方法 --- p.54 / Chapter III --- 研究對象及資料提供 --- p.57 / Chapter IV --- 資料分析 --- p.59 / Chapter V --- 研究限制 --- p.62 / Chapter 第五章 --- 研究結果與討論 --- p.65 / Chapter I --- 小組討論的會議內容 --- p.65 / Chapter II --- 調查問卷 --- p.80 / Chapter 第六章 --- 建議 --- p.110 / Chapter 第七章 --- 結論 --- p.114 / 附錄 --- p.117 / Chapter "一," --- 教育政策的制訂 / Chapter "二," --- 調查目卷 --- p.118 / 參考書目　 --- p.124

Tung Yan Wah. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 83-87). / Abstracts in English and Chinese. / Abstract --- p.i / 摘要 --- p.ii / Acknowledgement --- p.iii / Table of Contents --- p.iv / List of Tables --- p.v / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- History of education financing --- p.2 / Chapter 1.2 --- Fiscal system and the financing of rural education --- p.4 / Chapter 1.3 --- Purpose of this study --- p.8 / Chapter Chapter 2 --- Literature Review --- p.11 / Chapter 2.1 --- Problems and issues --- p.11 / Chapter 2.2 --- Disparity in education provision --- p.14 / Chapter 2.3 --- Factors explaining variations in education expenditure: regression analysis --- p.19 / Chapter 2.4 --- Financing arrangement --- p.21 / Chapter 2.5 --- Concluding remarks --- p.26 / Chapter Chapter 3 --- Methodology --- p.28 / Chapter 3.1 --- Estimation of degree of provision --- p.28 / Chapter 3.2 --- Regression analysis --- p.35 / Chapter 3.3 --- Education transfer mechanism --- p.39 / Chapter 3.4 --- Concluding remarks --- p.42 / Chapter Chapter 4 --- Results and Discussion --- p.43 / Chapter 4.1 --- Degree of provision --- p.43 / Chapter 4.2 --- Regression results --- p.47 / Chapter 4.3 --- Education transfer mechanism --- p.49 / Chapter 4.4 --- Concluding remarks --- p.53 / Chapter Chapter 5 --- Conclusion --- p.55 / Appendix 1 Box 1 --- p.59 / Appendix 2 Tables --- p.60 / References --- p.83

Finally, this research discovered that the "Key Performance Measures" had the greatest impact on schools. We suggest that the assessment standard should be grounded on and supported by more academic researches. The "Key Performance Measures" should include qualitative descriptions beyond classroom teaching, accept diversified values, and offer schools more autonomy to develop their own educational ideals. It should offer the autonomy for schools to develop their own characteristics rather than trying to mode every school into a standard model. Schools should try their best to reduce teachers' work load, and focus on transferring the authority and autonomy back to teachers in order to develop their professional confidence. These should be considered as important paths to teacher empowerment. Teachers should develop the critical awareness in order to clearly understand the productive relationship between power and knowledge. They should also try their best to fight for the emancipation of their souls. Teachers' participation in decision making of school policies should be perceived as the essential pathway to professional development. / In the context of educational reform in Hong Kong, disciplinary technologies penetrated every school and affected the daily work of teachers through the consecution of "Key Performance Measures". This was a top-down and continuous process of power execution. During this process, a productive relationship among disciplinary technologies, power, and knowledge was developed. First of all, a disciplinary truth was legitimized through the training course of members in external assessment. With the implementation of school internal assessment, this disciplinary truth penetrated through every section in the school, and is then endorsed by the process of external assessment. Through the above process, a set of disciplinary truth was produced, enhanced, and extended to become a network of power which began to govern the souls of all stakeholders in school. Finally, this disciplinary truth completed its self-reproduction process through the execution of power and develops into an eternal truth. Whether practitioners agreed or disagreed with it, they were forced to express their loyalty and to implement it whole-heartedly. Even after conducting an external assessment, this disciplinary truth still governs every teacher's soul because principals and panel chairpersons firmly stick to it as the standard for assessing the performance of teacher's daily work. This disciplinary truth is perpetuated by the collaborated efforts of stakeholders in schools. Therefore, a power relation is not developed by A affecting B's behavior once, but is a long-term interactive negotiation process between A and B. Once a power relation starts to execute, it would be circulated within the power web. No one could totally handle or even control it, and it puts all the stakeholders into its eventual observable situation. Under the governance by the "eye of power", A and B participates in the process of negotiation between surveillance and resistance and becomes a continuous process of negotiation. This is the manifested state of the nature of power and is confirmed by this research. / This is an exploratory study which employs a qualitative research method to investigate the nature of power relation among schools in Hong Kong. In recent years, the Education and Development Bureau initiated a series of education reform which caused the intensification of teacher's work, the decline of trust on teacher, and the compression of professional autonomy. Among these various reform measures, the "Key Performance Measures" caused the greatest impact on Hong Kong schools. / 梁建新. / Adviser: Po King Choi. / Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0040. / Thesis (doctoral)--Chinese University of Hong Kong,2008. / Includes bibliographical references (p. 155-160). / 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 Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Liang Jianxin.

黃麗鍔. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1997. / 參考文獻: leaves 242-254. / Huang Li'e. / Chapter 第一章： --- 問題闡釋 / Chapter 第一節： --- 敎育分權(decentralization) / Chapter 1.1 --- 敎育分權的定義及敎育分權與集權之爭辯 --- p.1 / Chapter 1.2 --- 分權與發展的關係 --- p.6 / Chapter 1.3 --- 政治環境與敎育分權的關係 --- p.8 / Chapter 1.4 --- 中國政治變化與敎育分權 --- p.10 / Chapter 1.5 --- 中國敎育分權的模式 --- p.13 / Chapter 1.6 --- 中國敎育分權的特色 --- p.17 / Chapter 1.7 --- 中國敎育分權之槪況 --- p.19 / Chapter 第二節： --- 權威（authority) / Chapter 2.1 --- 權威之定義 --- p.21 / Chapter 2.2 --- 中國權威的特色 --- p.22 / Chapter 2.3 --- 中共敎育改革與權威的變化 --- p.25 / Chapter 第三節： --- 經濟特區（Special Economic Zone ) / Chapter 3.1 --- 經濟特區的作用 --- p.27 / Chapter 3.2 --- 經濟特區的模式 --- p.29 / Chapter 3.3 --- 深圳特區的特色 --- p.33 / Chapter 3.4 --- 羅湖區發展槪況 --- p.36 / Chapter 3.5 --- 深圳特區的敎育發展方向 --- p.38 / Chapter 3.6 --- 深圳敎育發展槪況 --- p.41 / Chapter 3.7 --- 羅湖區敎育發展槪況 --- p.45 / Chapter 第四節： --- 職業敎育（Vocational Education) / Chapter 4.1 --- 職業敎育的發展 --- p.47 / Chapter 4.2 --- 中國職業敎育的發展 --- p.49 / Chapter 4.3 --- 深圳職業敎育的發展 --- p.53 / Chapter 第五節： --- 主要硏究問題 --- p.56 / Chapter 第二章 --- 文獻回顧 / Chapter 2.1 --- 敎育分權的出現與地方需要的配合 --- p.58 / Chapter 2.2 --- 敎育分權與敎育參與者 --- p.64 / Chapter 2.3 --- 敎育分權與權威關係 --- p.69 / Chapter 2.4 --- 深圳特區敎育之發展 --- p.73 / Chapter 第三章 --- 硏究設計 / Chapter 3.1 --- 硏究目的 --- p.75 / Chapter 3.2 --- 硏究意義 --- p.76 / Chapter 3.3 --- 硏究範圍 --- p.77 / Chapter 3.4 --- 硏究對象 --- p.78 / Chapter 3.5 --- 硏究方法 --- p.80 / Chapter 3.6 --- 硏究過程 --- p.86 / Chapter 3.7 --- 硏究限制 --- p.93 / Chapter 第四章 --- 敎育分權與深圳經濟特區之敎育要求及其發展 / Chapter 5.1 --- 經濟特區對職業敎育的要求 --- p.94 / Chapter 5.2 --- 敎育分權與地方特色 --- p.103 / Chapter 5.3 --- 敎育分權與本地文化 --- p.109 / Chapter 5.4 --- 敎育分權與人才培訓 --- p.112 / Chapter 5.5 --- 小結 --- p.119 / Chapter 第五章 --- 敎育分權與敎育參與者 / Chapter 6.1 --- 深圳特區學校分權情況 --- p.120 / Chapter 6.2 --- 敎師與敎育分權 --- p.130 / Chapter 6.3 --- 敎育分權與家長參與 --- p.146 / Chapter 6.4 --- 聯辦機構與敎育分權 --- p.156 / Chapter 6.5 --- 小結 --- p.168 / Chapter 第六章 --- 敎育分權與權威變化 / Chapter 7.1 --- 特區職業學校在敎育分權下的生存和發展 --- p.170 / Chapter 7.2 --- 敎育分權引起權威問題 --- p.183 / Chapter 7.3 --- 敎育分權對校長及敎師的影響 --- p.188 / Chapter 7.4 --- 校長及敎師權威的建立 --- p.196 / Chapter 7.5 --- 敎育分權所產生的影響 --- p.205 / Chapter 7.6 --- 小結 --- p.208 / Chapter 第七章 --- 敎育分權與深圳特區敎育的發展 / Chapter 8.1 --- 敎育分權在特區敎育發展所扮演的角色 --- p.209 / Chapter 8.2 --- 經濟因素與深圳敎育的發展 --- p.212 / Chapter 8.3 --- 政府推動敎育的角色 --- p.214 / Chapter 8.4 --- 小結 --- p.215 / Chapter 第八章 --- 總論 --- p.216 / 註釋 --- p.224 / 附件《一》 --- p.227 / 附件《二》 --- p.234 / 參考書目 --- p.242

Cheung, Hin Wah. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 206-216). / Abstracts in English and Chinese; appendix 2 in English and Chinese. / Abstract --- p.i / Abstract in Chinese (摘要） --- p.ii / List of Figures and Tables --- p.vii / Abbreviations Glossary --- p.ix / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- "Research Background, Significance and Question" --- p.4 / Chapter 1.3 --- Research Structure --- p.10 / Chapter 1.3.1 --- Research Subject and Time Period --- p.10 / Chapter 1.3.2 --- Research Objectives --- p.11 / Chapter 1.3.3 --- Hypotheses --- p.12 / Chapter 1.3.4 --- Research Methodology --- p.14 / Chapter 1.3.5 --- Limits of the Research --- p.16 / Chapter 1.4 --- Thesis Structure --- p.17 / Chapter Chapter 2 --- Literature Review: Theoretical Discussion --- p.24 / Chapter 2.1 --- Introduction --- p.24 / Chapter 2.2 --- The Concept of Religion and Politics --- p.24 / Chapter 2.3 --- Church-State Relations --- p.30 / Chapter 2.3.1 --- Role of Church --- p.30 / Chapter 2.3.2 --- The Models of Church-State Relations --- p.32 / Chapter 2.3.3 --- Types of interaction between Church and State --- p.39 / Chapter 2.4 --- Education: A Battlefield between Church and State --- p.42 / Chapter 2.5 --- Political Bargaining & Decision --- p.44 / Chapter 2.6 --- Conclusion --- p.46 / Chapter Chapter 3 --- "Church-State Relations in Hong Kong: Three governments, Four religions, Different relations" --- p.49 / Chapter 3.1 --- Introduction --- p.49 / Chapter 3.2 --- Church-State relations in the colonial age --- p.49 / Chapter 3.2.1 --- Catholicism and Protestant Christianity --- p.51 / Chapter 3.2.2 --- Buddhism and Taoism --- p.55 / Chapter 3.3 --- Church-State Relations in the transition period and after the return of sovereignty --- p.59 / Chapter 3.3.1 --- HKSAR Government & Four Religious Bodies --- p.60 / Chapter 3.3.2 --- Chinese Government & Four Religious Bodies --- p.69 / Chapter 3.4 --- Inter-religion Relations --- p.79 / Chapter 3.5 --- Conclusion --- p.81 / Chapter Chapter 4 --- "Religion, Education and School Management Reform" --- p.84 / Chapter 4.1 --- Introduction --- p.84 / Chapter 4.2 --- Religion and Education in Hong Kong --- p.84 / Chapter 4.2.1 --- Roman Catholicism --- p.88 / Chapter 4.2.2 --- Protestant Christianity --- p.91 / Chapter 4.2.3 --- Buddhism --- p.94 / Chapter 4.2.4 --- Taoism --- p.96 / Chapter 4.3 --- Schools in Hong Kong: Types & Management in the Past and Present …… --- p.98 / Chapter 4.4 --- "School Management Reform: reason, process and consequence" --- p.103 / Chapter 4.4.1 --- School-based Management: History and Development --- p.105 / Chapter 4.4.2 --- The Impact of School Management Reform --- p.108 / Chapter 4.5 --- Different Responses of Different Religious Organizations --- p.119 / Chapter 4.6 --- Conclusion --- p.132 / Chapter Chapter 5 --- Finding: Reasons for Different Responses and Relations --- p.142 / Chapter 5.1 --- Introduction --- p.142 / Chapter 5.2 --- The SAR Government's Dependence on Education Service Provision --- p.142 / Chapter 5.3 --- Social influence of Religious Organizations --- p.148 / Chapter 5.4 --- Relations with the Chinese Government --- p.161 / Chapter 5.5 --- Three factors and Religious Group --- p.170 / Chapter 5.6 --- Factors for Further Consideration --- p.172 / Chapter 5.7 --- Conclusion --- p.182 / Chapter Chapter 6 --- Conclusion --- p.191 / Chapter 6.1 --- Introduction --- p.191 / Chapter 6.2 --- Review of Major findings --- p.191 / Chapter 6.3 --- Further discussion of the research findings --- p.195 / Chapter 6.3.1 --- China and Church-State relations in Hong Kong --- p.195 / Chapter 6.3.2 --- Functional Interaction and Church-State Relations --- p.197 / Chapter 6.3.3 --- Conflict of Ideology and Church-State Relations --- p.199 / Chapter 6.4 --- Suggested Topics for Further Study --- p.202 / Chapter 6.5 --- Conclusion --- p.203 / Bibliography --- p.206 / Appendix --- p.217

Woo, Chak Kei Jacqueline. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 338-351). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.