余惠冰 = The Hong Kong General Teaching Council : a policy discourse / Yu Wai Bing. / 呈交日期: 2000年8月. / 論文(哲學博士)--香港中文大學, 2001. / 參考文獻 (p. 257-271) / 中英文摘要. / Cheng jiao ri qi: 2000 nian 8 yue. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Yu Huibing = The Hong Kong General Teaching Council : a policy discourse / Yu Wai Bing. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2001. / Can kao wen xian (p. 257-271) / Zhong Ying wen zhai yao.

吳慕姿. / 論文(碩士) -- 香港中文大學硏究院敎育學部, 1995. / 參考文獻: leaves 116-122. / Wu Muzi. / Chapter 第一章 --- 問題說明 --- p.1 / 前言 --- p.1 / Chapter 第一節 --- 私校學生人數與普及教育發展 --- p.3 / Chapter ´(إ) --- 就讀私校的學生人數升降的現象 --- p.3 / Chapter (二） --- 港府發展公營中小學敎育的各個階段，各階段中港府的私校政策以至各 階段中的私校發展 --- p.4 / Chapter 第二節 --- 國家理論與香港私校發展 --- p.7 / Chapter ´(إ) --- 政府政策作爲國家行動和霸權工程 --- p.7 / Chapter (二） --- 國家作爲行動者 --- p.7 / Chapter (三） --- 國家工程(State Project)、霸權工程(Hegemonic Project)和國家 果效（State Effect) --- p.8 / Chapter (四） --- 有關推展霸權工程的策略 --- p.10 / Chapter (五） --- 應用國家理論來分析香港具況 --- p.11 / Chapter 第二章 --- 文獻評述 --- p.13 / Chapter 第一節 --- 國家(state )的自主性(autonomy ) --- p.13 / Chapter (一) --- 自由主義學派 --- p.13 / Chapter (二） --- 馬克斯及新馬克斯主義理論 --- p.16 / Chapter (三） --- 國家主義者（statist)的立場 --- p.22 / Chapter (四） --- Bob Jessop的策略性關係性角度 (strategic-relational approach ) --- p.23 / Chapter (五） --- 有關如何推展霸權工程的策略 --- p.26 / Chapter 第二節 --- 如何應用國家理論於解釋香港的具體情況 --- p.30 / Chapter (一） --- 如何應用國家理論於本研究中 --- p.30 / Chapter (二） --- 體系層面 --- p.32 / Chapter (三） --- 制度性層面 --- p.35 / Chapter (四） --- 政治運作層面 --- p.39 / Chapter (五） --- 三種層面的因素透過一項工程去整合 --- p.42 / Chapter 第三章 --- 硏究設計 --- p.43 / Chapter 第一節 --- 分析架構 --- p.43 / Chapter 第二節 --- 分析架構中採用的重要概念及名詞的界說 --- p.45 / Chapter (一) --- 「國家」在本硏究裏的意義 --- p.45 / Chapter (二） --- 國家政策、教育政策、私校政策 --- p.46 / Chapter (三） --- 私校、私立中學和私立中學發展 --- p.47 / Chapter (四） --- 受助學買位 --- p.48 / Chapter 第三節 --- 劃分階段 --- p.48 / Chapter ´(إ) --- 1949年至1967年的私校發展情況及背景 --- p.48 / Chapter (二） --- 1968年至1988年私立中學發展情況及背景 --- p.50 / Chapter 第四節 --- 研究問題 --- p.52 / Chapter ´(إ) --- 1949年至1967年的私校發展情況及背景 --- p.52 / Chapter (二） --- 1968年至1988年私立中學發展情況及背景 --- p.52 / Chapter 第五節 --- 研究方法 --- p.53 / Chapter 第六節 --- 研究限制 --- p.56 / Chapter 第四章 --- 國家性質的轉變及其對私校政策的影響 --- p.57 / Chapter 第一節 --- Mini mal state時期香港政府對私立中學的政策 --- p.59 / Chapter ´(إ) --- 來自體系性層面的因素 --- p.59 / Chapter (二） --- 來自制度性層面的因素 --- p.61 / Chapter (三） --- 來自政治運作層面的因素 --- p.62 / Chapter 第二節 --- Mini mal state 性質轉變與教育政策轉變 --- p.63 / Chapter 第三節 --- 教育政策轉變作為國家行動 --- p.68 / Chapter ´(إ) --- 來自體系性層面的因素 --- p.68 / Chapter (二） --- 來自制度性層面的因素 --- p.70 / Chapter (三） --- 來自政治運作層面的因素 --- p.78 / Chapter 第五章 --- 蒙混過關（Muddling Through)式的學額擴展過程 --- p.80 / Chapter 第六章 --- 吸納與排´拒´ؤؤ從國家理論觀點看私校轉津問題 --- p.88 / Chapter 第一節 --- 公營中學教育擴展，辦學團體情況出現出現什麽轉變? --- p.88 / Chapter 第二節 --- 哪些學校是吸納的對象 --- p.92 / Chapter 第三節 --- 被吸納與不被吸納反映政府如何選取合作伙伴 --- p.95 / Chapter 第七章 --- 私校政策作爲霸權工程的一部分 --- p.99 / Chapter 第八章 --- 結論 --- p.108 / Chapter 第一節 --- 研究結果 --- p.108 / Chapter 第二節 --- 研究的意義和局限 --- p.110 / 註釋 --- p.112 / 參考書目 --- p.116 / 附錄一 --- p.124 / 附録二 --- p.131 / 附錄三 --- p.135 / 附錄四 --- p.138 / 附録五 --- p.148

Chik Pun-shing. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 120-127). / Abstracts in English and Chinese. / Chapter 1 --- INTRODUCTION --- p.4 / Chapter 2 --- HISTORICAL BACKGROUND --- p.10 / Chapter 2.1 --- The provision of mass education --- p.10 / Chapter 2.2 --- Llewellyn Report --- p.13 / Chapter 2.3 --- The pursuit of quality --- p.17 / Chapter 2.4 --- Chapter summary --- p.20 / Chapter 3 --- THEORETICAL BACKGROUND --- p.22 / Chapter 3.1 --- Policy discourse --- p.22 / Chapter 3.2 --- Conceptualization of accountability --- p.26 / Chapter 3.3 --- Teacher unionism --- p.30 / Chapter 3.4 --- Chapter summary --- p.34 / Chapter 4 --- RESEARCH DESIGN --- p.36 / Chapter 4.1 --- Research aim --- p.36 / Chapter 4.2 --- Research method --- p.38 / Chapter 4.3 --- Limitations of the study --- p.44 / Chapter 4.4 --- Chapter summary --- p.46 / Chapter 5 --- CAPITALISTIC BACKLASH AGAINST EQUALITY --- p.47 / Chapter 5.1 --- no local demand for equality --- p.47 / Chapter 5.2 --- Equality policy imported --- p.48 / Chapter 5.3 --- Policy makers' disbelief in equality --- p.49 / Chapter 5.4 --- Equality for prosperity --- p.51 / Chapter 5.5 --- Unionists' quest for equality --- p.55 / Chapter 5.6 --- Redefining the rule of the game --- p.61 / Chapter 5.7 --- Chapter summary --- p.66 / Chapter 6 --- ACCOUNTABLE FOR MANAGEMENT INSTEAD OF QUALITY --- p.67 / Chapter 6.1 --- In the name of public fund --- p.67 / Chapter 6.2 --- Managerial accountability preserved --- p.70 / Chapter 6.3 --- Quid pro quo accountability --- p.71 / Chapter 6.4 --- Cultivating quality values --- p.71 / Chapter 6.5 --- Cultural re-engineering --- p.73 / Chapter 6.6 --- Quality indicators --- p.74 / Chapter 6.7 --- Negligible measures for the Unionists --- p.76 / Chapter 6.8 --- Necessary check and balance --- p.77 / Chapter 6.9 --- Grassroots quest for reform --- p.79 / Chapter 6.10 --- "Materialistic ""Pegging Salary on Effectiveness""" --- p.82 / Chapter 6.11 --- Chapter Summary --- p.85 / Chapter 7 --- DISCURSIVE AND DISCIPLINARY PROFESSIONALISM --- p.86 / Chapter 7.1 --- The state disciplines without counter-action --- p.86 / Chapter 7.2 --- Professionalism： Normalize or empower --- p.91 / Chapter 7.3 --- Professionalism for control --- p.95 / Chapter 7.4 --- """Plain"" professionalism" --- p.99 / Chapter 7.5 --- The Union road to professionalism --- p.102 / Chapter 7.6 --- The mass line --- p.103 / Chapter 7.7 --- Political struggle --- p.106 / Chapter 7.8 --- Chapter summary --- p.108 / Chapter 8 --- CONCLUSION --- p.110 / Chapter 8.1 --- Capitalistic imperative versus value addition --- p.110 / Chapter 8.2 --- State control versus the quest for autonomy --- p.112 / Chapter 8.3 --- Professional discourse versus empowerment --- p.114 / Chapter 8.4 --- Implications of this research --- p.116 / Chapter 9 --- APPENDIX --- p.119 / Chapter 9.1 --- List of abbreviations --- p.119 / Chapter 10 --- REFERENCES --- p.120

教育政策實施的進程研究至今仍然是不清晰的。近期的研究，對於政策能否實施，都是基於理性選擇的基礎上而作出闡釋，相信施行者都會依設定程序來執行。本項研究提出：實施時出現的落差，是源自忽視了人類認知過程的複雜性。本研究是把資訊科技教育政策的實施視為政策的學習，教師在實施過程中，因建構知識而帶來認知基模的改變。本研究透過訪問兩間香港中學的教師，瞭解他們如何內化資訊科技教育政策，從而探索政策的實施與教師認知的關係。探討實施過程的重點，是在於三方面的互動，包括：個別教師、資訊科技教育政策、教師與系統元素互動的實施平臺。根據研究結果和認知框架，建構出一個分為五個階段的認知架構：資訊科技教育政策的實施不僅是獲取技術，亦涉及教師的認知屬性；把內化資訊科技教育政策，體現為由隱性知識轉化為顯性知識，與知識建構的概念重組。研究發現，政策的實施是從個人到實踐社群、由個人的隱性知識轉化為組織的顯性知識及從政策的轉變到認知基模的改變。 / The implementation process has hitherto remained largely implicit in the research of education policy. Recent research on how policy does and does not get implemented has developed explanations with assumptions rest on rational-choice foundation that implementers respond to the policy that is intended. This study suggests viewing implementation gap as neglect of the complexity of the human sensemaking processes consequential to implementation. This study argues that policy implementation of ICT in education could be viewed as policy learning where knowledge is built and created during the implementation process for change in cognitive schema. Drawing on the cognitive frames, this study aims at exploring the relationship between policy implementation and teacher cognition to investigate how teachers in two Hong Kong secondary schools internalize the policy of ICT in education. The process of implementation is explored with emphasis on the interaction among individual teachers, the policy of ICT in education and implementation sites where teachers interact with system elements. Building upon the research findings and the cognitive framework of sensemaking, this study puts forth a five-phase cognitive framework of individual sensemaking, in which ICT policy implementation is more than just technical skill acquisition, involving teachers' cognitive attributes to internalize the policy by embodying explicit knowledge into tacit knowledge and by attributing into the cognitive structures with knowledge building and knowledge creation for conceptual reorganization. The policy implementation is unveiled from individual to community of practice whilst externalizing individual tacit knowledge to organizational explicit knowledge resulted from policy change to change in cognitive schema. / Detailed summary in vernacular field only. / Wan, Wing Fong. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 216-238). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese. / Abstract --- p.i / Acknowledgements --- p.iii / Table of contents --- p.iv / List of figures --- p.vii / List of tables --- p.viii / Chapter CHAPTER ONE --- STATEMENT OF THE PROBLEM / Introduction --- p.1 / Background of the study --- p.1 / Chapter 1 --- Policy context of ICT in education --- p.2 / Chapter 1.1 --- Global policy context --- p.2 / Chapter 1.2 --- Policy context of Hong Kong --- p.4 / Chapter 1.3 --- Cascade of policy implementation of ICT in education and practice in HK --- p.4 / Chapter 2 --- Theoretical background --- p.7 / Chapter 3 --- Purpose of the study --- p.9 / Chapter 3.1 --- Research questions --- p.10 / Chapter 3.2 --- Research context and target --- p.12 / Chapter 4 --- Significance of the study --- p.14 / Chapter 5 --- Limitations of the study --- p.16 / Chapter CHAPTER TWO --- REVIEW OF LITERATURE / Introduction --- p.17 / Chapter 1 --- An overview of education policy implementation --- p.17 / Chapter 2 --- New dimensions of educational change and education policy implementation --- p.21 / Chapter 2.1 --- A new unit of analysis in education policy implementation --- p.21 / Chapter 2.1.1 --- Cognitive framework --- p.24 / Chapter 2.1.2 --- Sensemaking --- p.25 / Chapter 2.2 --- Strategic role of the implementation site --- p.29 / Chapter 2.2.1 --- Reconceptualization of learning --- p.30 / Chapter 2.2.2 --- Knowledge-creation metaphor as policy learning versus constructivism --- p.31 / Chapter 2.2.3 --- Teacher learning and teacher cognition --- p.33 / Chapter 2.2.4 --- Approaches to teacher learning --- p.34 / Chapter 2.2.5 --- Teacher knowledge --- p.36 / Chapter 2.2.6 --- ICT policy implementation as organizational learning with technological vision --- p.38 / Chapter 2.2.7 --- Collegial interaction in community of practice --- p.39 / Chapter 2.2.8 --- System-wide interaction --- p.44 / Chapter 2.3 --- Conceptualization of implementation process --- p.45 / Chapter 2.3.1 --- The link between individual and organizational learning --- p.45 / Chapter 2.3.2 --- Implementation as organizational learning --- p.46 / Chapter 2.3.3 --- Cognitive preparation for paradigm shift --- p.47 / Chapter 2.4 --- Implementation outcomes --- p.48 / Chapter 2.4.1 --- Outcome assessment --- p.48 / Chapter 2.4.2 --- Conceptual reorganization during implementation process --- p.48 / Chapter 2.4.3 --- Teacher capacity building --- p.50 / Chapter 2.4.4 --- Social capital --- p.50 / Chapter 2.4.5 --- Human capital and community of practice --- p.51 / Chapter 2.5 --- Role of technological advancement in educational change --- p.51 / Chapter 2.5.1 --- A review of technological advancement --- p.51 / Chapter 2.5.2 --- Context of twenty-first century --- p.53 / Chapter 2.5.3 --- Educational change --- p.54 / Chapter 2.5.4 --- Implementation of ICT in education --- p.55 / Chapter 3 --- Related research and literature --- p.57 / Chapter 3.1 --- International research and literature --- p.57 / Chapter 3.2 --- Local research and literature --- p.59 / Chapter 4 --- Orientation to the nature of knowledge about education policy implementation --- p.60 / Chapter CHAPTER THREE --- THE STUDY / Introduction --- p.62 / Chapter 1 --- Implications for the study --- p.62 / Chapter 2 --- Framework of study --- p.64 / Chapter 3 --- Research questions and assumptions --- p.66 / Chapter 4 --- Research methodology --- p.67 / Chapter 5 --- Research design --- p.69 / Chapter 5.1 --- Site selection --- p.69 / Chapter 5.2 --- Data collection --- p.70 / Chapter 5.3 --- Data analysis --- p.75 / Chapter 6 --- Research limitations --- p.78 / Chapter 7 --- Consent, access and human participant protection --- p.79 / Chapter CHAPTER FOUR --- INDIVIDUAL PERSPECTIVE OF TEACHER COGNITION: SENSEMAKING AS A NETWORK OF RELATIVITY / Introduction --- p.80 / Chapter 1 --- The influences of the teacher on sensemaking --- p.80 / Chapter 1.1 --- ICT implementation more than skill acquisition --- p.81 / Chapter 1.1.1 --- Superficial similarities --- p.81 / Chapter 1.1.2 --- Reflection on teaching --- p.82 / Chapter 1.2 --- Policy implementation as idiosyncratic understanding --- p.84 / Chapter 1.2.1 --- An act of interpretation --- p.85 / Chapter Vignette 1: --- How Quintus makes sense of the policy implementation of ICT in education in his individual perspective of cognition --- p.86 / Chapter 1.3 --- Sensemaking as deep and thorough understanding --- p.92 / Chapter 1.3.1 --- Experiences and beliefs --- p.92 / Chapter 1.3.2 --- Hot cognition --- p.98 / Chapter 1.4 --- Internalization as embodying explicit knowledge into tacit knowledge --- p.103 / Chapter 1.4.1 --- Prior knowledge --- p.103 / Chapter 1.4.2 --- Knowledge created in implementation process --- p.105 / Chapter 1.5 --- Internalization as an attribute of cognitive structures for conceptual reorganization --- p.111 / Chapter 1.5.1 --- A relational conception of understanding --- p.111 / Chapter 1.5.2 --- Understanding as problems to encounter --- p.113 / Chapter 1.5.3 --- Knowledge building as a mediator in conceptual reorganization --- p.115 / Chapter 2 --- A summary of key findings: Individual sensemaking of ICT implementation --- p.117 / Chapter 2.1 --- Relationship between individual informant-teachers and ICT policy --- p.118 / Chapter 3 --- Summary & discussion --- p.121 / Chapter CHAPTER FIVE --- SOCIAL & DISTRIBUTED PERSPECTIVES OF TEACHER COGNITION: SENSEMAKING AS A NETWORK OF SITUATEDNESS / Introduction --- p.123 / Chapter 1 --- The influences of the school on sensemaking --- p.123 / Chapter Vignette 2: --- How Jadon makes collective sense of the policy implementation of ICT in education in his social and distributed perspectives of cognition --- p.125 / Chapter 2 --- Social perspective of teacher cognition --- p.129 / Chapter 2.1 --- Engagement --- p.130 / Chapter 2.2 --- Shared repertoire of knowledge and practice --- p.132 / Chapter 2.3 --- Joint enterprise --- p.134 / Chapter 2.4 --- Learning opportunities --- p.135 / Chapter 2.4.1 --- Opportunities to discuss about subject matter --- p.136 / Chapter 2.4.2 --- Opportunities to discuss about students and learning --- p.136 / Chapter 2.4.3 --- Opportunities to discuss about teaching --- p.138 / Chapter 2.4.4 --- Opportunities to express emotions --- p.139 / Chapter 3 --- Distributed perspective of teacher cognition --- p.141 / Chapter 3.1 --- Sensemaking affected by organizational context --- p.142 / Chapter 3.1.1 --- Leadership practices and teacher sensemaking --- p.143 / Chapter 3.2 --- Sensemaking as a co-production of students and teachers --- p.148 / Chapter 3.3 --- Situatedness of sensemaking --- p.151 / Chapter 4 --- A summary of key findings: Collective sensemaking of ICT implementation --- p.153 / Chapter 4.1 --- Communities of practice as an analytic construct --- p.153 / Chapter 4.2 --- Situatedness for ICT implementation --- p.157 / Chapter 5 --- Interaction between the individual level- and school-level sensemaking --- p.159 / Chapter 5.1 --- Organizational knowledge created in implementation process --- p.162 / Chapter 6 --- Summary & discussion --- p.167 / Chapter CHAPTER SIX --- MAJOR FINDINGS, CONCLUSION & DISCUSSION / Chapter 1 --- Major findings --- p.169 / Chapter Research finding 1: --- From individual to communities of practice --- p.170 / Chapter Research finding 2: --- From individual tacit knowledge to organizational explicit knowledge --- p.186 / Chapter Research finding 3: --- From policy change to change in cognitive schema --- p.192 / Chapter 2 --- Conclusion --- p.196 / Chapter 2.1 --- Revised cognitive framework of teacher cognition & policy implementation --- p.196 / Chapter 2.2 --- Three propositions --- p.198 / Chapter 3 --- Discussion --- p.203 / Chapter 3.1 --- Theoretical implications --- p.203 / Chapter 3.2 --- Implications for policy --- p.205 / Chapter 3.3 --- Methodological implications --- p.207 / Chapter 3.4 --- Limitations and new opportunities for further investigation --- p.208 / APPENDIXES / Chapter Appendix 1 --- Interview protocol --- p.211 / Chapter Appendix 2 --- Information sheet and consent form --- p.214 / BIBLIOGRAPHY --- p.216

譚秉源. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1996. / 參考文献 : leaves iii-xvi (3rd group). / Tan Bingyuan [Tam Ping Yuen]. / Chapter 第一章 --- 問題闡述 / Chapter 第一節 --- 前言 --- p.1 / Chapter 第二節 --- 槪念的界定 --- p.3 / Chapter 第三節 --- 硏究背景 --- p.4 / Chapter 第四節 --- 硏究問題綜述 --- p.12 / Chapter 第二章 --- 文獻評述 / Chapter 第一節 --- 政策分析及政策釐訂過程 --- p.14 / Chapter 第二節 --- 現代資本主義國家內的政策釐訂過程 --- p.15 / Chapter 第三節 --- 協同主義 --- p.21 / Chapter 第四節 --- 敎育政策的釐訂架構 --- p.25 / Chapter 第五節 --- 敎育團體與教育政策釐訂 --- p.32 / Chapter 第六節 --- 理論總結與香港現實的剖析 --- p.34 / Chapter 第三章 --- 硏究設計 / Chapter 第一節 --- 硏究意義 --- p.41 / Chapter 第二節 --- 研究目的 --- p.42 / Chapter 第三節 --- 硏究問題 --- p.43 / Chapter 第四節 --- 硏究範圍 --- p.44 / Chapter 第五節 --- 硏究方法 --- p.45 / Chapter 第六節 --- 硏究架構 --- p.47 / Chapter 第七節 --- 硏究設計 --- p.4 9 / Chapter 第四章 --- 香港敎育政策個案分析一 中學敎學語文政策（1974一一19 8 5) / Chapter 第一節 --- 簡述 --- p.50 / Chapter 第二節 --- 政策的背景和內容 --- p.51 / Chapter 第三節 --- 政府對中學敎學語文政策的立場 --- p.60 / Chapter 第四節 --- 敎協對中學敎學語文政策的立場 --- p.63 / Chapter 第五節 --- 敎協與政府就中學敎學語文政策爭論的焦點 --- p.66 / Chapter 第六節 --- 節敎協與政府就中學敎學語文政策問題的爭持行動 --- p.72 / Chapter 第七節 --- 敎協和政府就本政策釐訂所作的敎育互動 --- p.77 / Chapter 第八節 --- 對本個案的理論分析 --- p.81 / Chapter 第五章 --- 香港敎育政策個案分析二 中學敎學語文政策(19 8 ´6´ؤؤ1996) / Chapter 第一節 --- 簡述 --- p.88 / Chapter 第二節 --- 政策的背景和內容 --- p.89 / Chapter 第三節 --- 政府對中學敎學語文政策的立場 --- p.9 7 / Chapter 第四節 --- 敎協對中學敎學語文政策的立場 --- p.101 / Chapter 第五節 --- 敎協與政府就中學敎學語文政策爭論的焦點 --- p.104 / Chapter 第六節 --- 敎協與政府就中學敎學語文政策問題的爭持行動 --- p.107 / Chapter 第七節 --- 敎協和政府就本政策釐訂所作的敎育互動 --- p.115 / Chapter 第八節 --- 對本個案的理論分析 --- p.119 / Chapter 第六章 --- 香港敎育政策個案分析三 初中會考及初中成績評核政策 / Chapter 第一節 --- 簡述 --- p.123 / Chapter 第二節 --- 政策的背景和內容 --- p.124 / Chapter 第三節 --- 政府對初中會考及初中成績評核政策的立場 --- p.129 / Chapter 第四節 --- 敎協對初中會考及初中成績評核政策的立場 --- p.131 / Chapter 第五節 --- 敎協與政府就初中會考及初中成績評核政策爭論 的焦點 --- p.134 / Chapter 第六節 --- 敎協與政府就初中會考及初中成績評核政策問題 的爭持行動 --- p.1 9 / Chapter 第七節 --- 敎協和政府就本政策釐訂所作的敎育互動 --- p.144 / Chapter 第八節 --- 對本個案的理論分析 --- p.147 / Chapter 第七章 --- 香港敎育政策個案分析四 學習目標及目標爲本評估政策（英文簡稱TTRA ) / Chapter 第一節 --- 簡述 --- p.151 / Chapter 第二節 --- 政策的背景和內容 --- p.152 / Chapter 第三節 --- 政府對學習目標及目標爲本評估政策的立場 --- p.161 / Chapter 第四節 --- 敎協對學習目標及目標爲本評估政策的立場 --- p.163 / Chapter 第五節 --- 敎協與政府就學習目標及目標爲本評估政策爭論的焦點頁 --- p.170 / Chapter 第六節 --- 敎協與政府就學習目標及目標爲本評估政策問題的爭持 行動 --- p.183 / Chapter 第七節 --- 敎協和政府就本政策釐訂所作的敎育互動 --- p.190 / Chapter 第八節 --- 對本個案的理論分析 --- p.197 / Chapter 第八章 --- 總結 / Chapter 第一節 --- 簡述 --- p.203 / Chapter 第二節 --- 關於敎協爲影響敎育政策釐訂所作敎育互動的分析 --- p.204 / Chapter 第三節 --- 關於政府對敎協或整體社會所作敎育互動的分析 --- p.208 / Chapter 第四節 --- 關於政府釐訂及推行敎育政策所採策略的分析 --- p.210 / Chapter 第五節 --- 關於協同主義在香港的敎育政策釐訂過程中的體現分析頁 --- p.212 / Chapter 第六節 --- 關於派系互動理性取向在香港敎育政策釐訂過程中的體 現分析 --- p.215 / Chapter 第七節 --- 關於敎育團體影響敎育政策釐訂的效能分析 --- p.215 / Chapter 第八節 --- 關於敎育團體在本港敎育政策釐訂過程中的角色 --- p.217 / Chapter 第九節 --- 本硏究的意義 --- p.219 / Chapter 第十節 --- 本硏究的限制 --- p.220 / Chapter 第十一節 --- 結語 --- p.221 / 註釋 --- p.i / 參考文件 --- p.iii / 中文參考書目 --- p.x / 英文參考書目 --- p.xii

published_or_final_version / Public Administration / Master / Master of Public Administration

Keung Yuen-kwan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references. / Abstracts in English and Chinese. / Abstract --- p.i-ii / Acknowledgments --- p.iii / Introduction / Chapter Chapter One --- "The Two Curricula, England and Hong Kong" --- p.9-31 / Chapter Chapter Two --- Language Discourse and Local Education Policy --- p.32-45 / Chapter Chapter Three --- Local Research on Cultural Identity --- p.46-54 / Chapter Chapter Four --- Local Identity as Constructed in School Textbooks --- p.55-74 / Conclusion --- p.75-80 / Bibliography --- p.81-101