This qualitative case study investigated the teaching practices I adopted in a general education course at a Hong Kong community college during the 2013/14 academic year. I took on the active role of participant observer to examine how a combination of Multiple Intelligences (MI) theory and Integrated Thematic Instruction (ITI) supported the goals of general education. Interview protocol with open-ended questions was the instrument to collect the students’ voices about their learning experiences in an MI-inspired general education course. Three research questions were posed. First, how does a course instructor design and teach a general education course at a community college in Hong Kong? Second, how do community college students experience learning in such a course? Third, how do community college students evaluate their learning outcomes in such a course? The interview data clearly revealed that the students’ learning experiences in the MI-inspired general education course included making connections to lived experience; applying the course content to real-life situations; learning to synthesise information, find relationships, think critically and solve problems; and creating knowledge through group projects. The students’ learning experiences corresponded to four dimensions of MI theory in terms of instructional design. These dimensions included designing broad-based knowledge and reality-based curriculum, using multimedia sources as teaching materials, developing cognitive skills in students and empowering students to learn. The interview data reflecting the students’ learning experiences as they relate to pedagogical MI dimensions were examined through my observations of students’ interactions in practice in addition to the students’ written self-reflections on group projects. The results of a college-wide teaching evaluation survey also indicated that the students gave higher ratings to their learning experiences in the MI-inspired general education course. As such, the incorporation of MI theory into ITI was a pedagogical initiative to support the goals of general education and strengthen learning opportunities for community college students with multiple intelligences. In addition, I explored the research implications of MI theory. The findings of this study provide community college policymakers, faculties and administrators with practical advice on curriculum development and the instructional design of general education at community colleges in the Hong Kong context. / 是項質性個案學術研究乃探討一所香港社區學院通識教育課程的教學實踐。此研究個案涵蓋了研究者在有關的「多元智能」(Multiple Intelligences)啟迪下的通識教育的教學設計與教學策略。 研究者扮演成積極參予觀察者，來檢視「多元智能」和「主題教學法」(Integrated Thematic Instruction)兩者之間的組合如何實踐和通識教育有關的各樣教育目標。 此研究個案於2013至2014學年期間，在有關的一所香港社區學院內進行。訪問形式是採用開放式問題，務使收集學生在這「多元智能」通識教育科目的學習體驗。 此研究針對以下三個問題﹕一) 課程導師如何在該香港社區學院設計及教授通識教育課程? 二) 該社區學院的學生在堂上有何學習經驗? 三) 學生如何衡量該課程的學習成果? 訪問數據資料顯示，學生在「多元智能」的學習體驗中，包括﹕緊扣日常生活、學以致用、融會貫通、學會批判思考、解決疑難和在小組工作中均學有所用。 明顯地，學生們的學習經驗對應了在「多元智能」理論的教學設計中的四個層面，即廣泛知識和建基現實的課程、多媒體教材、培養認知技巧和促使學生學習。 學院的教學評分結果顯示，學生能於「多元智能」啟迪下的通識教育學習中的得益，評分較前高。研究發現「多元智能」和「主題教學支援」的組合能清晰帶出通識教育的教學目標。此學術研究可為有關政策決策者和大學學系的策劃人提供實用兼可行的參照。 此外，此研究也同時為日後學者於有關「多元智能」教育理論和實踐在社區學院的研究和探究，提供了寶貴的資料和啟示。 / Kong, Siu Ping. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 135-146). / Abstracts also in Chinese; appendix 2 includes Chinese. / Title from PDF title page (viewed on 09, September, 2016). / Detailed summary in vernacular field only.

論文(哲學碩士)--香港中文大學硏究院敎育學部,1994. / 參考文獻: leaves 150-151 / 林憶芝. / 論文目錄 / Chapter 第一章 --- 題目析義與問題之提出 --- p.3 / Chapter 第一節 --- 題目析義 --- p.3 / Chapter 第二節 --- 硏究的意義 --- p.3 / Chapter 第二章 --- 硏究方法及文獻 --- p.14 / Chapter 第一節 --- 硏究方法 --- p.14 / Chapter 第二節 --- 文獻回顧 --- p.15 / Chapter 第三節 --- 硏究限´制ؤ --- p.18 / Chapter 第三章 --- 孔子的哲學思想 --- p.22 / Chapter 第一節 --- 現代學者對『仁』之詮釋 --- p.22 / Chapter 第二節 --- 論語中『仁』之涵義 --- p.26 / Chapter 一 --- 內在的感通 --- p.29 / Chapter 二 --- 對他人的感通 --- p.37 / Chapter 三 --- 對天命的感通 --- p.45 / Chapter 第四章 --- 孔子的敎育思想 --- p.50 / Chapter 第一節 --- 敎育目標 --- p.50 / Chapter 第二節 --- 敎材 --- p.52 / Chapter 第三節 --- 敎材選取的原則 --- p.78 / Chapter 第四節 --- 敎學目標與敎材的關係 --- p.80 / Chapter 第五章 --- 高中中國語文科敎學目標與精讀敎材之關係 --- p.86 / Chapter 第一節 --- 敎學目標 --- p.86 / Chapter 第二節 --- 現行精讀敎材的敎學重點分析 --- p.90 / Chapter 第三節 --- 現行精讀敎材的敎學重點忽略品德敎育之情況 --- p.96 / Chapter 第四節 --- 敎學重點重語文訓練而輕品德培養之原因 --- p.98 / Chapter 第六章 --- 以孔子的理論架構分析精讀敎材與德育的關係 --- p.102 / Chapter 第一節 --- 精讀敎材的內容分析 --- p.102 / Chapter 第二節 --- 以孔子的理論架構重訂品德敎學的重點 --- p.110 / Chapter 第三節 --- 精讀敎材與品德敎學的關係 --- p.119 / Chapter 第四節 --- 以孔子的理論架構，增删敎材 --- p.122 / Chapter 第七章 --- 結論及建議 --- p.124 / Chapter 第一節 --- 現時難以精讀敎材推行品德敎育的原因分析 --- p.124 / Chapter 第二節 --- 改善現況的幾點建議 --- p.128 / 〔附錄一〕二十六篇精讀敎材之篇目 --- p.131 / 〔附錄二〕五十九章含仁字之篇章 --- p.134 / 〔附錄三〕三出版社敎學重點總表 --- p.140 / 〔附錄四〕三出版社敎學重點圖表 --- p.147 / 參考書目 --- p.150

by Cheng Yin Cheong. / Title in Chinese: / Bibliography: leaves 172-189 / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1985

by Chan Yung. / Bibliography: leaves 53-58 / Thesis (M.A.Ed.) -- Chinese University of Hong Kong, 1983

by Haney, Kam Suen Ho. / Part of appendix in Chinese / Bibliography : leaves 128-143 / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1982

by Mo Ping-kui. / Includes bibliographical references / Thesis (M.Ph.)--Chinese University of Hong Kong, 1986

by Lau Yuet Ming, Marianne. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves 119-129.

郁德芬. / Thesis (M.A.)--香港中文大學. / Manuscript. / Includes bibliographical references (leaves 308-339). / Yu Defen. / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一章 --- 序言 --- p.1-25 / Chapter 第二章 --- 中國的需要：一八六○ ´ؤ一九二○ --- p.26-99 / Chapter （一） --- 中國的急遽變遷 / Chapter （二） --- 一八六○ ´ؤ一九二○ 年間的救國運動 / Chapter （甲） --- 「洋務運動」至辛亥革命前的救國運動 / Chapter （乙） --- 辛亥革命及其後的建國運動 / Chapter （1） --- 辛亥革命 / Chapter （2） --- 「心理建設｣救國方法 / Chapter （3） --- 「新教育｣作為實現「心理建設｣ 的途徑 / Chapter （丙） --- 總結 / Chapter 第三章 --- 基督教教育與「心理建設｣ --- p.100-243 / Chapter （一） --- 序言：基督教的教育事工 / Chapter （二） --- 基督教教育的目的 / Chapter （甲） --- 基督教辦學的宗旨 / Chapter （乙） --- 基督教學校對「收回教育權運動」及「黨化教育」的回應 / Chapter （丙） --- 基督教學校的課程 / Chapter （丁） --- 中國人如何接納基督教的教育？ / Chapter （三） --- 基督教的教育有否實現「心理建設」的果效？ / Chapter （甲） --- 「新教育」所實現的「心理建設」的 果效 / Chapter （乙） --- 基督教的教育所實現的果效 / Chapter （四） --- 總結 / Chapter 第四章 --- 基督教教育對中國重建的貢獻 --- p.244-273 / Chapter （一） --- 序言 / Chapter （二） --- 「心理建設」的限制 / Chapter （甲） --- 「心理建設」救國方法理論的不足 / Chapter （乙） --- 以「教育」為實現途徑的不足 / Chapter （三） --- 基督教教育與中國重建的關係 / Chapter 第五章 --- 討論：基督教在中國的教育經驗對今日差傳之啟示 --- p.274-306 / Chapter （一） --- 探討「建立教會」與「拓展上帝國」差傳觀念 / Chapter （二） --- 從基督教在中國的教育經驗，看「拓展上帝國」差傳的限制 / Chapter （三） --- 甚麼是今日所需要的差傳？ / 參考書目 --- p.307-339 / 附錄一至八 --- p.340-355

Yang Zheyu. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 46-52). / Abstracts in English and Chinese. / Chapter 1 --- Introduction --- p.3 / Chapter 2 --- Literature Review --- p.9 / Chapter 2.1 --- Conceptual foundations and empirical implications --- p.9 / Chapter 2.2 --- Evidence of the direct casual effect of schooling on health --- p.11 / Chapter 2.3 --- Explanations of the schooling-health correlation --- p.16 / Chapter 2.4 --- Literature review on twins data --- p.25 / Chapter 3 --- Empirical Specification --- p.29 / Chapter 3.1 --- Omitted Variable Bias (Selection Effect) --- p.29 / Chapter 3.1.1 --- Ordinary Least Squares (OLS) Model --- p.29 / Chapter 3.1.2 --- Fixed-Effect (FE) Model --- p.30 / Chapter 3.1.3 --- Generalized Least Squares (GLS) Model --- p.31 / Chapter 3.2 --- Measurement Error --- p.32 / Chapter 4 --- Data --- p.34 / Chapter 5 --- Empirical Results --- p.37 / Chapter 5.1 --- Allocative Efficiency Hypothesis Test --- p.37 / Chapter 5.2 --- Productive Efficiency Hypothesis Test --- p.39 / Chapter 5.3 --- Returns to health --- p.44 / Chapter 6 --- Conclusions --- p.45 / Chapter 7 --- Bibliography --- p.46 / Table 1: Summary of the evidence for correlation between education and SRH amongst different groups of individuals --- p.53 / Table 2: Descriptive Statistics --- p.54 / Table 3: Correlation between Health Indicators --- p.55 / Table 4.1: The Impact of Education on Physical Exercise Participation --- p.56 / Table 4.2: The Impact of Education on Smoking Consumption --- p.57 / Table 4.3: The Impact of Education on Alcohol Consumption --- p.58 / Table 5.1: OLS and FE Estimation of the Impact of Education on SRH --- p.59 / Table 5.2: IV Estimation of the Impact of Education on SRH --- p.60 / Table 5.3: GLS Estimation of the Impact of Education on SRH --- p.61 / Table 6.1: OLS and FE Estimation of the Impact of Education on BMI. --- p.62 / Table 6.2: IV Estimation of the Impact of Education on BMI --- p.63 / Table 7.1: OLS and FE Estimation of the Impact of Education on Symptom Occurrence --- p.64 / Table 7.2: IV Estimation of the Impact of Education on Symptom Occurrence --- p.65 / Table 8: Probit Estimation of the Impact of Education on Symptom Occurrence --- p.66 / Table 9: Ordered Logit Estimation of the Impact of Education on SRH. --- p.67 / Table 10.1: OLS and FE Estimation of the Impact of Education Level on SRH --- p.68 / Table 10.2: IV Estimation of the Impact of Education Level on SRH --- p.69 / Table 11.1: OLS and FE Estimation of the Impact of Education Level on Symptom Occurrence --- p.70 / Table 11.2: IV Estimation of the Impact of Education Level on Symptom Occurrence --- p.71 / Table 12: OLS and FE Estimation of the Returns to SRH --- p.72

by Chan Lai-ying, Rita. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 92-94). / ABSTRACT --- p.iii / TABLE OF CONTENTS --- p.vi / LIST OF TABLES --- p.x / ACKNOWLEDGEMENT --- p.xiii / Chapter / Chapter I. --- INTRODUCTION --- p.1 / MBA Education in Hong Kong --- p.1 / Proliferation of MBA Education --- p.1 / Customer Needs --- p.2 / Value of a Local MBA Degree --- p.3 / Chapter II. --- LITERATURE REVIEW --- p.6 / MBA Education --- p.6 / The World MBA Market --- p.7 / Decrease in Demand --- p.7 / Increase in Supply --- p.7 / The Impact of Recession --- p.8 / Inadequacy of Traditional MBA Curricula --- p.8 / Competition from Corporate Management Development Training --- p.9 / The Future --- p.9 / The MBA still Lures --- p.9 / MBA Consurmers --- p.10 / Training Sponsorship --- p.10 / Future Development of MBA Programmes --- p.11 / The Trend toward In-house MBA Programmes --- p.11 / The Local MBA Market --- p.12 / Programme Evaluation Indicators --- p.13 / Quality of Curriculum --- p.13 / Quality of Applicants --- p.13 / Admission Requirements --- p.14 / Quality of Faculty --- p.15 / Quality of Graduates --- p.15 / Chapter III. --- METHODOLOGY --- p.17 / Objectives --- p.17 / Method of Study --- p.18 / Design of Questionnaire --- p.18 / Test of Questionnaire --- p.19 / Scope and Coverage --- p.19 / Method of Approaching the Companies --- p.20 / Anonymity --- p.20 / Follow-up Actions --- p.20 / Data Analysis --- p.21 / Limitations --- p.21 / Chapter IV. --- RESEARCH FINDINGS AND ANALYSIS --- p.24 / Response Rate --- p.24 / Overall Sample Characteristics --- p.24 / Respondent Companies --- p.24 / Nature of Business --- p.24 / Company Size --- p.25 / Individual Respondents --- p.26 / Department They Belong To --- p.26 / Positions Held --- p.27 / Education Level --- p.28 / Institutions Where They Graduated From --- p.29 / Institutions Where They Got / Are Studying For Their MBA Degrees --- p.30 / Experience In Working With Local MBA Graduates --- p.31 / "Company Practices on Recruitment, Training Sponsorship and Promotion of Local MBA Employees" --- p.32 / Recruitment of Local MBA Employees --- p.32 / Companies Currently Hiring Local MBA Graduates --- p.32 / Company Size and Hiring Local MBA Graduates --- p.33 / Reasons For Not Hiring Local MBA Graduates --- p.34 / Positions Requiring MBA As Requisite --- p.34 / Training Sponsorship Practices --- p.35 / Training Sponsorship For Local MBA Programmes --- p.35 / Reasons For Sponsorship --- p.35 / Institutions Qualified For Training Sponsorship Schemes --- p.37 / Company Offer to Graduates of Different Institutions --- p.38 / Recruitment Preference --- p.38 / Difference in Renumeration Packages --- p.41 / Difference in Positions / Grades --- p.42 / Promotion Preference --- p.43 / Preference For Graduates From Different Institutions --- p.44 / Future Company Needs For Local MBA Graduates --- p.44 / Evaluation on Local MBA Programmes --- p.46 / What do They rely on when Evaluating --- p.46 / Knowledge about Individual MBA Programmes --- p.47 / Admission Requirements --- p.49 / Correlation between Admission Requirements and Reputation --- p.49 / Programme Evaluation --- p.50 / Quality of Applicants --- p.51 / Quality of Curriculum --- p.52 / Quality of Teaching Staff --- p.52 / Quality of Graduates --- p.54 / Effectiveness in Preparing Graduates for Current Job --- p.56 / Effectiveness in Preparing Graduates for Position of Significant Management Leadership --- p.57 / Overall Reputation of Individual Programmes --- p.58 / The Correlation between Knowledge about the MBA Programmes and the Evaluation of the Programmes --- p.59 / Future Development of Local MBA Programmes --- p.60 / Topics / Areas Needed --- p.60 / Importance of MBA Education --- p.61 / Demand for MBA Graduates --- p.63 / Kinds / Levels of Staff needing an MBA Degree Most --- p.65 / Comparing Part-time MBA Programmes with In-house Management Development Training --- p.65 / Overall Findings --- p.67 / Chapter V. --- RECOMMENDATIONS --- p.69 / Targeting at Satisfying Customer Needs --- p.69 / Partnering with the Business Community to meet Demands --- p.70 / Determining Customer Needs --- p.70 / In-House MBA Programmes --- p.71 / Promotion Efforts --- p.72 / Programme Prospectus --- p.72 / Programme Consultancy Service --- p.73 / Image Building --- p.73 / Alumni Networking --- p.74 / Product Differentiation among MBA Programmes --- p.75 / Product Differentiation between BBA and MBA Programmes --- p.76 / Curriculum Reform --- p.77 / Total Quality Management --- p.79 / China Trade --- p.80 / Enhancement in Quality of Faculty --- p.80 / APPENDIX --- p.82 / BIBLIOGRAPHY --- p.92