by Ming-fai Law. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 291-312). / Abstract and appendix in English and Chinese. / Title --- p.i / English extract --- p.ii / Chinese extract --- p.iv / Declaration --- p.v / Acknowledgement --- p.vi / Dedication --- p.viii / Table of contents --- p.ix / List of Exhibits --- p.xv / List of Appendices --- p.xvii / Desiderata --- p.xviii / Preface: The button --- p.xix / Chapter Section One: --- Introduction --- p.1 / Chapter Chapter One --- Introduction --- p.1 / Chapter 1.1 --- Background of the study --- p.1 / Chapter 1.2 --- The professional journey --- p.2 / Chapter 1.3 --- The view to students in a prevocational school --- p.4 / Chapter 1.4 --- Focus and objectives of the study --- p.5 / Chapter 1.5 --- Potential contributions of the study --- p.6 / Chapter 1.6 --- Chapter organization --- p.7 / Chapter Section Two: --- Literature review and theoretical framework --- p.8 / Chapter Chapter Two --- Literature review (Part 1): School social work in Hong Kong --- p.8 / Chapter 2.0 --- Introduction --- p.8 / Chapter 2.1 --- Background and development of the school social work service --- p.8 / Chapter 2.2 --- The school social work service delivery --- p.12 / Chapter 2.2.1 --- The expertise of school social work knowledge --- p.13 / Chapter 2.2.2 --- Existing service models --- p.14 / Chapter 2.2.3 --- Policy requirement --- p.15 / Chapter 2.2.4 --- "Preferred service delivery model and ""social work"" definition of school" --- p.17 / Chapter 2.3 --- The school casework service --- p.18 / Chapter 2.3.1 --- The significance of studying the school casework service --- p.18 / Chapter 2.3.2 --- The special features of the school casework service --- p.20 / Chapter 2.3.2.1 --- The statistics of casework problem natures --- p.21 / Chapter 2.3.2.2 --- Clients' impression towards school casework service --- p.23 / Chapter 2.3.2.3 --- Cooperation with school personnel --- p.26 / Chapter 2.3.2.4 --- Working with other helping professionals in the community --- p.28 / Chapter 2.4 --- Conclusion --- p.29 / Chapter Chapter Three --- Literature review (Part 2): The direct work (clinical work) with clients of the school casework service --- p.30 / Chapter 3.0 --- Introduction --- p.30 / Chapter 3.1 --- The current working paradigms of school casework service --- p.31 / Chapter 3.1.1 --- Review of the school social work case studies --- p.31 / Chapter 3.1.2 --- Preliminary study of school social workers --- p.33 / Chapter 3.2 --- Theories influencing the intervention of school casework service --- p.36 / Chapter 3.2.1 --- The biological theory --- p.37 / Chapter 3.2.2 --- The developmental theory --- p.37 / Chapter 3.2.3 --- Learning and social learning theories --- p.38 / Chapter 3.2.4 --- Cognitive theories --- p.39 / Chapter 3.2.5 --- Delinquency studies --- p.40 / Chapter 3.2.6 --- Family system therapy --- p.41 / Chapter 3.3 --- The cultural dimension - The Chinese values --- p.42 / Chapter 3.3.1 --- Basic conception of Chinese ethics --- p.42 / Chapter 3.3.2 --- The Chinese way of guiding young persons --- p.44 / Chapter 3.4 --- The epistemological position of the present study --- p.47 / Chapter 3.4.1 --- Comments about the literature review --- p.47 / Chapter 3.4.2 --- The tasks for the present study --- p.52 / Chapter 3.5 --- Conclusion --- p.54 / Chapter Chapter Four --- "Theoretical framework and research objectives: ""Narrative informed practice"" of school casework service" --- p.55 / Chapter 4.0 --- Introduction --- p.55 / Chapter 4.1 --- "The theoretical doctrine of ""narrative""" --- p.56 / Chapter 4.1.1 --- "The scope of a ""narrative""" --- p.56 / Chapter 4.1.2 --- Narrative reasoning and logico-scientific reasoning --- p.58 / Chapter 4.1.3 --- "The ""common"" features of a narrative" --- p.60 / Chapter 4.1.3.1 --- Time --- p.60 / Chapter 4.1.3.2 --- Intentionality --- p.61 / Chapter 4.1.3.3 --- Narrative form --- p.61 / Chapter 4.1.3.4 --- Meaning of a narrative --- p.63 / Chapter 4.1.3.5 --- Telling and retelling of a lived experience --- p.66 / Chapter 4.1.3.6 --- The dual landscape of a lived experience --- p.67 / Chapter 4.1.3.7 --- "The relationship between the ""part"" and the ""whole"" of a narrative" --- p.68 / Chapter 4.1.4 --- The narrative asymmetry --- p.69 / Chapter 4.1.5 --- Summing up for the theoretical doctrine --- p.72 / Chapter 4.2 --- Connecting the theoretical doctrine to the practice theory --- p.73 / Chapter 4.2.1 --- """Meaning"" revisited in “narrative informed practice""" --- p.73 / Chapter 4.2.2 --- "The meaning of a ""client""" --- p.74 / Chapter 4.2.3 --- Reasons for seeking the school casework service --- p.75 / Chapter 4.2.4 --- Theoretical linkage between narrative principles and the casework practice --- p.76 / Chapter 4.2.4.1 --- Time --- p.76 / Chapter 4.2.4.2 --- Intentionality --- p.76 / Chapter 4.2.4.3 --- Narrative form --- p.77 / Chapter 4.2.4.4 --- "Narrative activities within ""narrative informed practice""" --- p.78 / Chapter 4.2.5 --- "Differentiation of ""narrative informed practice"" with other related psychotherapies" --- p.80 / Chapter 4.3 --- """Narrative informed practice"" in action" --- p.83 / Chapter 4.3.1 --- """Narrative informed practice"" and social work values" --- p.83 / Chapter 4.3.2 --- "Goals and objectives of ""narrative informed practice""" --- p.83 / Chapter 4.3.3 --- The roles of the school social worker during the practice --- p.84 / Chapter 4.3.4 --- The worker-client relationship --- p.85 / Chapter 4.3.5 --- "A word about ""emotion"" during the practice" --- p.85 / Chapter 4.3.6 --- "Tasks of the school social worker during the ""narrative informed practice""" --- p.86 / Chapter 4.3.7 --- "The advantages of the ""narrative informed practice""" --- p.88 / Chapter 4.4 --- Conclusion and the research objectives --- p.91 / Chapter Section Three: --- Methodology --- p.93 / Chapter Chapter Five --- Research design and methodology --- p.93 / Chapter 5.0 --- Overview --- p.93 / Chapter 5.1 --- Rationale in adopting a qualitative research --- p.94 / Chapter 5.2 --- The inquiry root - social constuctionism --- p.96 / Chapter 5.3 --- Research design --- p.98 / Chapter 5.3.1 --- Naturalistic casework research --- p.98 / Chapter 5.3.1.1 --- The research procedures of the naturalistic casework research --- p.100 / Chapter Step 1: --- Preparation for the research --- p.101 / Chapter Step 2: --- Personal experience method in reviewing the data --- p.104 / Chapter Step 3: --- Peer group meeting --- p.105 / Chapter Step 4: --- Interviewing the clients about the past casework experience --- p.107 / Chapter Step 5: --- Narrative analysis of the author cum researcher --- p.107 / Chapter Step 6: --- Writing the case study --- p.109 / Chapter Step 7: --- Member checking --- p.110 / Chapter 5.3.2 --- Clients' evaluation of the school casework service --- p.111 / Chapter 5.3.2.1 --- Locating the scope of evaluation --- p.111 / Chapter 5.3.2.2 --- Areas of evaluation --- p.112 / Chapter 5.3.2.3 --- Steps of evaluation --- p.113 / Chapter 5.4 --- Time-line of the research --- p.114 / Chapter 5.5 --- Conclusion --- p.114 / Chapter Section Four: --- Case studies and evaluation --- p.115 / Chapter Chapter Six --- Background study and the school setting --- p.115 / Chapter 6.0 --- Intro duction --- p.115 / Chapter 6.1 --- Prevocational school as the site of intervention --- p.115 / Chapter 6.2 --- Specific description of the site --- p.117 / Chapter 6.2.1 --- Structure of student affairs --- p.117 / Chapter 6.2.2 --- Student management --- p.117 / Chapter 6.3 --- Summary --- p.121 / Chapter Chapter Seven --- A story of floating --- p.122 / The first interview --- p.122 / The second interview --- p.127 / The third interview --- p.133 / The fourth interview --- p.137 / Latter interviews --- p.139 / Conclusion --- p.141 / Chapter Chapter Eight --- "“I don't want to go to school!""" --- p.142 / The referral --- p.142 / I was really worried that Wai-hung would be bad --- p.144 / I don't want to go to school! --- p.150 / The family interviews --- p.160 / Post-intervention scenario --- p.167 / Conclusion --- p.167 / Chapter Chapter Nine --- "Violence, tears, crisis and hope" --- p.169 / The referral --- p.169 / The meaning of being a triad member --- p.170 / The history of conduct and the liaison with teachers --- p.171 / The progress --- p.174 / One false accusation leading to one real accusation --- p.175 / The letter exchange --- p.176 / Personal reflection from May 1999 to July 1999 --- p.180 / "The ""new"" start and another hitting" --- p.181 / From an individual story to a story with the family and the school --- p.183 / Kwong-lung´ةs runaway from the family --- p.185 / Turn over a new leaf and the first court hearing --- p.188 / The second court hearing and the remand --- p.191 / 21days of remand --- p.193 / The verdict --- p.197 / The division of labor between the school social worker and the probation officer --- p.197 / Struggle with schooling and life-wrestle --- p.200 / Conclusion --- p.206 / Chapter Chapter Ten --- Transforming body mutilation to family loyalty --- p.208 / Presenting problem of Kaki --- p.208 / Family background of Kaki --- p.209 / Session one: Exploring the stress --- p.210 / Session two: Friends and love --- p.214 / Session three: Teacher's view on Kaki --- p.217 / Session four: A brief encounter --- p.219 / Session five: Peeling off the onion skins again --- p.219 / Session six: Visiting the past --- p.221 / Session seven: Paving the avenue for family interviews --- p.224 / Session eight: The first family interview without Kaki --- p.227 / "Session nine: The sister,the sister's boyfriend and Kaki" --- p.231 / Preparing the end of the school term --- p.233 / Session ten: Support work --- p.234 / Session eleven: Preparing the closure --- p.234 / Session twelve: The termination --- p.236 / Three months' later --- p.238 / Conclusion --- p.239 / Chapter Chapter Eleven --- Clients' post-hoc evaluations --- p.240 / Chapter 11.0 --- Introduction --- p.240 / Chapter 11.1 --- Evaluation data by individual case --- p.241 / Chapter 11.2 --- Significant findings --- p.246 / Chapter 11.2.1 --- Significant events --- p.246 / Chapter 11.2.2 --- The clients' subjective helpfulness of the service --- p.248 / Chapter 11.2.3 --- Intervention strategy --- p.249 / Chapter 11.2.3.1 --- Overall intervention --- p.249 / Chapter 11.2.3.2 --- Office interviews --- p.250 / Chapter 11.2.3.3 --- Letters Versus interviews --- p.252 / Chapter 11.2.3.4 --- Suggestions for improvements --- p.253 / Chapter 11.2.4 --- The qualities of a school social worker during the casework service --- p.254 / Chapter 11.2.5 --- Worker-client relationship --- p.255 / Chapter 11.2.6 --- Subjective usefulness of the casework service --- p.256 / Chapter 11.2.7 --- Usefulness of the evaluation --- p.257 / Chapter 11.3 --- Summary and conclusion --- p.257 / Chapter Section Five: --- Discussion and conclusion --- p.260 / Chapter Chapter Twelve --- Discussion and implications --- p.260 / Chapter 12.0 --- Introduction --- p.260 / Chapter 12.1 --- Limitations of the study --- p.260 / Chapter 12.2 --- Implications for the study --- p.263 / Chapter 12.2.1 --- Implications for the practice theory --- p.263 / Chapter 12.2.1.1 --- "Revisiting the goals and objectives of the ""narrative informed practice""" --- p.263 / Chapter 12.2.1.2 --- Revisiting the roles of a school social worker --- p.264 / Chapter 12.2.1.3 --- A discussion of the intervention of a school social worker --- p.265 / Chapter a. --- Overall intervention --- p.265 / Chapter b. --- Office interviews --- p.266 / Chapter 1. --- The use of metaphors --- p.267 / Chapter 2. --- To maximize the usefulness of interviews more than two persons --- p.268 / Chapter 3. --- Inclusion of different change agents in the interviews --- p.268 / Chapter 4. --- Clients' responsibility --- p.269 / Chapter c. --- Letter exchange --- p.269 / Chapter d. --- Revisiting the qualities of a school social worker during the casework practice --- p.270 / Chapter e. --- Revisiting the worker-client relationship --- p.270 / Chapter f. --- Working with school system --- p.271 / Chapter g. --- Working with other professionals --- p.273 / Chapter h. --- "The discussion of the advantages of the ""narrative informed practice" --- p.273 / Chapter 12.2.2 --- Implications for evaluation --- p.275 / Chapter 12.2.3 --- Methodological implications --- p.275 / Chapter 12.2.4 --- Research implications --- p.278 / Chapter 12.2.5 --- Implications for school casework service --- p.278 / Chapter 12.2.6 --- Recommendations for further research direction and strategy --- p.279 / Chapter 12.3 --- Conclusion --- p.281 / Chapter Chapter Thirteen --- Summary and recommendations --- p.282 / Chapter 13.1 --- "Implications for the practice theory of ""narrative informed practice""" --- p.282 / Chapter 13.2 --- Implications for evaluation --- p.284 / Chapter 13.3 --- Methodological implications --- p.285 / Chapter 13.4 --- Research implications --- p.285 / Chapter 13.5 --- Implications for the school casework service --- p.286 / Chapter 13.6 --- Limitations of this study --- p.286 / Chapter 13.7 --- Future research direction --- p.287 / Chapter Chapter Fourteen --- Epilogue --- p.288 / Chapter 14.1 --- The theoretical struggle --- p.288 / Chapter 14.2 --- The practice struggle --- p.389 / Chapter 14.3 --- The professional journey to a new territory --- p.290 / Reference --- p.291 / Appendices --- p.313

Lam Kam Fai Jeffrey. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2001-2002, design report." / Includes bibliographical references (leaves 69). / Chapter Part I --- General Research on Maritime Safety / Chapter 1. --- Introduction / Chapter 1.1 --- Scope of interest / Chapter 1.2 --- What is a maritime safety center / Chapter 1.3 --- Users benefited from the center / Chapter 2. --- Port Traffic and Water Transportation in Hong Kong / Chapter 2.1 --- Total amount of goods transported through water in the past and future / Chapter 2.2 --- Percentage of goods transported through water / Chapter 3. --- International Maritime Safety and The International Maritime Organization / Chapter 3.1 --- General background and objective of The International Maritime Organization / Chapter 3.2 --- Convention introduced by the IMO / Chapter 3.3 --- "Standards of Training, Certification and Watchkeeping for Seafarers" / Chapter 4. --- Local Training Facilities and Activities / Chapter 4.1 --- Seamen's Training Center / Chapter 4.1.1 --- General background / Chapter 4.1.2 --- Training provided / Chapter 4.1.3 --- Building and facilities / Chapter 4.2 --- The Hong Kong Marine Department / Chapter 4.2.1 --- New training facilities / Chapter 4.2.2 --- Other safety isses / Chapter 5. --- Overseas Training Example- the Jovellanos Integral Maritime Safety Center / Chapter 5.1 --- General background / Chapter 5.2 --- Function of the center / Chapter 5.3 --- Facilities / Chapter Part II --- Design Report / Chapter 6. --- Proposed Design Brief and Site Consideration / Chapter 6.1 --- Design Brief / Chapter 6.1.1 --- Maritime safety academy / Chapter 6.1.2 --- Public Interface / Chapter 6.2 --- Site selection / Chapter 6.2.1 --- Site selection criteria / Chapter 6.2.2 --- Site characteristics / Chapter 7. --- Preliminary Design / Chapter 7.1 --- Building form / Chapter 7.2 --- Visitor center / Chapter 7.3 --- Entrance / Chapter 7.4 --- Access / Chapter 8. --- Design Development / Chapter 8.1 --- Spatial relationship of the academy and the public interface / Chapter 8.2 --- Architectural expression of the two programs / Chapter 8.3 --- Form and facade treatment / Chapter 8.4 --- Special study - the use of pre-cast panels / Chapter 8.5 --- Detail and construction consideration / Chapter 9. --- Final Presentation Documentation / Chapter Part III --- Bibliography / Chapter Part IV --- Appendix / Appendix I: / "Summary Statistics on Port Traffic in Hong Kong as at July 2001," / Hong Kong Port and Maritime Board / Appendix II: / "Articles from the Hong Kong Maritime News," / Hong Kong Marine Department

王麗佳. / "2013年8月". / "2013 nian 8 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 297-310). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Wang Lijia.

這項研究的目的旨在探討香港15歲學生在科學素養上的性別差異及這些差異如何影響男女生在選擇以科學作為升學及職業的動機。 / 本研究的數據取自2006年在本港舉行的香港學生能力國際評估計劃(Programme for International Student Assessment)。該計劃的4645學生樣本取自146所學校，包括：官立、資助及私立學校，以兩階段分層隨機抽樣的方法選取。 / 學生能力國際評估計劃如其他大型國際評估一樣，其評估框架採用多維試題架構。本研究採用配合該試題架構及樣本結構的多維試題功能（MDIF）及多層中介變項（MLM）兩個研究方法，去了解15歲男女學生在科學素養(認知和情感)上的性別差異及這些差異如何影響男女生在選擇以科學作為升學及職業的動機。比較常用的均差t-檢定，MDIF具備提高各次級量尺的精確度特質，因而可以更有效和準確地計算出男女學生在科學素養上的性別差異。MLM則以Eccles (1983) 的成功期望價值理論為學理基礎去分析和了解這些性別差異如何影響男女生在選取與科學相關的升學途徑和擇業的動機。 / 要完成MLM的研究，我們必須先使用單組驗證性因子分析(Single-Group CFA)驗證經濟合作與發展組織(OECD)所建構的六項情意因素，包括：「科學上的自我概念」、「科學的個人價值」、「科學的興趣」、「對科學的喜好」、「學習科學的工具性動機」和「將來工作而學習科學的動機」，以便了解使用這些源自西方社會的情意因素在本土研究的可行性及效度。接着使用本土數據去調整這六項情意因素結構。最後利用多組驗證性因子分析(Multiple-Group CFA)去確定這些因素結構對男女生是否都適用(即測量等同檢驗Measurement Invariance Test)。 / 由單組驗證性因子分析結果得知，六項情意因素，除了要對「科學的興趣」因素作較大幅度的修改外，其他五項因素都具有良好的心理測量特性。而多組驗證性因子分析的結果亦顯示，六項情意因素都能通過測量等同檢驗，亦即這六項因素結構對男女生都適用。 / 研究結果顯示除了「鑑定形成科學議題」能力外，本港15歲的男生在「解釋科學現象」及「科學證」等科學認知層面上優於女生。在科學情意發展上，男生比女生亦有更好的發展，其效應值(effect size)更高於認知層面。 / MLM的研究結果與Eccles的成功期望價值理論預測結果吻合，也就是說，男女生在面向未來升學選科和擇業動機上呈現明顯的性別差異，而這些差異主要是透過情意因素(中介變項)間接影響男女生的選擇意向。就這些因素而言，女生在選取科學作為未來升學途徑和職業動機明顯地較男生為弱。 / 整體而言，驗證性因子分析結果和MLM的研究結果支持源自西方社會的Eccles成功期望價值理論具備跨文化效度，在香港華人社會的研究結果與西方結果基本吻合。 / 最後，本文作者將根據本研究的結果，向科學教育的工作者、教師、父母、課程發展人員、政策的制定者和考核機構提供一些可行的建議，希望藉此改善香港男女生在科學生涯規劃上的性別差異。 / The aim of this study is to investigate the effect of gender differences of 15-year-old students on scientific literacy and their impacts on students' motivation to pursue science education and careers (Future-oriented Science Motivation) in Hong Kong. / The data for this study was collected from the Program for International Student Assessment in Hong Kong (HKPISA). It was carried out in 2006. A total of 4,645 students were randomly selected from 146 secondary schools including government, aided and private schools by two-stage stratified sampling method for the assessment. / HKPISA 2006, like most of other large-scale international assessments, presents its assessment frameworks in multidimensional subscales. To fulfill the requirements of this multidimensional assessment framework, this study deployed new approaches to model and investigate gender differences in cognitive and affective latent traits of scientific literacy by using multidimensional differential item functioning (MDIF) and multilevel mediation (MLM). Compared with mean score difference t-test, MDIF improves the precision of each subscales measure at item level and the gender differences in science performance can be accurately estimated. In the light of Eccles et al (1983) Expectancy-value Model of Achievement-related Choices (Eccles' Model), MLM examines the pattern of gender effects on Future-oriented Science Motivation mediated through cognitive and affective factors. / As for MLM investigation, Single-Group Confirmatory Factor Analysis (Single-Group CFA) was used to confirm the applicability and validity of six affective factors which was, originally prepared by OECD. These six factors are Science Self-concept, Personal Value of Science, Interest in Science Learning, Enjoyment of Science Learning, Instrumental Motivation to Learn Science and Future-oriented Science Motivation. Then, Multiple Group CFA was used to verify measurement invariance of these factors across gender groups. / The results of Single-Group CFA confirmed that five out of the six affective factors except Interest in Science Learning had strong psychometric properties in the context of Hong Kong. Multiple-group CFA results also confirmed measurement invariance of these factors across gender groups. / The findings of this study suggest that 15-year-old school boys consistently outperformed girls in most of the cognitive dimensions except identifying scientific issues. Similarly, boys have higher affective learning outcomes than girls. The effect sizes of gender differences in affective learning outcomes are relatively larger than that of cognitive one. / The MLM study reveals that gender effects on Future-oriented Science Motivation mediate through affective factors including Science Self-concept, Enjoyment of Science Learning, Interest in Science Learning, Instrumental Motivation to Learn Science and Personal Value of Science. Girls are significantly affected by the negative impacts of these mediating factors and thus Future-oriented Science Motivation. The MLM results were consistent with the predications by Eccles' Model. / Overall, the CFA and MLM results provide strong support for cross-cultural validity of Eccles’ Model. In light of our findings, recommendations to reduce the gender differences in science achievement and Future-oriented Science Motivation are made for science education participants, teachers, parents, curriculum leaders, examination bodies and policy makers. / 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. / Wong, Kwan Yin. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 158-182). / 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.v / TABLE OF CONTENTS --- p.vi / LIST OF TABLES --- p.xi / LIST OF FIGURES --- p.xiii / ABBREVIATIONS --- p.xiv / Chapter CHAPTER ONE --- INTRODUCTION / Chapter 1.1 --- Background of the study --- p.1 / Chapter 1.1.1 --- Gender-equity in global content of education --- p.2 / Chapter 1.1.2 --- Gender differences in science performance and affective learning --- p.8 / Chapter 1.1.3 --- Gender differences in variability of science performance --- p.11 / Chapter 1.1.4 --- PISA background --- p.13 / Chapter 1.2 --- Weaknesses of previous gender studies --- p.13 / Chapter 1.2.1 --- Weaknesses of measurement models based on total score --- p.13 / Chapter 1.2.2 --- Weaknesses of unidimensional measurement models --- p.14 / Chapter 1.2.3 --- Strength of multidimensional IRT models --- p.14 / Chapter 1.2.4 --- Strength of multilevel models --- p.14 / Chapter 1.3 --- Research questions --- p.16 / Chapter 1.4 --- Significance of the study --- p.17 / Chapter 1.4.1 --- For gender-equity educational policies in Hong Kong --- p.17 / Chapter 1.4.2 --- For local economic growth --- p.18 / Chapter 1.4.3 --- For gender-inclusive science curriculums, assessments & teachers' training --- p.19 / Chapter 1.4.4 --- For academic discourse in gender-equity --- p.20 / Chapter 1.5 --- Structure of the thesis --- p.20 / Chapter 1.6 --- Summary --- p.21 / Chapter CHAPTER TWO --- LITERATURE REVIEW / Chapter 2.1 --- Defining scientific literacy by historical review --- p.22 / Chapter 2.1.1 --- Cognitive domain of scientific literacy --- p.22 / Chapter 2.1.2 --- Affective domain of scientific literacy --- p.30 / Chapter 2.1.2.1 --- Taxonomy of affective domain elements in science education --- p.30 / Chapter 2.1.2.2 --- Science self-concept --- p.31 / Chapter 2.1.2.3 --- Motivation in science learning --- p.31 / Chapter 2.2 --- Gender differences in scientific literacy --- p.33 / Chapter 2.2.1 --- Defining gender: the nature versus nurture debate --- p.33 / Chapter 2.2.2 --- Gender differences in cognitive learning outcomes --- p.33 / Chapter 2.2.3 --- Gender differences in affective learning outcomes --- p.38 / Chapter 2.2.4 --- Gender differences in science educational and occupational choices --- p.40 / Chapter 2.3 --- Factors attributing gender differences --- p.44 / Chapter 2.3.1 --- Biological contributions --- p.44 / Chapter 2.3.1.1 --- Evolutionary psychology perspectives --- p.44 / Chapter 2.3.1.2 --- Brain structural perspectives --- p.45 / Chapter 2.3.1.3 --- Brain functional perspectives --- p.45 / Chapter 2.3.1.4 --- Hormonal perspectives --- p.46 / Chapter 2.3.2 --- Sociocultural contributions --- p.46 / Chapter 2.3.2.1 --- Gender-role --- p.47 / Chapter 2.3.2.2 --- Schooling and family conditions --- p.47 / Chapter 2.3.3 --- Item characteristics attributing to gender differences --- p.49 / Chapter 2.3.3.1 --- Scientific content --- p.49 / Chapter 2.3.3.2 --- Item format --- p.49 / Chapter 2.3.4 --- Expectancy-value model of achievement-related choices in science --- p.50 / Chapter 2.3.4.1 --- Self-concept of ability as mediator of gendered choices --- p.51 / Chapter 2.3.4.2 --- Subjective task values as mediators of gendered choices --- p.52 / Chapter 2.4 --- Local research on gender differences in scientific literacy . --- p.52 / Chapter 2.4.1 --- Gender differences in science performance --- p.52 / Chapter 2.4.2 --- Gender differences in affective domain --- p.56 / Chapter 2.5 --- Summary --- p.57 / Chapter CHAPTER THREE --- RESEARCH DESIGN AND METHODS / Chapter 3.1 --- PISA 2006 database --- p.58 / Chapter 3.2 --- Conceptual framework of present study --- p.60 / Chapter 3.3 --- Conceptualization and operationalization of scientific literacy --- p.62 / Chapter 3.3.1 --- Cognitive domain --- p.61 / Chapter 3.3.2 --- Affective domain --- p.63 / Chapter 3.3.2.1 --- Science Self-concept --- p.65 / Chapter 3.3.2.2 --- Personal Value of Science --- p.67 / Chapter 3.3.2.3 --- Interest and Enjoyment of Science Learning --- p.68 / Chapter 3.3.2.4 --- Motivation to Learn Science --- p.72 / Chapter 3.4 --- Conceptualization and operationalization of Parental SES --- p.74 / Chapter 3.5 --- Multidimensional Differential Item Functioning (MDIF) --- p.75 / Chapter 3.5.1 --- The item response (IRT) model --- p.75 / Chapter 3.5.1.1 --- DIF model for gender differences studies --- p.77 / Chapter 3.5.1.2 --- Effect size by DIF --- p.79 / Chapter 3.5.1.3 --- Item fit statistics --- p.79 / Chapter 3.6 --- Model testing in SEM . --- p.80 / Chapter 3.7 --- Summary --- p.80 / Chapter CHAPTER FOUR --- GENDER DIFFERENCES IN STUDENTS’ COGNITIVE & AFFECTIVE LEARNING OUTCOMES / Chapter 4.1 --- Gender differences in students' cognitive outcomes --- p.81 / Chapter 4.1.1 --- Gender differences in science performance dimensions --- p.81 / Chapter 4.1.1.1 --- Gender differences in science performance dimensions measured by MSD --- p.82 / Chapter 4.1.1.2 --- Gender differences in science performance dimensions measured by MDIF --- p.84 / Chapter 4.1.2 --- Gender differences in content domains --- p.86 / Chapter 4.1.2.1 --- Gender differences in content domains measured by MSD --- p.86 / Chapter 4.1.2.2 --- Gender differences in content domains measured by MDIF --- p.87 / Chapter 4.1.3 --- Gender differences in item formats --- p.89 / Chapter 4.1.4 --- Gender variability in science performance --- p.90 / Chapter 4.1.4.1 --- Gender variability measured by variance ratio (B/G) --- p.90 / Chapter 4.1.4.2 --- Gender variability measured by number of students against each ability estimate --- p.92 / Chapter 4.2 --- Gender differences in students' affective learning outcomes measured by MSD --- p.95 / Chapter 4.3 --- Gender differences in science achievement related choices measured by MSD . --- p.98 / Chapter 4.4 --- Gender differences in students' affective learning outcomes measured by DIF --- p.99 / Chapter 4.5 --- Gender differences in science achievement related choices measured by DIF --- p.100 / Chapter 4.6 --- Summary --- p.101 / Chapter CHAPTER FIVE --- THE FINDINGS BY EXPECTANCY-VALUE MODEL OF ACHIEVEMENT-RELATED CHOICES / Chapter 5.1 --- Pearson correlations between affective factors and gender --- p.104 / Chapter 5.2 --- Gender differences by revised Expectancy-value Model --- p.106 / Chapter 5.2.1 --- Grouping homogeneity --- p.106 / Chapter 5.2.2 --- Mediation effect of Science Performance --- p.106 / Chapter 5.2.3 --- Mediation effect of Science Self-concept --- p.109 / Chapter 5.2.4 --- Mediation effect of Interest in Science Learning --- p.112 / Chapter 5.2.5 --- Mediation effect of Enjoyment of Science Learning --- p.113 / Chapter 5.2.6 --- Mediation effect of Interest and Enjoyment of Science Learning --- p.116 / Chapter 5.2.7 --- Mediation effect of Attainment Value --- p.117 / Chapter 5.2.8 --- Mediation effect of Utility Value --- p.119 / Chapter 5.2.9 --- Mediation through Attainment Value and Utility Value --- p.121 / Chapter 5.2.10 --- Full models of gender effects on Future-oriented Science Motivation --- p.122 / Chapter 5.3 --- Summary --- p.126 / Chapter CHAPTER SIX --- CONCLUSIONS AND IMPLICATIONS / Chapter 6.1 --- Database and data analysis --- p.129 / Chapter 6.2 --- Major findings --- p.130 / Chapter 6.2.1 --- Multidimensional DIF model --- p.130 / Chapter 6.2.2 --- Multilevel Mediation using Expectancy-Value Model --- p.134 / Chapter 6.3 --- Revisiting conceptual model --- p.137 / Chapter 6.4 --- Implications for policy and practice --- p.139 / Chapter 6.4.1 --- Implications for policy makers --- p.139 / Chapter 6.4.2 --- Implications for school administrators, teachers and textbook authors --- p.140 / Chapter 6.4.3 --- Implications for parents and students --- p.140 / Chapter 6.5 --- Limitations and recommendations for future research --- p.143 / Chapter 6.5.1 --- Limitations of the study --- p.143 / Chapter 6.5.2 --- Recommendations for future research --- p.144 / Chapter Appendix A --- Handling missing values --- p.146 / Chapter Appendix B --- Booklet effects --- p.149 / Chapter Appendix C --- Wright map for science performance dimensions --- p.151 / Chapter Appendix D --- Gender differences in scientific performance measured by MDIF --- p.152 / References --- p.158

林一鋼. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 227-242). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 227-242). / Lin Yigang.

Based on the specificity of educational technology research, "Development Research Method" was adopted as the methodological framework in the whole study. Under this framework, a mix of qualitative and quantitative methods was employed for data collection and analysis, including the knowledge pre- and post-test, generic-skill test, perception survey, in-depth interviews as well as artifacts of students' reflective journals, reports and game-playing records. All of these intensively focused on investigating students' and teachers' perceptions, students' learning motivation, behaviors, effectiveness with respect to the VISOLE approach and researching the design strategies for situated educational games. / Designed to make use of the immense power of World Wide Web (WWW) and facilitate a paradigm shift in education, VISOLE (Virtual Interactive Student-Oriented Learning Environment) is a new game-based situated learning paradigm which aims to enable student-centered learning taking place in a game-based interactive virtual environment. Briefly speaking, the VISOLE approach is composed of 3 phases in which students have to (Phase 1) preliminarily acquire some high-level knowledge in specific subject domains through teachers' scaffolding; (Phase 2) actively participate as a game character in a game-based virtual interactive environment to construct knowledge and skills from their near real-life game-play experiences; (Phase 3) reflect and generalize their game-based learning experiences through teachers' debriefing. / In accordance with the philosophy of "Development Research Method", the theoretical context and the research findings, besides developing and further enhancing the VISOLE approach, a framework for designing constructivist situated educational games was also theorized in the present study. / In spite of the research limitation in the present study, I believe that the issues explored, the proposed educational-game design strategies and the research methodological innovation discussed are vital references for the researchers, teachers and educational-policy makers in designing, researching, applying as well as considering and making related educational policies in the area of game-based learning. / In the present research, most of the teachers and students were basically positive towards VISOLE, Farmtasia as well as the respective learning resources. It was empirically found that most of the students were much motivated during the entire learning process, in conducting active learning, collaborative learning and inquiry-based learning. Moreover, it was also found that after the VISOLE process, the students gained their self-constructed subject knowledge, enhanced generic skills for problem solving and improved non-intelligent skills, particularly in terms of attitudes and emotions. / Under the present theoretical context of learning, digital games and game-based learning, this dissertation exploited and reinforced the VISOLE learning paradigm. It also delineated the design and development of the first VISOLE game---"Farmtasia" and presented the empirical research on investigating the educational realization and accomplishment of VISOLE. / 尚俊傑. / Adviser: Fong Lok Lee. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0495. / Thesis (doctoral)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 516-536). / 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 Chinese and English. / School code: 1307. / Shang Junjie.

Based on the social cognitive view of the school-to-work transition proposed by Lent, Hackett and Brown (1999), the study presents a comprehensive conceptual framework for career counselling, with special emphasis on enhancing adolescents' career-exploration behaviours and work-related motivations and attitudes. The career readiness model proposed in this study deals with interactions among a number of variables that affect career decision-making self-efficacy, career decision-making outcome expectations, career decision-making intentions, career-exploration behaviour, vocational identity and performance goals. It explains and illustrates the paths and factors that play a significant part in the development of career readiness. / The findings of this study may be used to develop individual and group interventions that will nurture students' school-to-work transitions. / The purpose of this study is to explore the relationships among students' performance goals, vocational identity and career-exploration behaviours and to examine the effects of their personal attributes on these variables. / The results support the hypothesis that career decision-making self-efficacy in plays a significant role in career decision-making outcome expectations, career decision-making intentions, exploration behaviour, performance goals and vocational identity of secondary school students. Most of the structural paths in the model were found to be significant. / The study also shows that a strong intention to develop one's career decision-making capacities may significantly enhance exploration behaviour, which Phillips and Blustein (1994) have found to be a vital element of career readiness and job choice. Exploration behaviour is directly correlated to the development of realistic career expectations (Stumpf & Hartman, 1984) and it enables individuals to determine the suitability of certain work environments (Stumpf et al., 1983). The process of career exploration should therefore be essential preparation for students' job searching. / The study concludes that students' self-efficacy in career decision-making is a crucial factor, which, together with outcome expectations, significantly affects performance goals and exploration activities, and strengthens subsequent effort. Students develop an affinity for career-exploration and decision-making activities when they have sufficient self-efficacy and expect positive outcomes. They normally establish goals for sustaining or increasing their involvement in these activities and maintain high performance goals, which, turn, increase the likelihood of active engagement. / The target population was secondary fourth form and secondary sixth form students in Hong Kong. A total of 1216 students from 14 secondary schools participated in this study. Gender had a more significant impact on scores than the effects of different backgrounds. Male respondents generally had lower mean scores than female respondents in most variables. It was also found that the standard deviations of the male students' scores from were greater than those of female students. Apart from gender differences, there were no significant differences among students from various grade levels and streams of study. / Chui, Yat Hung. / Adviser: Alvin Leung. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0584. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 224-246). / 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.

馮生堯. / 論文(哲學博士)--香港中文大學, 2002. / 參考文獻 (p. 166-173). / 中英文摘要. / 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. / Mode of access: World Wide Web. / Feng Shengyao. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 166-173).

蘇子 = The teaching beliefs of pre-primary school teachers in Hong Kong : case studies / So Gabriel. / 論文(哲學博士)--香港中文大學, 2004. / 參考文獻 (p. 290-306). / 中英文摘要. / 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. / Mode of access: World Wide Web. / Su Zi = The teaching beliefs of pre-primary school teachers in Hong Kong : case studies / So Gabriel. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2004. / Can kao wen xian (p. 290-306).

by Wong Man Kong. / Thesis (Ph.D.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (p. 306-328). / 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. / Mode of access: World Wide Web.