Chen Jing. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2006-2007, design report." / Includes bibliographical references. / Some text in Chinese. / Acknowledgment / Abstract / Chapter 1.0 --- Introduction / Chapter 1.1 --- Issue and scope / Chapter 1.2 --- Modem studies of college design / Chapter 1.3 --- An alternative reading / Chapter 2.0 --- Theory Study / Chapter 2.1 --- Students activity analysis in college / Chapter 2.1.1 --- Living together / Chapter 2.1.2 --- Eating together / Chapter 2.1.3 --- Learning together / Chapter 2.1.4 --- Activating together / Chapter 2.2 --- The development of Chinese traditional college / Chapter 2.2.1 --- Combination of culture and form / Chapter 2.2.2 --- Combination of culture and nature / Chapter 2.2.3 --- Association of the courtyard / Chapter 2.2.4 --- The courtyard shows remarkable environmental advantages / Chapter 3.0 --- Project Analysis / Chapter 3.1 --- Subject analysis / Chapter 3.2 --- Site/context analysis / Chapter 3.3 --- Design process / Chapter 4.0 --- Final Design / Chapter 4.1 --- Concept diagram / Chapter 4.2 --- Plans / Chapter 4.3 --- Sections and elevations / Chapter 4.4 --- Models / Chapter 4.5 --- Final presentation / Bibliography

江光榮. / 論文(哲學博士)--香港中文大學, 2001. / 參考文獻 (p. 173-189) / 中英文摘要. / 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. / Jiang Guangrong. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2001. / Can kao wen xian (p. 173-189) / Zhong Ying wen zhai yao.

Ho, Ching Wai. / Thesis submitted in: October 2008. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 171-179). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgement --- p.iii / List of Figures --- p.iv / Chapter 1 --- Introduction --- p.1 / Chapter 2 --- Theoretical Framework and Research Methodology / Chapter 2.1 --- Literature Review --- p.8 / Chapter 2.1.1 --- Definition of Terms --- p.24 / Chapter 2.2 --- Methodology --- p.25 / Chapter 3 --- What you say may not be what you do: The linkage between idea and practice / Chapter 3.1 --- Introduction --- p.33 / Chapter 3.2 --- Guiding Questions --- p.35 / Chapter 3.2.1 --- The Active Participants --- p.36 / Chapter 3.2.2 --- The Ambivalent Followers --- p.43 / Chapter 3.2.3 --- The Indifferent Subscriber --- p.50 / Chapter 3.2.4 --- The Escaper --- p.59 / Chapter 3.3 --- Chapter Conclusion --- p.63 / Chapter 4 --- Friends and .... Customers? Changing Ideas of Teacher-Student and Teacher-Parent Relationship / Chapter 4.1 --- Introduction --- p.68 / Chapter 4.2 --- Teacher-student Relationship --- p.71 / Chapter 4.3 --- Teacher-parent Relationship --- p.89 / Chapter 4.4 --- Chapter Conclusion --- p.108 / Chapter 5 --- Teachers´ة Identities / Chapter 5.1 --- Introduction --- p.113 / Chapter 5.2 --- A Brief Note on Professionalism --- p.114 / Chapter 5.3 --- Loci of Identities --- p.117 / Chapter 5.3.1 --- The Virtuous Teacher --- p.117 / Chapter 5.3.2 --- The Techno-Professional Teacher --- p.122 / Chapter 5.3.3 --- The Super Teacher --- p.127 / Chapter 5.3.4 --- The Indifferent Teacher --- p.131 / Chapter 5.4 --- Chapter Conclusion --- p.136 / Chapter 6 --- Discussion and Conclusion / Chapter 6.1 --- Discussion --- p.142 / Chapter 6.2 --- Conclusion --- p.155 / Appendix / Chapter A --- Interviewees´ة profile --- p.164 / Chapter B --- "Screen capture for Advertisement from The Education Bureau, HKSAR with transcript" --- p.166 / Bibliography --- p.171 / Abstract --- p.i / Acknowledgement --- p.iii / List of Figures --- p.iv / Chapter 1 --- Introduction --- p.1 / Chapter 2 --- Theoretical Framework and Research Methodology / Chapter 2.1 --- Literature Review --- p.8 / Chapter 2.1.1 --- Definition of Terms --- p.24 / Chapter 2.2 --- Methodology --- p.25 / Chapter 3 --- What you say may not be what you do: The linkage between idea and practice / Chapter 3.1 --- Introduction --- p.33 / Chapter 3.2 --- Guiding Questions --- p.35 / Chapter 3.2.1 --- The Active Participants --- p.36 / Chapter 3.2.2 --- The Ambivalent Followers --- p.43 / Chapter 3.2.3 --- The Indifferent Subscriber --- p.50 / Chapter 3.2.4 --- The Escaper --- p.59 / Chapter 3.3 --- Chapter Conclusion --- p.63 / Chapter 4 --- Friends and .... Customers? Changing Ideas of Teacher-Student and Teacher-Parent Relationship / Chapter 4.1 --- Introduction --- p.68 / Chapter 4.2 --- Teacher-student Relationship --- p.71 / Chapter 4.3 --- Teacher-parent Relationship --- p.89 / Chapter 4.4 --- Chapter Conclusion --- p.108 / Chapter 5 --- Teachers´ة Identities / Chapter 5.1 --- Introduction --- p.113 / Chapter 5.2 --- A Brief Note on Professionalism --- p.114 / Chapter 5.3 --- Loci of Identities --- p.117 / Chapter 5.3.1 --- The Virtuous Teacher --- p.117 / Chapter 5.3.2 --- The Techno-Professional Teacher --- p.122 / Chapter 5.3.3 --- The Super Teacher --- p.127 / Chapter 5.3.4 --- The Indifferent Teacher --- p.131 / Chapter 5.4 --- Chapter Conclusion --- p.136 / Chapter 6 --- Discussion and Conclusion / Chapter 6.1 --- Discussion --- p.142 / Chapter 6.2 --- Conclusion --- p.155 / Appendix / Chapter A --- Interviewees´ة profile --- p.164 / Chapter B --- "Screen capture for Advertisement from The Education Bureau, HKSAR with transcript" --- p.166 / Bibliography --- p.171

published_or_final_version / Education / Master / Master of Education

Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 150-152).

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 150-152). Also available in print.

Call number: LD2668 .T4 1978 S37 / Master of Science

This investigation focused on selected members of the Lumbee Indian tribe and sought to ascertain the recollected perceptions of their teacher-student relationships. A theoretical framework was chosen which emphasized the personal process, including the following categories: (1) aware, (2) accept, (3) share, and (4) choose. A search of related literature in each category was then conducted. An interview schedule was designed around the theoretical framework, which consisted of 14 questions from the four categories of aware, accept, share, and choose. It was administered to 44 members of the Lumbee Indian tribe. The participants were divided into two groups of 22 each, those who had attended an integrated school system and those who had attended a predominantly Indian school system. They were then qestioned regarding their recollections of the teacher-student relationships that they experienced in school. The data derived from the questions were then analyzed based on a theory of personal processes. A case study was presented in which a brother and sister who are members of the Lumbee Indian tribe shared their recollections of teacher-student relationships as they perceived them in an Indian school at the elementary level and an integrated school at the secondary level. From the data of the 44 interviews, a summary was presented, followed by recommendations for implementing a theory of personal processes in schools that serve Native American Indians. Based on the findings, Lumbees who attended the Indian schools felt that their teachers were aware of them and provided them the opportunity to experience freedom in their schools. Lumbees who attended the integrated schools were in less agreement that they experienced the personal process in school.

The purpose of this study is to better understand the classroom experiences of current secondary school students, in light of the present policy drive towards participation. Using an approach with ethnographic intent (participant observation, interviewing, shadowing and field notes) this research explores six students’ experiences, in one secondary school in Scotland. Emerging themes from the literature, regarding participation and participatory approaches, suggest that these can be understood in different ways, ranging from economic instrumentalism to democratic renewal. This study took a fresh theoretical approach, employing an ecological, temporal-relational understanding of the achievement of agency. This understanding acknowledges a young person’s awareness of, and capacity to engage with, a range of different possible actions, by means of a particular context at a particular time. This approach provided theoretical tools, with which to interpret aspects of these students’ school experiences. The findings are detailed in terms of teacher-student relationships, the cultural realm, and young people’s aspirations. Students’ achievement of agency in the school setting is complex, but one major finding is that the quality and type of teacher-student relationship are significant in enabling these students to achieve agency. Peer relationships and ties beyond the school gates are also significant. The ecological understanding of agency provides a basis for educators to better understand the interdependence of the individual and the environment and to explore how participation might afford a wider range of possibilities for young people. This reflection on participation is important if we want to shape educational ecologies to encourage practices which facilitate the achievement of agency by young people.

Thesis (MEd)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: This .study is .almed at exploring teacher attitudes towards learners presenting with behavior problems and the subsequent strategies they use to manage such problems. Teachers under consideration are from the Limpopo Province, South Africa. In order to better understand the impact of such attitudes and strategies, theoretical underpinnings from the literature as well as the effect of training are also considered. Data gathered from this study was analysed by means of SPSS using descriptive statistics. High levels of behavioural problems appear to be present in the respondents' classrooms, with most teachers attempting to deal with these issues in a contextual manner. Furthermore, those respondents who have received training would appear to be doing so more than those teachers who have not received training. Results of this study also highlight areas on which future research could focus. These include teacher emotions and the effect training has on these emotions. / AFRIKAANSE OPSOMMING: Hierdie studie het ten doelom onderwysers se houdings te ondersoek teenoor leerders met gedragsprobleme en die strategieë wat hulle gebruik om sulke probleme te hanteer. Die onderwysers is woonagtig in die Limpopo Provinsie, Suid Afrika. Deur gebruik te maak van beskrywende statistiek, is die data wat ingesamel is deur middel van die SPSSprogram verwerk. Dit blyk dat die voorkoms van gedragsprobleme hoog is en dat onderwysers dit op uiteenlopende maniere binne konteks hanteer. Die studie het verder getoon dat die respondente wat opleiding ontvang het die probleme meer effektief hanteer as daardie respondente wat nie opleiding ontvang het nie. Die studie beklemtoon die belang van die houdings van onderwysers in die hantering van gedragsprobleme in die klaskamer en maak ook aanbevelings vir verdere navorsing in hierdie verband.