This qualitative case study explores power relations between teacher and students in a classroom-based teaching and learning process. Sixteen Grade Four and Five classes in four Hong Kong primary schools were studied to determine how teachers and students experience and exercise power in classrooms in the context of Hong Kong, and how that power is expressed in such varied combinations. Observations, individual interviews and document analysis were the main data collection methods employed. The study identifies three major patterns in teacher-student power relations in 73 observed classroom lessons: Pattern I (Teacher Domination); Pattern II (Equal Opportunity for Power Sharing); and Pattern III (Student Self-Empowerment). Pattern I classrooms demonstrated student disempowerment, while Pattern II and III classrooms were characterised by teacher-initiated and student-initiated student empowerment, respectively. The study finds that, in each power pattern, teachers and students play a variety of classroom roles (teachers as rule- and textbook-enforcer, learning-facilitator and learning-assistant; students as rule- and learning-follower, learning-partner and master of learning) and adopt different power strategies (manipulation, giving-power and standing-back among teachers; compliance, cooperation, and self-governance among students). The study also identifies six players/forces (facilitating factors) shaping teacher-student power distribution: (a) the cultural value of respect for authority and for teachers; (b) the Curriculum Reform initiative and the promotion of student-centric teaching modes; (c) school policies and cultures; (d) subject nature and curriculum contents; (e) teachers; and (f) students. Based on its findings, the study suggests viewing teacher-student power relations in the context of Hong Kong as a reflection of multileveled intertwined interactions. This interpretation implies that teacher-student classroom interactions are affected by various factors in a wider context, rather than mutual effects between teacher and students alone; each factor involved in a multileveled context (classrooms, schools, education system, and Hong Kong society) shapes teacher-student power relations. The coexistence of the three identified power patterns and the related empowering and disempowering situations is the result of the individual and collective effects of the six facilitating factors. This empirical study supplements the understanding of teacher-student power relations in the context of Hong Kong by proposing a theoretical framework that relates to the local socio-cultural, educational and school contexts. The study suggests the need for further explorations of teacher-student power relations at other school levels in Hong Kong and in other cities in mainland China or elsewhere. Additional potential directions for future research include an exploration of the development of student empowerment inside and outside of the classroom in a purposive case school and an exploration of teacher-student power relations in specific subjects. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

Research suggests that the promotion of a student’s social development and connectedness can help reduce problematic behavior in schools. Connectedness, in this context, refers to an individual’s feeling of ‘belonging’ in a school as a valued and effective member. Connectedness can also apply to feelings on one’s self-image, family, and friends. The purpose of this study was to examine connectedness among Hong Kong primary school students in Years 5 and 6. The relationships among connectedness and time spent in leisure activities by students are also explored. Demographic data was collected from 421 students who responded to questionnaires concerning their time spent in leisure activities. The students also completed a Chinese version of the Hemingway Measure of Adolescent Connectedness. The subscales demonstrated satisfactory reliability and convergent validity. Findings from the study showed that in general girls are more emotionally connected to school than boys, especially to their teachers, whereas boys showed more connectedness to neighborhood. Data on boys revealed a positive correlation between connectedness to major social groups (parents, teachers and friends) and time spent on sports; but a negative correlation between connectedness to parents and teachers and time spent on computer games. Girls tended to show a more positive attitude about ‘present self’ when more time was spent on sports, but a negative connection with parents and teachers if more time was spent on computer games or extra-curricular activities. Implications for future research and implementation of guidance programmes in primary schools are discussed. / published_or_final_version / Education / Master / Master of Education

by Yuen Hoi Kau. / Title also in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1989. / Bibliography: leaves 107-116.

published_or_final_version / Educational Psychology / Master / Master of Social Sciences

published_or_final_version / Social Work / Master / Master of Social Sciences

In recent years, the Invitational Education (IE) philosophy and its application into schools have been spreading from the West to East. Many schools at different levels: kindergarten, primary and secondary schools, are gradually adapting this philosophy together with their own curriculum to enhance students’ learning. This philosophy is believed that human potential can best be realized to invite development, and by people who are intentionally inviting with themselves and others. Being the secondary school that is of the same sponsoring body of the pioneer primary school for introducing Invitational Education to Hong Kong, the school possesses great potential to be developed as a truly inviting school. However, at the same time, as a new school, many ideas were needed to be developed including policies, student activities, and new ideas for the curriculum, developing programs for different stakeholders and establishing networks with other schools. Therefore, the purpose of this research is to know how the implementation of IE philosophy affects on students’ learning in a Hong Kong secondary school – case study. There are 3 main questions: (1) How is teaching and learning is shaped or affected by IE? (2) What are the factors affecting the success or applicability of IE in the school? (3) Is IE applicable in the school under study? This study adopts a mixed approach in its method of inquiry because of its descriptive and exploratory nature. The outcome shows that the staff is pleased to have Invitational Education philosophy adopted in the case school. It could help the teachers to shape their way of teaching with invitational education qualities but this needs further research. There is a lot of room for improvement as there are factors that affect the success or application of IE in the school. / published_or_final_version / Education / Master / Master of Education

Invitational Education (IE) is a theory to be practiced in the five areas of People, Places, Processes, Policies, and Programmes (the five P’s). The emphasis of IE on creating an inviting school environment, developing students’ self-concept, and fostering positive perceptions of school is well supported in the field of education. This study investigated the invitational climate of seven secondary schools in Hong Kong that implement IE. The research involved a large scale survey of the seven schools that received the “Inviting School Fidelity Award” in 2008, followed by a qualitative study undertaken in the school with the highest invitational climate. A Chinese translation of the revised Inviting School Survey (ISS-R; Smith, 2005) was used to measure the invitational climate in the seven schools. The five subscales of ISS-R were found to be valid and reliable in a sample of 706 Grade 11 students. Students’ perceptions of the invitational climate in the key areas of People, Places, Processes, Policies, and Programmes were analyzed. The findings of this study suggested that indications of invitational climate in the five P’s could facilitate teachers’ and administrators’ consideration in improving invitational practices to cater for the needs of different groups of students. Teachers also need to be aware that IE may be perceived and received differently by students of different genders and levels of ability. In addition to the invitational climate, students’ affective and social development were also examined in the areas of academic affect (feelings about learning and achieving in school), academic self-concept (beliefs about oneself as a learner), self-regulation(the ability to manage one’s own learning and behaviour), goal setting (setting own learning targets), and social concern(concern for self and others). Correlations were found between the five key components of IE and students’ academic affect and self-concept, self-regulation, goal setting and effort, and social concern. ANOVA revealed differences in perceptions and outcomes across different academic achievement levels, and by gender. Results supported the view that IE encourages students to become self-motivated and autonomous learners. The qualitative part of the study involved individual and focus group interviews with 30 Grade 11 students from the IE secondary school with the highest invitational climate (according to the ISS-R survey). Students’ perceptions of the school climate were examined in relation to five key areas―People, Processes, Policies, Places, and School Programmes. The aim was to explore how these five areas influence students’ academic affect, academic self-concept, self-regulation, goal setting, and social concern. Findings suggested a definite relationship between these five areas of affective and social development of the students and their perceptions of the inviting school climate, particularly the influence of teachers, and the processes used to encourage autonomy in learning. In addition, this qualitative section confirmed the survey findings that students with different levels of academic achievement had different perceptions of invitational climate. Less-able students felt less positive than more-able students about the inviting nature of people, policies, and places. Implications for the implementation of Invitational Education to cater for learner diversity are discussed. / published_or_final_version / Education / Doctoral / Doctor of Education

楊永傑 = A study of the relationship of ... / 稿本(據電腦打印本複印) / Thesis (M.A.)--香港中文大學. / Gao ben (ju dian nao da yin ben fu yin) / Includes bibliographical references (leaves 105-110). / Yang Yongjie = A study of the relationship of ... / Thesis (M.A.)--Xianggang Zhong wen da xue. / 誌謝 --- p.i / 附表目次 --- p.iv / 附圖目次 --- p.v / 摘要 --- p.vi / Chapter 第一章 --- 緒論 / Chapter 第一節 --- 歷史背景 --- p.1 / Chapter 第二節 --- 問題陳述 --- p.4 / Chapter 第三節 --- 研究目的 --- p.7 / Chapter 第四節 --- 名詞界定 --- p.8 / Chapter 第五節 --- 研究限制 --- p.11 / Chapter 第二章 --- 文獻探討 / Chapter 第一節 --- 組識特色 --- p.14 / Chapter 一 --- 正式組識 --- p.14 / Chapter 二 --- 科層體制：Weber的典型構想 --- p.15 / Chapter 第二節 --- 學校組織特色 --- p.19 / Chapter 一 --- 學校為一種正式組織 --- p.19 / Chapter 二 --- 學校科層體制特徴 --- p.20 / Chapter 三 --- 學校科層體制的測量和研究 --- p.22 / Chapter 第三節 --- 學校的學生管理取向 --- p.27 / Chapter 一 --- 學生管理的概念 --- p.27 / Chapter 二 --- 教師管理意識形態之測量 --- p.33 / Chapter 三 --- 教師學生管理行為之測量 --- p.34 / Chapter 四 --- 學生管理取向的研究與發現 --- p.35 / Chapter 第四節 --- 學校組織特色與學生管理取向之關係 --- p.39 / Chapter 第三章 --- 研究方法與步驟 / Chapter 第一節 --- 研究假設 --- p.42 / Chapter 第二節 --- 樣本選取 --- p.44 / Chapter 第三節 --- 研究工具 --- p.45 / Chapter 第四節 --- 實施程序及樣本背景資料 --- p.52 / Chapter 第五節 --- 統計分析 --- p.58 / Chapter 第六節 --- 預試結果 --- p.60 / Chapter 第四章 --- 調查結果與討論 / Chapter 第一節 --- 學校科層組織特質的差異 --- p.63 / Chapter 第二節 --- 資枓分析及各假設的驗証 --- p.67 / Chapter 一 --- 權威型學校和專業型學校教師之學生管理意識形態差異 --- p.67 / Chapter 二 --- 權威型學校和專業型學校教師之學生管理行為差異 --- p.70 / Chapter 三 --- 教師的學生管理意識形態和學生管理行為的相關 --- p.73 / Chapter 四 --- 學校科層類型、教師學生管理意識形態與教師學生管理行為得關係 --- p.75 / Chapter 第三節 --- 學校組織特色、教師之學生管理意識形態和學生管理行為三者之因果關係 --- p.85 / Chapter 第四節 --- 總結 --- p.92 / Chapter 第五章 --- 結論與建議 / Chapter 第一節 --- 結論 --- p.95 / Chapter 第二節 --- 建議 --- p.98 / 附注 --- p.102 / 參考文獻 --- p.105 / Chapter 附錄A --- 55間中學之權威、專業、PCI、PCB及SES平均分 --- p.111 / Chapter 附錄B --- 教師問卷 --- p.112 / Chapter 附錄C --- 學生問卷 --- p.115 / Chapter 附錄D --- 填寫學校資料表格 --- p.116 / Chapter 附錄E --- 致校長信 --- p.117

published_or_final_version / Education / Master / Master of Education

Chinese college students' 1993 perceptions of gains in achievement as a result of informal student-faculty relations outside the classroom were investigated at Liaoning Normal College of Foreign Language in Liaoyang, China. This study included assessment of pre-enrollment demographics and analyzed perceived gains due to student-faculty informal contact in the areas of academic achievement, intellectual achievement, and personal development.