published_or_final_version / Environmental Management / Master / Master of Science in Environmental Management

by Law Ning Chi. / Added t.p. in Chinese and English. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.ii / LIST OF TABLES --- p.iii / INTRODUCTION / Background of the study --- p.1 / Purpose of the study --- p.5 / Concept of humor --- p.6 / Concept of burnout --- p.8 / REVIEW OF RELATED LITERATURE / Humor / Some of the early humor theories --- p.11 / Humor in education --- p.14 / Measure of sense of humor --- p.20 / Burnout / Prevalence of teacher burnout --- p.22 / Symptoms of teacher burnout --- p.23 / Sources of stress and burnout --- p.25 / Measure of burnout --- p.27 / Humor and Burnout --- p.29 / METHOD / Measures --- p.33 / Hypothesis --- p.35 / Pilot Study --- p.36 / Main Study --- p.36 / RESULTS / Reliability of Instruments --- p.40 / General Comparisons --- p.40 / Relation between Humor and Burnout --- p.46 / Prediction of Burnout by Humor --- p.54 / DISCUSSION / Teacher Burnout Phenomenon in Hong Kong --- p.64 / "Teachers' Background Characteristics, Humor, and Burnout" --- p.64 / Humor and Burnout --- p.66 / Recommendations for Future Research --- p.68 / REFERENCES / APPENDICES

Wong Chi Wing = 比較不同教學經驗的教師對體育科課程改革之接受程度及關注問題 / 黃智穎. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 87-94). / Text in English; abstracts and appendices in English and Chinese. / Wong Chi Wing = Bi jiao bu tong jiao xue jing yan de jiao shi dui ti yu ke ke cheng gai ge zhi jie shou cheng du ji guan zhu wen ti / Huang Zhiying. / Abstract --- p.i / Acknowledgements --- p.iii / List of Figures --- p.viii / List of Tables --- p.ix / Chapter CHAPTER ONE --- Introduction --- p.1 / Background of the Study --- p.1 / Purpose of the Study --- p.8 / Objectives of the Study --- p.9 / Definition of Terms --- p.9 / Delimitations --- p.10 / Limitations --- p.10 / Significance of the Study --- p.10 / Chapter CHAPTER TWO --- Review of Literature --- p.12 / Education Reform and Curriculum Change --- p.12 / The Situation in the World --- p.12 / The Situation in Hong Kong --- p.13 / Professionalization and De-professionalization --- p.16 / "The Concept of Profession, Professional and Professionalization" --- p.16 / The Concept of De-professionalization --- p.17 / Teachers' Attrition --- p.18 / Teachers' Frustration --- p.19 / Professionalization and De-professionalization Tension --- p.20 / The Concept of Professionalization and Deprofessionalization in Teaching --- p.22 / Receptivity to Education Reform --- p.23 / Teacher Professional Development --- p.24 / Occupational Socialization --- p.26 / Experienced VS Beginning Teachers --- p.27 / Beginning Teacher --- p.27 / Experienced Teacher --- p.30 / Comparing Beginning Teacher and Experienced Teacher --- p.31 / Comparing Beginning and Experienced Teacher in Physical Education --- p.33 / Summary --- p.36 / Chapter CHAPTER THREE --- Method --- p.37 / Participants --- p.37 / Research Design --- p.37 / Instrumentation --- p.38 / Teachers' Receptivity to Change --- p.38 / Interview --- p.39 / Procedures --- p.39 / Questionnaire Administration --- p.39 / Individual Interviews --- p.39 / Statistical Analysis --- p.40 / Questionnaire Data --- p.40 / Interview Data --- p.40 / Chapter CHAPTER FOUR --- Results --- p.41 / Questionnaire Analyses --- p.41 / Demographic characteristic of participants --- p.41 / Mean scores of all participants --- p.42 / Mean scores of beginning and experienced teachers --- p.43 / Interview Analyses --- p.45 / Teachers' receptivity to physical education curriculum change --- p.45 / Teachers' concerns with teaching condition --- p.49 / Chapter CHAPTER FIVE --- Discussion --- p.52 / Teachers' receptivity to change --- p.52 / Beginning and experienced teachers' receptivity to curriculum change --- p.53 / Attitude toward the guidelines --- p.53 / Perceived non-monetary cost-benefit --- p.54 / Perceived practicality of the guidelines --- p.56 / Perceived school support --- p.58 / Issues of concern --- p.60 / Perceived support from others --- p.61 / Behavioral intentions --- p.63 / Teachers' concerns with teaching conditions --- p.63 / Commitment --- p.64 / Cooperation with students --- p.65 / Cooperation with the staff and an ideal staffroom environment --- p.67 / Career support --- p.68 / Routinization and intensification --- p.69 / Tension in work and private life --- p.71 / Competence --- p.72 / Teachers' challenges --- p.73 / Image and effectiveness --- p.75 / Duties and career plan --- p.77 / Power --- p.78 / The status of physical education --- p.78 / Decision making and authority --- p.80 / Chapter CHAPTER SIX --- "Summary, Conclusions, and Recommendations" --- p.82 / Summary --- p.82 / Conclusions --- p.82 / Limitations --- p.84 / Recommendations --- p.85 / REFERENCES --- p.87 / APPENDIX A --- p.95 / APPENDIX B --- p.97 / APPENDIX C --- p.99 / APPENDIX D --- p.105 / APPENDIX E --- p.109 / APPENDIX F --- p.111 / APPENDIX G --- p.113 / APPENDIX H --- p.116

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / Curriculum Studies / Doctoral / Doctor of Philosophy