Thesis (Ph.D.)--University of California, Los Angeles, 1996. / Chair: Val D. Rust. Includes bibliographical references.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

據稿本複印 / 論文(哲學碩士)--香港中文大學硏究院敎育學部,1993. / 附參考文獻 / 余惠冰 = A survey of Hong Kong teachers' attitudes toward professionalization / Yu Wai-bing. / Chapter 第一章 --- 緖論 --- p.1 / Chapter 第一節 --- 研究背景 --- p.1 / Chapter 第二節 --- 硏究目的 --- p.8 / Chapter 第三節 --- 研究問題 --- p.10 / Chapter 第四節 --- 研究意義 --- p.12 / Chapter 第二章 --- 文獻探討 --- p.16 / Chapter 第一節 --- 名詞詮釋 --- p.16 / Chapter 一、 --- 態度 --- p.16 / Chapter 二、 --- 專業 --- p.18 / Chapter 第二節 --- 專業理論之發展 --- p.20 / Chapter 一、 --- 特質模式 --- p.20 / Chapter 二、 --- 權力模式 --- p.25 / Chapter 三、 --- 歷史發展模式 --- p.29 / Chapter 第三節 --- 專業化指標及其應用 --- p.32 / Chapter 第四節 --- 有關專業化的其他討論 --- p.38 / Chapter 一、 --- 科層化與專業化 --- p.38 / Chapter 二、 --- 專業認同與專業社化 --- p.40 / Chapter 三、 --- 工會主義與專業主義 --- p.42 / Chapter 第三章 --- 研究理論基礎 --- p.43 / Chapter 第一節 --- 香港中小學教育發展的特色 --- p.47 / Chapter 第二節 --- 中小學教師的工作特質及權力分配 --- p.60 / Chapter 一、 --- 中小學教師的工作特質 --- p.60 / Chapter 二、 --- 中小學教師的權力分配 --- p.68 / Chapter 第三節 --- 香港中小學教師職業群體的凝聚 --- p.75 / Chapter 一、 --- 教師專業訓練 --- p.75 / Chapter 二、 --- 教師組織興盛 --- p.80 / Chapter 三、 --- 校本管理措施 --- p.83 / Chapter 第四章 --- 研究設計與實施 --- p.86 / Chapter 第一節 --- 研究設計 --- p.86 / Chapter 第二節 --- 研究變項 --- p.95 / Chapter 第三節 --- 研究假設 --- p.97 / Chapter 第四節 --- 研究工具 --- p.101 / Chapter 第五節 --- 研究對象 --- p.105 / Chapter 第六節 --- 實施程序 --- p.107 / Chapter 第七節 --- 資料處理 --- p.109 / Chapter 第五章 --- 統計结果及分析 --- p.112 / Chapter 第一節 --- 被訪者背景資料 --- p.112 / Chapter 第二節 --- 教師對專業化的態度 --- p.123 / Chapter 第三節 --- 專業化與科層化的各項指標 --- p.134 / Chapter 第四節 --- 驗證假設 --- p.149 / Chapter 第六章 --- 结論 --- p.183 / Chapter 第一節 --- 研究结果及討論 --- p.183 / Chapter 第二節 --- 研究的限制 --- p.197 / Chapter 第三節 --- 建議 --- p.198 / 參考文獻

published_or_final_version / abstract / Education / Master / Master of Philosophy

published_or_final_version / Education / Master / Master of Education

Guanxi (interpersonal relationship) is an important mechanism through which Chinese people facilitate transactions and cope with institutional constraints under immature legal frameworks. As the transition of China’s economic system and legal framework progresses, the impact of guanxi on Chinese’s life and work has sparked heated debates. This study attempts to specify empirically the significance of guanxi in the context of institutional transition, from an academic career development perspective. The researcher conducted a qualitative exploration in a transitional research university in Beijing. Based on the previous studies, this study emphasizes the influences of three types of guanxi –mentorship (shimenship), leader-subordinate guanxi and colleagueship – on academics’ professional growth, in terms of job status improvement, resource attainment, network enlargement and performance advancement. The strategies academics used to establish and enhance these three types of guanxi were also investigated. Fifty-five academics’ perspectives and experiences were sought through semi-structured interviews. Their guanxi experiences helped the researcher to determine how and why guanxi helped academics to access different resources in the subject transitional research university. Likewise, policy documents, papers and observation notes were employed to portray the institutional constraints currently facing academics. The field data pointedly suggested that the radical overhaul of institutional governance systems at the subject research university was, paradoxically, accompanied by the undiminished presence of the university’s old bureaucracy. This placed huge institutional constraints on academics’ career growth. Between the push of market forces and the pull of the old bureaucracy, academics were found to activate guanxi more enthusiastically and more frequently in an effort to overcome hardships and mobilize desirable academic resources. The participants pointedly singled out mentors, fellow shimen members, and leaders as important resources linkers, helping them successfully access targeted information, resources, opportunities and other social relationships during the institutional transition. In terms of academic appointment, academics frequently used mentorship, shimenship and their connections to leaders to improve their job status. However, the field data suggested that the introduction of market-oriented mechanisms to the academic appointment process, together with enhanced central control over bianzhi distribution, at least to some extent, made these lobbying efforts less effective than expected. Regarding colleagueship, it had comparatively little influence on academics’ funding applications and teaching performance improvement, explaining why interactions between colleagues were often limited to perfunctory exchanges designed to maintain social harmony. Academic collaboration was seen as an effective way of helping academics efficiently sustain and enhance their relationships with mentors, shimen members and leaders. Besides research interests and research competencies, academic collaboration allowed different parties to determine whether they were attuned to each other’s taste of personality traits (e.g., generosity, sincerity, responsibility), which were seen as leading indicators of academics’ moralities and work ethics, thus deepening their existing trust and promoting future collaborations. Although social eating and communication were seen as useful ways of maintaining mentorship and shimenship, there was no consensus among academics with different status on their importance in enhancing leader-subordinate guanxi. Academics also reported accessing targeted powerful leaders through third party recommendations and self-disclosure. In brief, this study is one of the few empirical studies to specify guanxi mechanism’s effect on academics’ career growth during institutional transition, and offers readers a different perspective on the influence of institutional reforms at Chinese HEIs on academics’ career development. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

by Cheung Kwok Lun. / Thesis (M.A.)--Chinese University of Hong Kong, 1980. / Bibliography: leaves 136-141.

by Yeung Sze-yin, Shirley. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 200-210). / ABSTRACT --- p.2 / ACKNOWLEDGMENT --- p.3 / TABLE OF CONTENT --- p.4 / Chapter CHAPTER ONE --- INTRODUCTION --- p.7 / Chapter I. --- Background of the Study / Chapter II. --- Aims of the Study / Chapter III. --- Significance of the Study / Chapter IV. --- Definition of Terms / Chapter CHAPTER TWO --- REVIEW OF LITERATURE --- p.14 / Chapter I. --- Teacher Education / Chapter II. --- Reflective Teaching / Chapter III. --- Approaches of Reflective Teaching / Chapter IV. --- Personal Theory / Chapter V. --- Research on Reflective Teaching in Preservice Teacher Education / Chapter CHAPTER THREE --- THE CASE STUDY --- p.40 / Chapter I. --- Preservice Teacher Education in Hong Kong (College of Education) / Chapter II. --- The Case : A Preservice Teacher Education Programme in a College of Education in Hong Kong / Chapter III. --- Theoretical framework of the study / Chapter CHAPTER FOUR --- THE RESEARCH DESIGN --- p.57 / Chapter I. --- Research Questions / Chapter II. --- The Case Study Design / Chapter III. --- Population and Sample / Chapter IV. --- Procedures of Data Collection / Chapter V. --- Data Analysis / Chapter VI. --- Limitations of the Study / Chapter CHAPTER FIVE --- CASE ANALYSIS --- p.75 / Chapter I. --- The Student Teachers / Chapter II. --- Professional Growth (in reflective thinking) of the six student teachers / Chapter 1. --- Interest to reflect / Chapter 2. --- Content and quality of reflection / Chapter 3. --- Perspectives and levels of reflection / Chapter 4. --- Development of personal theory / Chapter 5 / Chapter 6. --- Willingness to become a student of teaching as a lifelong career orientation / Chapter 7. --- Conclusion / Chapter II. --- Influence Of Context (Quality of the Programme) --- p.164 / Chapter 1. --- Lesson for analysis / Chapter 2. --- Peer observation / Chapter 3. --- Self-evaluation / Chapter 4. --- Clinical Supervision / Chapter 5. --- Conclusion / Chapter CHAPTER FIVE --- CONCLUSION AND RECOMMENDATIONS APPENDICES --- p.194 / Appendix A List of researches: Reflective Teaching in Preservice Teacher Education / Appendix B Lesson for Analysis--- Observation Report / Appendix C Teaching Practice Peer Observation Exercise (Form A to Form E ) / Appendix D Teaching Practice Self-Evaluation Form / Appendix E Pilot Case Study Report / Appendix F Overview of the Research Design / Appendix G Key self-evaluation behaviours of the six student teachers in PTP / (Table 1) Yetta / (Table 2) Ling / (Table 3) Wong / (Table 4) Yee / (Table 5) Jenny / (Table 6)Kin / BIBLIOGRAPHY --- p.212

published_or_final_version / Education / Doctoral / Doctor of Philosophy