China has a long history of charitable practices. However, in the first four decades since the Communist Party of China (CPC) came into power in 1949, charitable practices experienced little development under a planned economy and collectivist ideology. It was not until 1989 that the state began to promote state-led charity on a national scale with the iconic Hope Project which was in response to market transformations and social turbulences. Over the past decade, the Chinese charity sector has experienced rapid development, with a growing number of innovative charitable practices delivered by grassroots organisations. This research uses the ‘Shanghai I-Fly Project for Training Rural Teachers’ case study to investigate how these grassroots charitable practices for rural education are emerging in China nowadays, as well as how they reshape individual-society-state relations by launching innovative charitable projects for rural education. This research combines qualitative research methods, including secondary literature review, policy analysis, participant observations, semi-structured interviews and self-administered questionnaires. The fieldwork research was conducted during three consecutive periods: between May and October 2012, January and August 2013, as well as December 2013 and February 2014 in three places, including Shanghai, Liming County and Lankang County. The research finds that there are three trends in the emerging charitable practices for rural education. First, charity spaces have shifted from rural to urban areas. Second, philanthropic targets have changed from rural students to rural teachers. Third, benevolent projects have shown increasing interest in promoting ‘soft’, instead of ‘hard’ aspects of rural education. Both the state and social elites have promoted these transformations. On the one hand, state policies for social organisations, charitable practices and rural education have exerted a large influence over various forms of philanthropy. On the other hand, local elites have been playing an active role in promoting innovative charitable practices in order to rebuild the social morality of the next generation and reproduce existing hierarchical structure in the non-profitable world. Emerging innovative benevolent acts seem to have been promoted for urban people more than rural participants. / published_or_final_version / Sociology / Doctoral / Doctor of Philosophy

Although school-based teacher developmental activities have been launched for years in general education system, such comparatively systematic and effective work have yet been thoroughly adopted by most of the out-of-school educational institutions. Studies on Children’s Palaces education and school-based teacher development are extremely limited, not only because the overall management of out-of-school education system is not as complete as that of general education system, but also the features of Children’s Palace education made the study hard but more and more necessary. Guided by the theoretical framework of Lifelong Education and Professionalism Theory, the purpose of this dissertation aims at finding out the problems of the children's palace school-based staff development, and exploring reasons behind through analyzing quantitative and qualitative research data from the case study of No.2 Children’s Palace of Jinshan District, give recommendations so that teachers may gain more concrete benefit through the system of school-based teacher development. The questionnaire for quantitative research contains two parts. Part I contains questions about the need of teacher development in No.2 CP, and Part II contains question about perspectives and current situation concerning school-based teacher development in No.2 CP. After the quantitative approach and research data analysis, qualitative approach of follow-up interviews will be carried out. Synthesized data analysis aims at answering research questions such as current status of school-based teacher development in No.2 CP and mode and examples that might be drawn to inspire the school-based teacher development in Children’s Palaces in Shanghai. / published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

by Li Shek Hoi. / Chinese title in romanization: Yi ge wei zai zhi jiao shi er she di wei xing dian nao xun lian ke cheng di ping jian. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1987. / Bibliography: leaves 69-72.

蘇碧姸. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1997. / 參考文獻: leaves 134-147. / Su Biyan. / 謝詞 --- p.I / 論文摘要 --- p.II / 內容目次 --- p.III-IV / 附表目錄 --- p.V / 附圖目錄 --- p.VI / Chapter 第一章 --- 緖論 / Chapter 第一節： --- 問題的背景與研究動機 --- p.1-5 / Chapter 第二節： --- 硏究的目的 --- p.6 / Chapter 第三節： --- 主要的硏究問題 --- p.7-8 / Chapter 第四節： --- 硏究意義 --- p.9-10 / Chapter 第五節： --- 名詞定義 --- p.11-13 / Chapter 第二章 --- 文獻探討 / Chapter 第一節： --- 在職教師教育的理論槪念的發展 --- p.14 -17 / Chapter 第二節： --- 在職教師教育課程的槪念度向 --- p.18-21 / Chapter 第三節： --- 知識與教師專業的關係 --- p.22 -24 / Chapter 第四節： --- 在職教師教育課程的課程內容 --- p.25-28 / Chapter 第五節： --- 課程評鑑 --- p.29-38 / Chapter 第六節： --- 普羅佛斯的差距模式 --- p.39-41 / Chapter 第三章 --- 硏究方法 / Chapter 第一節： --- 硏究設計 --- p.42-43 / Chapter 第二節： --- 硏究對象 --- p.44-45 / Chapter 第三節： --- 工具 --- p.46-50 / Chapter 第四節： --- 資料蒐集程序 --- p.51-65 / Chapter 第四章 --- 硏究結果與討論 / Chapter 第一節： --- 教育界人士對理想中在職小學教師教育(學位） 課程的期望 --- p.66-82 / Chapter 第二節： --- 現實中兩所專上院校的應界畢業學生，對他們 現時所就讀的課程的意見 --- p.83-108 / Chapter 第三節： --- 差距評鑑模式的分析：理想與現實 --- p.109-121 / Chapter 第五章 --- 結論 / Chapter 第一節： --- 硏究結果及討論 --- p.122-129 / Chapter 第二節： --- 硏究限制 --- p.130-131 / Chapter 第三節： --- 建議 --- p.132-133 / 參考書目 --- p.134-147 / 附 錄 / Chapter 附錄一： --- 特爾斐硏究：第一階段研究之邀請信 --- p.148 / Chapter 附錄二： --- 導師介紹信 --- p.149 / Chapter 附錄三： --- 特爾斐硏究法之中、英文簡介 --- p.150-151 / Chapter 附錄四： --- 特爾斐硏究之應邀回條 --- p.152 / Chapter 附錄五： --- 特爾斐研究：第一階段問卷 --- p.153-154 / Chapter 附錄六： --- 特爾斐硏究：第二段問卷之邀請信 --- p.155 / Chapter 附錄七： --- 特爾斐硏究:第二階段問卷 --- p.156-159 / Chapter 附錄八： --- 特爾斐研究:第二階段問卷之建議 --- p.160-163 / Chapter 附錄九： --- 特爾斐硏究：第三階段問卷之邀請信 --- p.164-165 / Chapter 附錄十： --- 特爾斐研究:第三階段問卷 --- p.166-174 / Chapter 附錄十一： --- 特爾斐硏究：第三階段問卷之建議 --- p.175-183 / Chapter 附錄十二： --- 特爾斐硏究之專家簡介 --- p.184-189 / Chapter 附錄十三： --- 學生意見調查問卷 --- p.190-194 / Chapter 附錄十四： --- 邀請浸會大學持續進修學院參與本研究之邀請信 --- p.195-196

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