黃炳文. / 據手稿本複印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben fu yin. / Includes bibliographical references (leaves 417-431). / Huang Bingwen. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一章 --- 香港公民教育的研究 --- p.1 / Chapter (一) --- 引言 --- p.1 / Chapter (二) --- 研究範圍 --- p.9 / Chapter (三) --- 研究問題及方法 --- p.30 / 註釋 --- p.38 / Chapter 第二章 --- 與香港公民教育有關的因素 --- p.45 / Chapter (一) --- 地理環境和早期歷史 --- p.46 / Chapter (二) --- 經濟方面 --- p.57 / Chapter (三) --- 政治方面 --- p.68 / 註釋 --- p.78 / Chapter 第三章 --- 香港公民教育的理想 --- p.105 / Chapter (一) --- 一九四五年至一九五八年 --- p.110 / Chapter (二) --- 一九五九年至一九七零年 --- p.132 / Chapter (三) --- 一九七一年至一九八零年 --- p.166 / 註釋 --- p.199 / Chapter 第四章 --- 經公科課程所提供之公民意識 --- p.231 / Chapter (一) --- 四五年至五六年 --- p.239 / Chapter (二) --- 五七年至六四年 --- p.254 / Chapter (三) --- 六五年至七四年 --- p.262 / Chapter (四) --- 七五年至八零年 --- p.278 / 註釋 --- p.291 / 附錄 --- p.300 / Chapter 第五章 --- 其他社會公民教育的概況 --- p.315 / Chapter (一) --- 中國 --- p.318 / Chapter 1 --- 傳統中國 --- p.318 / Chapter 2 --- 當代台灣 --- p.327 / Chapter 3 --- 當代中國大陸 --- p.336 / Chapter (二) --- 蘇聯 --- p.346 / Chapter (三) --- 美國 --- p.356 / Chapter (四) --- 英國 --- p.365 / 註釋 --- p.380 / 參考書目 --- p.417

何瑞珠= A study of the relationship between school climate and the effectiveness ... / 稿本(電腦打印本) / Thesis (M.A.)--香港中文大學. / Gao ben (dian nao da yin ben) / Includes bibliographical references (leaves 91-95). / He Ruizhu = A study of the relationship between school climate and the effectiveness ... / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 一. --- 導言 / Chapter I. --- 硏究背景及目的 --- p.1 / Chapter II. --- 研究公民教育的重要性 --- p.1 / Chapter i --- 公民教育與社會化 --- p.1 / Chapter ii. --- 政治社化 --- p.2 / Chapter iii. --- 政治社化與政治文化 --- p.3 / Chapter iv --- 政治社化、政治文化與政治体糸 --- p.4 / Chapter 二. --- 公民教育的概念結構 --- p.7 / Chapter I --- 公民精神理論 --- p.7 / Chapter II --- 公民教育取向 --- p.9 / Chapter III --- 公民教育的成效量度 --- p.15 / Chapter 三. --- 學校氣氛的概念結構 --- p.18 / Chapter I --- 學校氣氛的理論 --- p.28 / Chapter II --- 學校氣氛的研究模式 --- p.21 / Chapter III --- 學校氣氛的量度 --- p.23 / Chapter 四. --- 學校氣氛與公民教育成效的關係 --- p.27 / Chapter 五. --- 硏究方法 --- p.30 / Chapter II --- 研究概念架構 --- p.30 / Chapter II --- 研究變項 --- p.31 / Chapter III --- 硏究假設 --- p.32 / Chapter 六. --- 硏究設計 --- p.33 / Chapter I --- 樣本設計 --- p.33 / Chapter II --- 研究工具 --- p.33 / Chapter III --- 硏究單位 --- p.35 / Chapter 七. --- 统計分析設計 --- p.36 / Chapter 八. --- 硏究結果的闡釋 --- p.37 / Chapter I --- 中學生公民意識结構分析及討論 --- p.40 / Chapter i) --- 中學生公民意識分析 --- p.41 / Chapter ii) --- 學校整體公民意識分析 --- p.47 / Chapter iii) --- "中學生公民意識,结構綜合分析討論" --- p.51 / Chapter II --- 學本氣氛分析及討論 --- p.53 / Chapter i) --- 學校氣氛的量表分析 --- p.53 / Chapter ii) --- 學校氣氛各分項的關係分析 --- p.57 / Chapter iii) --- 「人本型」 及「監管型」 學校的分別 --- p.59 / Chapter III --- 學校氣氛與中學生公民意識的相關分析及討論 --- p.63 / Chapter i) --- 學校背景資料對學生公民意識及學校氣氛 的影響 --- p.63 / Chapter ii) --- 教師控制行為及教師控制意識與公民 意識的相關分析 ? --- p.1 / Chapter iii) --- 學校組織氣氛與公民意識的相關分析 --- p.73 / Chapter iv) --- 教師控制型態與組織開放程度對學生 公民意識的影響 --- p.76 / Chapter 九. --- 硏究總結 --- p.81 / Chapter I --- 撮要 --- p.81 / Chapter II --- 結論 / Chapter III --- 限制 --- p.86 / Chapter IV --- 啟示及建議 --- p.87 / Chapter 十. --- 註釋 --- p.88 / Chapter 十一. --- 參考書目 --- p.91 / Chapter 十二. --- 附錄 --- p.95 / 附錄一： 學校背景資料問卷 / 附錄二 ： 學生公民意識與學校氣氛之關係研究 / (學生問卷） / 附錄三：學生公民意識與學校氣氛之關係研究 / (教師問卷） / 附錄四：學生背景資料 / 附錄五： 教師背景資料

Thesis (M.B.A.)--Chinese University of Hong Kong, 1972. / Includes bibliographical references. / Summary in Chinese.

Summary in Chinese. / Title also in Chinese. / Thesis (M.B.A.)--Chinese University of Hong Kong. / Bibliography: leave 13 (second section)

Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1982. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH / Bibliography: leaf 68. / by Shwu Ming Chen. / M.C.P.

Ng Pui-man. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (leaves 155-165). / Abstracts in English and Chinese ; questionnaire and appendix also in Chinese. / ABSTRACT --- p.i / ACKNOWLEDGEMENT --- p.iv / CONTENTS --- p.vi / LIST OF TABLES --- p.ix / Chapter CHAPTER1 --- Introduction: The Working Environment of Teachers in Hong Kong --- p.1 / Chapter 1.1 --- The Uncertain and Complex Working Environment / Chapter 1.2 --- Working Environment of Hong Kong Teachers / Chapter 1.3 --- Teachers' Daily Work / Chapter 1.4 --- Organizational Structure of School / Chapter 1.5 --- Research Inquiries / Chapter 1.6 --- Structure of the Thesis / Chapter CHAPTER2 --- "Literature Review: Organizational Analysis in Functionalism, Conflict Perspective and Neo-institutional Perspective" --- p.16 / Chapter 2.1 --- Functional Perspective on Organizational Analysis / Chapter 2.1.1 --- Production Function Model / Chapter 2.1.2 --- Coupling Model (Nested Layer Model) / Chapter 2.1.3 --- Contributions of Functional Perspective / Chapter 2.1.4 --- Critiques of Functional Perspective / Chapter 2.2 --- Conflict Perspective on Organizational Analysis / Chapter 2.2.1 --- Bureaucratic Organization / Chapter 2.2.2 --- Conflict of Interests / Chapter 2.2.3 --- Contributions of Conflict Perspective / Chapter 2.2.4 --- Critiques of Conflict Perspective / Chapter 2.3 --- Critiques of Functional and Conflict Perspective / Chapter 2.4 --- Neo-institutional Perspective and Organizational Analysis / Chapter 2.4.1 --- Decoupling Model / Chapter 2.4.2 --- Teaching in Decoupling Structure / Chapter 2.4.3 --- Contributions and Critiques of Neo-institutional Perspective / Chapter CHAPTER3 --- Conceptual Framework and Methodological Design --- p.48 / Chapter 3.1 --- Conceptual Framework / Chapter 3.1.1 --- Incorporation of Ritual Classification / Chapter 3.1.2 --- Theory of Practical Action / Chapter 3.1.3 --- Institutional Construction of Interests / Chapter 3.2 --- Methodological Design / Chapter 3.2.1 --- In-depth Interviews / Chapter 3.2.2 --- Questionnaire Survey / Chapter 3.2.3 --- Content Analysis / Chapter CHAPTER4 --- Incorporation of Institutional Elements into Formal Teaching --- p.65 / Chapter 4.1 --- Time Allocation on Formal Teaching / Chapter 4.2 --- Autonomy on Instructional Activities / Chapter 4.3 --- Incorporation of Ritual Classifications into Formal Teaching / Chapter 4.3.1 --- Student Classifications / Chapter 4.3.2 --- Topic Classifications / Chapter 4.3.3 --- School Classifications / Chapter 4.3.4 --- Teacher Classifications / Chapter 4.4 --- Teaching as Practices / Chapter 4.4.1 --- Homework / Chapter CHAPTER5 --- Obstacles and Constraints in Work --- p.101 / Chapter 5.1 --- Incorporation of Ritual Classifications into Non-instructional Work / Chapter 5.1.1 --- Non-teaching Work / Chapter 5.1.2 --- Principal / Chapter 5.1.3 --- Parents and Local Community / Chapter 5.1.4 --- Educational Policy / Chapter 5.2 --- Coping Strategies as Practices / Chapter 5.2.1 --- Credentials and Professional Development / Chapter 5.3 --- Collective Resistance as Institutionally Constructed Interests / Chapter CHAPTER6 --- Some Concluding Remarks --- p.129 / Chapter 6.1 --- Summary and Discussion / Chapter 6.2 --- Implications / Chapter 6.3 --- Research Limitations / APPENDICES --- p.140 / Appendix I: Semi-structured Interview Questions (in Chinese) / Appendix II: Questionnaire Survey (in Chinese) / Appendix III : Consistency scale of the most effective teaching method and the most frequently used method / Appendix IV: Answers of the Two Open-ended Questions in the Questionnaire Survey / REFERENCES

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Doctoral / Doctor of Philosophy

In Hong Kong’s schools, it is common to see meat-based lunches and snacks, photos of captive sea creatures in textbooks, dissection of animals in Science class, meat, dairy, eggs, wool in Home Economics class, animal-tested products in washrooms and so on. Schools seem to have (un)intentionally encouraged young learners’ ignorance of animal natures and ‘presumption of superiority’ over non-human animals. However, schooling may have increased the ‘moral debt’ to only some, instead of all, animals. If empathy can be considered a skill, does exposure to education ‘upskill’ or ‘deskill’ youth in Hong Kong? Through explicit, implicit and hidden curriculum, do schools preserve/remove (if empathy is innate) or create/destroy (if empathy is acquired) empathy toward companion animals, farm animals, captive animals, wild animals, in-group humans, outgroup humans (all, some, or none)? This paper examines whether students over the age of 19 believe (to a larger extent than students between the age of 13 and 18 and/or students between the age of 5 and 12) that all species have the capacity for utility and suffering. Assuming higher scores mean higher levels of empathy, which age groups are highly empathetic toward most/all twelve animals, and which are more prone to speciesism? Moreover, assuming in-group humans’ sub-circles are the closest to the center of each student’s moral circle, how far will other animals’ sub-circles be from these two? In addition, which emotion is the twelve animals most frequently associated with by Hong Kong students? Furthermore, according to the ranked animals in emotions in general as well as in different emotions (in each age group), what element(s) create(s) more empathy in students? / published_or_final_version / Education / Master / Master of Education