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Relationships among phonological skills, Pinyin knowledgy and reading performance in Hong Kong primary school students learning Chineselanguage with Putonghua as the medium of instruction蔡淑萍, Choi, Shuk-ping. January 2008 (has links)
published_or_final_version / Educational Psychology / Master / Master of Social Sciences
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從比較觀點看香港戰後之經公科課程與公民敎育. / Cong bi jiao guan dian kan Xianggang zhan hou zhi jing gong ke cheng yu gong min jiao yu.January 1981 (has links)
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
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學校氣氛與公民敎育成效之關係硏究. / Study of the relationship between school climate and the effectiveness / Xue xiao qi fen yu gong min jiao yu cheng xiao zhi guan xi yan jiu.January 1990 (has links)
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
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Management education in Hong Kong.January 1972 (has links)
Thesis (M.B.A.)--Chinese University of Hong Kong, 1972. / Includes bibliographical references. / Summary in Chinese.
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Development and use of sales training in Hong Kong.January 1976 (has links)
Summary in Chinese. / Title also in Chinese. / Thesis (M.B.A.)--Chinese University of Hong Kong. / Bibliography: leave 13 (second section)
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The dilemma of teachers' work lives: an exploratory study of the organization of teaching in Hong Kong.January 2003 (has links)
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
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Language learning and the self: exploring Hong Kong students' motivation for learning German as a third languagefrom a Foucauldian ethical perspectiveHennig, Barbara Bycent. January 2010 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
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Learning to teach, teaching to learn: a longitudinal study of student teachers' autonomous developmentChuk, Yim-ping, Joanne., 祝艷萍. January 2010 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
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Translation of nature of science content in the official physics curriculums in mainland China and Hong Kong into the corresponding textbooksCheng, Ka-lok, 鄭嘉樂 January 2014 (has links)
International studies, such as the Trends in Mathematics and Science Study, reveal that most teachers rely on textbooks as the basis of their instruction. This is particularly true for new curriculum components. Thus a good alignment between the official curriculums and textbooks is necessary for the classroom implementation of the official curriculums. However, the study of the translation of official curriculums into textbooks is missing in the education literature. The Nature of Science (NOS) content in the Physics curriculums in Mainland China and Hong Kong serves as the context of this exploratory research on official curriculum-textbook translation.
In this study, the extent and manner of the translation of the NOS content in the official curriculums into the text book was first investigated through the analysis of the NOS content found in the official Physics curriculums and the Physics text books in Mainland China and Hong Kong respectively. Two sets of textbooks that were widely adopted by schools in each of the two sites were studied against the corresponding Physics curriculum. The findings of the investigation then paved the way for the subsequent identification of the factors that affect the translation of the NOS content in the official curriculums into the textbook content through interviews with the authors, consultants and editors who assisted in determining the content in the textbooks of the two sites.
It was found that the major NOS ideas found in the official Physics curriculums at both sites were thoroughly included in the corresponding textbooks, yet the translation of the official curriculums into textbook content was not perfect. In some cases, the textbooks nicely illustrated and elaborated upon the NOS ideas with relevant contexts intended by the official curriculums. In other cases, the alignment was simply are-statement of the curricular specifications onto the textbooks.
A number of factors influencing the official curriculum-textbook translation of the NOS content were found in the study. These include authors’ and editors’ belief regarding the benefits brought about by students’ learning of NOS content, students’ background knowledge and reading skills, textbook approval systems and selection practices, teachers’ acceptance towards new NOS content, the absence of NOS-related questions in high-stake examinations and the academic and vocational background of the authors and editors. In addition, the study also revealed other factors that operate differently in the two sites. These include teachers’ criteria of textbook selection, the trial and revision system of textbooks, teachers’ reluctance towards the teaching of new content, and the demand for examination-oriented materials in textbooks.
Through synthesizing the factors that influence curriculum implementation found in the literature and the factors that influence the official curriculum-textbook translation as reported by the informants, a model of the factors that affect the translation of official curriculums into textbook content was proposed. The model builds upon and could be analogously compared to the existing model of classroom-level curriculum implementation.
Through an enhanced understanding of the official curriculum-textbook translation, the current study provides the missing link in the existing literature on curriculum implementation. / published_or_final_version / Education / Doctoral / Doctor of Philosophy
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The effects of schooling on empathy toward animalsKwok, Hiu-lam, 郭曉琳 January 2013 (has links)
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
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