Thesis (Ph. D.)--University of California, San Diego, 2007. / Vita. Includes bibliographical references (leaves 209-214).

Thesis (Ed.D.)--Boston University

This case study examines how civics education and forces of schooling shape Tanzanian girls’ perceptions of citizenship. Girls often experience multiple barriers, including gender discrimination, when participating as young citizens. Gender concepts have been incorporated into the Tanzanian civics curriculum to raise awareness of gender inequality and champion gender empowerment strategies. To understand the effects of these gender-focused curricular inclusions on conceptions of female citizenship, this study provides an analysis of the framing of citizenship within the civics curriculum and an examination of individual student perceptions of citizenship. Data was collected from interviews, public diaries, and curriculum documents and analyzed using a feminist conceptual framework. The results provide insight into youth and gendered modes of citizenship participation.

The purpose of this study is to analyze the impact of the civics curriculum on the political attitudes and behavior of R. L. Turner High School students. The impact of the civics curriculum is determined by analyzing the ability of the curriculum to achieve some of the most commonly avowed objectives of civic education. If the objectives of the civics curriculum are being attained, the political attitudes and behavior of students who have completed the course should be different from those of students who have not completed civics--provided, of course, that relevant intervening variables are held constant.

There is much debate over whether a common European identity or genuine citizenship can be created. A number of researchers claim that education can play a vital role in this area. The Swedish school curriculums also state that schools have a responsibility in this area. The purpose of my research was to find out if this was occurring in schools. I carried out an inquiry into the opinions and attitudes of students to civics education and European identity. I used a quantitative method of research which also allowed for expanded comments. The students I chose were not randomly selected and the survey questions allowed for in-depth responses. I chose civics education as my research area as it is best placed to educate students in this area. The perceptions of students to civics education and its relevance to the development of European citizenship and identity was compared to and analyzed with previous research. I also included two questions that were not specifically directed at civics but considered the school as a whole. My conclusion is that the majority of students perceive civics as being helpful in developing a sense of European identity. However, their understanding of European identity and citizenship is limited to a right to work and study elsewhere in Europe. There is a general lack of school projects that allow for students to learn with students from other European Union countries. Students have also not experienced being involved in community organizations and school projects that could further develop active citizenship. Their schooling is developing identification with a political community or sense of citizenship but not of a European social community.

余樹德 = A study of the effects of formal curriculum on the civic ... / 稿本(電腦打印本) / Thesis (M.A.)--香港中文大學敎育學部. / Gao ben (dian nao da yin ben) / Includes bibliographical references (leaves 1-5 (3rd group)). / Yu Shude = A study of the effects of formal curriculum on the civic ... / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue bu. / Chapter 第一章 --- 硏究動機與說明 --- p.1 / Chapter 第二章 --- 文獻評述 / Chapter I. --- 公民意識 --- p.2 / Chapter 1.1 --- 政治行為取向與政治文化及公民意識之關係 --- p.2 / Chapter 1.2 --- 政治文化 --- p.2 / Chapter 1.2.1 --- 政治文化定義 / Chapter 1.2.2 --- 政治文化的範疇 / Chapter 1.2.3 --- 政治文化有關的硏究（外國及本地） / Chapter 1.2.4 --- 政治文化與政治意識/公民意識的關係 / Chapter 1.3 --- 公民意識 --- p.4 / Chapter 1.3.1 --- 定義 / Chapter 1.3.2 --- 相關硏究 / Chapter 1.3.3 --- 公民意識的範疇 / Chapter II. --- 公民教育及其課程取向 --- p.11 / Chapter 2.1 --- 政治社化與政治文化及政治意識的關係 --- p.11 / Chapter 2.2 --- 政治社化與公民教育課程取向的關係 --- p.11 / Chapter 2.3 --- 公民教育的取向---文獻回顧 --- p.12 / Chapter 2.4 --- 公民教育取向的整理及歸納 --- p.15 / Chapter 2.5 --- 公民教育範疇 --- p.17 / Chapter 2.5.1 --- 推行公民教育進路 / Chapter 2.5.2 --- 公民教育的理據 / Chapter 2.5.3 --- 公民教育課程取向與結構 / Chapter 2.5.4 --- 公民教育課程取向 / Chapter 第三章 --- 研究架構與硏究說明 --- p.22 / Chapter 3.1 --- 硏究焦點 --- p.22 / Chapter 3.2 --- 相關硏究 --- p.23 / Chapter 3.3 --- 主要硏究架搆 --- p.26 / Chapter 3.4 --- 硏究假設 --- p.27 / Chapter 3.5 --- 硏究設計與問卷介說 --- p.27 / Chapter 3.6 --- 變項量度與關係分析 --- p.30 / Chapter 3.7 --- 樣本特性 --- p.30 / Chapter 3.8 --- 資料分析方法 --- p.31 / Chapter 第四章 --- 結果分析及討論 --- p.32 / Chapter I. --- 主要變項因素分析及信度量度 --- p.32 / Chapter 4.1 --- 課程目標 --- p.33 / Chapter 4.2 --- 課程内容 --- p.34 / Chapter 4.3 --- 課程教學法或教學活動 --- p.37 / Chapter 4.4 --- 課程評核 --- p.39 / Chapter 4.5 --- 公民（政治）知識 --- p.41 / Chapter 4.6 --- 公民（政治）態度 --- p.43 / Chapter 4.7 --- 公民（政治）技能 --- p.46 / Chapter 4.8 --- 小结 --- p.48 / Chapter II. --- 相關分析 --- p.50 / Chapter 4.9 --- 主要變項各因子平均數值 --- p.50 / Chapter 4.10 --- 正規課程與學生公民意識的積差相關分析 --- p.51 / Chapter 4.10.1 --- 正規課程與學生公民知識的積差相關 / Chapter 4.10.2 --- 正規課程與學生公民態度的積差相關 / Chapter 4.10.3 --- 正規課程與學生公民技能的積差相關 / Chapter 4.11 --- 學生背景、學校背景與學生公民意識的積差相關 --- p.55 / Chapter 4.12 --- 淨相關分析 --- p.56 / Chapter 5. --- 一因子變異分析 --- p.57 / Chapter 第五章 --- 結論、硏究限制及建議 --- p.61 / Chapter 附錄 1. --- 學生問卷 / Chapter 2. --- 學校問卷 / 中文參考書目 / 英文參考書目

李傑泉. / 據手稿本影印. / Thesis (M.A.)--香港中文大學. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 260-289). / Li Jiequan. / Thesis (M.A.)--Xianggang Zhong wen da xue. / 前言 --- p.1 / 本章注釋 --- p.7 / Chapter 第一章： --- 溯源 --- p.11 / Chapter 甲 --- 原由 --- p.12 / Chapter （一） --- 訓政的實施 --- p.12 / Chapter （二） --- 統一思想的需要 --- p.19 / Chapter 乙 --- 制訂過程 --- p.28 / 本章注釋　 --- p.41 / Chapter 第二章： --- 具體措施（上）　 --- p.56 / Chapter 甲 --- 增設黨義科 --- p.57 / Chapter 乙 --- 加強檢定教科書　 --- p.68 / Chapter 丙 --- 非形式教育 --- p.79 / Chapter 丁 --- 中小學會考 --- p.87 / Chapter 戊 --- 特種教育　 --- p.99 / 本章注釋 --- p.107 / Chapter 第三章： --- 具體措施（下） --- p.133 / Chapter 甲 --- 審查教師思想　 --- p.134 / Chapter 乙 --- 設立「教訓合一」制　 --- p.144 / Chapter 丙 --- 推行「學校軍事化」 --- p.163 / 本章注釋 --- p.175 / Chapter 第四章 --- 批評與檢討　 --- p.194 / Chapter 甲 --- 在野黨派的指責 --- p.195 / Chapter 乙 --- 國民黨的檢討與遺恨 --- p.223 / Chapter 丙 --- 小結 --- p.233 / 本章注釋 --- p.235 / 結論 --- p.252 / 參考書目 --- p.254 / Chapter 甲 --- 中文史科及論著 --- p.260 / Chapter 乙 --- 中文論文 --- p.282 / Chapter 丙 --- 英文論著 --- p.288

鍾文堅 = School-based civic education in Hong Kong : case study of three schools / Chung Man Kin. / "論文提交日期一九九九年十一月" / 論文 (哲學碩士)--香港中文大學, 2000. / 參考文獻 (leaves 141-145) / 附中英文摘要. / "Lun wen ti jiao ri qi yi jiu jiu jiu nian shi yi yue" / Zhong Wenjian = School-based civic education in Hong Kong : case study of three schools / Chung Man Kin. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2000. / Can kao wen xian (leaves 141-145) / Fu Zhong Ying wen zhai yao. / 鳴謝 --- p.i / 目錄 --- p.ii / 圖表目錄 --- p.v / 論文撮要 --- p.v i / Chapter 第一章 --- 緒論 / Chapter 1.1 --- 背景 --- p.1 / Chapter 1.2 --- 研究目的 --- p.5 / Chapter 1.3 --- 研究問題 --- p.6 / Chapter 1.4 --- 硏究的意義 --- p.8 / Chapter 第二章 --- 文獻探討 --- p.9 / Chapter 2.1 --- 課程社會學的理論 --- p.9 / Chapter 2.2 --- 機械因果論的枇判 --- p.13 / Chapter 2.3 --- 敎育的相對自主性 --- p.15 / Chapter 2.4 --- 課程實施的複雜性 --- p.15 / Chapter 2.5 --- 公民敎育的理論 --- p.22 / Chapter 2.6 --- 香港的公民敎育 --- p.28 / Chapter 2.7 --- 理論架構 --- p.38 / Chapter 第三章 --- 研究設計 / Chapter 3.1 --- 研究方法 --- p.43 / Chapter 3.2 --- 研究程序 --- p.47 / Chapter 3.3 --- 研究方法上的問題 --- p.49 / Chapter 3.4 --- 先導研究的啓發 --- p.53 / Chapter 3.5 --- 訪談的安排 --- p.54 / Chapter 3.6 --- 研究的限制 --- p.57 / Chapter 第四章 --- 學校公民敎育實施的三層互動情境 / Chapter 4.1 --- 社會影響的情境 --- p.58 / Chapter 4.2 --- 政策文本影響的情境 --- p.64 / Chapter 4.3 --- 校本公民敎育實施的情境脈絡 --- p.68 / Chapter 第五章 --- 學校公民敎育發展的情境脈絡 --- p.70 / Chapter 5.1 --- 個案研究學校的簡介 --- p.70 / Chapter 5.2 --- 校本公民敎育的現況及發展脈絡 --- p.84 / Chapter 5.3 --- 影響校本公民敎育發展的要素 --- p.120 / Chapter 5.4 --- 總結 --- p.130 / Chapter 第六章 --- 結論及建議 / Chapter 6.1 --- 結論 / Chapter 6.1.1 --- 校本公民敎育及其轉變的特徵 --- p.131 / Chapter 6.1.2 --- 校本公民敎育的共通特徵 --- p.132 / Chapter 6.1.3 --- 校本情境因素與回應模式之關係 --- p.133 / Chapter 6.1.4 --- 三層互動情境的動態關係 --- p.135 / Chapter 6.1.5 --- 決定性的情境因素 --- p.136 / Chapter 6.2 --- 理論的再建構 --- p.137 / Chapter 6.3 --- 建議 / Chapter 6.3.1 --- 實用層面 --- p.138 / Chapter 6.3.2 --- 研究層面 --- p.139 / Chapter 6.4 --- 結語 --- p.139 / 參考文獻 --- p.141 / 附錄一 ：學校訪問問題 --- p.146 / 附錄二 ：訪談紀錄表 --- p.147

Ho Pui-hung. / Thesis submitted in: July 2003. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 133-143). / Abstracts in English and Chinese. / Abstract --- p.i / 摘要 --- p.ii / Acknowledgement --- p.iii / Table of Content --- p.v / Chapter Chapter1 --- "Overview, Research Concern, Literature Review and Theoretical Framework" --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Overview of Existing Studies on Civics Education of Postwar Hong Kong --- p.2 / Chapter 1.3 --- Queries over the Functionalistic Account： Preliminary Research Inquiries --- p.3 / Chapter 1.4 --- Sociological Approaches to Civics Education --- p.5 / Chapter 1.4.1 --- Functional Perspective on Civics Education --- p.6 / Chapter 1.4.2 --- Conflict Perspective on Civics Education --- p.7 / Chapter 1.4.3 --- Implications of Functional and Conflict Perspective on Civics Education --- p.14 / Chapter 1.5 --- Theoretical Concern of New Institutionalism --- p.15 / Chapter 1.5.1 --- New Institutional Perspective on Education --- p.15 / Chapter 1.5.2 --- Universal World Models of Individual and Society --- p.16 / Chapter 1.5.3 --- Implications of New Institutional Perspective in Civics Education --- p.19 / Chapter 1.6 --- Casing the Hong Kong Case --- p.20 / Chapter 1.7 --- Research Questions --- p.22 / Chapter 1.8 --- Organization of Thesis --- p.23 / Chapter Chapter2 --- Method --- p.24 / Chapter 2.1 --- Formal Civics Education as the Object of Study --- p.24 / Chapter 2.2 --- Temporal Dimension --- p.25 / Chapter 2.3 --- Why Junior Secondary Level? --- p.26 / Chapter 2.4 --- "Data Sources, Sampling and Coding" --- p.26 / Chapter 2.4.1 --- Data Sources and the Issue of Sampling --- p.27 / Chapter 2.4.2 --- The Coding Scheme --- p.28 / Chapter Chapter3 --- Development and Diffusion of Civics Education in the Whole Curriculum --- p.33 / Chapter 3.1 --- Introduction --- p.33 / Chapter 3.2 --- Forms of Presence --- p.33 / Chapter 3.2.1 --- Persistent Presence --- p.35 / Chapter 3.2.2 --- Pervasive Presence --- p.36 / Chapter 3.2.3 --- Enhanced Flexibility in Curriculum Planning: Resistance Resided in School Choice --- p.39 / Chapter 3.2.4 --- The Legitimate Ideological Base of Infusion Model of Civics Curriculum --- p.41 / Chapter 3.3 --- Permeation of moral/civics education in the whole curriculum --- p.44 / Chapter 3.3.1 --- Introduction --- p.44 / Chapter 3.3.2 --- Classification of Subjects --- p.45 / Chapter 3.3.3 --- Aesthetic and Expressive Subjects --- p.45 / Art and Design --- p.46 / Chapter 3.3.4 --- Language Subjects --- p.50 / English Language --- p.50 / Chinese Language --- p.51 / Chapter 3.3.5 --- Social and Humanities Subjects --- p.52 / Home Economics --- p.53 / History --- p.54 / Chinese History --- p.58 / Geography --- p.60 / Chapter 3.3.6 --- Vocational Subjects --- p.62 / Chapter 3.3.7 --- Mathematics and Science Subjects --- p.63 / Mathematics --- p.64 / Chemistry --- p.67 / Biology --- p.72 / Chapter 3.4 --- Summary and Discussion --- p.75 / Chapter Chapter4 --- "Continuity and Change of the Knowledge Base of Civics Education, 1960-2000" --- p.79 / Chapter 4.1 --- Introduction --- p.79 / Chapter 4.2 --- Changes in Official Aims of Civics Education --- p.79 / Chapter 4.2.1. --- Expanded Vision and Interconnectedness of Individual and Its Environment --- p.79 / Chapter 4.2.2. --- Elaboration of the Rational and Participatory Model of Individuals --- p.81 / Chapter 4.2.3. --- Realization of Universalistic Values in Everyday Life --- p.82 / Chapter 4.2.4. --- Rising Awareness of Civic Identity --- p.83 / Chapter 4.2.5 --- "Implications of Changing ""´حAims"" of Civics Curriculum" --- p.83 / Chapter 4.3 --- Forms of Presentation --- p.85 / Chapter 4.3.1 --- Shift of Emphasis from Practical and Personal Experience to Conceptual Issues of The System --- p.87 / Chapter 4.3.2 --- Stronger Reliance on Scientific Knowledge Base --- p.90 / Chapter 4.3.3 --- Implications for the Changing Presentation of Civics Knowledge: Emergence of a Universalistic Knowledge Base --- p.90 / Chapter 4.4 --- Content analysis --- p.93 / Chapter 4.5 --- Textual Analysis --- p.96 / Chapter 4.5.1. --- Moral and Character Training --- p.96 / Chapter 4.5.2 --- Self and Individual --- p.98 / Chapter 4.5.3 --- Individual and Immediate Community --- p.103 / Chapter 4.5.4 --- Civic Awareness and Local Society --- p.108 / Chapter 4.5.5 --- Nation and Nationhood --- p.120 / Chapter 4.5.6 --- Global Connectedness --- p.120 / Chapter 4.6 --- Summary and Discussion --- p.122 / Chapter Chapter5 --- Conclusion --- p.127 / Chapter 5.1 --- Introduction --- p.127 / Chapter 5.2 --- Specialization of Society versus Broadened and Universal Participation of Citizen with Wide-Ranging Generic Skills and Values --- p.128 / Chapter 5.3 --- Ritualistic Enactment of World Scripts of Modern Citizen and Student --- p.129 / Chapter 5.4 --- Sociological Significance --- p.130 / Chapter 5.4.1 --- Empirical Significance --- p.130 / Chapter 5.4.2 --- Theoretical Significance --- p.131 / Chapter 5.5 --- A Prospective Research Agenda --- p.132 / References --- p.133 / Appendix I: List of Syllabi Adopted for Content Analysis --- p.141 / Appendix II: List of Textbooks --- p.142 / LIST OF TABLES / Table 2.1 Coding Scheme --- p.30 / Table 3.1 : Development and Proximities of Civics Education in Postwar HK --- p.34 / Table 3.2 Classifications of Subjects --- p.45 / Table 3.3 Time allocation for three main components in art education --- p.46 / "Table 3.4 Comparison of the Structure of Chemistry Curriculum, 1975/82 and 1991" --- p.67 / Table 3.5 Analogy of Chemical Properties with Moral Issues --- p.71 / "Table 4.1 Examples of Changing Chapter Titles for Similar Civic Themes in the Civics and EPA Textbooks for Secondary Schools, 1962-2000" --- p.86 / "Table 4.2a Relative Emphasis of Various Civics Themes in the Syllabus of Civics-Related Subjects in Postwar HK, 1950-2000" --- p.93 / "Table 4.2b Comparison of the Relative Emphasis of Various Civics Themes in the Syllabus of Civics-Related Subjects in Postwar HK, 1950-2000" --- p.94 / "Table 4.3 List of Chapter Titles Related to Self-Management in Social Studies Textbooks,"

Thesis (M.Ed.)--University of Hong Kong, 1988. / Includes bibliographical references (leaf 124-132). Also available in print.