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The research centered on an examination of whether or not the topic of "higher education" has become an academic field of study. First, an historical analysis of the evolution of the academic study of higher education uncovered two threads that have continued up to the present. One thread consisted of those throughout academia who have studied the topic of "higher education" but were uninterested in forming it into an academic field of study. The other thread consisted of those within or affiliated with schools of education, who have attempted to form the study of "higher education" into an academic field. The latter have variously conceived of "higher education" as either an academic discipline, professional field, or some amalgam. They have not achieved a consensus among themselves as to how to proceed, nor have they gained significant recognition from the rest of academia. Secondly, a comprehensive review of two literatures was undertaken. The first dealt with conscious attempts to form higher education into an academic field and the second included most of what has been written about the topic of higher education from 1960 to 1990. Based on these two literature reviews, it was determined that a cohesive body of knowledge and distinct theory base have not been formed. Thirdly, a series of in-depth, unstructured interviews were conducted with seven faculty from three different higher education programs. It was found that these faculty were interested in developing their own academic programs, but had no larger interest in forming an academic field of study. Hence, those who would make "higher education" into an academic field had not greatly influenced those interviewed. It was determined that an academic field had not been formed. There are no distinct theories of higher education--all academic analyses of the topic are conducted through the lens of a wide range of disciplines and professions. This is good, since all of academia should be able to be involved in the academic study of higher education. New ways for encouraging that involvement are put forth in the conclusion.

The pondok-pesantren is an Islamic educational institution which plays an important role in Indonesia. Being the earliest such institution, it has an effect on the educational field in the Archipelago.

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<p> This dissertation utilized a Delphi methodology in discovery of the perceived outcomes and teaching strategies that are common for art history survey courses taught at higher education institutions throughout the United States. A group of art history faculty, chairs, and current researchers focused on studying teaching and learning within art history weighed in on their perspectives through three mixed method survey rounds, ranking the importance of various themes developed through the responses. The results discover that there is still a strong preference for a Socratic seminar teaching strategy, while the participants also highlighted other outcomes and strategies that are important areas for future research in the discipline.</p>

陳志超. / Thesis (M.A.)--香港中文大學敎育學院. / Reprint of manuscript. / Includes bibliographical references (leaves 202-217). / Chen Zhichao. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue yuan. / Chapter 一 --- 研究問題及目的 --- p.1 / Chapter 二 --- 有關文獻的評論 --- p.22 / Chapter 三 --- 研究方法及資料 --- p.41 / Chapter 四 --- 晚清教育改革所導致的教育轉變 --- p.52 / Chapter 五 --- 前述研究的一個個案：劉坤一教育改革的研究 --- p.157 / Chapter 六 --- 結論 --- p.196 / Chapter 七 --- 參考書目 --- p.202

葉國洪. / 據手稿本影印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 170-[188]). / Ye Guohong. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一章 --- 緒論 --- p.1 / Chapter 〈一〉 --- 研究目的及問題 --- p.1 / Chapter 〈二〉 --- 研究方法　 --- p.3 / Chapter 第二章 --- 資料舉隅 --- p.14 / Chapter 第三章 --- 學部成立之背景 --- p.23 / Chapter 〈一〉 --- 新教育萌芽的背景 --- p.23 / Chapter 〈二〉 --- 新教育的醞釀 --- p.24 / Chapter 〈三〉 --- 新學制的形成 --- p.26 / Chapter 〈四〉 --- 新學制的內容及評論 --- p.33 / Chapter 〈五〉 --- 科舉制度的廢止 --- p.44 / Chapter 第四章 --- 學部之成立 / Chapter 〈一〉 --- 學部成立前新教育的中央教育行政機構 --- p.68 / Chapter 〈二〉 --- 學部成立的經過 --- p.72 / Chapter 〈三〉 --- 學部的組織 --- p.83 / Chapter 〈四〉 --- 學部的職權與財政 --- p.90 / Chapter 〈五〉 --- 學部人事 --- p.100 / Chapter 〈六〉 --- 學部與地方新教育行政機關 --- p.105 / Chapter 第五章 --- 學部成立後對新式教育的貢獻 --- p.126 / Chapter 〈一〉 --- 頒布教育宗旨 --- p.126 / Chapter 〈二〉 --- 女子教育之推廣 --- p.133 / Chapter 〈三〉 --- 小學教育之革新 --- p.134 / Chapter 〈四〉 --- 中學教育之改革 --- p.135 / Chapter 〈五〉 --- 高等教育之改革 --- p.136 / Chapter 〈六〉 --- 普及教育之推廣 --- p.137 / Chapter 〈七〉 --- 師範教育之推廣 --- p.137 / Chapter 〈八〉 --- 留學教育之管理 --- p.137 / Chapter 〈九〉 --- 簡易識字學塾之設立 --- p.139 / Chapter 〈十〉 --- 中央教育會之設立　 --- p.142 / Chapter 第六章 --- 結論 --- p.159 / 參考書目 --- p.170

PhD / When the problem of young people using illegal drugs for recreation emerged in New South Wales in the 1960s drug education was promoted by governments and experts as a humane alternative to policing. It developed during the 1970s and 1980s as the main hope for preventing drug problems amongst young people in the future. By the 1990s drug policy experts, like their temperance forbears, had become disillusioned with drug education, turning to legislative action for the prevention of alcohol and other drug problems. However, politicians and the community still believed that education was the best solution. Education Departments, reluctant to expose schools to public controversy, met minimal requirements. This thesis examines the ideas about drugs, education and youth that influenced the construction and implementation of policies about drug education in New South Wales between 1965 and 1999. It also explores the processes that resulted in the defining of drug problems and beliefs about solutions, identifying their contribution to policy and the way in which this policy was implemented. The thesis argues that the development of drug education over the last fifty years has been marked by three main cycles of moral panic about youth drug use. It finds that each panic was triggered by the discovery of the use of a new illegal substance by a youth subculture. Panics continued, however, because of the tension between two competing notions of young people’s drug use. In the traditional dominant view ‘drug’ meant illegal drugs, young people’s recreational drug use was considered to be qualitatively different to that of adults, and illegal drugs were the most serious and concerning problem. In the newer alternative ‘public health’ view which began developing in the 1960s, illicit drug use was constructed as part of normal experimentation, alcohol, tobacco and prescribed medicines were all drugs, and those who developed problems with their use were sick, not bad. These public health principles were formulated in policy documents on many occasions. The cycles of drug panic were often an expression of anxiety about the new approach and they had the effect of reasserting the dominant view. The thesis also finds that the most significant difference between the two discourses lies in the way that alcohol is defined, either as a relatively harmless beverage or as a drug that is a major cause of harm. Public health experts have concluded that alcohol poses a much greater threat to the health and safety of young people than illegal drugs. However, parents, many politicians and members of the general community have believed for the last fifty years that alcohol is relatively safe. Successive governments have been influenced by the economic power of the alcohol industry to support the latter view. Thus the role of alcohol and its importance to the economy in Australian society is a significant hindrance in reconciling opposing views of the drug problem and developing effective drug education. The thesis concludes that well justified drug education programs have not been implemented fully because the rational approaches to drug education developed by experts have not been supported by the dominant discourse about the drug problem. Politicians have used drug education as a populist strategy to placate fear but the actual programs that have been developed attempt to inform young people and the community about the harms and benefits of all drugs. When young people take up the use of a new mood altering drug, the rational approach developed by public health experts provokes intense anxiety in the community and the idea that legal substances such as alcohol, tobacco and prescribed drugs can cause serious harm to young people is rejected in favour of an approach that emphasizes the danger of illegal drug use.