This historical study examines the life of Milton Bradley in the context of his time. The primary question being asked in this study is: What contributions did Milton Bradley make to education during his lifetime, what, if any, affect did that have on art education, and how was that influenced by the circumstances of his life? Factors that influenced Milton Bradley include: the Victorian era, common schooling, moral education, progressive education, kindergarten, art education and business. Bradley's connection to both kindergarten and art education are explored in depth, and his contributions to both are examined. The information in this study is presented using the contextual approach to art history advocated by Tom Anderson and Melody Milbrandt (2005). Anderson and Milbrandt's contextual approach incorporates the use of social setting, mood, economic conditions, and other circumstances to interpret and evaluate the work in question. For the purposes of this study, Anderson and Milbrandt's contextual approach has been adapted to historical inquiry. Milton Bradley straddled the Victorian and Progressive era and was a product of his times. Findings indicate that while Milton Bradley held an important role in the kindergarten movement, his role in the field of art education is of a secondary nature. Milton Bradley helped facilitate the entrance of art education into the public schools with his production of art supplies and materials intended for the kindergarten classroom. Bradley's materials were designed for kindergarten first, and art education second, so ultimately, his contributions to art education were secondary in nature to his interest in the kindergarten / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Education. / Degree Awarded: Summer Semester, 2005. / Date of Defense: June 27, 2005. / Milton Bradley, Elizabeth Peabody, Froebel, Kindergarten, Art education / Includes bibliographical references. / Tom Anderson, Professor Directing Dissertation; Jeffrey Milligan, Outside Committee Member; Pat Villeneuve, Committee Member; Penny Orr, Committee Member.

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Engagement among adolescents is a crucial factor for identity formation and positive youth development (Barker, 2015; Kegan, 1994). To help address disengagement, socially engaged art education (SEAE) practices have emerged, combining art with action-oriented curricula to critically examine the community and connect to it through meaningful experiences (Helguera, 2011). This current study aimed to better understand how the social dynamics at school and in the student’s own neighborhood impacted the roots of engagement, particularly from school and the larger community, and to address the need to understand interventions that engage, such as those led by art. To study youth engagement in the context of disenfranchised school environments, I designed a pragmatic informed participatory research study, which included six art-infused civic activities that incorporated reflection, action, and artful dialogue framed by Reason’s (1994) co-operative inquiry process. Through this research approach, I explored the perceptions that 16 12th-grade high school students had about their community and their desire to connect and to serve. Using an embedded mixed-methods design (Creswell, 2014), the art-infused civic activities and data collection took place simultaneously. The methods used included questionnaires and surveys, field observations, participant-produced documents, visual methods, interviews, and focus groups. An analysis of the data yielded several findings regarding the participants’ perceptions and connections to their community. For the participants in this study, community was the product of finding and discovering commonalities and feeling safe, as well as having opportunities to attain new skills. The students identified a lot of deficiencies at school, which led them to feel that school was not part of their community. However, despite this apathy, the students expressed appreciation for opportunities that allowed them to bond with their peers and teachers. Engagement in the art-infused civic activities resulted in students attaining newly formed perspectives about their peers and the school staff. The participants reported viewing them as having the capacity to show a caring side. Through these activities, they also saw themselves as more empathetic and able to make an impact in their community. Although some of the participants had been involved in service activities prior to this study, they felt that in this study the experiences were more meaningful because they were able to reflect and understand the magnitude of their contribution. Even though most participants expressed having a desire to help both their community and school, they also felt that this could not be accomplished until they became financially stable. This study contributes to the field of art education by examining the viability of art projects that aim to address youth disengagement, and to better understand the impact that art education has on youth engagement dynamics in the context of low-SES communities. / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2017. / June 29, 2017. / Civic Engagement, Community Engagement, Participatory Research, Photovoice, Service-Learning, Youth Engagement / Includes bibliographical references. / Theresa Van Lith, Professor Directing Dissertation; Peter Easton, University Representative; Rachel Fendler, Committee Member; Sara Scott Shields, Committee Member.

by Cheng Fun Chung. / Bibliography: leaves 48-51 / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1983

陳光華 = The teaching of poetry in Chinese literature : the application of Parry ... / 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 135-140). / Chen Guanghua = The teaching of poetry in Chinese literature : the application of Parry ... / 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 --- 問題說明 --- p.7 / Chapter 二 --- 研究範圍 --- p.7 / Chapter 1 --- 詩歌 --- p.11 / Chapter 2 --- 中國詩歌教學 --- p.11 / Chapter 3 --- 帕利勞德理論 --- p.13 / Chapter 第二章 --- 文獻評述 --- p.13 / Chapter 一 --- 中大教學書刊 --- p.13 / Chapter 1 --- 香　港 --- p.13 / Chapter 2 --- 台灣 --- p.14 / Chapter 3 --- 中國大陸 --- p.15 / Chapter 二 --- 中文教學專文 --- p.17 / Chapter 三 --- 古代詩歌教學理論 --- p.24 / Chapter 1 --- 專攻 --- p.25 / Chapter 2 --- 立意 --- p.27 / Chapter 3 --- 煉句 --- p.29 / Chapter 4 --- 熟習 --- p.30 / Chapter 5 --- 誦讀 --- p.30 / Chapter 四 --- 文學研究方法專論 --- p.33 / Chapter 五 --- 帕利勞德理論介紹 --- p.38 / Chapter 六 --- 小結 --- p.49 / Chapter 第三章 --- 複 沓 --- p.50 / Chapter 一 --- 複沓之定義 --- p.50 / Chapter 二 --- 詩歌裏的複沓 --- p.56 / Chapter 1 --- 詩經裏的複沓 --- p.56 / Chapter 2 --- 漢魏樂府裏的複沓 --- p.64 / Chapter 3 --- 唐代變文裏的複沓 --- p.69 / Chapter 第四章 --- 討´論´ؤؤ帕利勞德理論之應用 --- p.80 / Chapter 一 --- 關於詩經中複沓的意見 --- p.80 / Chapter 二 --- 關於樂府詩中複沓的意見 --- p.89 / Chapter 三 --- 關於唐代變文的複沓的意見 --- p.107 / Chapter 第五章 --- 結論 --- p.113 / 注釋 --- p.120 / 重要參考書目 --- p.135

陳榮石. / 手稿複印本. / 香港中文大學硏究院敎育學部碩士論文. / 參考文獻 : leaves 125-131. / Chen Rongshi. / Chapter 第一章 --- 導論 --- p.1 / 引言 --- p.1 / 問題說明 --- p.5 / 《暫擬漢語教學語法系統》的方向及影響　 --- p.5 / 傳統語法教學方法的問題　　　　 --- p.11 / 理論基礎 --- p.19 / 教學語法 --- p.19 / 語法教學 --- p.22 / Chapter 第二章 --- 研究方法 --- p.33 / 香港學生常犯的語法語誤範圍　 --- p.33 / 主語語法測驗 --- p.38 / 學生樣本 --- p.46 / 語誤分析　 --- p.52 / 語法理論與語法教學之關係假設 --- p.71 / 兩種語法教學課程設計 --- p.88 / 主語語法課程之果效測量 --- p.100 / Chapter 第三章 --- 結論及建議 --- p.107 / 結論 --- p.107 / 傳統語法理論在這次語法教學上的局限 --- p.109 / 功能語法理論在這次研究的功用 --- p.110 / 語法教學的整體結構 --- p.111 / 建議 --- p.114 / 語法理論的實用意義 --- p.116 / 對語誤的看法　 --- p.118 / 語言心理學的輔助意義 --- p.120 / 參考文獻 --- p.125 / Chapter 附錄 --- 附錄 / Chapter 一 --- 主語語法測驗一 --- p.132 / Chapter 二 --- 主語語法測驗二 --- p.136

複印本. / Thesis (M.A.)--香港中文大學. / Fu yin ben. / Includes bibliographical references (leaves 183-194). / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一篇 --- 引言 / Chapter 甲 --- 學習語言文字的重要性 --- p.1 / Chapter 乙 --- 研究意義 --- p.2 / Chapter 丙 --- 中文篇章與閱讀理解 --- p.3 / Chapter 第二篇 --- 文獻綜述 / Chapter 甲 --- 有關文言和白話文的文獻 --- p.5 / Chapter 一 --- 理解文言文的作用 --- p.5 / Chapter 二 --- 甚麼是文言文？ --- p.5 / Chapter A --- 關於漢語的發展 --- p.5 / Chapter B --- 關於文言文的特點與定義 --- p.8 / Chapter 三 --- 甚麼是白話文？ --- p.11 / Chapter A --- 由口語到白話 --- p.11 / Chapter B --- 關於白話文的特點與定義 --- p.14 / Chapter 四 --- 文言和白話的分別 --- p.17 / Chapter A --- 就詞來說 --- p.17 / Chapter a --- 詞的定義 --- p.17 / Chapter b --- 文言詞和白話詞的界定 --- p.18 / Chapter B --- 就句子來說 --- p.26 / Chapter a --- 句子的定義 --- p.26 / Chapter b --- 文言和白話句子的界定 --- p.27 / Chapter C --- 就篇章來說 --- p.30 / Chapter a --- 篇章的定義 --- p.30 / Chapter b --- 文言和白話篇章的界定 --- p.32 / Chapter 乙 --- 有關閱讀理解的文獻 --- p.34 / Chapter 一 --- 甚麼是閱讀理解？ --- p.34 / Chapter 二 --- 閱讀理解的過程 --- p.35 / Chapter A --- 微觀結構與閱讀理解 --- p.35 / Chapter B --- 中型觀念與閱讀理解 --- p.38 / Chapter C --- 宏觀結構與閱讀理解 --- p.40 / Chapter 三 --- 文白篇章與閱讀理解 --- p.43 / Chapter A --- 就詞來說 --- p.43 / Chapter B --- 就句子來說 --- p.45 / Chapter C --- 就篇章來說 --- p.46 / Chapter 第三篇 --- 研究方法 --- p.50 / Chapter 甲 --- 研究問題 --- p.50 / Chapter 乙 --- 研究假設 --- p.51 / Chapter 丙 --- 研究設計 --- p.52 / Chapter 丁 --- 研究對象及取樣 --- p.58 / Chapter 一 --- 研究對象 --- p.58 / Chapter 二 --- 取樣 --- p.59 / Chapter 戊 --- 研究工具 --- p.61 / Chapter 一 --- 文章的改寫 --- p.61 / Chapter 二 --- 舉例說明 --- p.65 / Chapter A --- 言情 --- p.65 / Chapter B --- 說理 --- p.68 / Chapter 已 --- 實驗程序 --- p.77 / Chapter 一 --- 預試階段 --- p.77 / Chapter 二 --- 正式測試 --- p.78 / Chapter 庚 --- 資料分析 --- p.80 / Chapter 一 --- 選卷 --- p.80 / Chapter 二 --- 初步分析 --- p.80 / Chapter 第四篇 --- 結果與討論 / Chapter 甲 --- 研究結果 --- p.85 / Chapter 一 --- 文白形式與閱讀理解 --- p.85 / Chapter 二 --- 語文能力與閱讀理解 --- p.99 / Chapter 三 --- 文體結構與閱讀理解 --- p.107 / Chapter 四 --- 詞彙句子與閱讀理解 --- p.120 / Chapter 五 --- 學生性別與閱讀理解 --- p.130 / Chapter 乙 --- 討論部份 --- p.131 / Chapter 一 --- 文白形式與閱讀理解 --- p.131 / Chapter 二 --- 語文能力與閱讀理解 --- p.141 / Chapter 三 --- 文體結構與閱讀理解 --- p.146 / Chapter 四 --- 詞彙句子與閱讀理解 --- p.151 / Chapter 五 --- 學生性別與閱讀理解 --- p.158 / Chapter 丙 --- 總結部份 --- p.159 / Chapter 第五篇 --- 摘要、結論和建議 / Chapter 甲 --- 摘要 --- p.167 / Chapter 乙 --- 結論 --- p.176 / Chapter 丙 --- 建議 --- p.179 / 參考文獻 / 表解 / 附錄

鍾潔雲. / "2013年9月". / "2013 nian 9 yue". / Thesis (Ed.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 299-315). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Zhong Jieyun.