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邱家偉. / Thesis submitted in: December 2009. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 221-227). / Abstracts in Chinese and English. / Qiu Jiawei. / 中、英文摘要 --- p.i / 鳴謝 --- p.iii / 目錄頁 --- p.iv / Chapter 第一章 --- 前言 --- p.1 / Chapter 一、 --- 社會學、社會脈絡與生命歷程 --- p.4 / Chapter 二、 --- 自反性：風險和安全感之平衡 --- p.6 / Chapter 三、 --- 全文內容及重要性簡介 --- p.8 / Chapter 第二章 --- 文獻回顧 --- p.11 / Chapter 一、 --- 自反性現代化 --- p.11 / Chapter 二、 --- 本體性安全感與傳統社會 --- p.13 / Chapter 三、 --- 風險社會與新風險 --- p.16 / Chapter 四、 --- 生命歷程社會學 --- p.27 / Chapter 五、 --- 自反性現代化對生命歷程的反動 --- p.36 / Chapter 第三章 --- ?究問題和方法 --- p.38 / Chapter 一、 --- 孩童時代 --- p.38 / Chapter 二、 --- 近年香港情況 --- p.51 / Chapter 三、 --- ?究問題 --- p.53 / Chapter 四、 --- ?究方法 --- p.55 / Chapter 第四章 --- 學習社會及課外活動制度化 --- p.61 / Chapter 一、 --- 學習社會 --- p.61 / Chapter 二、 --- 香港作?學習社會´ؤ´ؤ孩童時代的發展 --- p.66 / Chapter 三、 --- 孩童閒暇生活與課外活動的發展 --- p.72 / Chapter 四、 --- 全天候的學習社會 --- p.88 / Chapter 第五章 --- 孩童閒暇時間之專業化及規範化 --- p.90 / Chapter 一、 --- 興趣班風潮´ؤ´ؤ課外活動市場化 --- p.90 / Chapter 二、 --- 興趣班風潮的專業論述 --- p.97 / Chapter 三、 --- 系統入侵孩童時代´ؤ´ؤ閒暇生活規範化 --- p.109 / Chapter 四、 --- 市場化、專業化與制度化´ؤ´ؤ現代性的吊詭發展 --- p.122 / Chapter 第六章 --- 家長的自反性培育 --- p.134 / Chapter 一、 --- 成?父母的風險與焦慮 --- p.135 / Chapter 二、 --- 家長的自反性培育心態 --- p.143 / Chapter 三、 --- 全方位的競爭´ؤ´ؤ焦慮風險的惡性循環 --- p.157 / Chapter 四、 --- 刻不容緩的壓力 --- p.168 / Chapter 五、 --- 自反性孩童時代´ؤ´ؤ充滿競爭的社教化環境 --- p.172 / Chapter 六、 --- 自反性培育方式 --- p.182 / Chapter 第七章 --- 自反性生命規劃´ؤ´ؤ吊詭的生命歷程 --- p.192 / Chapter 一、 --- 實證反思 --- p.194 / Chapter 二、 --- 理論反思 --- p.203 / Chapter 三、 --- 全文結語 --- p.214 / 附表 --- p.217 / 參考資料 --- p.221

Thesis (MPhil)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: Technikon Southern Africa defined its role as distance learning institution with the implementation of the Integrated Learner Centred Distance Learning (ILCDE) model. This model implied the establishment of regional offices as well as the implementation of a tutor system. The tutor system implied the appointment of tutors at the different regional offices. In an attempt to take the distance out of distance learning the following functions of tutors were identified: • Telephone tutoring • Conducting contact sessions • Assessing assignments The focal point of this study was tutor development within a flexible learning system as no structured learning programmes for tutors exist at TSA. The purpose was to investigate and analyse the learning needs of tutors in a flexible learning system. Various critical questions stimulated this study. However, the following three questions formed the basis of this study: • What is the role of training and development in the tutor system? • Do tutors have a need for continuing professional learning programmes? If so, what . should the nature of such learning programmes be? • What should the criteria be to evaluate and monitor the development oftutors? A qualitative research approach was followed and the data was obtained by means of interviews and participative observation sessions. The subjects of the study were the tutors of the Subject Group: Management Leadership: Policing appointed for the registration period May 1998 - May 1999. One of the conclusions of the study was that the following processes regarding the tutor system need attention: • Recruitment and selection • Interviewing and appointment • Job descriptions • Orientation, training and development programmes • Evaluation and monitoring programmes • Role clarification • Marketing strategy The following recommendations were formulated: • A guide for the recruitment and appointment processes of its tutors should be compiled. • An assessment of the support needs of learners should be performed. • Establishing a continuing professional learning unit should be considered. • A proposal for learning interventions for continuing professional learning should be developed. / AFRIKAANSE OPSOMMING: DIE ROL VAN TUTORONTWIKKELING IN 'N PLOOffiARE LEERSTELSEL Die Technikon Suider-Afrika het sy rol as afstandsonderriginstansie gedefinieer toe die Geïntegreerde Leergesentreerde Afstandsonderrigmodel (lLeD£) geïmplementeer is. Hierdie model het die daarstelling van streekkantore asook die implementering van 'n tutorstelsel veronderstel. Die tutorstelsel het die aanstelling van tutors by die onderskeie streekkantore tot gevolg gehad. Om die afstand uit afstandsonderrig te haal, is die volgende drie funksies van tutors geïdentifiseer: • Telefoonbegeleiding • Fasilitering van kontaksessies • Assessering van werkopdragte Die fokuspunt van hierdie studie was tutorontwikkeling binne 'n plooibare leerstelsel, aangesien geen gestruktureerde leerprogramme vir tutors by TSA bestaan nie. Die doel was om die leerbehoeftes van tutors in so 'n plooibare leerstelsel te ondersoek en te ontleed. Verskeie kritiese vrae het aanvanklik hierdie studie gestimuleer, maar die volgende drie vrae het die basis van die studie gevorm: • Wat is die rol van opleiding en ontwikkeling in die tutorstelsel? • Is daar 'n behoefte aan deurlopende professionele leerprogramme? Indien ja, wat behoort die aard van die programme te wees? • Wat behoort die kriteria te wees om die ontwikkeling van tutors te evalueer en te monitor? 'n Kwalitatiewe navorsingsbenadering IS gevolg en die data IS deur middel van onderhoudvoering en deelnemende waarnemingsessies ingesamel. Die tutors wat aangestel is vir die registrasietydperk Mei 1998 - Mei 1999, van die Vakgroep: Bestuursleierskap: Polisiëring is vir die studie gebruik. Een van die gevolgtrekkings van die studie IS dat die volgende prosesse lil die daarstelling van die tutorstelsel aandag vereis: • Werwing en keuring • Onderhoudvoering en aanstelling • Posbeskrywings • Oriënterings-, opleidings- en ontwikkelingsprogramme • Evaluerings- en moniteringsprogramme • Roluitklaring • Bemarking Die volgende aanbevelings is geformuleer: • 'n Handleiding vir die werwing en keuring van tutors behoort saamgestel te word. • 'n Behoeftebepaling van die ondersteuningsbehoeftes van die leerders behoort gedoen te word. • Die vestiging van 'n deurlopende professionele leereenheid behoort oorweeg te word. • 'n Voorstel vir leerintervensies vir personeelontwikkeling behoort ontwikkel te word.

The purpose of this study was to investigate the effectiveness of cross-age tutoring by high school students on the affective perception of fourth graders in the areas of self-concept, perception of self as a student, perception of self as a social studies student, and perception of self in the school environment. The tutoring was done in social studies--specifically in Arizona history--relating to the culture, history, and environment of the students' own surroundings. A rationale for the study was based on the social learning theory. High school students modeled behavior for the elementary students and reinforced positive learning experiences dealing with their own culture. This experience would enhance the elementary students feelings of self-worth, and improve their self-perception. The literature was reviewed from three aspects: cross-age tutoring, self-concept, and affective perception. Eight elementary classrooms, four experimental and four control, in four schools in the southwest part of Tucson, Arizona were involved in this one study. Nine hypotheses were tested dealing with self-concept and perception of self. Results of the study were assessed through the Piers-Harris Children's Self-Concept Scale pre- and post-measures, and the Affective Perception Inventory. An analysis of data was subjected to a two-factor analysis of variance using a hierarchical design. The primary aspect of this design is the assumption that an individual's score is partly influenced by the social unit of which the individual is a member. In all categories the treatment of cross-age tutoring had no effect on the experimental means. The hypotheses did not prove to be significant at the F = .05 level of significance. (A significant difference was found in the direction of the control group's mean score on the post self-concept scale.) It is the finding of this study that there were too many variables, other than the tutoring process, that could not be controlled. A further examination of the results shows that there were significant school within treatment effects, in the perception of self in the school environment, which indicates that the treatment interacted with classroom variables.

M.Ed. / The adult in today's society, is increasingly aware of his/her shortcomings regarding existing training skills and knowledge structures, as well as the need to supplement or refresh in order to keep up with demands. Conventional training methods alone cannot supply in the demand for competent educators to train the increasing number of adult learners, with their unique needs and approach to learning. The purpose of the study is the design of a self-study module as a possible training method for adult educators, as it is regarded as a cost-effective method to develop these educators by means of distance education and due to its availability regardless of their socio-economic background of the prospective educators. A study of literature and descriptive research was conducted to determine the structure and requirements of a selfstudy module. Relevant models of training program design were also studied. The information obtained was used to develop a selfstudy module dealing with the designing of training programs for adult learners, based on the Wheeler/KrUger model (1979). The following issues were addressed in the selfstudy module: A situation analysis, the planning of learning experiences for these adult learners, the setting of goals and objectives, the selection of teaching and learning opportunities, the development of teaching strategies, and evaluation of the training program. The selfstudy module is preceded by a short pretest for the prospective adult ducator. Each topic is succeeded by a selftest to assist the adult educator in determining his/her progress. On completion of the module he/she should be equipped to design a training program for adult learners. Although the designed module has not been tested, the conclusion could be made that selfstudy modules as a teaching method could supply in the demand for educators of adults. Self study modules seem specially appropriate in the South African setting with its geographically scattered society and varying academic and economic backgrounds.

The purpose of this qualitative multi-case study was to explore the nature of the impact that a tutoring program, which featured preservice teachers as tutors, had on participating fifth grade at-risk students’ literacy behaviors in the classroom.The researcher served in the role of passive participant observer during the scheduled language arts period three days per week in the participating students’ classroom for a period of twenty-three weeks. Field notes were made in the classroom and coded, and audio tapes were recorded and transcribed of the tutoring sessions. Formal and informal interviews with the teacher, tutors, and participating students were conducted, transcribed, and coded. Lesson plans and reflections developed and written by the tutors were gathered and coded. Observations indicated that there were four types of reading required on a daily basis in the classroom. Assigned readings made by the teacher included narrative and expository texts. Pleasure readings were materials chosen by the students, but at certain times were teacher initiated and at other times, student initiated. The four types of reading found in the classroom were mirrored by the tutoring sessions. Students observed in the classroom could be divided into two types and four categories. Those with positive attitudes were called eager readers. Eager readers were made up of good readers and struggling readers, who lacked some of the reading skills possessed by good readers. Reluctant readers were the second type and had either ambiguous or explicitly negative attitudes toward reading. The type of reader, together with the type of reading required, determined the success of the tutoring sessions. The results of the data analysis show that student motivation toward reading was a key factor in determining the success of the tutoring program. Two of the three student participants in the study reported learning skills in the tutoring program that they used in other contexts.

M.Ed. / With transformation in higher education institutions in South Africa, writing centres were established in the early 1990s to cater for the diverse educational, social and cultural needs of students. Transformation and the call for teachers to become lifelong learners, has motivated many mature professionals to enter postgraduate study. The Faculty of Education’s Postgraduate Writing Support Centre at the University of Johannesburg was established in 2002 to offer writing support to such students. Through a multi-faceted case study, this paper explores the importance of collaborative conversations within a community of student writers in constructing knowledge. It seeks through the narrative of three different tutoring contexts, to understand the role of the peer tutor in facilitating these conversations with postgraduates in support of their writing. The findings of this study suggest to faculty that a tutor training programme needs to be developed to ensure effective and successful writing support, and in addition the postgraduate programme should be reviewed to incorporate support and continued supervision through all stages of study. / Mr. W.A. Janse van Rensburg

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