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M.A. Florida State College for Women 1914 / Includes bibliographical references

據稿本複印 / 論文(哲學敎育碩士)--香港中文大學硏究院教育學部,1993. / 參考文獻: leaves 112-118 / 劉玉玲. / Chapter 第一章 --- 研究背景 / Chapter 第一節 --- 西風東漸下的適應對策 / Chapter 一 --- 教育改革 / Chapter 二 --- 教育思想 / Chapter 第二節 --- 研究動機與問題 / Chapter 第二章 --- 文獻綜述 / Chapter 第一節 --- 原始史料舉隅 / Chapter 第二節 --- 傳統婦女生活的文獻 / Chapter 一 --- 傳統婦女生活的具體問題 / Chapter 二 --- 婦女生活史 / Chapter 第三節 --- 晚清教育改革下興辦女學的文獻 / Chapter 一 --- 晚清婦女教育 / Chapter 二 --- 興辦女學的勢力 / Chapter 第四節 --- 小結 / Chapter 第三章 --- 研究設計 / Chapter 第一節 --- 研究範疇 / Chapter 第二節 --- 研究方法 / Chapter 第三節 --- 分析觀點 / Chapter 第四章 --- 巨變前夕的婦女生活與教育 / Chapter 第一節 --- 生活實踐與社會陋俗 / Chapter 第二節 --- 思想規範與女教書籍 / Chapter 第三節 --- 從識字到求學問 / Chapter 第四節 --- 小結 / Chapter 第五章 --- 創辦突破性的基督教女學堂的目的與對策(1842-1911) / Chapter 第一節 --- 基督教辦學的壓力與障礙 / Chapter 一 --- 侵略者形像 / Chapter 二 --- 中西文化差異下的官紳反教 / Chapter 三 --- 政府的態度 / Chapter 第二節 --- 堅持傳道的辦學目標 / Chapter 一 --- 從傳道到辦學 / Chapter 二 --- 傳教士作為辦女學的重要媒介 / Chapter 三 --- 創辦女學堂的目的 / Chapter 第三節 --- 基督教辦女學堂的本土化與世俗化取向 / Chapter 一 --- 小史 / Chapter 二 --- 對象的轉變 / Chapter 三 --- 課程的安排 / Chapter 第四節 --- 小結 / Chapter 第六章 --- 本土地方官紳興辦女學堂的潮流(1898-1911) / Chapter 第一節 --- 提論與事實的序列 / Chapter 第二節 --- 本土興辦女學目的的研究 / 同情婦女的先覺者 / Chapter 二 --- 為富強而辦女學 / Chapter 三 --- 創辦女學及其目的實踐的障礙 / Chapter 第三節 --- 本土興辦女學堂在學生與課程方面的特色 / Chapter 一 --- 發展概況 / Chapter 二 --- 收生對象的年齡與身份 / Chapter 三 --- 課程安排-德智體三育 / Chapter 四 --- 女學生形像-從校園走出社會 / Chapter 第四節 --- 小結 / Chapter 第七章 --- 總論 / 參考書目

譚惠鵬. / "2000年8月" / 論文 (哲學碩士)--香港中文大學, 2000. / 參考文獻 (leaves 125-130) / 附中英文摘要. / "2000 nian 8 yue" / Tan Huipeng. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2000. / Can kao wen xian (leaves 125-130) / Fu Zhong Ying wen zhai yao. / Chapter 第一章 --- 緒論 --- p.1 / Chapter 第二章 --- 清末民初女子教育的發展 --- p.8 / Chapter 第一節 --- 男女嚴防的禮教觀念 --- p.8 / Chapter 第二節 --- 女子教育的倡導與萌芽時期的性別觀 --- p.12 / Chapter 第三節 --- 中國女子教育的制度化 --- p.17 / Chapter 第四節 --- 「男女同校」的討論與民初小學教育的突破 --- p.18 / Chapter 第五節 --- 小結 --- p.22 / Chapter 第三章 --- 新文化運動時期社交觀念的轉變與「男女同校」的討論和出現 --- p.24 / Chapter 第一節 --- 民國初期男女相處的情況 --- p.24 / Chapter 第二節 --- 新文化運動時期對男女社交的討論 --- p.28 / Chapter 第三節 --- 五四運動中男女交往的實踐 --- p.31 / Chapter 第四節 --- 「男女同校」的主張 --- p.36 / Chapter 第五節 --- 「男女同校」的先驅一教會學校 --- p.39 / Chapter 第六節 --- 小結 --- p.43 / Chapter 第四章 --- 北京大學開放女禁的歷程 --- p.45 / Chapter 第一節 --- 北大開放女禁以前的情況 --- p.45 / Chapter 第二節 --- 北大開放女禁 --- p.48 / Chapter 第三節 --- 北大開放女禁的意義 --- p.58 / Chapter 第四節 --- 小結 --- p.59 / Chapter 第五章 --- 「男女同校」的開展 --- p.61 / Chapter 第一節 --- 南京高等師範學校開放女禁 --- p.61 / Chapter 第二節 --- 北大和南高的比較 --- p.69 / Chapter 第三節 --- 其他高等院校的響應 --- p.70 / Chapter 第四節 --- 小結 --- p.74 / Chapter 第六章 --- 中學「男女同校」的發展 --- p.76 / Chapter 第一節 --- 1920年以前的女子中等教育 --- p.76 / Chapter 第二節 --- 兩性單軌制的確立 --- p.78 / Chapter 第三節 --- 中學教育工作者的努力 --- p.83 / Chapter 第四節 --- 地方政府的阻力 --- p.85 / Chapter 第五節 --- 小結 --- p.88 / Chapter 第七章 --- 「男女同校」的影響與檢討 --- p.89 / Chapter 第一節 --- 「男女同校」與兩性生活的變化 --- p.89 / Chapter 第二節 --- 「男女同校」的進一步檢討和討論 --- p.99 / Chapter 第三節 --- 小結 --- p.108 / Chapter 第八章 --- 結論 --- p.109 / Chapter 第一節 --- 二十年代「男女同校」發展的特點 --- p.109 / Chapter 第二節 --- 從女性主義角度看「男女同校」 --- p.112 / Chapter 第三節 --- 從「男女同校」到「男女分校」的主張： 檢討二三十年代「男女同校j發展的局限 --- p.114 / Chapter 第四節 --- 結語 --- p.115 / 附圖 --- p.117 / 引用資料 --- p.125

No description available.

This study was undertaken to make a comparative analysis of selected nonintellective characteristics of intellectually superior female students who persisted and those who did not persist in an Advanced Placement Program offering sequentially planned course offerings in mathematics and science. A second dimension of the study was an investigation of selected nonintellective traits to determine if the students' scores are elevated in the same direction as those of superior female adults who have been studied on essentially the same dimensions.

Thesis (Ph. D.)--Catholic Sisters College of the Catholic University of America, 1916. / Text made available in compliance with Section 108 of the Copyright Revision Act of 1976. Includes bibliographical references (p. 176-182.).

This dissertation examines the relationship between built environment education and the discourse which focuses on women in the built environment. It critiques the major built environment education programs in Britain, the United States and Canada, from a feminist art teacher's perspective, showing, with one minor exception, that the spatial and structural needs of women are not taken into account; it presents an overview of the literature concerning women in the built environment; and finally, it demonstrates how community-based women-centred initiatives and issues, as documented in the literature, can, and should be incorporated into built environment elementary and secondary school programs. The principal argument of this dissertation is that the built environment exists predominantly as the expression of an ensconced and inequitable social order. As such, the built environment has resulted, and continues to result in the oppression and subordination of women. By not including the spatial and structural needs of women, within a community-based curriculum, and thereby denying the special circumstances of female students, most built environment education programs reproduce and entrench these exclusionary practices.

This study examines women’s experiences of formal education in Kenya. The study aims at making visible the cultural, historical, economic and political factors that shaped, and continue to shape, women’s educational and employment opportunities. It also highlights women’s agency exemplified in their struggle to provide their children, and particularly their daughters, with educational opportunities. The study draws attention to the gender and power issues that limit women’s participation in the public sphere. These are issues that policy makers, politicians, and development agents have not and still do not adequately address. The study employs post-positivist research methodologies, particularly feminist methodologies informed by post-colonial critiques. The women in this study are treated as social agents not as victims of men, and of economic and political trends. The women formulate strategies aimed at influencing or shaping the social system in which they are a part. The women’s agency resides in their individual and communal endeavours and is constantly reinvented in the context of political and social change. This research is an analysis of the experiences of 38 women born, raised and partly schooled in Kilome division, Makueni district. It focuses on the educational experiences of rural women living in two villages and a small town in Kilome division, Kenya. I use the women’s discourse to critique the public discourse on education articulated in policy documents produced in the last 30 years since independence in 1963. This study illustrates how women in Kenya have been largely absent at the national level where educational policies are formulated. Policy making has remained male dominated. Policy makers, charged with structuring and restructuring education to meet the country’s development needs, continue to limit women’s agency to the private sphere. The formulation of policies from the male perspective has intensified the public and private dichotomy. Absent in the public discourse on education has been the discussion of how gender, a social construction, has influenced opportunities available to men and women in colonial and post-colonial Kenya. Colonial gender constructions of femininity have continued to limit educational opportunities made available to women in post-colonial Kenya. The Kenyan women in this study are cognizant of how these gendered assumptions shaped, and continue to shape, women’s educational and employment opportunities. They re-negotiate and resist these gendered assumptions and they have become intervention agents for their children’s education. The women’s agency, however, is limited by their lack of economic power. The interplay between gendered cultural assumptions about femininity and the increased costs of schooling imposed by policy makers continue to have a negative impact on women’s education.

Thesis (M.S.)--Auburn University, 2007. / Abstract. Vita. Includes bibliographic references (ℓ. 46-48)