有關「正面正少年發展」的文獻中，對計劃的設計者、推行者及訓練導師的努力是肯定的。但學生的聲音卻往往不被重視，尤見於發展計劃的初期及計劃進行時的評估。本研究旨在發掘參與學生的聲音，以及探討在學習過程中所產生的「亮點」怎樣協助年青人茁壯成長，尤其是面對生命逆境的時候。 / 「共創成長路」的第一層培育計劃是本研究計劃的特選焦點。是次研究採用「焦點小組」為初步蒐集資料的方法，參與「焦點小組」共有二十人，參與者為中六及中七學生。另外，從「焦點小組」選出六位學生，以深入訪談中的「對談合作」模式探討其學習獨特之處。「對談合作」模式同時用於研究策略及蒐集資料兩方面。此模式尊重年輕人的聲音，切合本研究的主題。本研究通過特定的編碼過程將資料編整，學生將「過去」所學與「現在」連結，並演進其學習。當中的「亮點」以學習理論貫穿，是較新討論在「正面正少年發展」計劃所得的方法。 / 本研究具有理論及實際生活上的價值。本研究是首個對學生參與「共創成長路」計劃後的發展的質性研究。在研究過程中，嘗試整合「學習概念」與「正向青少年發展計劃」，提出「關係知識」及「完型學習」的概念，以凸顯師生關係之可教導、可學習及可持續的特點。從實際生活的層次而言，本研究的重要結果「關係知識」，能協助本地中學發展校本的正向青少年發展計劃，以及協助學者在培訓老師或青少年工作者時，可以加強「關係知識」部分，增強老師對「正向青少年發展計劃」的擁有權。 / In the existing literature of the positive youth development, tributes are often given to the "adults", who are the program designers, frontline implementers and program trainers. However, students’ voices are often excluded from the initial planning and ongoing program assessments of the positive youth development programs.The present study intends to articulate youth’s voice in their learning journeys in the local positive youth development program and investigates how their learning “sparks assist them to thrive along their life growth pathways, especially in times of life critical events. / Among the youth programs implemented in Hong Kong, the Tier 1 program of the Project P.A.T.H.S. (“Positive Adolescent Training through Holistic Social Programs)is the purposive choice as the platform for discussion of the present study. Two focus groups compiling 20 students from Secondary 6 and Secondary 7 were conducted as the preliminary data collection process. Six purposive participants from the focus groups were invitedfor the in-depth interviews. Conversational partnership in Responsive Interviewing is adopted as the key research strategy and method of data analysis in order to maintain the equal partnership between the adult interviewer and the adolescent participant. The data collected were analyzed according to descriptive coding and analytic coding in thematic analysis. As a result of the coding procedure, the adolescent participants evolved their learning by linking the “there-and-past learnt knowledge in their junior secondary school years to the here-and-now application when they encounter critical life events. The “sparks were discussed with learning concepts and theories, which is a novice attempt in discussing the learning happened in positive youth development programs. / This research study is significant in both the theoretical and practical sense. The present study is the first qualitative research focusing on students' post-program development.The integration of the learning conceptions with positive youth development program is advocated in the present study. Novice ideas of "relational knowledge" and "Gestalt view of learning" are introduced to indicate the teachable, learnable and sustainable features of student-teacher relationships. On the practical level, the findings--meaningful engagements with the adults in the learning process--of the present study can serve as the rationale to sustain school-based youth development curricula. With the ideation of "pedagogy of relationships", it is also hoped that the teacher educators would adopt this “pedagogy of relationships into their training elements to “challenge the deep-rooted “side-dish-belief of the pre-service and in-service teachers.This visionary “owned thought lets frontline youth workers, especially teachers, value every opportunity for our youth to explore their growth in an accepted environment. Implications for further studies are also recommended and discussed in the thesis to conclude the whole research. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Wu, Ka Yu Florence. / Thesis (Ed.D) Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 172-188). / Abstracts also in Chinese.
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_1077633 |
| Date | January 2013 |
| Contributors | Wu, Ka Yu Florence (author.), Lau, Patrick Siu Ying (thesis advisor.), Chinese University of Hong Kong Graduate School. Division of Education, (degree granting institution.) |
| Source Sets | The Chinese University of Hong Kong |
| Language | English, Chinese |
| Detected Language | English |
| Type | Text, bibliography, text |
| Format | electronic resource, electronic resource, remote, 1 online resource (188 leaves), computer, online resource |
| Rights | Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/) |
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