Faculty of Education - Theses
Permanent URI for this collection
Search Results
1 - 5 of 5
-
ItemModernization and youth culture in contemporary China : a translation, with introduction, of articles from the Chinese press, 1986-1987( 1988)The thesis provides, with an introduction and notes, translations of five articles from the Chinese educational press and one from a Chinese Ph.D student newly arrived in U.S.A. which throw light on the uncertainty being expressed in China about the values and behaviour of students and young intellectuals at a time of rapid policy change towards modernization and a more open attitude to the West. The texts here translated have been previously unavailable in English.
-
ItemSchool organization as an internal teaching context : case studies of two Hong Kong aided secondary schools( 1996)In this study, school organization is investigated as a teaching context from the teachers' perspective. The study investigates the theoretical position that characteristics of the school organization affect teachers' job-related attitudes which, in turn, affect educational outcomes. A review of the literature shows that various characteristics of school organization are related to teachers' attitudes and performance and educational outcomes of schools. In this study, the case study approach is adopted and both qualitative and quantitative research methods are used. The teachers' job-related attitudes of two aided secondary schools in Hong Kong are analyzed. The internal teaching contexts of the schools are then described in terms of structural, cultural and social relations perspectives. Factors of school organization which may affect teachers' attitudes are identified. The findings from this study provide support for previous research into the influence of teachers' working environments or the internal context of teaching on school effectiveness. Implications for efforts directed at improving workplace conditions in Hong Kong secondary schools and an agenda for further research are discussed.
-
ItemPerceptions of Chinese university EFL teachers and learners on appropriate western language teaching methods in use in China( 2004)The last 20 years have witnessed the introduction and the development of `Western' language teaching methods in the Chinese context. A large amount of research has been conducted on this iss�e. Some focuses on the appropriateness and the effectiveness of importing the "Western" methods to the teaching of English as a foreign language in China (Scovel 1983; Burnaby & Sun 1989; Cortazzi & Jin 1996); others suggest teachers and learners from different cultures may have different ideas about what constitutes good teaching (Richards & Lockhart 1994). The present study reports on the results of an investigation into Chinese EFL teachers' and learners' perceptions concerning the appropriateness and effectiveness of Western language teaching methods in use in the Chinese. context. In particular, it attempts to explore their attitudes towards and their evaluation of learner-centred communicative activities in use in their English Intensive Reading classes. The major findings of this study is that, first, both teachers and learners understand learner-centred and communicative language teaching well and hold positive attitudes towards the Western methods, which make it possible and feasible to introduce and implement communicative approach in China. They are also aware of the difference between the Western and the Chinese contexts and point out that adaptation is necessary when introducing the Western methods to the Chinese context. Secondly, this study also finds a mismatch between teachers and learners in terms of their understanding of and attitudes towards Western methods. Learners seem to be more positive than their teachers to welcome learner-centred communicative approach, which is far beyond their teachers' anticipations. This indicates the importance of negotiation between teachers and learners in Chinese EFL classes.
-
ItemAttitudinal differences of gifted students to school, work, teachers, parents and friends: Chinese and Australian perspectives( 1998)This study investigated the views, perceptions and attitudes of gifted Chinese and Australian students towards school, teachers, parents, work and friends. The sample consisted of 275 secondary school students in Hong Kong and Melbourne, Australia. The ages of the students ranged from 10 to 18, and there were over twice as many girls as boys. Literature reviewed for the study focused on relevant aspects of gifted education as related both to Chinese and Australian students. The study used survey methodology with a questionnaire requiring responses based on a five-point Likert scale. The results of the survey indicated that there were differences in attitude between Chinese and Australian gifted students in relation to friends, school, academic school work, teachers and behaviour at school. Chinese students did not generally feel as positive about school or as confident about their academic performance as their Australian peers. They were not as negative about their teachers, although they felt their teachers gave them too many tests and not enough advice. Chinese students also felt their parents expected more of them than did parents of the Australian sample. The findings of the study suggest that there are a number of significant differences in attitude which affect the performance of Chinese gifted students in Australian schools. The study offers therefore some support for the need for greater awareness of the social and academic needs of international students. Recommendations are also made for an extension of the role of international student coordinators, together with greater provision for professional development for both their E.S.L. and mainstream teachers.
-
ItemBeing good: values discourse in educational policy and management( 1996)This study is concerned with the way prevailing realities of government policy are reflected in educational policy and styles of management, by being reproduced and sustained through values discourse. The largest education system in the world is to be found in the People's Republic of China. China's current values discourse is constructed from traditional values and, more recently, from socialist theory. Concepts of Utopia, and the influences of Marx, Lenin and Mao are explored. The views of Foucault and Fairclough reveal the way language powerfully constructs reality and defines social order. A literature review considers the contributions of previous research to issues explored in this thesis. This study analyses how official values education material in China reflects prevailing government policy. The data was collected in Nanjing and Shanghai from October 1993 to January 1994. It consists of Leaders Handbooks for the Young Pioneers, Large and Small Young Pioneers Posters, classroom values education texts, and interview material. The methodology of Textually Oriented Discourse Analysis as proposed by Fairclough (1992(b)) provides a helpful framework for the analysis of sample discourses which represent current values. Further chapters will explore contemporary directions in values discourse and consider the trend towards conscientisation and empowerment. The limitations of the values discourse are discussed. Within a worldwide framework, current scholars, such as Freire, use concepts such as conscientisation, liberation and empowerment to define the future for values discourse. What is the role of educational institutions regarding values discourse? Are there opportunities for dissenting voices to be heard? Previous theories of management have focussed on the values of efficiency, corporate culture and models of excellence. Do these values simply ensure further control over individuals and organisations by constructing a prevailing reality too narrowly defined? Participating in the 'struggle' for the prevailing discourse through being involved in micropolitics and realising the importance of critical language awareness can enable us all to construct a reality which empowers rather than limits those involved in education.