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Dissertations / Theses on the topic 'Women college teachers China'

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Published: 4 June 2021

Last updated: 14 February 2022

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1

Zhang, Lili. "Stress and coping among women academics in research universities of China /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23295934.

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2

Zheng, Runping. "Chinese academic women in economic transformation." access full-text online access from Digital Dissertation Consortium, 1996. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9640260.

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3

Li, Yaling. "Women instructors in higher education in China." online access from Digital dissertation consortium, 1997. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9724841.

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4

張莉莉 and Lili Zhang. "Stress and coping among women academics in research universities of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B29866248.

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5

Donnelly, Lisa Chere'. "Shaping the Future Past: Finding History, Creating Identity in the Kwan Hsu Papers." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/481.

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Dr. Kwan Hsu was neither a superstar nor a celebrity. Her name does not come up in conversations about important contributors to her field of biophysics nor is she instantly recognizable for her contributions to Portland State University's international program or the state of Oregon's business ties with China. Yet she was a contributor, a cog-in-the-wheel, at the very least, in all of these areas and more. She was a peripheral member of a well-known Chinese family, but few in the United States know of or perhaps have interest in, but otherwise, she had no great connections or family ties to generate interest in her story. How does one process a collection for a woman who does not meet the traditional criteria for excellence or success or public interest for an archive? Where is the value to the larger historical narrative of our time in preserving the memories of someone who was non-remarkable, or, conversely, someone who may be even too unique to contribute to that greater narrative? These are the questions I wrestled with when I first came to this collection. As my research progressed, I realized that I faced more questions, and that to come to any understanding that might answer them, I was going to have to research the history of archives and archival processes. Science, the Cold War, Communist China, women, the immigrant experience, all of these issues became part of my thesis, however shallowly I was able to investigate them. Questions of identity and historiography, of power and discourse were explored. In the end, what I found was that a collection that on the outside looked unimpressive and unenlightening, could indeed be very valuable, and provide insight into any number of areas of current interest in historical research. This is that story.

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6

Sun, Xiaocheih. "Behavioral Differences in the Classroom: U.S. University Teachers and Chinese University Teachers." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4921.

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Although intercultural scholars examine the differences in cultural values, beliefs, and attitudes between the U.S. and China, few specifically have studied cultural differences between U.S. and Chinese university classrooms. This study examines behavioral differences exhibited by U.S. teachers in U.S. university classrooms and Chinese teachers in Chinese university classrooms. This research addresses three areas of significance. First, Chinese students studying in the U.S. who read this thesis may be better able to cope with the U.S. educational system and communicate more effectively with both U.S. students and teachers. Second, this research may help U.S. university teachers to better understand the Chinese culture and Chinese students. Third, this research may increase U.S. teachers' awareness of and sensitivity to the increasingly multicultural classroom environment in the U.S. Three male university teachers in the U.S. and three male university teachers in China were observed and videotaped in this study. The data analysis was guided by categories establish by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) as behavioral indicators of cultural styles. Several interesting findings occurred among overall descriptive observation and qualitative accounts of observations. First, a powerful trend of behavioral differences exhibited in the classroom by U.S. university teachers and Chinese university teachers was found. The findings in this search strongly support findings by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) that U.S. university teachers exhibited far more individualist/direct communication styles and small power distance/personal communication styles than Chinese teachers, while Chinese teachers exhibited more collectivist/indirect communication styles and large power distance/contextual communication styles than U.S. teachers. Second, the results of this research provide valuable insights for both U.S. university teachers and Chinese university teachers; that is, culture reflects teachers' and students' values, assumptions, and behaviors. U.S. culture reflects values, assumptions, and behaviors, such as individualism, direct communication styles, small power distance, and personal communication styles. However, Chinese culture reflects collectivism, indirect communication styles, large power distance, and contextual communication styles.

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7

Cao, Ruifang McCarthy John R. "American perceived satisfaction with the initial teaching experience in China between 1980 and 1989." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227160.

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Thesis (Ph. D.)--Illinois State University, 1992.
Title from title page screen, viewed January 9, 2006. Dissertation Committee: John McCarthy (chair), Ronald S. Halinski, Ronald J. Baker, Mark A. Plummer, JoAnn S. McCarthy. Includes bibliographical references (leaves 114-118) and abstract. Also available in print.

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8

Fung, Suk-kam Wendy, and 馮淑琴. "A study of the relationships between school teachers and college student teachers in the practicum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956397.

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9

Ward, Beverley Lorraine. "The female professor : a rare Australian species, the who and how /." Ward, Beverley Lorraine (2003) The female professor: a rare Australian species, the who and how. PhD thesis, Murdoch University, 2003. http://researchrepository.murdoch.edu.au/387/.

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Although many studies have been made of female academic staff in Australia, there has been no discrete study of Australian female professors as an occupational class or of the relatively rare incumbents of this important position. This thesis makes a contribution to this previously unexplored area by providing a descriptive profile of current professors at Australian universities and an insight into female professors' perspectives on how they managed their entry into the Australian professoriate. It responds to the twin central questions: 'Who are the female occupants in the Australian professoriate and how have they managed their way through the academic hierarchy'? A profile of current female Australian professors, constructed via a questionnaire, provides the study with a foundation -- a background from which to view the interpretative data. This part of the research also makes a contribution to the social arithmetic of higher education, by presenting systematic demographic information on female professors in Australian universities. Subsequently 13 in-depth interviews were conducted, giving a 'voice' to the professors. This enabled the research to identify and explore six major themes - career, role, significant others, gender, change, and reflection. The thesis presents the data collected in the questionnaire and interviews, discusses and interprets the research findings, and provides an insight into the milieu in which the female professors function. It includes an overview of some of the critical literature pertinent to the topic - female professors and their working lives - from both an Australian and an international perspective. It also details the methodology used in the study, which included both quantitative and qualitative research tools, and describes the theoretical position which frames the qualitative part of the research, symbolic interactionism, which is located within the hermeneutic/interpretive paradigm in social research.

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10

Gamelin, Anastasia Kamanos. "Home and away : the female artist in academia." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36933.

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This dissertation explores the conflicts, contradictions and paradoxes inherent in the lives of those women who, as artists and academics, seek to connect their personal and professional lives in their work. It explores how creativity and the pursuit of self-knowledge relate to the lives of female artists and academics. The dissertation arises from a study of my own experience as woman, writer and academic.
Inquiries into creativity and feminist, critical and cultural theory provide the framework for examining how the identity of the female artist is shaped within the patriarchal institution of academia, an institution originally created by, and for, men and still strongly influenced by this history. These inquiries allow a deeper understanding of the impact of this institution on the life and work of the female artist both within and beyond the academy. As a self-study, the distinctive voice of this dissertation is developed through autobiographical narratives, journals, letters and a development of personal metaphors, as well as through a dialogue with others. This is therefore a performative text in which narratives map a process of transformation that traces the artist's path from silence to voice.
This work has important implications for women in higher education as self-study is revealed to be an essential methodological instrument for the articulation of alternative, authentic perspectives of marginalized and under-represented women. Moreover, the acknowledgement of the academic/artist paradigm in teacher education opens the path for a re-viewing of the metaphors of self-denial, impersonation and masks that are part of the landscape of teacher knowledge.

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11

Cheng, May-hung May, and 鄭美紅. "Teacher socialization: how beginning teachersmove from college to school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956336.

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12

Cheung, Kwong-leung, and 張光樑. "The perception of women teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957766.

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13

Dallimore, Elise J. "The role of memorable messages in the socialization experiences of new university faculty : the impact of gender and disciplinary affiliation on the process of organizational and occupational assimilation /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/8228.

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14

Xu, Xueyan, and 徐雪燕. "Guanxi and academic career development in Chinese higher education institutions : a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/212614.

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Guanxi (interpersonal relationship) is an important mechanism through which Chinese people facilitate transactions and cope with institutional constraints under immature legal frameworks. As the transition of China’s economic system and legal framework progresses, the impact of guanxi on Chinese’s life and work has sparked heated debates. This study attempts to specify empirically the significance of guanxi in the context of institutional transition, from an academic career development perspective. The researcher conducted a qualitative exploration in a transitional research university in Beijing. Based on the previous studies, this study emphasizes the influences of three types of guanxi –mentorship (shimenship), leader-subordinate guanxi and colleagueship – on academics’ professional growth, in terms of job status improvement, resource attainment, network enlargement and performance advancement. The strategies academics used to establish and enhance these three types of guanxi were also investigated. Fifty-five academics’ perspectives and experiences were sought through semi-structured interviews. Their guanxi experiences helped the researcher to determine how and why guanxi helped academics to access different resources in the subject transitional research university. Likewise, policy documents, papers and observation notes were employed to portray the institutional constraints currently facing academics. The field data pointedly suggested that the radical overhaul of institutional governance systems at the subject research university was, paradoxically, accompanied by the undiminished presence of the university’s old bureaucracy. This placed huge institutional constraints on academics’ career growth. Between the push of market forces and the pull of the old bureaucracy, academics were found to activate guanxi more enthusiastically and more frequently in an effort to overcome hardships and mobilize desirable academic resources. The participants pointedly singled out mentors, fellow shimen members, and leaders as important resources linkers, helping them successfully access targeted information, resources, opportunities and other social relationships during the institutional transition. In terms of academic appointment, academics frequently used mentorship, shimenship and their connections to leaders to improve their job status. However, the field data suggested that the introduction of market-oriented mechanisms to the academic appointment process, together with enhanced central control over bianzhi distribution, at least to some extent, made these lobbying efforts less effective than expected. Regarding colleagueship, it had comparatively little influence on academics’ funding applications and teaching performance improvement, explaining why interactions between colleagues were often limited to perfunctory exchanges designed to maintain social harmony. Academic collaboration was seen as an effective way of helping academics efficiently sustain and enhance their relationships with mentors, shimen members and leaders. Besides research interests and research competencies, academic collaboration allowed different parties to determine whether they were attuned to each other’s taste of personality traits (e.g., generosity, sincerity, responsibility), which were seen as leading indicators of academics’ moralities and work ethics, thus deepening their existing trust and promoting future collaborations. Although social eating and communication were seen as useful ways of maintaining mentorship and shimenship, there was no consensus among academics with different status on their importance in enhancing leader-subordinate guanxi. Academics also reported accessing targeted powerful leaders through third party recommendations and self-disclosure. In brief, this study is one of the few empirical studies to specify guanxi mechanism’s effect on academics’ career growth during institutional transition, and offers readers a different perspective on the influence of institutional reforms at Chinese HEIs on academics’ career development.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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15

Ho, Suk-ping Angela, and 何淑冰. "Changing teachers' conceptions of teaching as an approach to enhancingteaching and learning in tertiary education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31237009.

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16

Vest, Cynthia Ann. "Job Satisfaction Among Women Accounting Educators." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279359/.

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A national survey was conducted to investigate job satisfaction among women accounting educators at four-year college and universities in the United States. The purpose of the study was to determine if differences existed among women accounting educators at research, doctoral, master's, and baccalaureate institutions in three areas relating to job satisfaction: levels of job satisfaction, individual sources of job satisfaction, and structural sources of job satisfaction. Also, the relationships among these three areas of job satisfaction were examined. A stratified random sample of 755 women accounting educators was selected from the population of 1,519 women. A mailed questionnaire was used to collect data. A total of 495 (66%) questionnaires were returned. Women accounting educators expressed satisfaction with co-workers, supervision, and work. They were neutral regarding satisfaction with pay and dissatisfied with promotion opportunities. A difference was detected between satisfaction with pay and type of institution. Differences were found between individual sources of job satisfaction and type of institution. The differences were attributable to education level and the personality characteristics of conscientiousness and openness. Differences were detected between structural sources of job satisfaction and type of institution. Academic rank, salary, tenure, institutional resources, and job functions accounted for the differences. Significant relationships were found between individual and structural sources of job satisfaction and levels ofjob satisfaction. Satisfaction with co-workers was related to agreeableness, conscientiousness, neuroticism, institutional resources, mentoring, and time spent on research. Satisfaction with pay was related to neuroticism, salary, academic rank, and institutional resources. Satisfaction with promotion opportunities was related to agreeableness, salary, tenure, institutional resources, mentoring, networking, other job functions, and type of institution. Satisfaction with supervision was related to personal roles, agreeableness, salary, institutional resources, mentoring, research, and advising students. Satisfaction with work was related to marital status, personal roles, agreeableness, neuroticism, institutional resources, and mentoring. It was concluded that differences exist among women accounting educators at research, doctorate, master's, and baccalaureate institutions. Also, it was possible to determine relationships between individual and structural sources ofjob satisfaction and levels ofjob satisfaction.

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17

Spellman, Natasha Brown. "A case study of nontraditional females in teacher education programs." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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18

Okoro, Gregory I. (Gregory Ifeanyi). "Socioeconomic Backgrounds of Educators and Their Attitudes Toward Women as Academic Administrators." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331102/.

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The purpose of this study is to determine the relationship, if any, between the socioeconomic backgrounds of educators and their attitudes toward women as academic administrators, including a comparison of the attitudes of male and female educators toward women as administrators. The population consisted of all full time faculty and administrators in 25 colleges and universities holding membership in the Association for Higher Education (AHE) of North Texas during the 1984/1S85 academic year. This group of institutions consists of 10 community/junior colleges and 15 senior colleges and universities. Data generation was achieved through the administration of a research package mailed to a sample of 300 subjects selected by a proportionate random process from the defined population. The instruments consisted of a modified version of the Women As Managers Scale (WAMS) and the Hollingshead Factor Index of Social Status. Useable data from 209 respondents were subjected to multiple regression techniques. The hypothesis that socioeconomic background of educators will be positively related to attitudes toward women as academic administrators was not upheld. It was however determined that attitudes toward women as administrators are explanable by a combination of job and non-job related variables, with women having more positive attitudes than men. The findings that 1) younger subjects have more positive attitudes, 2) experience under a female superordinate, generated favorable comments, and 3) educators as a whole had a highly favorable attitude lead to the conclusion that opportunities for advancement of women into adminstrative positions are brighter than often reported. It is suspected that the legislative activities and the feminist movement of the 1960s may have had a positive influence.

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19

Carrillo, Rowe Aimee. "Troubling alliances under the sign of feminism : whiteness, institutionality and relationality in the postcolonial academy /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/8194.

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20

Schultz, Nicole J. "Balancing faculty careers and family work tenure-track women's perceptions of and experiences with work/family issues and their relationships to job satisfaction /." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1182799118.

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21

Yu, Kwan-mei, and 余君美. "Women technical teachers in Hong Kong secondary schools: Chinese feminine values and equal gender roles." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31962117.

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22

Warner, Smith Penny, and n/a. "Women and secondary teacher training at Goroka Teachers' College, Papua New Guinea, 1979-1984." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061108.163320.

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23

Chen, Shiow Wen Kennedy Larry DeWitt. "The perceptions of administrators in teacher training institutions relative to evaluation standards for teacher education programs in the Republic of China, Taiwan." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203041.

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Thesis (Ed. D.)--Illinois State University, 1991.
Title from title page screen, viewed December 16, 2005. Dissertation Committee: Larry D. Kennedy (chair), Robert L. Fisher, John T. Goeldi, Patricia H. Klass, JoAnn S. McCarthy. Includes bibliographical references (leaves 137-148) and abstract. Also available in print.

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24

Han, Han. "A study of Chinese college English teachers in China - their beliefs and conceptual change." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1361.

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25

Hendricks, Frederica M. "Career experiences of black women faculty at research I universities /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9717161.

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26

Zhang, Qunying. "Conceptions of a good English language teacher at tertiary level in the People's Republic of China." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38575747.

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27

Jaffer, Rozmina Akbarali. "Diversity in higher education hiring policies and practices to diversify faculty in the College of Agriculture at a midwestern university /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Dept of Higher, Adult, Lifelong Education, 2008.
Title from PDF t.p. (viewed on Aug. 19, 2009) Includes bibliographical references (p. 182-194). Also issued in print.

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28

He, Peichang, and 何佩嫦. "Learning to teach in school-university partnership: tension, agency and identity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B49858774.

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This thesis explores the identity formation of three EFL pre-service teachers during their teaching practicum in a school-university partnership school in Mainland China. Drawing on the sociocultural perspective, learning-to-teach is conceptualized as student teachers participating in and becoming a member of the communities of practice (Wenger, 1998) which consist of boundary-crossing members from both activity systems of the university and the school (Engestrom, 1987, 1999, 2001). Following a poststructural perspective, the student teachers’ learning-to-teach is also conceptualized as a process of “arguing for” (MacLure, 1993) their professional identities under dominant social discourses. Foucault’s (1983, 1985) concept of ethical identity formation elaborated into a framework of four ethico-political dimensions for doing teacher identity (Clarke, 2009) is adopted to further analysethe interactions between social structure and individual identity transformation. An ethnographic qualitative case study approach was adopted. Data collection methods included ethnographic observations of classroom interactions, focus group discussions and routine school activities, semi-structured interviews of student teachers and mentors, and collectioin of documents such as university teaching practicum documents, lesson plans, reflective diaries and newsletters. Both “content analysis” and “modified analytic induction” (Bogdan & Biklen, 2007; Merriam, 1998; Patton, 2002) were adopted to conduct within-case and cross-case data analysis. The multi-method approach allowed the researcher to collect and interpret data from both holistic and in-depth research perspectives which also enabled triangulations during data analysis. The analysis indicated that historical, cultural, political and economic forces intertwined and formed general social discourses. Their influences permeated into the discourses of both the university and the school activity systems. Due to the contradictory discourses of ELT education between the two institutions, the boundary-crossing learning-to-teach activities were replete with tensions, asymmetrical power relationships, and interpersonal conflicts, which combined to become driving forces for the different transformations of the three student teachers’ identities within the school-university partnership activity system as a global community of practice (COP). Due to different individual backgrounds, inner tensions and interpersonal conflicts within the COP, the student teachers led dissimilar legitimate peripheral participation (Lave & Wenger, 1991)trajectories through identifying themselves with different local sub-cops (T-cop and S-cop) in various modes of belonging. Under the domination of contradictory institutional discourses, the student teachers exercised their creative agencies and managed to find the “spaces” for their own freedom of self-formation via four ethico-political dimensions. Through critical reflection on the relation between the care of self and the care of others, the student teachers clarified, readjusted and reinforced their telos which is part and parcel of the ongoing interactions among the four ethico-political aspects of teacher identity. Based on the contradictions identified in this research, a critical and ethical pedagogy framework for EFL teacher education was conceptualized for ELT and teacher education programmes. This thesis also serves as an attempt to address teacher identity issues from the integrated perspectives of both sociocultural and poststructural approaches (Morgan, 2007) and to introduce the concept of ethico-politics of teacher identity to EFL teacher education.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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29

Wang, Qian, and 汪茜. "A study of the phenomenon of higher ratio of female students in Education Faculty in HKU." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209692.

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This research is aims to explore the phenomenon of the higher ratio of female students in Education Faculty in HKU. First of all, in the introduction part, the researcher will give some data supported by authoritative organization such as UGC to show that education disciplines always welcomed to female students when they are facing higher education major choice. Then, in order to study the higher ratio phenomenon in the Education Faculty in HKU, the research will use qualitative research method to do interviews. There is only one central research question: Why female students’ population proportion in education is so high? There are ten interviewees are invited to give their opinion in five related specific questions. In the finding parts, the interviewees’ idea to every question will analyzed in order to explore the deeper reasons behind this higher ratio phenomenon. By analyzing the records of the interviews, this research gives a description about why girls usually like to go to education disciplines. The researcher also puts forward some further thought about this phenomenon: though this fact might have both positive and negative effects, we should take an objective attitude towards it. To minimize its negative effect, it takes the effort of women themselves, the support from society and the cooperation of the educational circles.
published_or_final_version
Education
Master
Master of Education

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30

Isaacs, Malinda Martin Sudduth. "EXPLORING A MULTIDIMENSIONAL MODEL OF VICTIMIZATION AND EATING DISTURBANCES FOR COLLEGE WOMEN." UKnowledge, 2008. http://uknowledge.uky.edu/gradschool_diss/607.

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Research demonstrates that sexual harassment, sexual assault, and eating disorders are pervasive gender-based social problems on college campuses. These phenomena can cause long- term psychological consequences, and negatively impact women’s ability to succeed in both academia and the workplace. Not only have the prevalence and effects of these issues been documented, a significant number of studies have found a relationship between various forms of victimization and eating disorders/symptoms. Research has shown that eating disorders may function as coping strategies for managing the psychological distress that often results from the trauma of sexual harassment and sexual assault. Although, this link has been identified, little research has examined why it might exist among various populations. The purpose of this study was to not only examine the relationships among sexual harassment, rape, and eating disorders, but also the cognitive and psychological processes that may influence this association. The cognitive processes included gender-role attitudes and rape myth acceptance and the psychological processes were depression, anxiety and posttraumatic stress. In addition, the study aimed to explore these phenomena among the traditional female dominated fields of teaching and nursing. Little is known about how these populations are effected by sexual harassment, sexual assault, and eating disorders. Analyses were conducted on self-report measures from 206 students enrolled in an undergraduate nursing and pre-service teaching program at the University of Kentucky. The test of a theoretical model, using a series of multiple regressions, suggests a positive relationship among sexual harassment, rape and eating disturbances for nursing and pre- service teaching college women students. Also, the findings indicated that this relationship is partially mediated by psychological distress. No moderation was found between rape myth acceptance and gender-role attitudes and psychological distress. These results indicate that effective training and prevention programs that address sexual harassment and sexual assault are needed as well as clinical strategies for the assessment and treatment of eating disorders and trauma.

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31

Partridge, May Sheila Stella. "Strategies of employment and family : university-educated women in Canada and Hong Kong /." Thesis, Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17594534.

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32

Leavitt, Caroline H. "Having it all? mothers' experiences as assistant professors in counseling psychology academia /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-10252007-230224/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. JoAnna F. White, committee chair; Gregory Brack, Catherine Brack, Catherine Chang, committee members. Electronic text (119 p.) : digital, PDF file. Description based on contents viewed July 11, 2008. Includes bibliographical references.

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33

Pazdral, Rebecca K. "The post Title IX generation : perceptions and experiences of gender equity among new university faculty /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136438.

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Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 144-154). Also available for download via the World Wide Web; free to University of Oregon users.

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34

He, Shanshan, and 何姗姗. "Women's coerced first sexual intercourse in dating relationships: a stage model for Chinese collegestudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44763979.

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35

He, Ming Fang. "Professional knowledge landscapes, three Chinese women teachers' enculturation and acculturation processes in China and Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq35180.pdf.

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36

Hayes, Angelyn. "Conditions of Possibility and Agency: A Qualitative Inquiry into the Professional Lives of Three Women in the Liberal Arts Academic Disciplines." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04122007-074609/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Philo A. Hutcheson, committee chair; Donna Breault, Susan Talburt, Benjamin Baez, Elaine Manglitz, committee members. Electronic text (214 p.) : digital, PDF file. Description based on contents viewed Mar. 26, 2008. Includes bibliographical references (p. 171-183).

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Yang, Weijia, and 楊維嘉. "Understanding scholarship of teaching and learning : a narrative inquiry into a community of university teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/211123.

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This thesis inquires narratively into the practice of scholarship of teaching and learning (SoTL) and teachers’ personal practical knowing process in a self-initiated community of university teachers in China. Following a conception by Boyer (1990) that research should be incorporated into teaching as the scholarship of teaching and learning (SoTL), Huber & Hutchings (2005) theorize SoTL in a four-core-practice framework of a linear process of individual expression for research and publication. However, not much attention has been given to the important dynamics of collaborative learning. Adopting a social theory of learning and Wenger’s “communities of practice” (1998, 2002), this thesis extends the framework by Huber & Hutchings to investigate the integrated form of individual and collaborative SoTL practice. “Personal practical knowledge” by Connelly, Clandinin & He (1997) is considered in the light of Palmer’s “community of truth” (1998), which is aimed at developing an integrated perspective for understanding teachers’ evolving personal practical knowledge in the SoTL community. This study involves four university academics who are ready to cultivate a SoTL community. They become learning associates for one another, as they went beyond merely sharing concerns and practices about teaching to reach collaborative inquiry into their perceived problems. In response to new circumstances, the SoTL community evolves from an initial grouping of four to increased membership in the formal structure of the system. Narrative inquiry is adopted as the basis for research methodology. Data are collected via ethnographic observation of community meetings, writing correspondence and documentation. The study is naturalistic, collaborative and developmental by nature, enacted within Clandinin & Connelly’s narrative inquiry space along three dimensions (2000). The richness of the narrative experiences and the salient details of the community learning are organized into four narrative profiles, and each carries consistently three progressive steps, followed by the summary of narrative analysis, and concluded with an overview. From teachers’ lived experience in the SoTL community, the adapted framework by Huber & Hutchings is validated, showing that (1) inquiry evidence is multiplied through sharing dynamics; (2) teaching problems are re-defined from diverse resources through collaborative inquiry; (3) changes in teaching as a SoTL initiative are experimented; and (4) learning relationship is woven for further development in the community of inquiry. The study extends understanding of “personal practical knowledge” (Connelly, Clandinin, & He 1997) from moral and intellectual dimensions to shed light on the development of teachers’ personal practical knowledge in the SoTL community. Morally engaged, teachers not only fasten their commitment to teaching improvement, but also become aware of ethical dilemmas with readiness to tackle them. On a moral ground, teachers are empowered to make intellectual progress. They are capable of cultivating an authentic, critical, moral self to withstand the external pressure. They acquire growing competence to address the complexities of teaching and learning, from which to harvest context-specific knowledge. In conclusion, the study presents an alternative paradigm of SoTL for teachers to strengthen their capacity and learn together for professional development.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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Tam, Siu-ling Maureen, and 譚小玲. "Conditions limiting effective teaching in a sample of part-time teachers in continuing education: implications for college management." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955721.

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陳慧敏. "移民與想像 : 新移民女大學生的女性角色憧憬 = Migration and imagination : female new immigrant university students' ideal womanhood." HKBU Institutional Repository, 2011. http://repository.hkbu.edu.hk/etd_ra/1209.

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Pang, Suk Man. ""To save life and spread the true light" : the Hackett Medical College for Women in China (1899-1936)." HKBU Institutional Repository, 1998. http://repository.hkbu.edu.hk/etd_ra/151.

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Chen, Guohai Porter, and 陳國海. "University teachers' humor production in the classroom and student ratings of teaching effectiveness." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38294679.

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Mucheck, Judith Lynne. "A case study of a gender-reconstructed Catholic university the professional lives of four women faculty members /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11282007-162611/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Philo Hutcheson, committee chair; Mary Deming, Sheryl Gowen, Christine Coley, committee members. Electronic text (116 p.) : digital, PDF file. Description based on contents viewed Oct. 6, 2008. Includes bibliographical references (p. 105-112).

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Cheng, Nga-yee Irene, and 鄭雅儀. "A study of the attitudes of final year geography college students and teachers in their first year of teaching to progressive classroomstrategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957067.

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Ellis, John Alfred. "The factors that motivate teachers and administrative staff in an educational institution." Thesis, Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18036995.

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Thesis (M. Ed.)--University of Hong Kong, 1987.
Cover title: The factors that motivate teaching and administrative staff in an educational institution. Includes bibliographical references (leaf 74-79).

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Yu, Wai-hing Kitty, and 余蕙卿. "A study of the motivation of teaching staff in the Hong Kong Polytechnic." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31964680.

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Hopkins, Maria Annette. "Resilient behaviors of African-American women in educationi : lessons for life /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3098898.

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Zhang, Qunying, and 張群英. "Conceptions of a good English language teacher at tertiary level in the People's Republic of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38575747.

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Tse, Kwok-keung Ernest, and 謝國強. "A study of the effectiveness of a theory of instruction in the education curriculum for student teachers in a college of education: implications for teacher educators." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956804.

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Lau, Man-shing, and 劉晚成. "The judgment of teaching performance of student teachers in a college of education by supervising lecturers, pupils and the student teachersthemselves." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31955563.

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Carls, Lina. "Våp eller nucka? kvinnors högre studier och genusdiskursen 1930-1970 /." Lund : Nordic Academic Press, 2004. http://catalog.hathitrust.org/api/volumes/oclc/60344421.html.

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