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dc.contributor.authorWei-Chih Liouen_US
dc.description.abstractThis article analyzes 15 doctoral dissertations by Chinese students in the subfields of educational theory, educational psychology and educational administration from the year 1914 to 1929 at Teachers College, Columbia University. The results showed that dissertations in Chinese educational history and philosophy were the first topics to have appeared. However, they were relatively few in number, and all of them focused on China, with limited degrees of examination into educational pragmatism in the United States. Dissertations in educational psychology were the most numerous,with strong influences from Thorndike's Paradigm. The results mainly focused on the methodologies and tools for psychological and educational tests.Dissertations in educational administration mainly used quantitative and survey research methods,with a strong focus on direct applications in China. Advisers, such as Thorndike and Strayer, were the most important figures in the respective areas. The influences from Thorndike were particularly strong. The dissertations in this period of time were full of the optimistic and nai"ve Zeitgeist ofthe 1920's.The outcome of this study is critical in terms of the impact ofAmerican education on the history of Chinese modem education. It provides a very contrary historical picture from the popular assumption of many related studies which state that Chinese students returning back from Teachers College must have been deeply influenced by John Dewey.en_US
dc.publisherDepartment of Education,National Taiwan Normal Universityen_US
dc.subject.otherTeachers College (Columbia University)en_US
dc.subject.otherhistory of educationen_US
dc.subject.othereducational researcheren_US
dc.title美國哥倫比亞大學師範學院中國學生博士論文分析( 1914-1929 )zh-tw
dc.title.alternativeAn Analysis of Doctoral Dissertations fromChinese Students at Teachers College,Columbia University (1914-1929)zh_tw
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