Curriculum reform in the Hong Kong primary classroom: What gives?

Curriculum reform in the Hong Kong primary classroom: What gives?

• Forrester, Victor Dept. of Educational Studies, Hong Kong Baptist University
• Wong, Marina Dept. of Educational Studies, Hong Kong Baptist University

Music Education Research, 10(2), 271-284, 2008

Routledge

2008

• D Curriculum
  • DD Primary Education Programmes
• R Educational Policy & Administration
  • RG Education Reforms

Curriculum Development Economic Progress Formative Evaluation Educational Change Foreign Countries Case Studies Teacher Attitudes Empathy Religion Educational Philosophy Elementary School Students Educational Research Music Education Hong Kong

• Hong Kong

• 1997.7 onwards

• Primary Education

Curriculum reform in Hong Kong is one facet of a broad systemic reform variously explained in terms of addressing a changing sovereignty or more recently, of servicing Hong Kong's economic growth. One initiative supporting this curriculum reform entitled Assessment for Learning seeks to promote formative assessment. Three case studies, of teachers within their Hong Kong classrooms seeking to implement formative assessment, serve to highlight a curious contradiction: caring teachers who appear to work against curriculum reform. To explain this contradiction we offer a three-point philosophical framework comprising Confucianism, Daoism and pragmatism, which provides an answer to our central question: curriculum reform in the Hong Kong primary classroom: what gives?
[Copyright of Music Education Research is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14613800802079122]

• English

Journal Articles

• 14613808

• 10.1080/14613800802079122

https://bibliography.lib.eduhk.hk/en/bibs/e19f260d

2010-09-08