This study was originally designed to explore the impact of a distributed approach to developing curriculum leadership among schoolteachers. Previous papers have focused on reporting evidence of teacher learning in the process of engaging teachers in various types of curriculum decision-making in an innovation project based on interview data. This article reports a discourse analysis of the interactions based on the visual data in videotaped meetings between teachers in a Chinese curriculum development team and shows that teacher participation is constrained by the leadership styles of the positional leaders in the team in the second action cycle in the project. The mediational effects of the leadership styles invite policy-makers and school management to rethink the effectiveness of school-based approaches to curriculum development in enhancing teacher learning and development.
[Copyright of Curriculum Journal is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09585176.2010.504577]

The purpose of the study reported herein was to identify the common mistakes made by junior secondary students in Hong Kong when learning algebra and to compare teachers' perceptions of students' ability with the results of an algebra test. An algebra test was developed and administered to a sample of students (aged between 13 and 14 years). From the responses of the participating students (N = 815), it was found that students in schools with a higher level of academic achievement had better algebra test results than did those in schools with a lower level of such achievement. Moreover, it was found that a teacher's perception of a student's ability has a correlation with that student's level of achievement. Based on this finding, an instrument that measures teaching effectiveness is discussed. Last but not least, typical errors in algebra are identified, and some ideas for an instructional design based on these findings are discussed.
[Copyright of International Journal of Mathematical Education in Science and Technology is the property of Taylor & Francis. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00207390903236434]

Data of item responses to the Hong Kong Specific Learning Difficulties Behaviour Checklist from 673 Chinese primary grade students were analyzed using the dichotomous Rasch measurement model. Rasch scaling suggested that the data fit the model adequately with a latent dimension of global dyslexic dysfunctioning. Estimates of item attributes and person functioning on the same logit scale allowed the locations of person functioning to be interpreted in terms of item content. The substantial correlation between person estimates and external criterion measures (literacy and cognitive skills) provided support for the validity of the checklist in identifying children at risk for dyslexia. A common cutoff score based on person estimates across grades is suggested to replace the different cutoff scores based on conventional test scores for different grades. Implications of the findings for the use and the future development or refinement of the checklist are discussed.
[Copyright of Australian Journal of Learning Difficulties is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/19404150903524598]

Background: In the early 1980s, the author of this article researched, in her M.Ed thesis, the state of adult education in Hong Kong with regard to its general support and delivery through university channels. At that time, adult education had a separate identity and, since, has generally become vocationalized, creditized or subsumed into postsecondary education and part-time higher education. Dr. Shak's recent book to be published: Lifelong Education: Consensus in Characteristics and Practices (2008), describes what adult education has evolved into globally. In this article, her research of the 1980s is revisited and considered in contemporary context.
Aims: The study explored a training programme for adult educators in universities in Hong Kong. Administrative arrangements, including funding, staffing, the provision of facilities, and a curriculum were of key focus. Interviewees were immersed in the adult education of their era.
Method: An examination of administrative arrangements and development of curriculum was done based on a needs assessment model. Identification of problems was based on literature internationally, and questionnaires and interviews with respect to relative stakeholders.
Results: Findings were that, for adult education, universities were ideal for training administrators and specialists who could, in turn, provide part-time in-service training for volunteers and part-time teachers. Further, an appropriate curriculum was devised.
Conclusion: Dr. Shak's research of some 25 years ago yielded seven recommendations, all of which--of interest--now characterize (in some form) not only education in Hong Kong, but also continuing education and lifelong education globally today. This article provides information that highlights the historical, conceptual, and empirical development of adult education and its derivatives that point the way to the future.
背景：早在20世紀80年代，在她的碩士論文裡，作者已經研究了在香港通過大學的管道為成年人教育提供支持和幫助的狀況。那時，成人教育已經成 一種另類的個體

Ethical decisions are contextualized in the dialectic of a multidimensional system, including situation, setting, culture, and generation. There may be further gaps between the ethical considerations of professionals and folk values. The experience of promoting equal opportunities in Hong Kong illustrates some of these challenges. Whereas the rule of law under a Western legal system advocates human rights, the traditional emphasis on harmony and preference for balancing in conflict resolution underlie the gaps in the interpretation of these ideals. The case of the Hong Kong secondary school places allocation system highlights the conflicting perspectives of law, gender stereotypes, psychological knowledge, as well as ethical principles of justice and fairness in promoting equal opportunities in educational assessment and placement. The cultural perspective highlighted in this case illustrates the complex contexts of ethical decisions.
[Copyright of Ethics & Behavior is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/10508421003799024]

A number of risk factors including obesity, insufficient consumption of fruits and vegetables, and lack of physical activities are responsible for the majority of chronic disease burden. Healthy behaviours should begin early in life with sustained actions, but in many countries there is no system addressing positive health. The opportunities offered by different settings for gaining entry into individuals and groups are of paramount importance for health promotion. Evidence has shown the effectiveness of the Healthy School model to improve healthy eating and physical activities. In this article we report key findings of studies in Hong Kong showing changes in school policies and environment in relationship to student health apart from improvement of health behaviours by adopting the Healthy School framework. A case study has illustrated how the framework created a supportive environment, policies changes, and personal health skills development to improve healthy eating. The Healthy School model can help to combat childhood obesity.
[Copyright of Research in Sports Medicine is the property of Taylor & Francis Inc.. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/15438620903423825]