課程研究範式一直備受學者關注。在這一問題上，一些學者建議應綜合運用量性課程研究範式和質性課程研究範式，以彌補單一課程研究範式的不足。本文旨在探討整合兩種課程研究範式的建議，同時提出整合時必須關注的事項。在探討這一建議之前，本文首先簡介不同的課程範式，並分析量性和質性研究範式的差異。本文對整合兩種課程研究範式的探討圍繞三方面展開：（1）質性和量性本質的綜合；（2）建構實在論的可行性；（3）研究內容的性質。筆者認為，整合兩種課程研究範式極具吸引力，但是卻難於處理基本哲理的差異。The paradigms of curriculum research have been the major concern of many researchers. Some researchers suggest the integration of quantitative and qualitative curriculum research paradigms for supplementing each other. This article aims at discussing the suggestion on their integration. First, the article gives a brief introduction of curriculum paradigms, and analyzes the differences between quantitative and qualitative research paradigms. Then, it will discuss the integration of the two research paradigms in three aspects: (a) integrating the essence of qualitative and quantitative research; (b) the feasibility of constructive realism; and (c) the nature of research content. The article concludes that it is an attractive attempt to integrate the two paradigms, but it is hard to deal with the differences between their basic philosophies. Copyright © 2012 香港中文大學 CUHK .

This study focuses on the perceptions of learning EAP of first-year undergraduates with high ESL proficiency admitted to an English-medium university in Hong Kong. Two in-depth individual interviews were conducted with nine participants and their written assignments were analysed. The data reveal several challenges facing the high achievers in learning EAP. One evident aspect is how to properly cite academic sources. The participants struggled with selecting suitable texts from sources, paraphrasing them, and using them to support their arguments. They also perceived a need to abandon the recited formulaic expressions which may have helped them score highly in the secondary school examination. This study reveals gaps between the English learnt in secondary school and EAP and offers insight into what first-year students need when they transition from secondary school to university studies. It argues that EAP should be made an essential component of first-year undergraduate programmes. Copyright © 2019 The Author(s). Published by Oxford University Press; all rights reserved.

在傳統尚學文化及近年高等教育擴張的影響下，香港家長對子女教育普遍抱有很高的期望。然而，本地大學學額供給不足、親子對教育持有不同期望似乎都是阻礙家長實現「望」子成龍夢的不利因素。為了幫助香港家長實現「望」子成龍的熱望，本研究從家長視角出發，試圖回答以下問題：（1）面對緊張的學額供給，香港家長本就很高的學歷期望是否仍對子女的學業有積極影響？（2）若家長可以使子女與自己懷有相同水平的教育期望，家長的期望是否更易實現？為回答上述問題，我們借鑑了地位取得、社會認知和社會資本理論，針對研究問題提出三種假設。接着，我們運用描述性統計方法和多元線性迴歸模型來分析本次研究所用「香港高中學生升學及就業志向研究」數據。數據分析結果最符合我們據社會資本理論提出的假設：家長教育期望與子女的學業成就呈正相關關係；而當我們控制了家長教育期望的影響時，一致的親子教育期望對子女的學業成績有額外的積極影響。Deeply influenced by the traditional Chinese culture that respects scholars and the rapid expansion of higher education in recent years, parents in Hong Kong generally hold high expectations for their children’s education. In fact, however, both the shortage of local university places and the parent-child difference in educational expectations are likely to prevent parents from achieving their expectations. To help Hong Kong parents reach their goals, this study aims to answer the following two questions from the perspective of parents. First, facing the fierce competition for university places in Hong Kong, do parents’ way-too-high educational expectations still have positive effects on children’s academic performance? Second, if parents can align their children’s educational expectations with their own, are their expectations more likely to be fulfilled? To answer these questions, we will propose three different hypotheses according to status attainment theory, social cognitive theory, and social capital theory. Then, we will use descriptive statistical methods and multiple linear regression models to analyze the data used in this study (i.e., Panel Study on the Career and Educational Orientations of the Senior High School Students in Hong Kong). The results of data analyses are largely in line with the hypothesis drawn from the social capital theory. Parents’ educational expectations are positively related to their children’s academic performance. When parents’ educational expectations are conditioned, the alignment of parents’ and children’s expectations is likely to have an additional

閱讀與寫作都和文本有關，可通過文類教學聯結從閱讀到寫作的教學。實用文是教材與評估中的主要文類之一，本研究採用「閱讀促進寫作」文類教學法進行實用文的讀寫教學實踐。此教學法以系統功能語言學為基礎，形成從閱讀到寫作的完整教學設計，已證實在英文寫作教學領域有正面效果，但在中文教學及閱讀的應用仍處於發展階段。本研究進一步設計相應的閱讀理解評量表，以香港非華語學生為對象，通過前、後測及訪談等研究工具，收集量化及質性數據。研究結果顯示，「閱讀促進寫作」教學法能提升中文第二語言學習者的閱讀表現達5.9倍，寫作表現進步達1.4倍，且實驗班的讀寫進步幅度均顯著優於對照班，證明此教學法能大幅提升讀寫表現，可進一步推廣及融入於課程設計。Reading and writing are key components of literacy education, while genre pedagogy can be implemented to connect the teaching from reading to writing. Practical text is one of the main genre in teaching materials and assessment. Relevant pedagogy and research should be conducted to provide second language learners the knowledge about genre, context, and function of language about practical writing. Based on the theories of systemic functional linguistics, the “reading to learn, learning to write” (RLLW) pedagogy has demonstrated positive effect of improving English learners’ reading and writing competency. For further development of genre pedagogy in different languages, there is a need to investigate the effect and feasibility of applying RLLW in teaching languages other than English. This article reports on its effect on Chinese as second language education through mixed-method case study research. It proved that RLLW can improve non-Chinese speaking students’ reading performance by 5.9 times and writing performance by 1.4 times higher than pre-test, while both significantly better than the control group. Research findings proved the positive effect of RLLW pedagogy and its potential to be implemented in curriculum. Copyright © 2018 香港中文大學.

The outsourcing of education services has been widely adopted across international contexts as a ‘tested solution’ or panacea to meet various educational problems including school management, curriculum design, teaching and student discipline. Contracting third-party providers, it is argued, enhances organisational goals such as efficiency, quality and school improvement. However, the outsourcing of education services has also impacted on established notions concerning the boundaries around teachers’ work. This paper deploys the framework of discursive institutionalism to offer insight into how the idea of outsourcing has been activated and circulated by discursive communities in three diverse international settings. Despite its problem-solution logic, the institutionalisation of outsourcing creates its own problems, not least the undermining of teacher professionalism, the ‘businessification’ of schools and a diminishing of their educational mission. Copyright © 2019 British Association for International and Comparative Education.

This study aims at elaborating the reform policy effects on school leadership practices for quality educational development in the evolving hybrid of Western and Confucian cultures in Hong Kong. Why were education reforms and changes intensified in Hong Kong's education system in the post-1997 decades? How were these reform policies effectively implemented to bring about the changes in the school community? What insights into educational development can be drawn from the policy effects of school-based improvement on school leadership in the changing cultural context? The findings derived from the content analysis of the meanings of the articles selected by a systematic review approach show an urgent need for success in the political and cultural shift in alignment with the international trend of neoliberal-driven educational outcomes in the post-1997 period. School leadership was turned into collaborative whole-school participation in policy indigenising for improvement in a highly accountable context. These insights inspired us to conceptualise a framework of quality education development in policy borrowing/indigenising in school-based improvement. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.

Aims: Little is known about the processes taking place in school‐based counselling, particularly in Hong Kong, where the sociocultural environment may influence these processes. This study investigated students' engagement with counselling from the perspective of students and school counsellors in Hong Kong.Method: Semi‐structured interviews were carried out with 25 ethnically Chinese students and eight counsellors over three schools in Hong Kong. Data were analysed thematically within a critical realist paradigm.Results: Four themes were developed which captured students' experiences of school‐based counselling: "Counselling embedded into the life of the school"; "Fears about counselling"; "Building a counselling relationship"; and "An ongoing but limited source of support." A top‐level theme called “Relationship in context” encompassed the four themes.Conclusions and implications: Counsellors' embeddedness into the school's organisational structure enabled them to act as an ongoing source of support, which students valued but which could also foster dependency. Counsellors taking on additional roles in the school led to confusion on the part of both students and counsellors and limited the effectiveness of counselling. Seeing counsellors as authority figures, being unwilling to disclose personal information outside the family and stigma around mental health issues were cultural perspectives which heightened students' fears related to attending counselling. Trust was an essential precursor of developing a counselling relationship in which the counsellor was perceived as warm, non‐judgemental, caring and empathic. A sensitivity to the sociocultural context and the embeddedness of counsellors in the school organisation are essential to the effective implementation of school‐based counselling. Copyright © 2019 British Association for Counselling and Psychotherapy.

Purpose: National identification among young people and the issues about how national education should be conducted have been the significant topics when the Hong Kong Special Administrative Region was entering its third decade of the establishment. This paper was written based on data the authors obtained upon participation in a project organized by the Centre for Catholic Studies of the Chinese University of Hong Kong. The project was carried out after the official curriculum, known as the Moral and National Education Curriculum Guide, was shelved due to popular resentment. The project aimed at capturing the timely opportunity for substantial resources available for school-based operation of moral and national education and developing an alternative curriculum about teaching national issues and identification for Catholic Diocese and Convent primary schools to adopt. This paper aims to investigate the nature of this Catholic Project and examines the extent to which it is a counterhegemonic project or one for teaching to belong to a nation (Mathews, Ma and Lui, 2007). It assesses the project's possible contribution to citizenship and national education in Hong Kong, since the withdrawal of the Moral and National Education Curriculum Guide.Design/methodology/approach: The authors of this paper worked in an education university of Hong Kong and were invited to be team members of this Catholic Project. The role comprised proposing topics for teacher training, conducting seminars, giving comments to teaching resources, observing and giving feedback to schools that tried out the teaching and designing/implementing an evaluative survey and conducting follow-up interviews with involved parties such as teachers and key officials of the Catholic Centre. Given this, the research involved can be perceived as action research. This paper was written up with both the qualitative and quantitative data the authors collected when working the project.Findings: This paper reported a Catholic