This article presents the finding of an interim evaluation survey commissioned by the Education Bureau of Hong Kong on the effectiveness of the curriculum reform initiated in 2001. Drawing upon change theories for analysis of the study, the article examines the perceptions of both principals and teachers on the effectiveness of short-term curriculum development in schools from 2001 to 2006 through self-administered questionnaire survey as well as focus group interviews. The quantitative survey shows that evaluations from principals were more positive than those of frontline teachers in many aspects of the reform. Data collected from focus group interviews help explain the discrepancy in attitudes of these two stakeholder groups towards the reform. Insufficient knowledge, lack of support and consensus, and top-down initiation of the reform are the reasons accounting for the different responses to the reform. Strengthening professional development programs and developing a culture of collegiality and collaboration are the strategies recommended to improve the implementation of the curriculum reform in the medium-term phase (2007-2011).
[Copyright of Teacher Development is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13664530903335558]

One component of the curriculum reform in Hong Kong focuses on the use of homework in consolidating learning, deepening understanding and constructing knowledge. This study examines the profile of Hong Kong primary school students' homework involvement, and investigates the relationships between time involvement and academic attributes, namely interest in homework, interest in academic subjects, academic efficacy, and efficacy for self-regulated learning. The sample comprised 2,361 primary school students representing all six grade levels in Hong Kong. Data was collected using questionnaires and homework diaries. Results showed heavy homework involvement among primary school students in Hong Kong, especially at the senior primary level. Differential patterns across levels were observed for the relationship between homework involvement and academic attributes. Specifically, junior primary students' study-related interests and efficacies were found to decline with increasing time involvement, whereas inverted U-shape relationships were observed among senior primary students. There was concern for students with high time involvement as they received more homework and they worked slower. They were less likely to perceive the positive functions of homework, and showed poorer study-related interests and efficacy beliefs. The findings of this study provide crucial information for school personnel and educators in Hong Kong in developing homework strategies and policies that enhance teaching and learning.
[Copyright of Asia Pacific Journal of Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02188790902859004]