Identity formation is a major development issue confronting adolescents (Erikson, 1968). By adopting Marcia’s (1966) identity status model and employing part of the Objective Measure of Ego Identity Status, the researcher examined a sample of Hong Kong secondary school students’ identity statuses in the four identity domain areas, say education, career, life-style, and friendship. It was found that 95.9% of the students can be categorized into a particular status, and 31.7%, 25.6%, 20.4%, 22.3% of the students were assigned as diffusion, foreclosure, moratorium, and achievement statuses respectively. Further statistical analysis has been conducted to unpack the relationship between the respondents’ identity statuses and personal characteristics, parents’ influence, and community service engagement. Implications for the enhancement of community service programmes at secondary schools will be discussed at the end.

Background: Abundant research has been undertaken on the importance of teachers’ feedback to the school achievement of students. However, focus has rarely been placed on the differences between the perception on feedback of students and teachers. Being a part of the study which was sponsored by a General Research Grant awarded by Research Grants Council of UGC, Hong Kong (Project Number 844011), we attempted to find out the differences between students’ and teachers’ perception on feedback. Aims and Keywords: The study aimed to find out the differences between Hong Kong primary school students and teachers in their views to feedback. Sample: Four thousand five hundred and seven students between primary 3 and primary 5, 132 teachers from 26 Hong Kong primary schools were sampled in the study. Method: A 42-item instrument with 4-Likert point response scale was constructed by the research team to collect the responses from Hong Kong students and teachers of their perception on 6 dimensions in feedback. Multidimensional Rasch analysis was conducted on the collected data with CONQUEST 2.0. Results: The results showed that: (1) item-fit was between 0.5 and 1.5 for all items except one; (2) Rasch person reliabilities in the 6 dimensions ranged from 0.72 to 0.86 and item reliabilities was 1.00; (3) the effect size of the respondents’ status (teacher or student) in the 6 dimensions ranged from 0.32 to 0.64. Conclusions: In this study, there are moderate differences between the students and teachers in the perception on the source of feedback, the effectiveness of feedback and the function of feedback. On the other hand, there are little differences among the two types of respondents in the perception on the goodness of feedback, the focus/target of feedback and the expectation of feedback.

Short-term study abroad programs have been increasingly emphasized in expanding university curricula since the beginning of the 21st Century. This chapter aims to understand students' perceptions of short-term study abroad programs in the context of Hong Kong Higher Education (HE). Its objectives are to examine students' perceived benefits, concerns and the issues facing them when deciding on their participation in these programs. Using quantitative and qualitative methods, a case study was conducted in the eight universities of Hong Kong. Results show that the students strongly believed that the greatest benefits of taking part in these programs included enhancing their personal growth and intercultural development. The significance of this chapter is to contribute new knowledge to the understanding of students' perceptions and values of outbound short-term study abroad in an Asian/Chinese context.
[Copyright © 2016, IGI Global.]

「小學統整課程示例計劃」是由香港教育學院資助進行的特殊計劃，目標在於推動香港小學統整課程的發展。該計劃透過參與的六所學校推行小一至小六共六套的統整課程，獲取寶貴的實踐經驗以作交流及推廣，旨在提供一個可行方案的初稿，供香港的學校按照本身的校本條件，參考課程內容作出修訂調動或增潤，並自行發展合適的校本課程。上述計劃邀請所有曾參與學習六套統整課程的三百二十九位小一至小三的學生及二百七十二位小四至小六的學生填寫問卷。本文透過問卷調查的結果探討香港小學生對課程統整的見解，並以下列三個重點 作出討論、分析和建議：（一)學生的學習態度、(二)學生的學習策略及（三〉學生的學習表現。

Sending children to school is a big issue to thousands of parents. In order to enroll a ‘desirable’ primary school, parents spend plenty of time in getting an application form and to prepare their children to take the grade one admission test. It seems that going to school is very significant in the eye of the parents; however, what is school really meant to children? This study which aims at describing the feelings and thoughts of children about school, interviewed with 54 students in three primary schools. Results show that most children like going to school due to the variety of school lives like meting friends during recesses. Lessons like physical education, arts and craft were very attractive. They also felt that going to school is necessary. Some children believed that the aim of study and the main role of being students was to achieve good results. As educators, we need to listen to children’s voices and examine their perspectives and opinions carefully because they would provide us with a remarkable reflection of how to run an ideal school.
[Copyright © 2000 The Hong Kong Institute of Education.]