鑑於30年代的作品在語言文字不夠成熟，也跟不上現今的時代，作者乃提出補救的方法：一、訂立選材範圍的綱領；二、應多選距當代（或距二三十年）的作品；三、對選文進行必要和適當的文字加工。並以葉紹鈞《古代英雄的石像》為例，提出落實改進語文教材的方針。（何文勝整理）

Traditional studies of teacher commitment often ignore the effect of interactions between personal characteristics and school environment and the implications of their findings are inevitably limited. Responding to this research gap, the present study aims to investigate the contingency relationship of school organizational health to teacher commitment with multi-level statistical analysis. The study was a survey involving 20 aided primary schools and 423 teachers in Hong Kong. The findings suggest that three school organizational health factors such as morale, consideration and institutional integrity are related to teacher commitment through interactions with the teacher personal characteristics such as position, marital status, and length of service in the school. The result supports that the relationship between school organizational health and teacher commitment is contingent upon teacher characteristics. The interesting findings can provide implications for school improvement and future research.
[Copyright of Educational Research & Evaluation is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1076/edre.5.3.249.3883]

This article briefly describes the Hong Kong education system, discusses the policies and efforts for education quality and school improvement, and reviews the development of school effectiveness research in Hong Kong. Hong Kong people have shown their strong commitment to educational reform for better societal development in the coming decades. A number of important policies have been issued to improve educational practice and school management. Even though some drawbacks and difficulties have inevitably been encountered in policy formulation and implementation, numerous good opportunities have been created for policy-makers, school practitioners, and educational researchers to conduct educational innovation, school improvement, and school effectiveness research. The ongoing education experiments, reform experiences, improvement practices, and effectiveness studies at both the system and school levels may not only benefit Hong Kong people but also make a contribution to international concern for school effectiveness and improvement.
[Copyright of School Effectiveness and School Improvement is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1076/sesi.10.1.10.3517]

This study outlines what 29 part-time adult learners perceive as effective teacher (tutor/instructor/lecturer) practice in supporting their learning. The positive characteristics of teacher support from the students' perspective are first examined, and then what they found to be disappointing. Finally, the underlying themes that emerge are considered and the data is subjected to a holistic interpretation. Overall, the study confirmed the usefulness of a framework developed from a consideration of literature on learner-centred education and students' conceptions of learning. The investigation was able to reveal both key differences between and key similarities among the groups of students. The differences relate to conceptions of the roles and responsibilities of both students and teachers, while the similarities relate to the relationships between the parties in the teaching and learning environment. The implications for tutors/lecturers in improving their support to their students are highly significant. However, the most challenging task in establishing a learner-centred context is to influence students' learning conceptions and help them take a more active role in their learning.
[Copyright of International Journal of Lifelong Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02601370210156754]

An examination of the literature suggests that universities play a part in developing generic capabilities needed nowadays for societies, through immersing students in a stimulating campus environment. Part time students, though, spend less time on campus than their full time counterparts, and far less time than on-campus residents, so could be expected to experience a less rich study environment. It might, therefore, be questioned whether there is a mechanism by which universities can influence to any great extent the development of these capabilities in part time students. The aim of this study was to determine the mechanism by which the study environment influences the development of eight qualities for part time students. An instrument was developed to seek the perceptions of the development of the eight capabilities and of eight variables identified as important elements in the part time study environment. The sample consisted of 1149 graduates from part time programmes of one university in Hong Kong. The inter-relationship of the 16 scales was then examined through a three-step procedure by utilizing structural equation modeling. The result showed that there were a number of significant paths between factors on the study environment side of the model and latent factors linking the eight capabilities. The resulting model showed that there were viable mechanisms by which the part time study environment can influence the development of these generic capabilities through the establishment of relationships between staff and students and between student peers, and through producing an atmosphere conducive to interaction in part time study.
[Copyright of Journal of Further and Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03098870500103101]

The expansion in the number of people entering higher education has resulted in a substantial increase in the proportion of students enrolling in nontraditional modes, such as part-time study. This study examined the question of whether part-time study curtails the development of the types of intellectual capabilities needed for a knowledge-based economy, because the students would have markedly less exposure to a stimulating campus environment than their full-time counterparts. Graduates from discrete full- and part-time programs from 1 university in Hong Kong completed a survey seeking perceptions of the nurturing of a range of capabilities, together with measures of teacher-student relationships and type of teaching experienced. Two hypotheses were tested by structural equation modeling: (a) the same mechanism for capability development operated for full- and part-time modes and (b) the principal element of the mechanism was the nature of teaching and the quality of teacher-student interaction. Hypothesis 1 was supported because configural invariance between hypothesized models for capability development between the 2 modes was found. Hypothesis 2 was also supported because the models showed that the principal influence on capability development came from teaching for understanding, through promoting active learning experiences and the degree and quality of teacher-student interaction.
[Copyright of Structural Equation Modeling is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1207/s15328007sem1302_6]