This paper reports on research through four case studies of Integrated Education in Hong Kong schools that aimed to provide a better understanding about the integration process, what the barriers are, how they might be overcome and how Integrated Education might further facilitate quality education. The study used five research questions that framed the results. Case Study methodology involving interviews, open-ended questionnaires, examining school documents, observations and their analyses was used. Findings led to a cross analysis which showed emergent commonalities and unique features. Results include findings that co-teaching led to effective teaching; parent involvement is a key factor, and social interaction and Whole School Approach schemes are very supportive of Integrated Education. Common teacher education needs were identified. Implications for education and research are made.

This paper reports the implementation of a project designed to involve in service teachers in peer support for the learning of the core values of personal and social education so as to raise self-esteem, to enhance co-operation, to promote rationality and empathy. Project participants were 27 in-service teachers attending an undergraduate program of the Hong Kong Institute of Education. Project evaluation reveals that the project succeeded in generating for the teacher participants emotional, academic, social, technical, and extended supports, and that the benefits of the project also spilled over to their relationships with their primary school pupils and daily lives. Research and practical implications are discussed.
[Copyright © 2003 The Hong Kong Institute of Education.]