Seventeen lecturers in three departments in a university were interviewed about their conceptions of good teaching, their perceptions of the differences between adult and full-time students, and the actual strategies and methods they employed in their practice of teaching the two student groups. Results showed that there were common perceptions of the way adult students differed from their full-time adolescent counterparts. However, they reacted differently to those perceived differences. Three major types of accommodation were found: catering for weakness, treating both groups in the same way, and remediating weaknesses. The lecturers' conceptions of good teaching could be categorized into two main categories: transmissive and facilitative. Cross-tabulation of the teaching conception of the individual lecturers with their orientation to accommodation showed that those holding a transmissive conception tended to cater for the weakness of their students or make no distinction between teaching adult and full-time students. Those perceiving teaching as facilitating learning were more likely to try to remediate the weaknesses of their students.
[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/10.1080/02601370119164]

In 1995 Chan and Hui examined the responses of a sample of Chinese teachers on the Maslach Burnout Inventory and recommended a possible 2-factor rather than the original 3-factor model for the assessment of burnout among Chinese teachers. In the present study, the factor structure of responses to the Chinese version of the Maslach Burnout Inventory in a sample of 1,398 Chinese secondary school guidance teachers was examined using the EQS approach to confirmatory factor analysis. The results showed that a 3-factor model (Emotional Exhaustion, Depersonalization, and Personal Accomplishment) provided the best fit, with the first two factors highly correlated (r = .80). Internal consistencies for the subscales ranged from .80 to .88.
[Reproduced with permission of author(s) and publisher from: Yuen, Man Tak, Lau, Patrick Siu Ying, Shek, Daniel Tan Lei, & Lam, Man Ping. Confirmatory factor analysis and reliability of the Chinese version of the Maslach Burnout Inventory among guidance teachers in Hong Kong. Psychological Reports, 2002, 91, 1081-1086. © Psychological Reports 2002 Full article may be available at the publisher's website:
http://ammonsscientific.com/link.php?N=5842]

This article examines the problems associated with introducing integrated education into Hong Kong's mainstream schooling system. The research objectives were to examine the experience of teachers in teaching children with special needs in mainstream schools; to examine the attitude of mainstream teachers towards integrated education, and explore whether the differences in perception of difficulties and attitudes are attributable to types of disability and availability of resources. This was achieved through a research strategy utilising a questionnaire survey combined with individual and group interviews. The results demonstrate that there is a clear hierarchy of preference amongst teachers in relation to special needs children. Students with a learning disability and/or behavioural problems pose more challenges to teachers than those with a physical difficulty. Teachers that had both types of special needs children in a class experience more problems in maintaining classroom discipline, have a greater workload and struggle to manage the disparate academic standards amongst students. Teachers in schools with extra funding provisions, teachers trained to teach special needs children, additional counselling resources and specialist support expressed more accepting attitudes towards children with special needs and their admission into mainstream schools. Resource classes did not exert a positive effect on acceptance. More than 70% of questionnaire respondents were supportive of two positive value statements 'realisation of equal opportunities' and 'a good chance for students to interact'. At the same time teachers tended to agree with the statements 'integration was a burden to the schools and teachers' (over 60%) and 'a painful struggle for special students' (48%). Although there is a general normative acceptance of inclusion, the statistical pattern suggests that teachers' attitudes are not static or based solely on ideology.
[Copyright of Disability & Society is

This paper reports the findings of a study which investigates primary school teachers' receptivity to changes in the Target Oriented Curriculums (TOC) and General Studies (GS) in Hong Kong. In the study, survey was employed. Findings reveal that primary school teachers hold positive attitudes towards GS, but their behavioral intentions towards implementing TOC tend to be negative. Further, multivariate analyses show that teachers' perceptions of the two curriculum changes are significantly different.

This paper reports a study that aims to identify teachers' concerns in terms of self concerns, task concerns and impact concerns. The authors indicate that the data are correlated with the different academic backgrounds and experiences of teachers and that the findings are significant for reconsidering curriculum implementation and for designing teacher education programme.

文章主要為一問卷調查研究報告，探討教師和家長對香港小學生寫作情況的理解，從而找出此兩個群體對教師的教學策略和課程安排的看法。並探討他們對較新的寫作方法如「自訂題目」、「符號或圖畫代寫字」的意見。

作者匯報其研究以家長與學校教育概念的「校外參與」和「校內參與」兩個向度及每個向度所包含的兩個範疇探討香港小學教師對家長學校教育的態度。研究發現香港小學教師對家長學校教育的態度有比較正面的傾向，但對家長在校內參與則有保留。

The authors report the findings of their study conducted to investigate the difficulties anticipated and experienced by in-service English teachers when carrying out task-based teaching in their schools. The authors conclude that the difficulties perceived by the teachers before they did the task-based teaching were greater than those that they actually experienced in the classroom.