The changes in maternal involvement during the transition to primary school and the bidirectional relations between maternal involvement and school adjustment were explored in this study using a two-wave longitudinal design with a 8-month interval. The participants were children (mean age: 5 years 10.39 months at Time 1 and 6 years 4.98 months at Time 2), mothers, and kindergarten and primary school teachers from 324 and 247 Hong Kong middle- and upper-middle-class families at Time 1 and Time 2, respectively. Approximately three months before the children finished kindergarten (Time 1), and 3 months after they entered primary school (Time 2), mothers and teachers reported on the mothers' involvement and teachers rated the children's school adjustment. Data related to children's school adjustment were also collected in a child assessment session. Results revealed that mothers' involvement in language and cognitive activities during kindergarten predicted better school adjustment after the school transition. Mothers were also more involved at their children's primary schools when their children demonstrated lower cognitive skills in kindergarten. The findings highlight the importance of examining both home-based and school-based involvement over time during the transition to primary school and the bidirectional relations between maternal involvement and children's school adjustment. Copyright © 2018 Elsevier Ltd. All rights reserved.

This report is part of a larger project investigating school satisfaction of early adolescents in Hong Kong. The research questions in this part of the study focused on the school experience of 21 high-ability Chinese students aged 9–14 in Hong Kong primary and secondary schools. Semi-structured interviews were conducted with each of the participants. From the qualitative data collected, six influences on their school satisfaction emerged ― two that could be classified as 'personal influences' (goal-directed thoughts and motivation; self-discipline and self-regulation) and four themes that reflected 'environmental influences' (positive teacher-student relationships, classmates emotional and instrumental support, parental involvement in students' learning, talent development opportunities). The findings from the study can help to inform school personnel on modifiable aspects of school environments that can help high-ability students succeed and at the same time enjoy their school life.
[Copyright © 2017 The Author(s).]

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。