本論文就家長的參與和支持，包括出席音樂會、聆聽音樂、在家中觀看音樂節目和整體財政支持等進行研究，亦調查學生在家長參與和支持其器樂學習上的觀感。於2007年10月至11月期間，本研究以自行填寫問卷方式，收集了香港10所中學共1,493位中一至中七學生意見的數據，發現家長對學生音樂活動的參與和支持總體屬低水平，家長的參與僅流於財政上支持。這裡值得關注的，是如何使學生和家長對音樂產生興趣並感到雀躍，從而一起參與音樂活動。
This paper examines various aspects of parental involvement in and support for musical participation, including concert attendance, music listening, watching music programmes at home, and overall financial support. It also examines students' perceptions of parental involvement in, and support for, their instrument learning. Data are drawn from self-completed questionnaires administered in school from October to November 2007 to 1,493 Secondary 1 to Secondary 7 students attending a total of 10 Hong Kong secondary schools. The survey finds low overall levels of parental involvement in and support of students' musical participation, with students reporting that financial assistance from their parents accounts for the majority of parental involvement. The results suggest it is important to determine how to make both students and parents interested in and excited about music, and how to get them to enjoy participating in music together.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

本文分析了兩所學校在發展初中綜合人文科課程時所面對的問題及其應對的領導策略。它們在校方及科組兩大領導層面上採取了不同的手法，包括強化老師團隊合作，找尋適合的課程切入點，並引入了大學的專業支援，促進了課程的發展。這些經驗，除了可供準備發展此學科的學校借鏡外，亦突顯了領導課程發展時需要注意的問題。
This paper discusses two school-based leadership experiences in the development of junior Integrated Humanities (IH) curriculum. Different means have been adopted by school and panel leaders to facilitate the curriculum development, such as reinforcing teachers' collaboration, selecting appropriate entry points and soliciting professional support. Their positive experiences may inform other schools, which aspire to develop their school-based IH curricula and highlight the practical issues in which the curriculum leaders should deal with carefully.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

This paper examines the nature and socio-political functions of Hong Kong's 'Chinese history curriculum' during colonialism and since decolonization and argues that these functions have resulted in a curriculum characterized by rote-learning and geared towards social control. Students are initiated into the traditional, orthodox view of Chinese history and prescribed moral judgements. Consequently, there is little chance for independent thinking on the part of students.
[Copyright of Journal of Curriculum Studies is the property of Routledge . Full article may be available at the publisher's website: http://dx.doi.org/10.1080/00220271003599165]

Collaborating with universities in Hong Kong, Finland, the United Kingdom and Australia the research project outlined in this paper takes up one of the key initial findings related to the importance of children's online spaces away from school. The project brings together complementary strengths from each partner nation to assist our mutual need to understand the worlds of our young "netizens" - the new public citizens of cyberspace. Differing in social and cultural context, each setting is recognised as a strong contributor to understanding the competencies of young people's digital expertise. We work from the shared view that the arrival ofWeb 2.0 and 3.0 social networking tools is educationally challenging and demands futuristic thinking for sustainable education and social connectivity globally. Our research aim is to use a common research design to discover how young people are behaving in the new online spaces; what guides their decision-making; and what, if any, common values appear to emerge when results between countries are compared. Locally derived knowledge gained from samples of 12-year-olds will be subjected to cross-cultural comparisons and validation. In doing so, we make some assumptions about the homogenising process that shared global networks may be fostering. Bringing together these contributions will strengthen the decision-making process and provide new knowledge about meaning making, agency and citizenship for the twenty-first-century e-democracy. This paper reports on the conceptual process underlying the research and the research design.
[Copyright of International Research in Geographical and Environmental Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/10382040903251158]