作者匯報，有關綜合問卷結果所得，電腦教師都認為「電腦輔助學習」能提高學生學習興趣，可於中、小學的課外活動時推行。但市面上合適軟件不足，需大量開發，經剪裁後才可使用。學校應推廣「電腦網絡」、「Internet」、「Hypertext」等知識。而學校的特別實驗室應安裝電腦及投射設備，應由專業技術員管理。

作者棌用結合態度的「行為二分法」，探討380名中學中文教師對學生文章中運用方言詞語（238個）的態度。結果顯示，教師的態度一般比較靈活寬鬆；但對不同類型詞彙有不同的處理方法，情況頗為混亂，也沒有明確的準則。作者建議應該加強師生對方言詞語與普通話詞語的對應認知與訓練，同時要開展整理已進入本地書面語的方言詞彙的工作。（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]

Twenty-one in-service early childhood students participated in a teaching practicum in Australia as part of the final year of a Bachelor of Arts in Hong Kong. Students spent two weeks visiting a university and early childhood settings in Australia. The university based component of the program included workshops and discussions with lecturing staff located in both the Australian and Hong Kong universities. Students were asked to complete written statements about 'What is children's learning?' before and after their practicum experience. An inductive analysis of students' written statements and practicum evaluations revealed an increase in beliefs about children's learning as 'active understanding' over the two-week period. Implications for teacher education programs are discussed.
[Copyright of Australian Journal of Educational and Developmental Psychology is the property of University of Newcastle, Faculty of Education.
Access via Directory of Open Access Journals: http://www.newcastle.edu.au/journal/ajedp/]

The present study represents our continuing effort to validate a 'spurning scale' for teachers, based on a model on spurned helpers' reactions. Three approaches were used to examine the validity of the scale: the spurning scores of teachers working with more achieving students vs the scores of teachers teaching less achieving students. The relationships between the spurning scores and job satisfaction and turnover scores; and the relationships between the spurning scores and scores indicative of stress arising from interactions with one's students and supervisor. Serving teachers in Hong Kong responded to a questionnaire that contained the variables of interest. The results provided further evidence for the validity of the scale.
[Copyright of Educational Research is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/001318800363854]

Thinking skills are critically important for later success in school. However, teachers and parents may have different perceptions of what constitutes thinking skills and the extent to which thinking skills should be taught in the classroom. Their views on their respective roles in fostering thinking skills may also differ. Such disagreements about both pedagogy and curriculum reflect differences in beliefs concerning the value of thinking skills. A survey questionnaire was administered to forty teachers and forty parents of Hong Kong preschoolers. Teachers and parents revealed their ideas about: (1) what constitutes thinking skills; (2) their perceptions on the importance of thinking skills in the lives of children, within and outside the classroom, for the present and in the future; (3) what strategies they employ to foster thinking skills in young children; and (4) their perceived roles in facilitating thinking skills. Whether from teachers or parents, the responses revealed the need for more adult understanding and support for children's thinking as a process. Responses were analyzed according to the coding system developed by Leah Adams. Implications for teacher and parent education are discussed.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0300443022000022495]