本文從社會學角度分析跨境學生教育，指出它是一個日益重要但又被忽視的社會現象，是在二十一世紀的香港教育服務中要積極面對的挑戰。這個社會性的議題與政府整個的經濟政策和人口政策息息相關。香港學校一直把跨境學生文化差異視而不見，又或見而不為所動。反映整個教育制度對這群學生人口的不接納，既定課程、考試及課業設計既沒有照顧他們的文化思想背景，也漠視他們的教育需要，使他們因種種不適切的教育方案而屢受挫折，形成教育的浪費。
[Copyright © 2004 師大書苑有限公司]

香港學校的課外活動日益受到重視，然而，很多課外活動的費用亦頗高。隨著新來港學童日漸增多，由於這些學童大多來自經濟較差的階層，香港學校體系必須要做出相應的調整，以接收這類學生並協助他們積極參與課外活動。本文將簡略介紹課外活動、聯課活動、餘暇活動等，再針對新來港人士的財務支出與參與課外活動的相關性做一深入的討論，再輔以一些成功的例子作為總結。
[Copyright © 2004 師大書苑有限公司]

本章包含四個部分，第一部分介紹從中國大陸遷移到香港的「新到港學童」的背景情況」，其次分析這類遷移的獨特性質，進而探討這類學童在適應移居地的教育需要，最後評介香港政府在這方面的相關政策。
[Copyright © 2004 師大書苑有限公司]

Enhancing quality early childhood education and enabling access for ethnic minority South Asian (SA) children in kindergartens have increasingly been a social concern in Hong Kong. This empirical study examines the beliefs and perceptions of kindergarten teachers and principals towards educating SA children in their own educational settings. The research focus was sharpened by a case-study method to examine the effectiveness of SA children from two different kindergartens with significant demographic differences. In total, 10 focus group interviews with 29 teachers and individual interviews with the 2 principals were conducted to understand their perspectives on the learning and transitional needs of SA children. The findings reveal a remarkable difference between the beliefs and perceptions of both teachers and principals from the two kindergartens in response to the diverse needs of SA children. School policy, practice and the implications for the development of early years education are discussed.; Enhancing quality early childhood education and enabling access for ethnic minority South Asian (SA) children in kindergartens have increasingly been a social concern in Hong Kong. This empirical study examines the beliefs and perceptions of kindergarten teachers and principals towards educating SA children in their own educational settings. The research focus was sharpened by a case-study method to examine the effectiveness of SA children from two different kindergartens with significant demographic differences. In total, 10 focus group interviews with 29 teachers and individual interviews with the 2 principals were conducted to understand their perspectives on the learning and transitional needs of SA children. The findings reveal a remarkable difference between the beliefs and perceptions of both teachers and principals from the two kindergartens in response to the diverse needs of SA children. School policy, practice and the implications for the development of early

This paper addresses issues of cultural minority students in Hong Kong. The study involved multiple case studies of nine schools where interviews with principals and teachers were carried out. Findings demonstrate that Hong Kong, as an international city, is conservatively behind in dealing with cultural differences. Many mainstream schools are reluctant to accept children who do not belong to the Cantonese-speaking group. For example, new arrival children from Mainland China with additive cultural capital are generally welcomed by the schools, whereas those with negative cultural capital are often rejected, retained or demoted by schools. Further, children of South Asian decent can only attend one of the seven government-funded schools that cater for ethnic minority pupils. The study found schools in Hong Kong greatly behind in multicultural knowledge, skills, and experience in working with children from diverse cultural backgrounds. The paper attempts to draw implications for future policy.

This study examined the factors associated with the psychological and sociocultural adaptation of immigrant parents of preschool children, in terms of psychological distress, difficulties in managing everyday lives, marital relationship, parenting stress and preception of child behaviour problems. The participants were 261 immigrant parents. They were requested to complete a questionnaire on the above variables. The results indicated that psychological and sociocultural adaption outcome variables were related to one another and key were associated with self-efficacy, social support and acculturation strategies. Implications for service provisions were discussed.
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