本文基本上是一個以學校為本位輔導 (下稱校本輔導) 效能的研究報告，主要內容是描述有關筆者於本年3月至5月期間在本港12間小學進行的一個小規模的量性研究調查，目的為探討校本輔導計劃在本港小學由1992年推行至今的成效，是否能如有關報告書的建議，可以藉著校本輔導，讓全校老師更有系統地結合彼此力量，採取一個更積極鼓勵的方式去培養學生良好的行為，加強他們的自我形象，達致輔導的效果 (教育統籌委員會，1990；教育署輔導服務科，1995；教育署學生輔導組，1997)，進而提升學校教育質素 (教育統籌委員會，1997)。是項研究的另一目的是希望能在取得有關研究資料後，進而發展另一個更全面、更深入的研究計劃。因此本文會首先從文獻中比較香港所推行的輔導方式在本質上與現代西方國家教育趨勢的分別；其次是論述有關研究的發現，報告分析結果及提出一些推行校本輔導所引發的問題和啟示，以作進一步研究的基礎。

本文提出一個強調六環緊扣的學校改進方案，該六環即為「專業共治」、「賦權承責」、「同儕協作」、「持續發展」、「強效學習」與「溝通聯繫」。這個同時重視連貫一致與具前瞻性的校本發展規劃，乃建基於世界教育發展新趨勢的教育理念，結合國內外與香港本土有關研究成果，以及筆者親身參與學校改進計畫及師資培育經驗，包括校長及學校中層領導、在職教師專業進修等課程，綜合而來的學校改進方案。 總結過往有關學校效能研究及學校改進經驗，普遍同意學校的管治理念和領導方針，能否有效調動校內校外資源的配合，適時引入有系統、具認受性的內部評鑒及自我完善機制，是改善學校教育素質的成敗關鍵。「專業共治」與「賦權承責」兩個概念，乃源於此。另一方面，教師專業發展等研究亦發現，在課程設計和教學規劃上的專業賦權，有助教師教學範式的轉移，而「同儕協作」及「持續發展」須配合共同參與的校本管理文化，才會獲得教師支持和取得成效。適當引入「強效學習」的理念，則有助教師由傳統單向式的講授教學，逐漸轉移至重視師生互動及以學生為中心的範式，學生的學習成效遂得以提升。最後，在制度層面，建立穩固而持續的學校、家庭與社區互為夥伴的協作關係，增強學校與教育體系其他部門及社區的「溝通聯繫」，能夠為學校組織發展提供有利條件。

School gardens have become popular in schools globally in the last decade as a response to concerns over societal problems and learning. School gardening provides direct experiences to children and benefits them by offering open environment for them to learn from the nature, transforming the way children perceive learning. This study is based on the theoretical framework in Experiential Learning. Dewey believes that a school garden could provide connection between children and their daily environment. He posits that all learning takes place within social context, and that experiential learning should allow knowledge to be organized in real-life experiences within that social environment, which is the first step to helping children to become lifelong learners. This study adopted an inductive approach and used qualitative case study methods in a purposive Hong Kong kindergarten. The research questions were how the gardening workshops implemented in the school gardens and what the children learned when they took part in the gardening workshops. Unstructured and impressionistic observations, semi-structured individual and group interviews, documentation and physical artifact were used to collect information. This study found that the children had less than expected experiential learning during the process of gardening workshops. Less choice, less free time for children to explore and interact with the garden environment and people, more waiting time, lots of structured and controlled interaction through adults’ regulations, rules and guidance, as well as influence of adults’ different strategies on children’s performance were the reasons found.

Smart classroom has some common features such as automatic sensing physical environment, flexible use of computing devices and physical settings, connected learning environment, and learning data tracking. These features can promote interaction among teachers, learning peers and resources entertaining needs of new generation learners. Interactions in smart classrooms have a higher level of complexity in comparison with traditional classrooms. In this study, an interaction observation tool in K-12 smart classroom was developed, based on the existing interaction tools and derived from the characteristics of smart classroom as discussed. The two major parts of the observation tool are interaction records in smart classroom and interaction support from the learning environment. The tool has been piloted in 14 selected primary and secondary schools in Hong Kong, Beijing and Shenzhen. The tool has been revised eight times after thirty times of in-class observation and ten times of video observation. The tool was evaluated in the dimensions of function, usability and data processing by 5 experts of educational technology, 10 K-12 teachers and 35 observers. The average mean scores of function, usability and data processing are 4.47, 3.98 and 3.94. The Kendall synergistic coefficient is W=0.471, Sig=-0.000, indicating that the tool was highly acceptable.
[Copyright © 2015 Asia-Pacific Society for Computers in Education.]

This paper reports and discusses the findings from the first phase of a research study concerning the use of mobile technologies for teaching and learning within 10 schools in Hong Kong. Implementation plans devised by the schools were evaluated by an extended framework for analyzing mobile learning with a view from teachers' perspective. Initial finding reveals that teachers could contrive limited learning activities involving the use of mobile technologies in a range of subject areas within school environment. Insights derived from the finding highlight a need to guide teachers towards cultivating a more student-controlled and socio-constructive learning environment mediated by mobile technologies.
[Copyright © 2010 IEEE. Reprinted from 2010 6th IEEE International Conference on Wirless, Mobile and Ubiquitous Technologies in Education (WMUTE), pp. 142-145. This material is posted here with permission of the IEEE. Such permission of the IEEE does not in any way imply IEEE endorsement of any of the Hong Kong Institute of Education’s products or services. Internal or personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution must be obtained from the IEEE by writing to pubs-permissions@ieee.org. By choosing to view this document, you agree to all provisions of the copyright laws protecting it.]

WHILE RESEARCH HAS INDICATED that kindergarten teachers across cultures have consistently faced high work stress that may influence their wellbeing, little research has examined the relationships among kindergarten teachers' wellbeing, perceived school culture, and personality types. In the research, 371 in-service kindergarten teachers completed the Myers-Briggs Type Indicator, the School Culture Survey, the Job Satisfaction Survey, the General Health Questionnaire-12, and the Rosenberg Self- Esteem Inventory. Results indicated that teachers who perceived their school culture more positively tended to show higher levels of job satisfaction and self-esteem, but less mental health complaints. In addition, teachers of the extraverted, feeling, and judging types tended to perceive their school culture more positively, have higher levels of job satisfaction and self-esteem than those teachers of the introverted, thinking, and perceiving types. Implications of the findings are discussed in relation to senior school managers and policy-makers in their effort to promote school development and teacher professional development.
[Copyright © Early Childhood Australia].

This paper explores the predictive relationship between knowledge management and school capacity. A cross-sectional quantitative survey was designed to collect data from 427 teachers at 15 secondary schools in Hong Kong. A structural equation model was applied to explore the factor structure of the latent variables and their relationships. The results showed that knowledge accessibility, application and sharing were identified as the predictive factors for teacher learning capacity and organizational learning capacity.
[Copyright © Elsevier Ltd.].