In neoliberal contexts, schools are accountable for educational quality, and effectiveness is measured by objective indicators, such as examination scores. Schools tend to become committed to preparing students for examinations rather than all-round and complete personal development, making it difficult for students to identify the meaningful connections between themselves and learning activities, and, in turn, resulting in negative learning experiences. Marxist theorists refer to this condition as alienated learning, that is, the internal contradiction between the learner’s self and learning labour. In contrast, curricular reforms across the globe have promoted a progressive pedagogy that values engaging students in the full range of life experiences in education, enabling them to overcome alienated learning. Yet the effects of curricular reforms are still unclear. The present study sheds light on the extent to which reforms permit students to confront alienated learning. To achieve this aim, the study investigated 44 Hong Kong secondary and undergraduate students with photovoice methods. Its findings suggest that the effects of these curricular reforms are minimal, though they offer opportunities for students to explore their interests. Many students will still experience alienated learning; their interests continue to be subordinated to examinations and even devalued by their schools and teachers. Copyright © 2022 The Author(s).

The global trend of decentralisation in education empowers schools and teachers to have more autonomy in making instructional decisions. Influenced by the implementation of the new curriculum reform (NCR) and the three-level curriculum management policy in China, teachers supposedly have more authority in curriculum decision-making. Although many studies on curriculum leadership (CL) have been conducted, there is still a scant amount of studies focusing on understanding of teachers’ engagement in CL. This is especially the case in the Chinese setting. This research thus aims to explore principals’ and Teaching Research Group (TRG) leaders’ perceptions of TRG leaders’ engagement in CL and compare their perceptions to explore similarities and differences. TRG leaders are the backbone teachers chosen from the corpus of front-line teachers, therefore, it is critical to investigate their engagement in CL.A qualitative research approach was deployed using interviews, observations, documents and field notes. Interviews were adopted as the main source of data to investigate how 10 principals and 20 TRG leaders understand TRG leaders’ engagement in CL in secondary schools in Taiyuan City, Shanxi Province, China. Content analysis was employed to analyse the data in Nvivo 10.The findings are grouped into five major categories, namely, general understanding of CL; enacting CL at the organisational level; at the classroom level; at the social relationship level; and at the personal level. The study identified that the term CL is rather new to some principals and to most of the TRG leaders. In particular, findings show that TRG leaders’ autonomy in taking initiatives for curriculum matters is limited at all levels although they have been assumed to be taking the role of TRG leader. Importantly, this research developed a conceptual model of TRG leaders’ engagement in CL in the Chinese context which consisted of four dimensions: (1) framing/planning goals at the organisational level

This study examined the perceptions of two groups of teachers, namely Secondary 3 and Secondary 6, regarding effective pedagogical practices in relation to curriculum reform. A total of 1,215 teachers from 91 secondary schools participated in the study. Collaborative inquiry, instructional strategy and catering for learner diversity were conceived as the three most effective pedagogical practices for implementation of the reforms while seven perceived student learning outcomes were also identified. Further multi-group analyses supported invariance between the two teacher groups in their perceptions of student learning when applying the three pedagogical practices in the classrooms. Results of path analyses revealed that Secondary 6 teachers viewed collaborative inquiry as having a significant effect on all aspects of student learning, but such impacts were not seen as very likely in the view of Secondary 3 teachers. On the contrary, Secondary 3 teachers conceived instructional strategy as the most effective way to enhance student learning. Catering for learner diversity had a positive association with various aspects of student learning in the view of both teacher groups. The study concludes with the implication for enhancing professional development of teachers. Copyright © 2021 National Institute of Education, Singapore.

In this study, a modified version of the Curriculum Orientation Inventory for Early Childhood Education (COI-ECE) is developed and validated with a sample of 717 in-service teachers from fifty Hong Kong pre-primary schools. Results of confirmatory factor analysis show that the curriculum beliefs of pre-primary school teachers can be conceptualised into four dimensions: humanistic, cognitive process/academic, technological, and social reconstruction orientations. Results also reveal that pre-primary school teachers hold strong humanistic orientation beliefs while cognitive process/academic orientation beliefs are held less strongly. Further analyses by one-way ANOVA tests find that differences in curricular orientation beliefs are related to teachers’ educational level and teaching position. This study reaffirms the importance of implementing an integrated developmentally appropriate curriculum in promoting whole-child development in children’s early years. The implications for supporting and sustaining teachers’ curriculum-based planning and subsequent teaching practices will be discussed. Copyright © 2021 The Author(s), under exclusive licence to Springer Nature B.V.

本文以一個教研項目的經驗為基礎，討論價值觀教育課程的設計原則與教學實踐技巧。內容主要以一初中系列的視像教材設計及相關課研經驗為例子，先綜合出四項課程設計原則。之後，藉著過程中所蒐集的課堂數據解釋相關的教學實踐技巧。最後，本文以建議教師在設計及實踐價值觀教育課程的角色作為往後值得關注的課題作結。With reference to an experience drawn from a teaching study, this paper discusses the design principles and teaching practice skills for values education curriculum. It first summarizes four design principles by using the series of video resource and the teaching study from a junior secondary school. Then, it explains the related teaching practice skills based on the empirical data collected in lessons. At last, it ends with suggesting that the role of teachers in designing and teaching values education curriculum would be a topic for further study. Copyright © 2020 香港教師中心.

課程實施是課程改革取得成功的關鍵因素之一。本文試圖透過目標為本課程這個案例，從改革特性、整體策略、教師發展、資源提供、學校行政和教師文化等幾方面，剖析影響香港課程實施的諸多因素。研究表明，雖然政府已經意識到課程實施的重要性，並採取了一些相應措施，但是許多不利因素依然存在。因此，此項改革的課堂實施情況，與改革的理想之間，還存在巨大的反差。目標為本課程，遠非一項成功的改革。 Copyright © 2006 華東師範大學.

成功的教育變革，取決於多種因素，包括：變革的規模和複雜性適中，易於操作；變革的策略是民主的、問題解決式的；通過各種靈活的方式發展教師的知識和信念；教師能夠從變革中獲取利益；學校行政的支持和教師文化的配合。成功變革的指標，應該是該項變革制度化、持續化，整合成為學校的常規。 Copyright © 2002 華南師範大學.

要進一步完善課程與教學改革，我們必需加強理論與實踐的對話。本文第一部分探討課程與教學理論與實踐之間的關係，以及兩者出現差距的原因；第二部分探討實踐者研究（或教師研究）作為強化理論與實踐的對話之一個取向，並根據有關文獻探究，將實踐者研究的目的、與學術研究的關聯、溝通方式組成一個初步架構，亦會討論香港一些實踐者研究（如行動研究）的例子；第三部分探討課程與教學理論工作者的研究取向如何在實踐層面有助於課程與教學改革，並對學術的理解，以及大學與學校建立夥伴關係的定位作一審視。To further improve curriculum and instructional reforms, we need to strengthen the dialogue between theory and practice. This article is divided into three parts. The first part explores the relationship between curriculum and instructional theories and practices as well as reasons behind the discrepancy between theory and practice. The second part discusses the practitioner research (or teacher research) as one of the approaches for reinforcing the dialogue between theory and practice. This part refers to Zeichner and Noffke’s literature review and formulates an initial framework based on the components of purposes, relevance with academic research, and modes of communication. Examples of practitioner research (e.g., action research) in Hong Kong will be discussed. The third part highlights how the research approach of experts on curriculum and instructional theories (scholars) enhances curriculum and instructional reforms as well as examines the understanding of scholarship (e.g., Boyer’s scholarships of discovery, integration, application and teaching) and the orientations of university and school partnerships. Copyright © 2004 北京大學.