This study attempts to explore the implementation of the New Senior Secondary (NSS) music curriculum and senior secondary school music teachers’ perceptions towards the NSS music curriculum in developing students’ creativity. In Hong Kong education reform, the necessity of developing students’ creativity was emphasized and “developing students’ creativity” was addressed as one of the four learning targets of music education. As the last step of Hong Kong education reform, senior secondary curriculum reform has been implemented in 2009. Compared with the previous senior secondary music curriculum, the NSS music curriculum contains more diversified teaching contents and assessment methods. Besides, since senior secondary students who select music as one of their elective subjects have to participate in a public examination, and the results directly related to whether they can be accepted by universities, senior secondary music teachers who are undertaking to teach the NSS music lessons are under a pressure of assisting students to get a positive result in the public examination. Under this circumstance, to what extent the learning target “developing students’ creativity” can be achieved through undertaking the NSS music should be further studied. In this study, seven in-service senior secondary music teachers were invited to share their arrangements of offering the NSS music and their perceptions towards the NSS music curriculum in developing students’ creativity. Since “Creating” was stated as the most effective module in developing students’ creativity in the NSS music curriculum guide, music teachers’ teaching practice for teaching the “Creating” part was asked particularly. Findings indicate that 1) the NSS music was only offered by a few of senior secondary schools; 2) most of the interviewees displayed a positive attitude towards the importance of creativity; and 3) most of the interviewees considered that students’ creativity cannot be significantly developed through

Mother tongue language (MTL) curriculum is core to school education in most countries/regions' school curriculum. Through mother tongue language learning, students are expected to enhance their understanding of the nation's culture and foster the sense of cultural and ethnic identity. However, MTL education in Hong Kong is complicated by the colonial history. This study examines Hong Kong Chinese language teachers' perceptions of MTL education, and the implication on MTL curriculum development. The questionnaire was administrated to 97 teachers, and interviews were carried out on 17 teachers. Usually, MTL is both the tool with which knowledge and skills are taught and learned and the vehicle for students to learn about the traditions of the countries' literature and culture. In Hong Kong, 95% of the population is of Chinese descent. Traditionally, education in China was a mixture of philosophy, history, politics and literacy. Chinese as an MTL subject in pre-colonial Hong Kong has always been assigned the mission of developing students' cultural identity in addition to the development of linguistic proficiency. During the colonial period, the Chinese Language curriculum shifted to be more language skills based with less emphasis on Chinese culture and moral education. After the sovereignty of Hong Kong was returned to China in 1997, although a new curriculum was implemented in 2002, teaching and learning in school as well as public examinations seem to be remaining language skills oriented instead of culturally based. This deviation from the trend of both Chinese traditional education and global mother tongue language education makes some Chinese language teachers feel confused. In addition, there is comment that in general Hong Kong students' Chinese language proficiency is becoming weaker and weaker in recent years. Thus, effectiveness of the skills oriented language curriculum has come under question. How a language teacher views the aims and objectives of the language

The book aims to explore distributed leadership in developing curriculum innovations in schools with a target of bringing about theoretical underpinnings in the West with the empirical studies and practices in the East. It examines theoretically the roots of the curriculum leadership studies and practically with the empirical data and case studies in Hong Kong which has been considered a melting pot of the Western concepts and innovations in a land of Eastern cultures. The examination is framed within theoretical frameworks of activity theories, discourse analysis and social network systems. The findings will show the impact of the cultural traditions of Eastern countries in the mediation of the direction of the discourses in teacher meetings and the effectiveness of decision making in the processes of developing school based curriculum leadership. The book is theoretically exploratory with practically examined practices for educational leaders like schools headers and department leaders as well as teachers who aim at asserting greater influence in the educational decision making processes. Topics discussed in the book include: • Curriculum leadership functions and patterns of leadership distribution • Engaging teachers in reflective practice: tensions between ideological orientations and pragmatic considerations • Models of distributed leadership: focus, development and future • Initiating, designing and enacting curriculum innovations: procedures and processes This book will appeal to researchers interested in Curriculum Studies, School leadership and comparative education. Those who studies the theory of education and Asian education will also find this book valuable.
[Copyright © 2017 Edmond Hau-fai Law.]

Purpose: The purpose of this paper is to analyze the complex, intricate relationships between the central (intended) curriculum, teachers’ perceived curriculums, and the enacted/assessed curriculum in classroom contexts. To do this, the authors have used Hong Kong’s new core senior-secondary liberal studies (LS) curriculum as a case study, with a special focus on its key pedagogical component – inquiry teaching/learning. Design/methodology/approach: This study’s objects are two teachers (from two local schools), each with a LS teacher’s education. Documentary analysis, lesson observation, and focus interviews were used to triangulate data for interpretation and analysis. Findings: The findings illuminate: how LS teachers’ perceptions of inquiry teaching/learning relate to and align with the advocacy embodied in the intended curriculum, the relationships between teachers’ perceptions and practices of inquiry learning and teaching, and how this aspect of the intended curriculum reform can be made more relevant to the classroom context. Originality/value: This paper contributes to the under-researched area of curriculum gaps and (mis)alignments in Hong Kong’s LS curriculum reform.
[Copyright © 2017 Emerald Publishing Limited.]

「小學統整課程示例計劃」是由香港教育學院資助進行的特殊計劃，目標在於推動香港小學統整課程的發展。該計劃透過參與的六所學校推行小一至小六共六套的統整課程，獲取寶貴的實踐經驗以作交流及推廣，旨在提供一個可行方案的初稿，供香港的學校按照本身的校本條件，參考課程內容作出修訂調動或增潤，並自行發展合適的校本課程。上述計劃邀請所有曾參與學習六套統整課程的三百二十九位小一至小三的學生及二百七十二位小四至小六的學生填寫問卷。本文透過問卷調查的結果探討香港小學生對課程統整的見解，並以下列三個重點 作出討論、分析和建議：（一)學生的學習態度、(二)學生的學習策略及（三〉學生的學習表現。

Hong Kong has been considered as one of the world’s best performing school systems. Among the six factors attributing to the success of the educational system, three are related to decentralization of pedagogical decision-making and empowerment of school leadership and teachers. Teachers’ voices and their wisdom in decision-making processes in schools has become a prominent topic among policy makers and educators. In the last 40 years, international literature suggests that teacher leadership practices in school-based curriculum development (SBCD) as a form of school capacity building enhances teachers’ empowerment and their professional capabilities, which in turn may result in more effective student learning. This chapter reports a portion of the findings based on the interview data of a case study of school-based curriculum leadership in an elementary school in Hong Kong in 2007. The study adopted a design-based approach. Participating teachers engaged in cycles of planning the objectives of learning, experimenting on redesigning the lesson plans, and reflecting on practice lessons. Multiple data collection methods were adopted. Our findings show that a systematic approach in organizing curriculum development activities based on problem-solving approaches and a distributed leadership style among teachers can be effective in enhancing teacher learning in both curriculum leadership skills and powerful learning.

採納宏觀視角回顧香港課程與學校改革的軌跡，力圖從改革內容切入，深入分析學校領導素質、學校轉型資本、校長角色、"教師中心"抑或"學生中心"等幾個關鍵問題。
[Copyright © 2012北京教育學院.]