It was a classroom research study with two main purposes. First, to describe, using the information gathered during observation, some of the richness and variety of what goes on in a kindergarten classroom. Second, to search for patterns from among these events and the complex interactions of theory, practice and beliefs in order to help explain why certain teachers do one thing while others do something else. This will enable kindergarten teachers to reflect on their own practice in a way which up to now has not been possible, since there was little attention given in Hong Kong to the systematic study of teaching by observing teacher behaviour in the classroom. The research would help identify some hidden aspects of classroom culture or beliefs that affects teachers’ professional development. No claim is made that either of these in any way typical of kindergarten teaching as a whole. However, it casts light on approaches which some teachers have found appropriate in the circumstances. Moreover, it should allow those how train student teachers to bridge the gap between theory with practice by offering the means of illuminating theory with precise and detailed information about life and perception inside the kindergarten classroom.

How do people’s international experiences affect what is learned in school? This study examines how teachers and students in diverse school settings in Hong Kong and The United States bring their international and cross-cultural experiences into classroom learning. Through the theories of global education and intercultural development, the authors analyze how students’ and teachers’ experiences are contextualized within classroom instruction and identify ways in which the shared experiences influence learning about the subject under study. The paper also synthesizes findings within and across schools and countries with illustrations to flesh out both commonalities and differences.

本文分析中國、日本、美國以及中國香港行政特區開展的各具特色的教研、課研、課的分析活動，並詳細描述了香港的課堂學習研究理論架構和實踐情況，並對這些教學研究的發展前景進行了探討。文章指出，中、小學校自覺地形成一個資深教師、指導教師與新教師為小組進行課堂學習研究是提升教師專業發展、改善課堂教與學、校本課程開發的很好模式。
[Copyright © 2007 華東師範大學出版社.]

世界上不少地方正在進行教育及課程改革，然而不少教育研判的結果卻告訴我們，絕少教育改革能真正對學生學習產生正面的影響；而能夠產生明顯作用的，都是那些直接涉及學習內容的改革。課堂學習研究就是針對學習內容為出發點，以變易學習理論為基礎，運用行動研究的模式，聚合教師、教育研究員的集體智慧，解決學生的學習困難，幫助每個學生學得更好。經過六年的探索、實踐及研究，香港已有超過100多所學校參與，並已發展了130多項課堂學習研究。在這過程中，課堂學習研究被發現不僅能幫助學生學得更好，更是一個成就教師發展、校本課程發展及學校改革的有效工具。本文除闡述課堂學習研究在香港的發展外，更探討其對教師發展、校本課程發展及學校改革的影響，以及其未來發展所要面對的挑戰。
[Copyright © 2005 上海電視大學.]

The paper examines the management of classroom discipline. The objective was to examine how they constructed indiscipline and good discipline, and accordingly what practices they facilitated to manage students’ behaviour. Qualitative data were collected from four Hong Kong secondary schools. Twelve teachers were interviewed. Eight lessons were observed. Results indicated that classroom discipline was a crucial factor for effective teaching. Also, the classroom itself could hardly separate from the wider context where it was located, such as school structure and cultural values. The implications of these findings, particularly to other countries, are given. Some appropriate recommendations for change are discussed.

Student teachers are concerned with discipline as in-service teachers do. The study aims to explore their knowledge of classroom discipline. The study is qualitative, descriptive and narrative in nature. The research method of unstructured interviews was employed to capture their professional knowledge of classroom discipline. Ten student teachers from Hong Kong were involved. Throughout the two-month period of their teaching practicum in Hong Kong secondary schools, three interviews for each participant were conducted. The study illuminates the classroom experience of student teachers and reveals that they found difficult to transfer concepts and skills mastered during their training to the classroom. Further, with the exploration of the convictions and meanings that have arisen from their experience, the initial findings enhance our understanding of their needs regarding classroom discipline. The implications to the professional development, future studies into discipline, and the promotion of positive classroom discipline strategies will be given.

This article discusses how school management can facilitate effective learning in schools for young children. First, it briefly reviews the concepts of curriculum, pedagogy and effective learning. Then, the current state of early childhood education in Hong Kong is examined. With reference to schools for young children in Hong Kong, the article then explores how school management can improve and maintain effective learning through curriculum and pedagogy.
[Copyright © 2001 Alberta Teachers' Association.]

This paper illustrates how classroom small talk between a teacher and students constitutes a distinct interaction pattern which varies significantly from pedagogical discourse of an institutional nature such as the initiation/response/feedback (IRF) pattern described in previous literature (Mehan, 1979 ; Sinclair & Coulthard, 1975). By presenting a piece of extended small talk in an ESL secondary classroom in Hong Kong and contrasting it with a piece of typical teacher-orchestrated institutional classroom talk, I show how the teacher and students demonstrate more dynamic and less asymmetrical roles during small talk with clear evidence of active contributions to the exchange by the students in terms of topic setting, turn initiation, turn development, and negotiation of meaning. Features of the small talk resemble everyday social discourse. Implications of this kind of classroom talk on the learners’ L2 language development are explored.
[Copyright © 2003 University of California, Los Angeles.]