The practical issue for many teacher educators is how to effect change at both the micro and macro levels in education in Hong Kong. Within Hong Kong there is a perception that change is necessary and that traditional ways of teaching and learning are no longer able to maintain Hong Kong’s position into the 21st Century. The questions then become: how does one bring about change at both the macro and micro levels, within the system as a whole and with in individual teachers? How cans one break into the circle of self-perpetuating traditional practice within schooling and teacher education? Is it possible to educate teachers who will not simply duplicate traditional practices when they are appointed to their posts in schools? How can student teachers be encouraged to critically examine deeply established preconceptions of what it really means to be teacher in Hong Kong and become willing agents of change? How does ones create enough but not too much discomfort with the status quo?

This paper is based on research conducted at the Hong Kong Institute of Education with students in teacher training programs. Students in classes were surveyed to indicate the impact on their learning of the innovative use of teams by their non-native speaking lecturers. Traditional methods in the Hong Kong teacher education setting seldom involve teaming (Morris, 1995). Research on changes such as teaming indicates that they can more rapidly be carried out in Quality environment (Bryant, 1995). Experts in research on change and innovation indicate that there are at least 4 dimensions from which to study an educational innovation, such as teaming in a traditional educational setting such as Hong Kong: from the teacher's perspective, how the innovation is used in the classroom to enhance learning, the leadership role of effective change facilitators, and the various forms the innovation can take (Hord, Rutherford, Huling-Astin, & Hall; 1987). In addition the use of teams in the Hong Kong teacher education program will be studied in relation to model such as the Concerns Based Adoption Model (C-BAM) based on many years of intensive, school-based research (Hord, 1997), as well as from a Quality model (Deming. 1986). These diverse aspects will begin to shed light on how the use of an innovation such as teaming can impact the student learning. Initial findings indicate that student learning is enhanced through the use of teaming. Students report that they find working with their peers beneficial. They report learning not only course content, but also communication strategies. Students also identified many concerns and barriers that need to be addressed in the Hong Kong setting that need to be dealt with to make teaming more successful.

Since the late 1970s, some feminists in North America, the UK, and Australia have celebrated what have traditionally been considered woman's traits, particularly the educating and nurturing of children, the care of the elderly, and the low level of criminal violence among women. The "difference" feminism has appealed to many women because it promotes the view that women's qualities and ways of life are as important, serious and valuable as men's. Working from this theoretical perspective, Nel Noddings developed a feminine ethics of caring. She believes that men and women approach moral problems differently, men are guided primarily by principles, propositions, justification, and fairness and women are guided more by a commitment to maintain caring relationships. Noddings rejected the notion that principles and rules should be the major guide of ethical decisions and argues that caring, a primary attribute of women, is the foundation of ethical response. Noddings has applied an ethics of caring to curriculum development and educational reform. She proposed that if standards arising from women's culture were to guide educational planning, we would have more caring communities. She believes that when men's experiences are used as a standard for curriculum development, the contributions of women towards the improvement of social conditions are often devalued. Women's interests such as childcare, poverty, and peace often are not included in the curriculum. Social studies curriculum would focus on human relationships, with family at the center of the curriculum. Children's social consciousness would be raised because more attention would be paid to social issues. Women's ethics of care and maternal thinking would serve as standards for changing the culture of the schools. Few would disagree with Nodding's suggestion that social issues be given more serious attention in school curriculum. Many realize that the way we educate our children today will influence the types of communities

This paper reports on a pilot study research conducted at the Hong Kong Institute of Education (HKIEd) with student teachers and their teaching practice supervisors. Difference between supervisory discourse of native speaking (Cantonese) and non-native speaking (English) supervisors are explained using a Student Mediation Model to explore how Cantonese students learn from their English speaking supervisors. The research focuses on the nature and quality of student-supervisor discourse to determine whether what is perceived is what is intended. The results may be a model of staff development. Theories of Communication, Semiotics and Symbolic Interaction, as well as interpersonal and intercultural theories are also applied to the model. A survey of HKIEd students in spring 1996 revealed their need to be briefed on the communication style impact of non-native speaking supervisors. If there is misunderstanding between student expectations and supervisory behaviour a need for staff development for supervisors would be indicated. Staff development research indicates that successful implementation calls for staff development for the supervisors. Early analysis of the data has begun to reveal that there is indeed a difference and dissonance in what the students receive related to what the supervisors are sending. Continuing analysis will occur over this summer with a full report for the conference.

This paper is based on research conducted with principals in Hong Kong which is a replication of a study conducted Virginia, United States of America (USA). The paper outlines the implementation of Quality Leadership strategies used by both sets of principals to restructure their schools in a changing society. Principals report their leadership role can no longer follow the traditional autocratic model. Both sets of principals are changing the strategies they use to manage their schools. Research on the implementation of Quality in education made the following observation even stronger evidence of Quality implementation existing at the school level. It is apparent that principle have attempted to change the way they relate to their staffs and manage their buildings. These principals have shared decision-making responsibilities with faculty and support staff through various means. Continued study is warranted to assess benefits to students as well as the role the principal plays in successful implementation. (Bryant, 1995) This case study research was conducted using qualitative methodology to study and compare the differences in the principal's leadership role in the United States and in Hong Kong in the implementation of the components of Quality as defined by the Virginia Department of Education, based on the XEROX Leadership Through Quality model. This case study research is based on extensive research conducted on principals in Virginia and reported by Bryant (1995). Data for Hong Kong was gathered through the use of the in-depth interview developed by Quality and methodological experts. The interviews were conducted on site. The findings include an analysis of the differences in the leadership roles between principals who participated in publicly funded TQM project in Virginia (CTQP) and in a similar School Management Initiative (SMI) Project funded by the Department of Education in Hong Kong. Initial findings indicate that the leadership of the principals in

This paper is based on research conducted at the Hong Kong Institute of Education with student teachers. The paper outlines the implementation of portfolio assessment by some lecturers of the Curriculum and Instruction Department. The portfolio, which incorporates critical self-assessment, is discussed and presented as an alternative form of assessment. This form of assessment provides student teachers with the opportunity to demonstrate their progress in learning and metacognitive skills. This research was conducted using qualitative methodology to study the processes involved in portfolio assessment and the values which underlie the new assessment methods. Teaching sessions were observed, interviews of students and their lecturers were conducted, and documentary evidence (such as the teaching portfolios and students self-assessments) were examined. The findings include an analysis of the implementation of the process of portfolio assessment, the supports and constraints which impacted on the implementation, and the student learning outcomes. The research was funded by the Hong Kong Institute of Education.

This paper will report the initial results of a pilot study which will investigate to what extent the use of portfolio assessment is implemented by teachers in public schools in Hong Kong. Levels of acceptance, successful and not successful methodologies and attitudes will be identified. School subject teachers' and principals' perception will be assessed with respect to the implementation process of portfolio assessment strengths, weaknesses, limitations; and how these perceptions have changed over the years since the use of portfolio assessment was first implemented. Constraints and problems identified with the use of portfolio assessment in the schools and classrooms will be investigated. The Project is seen to be important to both Hong Kong and HKIEd as Hong Kong schools move toward reforming the assessment system which will include the use of portfolios. Currently portfolio assessment is underutilized in Hong Kong even though recent policy and reform documents have called for this type of alternate student assessment. The recent call by the HK Examination Authority to review the public examination system also speaks to forms of alternative assessment, including portfolio assessment. However, few education officials thoroughly understand the impact for such an assessment strategy and have done little to prepare teachers and administrators. It is therefore felt that this study can significantly direct the work of educators in a leadership role with a strategy for implementing alternative assessment strategies such as portfolio assessment for education across Hong Kong.

This project evolved from the efforts of foreign lecturing staff at the Hong Kong Institute of Education. It was found when they first started teaching pre-service teacher education courses, that the language of instruction, although English, was not universally known at a sufficient competence level that all students could understand what was being discussed. The combination of large class size and differential culture expectations, found the lecturing staff themselves in a dilemma of how best to communicate effectively with their students. The following research objectives had to be addressed: 1. Increase collaborative Learning through quality learning teams; 2. To enhance academic outcomes of individual members of the quality learning team; 3. To inculcate a constructivism culture within the quality learning teams; 4. To enhance both learning and instruction strategies; 5. To encourage and increase motivation of both the quality learning team and each of its individual members; 6. To increase student achievement and create a positive student attitude of quality learning teams and their individual members; The formulation of a strategy whereby small groups (maximum of 5 students) took an independent assignment, worked as a "Quality Learning Team", reported back to the class and then with a combination of jigsaw and team presentation styles, a very satisfied, if somewhat initially frightened, group of students emerged. The departure from hand feeding, which was firmly put to one side, resulted in a more independent reflective individual. Team leaders were quickly established, friendships firmly made, trust in ones peers established, relaxed interdependency accepted as the norm, respect of ones peers accepted, leading to the emergence of highly motivated 'Teams' and individuals. The eventual consequence was all of these changed strategies created extremely motivated students for the most part and for those students whose learning style was not suited to this sharing