*Noting that the use of big books has become a creative approach to teaching reading in Hong Kong school, the author describes in the paper the impact of this approach to creativity enhancement in, especially, low achieving students.

Gifted education in Hong Kong reflects the Chinese tradition of valuing and nurturing special abilities in children. Thus, identifying and selecting gifted and talented students into programs are central. Currently, procedures in Hong Kong generally emphasize the use of standardized instruments for identifying the intellectually gifted (using the Hong Kong Wechsler Intelligence Scale for Children or Raven's Standard Progressive Matrices), the academically gifted (using the Hong Kong Attainment Tests), and the creatively gifted (using the Chinese versions of the Torrance Tests of Creative Thinking or the Wallach-Kogan Tests). Advocating the use of multiple criteria, educators in Hong Kong also employ informal measures such as nominations and rating scales. The complexity of the identification process was illustrated with the Chinese University Summer Gifted Program procedures of nomination, screening, and selection based on multiple measures and the ultimate criteria of matching individual specific needs with program services available. The issues regarding students being labeled as gifted or nongifted as a result of identification, the all-or-none misconception of giftedness, and the need to design and evaluate multiple measures and identification procedures are discussed.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/ 10.1080/02783190009554008 ]

The development of gifted education in Hong Kong, and the rationale for leadership training for gifted and talented students are briefly described. The Creative Leadership Training Program for gifted and talented students at the Chinese University of Hong Kong incorporates the components of teaching leadership characteristics, teaching component leadership skills, and putting students into leadership roles in activities that emphasize creativity and a futuristic orientation. Based on the notion that leaders empower others to lead themselves, following training, students are supported to practice their skills in leadership, and transfer these knowledge and skills to their peers in their respective schools in school-based programs of peer tutoring and peer counseling. While favorable feedback regarding the training program has been received from participants, their experiences in practicing their leadership skills in school-based peer support programs have yet to be reviewed in future program evaluation studies.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02783190009554009 ]

Ninety university undergraduate students were tested on a number of tasks assessing their recognition of possible and impossible figures, mental rotation, ideational fluency, and self-report artistic and creative characteristics. Scores on the Impossible Figures Task (IFT-14) and the Mental Rotation Test, and self-ratings on the Artistic Characteristics Rating Scale were found to differentiate among Fine Arts students, Architecture students, and students from Arts Faculty disciplines less related to visual-spatial abilities, suggesting that the IFT-14 could be used to assess visual-spatial or visual arts talents. The application of the IFT-14 with the same related measures to a sample of 103 primary and secondary gifted students provided further supporting evidence. Implications of the findings on the development of more sensitive measures for identifying students with visual-spatial or visual arts talents are discussed.
[Copyright of High Ability Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13598130802504296]

This is a comparative study of the career drivers of accounting students in Singapore, Australia and the Hong Kong Special Administrative Region (HKSAR). The study examines the motivational factors that steer accounting students into choosing accounting as a programme of study in their respective countries. Comparative analyses are performed to examine the importance of each career driver, taking into consideration gender and country/institutional variables. The results indicate significant differences between male and female students with respect to the importance of the following career drivers: search for meaning, security, material rewards and creativity. Significant differences are also found among countries/institutions and the importance of career drivers such as expertise, status, security, affiliation and creativity. The study concludes with a discussion of the implications of the findings for both the profession and academic educators as well as suggestions for future research.
[Copyright of Journal of Education and Work is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13639080801957014]