德育及公民教育是2001年香港課程改革中四個關鍵項目之一，學校推行德育及公民教育是否成功，對學生的身心發展，以至社會的整體安定繁榮也有著密不可分的關係。政府於2001年就四個學習階段訂下德育及公民教育的課程框架，並在2008年作出修訂。本文以課程決定為討論的切人點，嘗試從內在及外在情景的視角，引用不同學者提出的相關理論作初步探討，並提出對香港德育及公民教育發展的個人觀點。
The Moral and Civic Education is one of four key tasks in the Hong Kong curriculum reform 2001. Whether the implementation of school moral and civic education is successful or not, it will impact the development of the student's body and mind, and even the stability and prosperity of the society as a whole. The government subscribed the moral and civic education curriculum framework in 2001 on four learning phases, and made the revision in 2008. This article attempts to explore the issue in view of curriculum decision making and from internal and external context perspectives together with related theories. Author’s point of view on the future development of Hong Kong moral and civic education will also be made.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

This paper explores whether any of the traditional aspects of Chinese culture discussed in the marketing and cross-cultural literature still apply to today's generation of Chinese students in the seemingly westernized location of Hong Kong. It finds that most of the traditional cultural beliefs are still endorsed although Hong Kong students also felt that they were quite independent, individual and creative-within the framework of respecting traditional values. The paper then discusses (on the basis of presenting the same set of students with the findings of this part of the research) how foreign universities might adapt their courses and programs to meet the cultural needs of Hong Kong students. It was found that universities need to adopt a delicate balance between respecting traditional Chinese values and concepts, and encompassing more westernized beliefs and attitudes which enable the students to learn in an environment which enables them to express their creativity and individualism, within a fundamentally quite conservative cultural environment. The value of the research is that it will help foreign universities position their programs and courses for this quite complex and subtle market.
[Copyright of Journal of Marketing for Higher Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1300/J050v13n01_09]

The role of beliefs on teaching and learning has been evidenced in research literature as influencing the success or failure of curriculum and instruction. Within the belief system, the epistemological beliefs are found to relate to meta-cogntive activities (Schommer, 1994) , which are considered important in leaning and teacher professionalization. This paper reports the findings of a study conducted by the author to examine the epistemological beliefs of Hong Kong teacher education students, based on a questionnaire adapted from that of Schommer (1991) and any possible relation between epistemological beliefs with demographic variables such as age, gender and electives. The issue is approached from a comparative perspectives with results discussed with reference to both the Hong Kong (Chinese) cultural context and western (North America) culture. Implications are drawn from the cultural base, with suggestions for future development in teacher education programs and possible direction of research.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]

The present paper tries to identify the societal factors and psychological factors that motivate students to have better performance in English as a second language and to postulate a theoretical model subsuming these socio-psychological variables to explain and predict the performance in English as a second language for Hong Kong students in Australia. Since the proposal of socio-educational model of second language learning by Gardner (1959), a number of studies have focused on identifying the potent factors in second language acquisition. Giles and Byrne (1982) emphasized the need to have variables intended to determine the perceived relationships operating between ethnic groups. Kraemer (1993) included ethnolinguistic vitality perception construct in her study on social psychological factors in the learning of Arabic in Israeli schools. 247 students of ethnic Chinese in the Sydney metropolitan area who were studying in weekend Chinese schools and 628 Hong Kong students who were studying in primary and secondary schools were sampled. Path analysis was used to determine the relationship between the performance of Chinese and English with societal and psychological variables.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]