This article presents a conceptual framework for evaluating the teaching effectiveness of distance education courses and demonstrates how student evaluations can be analysed by rigorous statistical techniques. The conceptual framework consists of four dimensions which relate to student development, assessment, learning materials, and a face-to-face component. Each dimension subsumes a number of attributes. Justification for inclusion of the dimensions and attributes is presented. Based on the conceptual framework, a student questionnaire was developed. The interrater reliability and construct validity of student evaluations collected by the questionnaire were demonstrated through analysis of variance and hierarchical confirmatory factor analysis, respectively.
[Copyright of Distance Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/0158791980190104]

Like many other countries, Hong Kong Special Administrative Region Government has invested heavily in the computer facilities of schools. It is expected that by using ICT, the quality of education will be enhanced through a paradigm shift in school pedagogical practices. However, some educational innovations resulted in disappointing outcomes and some of them did make the progress expected and failed to sustain their development. This research addresses such problems by presenting a model that provides guidance on how to facilitate effective and sustainable Innovative Pedagogical Practices Using Technology (IPPUT). The model was derived from an in-depth case study of one innovative primary school in Hong Kong. The research first investigated what an innovative classroom might look like, then by using the "Layer-Two" Model Instrument (Typology of ICT Uptake) (Newhouse, Trinidad, & Clarkson, 2002) and other Matrix Construction Techniques (Miles & Huberman, 1984), various conditions and constraints on the development of IPPUT were identified, subsumed and grouped into two "issue trees." It is particularly useful for the school leaders to formulate optimum strategies for implementing IPPUT by comparing their school's realistic situations with those factors in the two "issue trees". Finally, the whole-school system model was presented suggesting that given favourable conditions including visionary school leadership, whole-hearted collaboration and participation of all school stakeholders, with a systematic managerial methodology, it is possible to have true ICT integration and sustainable pedagogically-sound environments for students' learning.
[Copyright of International Electronic Journal for Leadership in Learning is the property of International Electronic Journal of Elementary Education.
Access via Directory of Open Access Journals: http://www.ucalgary.ca/iejll/]

Seventeen lecturers in three departments in a university were interviewed about their conceptions of good teaching, their perceptions of the differences between adult and full-time students, and the actual strategies and methods they employed in their practice of teaching the two student groups. Results showed that there were common perceptions of the way adult students differed from their full-time adolescent counterparts. However, they reacted differently to those perceived differences. Three major types of accommodation were found: catering for weakness, treating both groups in the same way, and remediating weaknesses. The lecturers' conceptions of good teaching could be categorized into two main categories: transmissive and facilitative. Cross-tabulation of the teaching conception of the individual lecturers with their orientation to accommodation showed that those holding a transmissive conception tended to cater for the weakness of their students or make no distinction between teaching adult and full-time students. Those perceiving teaching as facilitating learning were more likely to try to remediate the weaknesses of their students.
[Copyright of International Journal of Lifelong Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02601370119164]

This article examines the problems associated with introducing integrated education into Hong Kong's mainstream schooling system. The research objectives were to examine the experience of teachers in teaching children with special needs in mainstream schools; to examine the attitude of mainstream teachers towards integrated education, and explore whether the differences in perception of difficulties and attitudes are attributable to types of disability and availability of resources. This was achieved through a research strategy utilising a questionnaire survey combined with individual and group interviews. The results demonstrate that there is a clear hierarchy of preference amongst teachers in relation to special needs children. Students with a learning disability and/or behavioural problems pose more challenges to teachers than those with a physical difficulty. Teachers that had both types of special needs children in a class experience more problems in maintaining classroom discipline, have a greater workload and struggle to manage the disparate academic standards amongst students. Teachers in schools with extra funding provisions, teachers trained to teach special needs children, additional counselling resources and specialist support expressed more accepting attitudes towards children with special needs and their admission into mainstream schools. Resource classes did not exert a positive effect on acceptance. More than 70% of questionnaire respondents were supportive of two positive value statements 'realisation of equal opportunities' and 'a good chance for students to interact'. At the same time teachers tended to agree with the statements 'integration was a burden to the schools and teachers' (over 60%) and 'a painful struggle for special students' (48%). Although there is a general normative acceptance of inclusion, the statistical pattern suggests that teachers' attitudes are not static or based solely on ideology.
[Copyright of Disability & Society is

The philosophy and practice of lifelong learning has a long history in China, being traceable to Confucius's idea (circa 500 BC) of 'education for all'. However, very little research has been done on the development of the Confucian idea of lifelong learning in ancient China, or on its influence on current practices of lifelong learning within the wave of educational globalisation. This paper contains three parts that explore these topics. The first describes how Chinese people perceive and practise lifelong learning in the Confucian tradition. Apart from an updated review of Confucian ideas and practices, the development of Confucian tradition in selected dynasties is also examined. The second analyses characteristics of Confucian heritage learning cultures and their strong impact on present-day Chinese learners, including: pursuit of lifelong learning, teacher authority, collaborative learning, and the function of effort in successful study. The final part discusses negotiation and integration of Chinese and Western learning cultures in a globalising world.
[Copyright of International Journal of Lifelong Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02601370802051561]

A study investigated peer collaboration among high school students when solving qualitative physics problems. Participants were 18 students in a year 12 physics class in a Hong Kong school, who worked both individually and in groups to solve physics problems. Findings revealed the positive impact of engaging students in peer collaboration to solve physics problems. Peer collaboration enhanced participants' understanding and problem-solving skills, encouraged them to reflect on the objects of learning and their approach to learning physics, and provided them with a new perspective on problem solving. Other findings of the study are discussed, and recommendations for future research are provided.
[Copyright of International Journal of Science Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09500690110038602]

This paper looks at the developmental needs of teachers in relation to facilitating the personal and social development of students. It goes on to describe a module, 'Personal and Social Education', offered to all pre-service teachers in the Hong Kong Institute of Education which aims at equipping trainee teachers to carry out the guidance role of a teacher in the context of Hong Kong, particularly in the role of a class teacher. It concludes with the results of a survey seeking the views of these trainees on the module they had undertaken.
[Copyright of Pastoral Care in Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1111/1468-0122.00160]