Examines the impact of health education programs on health behavior for children and teachers in Hong Kong, including composition of health education, establishment of health-promoting schools, launch of Healthy Schools program.
[Copyright of Education for Health: Change in Learning & Practice is the property of Towards Unify for Health. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/135762800750059516]

Sex education is not treated as an important subject in the school curriculum of Hong Kong. The Hong Kong Education Department issued in 1986 and 1997, respectively, two guidelines on sex education for schools' reference. The 1997 Guidelines cover a broader conceptual framework relating to different aspects of human sexuality and also include teaching strategies. Surveys by the Education Department in the early 1990s showed that there were a lot of problems in promoting sex education in schools. To see whether there had been any progress in sex education in the post-handover period to China from the United Kingdom, a working group of the Hong Kong Institute of Education carried out a study on this issue in the year 1999-2000. Data were collected through a survey and a small number of structured interviews. The study reveals that secondary schools are now generally more positive in promoting sex education and more interactive teaching methods are used. However, there are still a lot of constraints in the promotion of sex education in schools in Hong Kong.
[Copyright of Sex Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14681810500171458]

Will our Christian colleges in Asia serve as possible venues for the cultivation of communication and understandings among people of different cultures? This is the issue addressed in this paper and the author attempts to give a report of the work of Chung Chi College overall, with special reference to her distinctive contribution as a Christian college in Hong Kong, China, and its Asian contexts. As a Christian college, Chung Chi College has found herself serving not only as a light to the gentiles but also as "a bridge" between the Eastern and Western cultures, between Christianity and other religious traditions.
[Copyright of Christian Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/15363750590959977]

The present study investigates the views of Hong Kong parents on kindergarten education. A questionnaire was designed to examine the reasons for parents to send their children to kindergartens, their concept of kindergarten education, their views on kindergarten teachers' work and training. There were 14,328 returned questionnaires. The findings indicate that parents had positive attitudes towards kindergarten education; they thought that kindergarten education was important for their children and that well qualified teachers were necessary for kindergarten education.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0300443991590103 ]

Narrative provides meaning and belonging in human lives because every human experience is a lived story, and a storied experience. Rooted in Dewey's thoughts on the past-present-future continuum of experience, Connelly and Clandinin define narrative inquiry as "the study of how humans make meaning of experience by endlessly telling and retelling stories about themselves that both refigure the past and create purpose in the future" (1988, p. 21). In the present paper, I first explore the meanings of early childhood education and depict the general background of early childhood education in Hong Kong. Then, by adopting Schwab's (1973) four commonplaces of subject matter, learner, milieu and teacher as a curriculum framework, I examine curriculum issues in kindergarten with illustrations of my experienced stories about the teaching of an in-service kindergarten teacher in Hong Kong. Finally, based on Schwab's four curriculum commonplaces, I analyze the Reform Proposals for the Education System in Hong Kong as published in September 2000 by the Hong Kong Education Commission with special emphasis on early childhood education and pre-primary teacher education in Hong Kong for the new millennium.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0300443022000022431 ]

This paper reports data from a study of children's experiences of transition to school in Hong Kong. Hong Kong research into transition to school has been limited to investigation of curriculum issues and teaching practices by the Education Department (1993), a comparative study of skills preschool and primary school teachers believed children needed (Chow, 1993), and a recently released study on primary one students' transition problems in the Shatin area (Chan et al., 1999). In the present study, Hong Kong parents, primary school teachers and children expressed their views on difficulties in transition to school. Two types of primary schools were chosen for the sample: two with preschools attached and two which served neighbourhood preschools. Children and primary teachers were interviewed twice, once in mid October, in the initial "settling in" phase, and again in mid June the following year, at the end of the school year, while parents were surveyed in mid-October. In general, difficulties of "settling in" were overcome at the end of the first or second month. Nearly all children preferred studying in the primary schools during the first interview. However, the second interview revealed that some children wished to go back to the kindergartens where they claimed they had no pressure for examination and study. The results showed that pedagogical discontinuity is a major issue of difficulties in school transition in Hong Kong. The findings echoed those from the Chan et al. (1999) study on the adjustment of primary one pupils in Shatin.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0300443022000022440 ]

This qualitative study involving 30 teachers, followed by a survey of 895 teachers, investigated Hong Kong teachers' perception of a whole-school approach to guidance and its practice. Findings revealed that teachers perceived a whole-school approach as fostering student development and as a system of management. Teacher dedication, communication, and team spirit were considered as facilitating factors for its implementation. Findings also revealed an overall mismatch between teachers' beliefs about a whole-school approach and their perceived school reality, and that a wholeschool approach was not seen as practised in the majority of schools. There was a close relationship between schools' guidance focus and their implementation of a whole-school approach. Schools implementing a whole-school approach were considered to have both a preventive and developmental guidance focus and practice. Implications for the implementation of guidance are discussed.
[Copyright of British Journal of Guidance & Counselling is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/030698880220106528]