This article analyses the varied characteristics of histories of education in Hong Kong and discusses the perspectives that an acquaintance with them can provide. Such a focus encourages consideration of the use of incomplete sources by historians of education, as well as attempts to make sense of past educational developments through periodization. The author adopts a periodization scheme associated with colonialism, which facilitates the identification of mysteries (questions derived from incomplete evidence) and the explanation of myths (answers based on incomplete evidence). He anticipates that a similar approach to other societies could stimulate similar insights into both mysteries and myths.
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http://dx.doi.org/10.1080/00467600600851136]

This paper firstly identifies the major legacies inherited by the post-colonial government in Hong Kong, with reference to the key features of access, control and curriculum. Subsequently we examine the state's attempts to reconcile the tension between its quest for legitimacy and for stability. Two dimensions of education, namely the process of educational policy making and the nature of citizenship promoted through the school curriculum, are analysed in terms of the conceptions of civic participation and identity promoted and implemented by the state. In conclusion we point to the shift in the policy making process and the strengthening of policy actions designed to promote the state's conception of civic identity.
[Copyright of Cambridge Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03057640050075215]

Two studies were conducted to investigate the effects of cooperative learning on second-graders' motivation and learning from text. In Study 1, students (n = 160) in cooperative learning groups were compared with their counterparts (n = 107) in traditional instruction groups. The results revealed a statistically significant difference between the two groups, with more favourable perceptions of teachers' instructional practices and better reading comprehension in the instructional intervention groups than in the traditional instruction groups. In Study 2, 51 second-graders participated in the instructional intervention programme. The results showed that students' positive cooperative behaviour and attitudes were related to their motivation and reading comprehension. When students perceived that their peers were willing to help each other and were committed to the group, they tended to be more motivated and performed better in reading comprehension.
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http://dx.doi.org/10.1080/01443410701880159]

The University of New England (Australia) and Chinese University of Hong Kong offer a collaborative graduate diploma and master of health science in gerontology via mixed-mode and web-based education. The multidisciplinary curriculum takes into account Hong Kong's health care system and cultural context.
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http://dx.doi.org/10.1080/036012700407866 ]

This study is designed to investigate the impact of school-based curriculum development teams on teacher development within the tradition of school-based curriculum development in a primary school in Hong Kong. Teacher interviews were used to evaluate the extent that teacher engagement in curriculum decision-making processes within two school-based curriculum development teams has led to teacher professional development which were triangulated with the videotaped meetings and tryout lessons. Qualitative evidence has revealed positively that participating teachers have developed themselves professionally through the process of planning, experimenting and reflecting (PER model) upon curriculum practice and innovation under certain conditions. However, the complexity of the structures and processes that were established for involving teachers in curriculum decision-making processes needs further empirical and theoretical work. This paper only looks at data relating to teacher development in curriculum leadership collected in the second action cycle of the project from January to June 2005.
[Copyright of Asia-Pacific Journal of Teacher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13598660701268569]