在香港，學生的個別差異己是日益嚴重的教育問題，近期的課程改革正積極鼓勵學校運用課程調適的策略來解決這個問題；因此，有很多學校尤其是小學都嘗試用調適課程的方式來幫助個別差異的學生學習。由於負責調適課程的是教師，他們對以課程調適來照顧個別差異學生的觀念，足以影響學校實施課程調適的效能。透過與教師的面談，本研究試圖瞭解教師對以課程調適幫助個別差異學生學習所持著的觀點，從而提醒有心從事學校改革的校長，必先理解教師參與課程改革的心態，然後採取有效的改革策略，才能促使學校達致校本課程改革的願景。
The problem of students' individual differences has been getting worse in Hong Kong. In recent curriculum reform, schools have been encouraged to use curriculum adaptation as the strategy to deal with this problem. Thus many schools particularly primary schools have made attempts to adapt their curriculum to cater for their students' individual differences. As teachers are the ones who adapt the school curriculum, their views on using this strategy to cater for individual differences would have direct impact on the effect of curriculum implementation in schools. Through interviewing primary teachers, this study aims to understand teachers' perceptions of using curriculum adaptation as the strategy to cater for students' individual differences. The main purpose is to remind those principals and educators who would like to implement curriculum innovations including curriculum adaptation in schools, to pay special attention to teachers' views and attitudes towards the innovations and the need of identifying appropriate implementation strategies in their initiation of school-based innovative initiatives.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

本文闡釋了利用「通達學習」教授數學，照顧個別差異和提升學習動機的行動研究。研究者發現「通達學習」有效照顧班中尖子和能力稍遜學生的學習，使學生差異度收窄，增強了學習的興趣。研究亦顯示，通過有計劃的安排，制定明晰的教學目標與課業，以輔導和增潤課程設計，有效地改變了教學的效能和學習的程式。「通達學習」是值得推廣的，只是教師需要更多教學時間和支援。
The paper reports an action research on the use of Mastery Learning in the teaching of primary six Mathematics. It is reported that Mastery Learning is able to cater for the needs of a wide range of individual ability in the class. The pupils' motivation is enhanced. With good preparation and clearly defined objectives and learning activities, the effectiveness of teaching and learning is enhanced. However, teachers need more support and resources in order to prepare and conduct lessons for Mastery Learning.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

This paper examines the issue of social structure and individual agency in language learning through the life histories of three young engineering graduates in Hong Kong. English is identified as an important form of cultural capital, which to a considerable extent determines the development of the three individuals, each of whom comes from a modest family background. In spite of the undeniable role of cultural capital (a product of social structure), examples of individual agency, in the form of the degrees of "investment" made in their language learning, and the application of "creative discursive agency" (which is to a large extent not a result of the official school curriculum) can be seen as influential on the development of the three young men. The discussion section of the paper considers the relative importance of social structure and individual agency in language education in a post-colonial society such as Hong Kong and the roles of "investment" and "creative discursive agency". It argues that in order to tilt the balance in favor of agency over structure and to encourage more 'investment" on the part of learners, more attention needs to be given to creating opportunities for "creative discursive agency" in and outside the classroom.
[Copyright of Critical Inquiry in Language Studies is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/15427580802286173]

Feedback is central to the development of effective learning, yet is comparatively underresearched. This article seeks to examine the notion of written feedback on assignments and argue that this feedback process is more complex than is sometimes acknowledged. The author illustrates the problematic nature of assignment feedback by drawing on a large-scale questionnaire survey conducted across eight universities, and then analysing the issue in more depth though fine-grained data collected from students in a teacher education institute. The article is framed by the concepts of discourse, power and emotion. It highlights a number of different perceptions of students and tutors towards the assessment, marking and feedback process. The author concludes by arguing that 'assessment dialogues' are a way forward to mitigate some of the mistrust or misconceptions that may be unwanted outcomes of the assessment process.
[Copyright of Studies in Higher Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/03075070600572132]

Changing educational priorities are reflected both in the literature and the models that seek to describe initial teachers' professional formation and learning. However, do new teachers' experiences conform to these models? A sampling of Hong Kong secondary school teachers over their first year as full-time teachers provides data from questionnaires and longitudinal interviews supporting a variety of processes and related models which highlight that becoming a teacher reflects individual differences. To account for this array of individual differences an interaction model is proposed that reflects the Chinese cultural context of this study - the 'dim-sum' model - a model that sites initial teachers' professional formation and learning within a multi-perspective and interactive learning context.
[Copyright of Teacher Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13664530500200252 ]