「優質學校改進計劃」是個大學與學校夥伴協作計劃，自1998年起一直給予中、小學全面專業支援，目的是整體學校改進。2000年，教育統籌委員會發表了《香港教育制度改革建議》，在充滿理想的改革原則策動下，中、小學教育及課程有明顯改變，但在推行及實踐各樣改革時，教與學的實際困境亦一一浮現。本文以香港「優質學校改進計劃」下的學校個案，探討學校領導為何在由上而下的改革浪潮下，引進大學專業人員的知識及實踐經驗，並從學校領導的視角，探索「計劃」在學校教育的不同層面所起的作用。Quality School Improvement Project (QSIP) is a university-school partnership program for comprehensive school improvement. Since 1998, QSIP has provided holistic professional support to primary and secondary schools in Hong Kong. In 2000, Education Commission published the Reform Proposals for the Education System in Hong Kong to outline some desirable education reform principles and proposals for schools. Following the reform principles, school education system and curriculum have some remarkable changes. When implementing the various education reforms, challenges and difficulties have also surfaced in the teaching and learning environment in schools. This article reviews why school leaders introduce QSIP into their school reform environment and how the professional supports from QSIP have influenced school education in different levels from school leaders' perspectives. Copyright © 2011 香港中文大學.

This study aimed to investigate parents' understanding of, support for and concerns about e-learning and proposed a school–parent partnership distributing responsibilities to parents and schools based on the results of the study. A total of 61 parents from 21 schools in an e-learning pilot scheme in Hong Kong responded to a questionnaire survey and focus group interviews. Results indicated that there was a high correlation between parental understanding and support for e-learning although parents demonstrated only a basic level of understanding. Four types of parental support and six major areas of parental concern were identified. These results shed light on the school–parent partnership whereby parents should implement a proactive e-learning policy at home to monitor, support and inspire e-learning. Schools should formulate a holistic policy to address parents' concerns responsively and proactively to gain support. Schools can enhance parents' pedagogical understanding of e-learning and address parental concerns through school–parent communication and peer support among parents.
[Copyright © 2017 Association for Information Technology in Teacher Education.]

This paper is based on a study of five primary English teachers within a professional development programme established by the British Council, the University of Nottingham/Hong Kong Institute of Education and the Taipei City Bureau of Education. The research is based on analyses of semi-structured interviews and specially written teacher’s packs for English language teaching (ELT) in schools in Taipei City. The data chart teachers’ perceptions of the impact of three stages in their professional development: improving ELT methodological skills, becoming a trainer and becoming a writer. Teachers’ professional development usually consists of in-service training (INSET), although many studies show that it may have little impact on teachers’ classroom practice. (Lamb, 1995); Bax (1995, 199) stresses the importance of context-sensitivity in teacher education courses; Freeman (1996) outlines factors in successful research on teacher learning, while Tsui (2004) examines features of teachers’ developing expertise in the East Asian context. Three key issues in the development of projects include the levels and quality of support provided, sustainability and ownership. Support was provided and sustainability maintained in five ways: the outside “expert”, a select professional development team, a networking project for primary English teachers in Taipei City, an effective project leader and an excellent level of collegiality established over three years. Ownership was achieved by building in aspects of teacher autonomy and context-sensitivity in the programme, including interviews with local practicing primary teachers for the writing project. Within the three stages of professional development, the data provide insights into teachers’ perceptions of the role of the “expert” and their colleagues. The data also chart teachers’ reflections on their learning processes, showing the extent to which they feel confident enough to continue supporting other English teachers. Longitudinal

This paper examines the views of student teachers in Hong Kong on two mechanisms - supervised teaching practice and onsite peer observation (OPO) - which involve school-university partnership. Data were collected by using self-administered questionnaires (n = 59) and semi-structured interviews (n = 40). Results of the study indicated that student teachers regarded the two mechanisms as contributing to their learning and professional development. However, they highlighted a lack of school support for conducting OPO. Findings are discussed with reference to existing models of school-university partnership pointing to the possible existence of some aspects of a university-led model in which the university takes a dominant role in teacher education. Recommendations are made to formalise the operation of OPO in schools and to initiate a dialogue and cooperation between the participating parties involved in OPO so as to better facilitate student teachers' learning within a supportive school-university partnership.
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http://dx.doi.org/10.1080/13664530903335590]