This article aims to investigate reasons underpinning academic help-seeking behaviours of Chinese students in Hong Kong, Macau and Taiwan. Data were collected from 23,563 secondary students. The study found significant differences both in attitudes and reported behaviour among secondary school students from the three locations, however, the effect sizes were all very small. Importantly, it was found that no matter which location, students considered grade enhancement to be the least important benefit of help-seeking. Rather, the most important benefit was that help-seeking enabled them to solve their learning difficulties or to solve their learning problems. The study also found that losing face was the last deterrent for the students not to seek help. Instead, Chinese secondary school students refrained from seeking help because they were afraid to disturb others in the act of help-seeking. In addition, a high proportion of students reported seeking help in the past two months in order to get advice on problem-solving approaches. Comparatively, a much smaller proportion of students reported seeking help in the last two months in order to improve on their grades. These results were discussed in light of the previous images of Chinese students.
[Copyright of Evaluation & Research in Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/09500790802485229]

Hong Kong secondary schools have difficulty in integrating guidance, or counselling, and discipline into schooling. In some schools, discipline is overdeveloped while guidance is underdeveloped. The positive aspect of the caring system is distorted as part of the provision of discipline. This article looks at the distinction between guidance and discipline, and deals with what relatively little is known about in current research, that is, how guidance and discipline function within a school organization. It uses the perspectives of interactionism and social constructionism to contrast the relationship between guidance and discipline in two Hong Kong secondary schools. It employs case study and qualitative methods for data collection. Data for the two schools show that the contextual and organizational factors have a profound impact on the connectedness between guidance and discipline at the three levels of whole school, department and classroom. Finally, the implications for their implementation and integration will be given.
[Copyright of Educational Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00131910701427355]

Discipline is a crucial aspect of teachers' and students' classroom lives. Hong Kong secondary teachers, as elsewhere, are concerned with students' misbehaviour. This article examines teachers' constructs of classroom discipline and strategies adopted for behaviour management. Qualitative data were collected by interviews and classroom observation. Sixty teachers were involved. Eighteen classrooms were observed. The influence of the three schools of classic Chinese philosophy, Confucianism, Taoism and Legalism, emerged as a main theme from the data. It was prominent as their key principles were incorporated into the teachers' personal system of classroom discipline. The findings illuminate the influence of Chinese culture in Hong Kong classrooms. Implications for the promotion of culturally responsive classrooms and the development of educational policies on pastoral care are drawn.
[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/j.1468-0122.2007.00406.x]

Computer Literacy is one of the complementary subjects required for all first-year students in Hong Kong Baptist University. This subject covers both general computer knowledge and selected software packages. In addition to lectures, laboratories are arranged for students to gain hands-on experience with software operations. However, no assignment or tutorial is assigned for the part of general computer knowledge. Due to large class size, traditional paper-and-pencil assignment may not be appropriate. Hence, a multimedia web-based assessment system was developed. This system provides assignments on general computer knowledge. Students can access this system via the World Wide Web. In this paper, we present our findings on students' behaviour, performance and perception in the use of this assessment system.
[Copyright of Innovations in Education & Teaching International is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14703290110074542]

Primary school teachers rated the frequency of occurrence of 65 reading-related behavioural characteristics in a sample of 251 Grade 1 to Grade 6 Chinese school children in Hong Kong. These behavioural characteristics were in the areas of general performance, reading, dictation, writing, mathematics, language, memory, concentration, sequential ability, motor co-ordination, spatial orientation, and social/emotional adjustment. Of these 12 areas, 10 yielded scale scores that could distinguish children with dyslexia from those without dyslexia, identified on the basis of their performance in five domains of literacy and cognitive skills. Using a summary score derived from the 10 relevant scales, an optimal cut-off score was suggested to arrive at a balance between high sensitivity and an acceptable rate of false positives in screening for children with dyslexia. The need for cross-replication in screening children with dyslexia using the behaviour checklist with different samples of school students is emphasised.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0144341042000271769]

The author presents an overview of special education services for students with special needs in Hong Kong. In addition, the author discusses placement policies for ethnic minority students.
[Copyright of Preventing School Failure is the property of Routledge . Full article may be available at the publisher's website:
http://dx.doi.org/10.3200/PSFL.50.2.29-36 ]