Attention to details is one of the most important specific features of a mathematical way to thinking. When evaluating mathematical questions it is important to teach students to pay attention globally and locally, consider conditions, properties and relationships, since all of these aspects are as important to develop as mathematical techniques. To develop such skills in their students school teachers should have those skills themselves. In this study, we investigate the ability of school mathematics teachers to pay attention to details and use their mathematical knowledge. We are confident that the vast majority of teachers have excellent knowledge of mathematical techniques. Hence the question is whether this kind of knowledge might structure their attention in such a way that the emphasis on procedures deviates their attention from the essential details. Two groups of teachers from New Zealand and Hong Kong were given a mini-test containing seven simple mathematics questions. All questions in the test were provocative in the sense that they looked like routine questions but in fact they had some catch. The results from the test were startling – the vast majority of the teachers did not notice any catch and gave incorrect answers to most questions in the test. After the test the teachers were given a short questionnaire to reflect on their performance on the test. The teachers’ responses to the questionnaire are presented and analysed in the paper using theories on attention. Implementations of the results of the study in assessment and professional development are discussed.

As a major reflection on the content of the curriculum, textbooks are the main resource of teachers. The aim of this study was to analyze the content of selected series of primary music textbooks in Hong Kong. An analysis framework was designed. Data obtained from the analysis were subjected to basic descriptive statistics. Demographics including frequency and percentage distributions of the listed features were studied. The analysis was done on the micro level as well as the macro level. The intra- and inter-relationships of the content of the textbooks series were revealed. The study analyzes the proportion of music elements, music knowledge, and the types of activities presented in the textbook series. Main findings reveal that the performing of music in various forms is a dominant classroom activity while the proportion of creating music is minimal and that on the listening to music is comparatively low. Other significant results include that the number of songs of foreign origins outnumbers that of Chinese and local origins, though the language used is mostly Cantonese. Regarding music content and music activities, a comprehensive intended primary music curriculum is recommended. It is hoped that this study would furnish a basis for better refining the music curriculum and would provide insight for its future development.
[Copyright © 2000 The Hong Kong Institute of Education.]

This chapter reports on two studies conducted in both Hong Kong and Australia. The purpose of these research studies was three-fold: first, to evaluate the secondary business education curriculum; second, to explore its role in both Hong Kong and Australia, in order to determine the future directions in the light of perceived social, environmental, technological and political changes; and third, to make appropriate recommendations to policymakers in the respective countries. The results of the two studies demonstrated that the current secondary business education curriculum in Hong Kong and Australia has moved towards, but is not yet fully conversant with the need for, a paradigm shift from a predominantly skills-based curriculum to a dynamics-based curriculum. The notion of competence and its origin are discussed. A move towards a more holistic perspective of competence, that is, an interpretative-relational perspective is proposed and illustrated for business education. The introduction of competency standards for the clerical-administrative occupations in private industry tends to restrict the curriculum to the achievement of skills and outcomes, rather than move towards a broader base. It is recommended that the aims of secondary business education be under constant review; the image of business education be updated; there be an increased emphasis on vocational education, provision of resources, and opportunities for professional development for business education teachers. Implications for research, policy and practice including a business education curriculum based upon an interpretative-relational model of competence are drawn.
[Copyright © Springer Science+Business Media B.V. 2009.]

Research reinforces the importance of experiential activities in exerting a positive influence on pre-service teachers' attitudes toward musical genres and cultures. This paper presents a case study that demonstrates the effects of active musical participation in one indigenous Chinese music genre, the Xianshi music, on pre-service teacher's understanding and attitude toward Chinese music. In this study, the pre-service teacher, whom the researcher will call Helen, was one of the pre-service teachers from a three-year longitudinal study of 14 pre-service teachers and the researcher studied at the Hong Kong Institute of Education (1998-2001). In year 1 of the study, Helen's initial exposure to Xianshi music was through formal lectures. Pre and post reflective comments were used to investigate her understanding and acceptance of Xianshi music and Chinese music. During year 2 and 3, Helen had first hand experience on music making in Xianshi music by participating in the HKIEd's Xianshi music ensemble. Three structured interviews were conducted to determine the effects of her participation in the Xianshi music ensemble on her views about Xianshi music and Chinese music. Results show that through continuing exposure of a first hand experience in Xianshi music, Helen was able to think critically and developed a more sophisticated understanding and appreciation of Xianshi music and Chinese music. Implications for Chinese music education will be discussed in the paper.
[Copyright © 2003 The Hong Kong Institute of Education.]

This chapter describes and evaluates the extent to which the aims of the English language curriculum (1975 to 1999) in Hong Kong secondary schools have changed in response to social changes. Hong Kong society has changed from a manufacturing-based society to a financial and commercial based society. Consequently, the English curriculum has moved in three identifiable stages, from an emphasis on minimal English literacy for all (up to the age of 15) to an emphasis on communication in specific social domains and eventually to an emphasis on individuals' competence in a wide range of personally appropriate domains. In evaluating the extent to which curriculum change matches social change, the chapter assesses the extent to which the three syllabi have been/are context-compatible, and then discusses some implications for curriculum planning and teacher education in light of the assessed context-compatibility.
[Copyright © 2000 The Hong Kong Institute of Education.]