背景： 香港教育局在2002/ 2003年開始在小學設置課程統籌主任職位，專職協助校長領導教師，推行課程改革。這計劃是華人社會乃至世界大部份國家的創舉。 目的： 本文以香港小學課程統籌主任為例，回顧課程領導在香港小學的發展，探析他們對學校發展和落實課程改革的影響、面對的困難和挑戰、及成功的經驗，並提出未來的發展方向。 評論： 課程統籌主任表示在執行職責時要扮演同儕、輔導員、倡導者、楷模和領導者等多種角色。研究進一步發現妨礙課程統籌主任工作的因素，可分為組織因素、校長和校內其他教師的支持與合作、學校整體推行改革的準備和個人限制。 總結：課程統籌主任在香港課程改革過程中發揮的作用漸見成效，更重要的是這計劃帶動了校內教師領導的發展，對學校整體發展有積極作用。不少研究都指出小學課程統籌主在履行職責時會遇到很多困難和挑戰，如何協助新任的小學課程統籌主任成功過渡為「合格」的課程領導，是急需解決的課題。文章總結了一些成功的條件，可以讓課程統籌主任和校長參考。
[Copyright © 2010 New Horizons in Education.]

在推行教育改革的環境中，學校改善是一個經常被討論的課題；本文旨在分享一所學校優化行政的歷程。這所學校因應「外評報告」的建議，制定了提昇中層人員為發展策略之一；該校透過參與香港初等教育研究學會主辦的「優化小學學校行政」計劃，引入專業支援，進行適切的校本培訓及以行動學習方法去檢視學校的行政和溝通。小組同工在過程中以改善校務的學習心態，提高了對學校的歸屬感和得到專業成長。本文以敘事方式去回顧這個行動學習的經歷，並透過整理相關文獻、計劃資料和深度訪談，讓讀者了解個案的實踐知識。
[© The Hong Kong Teachers’ Centre 2012.]

近年來，「師幼互動」的研究越來越受學者的關注，成為世界性的重要課題。幼稚園活動區隱藏著很多互動的機會及教育契機。那麼，幼稚園活動區中師幼互動的現狀究竟是如何呢？本文就香港兩所幼稚園活動區的深入個案研究，分析其3至4歲幼兒班中的師幼互動之特性。本研究以觀察及列表形式組合所觀察到的行為作為數據，再從微觀層面對活動區活動中師幼互動的行為特徵、過程及影響因素等進行探討。研究發現：在兩所幼稚園的幼兒班活動區裏，都出現了高頻率的幼師互動，但這些互動行為的都是以教師為主導；雖然兩班幼兒班中的互動內容略有不同，教師發起的互動多為指導活動，而幼兒發起的互動內容多為尋求關注和幫助。基於所收集到的活動情況，筆者對學前教育師幼互動的情況作了分析及討論。
[Copyright © 2011 The Hong Kong Institute of Education.]

近年來，「證據為本」的學校自我評鑑（自評）成為世界潮流。學校自評機制意謂學校可自行評鑑其教育質素，據之不斷自我改進，以期自我完善。香港教育當局近年也把過往由官方主導的視學方式改變為學校自評與外評機制，同時把學校教育目標轉化成為質素「表現指標」，用意是為學校提供一個公平基礎進行自評和與他校比較，激發學校持續進取和履行「問責」精神。研究者藉由參與觀察的研究方式，探究一次學校外評經驗，並透過觀察結果，分析此類學校評鑑措施與課程改革實施的關係，反思該政策能否促成優質教育目標的達成，最後提出建議。
[Copyright © 2013 高等教育文化事業有限公司.]

The increasing demand on school principals to raise student achievement in the accountability era has brought the attention of researchers back from transformational leadership to instructional leadership. Traditionally, these two leadership types have been considered separately in the literature. While researchers often advocate one type in favour of the other, this study argues that both types are important to schools and attempts to simultaneously examine their influence on school effectiveness. Based on the empirical data collected from 48 Hong Kong secondary schools, the results have shown that the schools with stronger orientation towards both instructional leadership and transformational leadership outperformed the schools with weaker inclination on both leadership styles. Discussion in the Hong Kong context is provided.

This article discusses how a newly established senior secondary school in Hong Kong tried to actively engage students in the school decision-making process. It first explains how democratization could come about, the actual measures adopted, and the initial success achieved. Then the article proceeds to explain how challenges, such as conflicting interests of the students and tension between students and the administration, surfaced when the school became more established, grew in size, took in more students, moved into a bigger campus, and subsequently needed to face the public examinations. In conclusion, the article discusses changes in school governance that could be helpful in meeting the challenges. Institutionalising student participation, such as forming a student council, is discussed together with other useful changes. It is hoped that this article can be useful to people interested in the democratization of school governance, and the impact on school democratization of such factors as institutionalisation and increasing school size.
[Copyright © 2010 Commonwealth Council for Educational Administration & Management (CCEAM).]

In Hong Kong, the new Senior Secondary curriculum was introduced at Secondary 4 level in September 2009. The curriculum documents emphasize that textbooks not only provide the core elements of learning in the subjects but should also be designed to develop students’ critical and creative thinking and other generic skills through the information and activities they provide. In addition, textbooks should provide a ‘one-stop shop’ of teaching materials so as to help teachers plan the scope and sequence of their lessons. As teachers still rely on textbooks as an important source of information to support their teaching, all textbooks for Senior Secondary Education have been rewritten for the new curriculum. In this paper, the author presents a case study which aimed to develop a framework for designing a new set of Senior Secondary Information and Communication Technology (ICT) textbooks for use by Hong Kong students. In the study, the author conducted a documentary analysis of textbooks pertaining to the previous version of the curriculum, and interviewed experienced teachers, both in order to examine the design strategies for the new textbooks. The paper also discusses how supplementary teaching materials can be used to support learning, teaching and assessment.
[Copyright © 2011 Common Ground, Yiu Chi Lai, All Rights Reserved.]