本文報告了新近發展的跨文化（中國人）個性測量表－青少年版（CPAI-A）對香港中學生人格特徵的性別差異評估結果。CPAI-A是在CPAI-2（成人版）基礎上發展而來的。研究發現性別是影響香港中學生人格特質的關鍵因素，並且性別差異在不同年齡組之間存在明顯的延續性和發展性趨勢。結合對已有研究的比較分析，文章從發展角度討論了人格特質的性別差異特性在青少年不同年齡組之間的情形。文章還基於CPAI-2中國人常模的數據，比較分析了青少年與成人之間人格特徵性別差異的特點。文章最後認為性別差異特徵是體現人格特質在青少年期的不同年齡階段，以及從青少年到成人階段的發展性與穩定性的重要內容。
Gender difference has been studied extensively in the field of personality. Many studies have demonstrated significant gender difference in personality traits (e.g., self-esteem, extraversion) among people from different age groups and cultural contexts. Although the stabilities and changes of personality structure from adolescence to adulthood have also been investigated, few studies have explored gender difference in personality traits from a developmental perspective.
This paper compared gender difference in the Cross-cultural (Chinese) Personality Assessment Inventory – Adolescent Version (CPAI-A) among three age groups of secondary school students in Hong Kong. The CPAI-A was based on the adult version of the CPAI-2 which was developed using a combined emic-etic approach. The participants were 2,506 (1135 males, 1371 females) Hong Kong secondary school students aged 12 to 18 (M = 15.25, SD = 1.72) drawn from a representative sample of secondary schools. The participants were divided into three age groups which corresponded to the phases of the secondary school system in Hong Kong: 12–14 years, 15–16 years, and 17–18 years. We used MANOVA to examine the overall group differences, followed by further univariate analysis to examine the specific gender difference in personality traits among three age groups.
The results indicated that gender was a key factor that contributed to group difference in personality traits among secondary school students in Hong Kong. Three typical developmental features of gender difference in personality traits were found: (1) There were consistent gender differences in some general and clinical personality traits across the three groups.

香港的鄉村學校，歷史悠長，曾在香港的教育發展扮演重要的角色 1；隨著近年出生率下降，鄉村學校正面臨結束，然而，香港少數村校，在政府不准招收小學一年級的影響下仍有能力繼續接收從別校轉過來的「插班生」。本文將以兩所村校的經驗為個案，探討學生為何轉校？以及家長為何會選擇鄉村學校？調查發現村校的「學習的環境」和學生的「自尊感」是村校學生成績進步和個人成長的重要因素。本文指出：在香港的情境脈絡裡，傳統的「成本」、「效益」觀念需要進一步檢視和省思。
As the birth rate in Hong Kong declines constantly in recent years, many villages are going to be closed. However, many of them have played an active role in the educational development of Hong Kong. It is difficult to understand why some village schools still can enroll students from P.2 to P.6, although they have not been permitted to enroll P.1 students under the primary school enrolment policy of the government. The article, which takes two village schools as case study, intends to explore the questions that: Why students left their primary schools while studying? Why parents take village school as their own choice? Our survey finds that "learning environment" and "student self-esteem" are two main factors that have effects upon both academic results and personal development of the students in the village schools. It is purposed that the "cost-benefit analysis" needed to be revised in the local context in Hong Kong.
[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/]

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/]

Survey study by means of a questionnaire on achievement goal orientations was conducted with four hundred and seventy-three pre-service student teachers of the Hong Kong Institute of Education. Two contrasting goals were identified, namely: learning goals and performance goals. Psychometric properties of the questionnaire gave support to its applicability in the local context. Statistical analyses indicated there was no significant difference in achievement goal orientations with courses and electives but sex. Female students were found to be more performance goal oriented than male students. Explanation of the differences in achievement goal orientations within sex group was sought in terms of socio-cultural factors. Implications were drawn for teacher educators to consider in the future planning and development of teacher education programmes.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

不少文獻顯示全語文學習，可以促地幼兒的語文發展，尤其對提升語文學習的興趣有莫大幫助 · 本文建基於實語研究 · 旨在探討幼稚園全語文學習的成效，並提出建議 · 以求提升幼兒語文學習的效能。
Whole Language Learning as indicated by literature is a way of nurturing language development of children, especially in increasing the interest of language learning. Based on empirical research, this paper attempts to examine the effectiveness of Whole Language Learning in the context of kindergarten education and to suggest ways to improve language ability of children.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

The article describes the "Top-Teen Program" This is a short, intensive, residential program which aims to change the self image and improve the self confidence of underachieving and poorly motivated students - popularly known as "band-5" students. The program is based on known therapeutic theories - particularly Neuro-Linguistic Programming. It focuses on the areas of ego-identity, self-mastery and self-esteem. All participants are given relevant psychological tests before participating and again afterwards. Statistical analysis of the results has consistently shown a significant improvement in all three areas after participating in the program. The authors argue that this indicates that it is possible to "re-motivate" students who had previously considered themselves as useless drop-outs.
本文主要介紹「Top-Teen計劃」。「Top-Teen計劃」是一項短期密集式的住宿計劃，目的在於協助低成就及動力差的學生──「第五組別」學生 ，改善其自我形象及自信心。計劃的基礎來自治療性理論，特別是關注自我身份、自我管理力和自尊的「神經語言學」。所有參與者在參與計劃的前後都進行了心理測驗，統計結果一致顯示，完成計劃的參與者在上述三個範疇中的表現都有顯著的改善。因此，從前認為自己「無用」的輟學者，是有可能能被「從新推動」的。
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

本文探討貧窮與教育的關係，指出改善學校教育可以消減跨代貧窮。要打破「出身、教育及成就」的連鎖效應，就必須消減學校對貧窮學生所造成的負面影響。除政府的扶貧教育政策外，訪談資料顯示，老師也是一個非常重要的因素。本文建議老師注重提升學生的學業自尊感，對所有學生都應寄以合理的期望，才能積極地消減因貧窮而引致的教育成效不均問題。
This article discusses the relationship between poverty and education. Improved schooling can combat intergenerational poverty. In order to break through the chain effect of "social background-education achievement," schools must minimize any further disadvantages for students who are already socially disadvantaged. Alongside the role the government's education policy plays in tackling poverty, the findings show that teachers also play an important role. This article recommends that teachers pay more attention to raising students' academic self-esteem and to holding appropriate expectations of all students so as to effectively tackle the unequal educational results caused by poverty.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]