This study is designed to investigate the impact of school-based curriculum development teams on teacher development within the tradition of school-based curriculum development in a primary school in Hong Kong. Teacher interviews were used to evaluate the extent that teacher engagement in curriculum decision-making processes within two school-based curriculum development teams has led to teacher professional development which were triangulated with the videotaped meetings and tryout lessons. Qualitative evidence has revealed positively that participating teachers have developed themselves professionally through the process of planning, experimenting and reflecting (PER model) upon curriculum practice and innovation under certain conditions. However, the complexity of the structures and processes that were established for involving teachers in curriculum decision-making processes needs further empirical and theoretical work. This paper only looks at data relating to teacher development in curriculum leadership collected in the second action cycle of the project from January to June 2005.
[Copyright of Asia-Pacific Journal of Teacher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13598660701268569]

In order to build a knowledge‐based society and meet the needs of lifelong education, open learning opportunities are growing at exponential rates. While such growth is commendable, there appears to be a very strong demand for distance guidance services in open education programme selection. The purpose of this study was to develop the online self‐directed inventory, the Academic Programme Preference Instrument (APPI), for the lifelong learners in Hong Kong. The methods of questionnaire survey and standardized psychological measurement were employed. In this study, 2775 respondents were surveyed in order to identify and verify the inventory, using a multistage stratified cluster sampling technique. The inventory consists of 112 items under nine personal attribute types, namely: organizational; mechanical; scientific; sociological; mathematical; literary; musical; aesthetic; and social service. Eighty‐nine distance and continuing education professionals were invited to help to determine the most important personal attributes that a learner should possess in order to meet the minimum entry requirements of each of the 73 education programme categories that account for over 800 open education programmes in Hong Kong. The online APPI, in English and Chinese versions, has been linked to the homepage of the Hok Yau Club in Hong Kong for the public to use freely. As Hong Kong aims to foster lifelong learning in a knowledge‐based society, it is expected that the APPI can help lifelong learners to make wise open education programme selection and to enhance learners’ success in pursuing continuing education.
[Copyright of International Journal of Lifelong Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02601370600990952]

Curriculum reform in Hong Kong is one facet of a broad systemic reform variously explained in terms of addressing a changing sovereignty or more recently, of servicing Hong Kong's economic growth. One initiative supporting this curriculum reform entitled Assessment for Learning seeks to promote formative assessment. Three case studies, of teachers within their Hong Kong classrooms seeking to implement formative assessment, serve to highlight a curious contradiction: caring teachers who appear to work against curriculum reform. To explain this contradiction we offer a three-point philosophical framework comprising Confucianism, Daoism and pragmatism, which provides an answer to our central question: curriculum reform in the Hong Kong primary classroom: what gives?
[Copyright of Music Education Research is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14613800802079122]

After considering colonialism and the transition of Hong Kong, this article explores the state of curriculum management now at the micro- level, through a case study of two secondary schools, It provides a picture of the tensions, compromises and evolution of the educational system.
[Copyright of Curriculum Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14681369800200024 ]

With the current state of web technology, multimedia materials are readily accessible by students. This paper reports on the design and evaluation of three online courses from a university in Hong Kong which incorporate media‐enhanced learning materials. These cases are at different positions with respect to the types of knowledge and levels of cognitive reasoning outlined in the revised Bloom's taxonomy. Evaluation data give qualified support for media‐enhanced aspects of the courses being beneficial to student learning. The study has also highlighted factors that influence the success of the learning experience: attention to the quality and design of the media, considering student motivation and focusing on feedback on learning during the course. Media and learning design, thus, are inextricably intertwined in a complex relationship.
[Copyright of Educational Media International is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09523980600641403]

Relatively little is known about how and by whom curriculum leadership and management occur inside secondary schools, especially in Asian contexts. This article aims to analyse curriculum decision-making in two academically effective secondary schools in Hong Kong. It employs qualitative methods to capture the contributions made by various school personnel, and in particular the principals, to curriculum leadership and management. Data for the two schools show that whilst neither of the principals plays a significant role in curriculum monitoring and innovation, the vice-principal (male), the senior teachers and teachers in one school were perceived to place more emphasis on curriculum monitoring and innovation than their counterparts in the other school. Whilst teachers in both schools shared high expectations for students' academic achievement, one subtle difference between them related to the pursuit of academic excellence. In one school, students did not exert much pressure on their teachers whereas in the other school, teachers felt they had to fulfil students' demands for good lesson preparation and take account of students' opinions of their teaching.
[Copyright of School Leadership & Management is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13632439968970]

This paper presents a comparative study of extra-musical learning in the music classes of the schools of Hong Kong and Taiwan, where education is geared towards democracy and citizenship at a time of unstable national identity for both communities. Taiwan has been undergoing a process of indigenisation since 1945, whilst Hong Kong's sovereignty was returned to the People's Republic of China after 1 July 1997. This paper argues that the transmission of extra-musical learning is essentially a response to the particular needs of these two Chinese historical-social contexts, which require their music curricula to be securely grounded in the ideology of a culturally based education for 'citizenship'. Despite different approaches to western-based musical knowledge in schools, Hong Kong and Taiwan attempt to promote a sense of national identity and an essentially Confucian set of moral values as a central goal of school music education. The promotion of ethno-cultural nationalism in Taiwan's music education is regarded as a democratic goal for the Taiwanese state, though in practice, the educational systems of both Taiwan and Hong Kong are coloured by the global context.
[Copyright of Compare: A Journal of Comparative Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0305792032000070066]

Hong Kong is embarking on curricular and pedagogic reforms which replace modernist, Tylerian approaches to the curriculum with recommendations that echo many features of complexity theory. The nature of complexity theory-based curricula are outlined, and these are used to interrogate three seminal curriculum reform documents in Hong Kong. The article suggests that they embody a paradigm shift in curriculum thinking. However, given that complexity theory is not without its problems for curricula, a case is made for an eclectic approach to curriculum planning, and it is this that is taking place in Hong Kong's reformist agenda.
[Copyright of Pedagogy, Culture & Society is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14681360300200174]

The author evaluates Target Oriented Curriculum (TOC) initiative. It is found that assessment issues cause major problems for teachers so that TOC is implemented in varying degrees in schools.