作者於論文指出其研究從課程社會學的觀點出發，探討香港、台灣的小學課本是否擔負再生產的功能，研究選取兩地正規課程中最通行的教科書版本，以國語、社會科為主，倫理／宗教科為輔，進行內容分析。

Because of the changing needs of society, brought about in part by workplace, family and social structures and partly by the decline of moral and ethical values, it is becoming increasingly urgent to address issues of values education at all levels of schooling. Recently there has been an increasing body of literature challenging those who teach adults at universities or other higher education institutions to incorporate values education, either directly or indirectly into the learning environments they create. This challenge extends to distance higher education, although there are many questions about how this can be done in an environment that is typically intended for independent learning with a focus on cognitive development. This paper reports the outcomes of interviews with three small groups of distance educator stakeholders at the Open University of Hong Kong, namely course co-ordinators, tutors and students, to explore their feelings and beliefs about values education being a component of their programmes. The interviews sought opinions about three broad questions: Should we take responsibility for values education in our distance education programmes? Can we take responsibility for values education in our distance education programmes? Do we take responsibility for values education in our distance education programmes? Responses suggested that, in the context of this study, we should and that it is possible to do so, particularly directly through the use of counselling and support services and indirectly through incorporating appropriate examples into course materials, but that currently not very much is being done. While the course co-ordinators and tutors were concerned that students might resent the inclusion of values education in their courses, the students themselves appeared to be more open to the suggestion.
[Copyright of International Journal of Lifelong Education is the property of Routledge. Full article may be available at the publisher's

Private and public organisations play a significant role in the development of entrepreneurship education. They give schools support of various kinds including the provision of seed capital and first-hand and latest information about the business sector. The fast growth of entrepreneurship education worldwide is largely due to the efforts of the private and public sectors, and Hong Kong is no exception. The major entrepreneurship training programmes that have taken place in recent years have all been organised by private and public organisations, and they have provided a large number of students with the opportunity to receive entrepreneurship education. This study surveys the major entrepreneurship education programmes offered by private and public organisations in Hong Kong, outlines their common objectives, and assesses their perceived effectiveness.
[Copyright of Journal of Vocational Education and Training is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13636820802305595]

Kindergarten teachers in Hong Kong are blamed for not putting child-initiated learning theory into practice. Their competence is challenged. An earlier study ( Li, 2003 ) suggested that the professional development of kindergarten teachers was limited by their inability to extend thinking beyond their own personal concerns so that the needs of the children were not the major determinant of their classroom practice. It was argued that to confront and modify the teachers' personal beliefs the presence of models, action research and joint collaborative activity were the keys. This report was a follow-up study of a school-based project, providing opportunities for teachers to engage in collaborative investigation of school curriculum and of pedagogical innovations. In this study, the practice and belief of a group of around 60 teachers were tracked during their participation in the project and the merits of peer coaching, mentoring and collaborative teamwork were examined. Classroom observations and semi-structured interviews (40-60 minutes) were adopted as the main research procedure. Teaching records, videoed teaching episodes and feedback on project workshops were sources of data collected for triangulation. The findings of the study suggest that collegiality holds some promise for change in teachers' practice, though questions concerning the constancy of change are of concern.
[Copyright of International Journal of Early Years Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0966976042000225534]

Narrative provides meaning and belonging in human lives because every human experience is a lived story, and a storied experience. Rooted in Dewey's thoughts on the past-present-future continuum of experience, Connelly and Clandinin define narrative inquiry as "the study of how humans make meaning of experience by endlessly telling and retelling stories about themselves that both refigure the past and create purpose in the future" (1988, p. 21). In the present paper, I first explore the meanings of early childhood education and depict the general background of early childhood education in Hong Kong. Then, by adopting Schwab's (1973) four commonplaces of subject matter, learner, milieu and teacher as a curriculum framework, I examine curriculum issues in kindergarten with illustrations of my experienced stories about the teaching of an in-service kindergarten teacher in Hong Kong. Finally, based on Schwab's four curriculum commonplaces, I analyze the Reform Proposals for the Education System in Hong Kong as published in September 2000 by the Hong Kong Education Commission with special emphasis on early childhood education and pre-primary teacher education in Hong Kong for the new millennium.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0300443022000022431 ]