This study determines the impact of problem-based learning on a preuniversity geography class. Learning activities include problem analysis, information collection, an examination of concepts, oral presentations, and group summaries in relation to current and perennial geographical issues of local and/or global concern. Assessment for learning and assessment of learning were done by the teacher, classmates, and students themselves. Results showed that students could analyze problem statements and present their understanding systematically but varied considerably in organization, argument, and quality of thinking. To seek improvements, teachers should become more active facilitators while encouraging students to learn as problem solvers. Teacher training and school-based support are needed for creating a collaborative inquiry-oriented atmosphere in the classroom.
[Copyright of Journal of Geography is the property of Taylor & Francis. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00221341.2010.501112]

Curriculum is not neutral. Curriculum as actuality is a representation of selected ideas, skills, values, norms and practices within society (Smith and Lovat, 2003). Moral and civic education is a key aim of the Hong Kong English Language Education Curriculum. To incorporate moral and civic education, a set of values and attitudes is proposed. The Hong Kong Extensive Reading Scheme is a reading program in the Hong Kong English education curriculum. Students participating in the Extensive Reading Scheme are recommended to read large quantities of books that are of their interests and within their linguistic competence. My research examines the extensive reading materials to demonstrate how the texts may contain hidden values and attitudes.
This paper is drawn from research in progress and it studies the extensive reading materials suggested by the Hong Kong curriculum from a critical discourse perspective. It aims to draw implications for raising the teachers' awareness of the cultural and political values inherent in the reading materials. In addition, this paper studies the Hong Kong English Language Education Curriculum. It proposes the need for having pedagogy that supports the critical approach of teaching English in the curriculum.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]

作者以價值澄清法的理念，以「中文流歌曲」作為價值指標，澄清學生自身的價值觀。

Facing the trend and pressure of globalisation, the history curricula of Hong Kong and Shanghai have been undergoing reforms in order to better equip the youth for coping with rapid contextual changes. At the same time, there have been attempts to reposition nationalism in the changing contexts. This paper aims to compare and contrast how the forces of nationalism and globalisation affect, and are re-presented in, the contents of the junior secondary history curricula of the two cities, with a view to exploring the convergent and divergent trends of development in the two systems (capitalist and socialist) within one country. It is expected that the findings will shed light on the continuities and changes in the junior secondary history curricula of the two cities, and explore possible alternatives for the improvement of history education.
[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/10.1080/03057920601061745 ]