Ability grouping is supposedly undesirable because it leads to deficits in academic self-concept and academic achievement. However, it appears to be justifiable for its improvement of teaching and learning in schools, perhaps more so in a collectivist culture. In view of the paucity of data examining the controversy in Hong Kong, the authors collected data from 2,720 junior high school students with a random sampling procedure and obtained teachers' reports about the students' subsequent academic achievement, ability grouping, and the ability level of the class. The authors maintained students' past academic achievement as a control variable in predicting their subsequent academic achievement and self-concepts. Results revealed no significant detrimental effect caused by the ability-grouped class and the ability level of the ability-grouped class. Rather, students in classes that were more homogeneous according to past academic achievement tended to have significantly higher subsequent academic achievement and self-esteem. Results revealed no variation attributable to each student's gender and IQ in the effects of ability grouping.
[Copyright of Journal of Educational Research is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00220670309598813 ]

The present study investigates the views of Hong Kong parents on kindergarten education. A questionnaire was designed to examine the reasons for parents to send their children to kindergartens, their concept of kindergarten education, their views on kindergarten teachers' work and training. There were 14,328 returned questionnaires. The findings indicate that parents had positive attitudes towards kindergarten education; they thought that kindergarten education was important for their children and that well qualified teachers were necessary for kindergarten education.
[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/10.1080/0300443991590103 ]

The aim of the present study was to test the hypotheses that parents' academic expectations, their perception of children's cognitive ability, and their degree of involvement at home and school would predict children's academic achievement, and that there would be important differences in this achievement as a consequence of differences in culture. A sample of 158 parents of students from three primary schools (two Chinese and one of Anglo-Celtic origin) in Hong Kong participated in this study. The three groups of parents differed in terms of both culture and socio-economic status. Parents completed a questionnaire about their perceptions of their children's memory ability, their involvement in their children's activities, and expected and satisfactory scores for their children's achievement in mathematics and language. Unstandardised achievement scores in mathematics and language were obtained from school records. Parents' expected scores in these two subjects were found to be the consistent predictors of achievement for all children. Parental belief in children's episodic memory and involvement at school were predictors of language achievement in one school.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410601104130]

Through interviews and observing day-to-day classroom practice, this study explores the beliefs of 10 music teachers in elementary schools in Vancouver and Hong Kong. The results demonstrate that the music teachers of the two localities hold similar cognitive beliefs about the essential elements of music education. However, they hold different beliefs about the value or impact of music education on the psychological or character development of students. Music teachers of Vancouver are found to be more student-centred than their counterparts in Hong Kong, and this is reflected in both the curriculum and activities selected for classroom teaching. Though both groups of teachers place similar emphasis on western music, in Canada more classroom activities are based around the student's personal enjoyment and expression. In Hong Kong, meanwhile, music education is viewed as a means of nurturing the student's temperamental development. While students in Vancouver are allowed to express their personal musical preferences in classroom activities, in Hong Kong students are required to perform according to prescribed standard indicators of success. This is probably linked--albeit invisibly--to Chinese Confucian culture.
[Copyright of Teachers and Teaching: Theory and Practice is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13450600500137182]