香港教育委員會於一九九五年成立學校教育檢討小組，負責評估實施了近二十年的強迫教育政策，為發展世紀的教育作好準備。教統會更於一九九九年提出『終身學習、自強不息』的教育改革建議，其中有關普及礎教育方面的原則，更是落實政策方向的先聲。本文以訪談形式，探究多位在大學任職的教育工作者，有關普及基礎教育的個人經驗和看法，對九年強迫教育政策，特別在課程管理、社會因素等問題提出獨特的意見。大多數受訪者認為政策重量不重質、目標不明確、課程改革不能切合社會需要等。其批評和實用的建議，對認識、分析和探究今後香港課程發展，有重大的啟示。
The Board of Education formed a committee in 1995 to review about school education after the introduction of 9-year compulsory education policy for nearly 20 years. This is a preparation for the development of education in the new millenium. The Education Commission proposed the idea of 'Learning for Life' as a major trend of the education reform in 1999. The guidelines in compulsory school education are among the forefront of the policy proposal. This is a report of the interviews with 7 curriculum scholars about their views in 9-year compulsory school education, especially in the area of curriculum management and social factors. These scholars generally felt that past policy was biased in the direction of quantity rather than quality, had no clear aims and objectives and could not fit the need of the society. Their criticism and suggestions were in depth and practical. It would shed important light to the understanding and analysis of curriculum development in the coming years.
[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/]

One of the dilemmas in educational policy is how to reconcile individual rights with social demands and ease of administration. In 1978 the Hong Kong Department of Education introduced a competitive secondary school allocation procedure (SSPA) based on Internal Assessment (IA) in primary schools. It was designed to match pupils to appropriate secondary schools. Every year the girls performed better than the boys. At first the Education Department solved this "problem" by taking marks away from the girls and subsequently by employing separate gender ranking, gender banding, and gender quotas for co-educational schools. In 1995 a Sex Discrimination Ordinance was passed and an Equal Opportunities Commission (EOC) set up. Complaints from girls soon came to the EOC and the department's policy was judged by judicial review. Documents presented in court will be used to illustrate the arguments about gender and cognition.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]

Using multivariate discriminant analysis and the data from the Third International Mathematics and Science Study (TIMSS) 1999, this paper made 5 individual comparisons between the U.S. middle school system and 5 Asian middle school systems, which have typically been top ranked in mathematics and science achievement scores. The discriminant analysis was based on variables related to school and classroom environment as well as students' out-of-school life, home background, and self-perceptions about mathematics and science. The results reveal significant differences between American schools and their Asian counterparts. The author explains these differences in terms of the societal difference in the position of schooling in the lives of American adolescents versus the more central position of schooling in the lives of their East Asian counterparts.
[Copyright of Educational Research & Evaluation is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13803610500110810]

作者匯報其研究運用傳記式的研究法追溯分析香港小學教師對課程與教學的反思過程，探討這些課程與教學的知識和信念的形成與改變。

The author seeks to identify the decisions needed to plan and develop the primary sector of schooling. The planning of the school system requires a sound theoretical base of a kind which can only be provided through the expertise of professional educators. Further, a complete reconceptualization of primary education is needed. Finally, the author identifies the implications of this concept of primary education for the preparation of teachers and for the notice of the graduate primary teachers.

此文為一調查研究報告。通過半結構式訪問，嘗試了解香港九間學校在1993年新轉全日制時教師對全日制的期望和學校的實際情況，籍此找出兩者間的差異和原因。研究結果印證了改革實施的效果是受到改革本身因素影響的看法。

作者匯報其研究，重點在於香港某辦學團體33間資助小學的學校環境特質，從以探討不同的環境對教師和學生的群性和個人表現的影響。採納了熊智銳的系統理論為研究架構，就不同的物質環境與精神環境的學校作量性比較。

A lack of analysis and research into primary education in general, and primary school leadership in particular, has left primary practitioners exposed like never before to the vagaries of policy-makers and unpredictable contextual pressures. The purpose of this article is to initiate discussion on the state of primary school leadership in Hong Kong since 2000. It attempts to explore some of the major reforms and other contextual factors impacting primary school leaders and comment on the challenges which accompany these. It further proposes that when initiatives confront the existing structural and cultural make up of primary schools they are blocked by what we call the bottleneck effect. The article also attempts to explain and illustrate this effect and what it means for primary school principals. It is hoped that the analysis serves to highlight interest in primary school leadership in Hong Kong and stimulate research in the area locally and internationally.
[Copyright of School Leadership & Management is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13632430802499994]