This study examined the implementation quality of the Tier 1 Program (Secondary 1 Curriculum) delivered in the second year of the Full Implementation Phase of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes). Under the "Co-Walker Scheme", systematic observation of curriculum units was conducted in 138 schools. Results indicated that the overall level of program adherence was high, with an average of 82.9%. The mean ratings of the program implementation quality were also high. Despite limitations, the findings of this study suggest that the implementation of the Secondary 1 Program (Tier 1 Program) of the Full Implementation Phase was of very high quality. The present findings also provide strong evidence to account for the successful and encouraging outcomes of a major positive youth development program in Hong Kong. Copyright © 2009 with author. Published by TheScientificWorld.

Based on Dörnyei's L2 Motivational Self System (L2MSS), this study explored senior secondary students' multiple L2 selves when they enrolled in English private tutoring (EPT) courses. Through narrative inquiry, this paper analysed 18 Hong Kong Secondary Six (Grade 12) students' English learning experiences and their motivation for learning English and subscribing to EPT. Each participant completed a questionnaire, wrote three pieces of reflective writing and responded to six individual interviews throughout the year of study. The findings indicated that language learning converged from diverse activities to examination drilling at senior secondary school years. The learners possessed insecure actual L2 selves, revealing a discrepancy with their future L2 selves consisting of dominant ought-to L2 selves and suppressed ideal L2 selves. This study contributes to research in language learning by unveiling EPT learners' formation of L2 selves in a context of high-stakes testing. The findings contribute to the development of the L2MSS by operationalising the actual L2 self, its discrepancy with possible L2 selves, and the interrelationship between ideal and ought-to L2 selves. The study calls for further research to bridge the fields of shadow education and language learning given the significant role EPT plays in shaping learners' out-of-school L2 learning experiences. Copyright © 2018 Elsevier Ltd. All rights reserved.

生涯規劃不單只是職業上的規劃,而是要為個人面對人生種種不同情境,作出全面的分析和規劃。有特殊教育需要的學生因著智能、肌能及職能發展上的限制,職業發展只屬於他們生涯規劃的一部份;更重要的是讓他們的生命有意義、有質素,並有尊嚴地渡過。本文嘗試討論香港及其他地方有關特教生生涯規劃的原則與理念,為建立他們整全人格的生涯規劃定位。文中介紹美國行之有效的生活為本教育轉銜課程,並以香港不同課程體系為比較實例,展示如何將生涯規劃應要掌握的內容在課程中實踐。Life planning is not just career planning but also helping individuals to face with all kinds of situations in life and make comprehensive analysis and planning. Students with special educational needs, because of their intellectual, physical and work limitations, career development can only account for a part in their life planning. The most important thing is to create a meaningful life with both quality and dignity. This paper attempts to discuss the principles and concepts in life planning of students with special needs in Hong Kong and other countries for establishing holistic personal development. In the paper, effective implementation of the Life Centered Education (LCE) Transition Curriculum in United States would also introduced. Some Hong Kong curriculum models were discussed for showing how local institutions practice life planning throughout the local curriculum context.
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本文探討在倡議智障人士應有生涯規劃下，香港的特教工作者可以如何為智障人士設定引向其期望的生涯規劃。在缺乏成人出路的配套，許多智障人士畢業後變成宅男、宅女。少數得到安置的智障人士，由於成人單位人手不足，他們的生涯亦在少活動、長等待中過去，要求提昇人手比例或生活照顧質素看似奢求。智障人士家長面對子女的醫療、居住、交通等種種生活難題，得到的只是政府重覆的敷衍回應，家長的訴求退卻至致力減少輪候的年期。通過作者個人觀察及實踐體驗，本文提出一些對智障人士生涯規劃的初步建議。 This paper looks at how in advocating for the right to proper career planning, special educators in Hong Kong should guide people with intellectual disabilities to achieve their expected career path. Without the provision of adequate exit arrangements for career placements, many students with intellectual disabilities become unemployed after completion of their school education. For the few who have been given immediate placements, there are very few activities organized for them as adult service units are always short of staff. They tend to spend most of the time idling. Any request to raise the staffing ratio and the quality of care appears to be luxurious. Confronted with other problems in medical services, housing and transportation, what parents of people with intellectual disabilities get are repeated casual responses from the government resulting in parents only asking for the shortening of waiting period. Through personal observation and practical experiences of the author, this paper offers some initial suggestions on career planning for people with disabilities.
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新移民學童的母語各有不同，即使他們的母語是廣東話，他們不同的文化背景亦會影響到他們的語言能度不同，詩春桂和寧春岩(1997)認為語言態度會影響教師對學生的態度，相對地，新移民學童對語言的態度又會否影響教師怎樣看他們呢?本研究會採用異語配對/改變裝束測試法(the match-guise techniquc)，探討新移民學童對於第二語言的態度，調查對象共有57名新移民學童，其中20名為同一間小學的小學生，37名為同一間中學的中學生。研究結果顯示新移民學童對不同的語言確存在不同的態度，而學童的語言態度普遍偏好廣東話和英語，同時普遍覺得英語比普通話優勝。
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本行動研究是探索「合作學習」對提升「小學加強輔導教學計劃」(簡稱「加輔」)學生數學學習能力的成效。研究對象是13位小學六年級「加輔」學生。研究為期約七個月時間。透過學科測驗、觀察及訪問，評估「合作學習」對學生的學習成績及興趣的影響。研究結果發現「合作學習」提升了「加輔」學生學習數學的興趣及學業成績。其中，最大的受益人是那些成績一般的學生，因為他們在合作學習中的小組活動，需反覆研習及解釋一些計算方式給同組組員認識，所以他們的記憶得以牢固。而一些成績很低的學生，卻未有改善。此外，本研究更發現學生的合作技巧與他們的數學科成績有直接的關係。
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In 1997, the two-year pioneer project on inclusive education for students with disabilities was implemented. The peer ambassador programs aiming at creating more opportunities for students with and without disabilities to interact with each other were also launched at that time. The aim of this study was to examine the experience of the peer ambassadors from an insider's perspective. A convenient sample of 23 peer ambassadors from 6 secondary and 17 primary schools participated in semi-structured interviews. Data were analyzed using a constant comparative method and content analysis. The findings suggested that the roles of peer ambassadors included friend, academic tutor and Big-Brother-Big-Sister. All participants had very positive feelings in the process of helping others. Three quarters of the participants reported that they had development in the areas of personal qualities and interpersonal skills. All of them received support from the resource teachers, but their participation was affected by the attitude of peers and family. They also indicated that they needed support in handing the challenging behavior of classmates with disabilities. A mutual helping relationship was found between students with and without disabilities in the inclusive schools and the peer ambassadors also had personal development through the helping process. Strategies for program improvement are suggested to encourage students with and without disabilities to learn together.
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This small-scale exploratory study investigated Hong Kong primary teachers’ perceptions of bullying in school, and the difficulties they meet when implementing interventions to prevent or reduce bullying. Five primary school teachers from government-aided schools, private schools,and Direct Subsidy Scheme schools in Hong Kong were interviewed. The findings suggest that they are aware of various approaches to controlling bullying, and some use a mixed approach. A few of them use proactive approaches on the basis that ‘prevention is always better than an attempted cure’. Others tend to use reactive approaches that only respond to incidents of bullying when they occur. Most teachers mentioned that whole-school interventions had been implemented in their place of work,yet these interventions were different among different schools. The difficulties teachers had in tackling bullying effectively included time constraints, lack of expertise in behavioural management, the need of providing family education, difficulty in arranging a schedule for whole-school intervention, and problems in developing a specific intervention for individual cases. The findings reinforce a view that different parties need to put more effort in helping teachers develop effective bullying interventions. 這小型探索性研究目的是探討香港小學教師對校園欺凌的看法與其介入事件時所面對的困難。研究訪問了五位來自政府津貼學校、私立學校和直接資助學校的小學教師。結果指出,他們意識到處理欺凌事件的不同方法,部分教師會同時採取多種方法去處理。就大方向而言,有部分教師相信「預防勝於治療」,他們會採取積極的行動去管制校園欺凌;其他教師會「以不變應萬變」,以較為保守的態度應對。多數教師表示其任教的小學有實行全校性的干預措施,但由於學校的校情不盡相同,所以實行方法也有差別。此外,時間限制、缺乏行為管理專業知識、家長配合、學校支援,及欺凌事件的獨特性,都是教師在有效處理校園欺凌問題所面對的重重難關。總括而言,研究結果肯定了教師在介入欺凌事件方面,需要其他持分者更多的協助。
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This study explores school-related issues that cause worry and concern for 590 students, aged 11 to 17, in a typical secondary school in Hong Kong. A 36-item questionnaire in Chinese language was used to probe the extent to which the students worried about apecific matters related to studies, examinations, homework, learning English as a second language, peer-group friendships, teacher-student relationships, and the learning environment in the school. Results indicated that in general both male and female students shared fairly similar concerns, and they worried most about aspects of study and examinations. Males and females also expressed some degree of concern over aspects of homework and learning English as a second language. In general, fewer worries were related to friendship issues, teacher-student relationship, and the learning environment. Our analyses identified a few statistically significant gender differences, and differences related to age and the achievement level of the students.The findings are discussed against the background of literature from over fifty years of research into children's worries, and also in the context of the implementation of comprehensive counselling and guidance programs in the case school. 本研究對香港一間典型中學的 590名年齡界乎11至17歲的學生進行訪問，探討他們有關學校事務的擔憂及關注。本研究採用了一份中文問卷，其中共有36個項目，旨在調查受訪學生對一些特定事情的擔憂程度，包括學習、考試、家課、學習英語作為第二語言、同輩友誼、師生關係和校內學習環境。調查結果顯示男學生和女學生都有相似的關注事項，他們最擔心的是學習和考試；對家課和學習英語作為第二語言亦表示有一些擔心。一般而言，只有少部分學生表示擔心同輩友誼、師生關係和校內學習環境。最後，本研究的結果與過去五十年的文獻資料作討論和比較，當中包括個案學校的全方位輔導計劃的執行情況。
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