This paper reports data from a study of children's experiences of transition to school in Hong Kong. Hong Kong research into transition to school has been limited to investigation of curriculum issues and teaching practices by the Education Department (1993), a comparative study of skills preschool and primary school teachers believed children needed (Chow, 1993), and a recently released study on primary one students' transition problems in the Shatin area (Chan et al., 1999). In the present study, Hong Kong parents, primary school teachers and children expressed their views on difficulties in transition to school. Two types of primary schools were chosen for the sample: two with preschools attached and two which served neighbourhood preschools. Children and primary teachers were interviewed twice, once in mid October, in the initial "settling in" phase, and again in mid June the following year, at the end of the school year, while parents were surveyed in mid-October. In general, difficulties of "settling in" were overcome at the end of the first or second month. Nearly all children preferred studying in the primary schools during the first interview. However, the second interview revealed that some children wished to go back to the kindergartens where they claimed they had no pressure for examination and study. The results showed that pedagogical discontinuity is a major issue of difficulties in school transition in Hong Kong. The findings echoed those from the Chan et al. (1999) study on the adjustment of primary one pupils in Shatin.
[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/10.1080/0300443022000022440 ]

This qualitative study involving 30 teachers, followed by a survey of 895 teachers, investigated Hong Kong teachers' perception of a whole-school approach to guidance and its practice. Findings revealed that teachers perceived a whole-school approach as fostering student development and as a system of management. Teacher dedication, communication, and team spirit were considered as facilitating factors for its implementation. Findings also revealed an overall mismatch between teachers' beliefs about a whole-school approach and their perceived school reality, and that a wholeschool approach was not seen as practised in the majority of schools. There was a close relationship between schools' guidance focus and their implementation of a whole-school approach. Schools implementing a whole-school approach were considered to have both a preventive and developmental guidance focus and practice. Implications for the implementation of guidance are discussed.
[Copyright of British Journal of Guidance & Counselling is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/030698880220106528]

In this article, the authors investigated personal beliefs and values and opportunism variables that might contribute to the academic dishonesty of American and Hong Kong master of business administration (MBA) students. They also compared American and Hong Kong MBA students with respect to their personal beliefs and values, opportunism, and academic dishonesty variables. Results showed that American MBA students who were idealistic, theistic, intolerant, and not opportunistic were likely to behave ethically. Hong Kong MBA students who were idealistic, intolerant, positive, and not opportunistic tended to act morally. Hong Kong students tended to be less theistic, more tolerant, more detached, more negatively oriented, more relativistic, less achievement-oriented, and more humanistic-oriented than were their American counterparts.
[Copyright of Journal of Education for Business is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.3200/JOEB.82.3.146-158 ]