學校透過體育課培養同學對運動的興趣，同時組織多元化的運動課外活動，並建立體育運動的文化，使體育活動在校內得以普及，令同學養成運動的習慣。由於學校及家長皆重視學生的學業成績，故在校內推動體育運動有一定困難；然而，如學校能令同學透過參與體育運動改善品德及學會分配時間，同時又不受影響學業成績的話，家長亦樂意讓子女多參與體育活動。
This paper discusses and interprets the historical development of school physical education in Hong Kong. It aims to review its development, and evaluate and postulate its value and contributions to the development of students and society. The paper also outlines its development from simple physical training to a systemic, theoretical, accredited, and scientific academic discipline; from the past, to the present, and into the future.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

教育統籌局於2005年決定於2009年9月推行新高中學制，規定通識教育科將會成為新高中課程的核心科目，估計當新高中通識教育科全面推行時，約有三千名高中教師要轉型任教或兼教新高中通識教育科。為了了解現職中學對實踐通識教育科的看法，香港教師中心教育研究小組於05年11月展開「通識教育科的實踐與挑戰」問卷調查，一共收到207所中學1033位教師的回應；隨後研究小組成員並到4所中學與負責教師作深入訪談。此文將引用這個研究量性和質性資料，來探討在進行通識教育科時，教師在教學內容、教學法、學科評估和學校行政等四方面的挑戰。
The 334 Report (EMB, 2005) stipulated that Liberal Studies will be a core subject and assessed like other subjects in the three-year senior secondary curriculum. There will be around 3000 teachers need to change as subject teacher of Liberal Studies in 2009. In order to understand the opinion of secondary school teacher on the implementation of Liberal Studies, the Research Team of Hong Kong Teachers' Centre delivered a survey on this issue in November 2005. Base on the qualitative and quantitative data, this paper aims to discuss the challenge on the implementation of Liberal Studies in the following aspect teaching content, teaching method, assessment and school administration.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

In the 2005/2006 academic year, TWGHs Mr and Mrs Kwong Sik Kwan College received a Quality Education Fund (QEF) grant to research ways to develop the critical literacy skills of Hong Kong junior secondary students. The paper describes the programme, which was implemented across the Chinese and English key learning areas, using the Four Resources Model (Freebody and Luke, 1990) as a planning schema. The paper identifies the incidental benefits of developing the critical reader response skills in which students required in the new senior secondary English and Chinese curriculum.
東華三院鄺錫坤伉儷中學於二零零五/二零零六年度獲優質教育基金撥款，在校內推行「校本讀思維計劃」，旨在探討和發展有效的教學策略和資源，以助初中學生發展閱讀、寫作和批判性思維的能力。本文旨在報告這計劃之進度，並討論語文教師在面對課程改革時，應如何適應課程中的新元素，並指出學校需從初中開始培養學生批判思考能力，以迎接未來新高中課程的需求與改變。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

This study explores how adapted action research could act as a catalyst for change in curriculum development and be used as an instructional strategy in a music teacher education programme to enhance the reflective practice of student-teachers. Two cases of in-service, part-time student-teachers of a music teacher programme who conducted an individually adapted action research project are documented. Qualitative data was collected. Triangulation and discussion with participants were used to verify the findings. The findings indicate that teachers valued the enhanced opportunity for them not only to reflect and improve professional practice in teaching, but also to help their students to learn better. Teachers experienced positive classroom changes and developed ownership of their professional growth. Constraints noted include the lack of experience in action research at the beginning, and the lack of time for teachers to prepare curriculum materials, given their heavy workload of teaching.
[Copyright of Music Education Research is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14613808.2011.553280 ]