This study assessed multiple intelligences in a sample of 96 Chinese secondary school teachers in Hong Kong, and explored the consistency between these teachers' multiple intelligences and their areas of responsibilities. Teachers typically reported relative strengths in interpersonal and intrapersonal intelligences and weaknesses in visual-spatial and bodily-kinesthetic intelligences. While there were no gender or age group differences, arts/music/sports teachers indicated greater strengths in musical intelligence when compared with language and social studies teachers, and guidance teachers indicated greater strengths in both intrapersonal intelligence and interpersonal intelligence than did non-guidance teachers. Using the eight intelligences as predictors, teachers' interpersonal intelligence was the significant predictor of their self-efficacy in helping others. The implications of these findings are discussed in light of the current Hong Kong education reform movement and the inadequacy of teacher education programs in Hong Kong.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0144341032000123778]

The author argues that all teachers should be aware of the advantages and limitations of computer applications within educational/school context, and that they should be shown the full spectrum of what and which roles of computers could play in a language classroom setting and be familiar with the full institution of computer assisted language learning.

作者首先介紹教院普通話選科生的畢業基準釐定的原則、範圍、方式及等級說明，然後交代題型設計，及評分準則。作者分述兩次測試的成績結果，並指出這個測試透過與國家語委實施的普通話水平測試作相關分析，確立試題的信度。作者接著分析了兩次測試的學員表現，肯定了測試能整體上把高中低水平的學生區分開來，達到了測試的主要目標。最後作者總結了測試的結果，為提高學員的普通話水平提出了具體的建議：應加強說話訓練和聆聽訓練，鞏固拼寫能力和加強譯寫訓練。（鄭佩芳整理）

文章對教師自我評估能力和評鑑方法作出評估，在教學環境，師資培訓課程，整體教學能力，分級，分科教學能力，運用教學語言能力，分項教學能力，課堂教學能力，課堂以外工作能力，教學對象甄選各方面研究。（梁振威整理）

This cross-cultural study examines early childhood professionals' perceptions of their social status, working conditions, and public appreciation in seven countries/territories: Guatemala, Hong Kong, Hungary, India, Mexico, Peru, and the United States of America. One hundred eighteen participants, consisting of preschool and elementary school educators, program directors, child psychologists, and professors of early childhood education, responded to six questions through electronic, printed, and face-to-face contacts. The cross-cultural data revealed a high degree of agreement on these professionals' perceptions of their social standing, income, work responsibilities, and public appreciation. Results indicate that participants felt discouraged and underappreciated in their current circumstances and aspired to additional financial and emotional support, as well as greater respect from their governments and society.
[Copyright of Journal of Early Childhood Teacher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10901020701366764]