本章包含四個部分，第一部分介紹從中國大陸遷移到香港的「新到港學童」的背景情況」，其次分析這類遷移的獨特性質，進而探討這類學童在適應移居地的教育需要，最後評介香港政府在這方面的相關政策。
[Copyright © 2004 師大書苑有限公司]

Enhancing quality early childhood education and enabling access for ethnic minority South Asian (SA) children in kindergartens have increasingly been a social concern in Hong Kong. This empirical study examines the beliefs and perceptions of kindergarten teachers and principals towards educating SA children in their own educational settings. The research focus was sharpened by a case-study method to examine the effectiveness of SA children from two different kindergartens with significant demographic differences. In total, 10 focus group interviews with 29 teachers and individual interviews with the 2 principals were conducted to understand their perspectives on the learning and transitional needs of SA children. The findings reveal a remarkable difference between the beliefs and perceptions of both teachers and principals from the two kindergartens in response to the diverse needs of SA children. School policy, practice and the implications for the development of early years education are discussed.; Enhancing quality early childhood education and enabling access for ethnic minority South Asian (SA) children in kindergartens have increasingly been a social concern in Hong Kong. This empirical study examines the beliefs and perceptions of kindergarten teachers and principals towards educating SA children in their own educational settings. The research focus was sharpened by a case-study method to examine the effectiveness of SA children from two different kindergartens with significant demographic differences. In total, 10 focus group interviews with 29 teachers and individual interviews with the 2 principals were conducted to understand their perspectives on the learning and transitional needs of SA children. The findings reveal a remarkable difference between the beliefs and perceptions of both teachers and principals from the two kindergartens in response to the diverse needs of SA children. School policy, practice and the implications for the development of early

本文檢視香港融合教育的階段性發展，說明由「全校參與推展融合教育」至「全校參與照顧學生的不同學習需要」的現況。面對「全校參與照顧不同學習需要」的專業培訓需求，文章更以香港教育學院的特殊教育教師培訓課程為例，說明這方面教師培訓重點的轉變。
[Copyright © 2004 The Hong Kong Special Education Society.]

The value of student voices in dialogues about learning improvement is acknowledged in the literature. This paper examines how the views of students regarding School-based Assessment (SBA), a significant shift in examination policy and practice in secondary schools in Hong Kong, have largely been ignored. The study captures student voices through a survey of 423 Secondary 5 students and interviews with 45 students in 3 schools concerning the use of SBA in the high-stakes assessment for the English Language subject. Results suggest a wide range of student perceptions of, and responses to SBA and related feedback. In general, students indicated that they did not appreciate SBA and were unable to capitalise on the feedback. The paper argues that the intentions of SBA can be threatened if these negative tendencies are not addressed through teacher education, and calls for a dialogic model that allows student participation in debates about learning improvement.
[Copyright © 2015 Australian Research Council.]

E-portfolios are increasing in popularity and use, yet research into their efficacy lags behind implementation. This paper seeks to address this gap by presenting results of research on student ownership of a course-based eportfolio. The research is informed by Milner-Bolotin framework for ownership of learning. A co-curricular student life course at a university in Hong Kong was conducted in which students were required to construct eportfolios. Data were obtained through semi-structured one-on-one interviews with a sample of course participants. Iterative, sequential coding was used to analyse data; categories of meaning were established, emanating from existing research and emergent patterns in the data. Results from the study indicate that the framework had strong resonance with the participants’ experience constructing the eportfolio. Specific findings include a strong emphasis on the utilitarian value of eporfolios as school-to-work bridges and the potential for freedom of choice to create both opportunities for and challenges to students feeling in control. Implications of findings are discussed in terms of both research and practice.
[Copyright © 2014 Published by Intellectbase International Consortium, USA.]