Previous research has rarely examined teachers' perceptions of school culture (perceived school culture) and well-being in Hong Kong's non-profit-making (NPM) and profit-making (PM) kindergartens. Thus, the purpose of this study was twofold: first, it examined the relationships between Hong Kong kindergarten teachers' perceived school culture and well-being. Second, it compared NPM and PM kindergartens in terms of teachers' perceived school culture, job satisfaction and mental health complaints. Kindergarten teachers were invited to complete a set of questionnaires including a School Culture Survey, Job Satisfaction Survey and General Health Questionnaire. Results showed that teachers' perceived school culture correlated positively with their job satisfaction but negatively with mental health complaints. Interestingly, teachers in NPM kindergartens had higher job satisfaction and fewer mental health complaints than those working in PM kindergartens. The implications of promoting kindergartens' school culture and teachers' well-being are discussed.
[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/10.1080/03004430701769019]

香港的鄉村學校，歷史悠長，曾在香港的教育發展扮演重要的角色 1；隨著近年出生率下降，鄉村學校正面臨結束，然而，香港少數村校，在政府不准招收小學一年級的影響下仍有能力繼續接收從別校轉過來的「插班生」。本文將以兩所村校的經驗為個案，探討學生為何轉校？以及家長為何會選擇鄉村學校？調查發現村校的「學習的環境」和學生的「自尊感」是村校學生成績進步和個人成長的重要因素。本文指出：在香港的情境脈絡裡，傳統的「成本」、「效益」觀念需要進一步檢視和省思。
As the birth rate in Hong Kong declines constantly in recent years, many villages are going to be closed. However, many of them have played an active role in the educational development of Hong Kong. It is difficult to understand why some village schools still can enroll students from P.2 to P.6, although they have not been permitted to enroll P.1 students under the primary school enrolment policy of the government. The article, which takes two village schools as case study, intends to explore the questions that: Why students left their primary schools while studying? Why parents take village school as their own choice? Our survey finds that "learning environment" and "student self-esteem" are two main factors that have effects upon both academic results and personal development of the students in the village schools. It is purposed that the "cost-benefit analysis" needed to be revised in the local context in Hong Kong.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

踏進廿一世紀，當世界各地(包括香港)正進行教育改革之際，基督教學校當作何反思？本文的目的在於引發基督教教育工作者探討以下問題：為何要建立基督教學校文化？建立怎樣的基督教學校文化？如何建立基督教學校文化？此外，本文亦提供一些具體可行的參考資料，藉以推廣基督教學校文化，使基督教學校能提升學校效能，更好地培育下一代(學生)。
In the beginning of the 21st Century, many countries (including Hong Kong) are undertaking education reform. What reflection should Christian schools have? The purpose of this paper is to initiate Christian school workers to investigate the following questions: Why do we need to develop Christian school culture? What kind of Christian school culture should we develop? How should we develop Christian school culture? Furthermore, this paper also provides some practical references for Christian schools, so that Christian school culture can be promoted, school effectiveness can be improved, and our next generations (students) can be better educated.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

Scientists in Hong Kong are celebrating a partial victory in what is likely to be an ongoing war against proponents of teaching creationism and intelligent design in secondary schools. Last month, Hong Kong's Education Bureau decided to discount language in new science curriculum guidelines that had opened the door to teaching creationism and intelligent design in secondary schools. But the scientists' triumph is bittersweet. The Education Bureau has not revised the guidelines, choosing instead to issue its pro-evolution statement as an annex. And no one expects the few dozen schools in Hong Kong that openly espouse creationism to suddenly abandon it.
[Copyright of Science is the property of American Association for the Advancement of Science. Full article may be available at the publisher's website: http://www.sciencemag.org/content/326/5952/510.2 ]