根據國際文獻，知識管理在教育領域的應用與推廣，相對於其他行業來說起步較 遲。香港初等教育研究學會曾於2010至2012年期間推行「知識管理與小學發展」計劃，在十間小學推廣和實踐知識管理的理念。筆者兩人從中選取三個成功的小學個案，分別從知識管理系統、知識管理的領導和組織分享三個角度闡述學校應用知識管理的實況。為了有效描述這個案的經驗，筆者兩人除採用該計劃的資料外，還約見三校負責同工作深入訪談，剖析三校推行知識管理的應用細節。
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The “Active-Classroom” project aims to establish a platform for professional exchange among teachers on skills and strategies that helps to achieve an active classroom, by the use of WebQuest. In the “Active-Classroom”, different learning strategies are arranged as an advanced organizer for learners to navigate. The model of learning provided by the Active Classroom is known as WebQuest. WebQuest aims to involve learners in a meaningful task that results in knowledge acquisition and higher order thinking (Dodge, 1997). It has a well-defined structure that is similar to a lesson plan (Stein, 1998). The WebQuests in the Active-Classroom website provide links to essential electronic resources to motivate learners’ investigation on specific teaching strategies. Another outstanding feature is that all the materials in the Active-Classroom are result of collaborative effort of teacher educators and school teachers, through experimentation of various skills at different period. In this paper, the researchers will report how the Active Classroom has come into shape with its first attempt on questioning skill, during Dec 2004 to May 2005. There are three primary schools participating in studying this skill component. The project demonstrates the functions of the questioning skill WebQuest: (a) focuses learners on a tangible and easy navigated resource; (b) opens up possibility of getting feedback from distant audience via an embedded e-mail form. The Active Classroom has just been launched at this stage and positive influence on teacher professional networking and student learning is perceived. It implicates that online learning on instructional strategies should be promoted as it is a substantial support to education reform.

This study is the second phase of a long term evaluation exercise namely: An Evaluation of the 9-year Compulsory Education of Hong Kong. This research is planned to focus on the following areas to delineate the causes of students' learning problems which have not been addressed thoroughly and deeply enough during the first phase: A. the nature (selective vs. universal education) of the formal and instructional curriculum; B. teachers' knowledge and belief learned from teacher education institutions; C. classroom climate and students' cognitive and effective learning process.

In a recent large scale survey for collecting opinions and perceptions of primary school principals on teacher education, teacher competence and teacher quality, 528 school heads had responded. Descriptive summaries are stated in the report of Contextual Analysis for Programme Development of Hong Kong Institute of Education. Further analysis was done later for academic interest. In a question asking for principal's perceptions on teacher performance, 18 performance attitudes or styles each having five responses (Strongly Agree, Agree, No Idea, Disagree and Strongly Disagree) are suggested. Factor analysis with varimax rotation generates 3 factors with eigenvalue greater than l.The first factor is of our interest since it explains almost 40% of variation of the data and can be interpreted as a contrast of positive attitudes/styles versus negative ones. The factor scores and four potential explanatory variables (Age, Gender, Qualifications and School-type) were fit into an ANOVA model. It was found that age and gender show no significant difference in the perception. But both qualification and school-type exhibit significant effect on it. Moreover, the interaction of these two factors is significant. Principals who have not completed or started any local Bed program feel very happy with the performance of teachers. On the contrary, those having or studying a local Bed degree appear to be more demanding and are not so satisfied with the performance of teachers. The heads of special schools with a local Bed degree and those without one form two extreme groups in this aspect. The findings cast some light on the leadership of principles of various qualifications and school-type.

Over the years numerous studies have been conducted in an attempt to determine the effect of homework on students’ learning (Thomas, 1992). In practice, there are much problems and misconceptions with the implementation of homework. In Hong Kong, this issue worsens existing educational problems (Education Department, & Home School Cooperation Committee, 1994). With the launching of curriculum reform in 2001, the education bureau in Hong Kong recommends that there be a change in homework policy and practices(Curriculum Development Committee, 2001). Schools should put more emphasis on "meaningful homework" as an integral part of the school curriculum. In the past, curriculum changes in Hong Kong often encounter unsuccessful experiences because of poor policy dissemination and implementation and mismatching teachers’ conceptions, etc (Yeung, 2004). Studies alike demonstrate that any educational change needs an authentic "paradigm shift" in perspectives, philosophy and pedagogy (Kuhn, 1970). The paper intends to look into the underpinning theory and thereafter the underlying agenda embedded with this homework policy. The researcher has adopted research method including documentary analysis and simple survey. The researcher conducts and compares content analysis of two kinds of documents -- Official homework guideline as well as various samples of school homework. A simple survey of teachers’ conception about the new homework policy has been used as kinds of triangulation. The researcher wishes that findings from the study may have empirical and practical significance to future development of homework practices and policy in schools.

In the current curriculum reform of Hong Kong, the Curriculum Development Council (2002) recommends that teachers make use of co-operative learning to cater for their students' individual differences. A common feature of co-operative learning is that students help each other to learn in small groups towards a common goal (Cohen, 1994; Johnson & Johnson, 1999). For such kind of co-operative learning, the success of members of a group is interdependent to one another (Kagan, 1994; Slavin, 1995). The concept of co-operative learning is radically different from competitive learning in which a student's success builds on the failure of others. This paper aims to investigate the factors influencing teachers when they consider using co-operative learning in their classrooms. A questionnaire was administered to a sample of teachers (n = 179) from five primary schools conveniently chosen. Descriptive statistical analysis as well as factor analysis was performed on the data collected. The results suggested that the respondents agreed, to different extent, to all the twenty items of constraints as listed in the questionnaire. Four categories of factors that influenced teachers' decision to use co-operative learning were extracted. They represented the school and system levels, teachers' conceptions of teaching, pupils' ability and discipline, and classroom level. The study concluded that, in view of the various constraints, it would be difficult for teachers to implement co-operative learning to meet the curriculum re-structuring. Based on the findings, some recommendations were made.

After the handover, the Hong Kong Special Administrative Region government implemented drastic and enormous curriculum reforms, including project learning as one of the four key tasks. Over 80% of Hong Kong primary and secondary schools have adopted project learning as a curriculum task, which signifies the importance of teacher’s role and attitude in curriculum implementation. Yet the pressures on teachers and schools to achieve this result should not be underestimated. In this paper, the concept of “soft” and “hard” policy will be introduced as a means of analyzing the issues facing teachers in implementing the education reforms. “Soft” policy is characterized by persuasion, benchmarking and best practice exemplars. “Hard” policy on the other hand is explicitly embedded in legislation and budgetary allocations. This article will analyse the characteristics of project learning as a “soft” curriculum policy. It possesses features such as being practical, adaptable to context, emphasizing teaching processes, capable of being led from the classroom and is characterized by flexibility. Great emphasis is placed on conferences, seminars, sharing exemplars to promote and encourage teachers to work on this reform. On the other hand, however, the government uses “hard” means to monitor school compliance with the reforms. Thus, school self evaluation and external school evaluation are used to assess the extent to which schools are implementing curriculum innovations such as project learning. There are thus twin pressures on teachers and schools caused by the use of both “hard” and “soft” policy instruments.