This study examines the multidimensional and hierarchical structure of achievement goal orientation measured by the Inventory of School Motivation. The instrument consists of eight different scales with 43 survey items (ranging from three to seven items each). Each scale reflects one of eight specific dimensions: task, effort, competition, social power, affiliation, social concern, praise, and token. The study also examines the ability of these eight first-order factors to define four general second-order factors—mastery, performance, social factors, and extrinsic factors—as well as one third-order factor, general motivation. Participants came from seven different cultural groups in high schools in Australia (n = 4,787), Hong Kong (n = 697), the United States (n = 2,660), and Africa (n = 819). Nested confirmatory factor analyses support a multidimensional, hierarchical school motivation construct. The model was invariant across cultural groups. The findings provide a strong theoretical structure and tool for further school motivation research.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410500342559]

Governments around the world have adopted school self-evaluation as an essential corollary to the local management of schools. Typically this has been accompanied by prescribed frameworks, indicators and scoring systems, tending to promote a form of ritual self-inspection rather than an ongoing and dynamic process of self-evaluation. It is argued that these have derived more from an accountability imperative than an improvement motive and as such have tended to disempower rather than empower schools. This article examines the inherent tensions between external accountability and internally driven school improvement. The example of Hong Kong's new relationship with schools is used to illustrate how those issues play out in the implementation of large-scale reform, drawing parallels and contrasts with Ofsted's New Relationship with Schools in England. The responsiveness of Hong Kong's Education Development Bureau to evidence from independent research carries lessons for other countries in which such evidence has been ignored or marginalised by policy-makers. It is, in many respects, an exemplary case study of change management.
[Copyright of School Leadership & Management is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13632430802292332]

作者指出，教科書是課程的重要組成部份，教科書在教師的教和學生的學的過程中有重大的影響，教科書的比較和評價是課程比較和評價的重要一環。文章主要從內容、教學法和取向的角度對中英港三地教材套中的學生用書和教科書。

In the paper, the author compares Hong Kong and Australia in the following aspects: computers used in schools; number of computers in schools; syllabus; examination; and service training.

文章是在論述前人有關分析的基礎上嘗試建立一個初步的語文教科書分析架構，並以之作為日後進一步探究的根本。語文教科書分析架構的建議：一、內容及意識形態；二、教材組織及教學協助；三、習作設計；四、物理屬性。（何文勝整理）