The purpose of this paper is to document the experiences of program implementers of the Project P.A.T.H.S. in Hong Kong. Thirteen program implementers from three schools were invited to participate in three focus groups to discuss their views on the Tier 1 Program (Secondary Three Level) of the project. All program implementers regarded the program as beneficial to the program participants in different psychosocial domains, particularly interpersonal and personal levels. The program implementers also perceived the program positively and positive metaphors were used to represent the program. Consistent with the previous research findings, the present study provides evidence that support the effectiveness of the Tier 1 Program of the Project P.A.T.H.S. in promoting holistic development in Chinese adolescents in Hong Kong. Copyright © 2010 by Walter de Gruyter Berlin New York.

過去數十年持續的資訊科技革新，引發出強調以運用知識和創新為比併工具的新經濟年代。教育當局將社會各界對勞動力的期望，迅速反映到教育改革的政策上。今日的老師，作為學生學習的推動者，經常承受很大的工作壓力，使不少現職教師感到教學困難。假若不同中學相關學科的教師把他們工作上的知識，在網上建構一個知識庫，與其他相關學科的教師分享，不單相互增加對學科的認識，亦可減少彼此重複的工作，讓相關的老師有更多的時間空間來提升學習的素質和效果。The sustained advancement of information technology in the last decades initiated a new economic era, which emphasizes the application of knowledge and innovation as strategic tools for competition. The Ministry of Education reflected societal expectation on human workforce in educational reform policies. When teachers play the role of students' learning facilitator nowadays, they are confronted with high working pressure that makes the teachers difficult to handle their daily teaching routine. In case if secondary school teachers of the same subject from various schools work collaboratively to build a knowledge repository to share with others, it can benefit teachers with enriched subject knowledge and reduce the duplication of effort of each other. It also gives them more time to uphold the quality and effectiveness of learning. Copyright © 2011 香港教師中心.

The implementation quality of the Tier 1 Program (Secondary 1 Program) of the Project P.A.T.H.S. in the third year of the Full Implementation Phase was examined in this study, with classroom observations of 233 units in 157 schools. Results demonstrated that the overall level of program adherence was generally high with an average of 72.96%. A total of 13 aspects regarding program delivery were significantly correlated. Multiple regression analyses indicated that overall implementation quality was significantly predicted by student participation and involvement, classroom control, use of positive and supportive feedback, degree of achievement of the objectives, and time management. Student participation and involvement, classroom control, degree of achievement of the objectives, and time management were significant predictors of success of implementation. Copyright © 2011 by Walter de Gruyter Berlin Boston.

This study examined the implementation quality of the Tier 1 Program (Secondary 1 Curriculum) delivered in the second year of the Full Implementation Phase of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes). Under the "Co-Walker Scheme", systematic observation of curriculum units was conducted in 138 schools. Results indicated that the overall level of program adherence was high, with an average of 82.9%. The mean ratings of the program implementation quality were also high. Despite limitations, the findings of this study suggest that the implementation of the Secondary 1 Program (Tier 1 Program) of the Full Implementation Phase was of very high quality. The present findings also provide strong evidence to account for the successful and encouraging outcomes of a major positive youth development program in Hong Kong. Copyright © 2009 with author. Published by TheScientificWorld.

Effectively use of technologies in early childhood centres has influential impact on learning and teaching. Leaders of early childhood centres have crucial roles to promote the good use of learning technologies. In Hong Kong, with millions of dollars subsidies from the SAR government to early childhood centres for improving early childhood quality under the Voucher scheme since 2007. Many more early childhood leaders equip their centres with different kinds of new technologies. However, the usage rate of technologies in early childhood classrooms is relatively low compare with other teaching and learning facilities. In this study, I aim to investigate the leadership strategies applied by leaders to promote technology use in early childhood centres. Case study was applied to investigate the leadership strategies, in-depth interview were conducted with principal and teachers in a well-resourced digitized kindergarten in Hong Kong. Thematic analysis was applied to draw the findings. Major findings on leadership strategies include: providing authentic support, encouraging active trial, leading practical practice and forming pro-digital culture in organization. Copyright © 2014 Infonomics Society.

「繪本融合習式方法」為香港幼兒教育日漸普及的一種教育戲劇的教學方式。本文根據讀者回應理論，建立「創意空隙」（creative gaps）的概念框架，提出六種不同面向及程度的創意空隙，以評估教學案中能給予幼兒重新想像、探索和重述故事的機會與可能性。作者提出，教師在設計教案時，應發掘繪本的創意空隙，以選配和編排適當的戲劇習式。本文藉研究幼兒教師與戲劇導師共同設計的20個教案，探討這模式在香港的實踐狀況。結果顯示，教學設計雖未能完全擺脫文本的束縛以開放地讓幼兒參與，但當中的創意空隙能引導幼兒進行多方面故事探索和重新想像。不過，以現實生活經驗來重創故事，討論當中的品德情意與社會議題的表現，卻未見顯著。本研究建議師資訓練多強調有關繪本和創意空隙的分析與應用的知識和技巧。The use of Conventions Approach with picture books has become a popular teaching mode of Drama-in-Education in the early childhood education in Hong Kong. Drawing on the reader-response theories, the author constructs a conceptual framework called ＂creative gaps.＂ This framework includes six aspects and gradations of creative gaps which aims to evaluate the opportunities and possibilities given to children to re-imagine, explore and retell the story in a drama lesson. The author argues that teachers should identify the creative gaps of the picture book when assigning and arranging appropriate drama conventions to teach. Through analyzing 20 teaching plans co-written by preschool teachers and drama artists, the author examines the practice of this drama teaching approach collected from eight preschools in Hong Kong. The results reveal that although the teachers could not totally break through the confinement of the original text for open participation, the creative gaps identified in their teaching plans could support young children to re-imagine and explore the story in various ways. Still, attempts were made to facilitate the children to re-create the story through everyday experiences and to discuss the social and moral messages in the story. In the end, the author suggests that teacher training should put more emphasis on the knowledge and skills about analyzing and applying picture books and creative gaps. Copyright © 2017 Author.

The development of inclusive education practices have led to worldwide discussion of how best to deliver a more equal education apportunity for all. In Hong Kong this has led to the development of the concept of an inclusive curriculum for special schools. This paper looks at the implications of writing an inclusive curriculum that has common curriculum content for all pupils that is based on the State curriculum. Over a four year period, nine special schools for pupils of different designated disability collectively pooled their resources to work for one common curriculum goal. In doing so they discovered that the biggest challenge was to the teacher's hearts and minds. Over 130 teachers were involved in the project. It required a significant paradigm shift in the way the teachers thought both about what they taught and how they taught. It required a common team effort within and across each school. It was apparent that providing equal opportunity to raise standards of education for the all the pupils required the recognition that every teacher had to change their way of thinking, every teacher matters. 全納教育的發展及實踐已引發了全球性的討論，討論焦點為如何為所有學生提供平等教育機會的最佳方法。在香港，一個全納課程的概念正在特殊學校中發展。本文檢視這一套以中央課程為本及以課程內容適合所有學生的原則下發展的全納課程範式及其所涉及的問題。過去四年，九間收納不同弱能類別學生的特殊學校匯聚他們的資源，致力為達致同一課程目標工作。過程中，最大的挑戰來自教師的心能及熱誠。超過130位教師參與這個計劃。這計劃涉及一個重要的範式轉移，教師需要就教學內容及教學方法重新思考。這計劃亦需要學校共同努力。計劃顯示要達到為所有學生提供平等機會及提升教育水平的目的，每一位教師都需要改變他的思維方式︰一位教師都也不能少！
[Copyright of Hong Kong Special Education Forum is the property of Special Education Society of Hong Kong Ltd.. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

ALL students, irrespective of their learning abilities and medical disabilities, should have access to the principles and practices of mainstream education. This is the guiding principle of equal opportunity in education that has been successfully promoted by the concept of inclusion. This paper identifies a diversity-based approach that requires special schools to look at their provision through the pedagogical, curriculum management and assessment procedures that apply to students of all levels of attainment. It provides a mainstream education perspective and not a special school education perspective. In 2006 a team of teachers from nine special schools in Hong Kong with the full range of classified learning difficulties joined a curriculum development Project called SAME and initiated the writing of one new common curriculum based on mainstream education. (The SAME Curriculum Project, 2008). Then in 2009 they wrote a form of continuous ipsative assessment to cover their common curriculum. The assessment tool called SCALE has been used for the past three years in the nine project schools to collect criteria (CASE, 2009). The results of this cross-school and within-school comparison of student attainment data provide for the first time, insight for schools to review their pattern of curriculum orientation and compare this with other schools with students of similar ability levels. Such information is crucial to inform school in curriculum management planning that will raise the level of student attainment. This paper explains how SCALE was written and explores the emerging data across schools to support yearly school review and planning; it explores the emerging data within school for classes; and it explores the emerging data to support teacher's practices with individual students. 平等教育機會及融合教育的主導原則是所有學生，不管他的學習能力及殘疾為何，應有機會透過主流教育的原則及方法進行學習。本文介紹一種以學習差異為本的教學方法，要求特殊學校透過一種適合所有能力水平學生的課程管理，評估程序及教學方式去檢視學校的教與學，同時以主流教育的視野作為設計的基礎。2006年一群來自九間特殊學校的老師，當中包括不同弱能類別及不用程度學習困難的學生，參加了一個名為融通計劃

核心素養已成為近些年來全球教育界關注的焦點，也引領著各地的教育改革。儘管在不同的地區，核心素養的內涵和特質有差異，但更多是呈現出共同之處。然而，如何有效地落實「素養導向的教育」卻仍未明確。本文分析了香港的教育改革經驗，綜合核心素養的相關理論和討論，探索香港在落實課程改革的發展脈絡，以期能對當前推行核心素養導向的教育改革提供參考和借鑑。In recent years, many places have adopted the concept of key competency as the basis of developing school curriculum. Researchers and academics are still debating the definition and nature of key competencies. Yet, they have come to some common understanding of what key competency is. However, it is not yet clear how to nurture students’ key competencies. This paper reports the experiences of Hong Kong in nurturing students’ key competencies. The experience of Hong Kong is reflected through analyzing the theories on key competence, and the implementation of curriculum and instruction reform since 2001. Copyright © 2017 高等教育文化事業有限公司.