Teaching is a female-dominated career in both Western and Eastern societies. While low salary and social status have been suggested by previous research as the main reasons, these cannot explain the phenomenon in Hong Kong where teachers enjoy high social status and salary. My Master of Psychology research will include samples of Hong Kong and Australian senior high school students, to contrast their gender stereotypes as measured by Bem's Sex-Role Inventory (Bem, 1981), and how these, along with their gender and gender role orientations, affect their views of what characterises a good primary and secondary teacher, likelihood to consider teaching as a career, self-efficacy, and interests in teaching.
The theoretical framework integrates Lent et al.'s Social Cognitive Career Theory (SCCT; 1994) and research on gender stereotyping. SCCT posits that self-efficacies predict individuals' interests and intentions to persist in a given domain, which has not yet been applied to the context of teaching career choice. Research on gender stereotyping predicts that gender and conformity to gender role norms significantly shape individuals' learning experiences, which, in turn, affects self-efficacy (Toker et al., 2007). Recent research in the Chinese context has found that males and females exhibit fewer and weaker traditional gendered stereotypes (Zhang, Norvilitis, & Jin, 2001).We may reasonably infer shifting conceptions of gender stereotypes, including those associated with teachers, across cultures or time.
In the present paper, I report on the pilot study results from 120 senior high school survey participants in Hong Kong. Factor analyses and measures of Cronbach's measure of internal consistency will first explore the structure of gender stereotyped characteristics. Multiple regression analysis will examine the contributions of student gender, gender stereotypes, self-efficacy, and interest in teaching, towards intentions to teach. These findings will have

Background: Sleep deprivation is common among teenagers. The aim of this study was to investigate the relationship between sleep duration, wake/sleep symptoms, and academic performance among Hong Kong students.
Materials and methods: The sleep habit questionnaires were distributed to all Year 11 students at an international school that catered to different ethnic groups in Hong Kong. Analysis of various parameters of academic performance and sleep habits and their relationships were undertaken.
Results: Fifty-nine students were recruited. The average sleep duration in this group was 7.23 h. The overall prevalence of excessive daytime sleepiness (defined as an Epworth Sleepiness Scale score of >10) was 25.4%. Eleven subjects had excessive class sleepiness, defined as high likelihood to fall asleep during at least one school session. Mathematics performance was positively correlated with sleep duration. Excessive sleepiness on rising was identified as a significant risk factor for poor performance in English and Mathematics. Sleepiness during the third and fourth lessons was identified as a significant risk factor for poor performance in Mathematics only.
Conclusion: Sleep deprivation was common in the studied cohort and it was associated with a decrease in Mathematics performance. Excessive sleepiness on rising and sleepiness during third and fourth lessons were associated with poorer grades in Mathematics and English. Excessive daytime sleepiness was reported in 25% of students. Bruxism and snoring were associated with excessive daytime sleepiness.
[Copyright of Sleep and Breathing is the property of Springer. Full article may be available at the publisher's website: http://dx.doi.org/10.1007/s11325-009-0255-5]

The rationale for this study is that students' views on their own learning play an integral part in their educational journeys. Students' voice has been gaining recognition as a vehicle for cultivating ownership of learning, restoring classroom dialogue, and developing strategies for school improvement. These benefits echo the pedagogical purposes of drama education. This study examines how a group of primary students in Hong Kong relate drama pedagogy to their learning in two curriculum subjects: Chinese Language and General Studies. Working with a group of primary students introduced to drama as a medium of learning for the first time, the researcher seeks to find out what aspects of the drama programme is seen by the students as pertinent to their learning in these subjects. The students generally found the Process Drama units more closely related to the learning in General Studies than Chinese Language. Factors influencing their views include the learning focus of the Process Drama work, students' beliefs about learning in these two school subjects, and the pedagogical approaches previously adopted in their school.
[Copyright of Research in Drama Education: The Journal of Applied Theatre and Performance is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13569780902868770]