Abstract

The purpose of this study was to examine the working conditions of early childhood educators in Hong Kong as well as their perceptions of these conditions. The heads of 68 preschools were interviewed about various characteristics of their programmes. In addition, 281 early children educators from these preschools responded to an anonymous questionnaire containing items related to their perceptions of their working conditions. The findings indicate that the working conditions of early educators in Hong Kong are characterised by large class size with low adult: child ratios. Adults spend a lot of time preparing for teaching and other duties more typical of primary school teachers, and receive few benefits in return for these time-consuming activities. Despite these apparently adverse working conditions, most early childhood educators are satisfied with their work. They particularly enjoy the interpersonal relationships with children and colleagues that are part of working in a preschool.

Abstract

This study aims to explore the possible relationships of teachers' self concepts to teachers' use of powers, leadership and their students' educational outcomes in terms of self concept, attitudes to peers, teacher, school and motivation to learn. Teacher self concept, conceptualized in this study, is of a multidimensional construct comprises Social Self, Personal Self, Pedagogical Self and Administrative Self. The sample of this study was 132 class teachers and their 4,535 Primary five and six students from 18 primary schools in the same district of a religious sponsoring body. Findings of the study indicated that teachers' Social Self, Pedagogical Self and Personal Self are relative important factors that predict teachers' use of Consideration Leadership and use of Reference Power and Reward Power, which in turn predict students' five educational outcomes. The results of investigating the relationship between teachers' self concept and students' educational outcomes were also in line with this pattern.

摘要

由系統觀點，本文嘗試以教育的需求供應、教育系統結構、對經濟的效應和後果，以及其間的相互關係為焦點，建立一個初步架構，幫助教育政策的關注者或研究者掌握在經濟層面上分析討論教育政策的範疇，方向及焦點。相信對目前教育政策的討論和發展，有些作用。

Abstract

From a system perspective with focus on educational demand and supply, education systems, impacts on economics, and their relationships, the paper intends to develop a preliminary framework for analyzing the economic aspects of educational policy. The framework may help those interested to handle the areas, directions, and foci of economic considerations in educational policy analysis. Hopefully, the paper may make a contribution to ongoing policy discussion and development in education.

Abstract

This paper addresses the question of initial reading with regard to the very first words that children learn. The examination focuses on which "sight-words" children learn, and which words are found in children's initial readers. How this compares with the most common words, as defined by current corpus studies, is then discussed, and the extent to which corpus data corresponds with the intuitions of coursebook writers and writers of initial readers.

Abstract

Memorizing the multiplication table is a difficult task to almost all primary pupils, and usually a painstaking one. Instead of attempting to discuss the development of the concept of multiplication, this article addresses the problem of memorizing the multiplication table. Some teachers tend to follow the seemingly natural sequence of the multiplication table and ask pupils to recite from one through nine. We suggest that the memorization sequence should be reconsidered. Mathematics learning involves the learning patterns. We suggest the use of patterns to assist children to remember the multiplication table. For the multiplication of seven where the pattern is not obvious, we suggest the use of games and activities to change the tedious task of rote-memory into fun so that children are willing to repeat and recite many times without feelings of boredom and pain.