Abstract

The purpose of this study was to employ the multi-level statistical model to investigate the relationship of the school social environment to the performance of students.

The school environment was conceptualized into five aspects: instructional, structural, human, political, and cultural. The student performance was assessed in terms of learning efficacy and the Chinese, English, and Mathematics achievements in the Hong Kong Attainment Test.

The study was a cross-sectional survey, involving 61 aided primary schools, 1407 teachers, and 4715 students in Hong Kong. There were two levels of analysis — school environment variables at the school level, and the student performance at the individual level.

The correlation analysis and one-way ANOVA revealed that some components of the school environment are related to certain school contextual factors. The multi-level analysis revealed that the contribution of environmental factors such as the caring and support factor, formalization factor, and pupil control factor to students' Chinese, English, and Mathematics achievement cannot be ignored.

摘要

本文旨在探討學校社群環境與學生表現的關係。學校社群環境包括教學環境、結構環境、人際關係環境、政治環境和文化環境五部份。學生表現則包括學生的學習效能及香港學科測驗的中、英、數三科成績。

本研究是採用橫斷式調查法，對象有61所津貼小學，當中包括1,407位教師及4,715名學生。研究主要是用兩層統計分析法。分析結果顯示環境變項中的關懷支持因素、正規化因素、及學生控制因素與學生的學科測驗成績的關係不可忽略。單因子變異分析和相關分析亦顯示學校的社群環境與一些外在情境有相關。

Abstract

This study attempts to examine the effectiveness of computer-assisted language learning (CALL) and cooperative learning in the performance of cloze procedure. The CALL and cooperative learning are compared to the traditional worksheet and individualistic learning. Fifty eight Middle Six students were trained under four different learning conditions — (1) individualistic learning with worksheets, (2) individualistic learning with the computer, (3) cooperative learning with worksheets, and (4) cooperative learning with the computer — and underwent cloze procedure practices on two text structures — narrative and expository. An immediate post-test and a delayed retention test were given respectively.

No significant result was found on the post-test scores among all groups. However, in the retention test, it was found that the cooperative learning group performed significantly better than the individualistic learning group, and the computer group out-performed significantly those with worksheets in the individualistic learning group. Implications of these results were discussed.

摘要

本研究旨在研究電腦輔助語文學習（CALL）和小組合作式學習對英文填字測試表現的效果。本研究將傳統的工作紙式及個人式學習方法，與電腦輔助形式及小組合作式作出比較。58位中六學生被選派到以下四種不同的學習情況：（1）利用工作紙作個人式學習，（2）利用電腦作個人學習，（3）利用工作紙作小組式學習，及（4）利用電腦作小組式學習，並進行填字測試練習。在練習之後，每位學生均接受一個即時的事後測驗及延時的記憶測驗。

分析的結果顯示四組學生在事後測驗的得分並無顯著的差異；但在記憶測驗之中，以小組合作式學習的組別之表現明顯較以個人式學習的為高。然而，在使用個人式學習之組別中，則使用電腦輔助學習的組別之表現，又較以工作紙學習的為佳。本文將會對這些研究結果（之含意）作出討論。

Abstract

This paper reviews the theoretical background for the alternative approach in English language teaching proposed in the Education Commission Report of the Working Group on Language Proficiency. First, the theoretical constructs of Cummins' Common Underlying Proficiency (CUP) model are examined. Two studies designed to test the CUP model are reported and findings are discussed with reference to the Hong Kong situation. Second, the Critical Period Hypothesis is described. Though there is no support for this hypothesis, the elements of time-on-task and cognitive maturity are brought up and weighted in the local context. Third, the sociolinguistic perspective of English teaching is investigated through two surveys, one with junior secondary students as subjects and the other with English teachers as subjects. Having considered all the research findings relating to age for English to be taught as a foreign language, it is suggested that English teaching be started early rather than late in Hong Kong. To improve on the current situation, the English teaching practice should be examined and an effective and enjoyable curriculum should be designed for the primary children.

摘要

這篇文章主要是介紹「語文能力工作小組報告書」提出小四才開始教授英語的理論基礎，文中介紹加拿大雙語教育家甘明志的語言能力轉移學說，也介紹有效啟蒙英語年齡的推理。文章接着介紹兩個以中英雙語學員為研究對象的理據，又介紹兩個英語學習態度的調查報告。最後，根據理論與本地研究數據，文章提出英語學習宜早不宜遲，但英語教學法則有待改善，才能使小學生有效地學習有趣的英語。

Abstract

This study is divided into two parts. The first part examined the teacher turnover situation in Hong Kong secondary schools from 1989 to 1992. The data, taken from Education Department and HK Subsidized Secondary School Council, showed that while there was a slight reduction of turnover and a large decline in the number of teachers changing schools in the period under study, the wastage rate of teachers remained at the same high level.

The second part involved a study of teachers' turnover intentions. This study adapted the model developed by Mobley (1982) and Willimans (1986) with job attitude acting as a moderator between turnover intention and individual and organizational characteristics. The intention was to understand how individual and possibly organizational factors caused the turnover intention of teachers. A total of 40 schools with over 600 teachers took part in the study. Logistic regressions were used to study the fitness of model. Results showed that teachers with less job satisfaction, who did not choose teaching as their first career choice and who had frequently changed schools had stronger intention to resign. Implications for school administration are discussed.

摘要

本研究分為兩部份，第一部份在了解香港中學教師流動的情況，參考資料主要來自教育署的教師轉業報告，小部份來自津貼中學議會數年來所做有關這方面的調查。研究發現，直至1992年，教師流失情況仍然嚴重，可幸教師的補充有不少的改善。

第二部份是問卷調查，目的在了解在職教師的離職傾向，研究採用Mobley（1982）及Williams（1986）的工作態度模式去探討教師意見和機構的特徵。調查一共訪問了600多位來自40所中學的教師。結果顯示被調查的教師中，發現大部份的教師都缺乏工作滿足感，轉校次數頻密的，以非教學工作為首選的教師，離職傾向較強。研究亦稍探討校方要留意的事項。

Abstract

Two hundred and seven secondary school students were rated by six teachers on the frequency of student problem behaviors, student participation, and student attitudes toward authority using the Conners Teacher Rating Scale (CTRS). It was found that behaviors indicating a lack of student involvement were rated as most common, followed by various minor misbehaviors and uncooperative attitudes. While there were few age group differences on the frequency of occurrence of these problem behaviors, notable gender differences on certain specific problem behaviors were found. In general, student problem behaviors could be conceptualized in terms of five dimensions: General Misbehaviors, Problems in Interpersonal Relations, Uncooperative Attitudes, Mood Problems, and Lack of Involvement. These results were consistent with the free responses on common problem behaviors by another group of 69 secondary school teachers. The sound psychometric properties of the CTRS in this cultural context suggested the viability of its use in future research on student problem behaviors in Hong Kong.

摘要

本研究主要是使用Conner教師評估量表(CTRS)，由6名教師量度270名學生的問題行為、課堂參與及對權威的態度。研究結果發現，與缺乏參與有關的行為在學生當中最為普遍，其次是輕微的不良行為和不合作態度。在這些問題行為之中，不同的年齡組別並未有重要的顯著差異；相反，結果卻顯示有多項值得注意的性別差異。一般而言，學生的問題行為可以歸類為五種：一般不良行為、人際關係問題、不合作態度、情緒問題及缺乏參與。同時，以上的結果與另一組由69名教師以自由作答形式所得出的一般問題行為非常相近。本研究並指出，CTRS在香港的環境之下仍具有一定的心理測量效度和信度，可作為未來研究香港學生行為問題之用。

Abstract

The approaches to learning of 86 first year and 104 third year Hong Kong General Nursing students were assessed by a modified version of the Study Process Questionnaire (SPQ; Biggs, 1987). The SPQ was found to have adequate scale internal consistency reliability estimates and factor structure supporting within-construct validity for this sample. The responses to the SPQ indicated that the student nurses may become less deep- and achievement-oriented as they progress through their studies. However, the student nurses associated success in their course to a deep level approach and tended to report learning strategies at least as deep as other medical science students in Hong Kong.

Abstract

The development of new towns around a city will lead to reduction of population density in the city which will in turn lead to the over-supply of school places inside the city. Besides closure of schools, little has been reported in research literature about how to handle the problem. To deal with this problem, the Hong Kong Government has developed a program to relocate the secondary schools from the urban area. There are a total of 49 secondary schools involved in this program. These schools have been or will be moving their own school from the old campus which is located in a district that has an over-supply of school places to a new campus which is located in a district that has not enough school places. Besides the traditional practice of school relocation, the Hong Kong Government introduces another way by phasing out the old campus and phasing in the new campus in several years' time. This article discusses the background of the school relocation and the problems generated in detail. It would be a good lesson for ministries of education in order countries if they encounter similar problems in the future.

摘要

中學中國語文科課程綱要指定香港中學生要學六種文體，並要辨認不同文章體裁。寫作課程也清楚列明不同文體的練習比例。在公開試方面，會考亦要求學生能辨別和寫作不同體裁的文章。可見文體分類與課程及考試有密切的關係。本研究希望探究香港中學中國語文科課本的文體分類情況。研究對象是10個出版社的編寫組。結果顯示每一篇文平均有3.8個編寫組有不同的分類。在128篇範文裏，只有4篇有一致的分類。這些均顯示現時文體分類的標準並不統一，也不穩定，對學生學習構成一定的困難。中國語文科課程和會考建基於文體架構的有關部份，應要重新檢討和改善。

Abstract

Secondary school students in Hong Kong have to identify and to learn to write six types of writing in Chinese (The Chinese Language Syllabus for Secondary Schools, 1990; Hong Kong School Certificate Exam. Regulation and Syllabus, 1994). The traditional sixfold division of writing has been a major factor in determining the writing curriculum of the Chinese Language. The present researchers have studied the classification system of types of writing in Chinese Language text books. It was found that the writers of ten series of text books have different classification system of types of prescribed text. Out of 128 pieces of writing, only four pieces are classified in the same category. The discrepancy of classification is very great (the mean difference is 3.8 per text). This causes a lot of confusion in learning and teaching. It is high time for curriculum developers of Chinese Language to devise a more satisfactory and relevant way of looking at types of writing.

摘要

學校組織變革已成為目前教育改革的重要課題。本文從探討與學校組織變革有關的理念，進而討論研究上的方向及可行的策略，希望對變革的推行和研究有點幫助。

本文提出的組織變革動力模式，強調有關研究除應由微觀的角度去了解學校成員在認知、情意及行為上的改變外，亦需從宏觀的角度去量度外顯的組織科技變革及內隱的組織文化變革。在研究方法和探究途徑方面，從單向的線性思維轉向多向的矩陳思維；朝整合質與量兩種典範的方向進行。

Abstract

This paper aims to explore the theory of organizational change in school and identify the approaches and strategies for research.

According to the dynamic model of organizational change proposed in this paper, the research focus may be put on studying changes in the cognitive, affective, and behavioral domains of school members at the micro-level as well as investigating explicit changes in organizational technology and implicit changes in organizational culture at the macro-level. The research approaches may be shifted from one dimensional conception to multidimensional conception and integration of the qualitative and quantitative paradigms.

Abstract

Dolan (1994) compared the English ability of three groups of Hong Kong (HK) teachers [and a group of British (UK) students] who were attending university courses in UK. Among other things, he concluded that there was general improvement in language proficiency with British exposure. In this article, Dolan's analyses were re-examined. It was found that UK exposure might lead to an increase in HK teachers' specific UK knowledge. However, contrary to Dolan's conclusion, reanalyses showed that HK teachers' general English proficiency had not improved even after nine months of exposure. The benefits of UK exposure were unsubstantiated and dubious.

摘要

Dolan（1994）比較三組在英國大學就讀的香港教師（及一組英國學生）之英語能力，在結論中，他指出這些受試者的一般英語能力會隨他們在英國生活的體驗而有所改善。本文重新檢視Dolan的論據，發覺英國的生活可能增加香港教師對英國的認識，但與Dolan的結論不同，重新分析顯示即使長達九個月之英國生活，亦不能改善香港教師之英語能力。「英國生活體驗能改善英語能力」之說，在該研究內並無確實數據支持。