Abstract

Current interests in the development of diverse talents in students have brought particular relevance and importance to the identification of musical talent in the Hong Kong school setting. An overview of different perspectives on what constitutes musical talent is first provided to set the stage for examining different assessment and identification approaches that emphasize musical aptitude, musical expression and performance, and creativity in musical tasks. It is suggested that the assessment of musical aptitude in terms of aural discrimination is a starting point, and should be followed by observation of students' creative interpretation in performance, improvisation, and composition. Other behavioral characteristics such as self-motivation and commitment crucial to talent development should also be taken into consideration in the identification process. Music education in Hong Kong and the corresponding musical talent identification procedures are then discussed in light of this overview.

Keywords: musical talent; music education; talent identification; Hong Kong

Abstract

School Principals hold the key to effectiveness and quality in education, as they are the vanguards of stability and agents of change. School-based management (SBM) in New South Wales in Australia and Hong Kong has given the principals increased autonomy in managing the schools with accountability. Current trends in both systems indicate commitments for consolidating SBM, making the quality of leadership vital in institutionalizing change. Both systems select principals on merit, as leadership qualities are partly inborn and partly learned, resulting in a number of programs offered by the universities in meeting the demand for professional development. This paper presents practitioners' opinions on the effectiveness of the Master of Leadership and Management in Education (MLMEd) offered by the University of Newcastle and the Preparation for Principalship (PFP) program by the Chinese University of Hong Kong. Methodology included both quantitative and qualitative approaches and thus the findings are based on student evaluations and interviews with school leaders who followed these programs.

Keywords: professional development programs; school leaders; school-based management

Abstract

In 1989, the then eight largest CPA firms entered a partnership with the American Accounting Association (AAA) leadership to form the Accounting Education Change Commission (AECC) to provide leadership in changing accounting education so it will be responsive to the needs of those entering a variety of career paths and to address the educational needs of the principal stakeholders in accounting education. This article examines the developments over the past decade and a half in the United States and uses the eight proposed initiatives of the institutions receiving grants from AECC as a benchmark for implementation by a Hong Kong academic institution. The environmental difference between the United States and Hong Kong is pointed out. The Government of Hong Kong Special Administrative Region has directed all tertiary institutions to commence a four-year undergraduate degree programme (currently three years) within five years. If the Departments of Accounting of these institutions see the merit of the U.S. accounting education reform and particularly, the initiatives of AECC, then the latter used as a benchmark in programme development by a Hong Kong academic institution already having a four-year programme, could be considered as a reference framework when developing their own new four-year accounting programme.

Keywords: accounting reforms; AECC initiatives; benchmark

Abstract

Historically, graduate teaching assistants (GTAs) have served as invaluable members of institutions of higher education teaching staff dating back to the 1800s. Currently, GTAs teach an estimated 40% of undergraduate courses offered at most major research institutions. The graduate teaching assistantship provides not only financial support for graduate studies but also allows graduate students opportunities to gain valuable and relevant experience as instructors. To date, scant scholarly attention has been paid to examining the organizational culture of graduate academic programs in which GTAs seek to fulfill their instructional tasks and responsibilities (Meyers, 2001). The goal of this research was to examine the organizational culture of a collegiate physical education (CPE) program paying particular attention to the impact of explicit and implicit symbolic messages received by its GTAs as communicated by influential university administrators concerning their role in the overall educational mission of their respective CPE program, academic departments, institution and the greater academic profession in which they were preparing to join upon graduation. Specifically, the research uncovered the participants' perceptions concerning the CPE program's ability to effectively provide instructional supervision, socialization, and development processes while preparing their GTAs for future career aspirations.

Keywords: graduate teaching assistants; physical education; college teaching

摘要

香港中學中國語文新課程倡議「學生中心」的教學方式，有別於傳統的教學觀，故此，本質化研究旨在探究六位中文教師的教學信念及其對課程實施的影響。研究結果反映教師的教學信念可分為「傳授觀」及「啟發觀」兩大取向：「傳授觀」與新課程的理念有不少分歧之處，阻礙了新課程的實施；相反「啟發觀」與新課程的理念大致相符，能落實新課程。本文建議要成功實施新課程，必須持續地發展教師專業課程，以改變教師的信念及教學實務。

關鍵詞：教學信念；課程實施；中國語文

Abstract

The new secondary Chinese Language curriculum in Hong Kong promotes learner-centred teaching, which is different from traditional teaching conception in the past. Therefore, this qualitative study aims to explore the teaching beliefs of six Chinese language teachers and their influence on curriculum implementation. The results revealed that teaching beliefs of teachers could be divided into two main orientations of transmission and heuristics. It also indicated that the existing beliefs of transmission-oriented teachers were incongruent with the underlying philosophy of the new curriculum thus hampered its implementation. But the beliefs of heuristics-oriented teachers were in line with the new curriculum, which facilitated its successful implementation. It is suggested that the key to successful curriculum implementation is continuous teacher development, which fosters change of beliefs and practices of teachers.

摘要

香港課程發展議會在2001年公佈初、高中「中國語文教育學習領域‧中國語文課程指引」（簡稱「指引」）。本文根據指引關於課程規劃與教材組織的內容，考察架構示例和教科書有沒有具體落實指引的主張。論證發現指引關於教材編選的原則是有理論依據的，但架構示例沒有把它落實下來，因而影響現行七套教科書的編寫。文章就有關的問題作出討論，最後根據理論依據，建構一個符合指引精神的課程規劃。

關鍵詞：課程指引；教科書；編選體系

Abstract

The Curriculum Development Council has proposed a “Chinese Language Education Key Learning Area Curriculum Guide” for secondary schools in 2001. In the new curriculum guide, an “open and flexible framework” has been developed for the writing of textbooks, and a series of exemplary learning units for secondary 1 to 3 have been supplied. To implement these, clear guiding principles are introduced in the new curriculum guide for teachers’ reference. Based on these exemplary learning units, conventional publishers have produced 7 sets of textbooks which are being in use in 2002. Viewing from the perspectives of curriculum design and teaching and learning materials development, this paper examines the effectiveness of implementing these new ideas. It is found that the selection and writing of teaching and learning materials are based on grounded theory. However, the exemplary learning units are unable to put them in real practice which directly affects the writing of textbooks. This paper discusses this issue and suggests a new direction for the implementation of principles introduced in the new curriculum guide.

摘要

本文報告一項以理解分析取向的質性研究，研究員以微型政治觀點探討和分析三所小學的家校夥伴關係情況。研究顯示，在發展家校夥伴關係的過程中，三所學校各自衍生了不同的家校關係模式：第一種是「家長乃政策的跟從者」模式，第二種模式是「家長乃推行校政的工具」，而第三種則是「家長乃虛假夥伴」。研究員認為在目前香港的教育發展過程中，「家長作為學校的真正夥伴」，只是一個烏托邦而已，要達到真正的夥伴關係，尚待未來的發展。

關鍵詞：家校協作；微型政治；夥伴關係

Abstract

This article reports a qualitative study on home-school partnership in three primary schools in which the method of interpretive approach and perspective of micro-politics were adopted. The study finds that, during the process of developing home-school partnership, three models of home-school relationships emerge. The first model is conceptualised as "parents as policy-followers". The second is "parents as instruments of school initiatives" and "parents as pseudo partners" is the third model. It is concluded that the notion of "parents as real partners" is a utopian vision at the present situation of educational development in Hong Kong.