摘要

發生於學校內、外環境的意外事故，直接或間接的威脅到學校的發展。危機為學校帶來可見及不可見的種種損害，往往將學校的處境推向一個難於理解及控制的局面。為免這種災難性的局面發生，有關人士日益重視學校危機的理解和管理；不過，有深度的研討仍屬不多，一般多只限於危機個案的描述。

本文探討學校危機的特徵，指出其不穩定性及潛存性；究其成因，可分為物理、情境、道德責任及規範等四種；其所引致的後果，除帶來學校內人身、物質、責任、聲譽及教育等「客觀性損害」外，更具有「主觀性損害」的效應。不同的危機情景，相應的管理內容及方法也會不一樣。

本文嘗試探討學校危機管理的涵義、原則及實踐方法，提出強化學校的不同功能有助預防及控制危機。筆者就學校危機的發展模式，提出一些重要的通則，嘗試整理出包括預防、控制及善後處理的管理措施。以多元的觀點去理解學校危機，應有助加深我們對不同類別危機的認識，希望對學校管理和發展，作出一點貢獻。

Abstract

Responding to the emerging need for comprehensive understanding of the nature and impacts of different types of crises happening in schools, this paper aims to provide a framework of multiple perspectives to analyse and understand the characteristics of school crisis and propose different strategies and procedures to manage it. The potential causes and consequences of school crises are classified and analysed in order to provide a basic understanding of crisis issues in schools. Mainly based on the different paradigms of management, five perspectives including the structural perspective, the human relation perspective, the political perspective, the cultural perspective, and the learning perspective are proposed to be used to understand, conceptualize and practise school crisis management. The theoretical framework and strategies proposed in this paper should be helpful to school practitioners in practice and academics in research.

摘要

香港的教育當局像其他西方國家的教育制度一樣，在面對教育體制日漸膨脹和學校的應變能力下降時，其管理的模式就由「中央集權」轉為「權力下放」。香港的「學校管理新措施」就是在這前題下的一項「同時鬆緊相控」的管理改革，當中引入了很多經濟、商業及工業管理學的知識和經驗。從微觀角度來看，這改革是成功的；但從宏觀角度來看，這改革是尚未成功。本文回顧這改革在過去六年的實施狀況，分析其成效，並提一些建議予政策制訂者和學校教育實踐者參考，以圖改善管理改革的施行。

Abstract

In coping with the rapid expansion of the school system and in order to increase its adaptability, the Hong Kong Education Department as most education authorities in the Western countries decentralizes its management framework to enhance school effectiveness. The School Management Initiatives (SMI), a school-based management scheme, is a simultaneous loose-tight coupling reform in which lots of knowledge and experiences have been borrowed from those reforms in the economic, commercial and industrial sectors. Evidence from the past six years shows that the SMI has been successful at the school level, but not at the system level. In this paper, an attempt is made to evaluate the implementation of the SMI since its inception in 1991 and some suggestions to policy-makers and school practitioners are also made for their considerations if the school management reform is to be widely and successfully implemented before Year 2000.

摘要

本文討論應用結構方程模式一些較重要問題和常見謬誤，包括：（一）數據與模式擬合的意義、（二）等同模式問題、（三）擬合優指數、（四）模式修訂及交互效度、（五）相關與因果關係、（六）潛伏變項之名實相符問題、和（七）用SEM分析相關矩陣問題。本文綜合並重申學者指出運用SEM常見之謬誤，亦嘗試提出解決辦法，供研究者參考。

Abstract

We discuss a number of common issues and misconceptions in using structural equation modeling (SEM). They include: (1) the concept of goodness of fit, (2) the issue of model equivalency, (3) the choice of fit indexes, (4) model modification and cross-validation, (5) correlation and causality, (6) labelling of latent constructs, and (7) using correlation matrices in SEM. We summarize and reiterate common mis- conceptions and concerns in SEM analyses and attempt to propose strategies for solving the problems.

摘要

本文對以Shavelson等人（1976）的自我概念模式為主要依據的學業自我概念研究做了較為系統的回顧。目前，普遍認為學業自我概念是一個多維度的等級結構，參照系在學業自我概念形成過程中起著重要作用。學習成績與學業自我概念的相關較大，與一般的自我概念的相關較小，與非學業自我概念幾乎不相關。學習成績與學業自我概念的因果順序難以確定。本文以這些研究結果為依據，對學業自我概念研究的實踐意義進行了探討，並提出了在中國開展學業自我概念研究的幾點建議。

Abstract

This paper reviews academic self-concept research based on Shavelson et al.'s model. Generally, researchers agree that academic self-concept is a multidimensional and hierachical structure. The frame of reference plays an important role in the formation of academic self-concept. Academic achievement is substantially correlated with academic self-concept, less correlated with general self-concept, and almost not correlated with non-academic self-concept. The causal relationship between acade- mic achievement and academic self-concept is not clear. The author explores the implications of the general findings of academic self-concept for educational practice and gives some suggestions for developing academic self-concept research in China.

Abstract

The role of parent involvement has been given considerable attention recently among Hong Kong schools. The number of parent-teacher associations has increased drastically in the past three years. This study attempts to provide an understanding of the purpose of setting up parent- teacher associations (PTA) in Hong Kong. It analyses the data from the surveys and the focus studies of the Home-School Cooperation Research, together with some recent literature, reports and findings about the PTA. Descriptive statistics are used to analyse the perceptions of various actors, including school supervisors, principals, teachers and parents. It was shown that "enhancing school-home communication" was regarded as the most important objective and "involving in school management" as the least important objective of the PTA. The practices of the PTAs are examined. The networking functions of the PTA are discussed. A model of the functions of the PTA is developed. This model consists of the components of purposes, types of interaction and levels of operation. It can be used for diagnostic, reviewing and planning purposes. Lastly, several developing strategies, policy issues and further researches of the PTA are discussed and suggested.

Abstract

This study constructed an integrated model to investigate the relations among family relationship, self-concept, and delinquent behavior. A total of 579 Chinese students in Grades 7 and 9 from four secondary schools in Hong Kong voluntarily responded to a questionnaire that measured these three constructs. The findings from structural equation modeling supported that a positive family relationship was critical in facilitating the development of adolescents' self-concept and in restraining adolescents from engaging in delinquent behavior. Two self-concept domains, behavioral conduct and social acceptance, were found to be significantly related to delinquent behavior, mediating the influence of family relationship. Implications of these findings on the complex relations among family relationship, self-concept, and delinquent behavior are discussed.

Abstract

Teachers and parents can and should work together to facilitate children's development. Involving parents in school extracurricular activities is one of the ways. To carry out this, we need to know parents' attitudes and perception of extracurricular activities. This paper reports the findings of a study on the attitudes of parents in Hong Kong towards extracurricular activities. The study, which covers the views of over three thousand parents, shows that parents in Hong Kong viewed school extracurricular activities favourably. They were also satisfied with the present arrangement of extracurricular activities conducted by schools. Though their present involvement in their children's extracurricular activities was less than desirable, the majority of parents were willing to pay more and invest time on school extracurricular activities. This suggests to the policy makers and school authorities that there is a large pool of potential resources waiting to be utilized. If schools could develop it, extracurricular activities will definitely be further improved both quantitatively and qualitatively.