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student civic outcomes (Kyriakides School leadership and CME:
et al., 2009). In addition to the The gap to fill
top-down change efforts that are
rendered effective through Research on CME has been
institutional structuring (Dalin, isolated from school leadership
1998), real changes at the school research. The scenario is obvious
level and individual student level in Hong Kong, where CME is rarely
are likely to occur when school ?anked high in the education
leaders take the opportunity to agenda??let alone for school
shape student experiences in line leaders (Leung et al., 2014, p. 19).
with what most affects their For researchers, however, it is
learning. Last but not least, the time to fill the gap between the
assessment and evaluation of two research fields and provide
students??civic knowledge should policy directions. Young people
not overstress cognitive need to be aware of their civic
knowledge. Instead, it should responsibilities and they need to
cover a full range of affective, gain experience as students in civic
behavioral and cognitive domains activities both in and out of
of civic engagement. schools. This requires leadership
so that CME is not marginalized as
a form of personal development.
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