References

* with softcopy

Articles:
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*Chan, D. & Mok, K. H. (2001). Educational reforms and coping strategies under the tidal wave of marketisation: A comparative study of Hong Kong and the Mainland. Comparative Education, 37(1), 21-41.

*Chan, K. S. J., Kennedy, K. J., & Fok, P. K. (2005). ‘Hard’ and ‘soft’ policy for the school curriculum: The changing role of teachers in the ‘learning to learn’ reform. Paper presented at the Faculty of Education of CUHK 40th Anniversary International Conference, 2-3 December.

Chan, K. K. (2000). Issues in evaluating a large-scale curriculum reform. In B. Adamson, T. Kwan, & K. K. Chan (Eds.), Changing the curriculum: The impact of reform on primary schooling in Hong Kong. (pp. 263-304). Hong Kong: Hong Kong University Press.

*Chen, H. L. & Chung, J. (2000). School improvement in Taiwan: Problems and possibilities: The implementation of school-based curriculum development. Paper presented at the thirteenth annual conference of the International Congress for School Effectiveness and Improvement, January 4-8, Hong Kong.

Cheng, K. M. (2002). Reinventing the wheel: Educational reform. In S. K. Lau (Eds.), The first Tung Chee-hwa administration: The first five years of the Hong Kong Special Administrative Region. Hong Kong: The Chinese University Press.

*Cheng, Y. C. (2001). Educational reform in the Asia-Pacific region: Trends, challenges and research. Paper presented at the Annual Institute of Asia-Pacific Education Development, International Conference on Educational Research. Seoul, South Korea, October 25-26.

*Cheng, Y. C. & Cheung, W. M. (1998). Analysing Hong Kong educational policy: Application of a comprehensive framework. In Y. C. Cheng, K. W. Chow, S. K. Yeung, & W. M. Cheung (Eds.), Handbook on educational policy in Hong Kong (1965-1998). Hong Kong: Centre for Research and International Collaboration, Hong Kong Institute of Education.

*Cheng, A. K. K. & Lam C. C. (XXXX). A critical review on Hong Kong curriculum reform 2001. Education Policy Studies Series, 48 (in Chinese).

*Cheng, Y. C., Mok, M. C. M., & Tsui, K. T. (2002). Educational reform and research in Hong Kong: A request for comprehensive knowledge. Educational Research for Policy and Practice, 1, 7-21.

*Choi, P. K. (2005). A critical evaluation of education reforms in Hong Kong: Counting our losses to economic globalization. International Studies in Sociology of Education, 15(3), 237-256.

*Corrales, J. (1999). The politics of education reform: Bolstering the supply and demand; overcoming institutional blocks. The Education Reform and Management Series, II(1), The World Bank.

*Chrispeels, J. H. (1997). Educational policy implementation in a shifting political climate: The California experience. American Educational Research Journal, 34(3), 453-481.

*Cotton, D. R. E. (2006). Implementing curriculum guidance on environmental education: The importance of teachers’ beliefs. Journal of Curriculum Studies, 38(1), 67-83.

Darling-Hammond, L. (1998). Policy and change: Getting beyond bureaucracy. In Hargreaves, A., Lieberman, A., Fullan, M. & Hopkins, D. (Eds.) International Handbook of Educational Change Part One. (pp. 642-667) Dordrecht: Kluwer Academic Publishers.

*Dimmock, C. & Walker, A. (1998). Transforming Hong Kong’s schools: Trends and emerging issues. Journal of Educational Administration, 36(5), 476-491.

Fok, P. K. (2005). Curriculum advisory bodies in Hong Kong: Structure, characteristics and critique. Educational Research Journal, 20(2), 265-287. (in Chinese)

*Fok, S. C. (2001). Education reform in Hong Kong and the paradigm shift. Paper presented at the Institute of Asia-Pacific Education Development Conference on Education Research. Seoul, South Korea, October 25-26.

*Fok, S. C. (2004). Values orientations of Hong Kong’s reform proposals. School Effectiveness and School Improvement, 15(2), 201-214.

*Godwin, C. D. (1999). Difficulties in reforming education policy: The Hong Kong case. Management Learning, 30(1), 63-81.

*Hertin, J., Berkhout, F., Wagner, M., & Tyteca, D. (2004). Are ‘soft’ policy instruments effective? The link between environmental management systems and the environmental performance of companies. SPRU Electronic Working Paper Series, Paper no. 124.

Howlett, M. & Ramesh, M. (1995). Studying public policy: policy cycles and policy subsystems. Oxford: Oxford University Press.

*Johns, D. P. (2002). Changing curriculum policy in practice: The case of physical education in Hong Kong. The Curriculum Journal, 13(3), 361-385.

*Johns, D. P. (2003). Changing the Hong Kong physical education curriculum: A post-structural case study. Journal of Educational Change, 4, 345-368.

*Johns, D. P. & Dimmock, C. (1999). The marginalization of physical education: Improverished curriculum policy and practice in Hong Kong. Journal of Educational Policy, 14(4), 363-384.

Kennedy, K. J. (1992). School-based curriculum development as a policy option for the 1990s: An Australian perspective. Journal of Curriculum and Supervision, 7(2), 180-195.

Kennedy, K. J. (2005). Changing schools for changing times: New directions for the school curriculum in Hong Kong. Hong Kong: Chinese University Press.

*Kennedy, K.J., Fok, P.K., & Chan, K.S.J. (2006). Theorizing curriculum policy implementation: The dimensions of “soft” policy and their application to Hong Kong’s reform agenda. Paper presented at The Asia-Pacific Educational Research Association Conference, Hong Kong, November 28-30.

*Kennedy, K. J., Fok, P. K., & Chan, K. S. J. (in press). Reforming the curriculum in a post-colonial society: The case of Hong Kong. Planning and Changing, 37(1&2).

*Lam, C. C. (2003). The romance and reality of policy-making and implementation: A case study of the target-oriented curriculum in Hong Kong. Journal of Education Policy, 18(6), 641-655.

*Law, W. W. (2004). Translating globalization and democratization into local policy: Educational reform in Hong Kong and Taiwan. International Review of Education, 50(5-6), 497-524.

*Lee, J. C. K. (2000). Teacher receptivity to curriculum change in the implementation stage: The case of environmental education in Hong Kong. Journal of Curriculum Studies, 32(1), 95-115.

*Lee, J. C. K. & Dimmock, C. (1998). Curriculum management in secondary schools during political transition: a Hong Kong perspective. Curriculum Studies, 6(1), 5-28.

*Lee, J. C. K. & Dimmock, C. (1999). Curriculum leadership and management in secondary schools: A Hong Kong case study. School Leadership and Management, 19(4). 455-481.

*Linder, S.H. & Peters, B.G. (1989). Instruments of government: Perceptions and contexts. Journal of Public Policy, 9(1), 35-58.

*Lo, M. L. (2002). A tale of two teachers: Teachers’ responses to an imposed curriculum reform. Teacher Development, 6(1), 33-46.

*Lo, Y. C. (1995). A study of the implementation of the school-based curriculum project scheme in Hong Kong. Unpublished doctoral thesis of the University of Hong Kong.

*Lo, Y. C. (1999). School-based curriculum development: The Hong Kong experience. The Curriculum Journal, 10(3), 419-442.

Luk, B. H. K. (1991). Chinese culture in the Hong Kong curriculum: Heritage and colonialism. Comparative Education Review, 35(4), 650-668.

*McDonnell, L. M. & Elmore, R. F. (1987). Getting the job done: Alternative policy instruments. Educational Evaluation and Policy Analysis, 9(2), 133-152.

McLaughlin, M. W. (1998). Listening and learning from the field: Tales of policy implementation and situated practice. In Hargreaves, A., Lieberman, A., Fullan, M. & Hopkins, D. (Eds.) International Handbook of Educational Change Part One. (pp. 70-84) Dordrecht: Kluwer Academic Publishers.

McCulloch, G. (1998). Curriculum reform, educational change and school improvement. In Hargreaves, A., Lieberman, A., Fullan, M. & Hopkins, D. (Eds.) International Handbook of Educational Change Part Two. (pp. 1203-1215) Dordrecht: Kluwer Academic Publishers.

*McGraw, B. (2006). An international view on Hong Kong's education reform. Presentation on Hong Kong Education Commission Reporting Session on Education Reform2006, 2 December.

*Morris, P. (1997). School knowledge, the state and the market: An analysis of the Hong Kong secondary school curriculum. Journal of Curriculum Studies, 29(3), 329-349.

Morris, P. (1998). The Hong Kong school curriculum. Hong Kong: Hong Kong University Press.

Morris, P. (2000). The commissioning and decommissioning of curriculum reforms: The career of the target oriented curriculum. In B. Adamson, T. Kwan, & K. K. Chan (Eds.), Changing the curriculum: The impact of reform on primary schooling in Hong Kong. (pp. 21-40). Hong Kong: Hong Kong University Press.

*Morris, P. (2002). Promoting curriculum reforms in the context of a political transition: An analysis of Hong Kong’s experience. Journal of Education Policy, 17(1), 13-28.

*Morris, P. (2004). Teaching in Hong Kong: Professionalization, accountability and the state. Research Papers in Education, 19(1), March, 105-121.

*Morris, P. & Chan, K. K. (1997). The Hong Kong school curriculum and the political transition: Politicisation, contextualization and symbolic action. Comparative Education, 33(2), 247-264.

*Morris, P. & Chan, K. K. (1997). Cross-curricular themes and curriculum reform in Hong Kong: Policy as discourse. British Journal of Educational Studies, 45(3), 248-262.

*Morris, P. & Lo, M. L. (2000). Shaping the curriculum: Contexts and cultures. School Leadership and Management, 20(2), 175-188.

*Morris, P. & Scott, I. (2003). Educational reform and policy implementation in Hong Kong. Journal of Educational Policy, 18(1), 71-84.

*Morris, P., Kan, F. & Morris, E. (2000). Education, civic participation and identity: Continuity and change in Hong Kong. Cambridge Journal of Education, 30(2), 243-262.

Morris, P., Lo, M. L. & Adamson, B. (2000). Improving schools in Hong Kong: Lessons from the past. In B. Adamson, T. Kwan, & K. K. Chan (Eds.), Changing the curriculum: The impact of reform on primary schooling in Hong Kong. (pp. 245-262). Hong Kong: Hong Kong University Press.

*OECD (2001). Schooling for tomorrow: What schools for the future? Paris: OECD

*Policy 21 Ltd. (2004). Review of the Capacity Enhancement Grant (Final Report). Hong Kong: The University of Hong Kong.

*SCMP/TNS (2006). SCMP Public Opinion Survey: Education.

*Scott, I. (2006). Co-ordination in policy formulation: Stasis and change in Hong Kong. Paper presented at a conference on “Continuing Transformations of Public Administration”. City University of Hong Kong, Hong Kong. March 21-22.

*Tews, K. Busch, P., & Jorgens, H. (2003). The diffusion of new environmental policy instruments. European Journal of Political Research, 42, 569-600.

*Tobin, K. & Dawson, G. (1992). Constraints to curriculum reform: Teachers and the myths of schooling. Educational Technology Research and Development, 40(1), 81-92.

*Torenvlied, R. & Akkerman, A. (2004). Theory of ‘soft’ policy implementation in multilevel systems with an application to social partnership in the Netherlands. Acta Politica, 39, 31-58.

*Wardlaw, C. (2006). Professionalism, trust and accountability: Supporting conditions for curriculum reform. Paper represented at the Second Hong Kong Principals Conference, March 31, 2006.

*Waugh, R. & Godfrey, J. (1993). Teacher receptivity to system-wide change in the implementation stage. British Educational Research Journal, 19(5), 565-578.