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Wong, Marina Wai-yee; Chik, Maria Pik-yuk – Arts Education Policy Review, 2016
An education reform policy and inclusive education policy have been implemented in Hong Kong for over a decade. As more students with special educational needs have entered the mainstream education system under these policies, Hong Kong's primary music classrooms offer a site where three policies interact--the education reform policy entitled…
Descriptors: Foreign Countries, Educational Policy, Educational Change, Inclusion
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Robinson, A. Helene – Arts Education Policy Review, 2013
Does arts integration contribute to student success for disadvantaged student populations? The introduction to this article compares students' academic performance and arts education in countries outperforming the United States on the recent Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading…
Descriptors: Art Education, Integrated Curriculum, Academic Achievement, Academic Standards
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Wong, Marina Wai-yee – Arts Education Policy Review, 2012
This longitudinal study (2001-09) of two Hong Kong secondary schools highlights six issues with an integrated arts curriculum: first, integration of knowledge and skills negatively precedes the integration of learners' construction of meaning; second, integration is perceived as challenging the profession's status; third, teachers are unaccustomed…
Descriptors: Foreign Countries, Art Education, Integrated Curriculum, Curriculum Development
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Chen-Hafteck, Lily; Zhuoya, X. U. – Arts Education Policy Review, 2008
Educators in China are facing challenges as a tug-of-war between local culture and global influences in Chinese early childhood music educations plays out. By exploring the situations of Hong Kong and Nanjing, the authors demonstrate a wide gap between policy and practice. The top-down policy from government officials is based on global views of…
Descriptors: Music Education, Young Children, Foreign Countries, Educational Policy
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Ng, Fanny Yuen-Fun; Morris, Paul – Arts Education Policy Review, 1999
Describes the characteristics of a balanced music curriculum and explores the music curriculum in Hong Kong secondary schools. Analyzes (1) results from a questionnaire that addressed teachers' perceptions of music education in Hong Kong and (2) interview data in which teachers explained their rationale for using a specific curricular orientation.…
Descriptors: Applied Music, Creativity, Curriculum Evaluation, Foreign Countries