<blockquote><p>The number of academic eBooks in university libraries is increasing. Reading digital materials such as newspapers is valued in Hong Kong; however, students' perceptions of the value of reading academic eMaterials are not well known. In this study we investigated 12 students' use of academic eBooks on mobile readers in two ways. Six students had brief introduction to eBooks and they reported their first impressions of the technology. The other six students had a 12-week eBook reading period that was closely monitored by the research team. The experiences from the two groups of students generally affirmed that the technology has potential to enhance teaching and learning in a university setting. However, the experiences (especially of the long-term users) highlight a number of challenges that need to be addressed.</p></blockquote><p> </p>

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Case 2.1 Bruner's views on knowledge Case 2.2 Summerhill School: A renowned child-centered school Case 3.1 Why reject them? Schooling opportunities for South Asian students Case 3.2 Learning difficulties of South Asian students in Hong Kong Case 4.1 GAIA School: A typical student-centered school in Hong Kong Case 5.1 Taba's model Case 5.2 Process model Case 5.3 Deliberative model Case 5.4 Action research model Case 5.5 Backward design model Case 7.1 Target-oriented curriculum Case 7.2 Reflection on the implementation of an integrated curriculum for Primary 6 students: "Chinese Heroes and Me" Case 8.1 Whole-school M.I. curriculum Case 8.2 Responsive evaluation model Examples Example 2.1 Hirsch's core knowledge curriculum: A typical example of academic rationalism Example 2.2 Example of curriculum planning: Liberal studies, NSS curriculum Example 2.3 Curriculum and instruction planned for the development of cognitive skills Example 2.4 Curriculum map for social reconstruction Example 2.5 Liberal studies, NSS curriculum 2009 onward Cases and Examples xii Cases and Examples Example 4.1a Examples of problems for PBL: A typical problem Example 4.1b Examples of problems for PBL: A performance task Example 4.1c Examples of problems for PBL: In a local primary classroom Example 4.2a Modifying the content of teaching and learning: Complexity and resources Example 4.2b Modifying the content of teaching and learning: Resources from which students learn Example 4.3a Modifying the process of teaching and learning: For students with less-developed or advanced readiness Example 4.3b Modifying the process of teaching and learning: For students with different learning styles Example 4.4a Modifying the product of teaching and learning: Using the learning portfolio Example 4.4b Modifying the product of teaching and learning: Adjusting individual requirements Example 4.5 Curriculum enrichment: Using tiered instruction to differentiate the instruction content Example 4.6a Designing tiered questions for curriculum enrichment: Tiered questions for science Example 4.6b Designing tiered questions for curriculum enrichment: Tiered questions for reading (Goldilocks and the Three Bears) Example 4.7 Accelerated learning in a language classroom Example 4.8 An accelerated mathematics classroom Example 6.1 Curriculum organization of liberal studies in the new senior secondary curriculum Example 7.1 School-based curriculum change

This paper takes the form of a conversation between a group of seven doctoral students and their supervisor Profesor John Elliott of the Centre for Applied Research in Education (CARE) at the University of East Anglia, United Kingdom. It was constructed through three rounds of e-mail exchanges between May and September 2004 and focuses on methodological issues surrounding the conduct of applied educational research for the purpose of producing a doctoral thesis.