目前， 現有的針對香港非華語學生的中文教材存在數量有限， 質量參差不齊的問題。筆者認為造成這種現象的原因與在編寫和評估方面缺少理論指導相關。 因此， 為了達到系統且客觀的瞭解現有非華語中文教材的優缺點、 提升非華語學生中文教材的編寫水平,筆者參考了中文二語教材編寫和評估的理論、 原則及相關框架， 建構了適用於香港非華語學生中文教材編寫和評估的理論框架， 即《非華語學生中文教材編寫和評估框架》 。研究同時將框架應用於實踐中， 具體表現為： （1） 根據框架的指引， 評估現有的三套非華語中文教材， 並根據所得結果對框架的內容進行修訂； （2） 根據框架的指引， 編寫適用於課後補習性質中文輔導班的教材並邀請相關領域的前線教師、 專家和學者對教材內容進行評估， 依照評估所得的結果， 進一步修訂和優化框架內容， 從而構建最終版本的框架。研究結果顯示， 依照框架編寫的自編教材內容排布科學， 能夠得到前線教師、 專家及學者的認可。 本研究構建的框架能夠幫助前線教師、 專家及學者編寫和評估針對非華語學生的中文教材。 因為， 非華語學生長期居住在香港社區， 且主要來自於南亞國家，所以框架同時能夠為豐富地域化的教材評估標準做貢獻。All rights reserved.

COVID-19 virus outbreak started in Hong Kong in January 2020. All schools in Hong Kong were suspended from January 2020 to December 2022. Many secondary schools in Hong Kong would like to catch up with the learning schedule during the pandemic and e-learning became the possible solution. There were different forms of e-learning method. Some common examples were online lecture, e-learning platform and e-learning education technology tools. The use of e-learning tools became popular and common during the pandemic. Because of the sudden shift to e-learning lecture, teachers might not have enough time to realize students’ e-learning needs. As a result, teachers may not be able to provide sufficient needs-satisfying support to students when they are using e-learning tools in the lesson. This study would like to apply an experimental approach to investigate the influence of needs-satisfying teaching approaches on the motivation of using e-learning tool based on Self-determination Theory (Deci & Ryan, 1986). Hong Kong secondary school students would be intrinsically motivated to e-learning tool in the Science subject through satisfying the needs for competence, autonomy and relatedness. In this study, the context was e-learning in Science class for secondary school students in Hong Kong. The learning tasks were junior secondary school level Physics and Chemistry. Questionnaire was utilized for quantitative data collection and a subgroup of students were invited to have individual interviews for qualitative data collection. A modified model based on SDT was proposed in this applied field research to study the influence of the intervention of needs-satisfying approaches to the motivation of using science e-learning tool in Science subjects on Hong Kong secondary school students. All rights reserved.

External quality assurance (EQA) has expanded from the traditional academic sector to the vocational and professional education and training (VPET) sector in Hong Kong since the launch of the Hong Kong Qualifications Framework (HKQF) in 2008. Since then, awareness of VPET by the whole community and the Hong Kong Special Administrative Region Government has been rising. Beginning with the Chief Executive’s Policy Address 2011-2012, VPET (rebranded from vocational education and training (VET) in 2016) has continuously been a standard item on the Government’s policy agenda. While the Government has made efforts to promote VPET with the establishment of two task forces which made a series of recommendations to further improve the image of VPET, VPET is still considered by the major stakeholders, including learners and teachers, as an inferior choice for pursuing further study. Although EQA has been playing a crucial role in ensuring the quality of VPET providers and programmes, it is interesting to the researcher that none of the recommendations made by the two task forces are related to the EQA mechanism for VPET being implemented by the Hong Kong Council for Accreditation of Academic and Vocational Qualifications (HKCAAVQ) through accreditation. Even though the accreditation system has gone through a review during 2015 to 2018, the engagement of stakeholders seemed to be limited in the sense that two major stakeholder groups, namely learners and teachers, were not identified for collection of their views by the HKCAAVQ. With the continuous development of the VPET sector reflected in the rising number of corporate academies established by different industries, such as the railway and aviation industries, seeking HKQF recognition through accreditation conducted by the HKCAAVQ, EQA for VPET in Hong Kong, covering accreditation principles, standards and approaches, deserves a systematic study of whether the major stakeholders in the community consider it effective. This study

Information and communication technologies have been rapidly developing and are currently adopted in many aspects of people’s contemporary lives. With the goals to enhance students’ interest and motivation in learning as well as their academic performance, the field of education has also been attempting to utilize various forms of modern technologies in and outside of classrooms. Among different forms of technology, interactive technologies, such as AR technology, have been one of the fastest growing and most popular forms, owing to the high level of interaction and the brand-new experiences that can be provided. AR technologies provide the feature of 3D visualization of virtual objects which is highly applicable to high school education in geology and geography.This study explores using an AR sandbox, an AR technology device designed to help create topography models with sand. In real-time, augmentation can be done to visualize contour lines, simulated water, and elevations to help create physical features within the device. Current studies that explore the use of AR sandbox have focused mainly on the practical applications of the device in terms of design, execution, and implementation, and the effectiveness of the device in enhancing students’ learning performance and outcomes has rarely been studied. To measure students' performance, a pre-test and post-test assessment analysis, a questionnaire survey, and a semi-structured group interview were conducted to collect the relevant data. A total of 126 students from 7 local secondary schools were recruited to participate in the study. Students were randomly allocated to classes in two formats and two geographical topics, including a traditional class and an AR sandbox class to compare the traditional and interactive technology approaches in teaching. The two geographical topics were map reading and farming. To further understand how the device may improve students’ performance in class, the potential determinants of

Self-regulation behaviours are a significant predictor of students’ academic achievement. However, few students are proficient in regulating their learning. Feedback is a promising way to support students in becoming self-regulated learners, but the large class sizes and tight teaching schedules make this difficult to implement in Hong Kong schools.The flipped classroom approach and seven principles of high-quality feedback practices were adapted to formulate the current study’s theoretical framework—the self-regulated flipped classroom (SRFC) approach. The flipped classroom could free up classroom time by moving teacher-centred instruction out of the classroom using online learning resources. The primary goal was to provide more opportunities for active learning activities, teachers to provide quality feedback and students to respond to the feedback.To investigate whether the SRFC approach can enhance students’ self-regulated learning (SRL) skills, a pretest, posttest nonequivalent quasi-experiment study design using a mixed-method approach was conducted. The experiment collects evidence for investigating whether the approach can (1) enhance students’ SRL, (2) foster better feedback practice, (3) enhance students’ second language writing skills and (4) foster the use of SRL strategies. Quantitative measures included two self-report questionnaires MSLQ-RCV and AEQ, students’ ELS written test and SRLIS structured interview. ANCOVA was used to analyse the data. Students’ responses to the SRLIS also transcribed, categorised into 15 SRLIS strategies and analysed qualitatively.The results indicate that students’ self-efficacy, use of feedback and writing skills were significantly higher in the SRFC classroom experimental group than in the control group. Moreover, students’ test anxiety was statistically significantly lower in the experimental group. These findings suggest that the SRFC approach can enhance students’self-efficacy, reduce their test anxiety, foster better use

Childcare centres are increasingly recognised as educational institutions, and the current study examined parent’s perspectives on school-based parent activities provided by childcare centres. Through surveying 266 parents, we found that both structured activities (e.g., training workshops) and unstructured activities (e.g., parent-child tours) could meet parents’ needs. Activities that benefited parents practically and allowed them to cope with work and family demands were more attractive. How to deal with children’s emotions was the most needed topic. Finally, parents’ interest and participation varied depending on demographics and their children’s in-care history. Practical implications for centre supervisors, policymakers and parents are discussed. Copyright © 2024 Informa UK Limited, trading as Taylor & Francis Group.

This study examined the longer-term individual- and school-level changes in students 7 months after a 1-hour delay in school start time (SST). Two cohorts of grade 11 students (N = 227; 60.8% female, age = 17.0 [0.85]) at a residential high school in Hong Kong completed a questionnaire assessing sleep duration, insomnia symptoms, depression, anxiety, stress, and subjective well-being in 2017 and 2018, respectively. One of the cohorts was reassessed 7 months after the implementation of a delay in SST, from 07:30 am to 08:30 am (n = 83, 65.1% female). School-level data on breakfast consumption, attendance, tardiness, and health clinic visits were collected. Between-group and within-group prospective comparisons suggest that the delay in SST was associated with improved sleep duration, mental health, and life satisfaction. School-level data revealed increased breakfast consumption and decreased unexcused absences, tardiness, and clinic visits. Copyright © 2024 The Author(s).

Differentiated instruction has been advocated for embracing learner diversity, but it has been found that differentiated instruction implementation is difficult and teachers often feel unprepared. This qualitative case study explored the professional development of two English language teachers in two participating schools of a school-university collaboration project on diversity management in Hong Kong. Based on the data collected from co-planning meetings, lesson observations, semi-structured interviews, focus groups and artefacts, the study showed that research-informed teaching and teaching-informed research were both indispensable to differentiated instruction infrastructure building; school cultures and teacher efficacies both affected teachers’ attitudes towards researcher-practitioner collaboration modes for professional development. Teachers whose efficacy and professional learning community remained at a developing stage tended to rely on an expert-guided collaboration mode. Yet, those whose efficacy and professional learning community had advanced would prefer a more self-redirected learning mode. These findings shed light on bridging the researcher-practitioner divide in teacher education. Copyright © 2024 Elsevier Ltd. All rights are reserved, including those for text and data mining, AI training, and similar technologies.

Limited research has examined the well-being of international preschool teachers, while intervention targeting their well-being is even rarer. The objective of this study was to examine the effectiveness of a 2-month EASP (i.e., Early Advancement in Social-Emotional Health and Positivity) positive psychological intervention program based on the PROSPER—which stands for positivity, relationship, outcome, strength, purpose, engagement, and resilience– framework on international preschool teachers' well-being in Hong Kong. Eighty-three teachers (Mage = 34.44 years, SD = 8.43, range = 19–53; female = 95.18%) were randomly assigned to the intervention (n = 44) and waitlist control groups (n = 39). Teachers completed survey measures of PROSPER well-being at baseline and after the intervention. The results of the multivariate regression analyses revealed that the intervention did not have significant overall effects on the PROSPER well-being, Wilks' lambda F(7, 56) = 1.28, p = 0.28, η2 = 0.14. Yet, findings of univariate analyses suggested the intervention yielded significant medium effects on participants' relationship, outcome, strength and engagement (b = 0.26 to 0.45, 95% CI [0.04, 0.95], p = 0.02 to 0.03, η2 = 0.07 to 0.08). The findings underscore the practical utility of the PROSPER framework in supporting international preschool teachers' well-being but, at the same time, highlight the need to further examine how cultural variations might implicate its effectiveness. Copyright © 2024 The Author(s).

The rapid development of generative artificial intelligence (GenAI) tools has given rise to a growing discussion of the potential challenges and benefits that the use of these technologies may present in the field of education. This study examines the acceptance of the use of GenAI tools for teaching and learning among primary and secondary school teachers in Hong Kong. It uses an extension of the technology acceptance model (TAM) with a modified framework that incorporates two key factors: self-efficacy and subjective norm. Data were collected from a sample of 367 primary and secondary school teachers in Hong Kong using questionnaires containing items for six constructs: self-efficacy, perceived usefulness, perceived ease of use, attitude towards using, subjective norm, and behavioural intention. The results show that fostering teachers' self-efficacy, perceived usefulness, and attitude is essential for successfully increasing their behavioural intention to use GenAI tools. Subjective norm was also found to influence teachers' behavioural intention. To enhance teachers' effective use of GenAI for teaching, teacher development programmes should focus on equipping teachers with comprehensive conceptual knowledge and skills and an understanding of the application of these tools to teaching and learning. Policy support to create a conducive environment for the use of GenAI in teaching and learning would also be beneficial. The study has theoretical implications in its extension of the TAM model as well as implications for enhancing teachers’ AI literacy and developing pedagogies for the meaningful use of GenAI tools for teaching and learning in K–12 settings. Copyright © 2024 The Authors. Published by Elsevier Ltd.