The purpose of this quantitative study was to examine the relationship between learning preferences of East Asian and American higher education students. A review of the literature revealed a body of qualitative studies suggesting a stereotypical perception of an Asian learning preference influenced by cultural variables and the historical roots of Confucianism. The pedagogical implications of this stereotypical perception are obvious to faculty engaged in teaching and learning with Asian international students in America or abroad. The authors surveyed 233 higher education students from Hong Kong and America using the VARK Questionnaire. The authors used a two-way contingency table analysis and chi-square statistical tests to conduct their cross-cultural comparison on their variables of interest including age, gender, and country.
[Copyright of Journal of Criminal Justice Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/10511250903200485]

This article discusses the themes that emerged from qualitative research exploring the meaning that Chinese older adults find in their learning experiences in Hong Kong. In-depth interviewing was used to solicit information from older learners taking courses in elderly centers or units. Four themes were identified: (a) older adults as learners, (b) restructuring of time, (c) enhanced self-image, and (d) integration into society. The relationship between these themes and the aging process of older adults is further discussed, and it shows that learning has important meaning for older adults.
[Copyright of Educational Gerontology is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/03601270903058390]

Research Findings: The purpose of this study was to examine parenting style in the domain of emotion socialization through studying the relationships among parenting styles, emotion-related parental practices, and parental goals of Hong Kong-Chinese mothers. Data were collected from 189 Hong Kong-Chinese mothers of 6- to 8-year-old children. Hong Kong-Chinese mothers reported that among authoritarian, authoritative, and permissive parenting styles, they adopted an authoritative style most often and an authoritarian style least often. They valued both relational and individualistic emotional competence of their children as parental goals but regarded the former as more important than the latter. Structural equation modeling results indicated that parental goals mediated the influences of parenting styles on parental practices. Authoritative mothers who held individualistic emotional competence goals adopted different parental practices (a coaching or an emotion-encouraging approach) from those who held relational emotional competence goals. When mothers adopted authoritarian parenting and endorsed relational emotional competence as a parental goal, they responded to children's expression of emotions in a dismissing way.
Practice or Policy: Parenting styles play an overarching role in emotion socialization, influencing both parental practices and goals. The results imply that school personnel, counselors, or social workers should take into account parenting styles, parental goals, and cultural values of participants when they offer training programs to parents.
[Copyright of Early Education & Development is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/10409280802541973]

The aim of this study was to investigate whether, in the Hong Kong context, selfand peer-assessment promote students' self-reflection and enable students to understand their own strengths and weaknesses better. A three-stage assessment strategy was employed in three Science courses at The Chinese University of Hong Kong: (1) students developing assessment criteria, (2) self-assessment, and (3) peer-assessment. These assessment strategies are not common at the University. Education in Hong Kong is often portrayed as having less experience of, and being somewhat resistant to, educational innovation. So, in addition to studying the learning potential of these strategies, the study also focused on the practicality of implementing the new strategies. The results confirm that there are challenges in the present context but also indicate that these innovations to assessment are well perceived by students if they are appropriately framed and implemented.
[Copyright of Assessment in Education: Principles, Policy & Practice is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/09695940903319729]