This project investigated students' well-being at the Education University of Hong Kong with the goals of enhancing their level of well-being and their competence at meeting challenges in their personal and study life. This was achieved by creating a well-being e-portfolio in the Sway system for students selected from three collaborative Positive and Values Education (PAVE) courses using an integrated well-being model. The project was designed using a mixed-method approach. Three groups were selected from each PAVE course. Different kinds of qualitative and quantitative data were collected. The qualitative data consisted of pre- and post-interviews and e-portfolios. 24 students (8*3) in the three courses were randomly selected for two rounds of individual interviews. The three journals in the e-portfolios of all students in the three groups were analyzed. The quantitative data were comprised of pre- and post-survey questionnaires on well-being. These two kinds of data were integrated and enhance each other in terms of student well-being. The preliminary result showed that students in the interviews reported an increase of their well-being after these three PAVE courses. This was also demonstrated in their journals in the e-portfolios. The mean score of student wellbeing between pre- and post-tests significantly increased but the change in growth was not statistically significant. Copyright © 2020 International Conference on Learning and Teaching.

Prior studies have highlighted the importance of General Education in reinvigorating higher education. In spite of the significant contribution of General Education, students' engagement in the course is also frequently negative. Formative e-assessment is supposed to enhance undergraduates' learning engagement due to the nature of formative assessment and the relative affordability of technology. A formative e-assessment intervention was included in General Education foundation course tutorials which used Kahoot, Mentimeter and Google+. This study adopted a quasi-experimental design to demonstrate the effectiveness of formative e-assessment intervention on student tutorial engagement in terms of cognition, emotion and behavior. At the end of one-term tutorial, two experimental groups and one control group completed a survey on course engagement and eight students from experimental groups attended two focus group interviews. The findings reveal that in general, formative e-assessment increased students' course engagement but not in a significant way. The significant change in course engagement only exists in students' sense of belonging to their group and their effort in assignments. The participants preferred Kahoot and Mentimeter to Google+ and reported some inhibiting factors in using Google+ including their unfamiliarity with it, examination-oriented learning attitudes, low course learning motivation, and time constraints. Copyright © 2020 International Conference on Learning and Teaching.

數學繪本包含故事情節和數學知識，有助於將數學概念與生活情境融合起來。本研究旨在探索利用數學繪本進行課堂教學對低年級小學生數學學習的影響。研究對象是73名香港某官立小學一年級學生。透過問卷調查、課堂觀察以及學生訪談，研究發現數學繪本教學能提高一年級學生對數學概念的掌握程度，提升學生課堂專注力，還能夠提升學生的數學學習興趣，讓學生對數學課堂有所期待。研究也指出，實施有效的繪本教學需要考慮繪本內容的選擇、教師對繪本內容的剪裁和設計。 Copyright © 2021 國立臺灣師範大學數學系、台灣數學教育學會.

This study aims to conceptualise a drama-integrated curriculum devised from process drama as an approach to play-based pedagogy and curriculum to realise the policy initiative of learning through play. By investigating teachers’ perspectives and practices in relation to the curriculum of a local kindergarten, examples of effective drama-integration strategies and the associated children's learning are identified and organised into four themes – namely, drama teaching and learning through, before, in and after play. The teachers understood that although their curriculum is not based on free play, its not-so-free features may reconcile the play–learning binarism, daring them to navigate the maze of complex relationships between play, drama, teaching and learning in implementing a playful curriculum. Copyright © 2021 The Author(s).

An educational reform proposal in 2000 emphasized the need to upgrade the professional teaching competence of Hong Kong educators at all levels, with one area of focus being multiculturalism. In the current study we test a conceptual model in which teachers’ knowledge and skills of multiculturalism and teaching relationship (cultural harmony) are associated with developmentally appropriate and inappropriate beliefs and practices in the classroom. Participants were 347 preschool teachers from 12 preschools including342 women (98.6 %) and 5 men (1.4%) ages from 24 to 45 located across all five districts of Hong Kong. The hypothesized model of multicultural teaching competency as a predictor of developmentally appropriate beliefs and practices, is confirmed in the present study. Multicultural teaching knowledge can enhance developmentally appropriate teaching beliefs and practices, and reduce developmentally inappropriate practices. It is highly recommended that multicultural education be embedded in early childhood education programs for both in-service and pre-service teachers. In addition, it is suggested that researchers further study teachers’ attitudes toward multicultural education in terms of teaching beliefs and practices with a series of implicit attitude tests. Future research should also focus on environmental influences on multicultural teaching, such as school bureaucracy. Copyright © 2018 Institute of Research and Journals.

Background: Healthy movement behaviors in early childhood are believed to track to adulthood, potentially imparting protective benefits against non-communicable diseases. Highlighting the collaborative and complementary roles of parents and educators in promoting health of young children, this study aims to enable parents and teachers to successfully promote healthy movement behaviors in young children. Guidelines for physical activity, sedentary screen time, and sleep of children aged 2 to 6 years will be systematically disseminated to parents and teachers of children enrolled in early childhood education centers (ECECs) in Hong Kong. An evaluation will be conducted to assess the implementation process and the outcomes of the dissemination of said guidelines. Methods: The evaluation will include formative and summative components to examine the implementation (i.e., process evaluation) and the outcomes (i.e., outcome evaluation). Participants include teachers, parents, and children from ECECs in Hong Kong. The process evaluation will be guided by the RE-AIM framework (i.e., reach, efficacy, adaptation, implementation, maintenance). Data gathering and analysis will take a mixed-methods triangulation design - convergence model. The outcome evaluation consists of a non-randomized observational study, using quantitative data from questionnaires and accelerometers. The primary outcome to be measured is the extent to which children meet the guidelines for physical activity, sedentary screen time, and sleep; the secondary outcome is teachers’ and parents’ knowledge and awareness of the guidelines. Discussion: Young children who engage in healthy movement behaviors are likely to become adults who will have the disposition to engage in behaviors that have protective effects against non-communicable diseases. The findings of this evaluation are expected to contribute to improving the strategies of systems and government agencies that aspire to promote healthy movement behaviors

Purpose: Both Hong Kong and Singapore leverage teacher collaboration to improve student learning, but state reforms differ in how teacher collaborative capabilities are prioritized. This paper provides a nuanced comparison of Hong Kong and Singapore teachers' values (risk-taking, power distance and uncertainty avoidance) to develop insights into how different policy focuses cultivate teachers' capabilities to focus on improving student learning. Design/methodology/approach: Employing Hargreaves and Fullan's (2012) concept of professional capital, statistical analyses determine teachers' values profiles of high, medium and low professional capital in the respective contexts. Leveraging related research on Singapore teachers (Lee and Lee, 2018), nuances in teachers' values in the Hong Kong results are identified via cluster analysis and explained via structural equation modelling. Findings: Medium professional capital Hong Kong teachers' values matched Singapore's, but teachers in other clusters are nuanced. Compared to Singapore teachers with similar levels of professional capital, high professional capital Hong Kong teachers have higher uncertainty avoidance, while low professional capital teachers are the opposite. In Hong Kong, high uncertainty avoidance values positively influence teacher leadership and focus on student learning. Nevertheless, as with their Singapore counterparts, high professional capital Hong Kong teachers have low power distance and high risk-taking values. Originality/value: This paper raises awareness regarding policy's influence in cultivating teachers' values and their transformational change capabilities. By comparing two hierarchical Chinese societies, the discussion questions whether Chinese and Western cultural influences are mutually exclusive, and whether transformational change in cultural values, if achievable, is necessary. Copyright © 2021 Emerald Publishing Limited.

The topic of similarity plays an essential role in developing students’ deductive reasoning. However, knowing how to teach similarity and understanding how to incorporate deductive reasoning and proof along with plane geometry remain a challenge to both school curriculum creators and teachers. This study identified the problems and characteristics regarding how similarity is treated in secondary mathematics textbooks in Hong Kong in the past half century. The content analysis method was used to analyze six secondary mathematics textbook series published in different periods. From the epistemological perspective of the textbook contents, our analysis shows the historical context and learning trajectories of how similarity was treated in school curriculum. The natural axiomatic geometry paradigm is not emphasized too much at different stages and most of the textbooks did not provide formal proofs of similarity. The intuitive idea was gradually con-solidated into a formal definition of similarity. Furthermore, the way that rigorous geometric de-duction can be performed from intuitive concepts and experimental geometry to the idea of proofs and formal proofs is also discussed. Copyright © 2021 by the authors.

This article investigates the variety of factors that hinder the implementation of play (as defined by western scholars) in Asian preschools. Drawing on the theoretical frameworks of policy borrowing, enactment and glocalisation, we analyse three jurisdictions that illustrate distinctive problematics: India, Mainland China and Hong Kong. The methodology involves a bibliographic review. Each jurisdiction is presented as a narrative portrait, including key sociocultural characteristics, features of early childhood education system, role of play in government policies, and teachers’ beliefs and practices pertaining to play. The findings show that the distinctive factors hindering play relate to societal mindsets in India, a lack of curriculum clarity in China, and structural factors and parental pressures in Hong Kong. Common hurdles include a high societal emphasis on academic learning, lack of information on how play should contribute to achieve curriculum outcomes, and insufficient teacher preparation. The authors show that play is neither adequately defined nor justified in some Asian policy frameworks, and argue that play might not be viable in certain preschools (especially in half-day programmes). An alternative glocal notion is proposed – child-led activities – which would be less conceptually problematic and more culturally appropriate. The study highlights the need for the glocalisation of Asian early childhood education systems. Copyright © 2021 The Author(s).