This study used border theory to understand the learning experiences of student teachers transitioning from campus-based learning to classroom teaching. For teacher candidates learning to teach English as a second language in primary schools in Hong Kong, crossing institutional borders during practicums was highly complex, due to the conflicting expectations, agendas and cultures of university classrooms and elementary schools. School-based mentors played an important role in maintaining or dismantling institutional borders, thus enabling or constraining knowledge transfer across domains. The findings may help educators to create a third space in which student teachers can connect campus-based learning to school practice.
[Copyright of Teaching & Teacher Education is the property of Elsevier Ltd.]

Many universities have integrated community engagement in their undergraduate programs. At The Hong Kong Polytechnic University, it is compulsory for all students to take at least one 3-credit subject on service-learning (SL). In each SL subject, there are purpose-designed academic teaching, rigorous service and structured assessment components. At full implementation, roughly 4,500 undergraduate students would enroll in around 70 subjects offered by a wide range of departments and faculties across the university. The subjects cover a diverse range of topics, such as digital divide, learning difficulties, engineering design, healthy living environments, orthotics, and ecotourism. The target beneficiaries are equally diverse, including slum dwellers, disabled people, children with HIV, villagers without water nor electricity, new immigrants, mentally ill patients, ethnic minorities, and children of migrant workers. To date, students have served different groups of clients in Hong Kong, Chinese Mainland, Cambodia, Vietnam, Indonesia, Myanmar, and Rwanda. This chapter outlines the pedagogical design of the program, challenges and strategies for implementation, and the experiences gained so far.
[Copyright of International Journal of Child & Adolescent Health is the property of Nova Science Publishers, Inc.]

This study attempts to identify the leadership practices in Hong Kong pre-primary schools, and to examine their impact on children's learning. A total of 287 key stakeholders, including principals, curriculum leaders and teachers, completed the questionnaires. The study adopted a structural equation model to examine the dimensions of leadership practices. The results of confirmatory factor analyses suggest that core leadership practices can be measured in accordance with the following four dimensions: setting directions for curriculum design and development; developing people in schools; building a collaborative and reflective culture; and improving teaching effectiveness. Multiple regression analysis reveals that the implementation of those leadership practices has a positive influence on children's whole-person development in terms of knowledge, skills, and attitudes. This evidence confirms the findings of previous studies that children's development and learning are enhanced through teacher leadership practices in schools.
[Copyright of Early Child Development and Care is the property of Routledge.]

Using a holistic support framework, this study investigated teachers' conceptions of effective play-based learning development and how their perceptions of its effectiveness related to whole-child development. Data were collected from a mixed method study. A total of 286 questionnaires from 50 Hong Kong kindergartens were collected and then 29 principals, head teachers and teachers were interviewed after the completion of the survey. Results of quantitative analyses showed that school collaborative culture facilitated various aspects of children's development through the mediation of teachers' enactment of play pedagogy and home-school cooperation. Qualitative interview data also confirmed the survey results that the roles and functions of parents and teachers were significant in supporting the implementation of play-based learning in kindergarten settings. Findings of the study have shed light on the conceptualizations of effective play-based learning which are perceived by teachers as part of a school collaborative culture, teachers' enactment of play pedagogy and home-school cooperation. The practical and policy implications of the study may suggest adopting a holistic support model in the analysis and actively seeking to integrate parents, teachers and kindergartens in constructing an optimal play learning experience for young children.
[Copyright of Early Childhood Education Journal is the property of Springer Netherlands.]

This article analysed missionaries' roles in the development of general and special education by examining the relationship between the Great Commission and education and the biblical perspective on disabilities as the foundational links between their work and inclusive education. While missionaries have not been directly involved in the practices of inclusive education today, their work in initiating and formalising special education services has facilitated a more welcoming attitude toward individuals with disabilities, and propelled governments around the globe to make special and inclusive education a public responsibility when socio-political environments demand it. To provide a concrete illustration, this article used Hong Kong as an example by examining missionaries' key involvements and impact in its development of public education from the early colonial era to today's inclusive education. The missionaries' legacy in Hong Kong's inclusive education development lay in their nurturing of Christian educators as supported by a high number of public Christian schools and Christian educators advocated for inclusive education, and in their efforts to formalise special education during the early colonial era (175).
[Copyright of Journal of Beliefs & Values: Studies in Religion & Education is the property of Routledge.]

One measure of current education reform in Hong Kong is reporting school performance to the public to increase the transparency and accountability of schools, enhance parents' right of access to information, and provide guides for choosing schools. This article examines the controversies and politics involved and shows how the sociopolitical construction of information are connected to crucial questions about how the conflicting values and expectations of different stakeholders are balanced. Advocating public school performance reporting without adequate deliberation could introduce anti-educational and unethical consequences, however unintended. Drawing on the works by Albert Meijer and findings from Hong Kong, this study provides additional empirical evidence and conceptual insights for understanding the complex dynamics of school transparency in the context of public sector accountability. The article concludes with analytical and ethical implications of the Hong Kong experience and recommendations for policy makers, particularly concerning the value judgments on the right to information, freedom of choice, transparency, accountability, freedom of the press, and professionalism.
[Copyright of Education & Urban Society is the property of Sage Publications, Inc.]

Out-of-class exposure to and use of the target language mediated by technological resources are essential to language learning, as foreign language learners very often encounter difficulty in accessing and processing target language in the immediate physical environments. Understanding how foreign language learners' out-of-class self-directed technology-enhanced language learning experience interacts with their learning beliefs helps inform educators of how these learners could be supported to take advantage of technological resources to enrich language learning. Interview responses from 20 undergraduate foreign language learners at a university in Hong Kong were elicited to shed light on the issue. It was found that learners' language learning beliefs and technological behaviors had a two-way cyclical interaction, and the interaction was manifested in both the nature of technological resources these learners used and the way they interacted with the resources. Furthermore, the interaction between the two was context-dependent and subject to the influence of the characteristics of self-directed out-of-class technology-enhanced language learning and associated self-concept and affective factors. The study calls for a contextualized and systemic approach towards supporting foreign language learners' autonomous technology-enhanced language learning beyond the classroom.
[Copyright of Language Awareness is the property of Routledge.]

English as a second/foreign language education (ESL/EFL) in the supplementary setting is under-researched despite its prevalence worldwide. This quantitative study investigated the effects of supplementary and mainstream ESL/EFL education on eleven facets from learners' secondary-level and tertiary-level perspectives. In addition, we examined learners' perception of the usefulness of supplementary and mainstream classes in equipping them for the use of English for different purposes in the tertiary setting. 203 participants studying at two tertiary institutions in Hong Kong completed a 72-item questionnaire. The MANOVAs conducted revealed significant main effects of education settings (i.e. supplementary/mainstream) and education levels (i.e. secondary-level/tertiary-level) as well as interaction effects of these variables on learners' perception. There were also significant differences in learners' views of the usefulness of the two education settings in preparing them for the use of English for specific purposes at tertiary level. This article culminates with a discussion of these findings and implications.
[Copyright of Studies in Educational Evaluation is the property of Elsevier Ltd.]

講者將介紹香港資優教育學苑的「1+1」小組為介入策略以幫助資優生的情意發展。「1+1」小組是個親子平台，課程設計以創意解難 (Creative Problem Solving) (Isaken, Treffinger, Dorval, & Nollar, 2000) 模式為基礎，在有利學習的互動環境中滲入親子關係、自我認識、價值探索、同儕及體驗式學習等情意元素。是項研究以積極主動、預防性及發展性為導向形式，在三個重要範疇培養正向親子關係，這三個範疇分別是：調整家長期望、正向親子溝通，以及運用創意解難 (CPS) 模式促進資優生的情意發展。研究結果對資優教育（即三層架構中的第一及第二層次）的教育同工有重要的教育意義，並為學校提供了促進資優生情意發展的做法範例和相關資訊。An intervention programme called “1+1” Group is provided by the Hong Kong Academy for Gifted Education for affective development of gifted students. It is a parent-child group which is designed based on the Creative Problem Solving (CPS) model and infused with affective elements such as parent-child relationship, self-understanding, exploration of one’s value system.The research takes a proactive, preventive and developmental approach to foster positive parent-child relationship through working on three important areas, namely parental expectation adjustment, positive parent-child communication, and incorporation of CPS to promote the affective development of gifted students. Copyright © 2018 Learning & Teaching Expo.

兒童天生有好奇心、愛玩、也愛結交朋友，並喜歡主導自己的學習。對兒童來說，遊戲與學習兩者實為不可分割。遊戲驅使兒童學習，兒童也從遊戲中獲得寶貴的成長經驗。因此自由遊戲是超越了教學目標的工具，而且是自我成長的空間。幼稚園教育指引（2017）的推出，鼓勵教育工作者推行自由遊戲。當大家只聚焦於時間及空間不足對推行自由遊戲的阻礙，往往忽略了成人「不當的介入」，會削弱了自由遊戲的成效。智樂與11間種子學校及香港教育大學合作，創設了一個超越時間及空間限制的自由遊戲模式。透過種子學校Playwork培訓計劃的設立，亦有助加強教育工作者實踐自由遊戲的能力。此計劃不單改變教育工作者對實踐自由遊戲的信心，更啟發他們在設計教學模式時，重視兒童的看法及自主學習。Children are born with innate curiosity, playfulness and sociability to direct their own experience. For children, play and learning are inseparable - Play drives children to learn, at the same time children also acquire valuable learning experience through playing. Therefore, play, especially free play should go beyond a learning tool but a self-development space. The implementation of the Kindergarten Education Curriculum (2017) encouraged educators to try out free play. While many teachers believe that “lacking of time and space” is the greatest barrier for free play, not many of them realize that “adulteration” – the inappropriate intervention from adult, would significantly undermine the effectiveness of free play. In partnership with 11 seed schools and the Education University of Hong Kong (EDUHK), Playright has developed a free playtime model with limited time and space. A Seed Schools Playwork Training Program was also developed to strengthen educators’ capacity of the essence of free play. A study indicated that free play opened up new perspectives about children’s abilities and thoughts. It also inspired teachers to reconstruct their understanding about free play. More emphasis on child initiated learning was promoted. Copyright © 2018 Learning & Teaching Expo.