Purpose - The purpose of this paper is to contribute to a better understanding of the international mobility of mainland students in special administrative regions of China and in places outside China.Design/methodology/approach - There have been studies using the framework of push–pull and reverse push–pull factors to explore the movement of mainland students to North America, Australia, Singapore and Hong Kong. This study follows up by exploring such research directions in Macau, which is another special administrative region of China. Different from previous studies, the sample of this study came specifically from 130 students enrolling in teacher education undergraduate programs in Macau.Findings - In this study, using data collected from questionnaires and interviews, the factors affecting mainland student teachers’ choice of Macau as a place for their undergraduate studies are examined. Other related issues such as the challenges these students face and their intentions after their graduation are also studied.Originality/value - The data collected for this study were primary and original, drawing specifically from students enrolling teacher education programs. Following the various studies on the global movement of mainland students, this study aimed at understanding mainland students’ mobility pattern in one of China’s special administration regions, Macau. In this regard, cultural identity and cultural factors were considered on top of other factors. Copyright © 2019 Emerald Publishing Limited.

Teaching Chinese to second language learners is a challenge for preschool teachers in Hong Kong so effective teacher professional development programmes are urgently needed to enhance their knowledge and skills. An Integrative Model Teacher Professional Development Programme which incorporates three theoretical underpinnings (i.e., culturally responsive teaching, meaningful and pleasurable learning, and effective teaching of Chinese as a second language) is designed to equip preschool teachers with knowledge, skills, and awareness in teaching Chinese to ethnic minority students. Through qualitative interviews with 15 in-service preschool teachers who joined the Programme, teachers' perceptions and changes in three theoretical areas of teaching Chinese to ethnic minority students were explored. Particularly, teachers increased their awareness of ethnic minority cultures, developed empathy with ethnic minority children and their families, gained knowledge of implementing culturally responsive teaching and meaningful and pleasurable learning of Chinese. The role of teacher sharing in effective professional development was highlighted. Copyright © 2019 National Association of Early Childhood Teacher Educators.

This experimental study examined the effectiveness of adopting the VARK (visual, aural, read/write and kinesthetic) sensory approach to teach EEL primary students English vocabulary and compared the relative effectiveness of each sensory approach. Forty primary students in Hong Kong participated in this study. They were divided into four random groups. Each group received one type of vocabulary instruction favoring one sensory preference. All students received a pretest two weeks before receiving the instruction, a posttest right after the teaching and a delayed posttest conducted two weeks later. Test scores were analyzed both within and between groups. The study found that the aural modality group showed better performance on vocabulary pronunciation while the visual and the kinesthetic modality groups demonstrated better understanding of vocabulary meaning. Findings of the study indicated that multiple modalities should be adopted in classroom and teaching strategies should be adjusted based on students' preferences and abilities. Copyright © 2016 GSTF.

During the past five years, the development of various technologies and the maturing of related education industries have never ceased, and the Hong Kong government continually invests into the comprehensive establishment of technology-enhanced education systems, especially those for English education. Here we then meet the point where the efforts of the past five years call for a panoramic view and an in-depth analysis of people's attitudes toward technology-enhanced language learning. This study investigated a total of 56 in-service English teachers' acceptance of technology-enhanced language learning and teaching. These teachers were from 56 different primary schools in Hong Kong. The results presented an overview of the current situation of e-learning in Hong Kong English education, showing insights into the future TELL design and development of related programs. Copyright © 2019 by The Institute of Electrical and Electronics Engineers, Inc. All rights reserved.

數學核心素養是指人在面對複雜的情景和實際問題時，能夠以積極主動的態度，靈活地運用數學知識和思維方法，有效地運用輔助功具，進行推理、交流、分析和判斷，從而解決問題。在數學學科的教學中，教師可以利用現實情境的教學原則作為指導教學的參考，使用探究式教學、自主學習模式等方式，運用跨學科或跨課程的學習作為補充，善用信息資訊科技手段，最終達到數學教育核心素養的實現。 Copyright © 2018 廣東高等教育出版社.

The concept of the associate degree is new to the Hong Kong tertiary education system. Public discussion and research have focused much on the policy and operational aspects of this tier, but empirical efforts to examine associate degree students' learning experiences and how it relates to the policy are relatively sparse. The present study characterised Hong Kong associate degree students' learning experiences in this new tier of tertiary education from the light of human capital theory using qualitative methods. Thirty-five students forming 11 focus groups participated in the study. The focus group interview was exploratory and semi-structured, inviting the students to discuss their transition experiences. Three themes were grounded on the data: 1) Inferior identity; 2) Dual purposes of associate degree; and 3) Intense competition and stress. The present finding regarding associate degree students' learning experience yields implications on policy-making; specifically on the provision of financial support to minimise the cost incurred and broadening of admission in order to make this tier an integral part of the tertiary education system in Hong Kong to promote public perception of economic gain. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.

Next generation of language learners need learner-centredness in higher education ELT courses. A Holistic Flipped Classroom model (HFC) has been proposed in this research for such ELT course design. The effectiveness of three key components of the model - an authentic or near-authentic language learning community, flipped teaching, project-based assessment – are examined in an interactive storytelling short course for Early Childhood Education pre-service teachers at a teacher’s university in Hong Kong. A mixed research method of pre- and post-course surveys and interviews was used to measure students’ preference for such a model and their perceived effectiveness of the model on their learning outcomes. Data collected from students' survey and interviews showed students' higher motivation in learning and overall improvement of confidence and story creation as well as moderate enhancement in learner autonomy. This paper shares the design of this holistic flipped classroom model and further recommendations on teacher training and language learning enhancement technology are made. Copyright © 2019 Author.