Creativity literature was criticized for its bias towards conventional areas (e.g. arts), and creativity studies in domains less concerned about creativity, such as environmental sustainability (ES), are rare. This study aimed to understand the development of "creativity for ES" (pro-ES creativity) of common tertiary students. Based on a pro-environmental behaviour model and a pro-sustainability competence model found in literature, a pro-ES creative learning curriculum was designed and integrated into an existing toy course in a university of Hong Kong. A total of 20 students from three cohorts were interviewed, and their feedback was analysed inductively with open-coding by the consensus of two experts. Together with their affecting factors, five learning outcomes emerged as attributes of pro-ES creativity: sensitivity and problem-finding; creative problem-solving abilities; affinity for self-creating life-style; creative systems thinking and futures thinking; and reconceptualization of creativity and ES. This study discovered that creativity, as a kind of self-actualization, had developed both individual competences and intrinsic motivation, which are conducive to life-long self-determining ES behaviours. This study informs the education field that the five attributes of pro-ES creativity can be enhanced in a curriculum based on a simple everyday theme. As such, pro-ES creativity education can be integrated into many existing curricula. Going beyond ES, this study shed light on creativity studies of other less popular areas. It suggested a dual domain-specific-general creativity education approach and a dual deductive-inductive research approach for developing creativity theories and curriculum of "low-creativity" domains. Copyright © 2019 Elsevier Ltd. All rights reserved.

Multimedia-supported e-learning is considered useful as it can offer an enjoyable independent learning experience to learners. However, the effectiveness of e-learning for self-regulated science learning is still inconclusive. This study aimed to explore primary school students’ perceptions and experiences of self-regulated science learning in a multimedia-supported e-learning environment. A total of 11 classes from grades 3 to 6 from four Hong Kong schools participated in this study. All e-learning lessons were observed, and 33 (3 from each class) were interviewed using cognitive walkthroughs of how they made use of the multimedia resources and system tools, scaffolds, or prompts to direct their own learning in each of the three self-regulated learning phases (forethought, performance, and reflection). Results revealed that the combined use of the discussion forum and statistics table seemed to facilitate the students’ diagnosis of their prior knowledge of natural phenomena in the forethought phase. In the performance phase, the students mostly enjoyed learning with the graphic data, animations, and/or simulation experiments. Some perceived the prompts or tools from the e-learning system as useful for operation and science learning. In the reflection phase, the students self-assessed their learning using quizzes with emoticons as positive feedback which seemed to increase their enthusiasm for learning science. However, not all students were able to effectively use the system tools or prompts, to keep focused self-discipline, or to achieve deeper science learning without the teacher’s guidance. Hence, this study suggests providing more opportunities for students’ exposure to e-learning resources, while at the same time assisting them in the use of digital tools or resources, in adjusting their learning strategies, and in internalizing scientific ideas and inquiry processes so as to ensure more effective self-regulated science learning. Copyright © 2019 Springer Nature

With the handover in 1997, Hong Kong has adopted the ‘Biliterate and Trilingual’ language policy, which aims at developing citizens who are biliterate in both written Chinese and English as well as trilingual in Cantonese, Putonghua, and spoken English. In this chapter, a comprehensive historical review of the development of language education in Hong Kong schools will be given first, followed by a discussion on how the ‘biliterate’ and ‘trilingual’ language policy is currently implemented in Hong Kong primary schools based on findings of an empirical study. Finally, the chapter will conclude by giving some recommendations to policy makers and school administrators to consider when formulating language policies in Hong Kong primary school education. Copyright © 2019 The Author(s).

The global trend of learning English as an L2 in the early years is identifiable in Hong Kong. Cognitively immature pre-primary learners face the dual challenges of coping with formal learning in low L2 exposure contexts. This chapter argues for a specific approach that better fits the learning characteristics and abilities of pre-primary learners who learn an L2 differently from that of older learners. The approach recommends the use of informal instructional strategies like using quality stories together with rich vocabulary activities in the form of games and songs for vocabulary learning and phonological awareness which are essential building blocks for L2 literacy skills. Evidence-based examples from research are cited to show their effect on very young learners’ motivation and interest in learning an L2. Copyright © 2019 The Author(s).

Recently, East Asian countries have sought to reduce the size of primary classes, in contrast to current Western perspectives which are based on the argument that other factors are more important in bringing about improvements in literacy and numeracy. This shift in thinking arises because the rationale for class size reductions in East Asia differs from that which influenced previous Western efforts.Initially, the paper explores the consequences of these different approaches and the problems and attempted solutions which arise when class size reductions are implemented. A specific case study is described and key elements in the implementation process identified. Finally, the paper suggests ways that present small class practice might be modified to meet current East Asian educational goals. Copyright © 2018 Elsevier Ltd. All rights reserved.

The justification for smaller classes has traditionally been that students can receive more individual attention and be provided with a curriculum that promotes student centred learning. However, in Asia where student engagement is generally over 90% in primary school classrooms, the focus of smaller classes is for teachers to increase the quality of their teaching, building on the already impressive levels of student engagement.Learning to Teach Small Classes comprehensively instructs teachers on ways they can utilise the advantage of a smaller class to its fullest potential. It works through different case studies and gives examples of successful classroom practice in each of the core subject areas (Chinese, English and Mathematics). Chapters include:•Setting Objectives, Asking and Answering Questions•Sustaining Successful Group and Pair Work•The Use of Feedback and Assessment for Developing Independence in Learning•Bringing it all together and Sustaining Effective PracticeWith questions for discussion and further suggested reading, this book is an invaluable resource for anyone involved in small class teaching, and East Asian teaching and education policy. Copyright © 2015 Maurice Galton, Kwok Chan Lai and Kam Wing Chan.

This book captures the range of views and evidence on class size across the world; seeks to clarify these deeply held views and move toward a clearer view of what we know and do not know about class size effects; and identify future steps in terms of policy and research. Of all the issues in education, debate about the effects of class sizes in schools is probably the most long standing and contentious. The time is exactly right for a text which captures a range of international research and perspectives, and allows a forum for alternative points of view, while at the same time providing an integrated editorial commentary on the key issues. Copyright © 2016 P. Blatchford, K. W. Chan, M. Galton, K. C. Lai, and J. C. Lee.