In this study we used grounded theory framework to explore how preparation for studying abroad affects the academic success of East Asian undergraduate students in U.S. universities. Based on interviews with 12 participants from China, Hong Kong, South Korea, and Taiwan, we found that knowledge of English language and American culture, which is closely involved with their preparation for study abroad and their undergraduate study in the United States, are two core categories affecting East Asian students' academic success. High levels of preparation for study abroad help East Asian students better adapt to American universities. At the same time, East Asian students spend more time on English proficiency tests than learning the culture both before and after they arrive to the United States, which can be detrimental. We suggest that U.S. universities provide more support for cultural adaptation such as learning communities to have active cultural exchanges within context. Copyright ©Nepalese Student Association at University of Louisiana at Monroe.

This study investigates the perceptions of teaching competency in multicultural classrooms held by 421 teachers at 16 schools in Hong Kong. The aims of the study are (a) to use confirmatory factor analysis to validate a culturally appropriate version of the Multicultural Teaching Competency Scale (MTCS), (b) to assess three types of multicultural-teaching competency, and (c) to provide recommendations for teacher-education institutes and policy makers on developing effective training in multicultural education. The results indicate that a tripartite model assessing skills, knowledge, and relationships, the core features of multicultural-teaching competency as assessed by the MTCS from a Hong Kong sample. The teachers all identified multicultural-teaching relationships as the most important component of multicultural-teaching competency. Future researchers should examine the concurrent validity of the MTCS and the cultural contexts of multicultural-teaching relationships. Recommendations are also made for incorporating the Confucian beliefs of fairness, justice, and equity into multicultural classroom. Copyright © 2020 Edith Cowan University. All rights reserved.

The Hong Kong Green School Award (HKGSA) is a school award scheme hosted by the Environmental Campaign Committee (ECC) to encourage schools to promote environmental awareness and for students to develop an environmentally-friendly lifestyle. Since its inception in 2000, the HKGSA has undergone several phases of development. Between 2000 to 2008 it took the form of a competition with 3 winning schools and 10 merit schools After an initial review in 2005, it was decided to change the 8th HKGSA from a competition format to a benchmarking process. The successfully accredited schools were given the title of Green School once they fulfilled certain requirements. Another major reform took place in the 12th HKGSA in 2013 to allow flexibility for schools to satisfy the requirements in phases by completing the accreditation to attain the gold award over a period of 3 years, the introduction of facilitators to act as mentors and the enforcing of a maximum validity period for the accreditation. This structure mirrored the sustainable schools program in Victoria, Australia. HKGSA has become a well-received accreditation scheme which can also act as a driving force to promote education for sustainable development in the school sector which in 2020 will be subsumed under the Hong Kong Awards for Environmental Excellence (HKAEE). This chapter describes the development of this initiative in Hong Kong, its framework, implementation, impact and future. Copyright © 2020 Springer Nature Switzerland AG.

當前，在學校教育中環境教育日益受到重視。環境教育旨在讓學生認識環境、在環境中學習、關心環境。香港的《學校環境教育指引》確定了學校環境教育的目標，學校的正規課程和非正規課程均在環境教育中扮演重要角色。澳門教育司成人署積極組織各種環境教育活動，澳門教師對推行學校環境教育的目標和方向表示同意。進一步推動環境教育，應該強化持續發展的概念，在課程與教學上處理好地方環境教育與國情環境教育的關係，加強港澳地區與國內外同行的交流。 Copyright © 1997 首都師範大學學報編輯部.

在"一帶一路"背景下,根據專利計量信息,對港澳台高校技術創新發展情況進行了分析。研究發現:在國家知識產權局申請專利數量呈大幅增長趨勢,年均增長33.23%;技術創新優勢領域發展不平衡,優勢技術領域為A類、H類、G類和C類;專利被引用程度和專利申請協作程度較高,更加注重技術創新核心能力提升和技術創新協同發展;應該進一步加強港澳台地區高校與國家其他地區的技術創新交流、合作、吸收和協同發展。

Can residential experiences help undergraduates develop holistic competencies? To answer this question, a study was conducted based on the insights of 211 residents in Hong Kong. Deductive and inductive content analyses were respectively used to examine residence life outcomes, particularly in holistic competencies, and to categorise the types of residential experiences deemed to be effective for these outcomes. Results revealed that participation in hall activities led to the development of residence life outcomes, including justice, humanity, wisdom, courage, transcendence, and wellbeing. Furthermore, planning/organising hall activities greatly improved students' sense of justice while interpersonal dynamics facilitated the improvement of humanity only. The analyses indicated that students without specific engagement in hall activities were also able to develop temperance, particularly in self-regulation. Recommendations are suggested based on the analyses. It is hoped that this study might help inform policy-making processes to provide better residential environment that is beneficial to student holistic development.
[Copyright of Journal of Higher Education Policy and Management is the property of Routledge.]

“新農村學習型學校社區建設工程”是一項由政府、大學與非政府組織、學校與社區、城市與農村共同參與的大型夥伴協作項目。該項目的實施採用了一種演化漸進的取向，參與各方對目標的詮釋各有側重。從變革實施的“忠實觀”和“調適觀”兩種觀點來看，該項目取得了一定的成效。今後同類項目的實施可考慮在學校領導、社會參與及評價方法等方面做出改進。 "The Construction of New Village Learning School and Community" is a large-scale project which involves the partnership between local government, a local university and a non-government organization from Hong Kong, the school and the community, the city and the village. The implementation of this project is featured by an evolutionary orientation allowing local adaptation. Participants of various parties have different emphases about the goals of this project. From the two perspectives of change implementation, i.e., fidelity and adaptation, this project brings a lot of changes to local schools and communities. In future, the school leadership, social participation and evaluation strategies could be improved to facilitate the implementation of similar projects. Copyright © 2010 西北師範大學.

香港中文大學學習借鑒美國經驗，在提高學校教育質量、人才素質培養方面，大膽地進行了與傳統學校教育相佐的改革嘗試——推行《躍進學校計劃》。她將教育置於社會大背景下，融學校教育、家庭教育、社會教育於一體；充分發揮大學對中小學教育質量的促進作用。這種合作夥伴關係貫通大中小學校，延至社區，並與國外攜手形成立體合作網絡，拓寬了“教育”的視野，使得教育更富有成效。《躍進學校計劃》對教育改革頗有啟發。 Copyright © 1998 上海市教育科學研究院; 上海市高等教育學會.