The influence of social factors on individuals' musical preferences has been extensively examined in Western society; however, little attention has been given to social influences on students' musical preferences in the Chinese context. With reference to Hong Kong, China, this study focuses on junior secondary school students' (Grades Seven to Nine) preferred musical listening styles, and how different social factors have shaped their musical preferences in contemporary Hong Kong society. Given its British colonial history, Hong Kong is renowned for its blend of Eastern and Western cultures, and its historical and cultural backgrounds may be reflected in its students' musical preferences. Two research questions are addressed in this chapter: (1) How do students perceive their musical preferences in their daily lives? (2) What are the social factors influencing students' musical preferences in Hong Kong society? A survey questionnaire was distributed to nine Hong Kong secondary schools in the summer of 2015. Based on a synthesis of the 1,614 completed questionnaires, the quantitative findings provide nuanced insights into students' perceptions of their musical preferences, and how social influences have shaped their musical preferences, in the Hong Kong context. The study found that social factors - language proficiency, family socialization, and technological advancement - significantly shaped students' musical preferences, which, to some extent, reflected the social values in contemporary Hong Kong. Moreover, this study showed that music listening not only served as an aesthetic and leisure activity, but also as a means of socialization, while advanced technology influenced students' music listening behavior by providing a readily-available platform for accessing huge musical resources. Copyright © 2018 by Nova Science Publishers, Inc. All rights reserved.

Based on a tentative model and a sample of 215 university international students of the second year studying Chinese in the PRC, this research studied the relationships among Motivation in Second Language Acquisition (SLA), Socio-cultural Adaptation, Academic Adaptation, Language Achievement and Institutional Persistence, and evaluated their contributions in a causal model of Adaptation and SLA. The results of the study indicated that the theoretical model provided good fit to the data, and generally supported Gardner's (2005) socio-educational model except that Language Anxiety was not found to have a cause and effect relationship with Language Achievement. Instrumentality seemed to significantly predict the variation of Persistence together with Academic Adaptation. Moreover, Saving Other's Face Scale seemed to be important to predict Motivation, Socio-cultural Adaptation and especially Academic Adaptation. Copyright © 2006 Office of Research, Faculty of Education, University of Hong Kong.

This study aims at identifying effective metacognitive teaching strategies (MTSs) in the Chinese Language that can enhance students’ reading comprehension abilities. Learning to learn is the common theme of education reform in Shanghai and Hong Kong since the 21st century. It implies that schools have to train students to become self-regulated learners since the new millennium. However, empirical literature using classroom observation to identify MTSs in a natural environment is scant. Such an approach of study can provide useful results to support student reading abilities within the Chinese-speaking regions. Therefore, this study attempts to fill the research gap. There are three research questions of this study:Q1 What metacognitive teaching strategies are used by the Shanghai and Hong Kong teachers to develop students’ reading comprehension skills in the Chinese Language?Q2 Are the metacognitive teaching strategies used by the teachers of the two regions suggest any similarities and/or differences?Q3 What are the factors that may contribute to teachers’ use of metacognitive teaching strategies?A cross-case analysis was employed in this study to identify teachers’ strategies and the factors that influence teachers’ instruction. The study compared the case studies of Shanghai and Hong Kong teachers’ classroom teaching and explored teachers’ metacognitive teaching factors. Both qualitative and quantitative methods were used. Two schools from Shanghai and two from Hong Kong took part in the research. In each school, two teachers and about 70 students from two separate classes participated. Data were collected in multiple methods of inquiry, including questionnaires, lesson observation, and open-ended interviews. Classroom observations and interviews were conducted to identify MTSs for teaching the Chinese language. Questionnaires and interviews were used to explore the influencing factors of teachers’ use of instructional strategies. This research adopted NVivo to code

This study aims to explore how East Asian flagship universities develop understanding of academic entrepreneurialism, reconsider forms of scholarship and transform the strategic planning of university missions. This study collected data from government and institutional documents related to academic entrepreneurialism and “scholarship of engagement” of University of Hong Kong (HKU) and Seoul National University (SNU) during 2011-2020. This study applied the Critical Discourse Analysis, which explores the relationship between academic entrepreneurial discourse and social structures as dialectic. We found that HKU and SNU present a hybrid image while they are reconsidering the scope and forms of scholarship. Portraying themselves as public institutions, the two East Asian flagship universities emphasize community engagement and social contribution in their pursuit of academic entrepreneurialism. Copyright © 2022 AERA.

Experiential learning can take many forms, but in all cases, teachers play a necessary role in the process. Consequently, nurturing teachers to be critically minded reflective professionals is paramount. This study uses two case studies to identify both the difficulties encountered when offering experiential learning to learners and the advantages to be gained from the process. One case study involves a teacher guiding Hong Kong students in experiential learning which took place at a national level in Mainland China. His approaches aligned with Justice Oriented and Charity Oriented. The second case study concerns a teacher who herself undertook experiential learning at a global level in Africa. Her approaches aligned with Personal Development Oriented and Justice Oriented. Their journeys are described in order to add to the fairly recent knowledge field regarding experiential learning and to help teachers become more skilled at managing experiential learning, particularly outside the local context. We suggest to add facilitating and hindering factors into the two dimensional typologies of experiential learning for civic education. The new three dimensional typologies of experiential learning would provide a more comprehensive conceptual framework to guide teachers and researchers in organizing and conducting experiential learning activities and studies. Copyright © 2021 Association for Moral Education.

This presentation aims at sharing the quantitative and qualitative findings of a pilot project on promoting the perspectives of teaching digital citizenship education in Hong Kong secondary schools. This pilot project also aims at supporting in-service teachers in professional development on curriculum development and teaching methods. Twenty teachers from seven Hong Kong secondary schools joined this pilot project and attended professional development training workshops in the school year of 2019/20. The training workshops delivered several digital citizenship related concepts to the teachers, such as the meanings of digital citizenship, media literacy, digital commerce, digital footprint, digital etiquette, and cyberbullying. Our professional team supported teachers to design their school-based digital citizenship curriculum for trial teaching and to discuss feasible teaching methods after the training workshops. By conducting pre-and-post quantitative tests after the training workshops, there is a significant statistical difference in preference of teaching digital citizenship in terms of digital law, digital commerce, and digital security and safety. Teachers are more convinced and willing to teach digital citizenship education topics after received teacher training, especially on digital commerce and digital law. Next, the qualitative interviews conducted after observing their classroom teaching revealed there is an urgent need to equip students with media literacy, e-commerce, and digital security in a social situation affected by the COVID-19 pandemic, especially since there are fake stories on social and political issues. In fact, people are increasingly used to buy daily necessities, obtain social and political information, and make judgements through the internet and social media, and they could be exposed to risks of personal data, fake information and stories, and online fraud unconsciously. Suggestions are made on reviewing the secondary school curriculum