This study examined the relationship between teachers’ beliefs regarding self-regulated learning (SRL), together with key demographic variables, including gender, school sector and teaching experience, and their SRL instruction. A survey investigating teachers’ beliefs and instructional practices regarding SRL was administered to 873 Hong Kong teachers teaching in primary (N = 429) and secondary schools (N = 444). The instruments were examined from a Rasch measurement perspective and the results demonstrated satisfactory psychometric properties of the instruments for use with the current sample. The Rasch-calibrated person measures were subsequently subject to hierarchical multiple regression analyses. The results showed that teachers’ beliefs about the benefits of SRL and student capacity in implementing SRL were positive and significant predictors of SRL instructional practices. Gender was also a significant predictor of SRL instructional practices, with female teachers demonstrating higher levels of SRL instructional practices. The implications of the findings for teaching practice and teacher education are discussed.
[Copyright © 2017 Informa UK Limited, trading as Taylor & Francis Group.]

A global trend towards formulation of curriculum has emerged over the past decade. The concepts of project approach have aroused growing attention, and many literatures have indicated its benefits to children. It is believed that to achieve these potential benefits of project learning, teachers needed to formulate a curriculum that follows the interests of children, to design appropriate activities, to build a good relationship with children and help them in the process of learning. The study revealed that teachers were positive towards the impact of project learning on children's experience but fell back to a traditional way of implementing curriculum.
[Copyright © Routledge].

Along with the increasing global emphasis on creativity, creative teaching has become an issue of concern for a large number of researchers. This study addresses this issue by exploring the belief of Hong Kong teachers on creative teaching. The research results obtained through qualitative approach show that the beliefs of Hong Kong teachers about creative teaching cover process and product dimensions. The informants can be grouped into five categories with reference to their various preferences. The evidence shows that a part of the beliefs of Hong Kong teachers is aligned with ideal theoretical framework advanced by scholars. The deficiency and problems in the belief of teachers in creative teaching are also discussed in this paper.
[Copyright © 2014 Elsevier Ltd.]