Co-teaching provides opportunities for children that cannot be produced by a solo teacher. However, building relationships between co-teachers, particularly in a cross-cultural setting, can be difficult. This study of early years teachers in a Hong Kong international school aims to consider the elements that facilitate a strong and productive co-teaching relationship and challenges that teaching teams encounter. The study utilizes qualitative interviews of 26 teachers to capture teachers’ perceptions of co-teaching. Findings suggest, that while teachers valued their relationships, the building and maintenance of a productive co-teaching relationship takes work, flexibility, and an openness to the perspectives of one’s partner. Copyright © 2021 Elsevier.

The rapid trend towards globalization has led to the expansion of English as Medium of Instruction (EMI) in tertiary education. The academic challenges faced by non-native speakers have been broadly discussed in Anglophone countries, whilst those learning through EMI in the Chinese context are still underexplored. To examine Chinese EMI university students' perceived language challenges in learning, as well as their language-related learning strategies, this study investigated 73 students studying at EMI universities in Hong Kong, taking account of their gender, EMI experience in higher education, and English exposure prior to tertiary education. Participants completed a survey to provide self-evaluations of their academic situation and their perceptions of their disciplinary learning. The study found that students perceived a relatively low level of language and learning challenges, and they showed a preference for using their second language (L2)-related learning strategies over strategies related to their first language. Specifically, male students tended to be more actively engaged in communication with their peers than females, and were more likely to search for additional learning support in English. In addition, first-year undergraduates perceived a greater degree of challenges in knowledge application and relied more on L2-related learning strategies than their senior counterparts. Although the importance of English exposure prior to higher education has been highlighted in many existing studies, this study found that prior exposure to English was neither connected with students' perceived challenges nor their learning strategies. Copyright © 2021 Public Library of Science.

Background and aims: The COVID-19 pandemic poses a grim challenge to adolescents' daily life, including schooling and learning, which has great impacts on their mental and behavioral health. This study aimed to test the roles of stress related to schooling and online learning during COVID-19 (COVID-19 stress) in depression and Internet gaming disorder (IGD) among adolescents and the potential mediators of social support, academic stress, and maladaptive emotion regulation based on the framework of Conservation of Resources theory. Sex differences in these associations were further examined. Methods: A school-based survey was conducted among Chinese adolescents in 13 secondary schools in Hong Kong (n = 3,136) from September to November 2020 (48.1% males; mean age = 13.6 years old) using stratified random sampling. Results: The prevalence of probable depression and IGD was 60% and 15%, respectively. Results of structural equation modeling indicated that the proposed model fit the data well (Χ²/df = 7.77, CFI = 0.92, IFI = 0.92, RMSEA = 0.05). COVID-19 stress was positively and indirectly associated with both depression and IGD through social support, academic stress, and maladaptive emotion regulation. Multi-group analyses identified that the associations between COVID-19 stress and academic stress, between academic stress and depression, and between social support and depression were stronger among females compared to males. Discussion and conclusions: Findings highlight the roles of academic stress, poor social support, maladaptive emotion regulation, and sex to understand how disruption and stress caused by COVID-19 increases adolescent depression and IGD. Psychosocial interventions based on these factors are highly warranted. Copyright © 2021 Akademiai Kiado.

This small-scale exploratory study explores the practices and experiences of two experienced Hong Kong Education Bureau Advisory Teachers (ATs) engaged in school-based professional support (SBPS) of teachers during school closure caused the COVID-19 pandemic. It documents the ATs usual practices, conditions for effective SBPS, the effect the pandemic had on their practices, and the specific support they provided remotely during the pandemic. Key findings indicate that effective SBPS requires clear role expectations, a collaborative support approach, building strong relationships and durability. The SBPS model is resilient and allows ATs and teachers to adjust to the evolving situation. ATs have continued to provide support throughout the school closures, something that would not have been possible without the existing SBPS model, relationship cultivated over an extended period of support and available technology. The authors recommend that Education Bureaus explore SBPS as a way to continue supporting teachers during school closures. Copyright © 2021 Taylor and Francis.

• COVID-19 pandemic significantly decreased international student mobility. • Mainland China and Hong Kong university students lack interests in overseas study. • East Asia countries and regions become popular studying abroad destinations. • Health and safety become students' primary concerns for studying abroad. • Post-pandemic management becomes a key factor in attracting international students. The study critically examines how students in Mainland China and Hong Kong conceive overseas studies plans against the COVID-19 crisis. Amongst the 2739 respondents, 84 % showed no interest to study abroad after the pandemic. For those respondents who will continue to pursue further degrees abroad, Asian regions and countries, specifically Hong Kong, Japan and Taiwan, are listed in the top five, apart from the US and the UK. The pandemic has not only significantly decreased international student mobility but is also shifting the mobility flow of international students. This article also discusses the policy implications, particularly reflecting on how the current global health crisis would intensify social and economic inequalities across different higher education systems. Copyright © 2021 Elsevier.

• The review essay discusses Wing-Wah Law's Politics, Managerialism and University Governance: Lessons from Hong Kong under China's rule since 1997. • The book recounts the rise of managerialism and performativity in Hong Kong's high quality universities, and their enfolding in demands for democratic reforms. • The One Country Two Systems formula,cannot manage a cleavage over national identity and loyalty. • The differences between China and Hong Kong go to the distinction between neo-coloniality and decoloniality and the fundamentals of political culture. • A wholly Western-style university is no longer fully viable in Hong Kong and ways need to be found to develop a more hybrid approach. The review essay introduces and discusses Wing-Wah Law's 2019 book Politics, Managerialism and University Governance: Lessons from Hong Kong under China's rule since 1997, in the context of the position of Hong Kong as a formerly colonised Western enclave within a Sinic political culture, and expands on the associated issues. The book recounts on one hand the rise of managerialism and performativity in Hong Kong's high quality universities, and on the other their enfolding in demands within the Special Autonomous Region for democratic reforms, tending towards independence from mainland China. Issues of corporatism and issues of political stability and control have coincided in disputes over the role and character of the governing councils, over senior appointments, and in relation to the freedoms of faculty and student activists. The One Country Two Systems formula, while broadly implemented, is not infinitely elastic and cannot manage a cleavage over national identity and loyalty. The differences between China and Hong Kong are more deep-seated than a tally of democratic activism and party-state repression would suggest. They go to the distinction between neo-coloniality and decoloniality and the fundamentals of political culture. The review argues that a wholly Western-style university

This Special Issue was conceived and developed following a series of international conferences held in Asia, with a particular focus on critically reflecting upon higher education development in the region from broader social and political economy perspectives. Some of the papers in this Special Issue were selected from presentations in the East Asia Social Policy (EASP) Research Network Conference successfully held in Taiwan in 2018, while others were chosen from international events held at Lingnan University in Hong Kong presenting critical reviews and reflections on internationalization, marketization and graduate employment of higher education in Asia. This introductory article puts the discussions of the selected papers in this issue in context, with critical reflections on the key issues being examined in these papers. The Special Issue is published when the world is still confronting the unprecedented global health crisis resulted from the outbreak of the COVID‐19 pandemic. This article discusses the higher education development trends in Asia through the massification, diversification and internationalisation processes in transforming the higher education system and examines how these development trends are affected by the COVID‐19 crisis. Copyright © 2021 Wiley.

Teacher agency plays a vital role in professional learning. The revealing practice indicates its fluidity in the process of collaboration. Research suggests that learning through interaction happens by engaging teachers. However, the role of teacher agency remains unclear at a systemic level. This article reports a yearlong ethnographic study of overlapping members from two teams collaborating on contemporary liberal arts curriculum across two different education systems in a Hong Kong secondary school. Discourse analysis of collaborative meetings demonstrated that the overlapping members performed various functions in the two settings. The connections and disconnections suggested that teacher agency was conditional based on the ecological boundary. By identifying their patterns of practice, individual teachers collectively demonstrated different capacities in the two settings within and over time. The findings imply that collaboration is an embedded activity and strongly influenced by the school environment. Overall, this study contributes to a reconceptualisation of professional learning. Copyright © 2021 Routledge.

Research Findings: This study explored the moderating effect of child competence in independent learning in relations between the amount of learning assignment, length of online learning, and parent satisfaction with children's online learning during COVID-19 imposed class suspension. The data came from an online survey conducted in Hong Kong in February 2020. The respondents were parents (N = 3381, 92.4% mothers) of primary school grades 1–6 students (Primary 1: 801, 24.1%; Primary 2: 739, 22.3%; Primary 3: 578, 17.4%; Primary 4: 547, 16.5%; Primary 5: 406, 12.2%; Primary 6: 250, 7.5%, 60 missing) who engaged in online learning during class suspension. The findings showed that both the length of online learning and the amount of assignments were related to parents' satisfaction, but these relations were qualified by the children's competence. Positive relations were found only among children who were rated as more competent in engaging in online learning independently. Practice or Policy: Together, the findings suggest that in designing online learning, consideration of children's ability to complete such learning independently will help increase parents' satisfaction. Copyright © 2021 Routledge.

This study explored parents' views on kindergarten and primary school students' distance learning experience and support needed as well as the amount of time children spend on screen media at home during COVID-19 class suspension. Between February 19 and 22, 2020, three weeks after classes were suspended in Hong Kong, responses from 6,702 parents (93% mothers) of kindergarten students and primary school students were collected via an online survey. Research Findings: Three major findings emerged: (a) Most children encountered difficulties in completing distance learning tasks at home, with major difficulties being children's lack of learning interests and home environment related limitations. Most children were not able to complete the learning tasks independently; (b) More parents without online learning were dissatisfied with distance learning during class suspension than those with online learning. Parents wanted more interactive online learning to facilitate children's learning during class suspension and desired better learning support from schools, flexible work arrangements, and government subsidies; (c) There was a high usage of electronic devices without parental mediation during class suspension. Practice or Policy: Together, the findings have important policy and pedagogical implications for delivering a distance learning curriculum and working with families during class suspension. The findings also suggest the need for schools to work on a balance of types of learning during class suspension by introducing diversified on- and off-line activities as well as supporting parents in navigating children's screen time. Copyright © 2021 Routledge.