This article is based on an investigation of the implementation of environmental education in Hong Kong primary schools using a questionnaire survey and case studies. It will be divided into three parts: one focusing on the gap between rhetoric and practice in environmental education in the questionnaire results; one highlighting curriculum organisation of environmental education through case studies; and one discussing the nature and content of environmental education in these case-study schools. Copyright © 2000 Studies in Education Ltd.

This study examined the longitudinal associations of emotional regulation and school readiness among Chinese kindergarten children. Data were collected from 523 children (mean age at time 1 = 52.42 months; 52.9% male) at two time points separated by approximately 1 year in Hong Kong, China. At times 1 and 2, children's school readiness was assessed by their teachers and parents while their emotional regulation was directly tested. Teachers also rated children's emotional regulation at both time points. The results from the two reciprocal path models showed that, controlling for the corresponding autoregressive effects, school readiness at time 1 was predictive of emotional regulation at time 2. However, emotional regulation at time 1 did not emerge as a significant predictor of school readiness at time 2. Theoretically, these results underscored children's school readiness as a potential contributor to their emotional regulation. Practically, these findings suggested the utility of supporting children's school readiness to foster their emotional regulation. Copyright © 2019 John Wiley & Sons Ltd.

This study aims to investigate the relationship between knowledge sharing, absorptive capacity, innovation capability and competitive advantage in Hong Kong Higher Education Industry. A theoretical framework was developed to examine the relationship between knowledge sharing and competitive advantage, mediated by absorptive capacity and innovation capability. A questionnaire was used to survey a randomly selected sample of academics from higher education institutions in Hong Kong. A total of 166 usable responses were received and analysed. PLS‐SEM was utilised to test the hypotheses in the theoretical model. The result exhibits that significant positive relationships were identified between knowledge sharing and absorptive capacity, between absorptive capacity and innovation capability and between innovation capability and competitive advantage. Practically, senior management from higher education institutions should develop strategic measures, especially on knowledge sharing, absorptive capacity and innovation capability, in order to gain competitive advantage. Policymakers could also develop policies to facilitate knowledge sharing among local and regional higher education institutions. This study contributes to existing literature by identifying the significant mediating role of absorptive capacity in the linkage between knowledge sharing and innovation capability and by strengthening the positive association between innovation capability and competitive advantage. 本研究旨在探討香港高等教育界的知識共用，吸收能力，創新能力和競爭優勢之間的關係。本文建立了一個理論框架，以研究吸收能力和創新能力為仲介的知識共用與競爭優勢之間的關係。並以問卷調查的方式收到來自香港高等教育機構的隨機抽取的166份有效問卷。透過PLS-SEM的方法分析檢驗理論模型中的假設，研究結果表明：知識共用與吸收能力之間，吸收能力與創新能力之間，創新能力與競爭優勢之間存在顯著的正向影響關係。本研究提出實踐中的啟示：高等教育機構的高級管理人員應在知識共用，吸收能力和創新能力方面指定戰略設施以獲得競爭優勢。政策制定者還可以制定政策，以促進地方和區域高等教育機構之間的知識共用。這項研究同時確定吸收能力在知識共用與創新能力之間的重要仲介作用，以及通過加強創新能力與競爭優勢之間的正向影響關係，為現有文獻做出了貢獻。 Copyright © 2019 John Wiley & Sons Ltd.

In Hong Kong, student interest and achievement in science have been declining in recent years. We thus aim to seek ways to improve our science education. This paper reports an attempt of using the flipped classroom approach together with the Next Generation Science Standards (NGSS) to deliver a science unit ("electrical conductors and insulators"). This exploratory study was divided into two stages. In Stage 1, the teacher-researcher designed the science lessons using the NGSS and prepared flipped learning materials (e.g., pre-class videos, online exercises, class activities). In Stage 2, these lessons were implemented in a Hong Kong secondary school, involving a total of 32 ninth-graders from two classes. At the end of this study, two focus group interviews (five students each) were conducted to understand student perceptions of flipped science learning. Teacher reflections of the implementation were also collected and analyzed to reveal his experiences of flipping with the NGSS. Overall, the findings suggest that the students perceived flipped science learning positively because of the ability of self-paced learning, better class preparation, and more in-class interactions. From the teacher's point of view, however, the science curriculum in Hong Kong and the NGSS are different in terms of their focus and content. Time constraint and inadequate laboratory equipment in school also hindered the implementation of the NGSS in Hong Kong. We recommend further research be conducted to investigate how to adopt the NGSS in other topics of Hong Kong science education and examine its effects on student interest and achievement in the long run. Copyright © 2018 Copyright is held by the owner/author(s).

This paper investigated online collaborative learning on students' learning outcomes in higher education with an online platform called GMoodle that was implemented at The Education University of Hong Kong. To discover the benefits and drawbacks of online collaborative learning, students were invited to join this exploratory study and complete the pre and post questionnaires to evaluate their learning outcomes. The quantitative and qualitative studies of 75 undergraduate students were conducted based on the questionnaires and focus group interviews, and the results showed that students' learning outcomes especially self-management skills and collaborative skills were enhanced through the online collaborative activities. Before launching GMoodle, trainings were provided for the in-service and pre-service teachers. Most of them reflected that GMoodle is a useful platform for educators to understand students' learning progress, promote active collaboration and facilitate team teaching across different disciplines. Not only the students but also the teachers benefited from this online learning platform for collaborative learning, fair assessment, and team teaching. Copyright © 2019 Association for Computing Machinery.

This chapter explores the identity of "local-born" Chinese-heritage language (CHL) learners who were raised and educated in the international school system in Hong Kong. In the literature, "CHL learners" refers predominantly to students who grew up in countries where the majority language is not Chinese. Most research on CHL learners so far has focused on North American or West European contexts, yet little attention has been given to CHL learners in Hong Kong, where there has been an increasing number of Hong Kong-Chinese students studying in English-medium international schools. As one of the few highly urbanized and populated cities in Asia, Hong Kong is governed as a Special Administrative Region (SAR) under the People's Republic of China (PRC). The participants were recruited primarily from the university CFL courses between 2012 and 2013. Data were obtained from a larger study with 16 university CHL learners in Hong Kong between 2012 and 2015, and were based on narrative interviews. Copyright © 2018 Taylor & Francis.

This chapter reports the results of a study that evaluates the effectiveness of a Philosophy in Schools (PIS) programme in developing students’ thinking skills and English competence in Hong Kong. Sixty-two Secondary 3 English as a Second Language (ESL) students and their three Integrated Humanities (IH) teachers participated in this study. With training and support from the researcher, the participating teachers taught the participating students PIS in English during IH lessons. The students were found to be capable of reasoning and arguing in a competent way about philosophical problems arising from various stimuli prepared by their teachers according to the IH curriculum. It was also found that PIS played a major role in promoting the students’ critical and creative thinking, and helped the development of their English language proficiency to a significant extent. In addition, both the students and teachers were found to have a generally positive attitude towards doing philosophy in the classroom. The findings of this study suggest that integrating philosophy into the IH curriculum can promote critical thinking, creative thinking, and English language proficiency in ESL students. Copyright © 2020 selection and editorial matter, Chi-Ming Lam; individual chapters, the contributors.

Teacher identity construction is seen as crucial for professional development and in readiness for adoption of pedagogical innovation. Based on life-history narrative study of three experienced CFL teachers, this chapter explores how the three teacher participants account for their experiences of constructing successful professional identities. The three teacher participants shared their stories of over 20 years of teaching Mandarin Chinese to non-native speakers in both the national school context in Australia and the international school context in Hong Kong. Their collective reflection on the process of constructing successful professional identities in Western-based school contexts revealed the complex and shifting nature of identity construction. The study finds that the processes of constructing a successful professional identity in Western-based school contexts are reflected in narratives of an effective blend of Eastern and Western cultural values and pedagogical practices. This “middle ground” notion of constructing professional identity has important implications for CFL pedagogical innovation in Western-based school context. Copyright © 2016 Springer Science+Business Media Singapore.

The paper reports on an empirical study on adopting an innovative pedagogical design in project-based learning to improve upper primary students' problem solving skills in science learning. A Grade 6 class in a Hong Kong primary school was involved in this study. The findings show that the students produced high group artifacts/projects in problem-solving quality and were positive in facing challenges in their project-based learning process. This indicates that project-based learning with PF instructional design can be an effective way to develop students' problem solving skills. Copyright © 2018 authors.