Studies have shown that the School Kindness Scale (SKS) has adequate psychometric properties in different societies such as Canada, Turkey, and the Philippines. However, there is scarce evidence on the psychometric validity of this scale across multiple societies and educational contexts. This study explores the cross-national invariance of the SKS among high school students in the Philippines, Hong Kong, and mainland China. Results showed that the modified unidimensional model of school kindness with correlated error terms on item number 2 and 3 had the most optimal fit. There was evidence supporting partial invariance of the modified unidimensional model of school kindness across setting and year level, and full invariance across gender. Whereas school kindness also demonstrated positive correlations with perceived academic performance in Hong Kong and mainland China, this construct was linked to higher emotional and social engagement in math in all contexts. Copyright © 2022 Wiley Periodicals LLC.

Regional innovation is increasingly dependent on learning from modernization-driven jurisdictions (Caniëls and van den Bosch, Pap Reg Sci 90:271–285, 2011; Schulte, Nordic J Stud Educ Policy:1–13, 2018), and the Province of Guangdong, Hong Kong Special Administrative Region, and Macau Special Administrative Region of China in various ways succeeded to employ experiences and links from advanced economic and education agencies across the globe (Fu, Oxf Dev Stud 36:89–110, 2008; Henning and Ulrike, Asian J Technol Innov 17:101–128, 2009; Cai and Liu, Sci Public Policy 42:1–15, 2014). In this chapter, we are examining how policy alignments oriented at globally-competitive performers have been contributing to innovation and how alignment of economic and education agendas has been driving the emergence of a Greater Bay Area of China (GBAC). In particular, we analyse cross-jurisdictional dynamics seeking to reinforce cumulative advantages for universities in the region. Concurrently, we outline a range of challenges faced by political, economic and education stakeholders in various jurisdictions at times when they are forced for harmonization of policies and agendas. Copyright © 2021 Springer Nature Switzerland AG.

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.

School Counselling in an Asian Cultural Context focuses on the ways in which cultural setting influences the practice of school counseling, its effectiveness, and the experience of young people as they engage in counseling in schools. The mental health of young people is increasingly a cause for concern, particularly in Asia’s high-pressured league-topping education systems, and the wellbeing of students is becoming more a part of the wider remit of schools. Mark Harrison presents a broad overview of the development and current practice of school counseling in Hong Kong in both local and international schools and examines this in relation to school counseling in US and UK settings as well as the wider Asia-Pacific region. The book brings together two foci: the practice of school counseling in the Asian cultural context of Hong Kong, and the effectiveness and experience of school counseling from the perspective of young people and counselors. The diversity of schools in Hong Kong makes it a microcosm of trends and practices in school counseling globally and, as such, offers insights which will be of interest to students in training; school counselors, administrators and policy makers in the Asia-Pacific region and further afield. Copyright © 2022 Mark Harrison.

This edited book is uniquely set in the context of Chinese societies. It deals with the issues of inclusive education in a Chinese context and examines inclusion from the experience of Hong Kong schools.Like other countries, in Hong Kong, inclusive education has been promoted through Integrated Education (IE) and the Whole-School Approach (WSA). Recently, the government has introduced the induction of Special Educational Needs Coordinator (SENCO) in each Hong Kong school to help diverse students, especially students with special educational needs (SEN) and to develop inclusive teaching and learning practices. This book is one of the first to examine the influence of contextual and Chinese cultural factors in the field of inclusive education, in regard to how schools support students with diverse learning needs and SEN. It also offers an account of context-specific measures towards promoting inclusive education.This book will help scholars and school practitioners in Asia in particular and in the West, in general, develop a comprehensive understanding of context-specific inclusive practices in education for students with diverse learning needs. Copyright © 2022 selection and editorial matter, Ming-Tak Hue and Shahid Karim; individual chapters, the contributors.