This study investigated the moderating effect of gender on the causal relationships between different school play activities (pretend and non-pretend play) and social competence in peer interactions among a sample of Hong Kong children. Participants were 60 Hong Kong preschoolers (mean age = 5.44, 36.67 % female). Children with matched home pretend play time period were randomly assigned to pretend or non-pretend play groups to take part in pretend or non-pretend play activities respectively in the 1-month kindergarten play training. Children's pre- and post-training social competences were assessed by their teachers. Results revealed a trend that girls who participated in school pretend play tended to be less disruptive during peer interactions after the training than those who participated in non-pretend play, while boys were similarly benefited from the two play activities. The implications for play-related research and children's social competence development are discussed.

The purpose of the current study was to examine the factor structure and measurement invariance of a scale measuring students' perceptions of need-supportive teaching (Need-Supportive Teaching Style Scale in Physical Education; NSTSSPE). We sampled 615 secondary school students in Hong Kong, 200 of whom also completed a follow-up assessment two months later. Factor structure of the scale was examined through exploratory structural equation modeling (ESEM). Further, nomological validity of the NSTSSPE was evaluated by examining the relationships between need-supportive teaching style and student satisfaction of psychological needs. Finally, four measurement models--configural, metric invariance, scalar invariance, and item uniqueness invariance--were assessed using multiple group ESEM to test the measurement invariance of the scale across gender, grade, and time. ESEM results suggested a three-factor structure of the NSTSSPE. Nomological validity was supported, and weak, strong, and strict measurement invariance of the NSTSSPE was evidenced across gender, grade, and time. The current study provides initial psychometric support for the NSTSSPE to assess student perceptions of teachers' need-supportive teaching style in physical education classes.

The study examined current practices in Classical Chinese (CC) reading instruction in Hong Kong and the relationship between different instructional practices and students' strategy use and motivation in CC reading. A total of 519 secondary students voluntarily responded to a questionnaire that measured their perception of CC reading instruction, strategy use, and motivation. The findings indicate while teachers frequently teach both the language and content aspects of CC reading, the teacher-centered approach they are now adopting is ineffective in facilitating students' CC reading development. Relations between different instructional approaches and students' strategy use and motivation in CC reading are discussed.

Human development is a cultural process, and language serves as a cultural tool is closely related to virtually all the cognitive changes. The author addresses issues of language in education, and suggests that changing the medium of instruction should not be understood as purely a pedagogical decision. The connection between culture and language is examined for understanding why Hong Kong Chinese learners are stereotyped as passive learners. Through exploring personal experience with a student teacher, the author exemplifies how narrative inquiry is found to be a pragmatic approach to support teachers to become reflective thinkers. This study argues that narrative methods can serve as pedagogical strategies in teacher education since narrative can help both teachers and learners reflect on, question, and learn from their storied experiences.
[Copyright © 2017 Edith Cowan University.]

Purpose: The purpose of this paper is to report the design and evaluation of an inter-university collaborative project entitled "Blended learning for building student-teachers' capacity to learn and teach science-related interdisciplinary subjects." The project is a response of the science education faculty of three Hong Kong tertiary institutes to the challenge of catering to the diversity of academic backgrounds among student-teachers. Design/methodology/approach: E-learning modules have been produced covering four content domains of science. These modules are designed based on the 5E learning model and are delivered to students using the learning management system provided by Moodle. The design of the modules is iterative, based on the evaluation of three consecutive rounds of trials through student surveys, and focus group interviews with students and course lecturers. Findings: The evaluation findings indicate positive outcomes for certain attributes such as conceptual understanding, eagerness and confidence in learning science, and metacognitive reflection on students' own learning. There are challenges to be met in relation to instructional design to cater for the diversity of student abilities, and enhance motivation in self-directed learning. Practical implications: The project indicates the ways to develop students' basic science knowledge in a mixed-ability setting through the design of self-directed e-learning modules blended with their major courses and possible measures to address the limitations of such design. Originality/value: The study represents a conscious effort for the science teacher education faculty of different universities to pull together to tackle a perennial teaching and learning problem. The findings provide important insights into possible ways to blend e-learning with face-to-face learning approaches to better cater to the needs of science learners with mixed abilities to prepare them for interdisciplinary teaching.
[Copyright ©

Blended learning which combines face-to-face and online experiences of students by integrating technology into the curriculum is increasingly prevalent in university education. In a context of long time arguments on the educational value of using social networking websites on teaching and learning, this study was conducted in two higher education institutes in Hong Kong, seeking to examine the advantages and challenges of using Facebook for sharing students' assignments, and the achievement of the course objectives in two courses. Results revealed that course assessment in Facebook could facilitate student interaction and their knowledge construction. Privacy, however, is found to be an issue that needs to be looked into specifically in order to facilitate a safe and comfortable educational learning experience of students.
[Copyright © 2016 EdUHK APFSLT.]

Learning Study has been implemented for teacher professional development in Hong Kong since 2000. Guided by variation theory, Learning Study has three unique features. First, it focuses on student learning of the object of learning in planning, teaching and reviewing lessons. Second, variation is used as a pedagogical tool for lesson design in the hope of enabling students to discern the critical features. Thirdly, teachers collaborate together throughout the process of planning, teaching and reviewing lessons (Lo, et al., 2005). However, sustaining Learning Study may be inhibited by many challenges, including teachers’ pressures from the examination-oriented system, heavy workloads, pressures from parents and lack of support and trust among staff (Zhang, 2015). How to sustain Learning Study in schools is yet to be explored. This presentation reports a study investigating the Learning Study practices in two Hong Kong schools (a primary school and a secondary school), which have adopted Learning Study for teacher professional development for over 10 years. The study utilized qualitative research methods including interviews with school leaders and teachers (2 leaders and 4 teachers from each school) and observation of Learning Study activities to identify the forces facilitating and inhibiting Learning Study in the schools.
Content analysis (Northcutt & McCoy, 2004) of the data from interviews and observations was conducted and the data were coded with the theoretical framework in Markee (1997), which categorizes the contextual factors facilitating and inhibiting the sustainability of Learning Study into four aspects: features of Learning Study, macro-context (e.g., socio-economic development, education reform, teacher education), school leadership practices (e.g., understanding and developing staff in the school; designing organization and cultivating a learning culture; managing internal and external resources) and teacher characteristics (e.g., personality, motivation

This paper aims to discuss an exploratory study that a student teacher carried out on applying the “flipped classroom” approach in his information and communication technology (ICT) class. The study examined student perceptions of the new teaching approach and investigated whether it can help promote higher-order thinking. This study involved 28 students in a public secondary school in Hong Kong. They were attending an ICT class on 3D modelling. A mixed methods approach was adopted. Both quantitative and qualitative data were collected through surveys, online quizzes and focus group interview. The students’ assignments were also examined and analysed. The findings show that students are inclined to accept the new teaching model. We can conclude that it is possible to improve students’ higher-order thinking capability using the flipped classroom approach to teaching.
[Copyright © 2017 The Author(s).]

The paper reports a quasi-experimental study comparing the "traditional flipped classroom" pedagogical design with the "productive failure" (Kapur, 2016) pedagogical design in the flipped classroom for a 2-week curricular unit on polynomials in a Hong Kong Secondary school. Different from the flipped classroom where students are provided video clips with new concepts and associated procedures to review at home before solving problems in class, the "productive failure" pedagogical design in the flipped classroom worked the other way around. Supported by mobile technologies, students explored, discussed and solved problems related to the new concepts first in class even though they might come across failures, followed by consolidating the concepts and associated procedures using video clips at home. The pedagogical design is referred to as "productive failure-based flipped classroom" in this study. The study was carried out in two Grade 7 classes: one with "traditional flipped classroom" and one with the "productive failure-based flipped classroom". Findings show that both classes had significant improvement in procedural knowledge. However, regarding conceptual knowledge, students in the "productive failure" condition performed better than those in traditional flipped classroom. This suggests that the "productive failure-based flipped classroom" pedagogical design may be better able to improve students' problem solving skills.
[Copyright © 2017 International Forum of Educational Technology and Society.]

This paper discusses the pedagogical strategies of blended learning to teach Hong Kong school teachers mixed methods research. The authors examine the implications of blending traditional teaching and more updated learning strategies with e-Learning, small group work, peer interaction, and role plays, to increase student comprehension and execution of mixed methods research. The authors utilise a case study to illustrate the blended approach in teaching mixed methods research.