The purpose of this study is to make a comparison between training culture in the perspective of digital technology and the approach of middle and upper volleyball coaches in Hong Kong and Indonesia to get reflection or feedback, as well as recommendations from the research results obtained for improvement. The quality of coaches in both countries. Comparative study research method with a questionnaire instrument. Data analysis used t test, or different test. The sample used in this study is a purposive sample from the two countries with the subject being a volleyball coach who practices at high school or equivalent. Data analysis was carried out by comparing the average differences in respondents' answers regarding the use of digital technology and training culture and training style between the two countries. The higher the average, the better the culture and style of training in a country. Data normality analysis with Kolmogorov-Smirnov and Homogeneity with Lavene's Test. The research subjects were 85 high school volleyball extracurricular coaches in Indonesia, and 22 coaches from Hong Kong. The findings of the research results Sig.(2-tailed) value (0.038 < 0.05) there is a significant difference between the culture and coaching style of volleyball coaches in Indonesia and coaches in Hong Kong. There are significant differences between culture and coaching styles in the context of digital technology in volleyball practice in Indonesian and Hong Kong high schools. Copyright © 2023 Ismail Sahin.

Around the world the prevalence of mathematics anxiety and disengagement point to a poor sense of student 'mathematical wellbeing'. Mathematical wellbeing is defined here as the fulfilment of one's ultimate or core values, accompanied by positive feelings and functioning in mathematics education. Yet student wellbeing and how to support it in specific school subjects including mathematics is vastly under-researched. Also, despite outperforming other countries in international mathematics assessments, East Asian students generally appear to experience poor affect and high academic burden in mathematics education, which are indicative of poor mathematical wellbeing. In this context, this explorative and descriptive study investigates the values that are associated with the mathematical wellbeing of a cohort of Chinese primary school students. 258 Grade three students in Chengdu, China responded to a questionnaire which explored teacher-nominated mathematics learning moments that students valued most for their mathematical wellbeing. Findings pointed to students valuing all the learning moments to some extent, with good grades, fun and interest, mathematics-themed videos, and teacher praise rated most commonly for wellbeing. The values underlying these learning moments are similar to the seven mathematical wellbeing dimensions found in Australian classrooms. The findings also highlight the cultural subjectivities involved, in which the same classroom actions can reflect different underlying values across cultures, and in which a particular value can be espoused in different ways in different places. We also look ahead to suggest how teachers might support students' mathematical wellbeing, by recognising and then fulfilling their students' values in the mathematics classroom. Copyright © 2022 Springer.

Infants and toddlers (birth to age 3) learn what it means to be members of, and to belong to and be accepted by, their societies by adopting behaviors, attitudes, manners, and ways of thinking that are deeply rooted in what is valued in their culture. Infant and toddler teachers play a pivotal role as transmitters and maintainers of culture when they make decisions about the curriculum, engage in caregiving interactions, make pedagogical decisions, and use language. Cultural meanings ascribed to teachers’ practices in 1-year-old care in the United States and Hong Kong were examined using video data and transcripts of video-elicited focus group discussions. Three important areas in which cultural transmission differed between the United States and Hong Kong relate to: egalitarian versus hierarchical societal structure; individualism versus collectivism; and different goals for independence. Social learning theory and ecological systems theory framed this study and informed interpretation of results. Copyright © 2021 Taylor & Francis Inc.

This study employed an inductive qualitative approach to understanding the effects of local culture on early childhood curriculum development in two Hong Kong kindergartens. A triangulation of interviews, observations and documents was established, and cultural-historical activity theory was employed as the theoretical framework. The results indicated that local culture played an important role in early childhood curriculum development. First, the two cases learned from diverse models and approaches during the transformation of their curricula, resulting in contradictory demands and motives. Then, these contradictions were, in turn, resolved by the local culture to achieve curriculum hybridisation and innovation, as well as inherit the culture. Such findings provide valuable implications for early childhood professionals to integrate social and cultural diversity into curriculum development and to localise imported curricular practices so as to ensure a good fit between the curriculum and the local context. Copyright © 2020 The Author(s).

The English language curricula in Hong Kong and mainland China place emphasis on ‘culture learning’. This study seeks to examine cultural depictions in two series of primary English language textbooks published in mainland China and Hong Kong. The study adopted Kachru’s three-circle model and Moran’s 4P framework (referring to products, practices, perspectives and persons) to investigate the breadth and depth of cultural presentation. The findings indicate that both series encompass content on the local culture as well as on foreign cultures. While the mainland textbooks focus on British culture in the inner circle through the cultural aspects of products and persons, insufficient attention is paid to other foreign cultures and the cultural aspect of perspectives. In contrast, Hong Kong textbooks include a wider range of foreign cultures and a more balanced presentation of various cultural aspects. However, both series contain mainly static and congratulatory cultural topics, and neglect the underlying value orientations. Copyright © 2019 Pedagogy, Culture & Society.

The nature of liberal arts education merits renewed attention and consideration, especially in the context of the modern university in both Hong Kong and mainland China, where there is growing recognition that quality education standards should be improved, and an interdisciplinary approach to education and research is the way forward. The liberal arts spirit is an illustration of the power of inspiration and transformation, and through engaging with different perspectives, students are enabled and encouraged to pursue independent study, which boosts their creativity and critical thinking. As a catalyst and facilitator, liberal arts education that encompasses fresh global perspectives and connections has proved its worth over the years. However, since it is sometimes easy to lose sight of some of the fundamental principles essential to university education, we need to realize that too little interaction between science and the humanities has widened the two-culture divide, and the question is how to reconcile, or better still combine, the two. The two-culture debate, although suffering neglect for a long time in China, is of profound relevance and implications for the modern university. It can be observed that participatory interaction inherent in the dynamism of pedagogical engagement is increasingly promoted as the preferred mode of teaching students, who have benefited from broad-based learning as the embodiment of liberal education. Overcoming rigid disciplinary exclusiveness is positively correlated with empowering students with broad knowledge and skills to succeed in the future.
[Copyright of European Review is the property of Cambridge University Press. Full article may be available at the publisher's website:
http://dx.doi.org/10.1017/S1062798717000667]

This paper argues that the planned introduction of visual literacy into the New Secondary School Curriculum can play a crucial role in enabling students to think critically and creatively in Hong Kong's highly visual landscape. As Hong Kong's educational system remains entrenched in long-established and conventional pedagogies, the primacy given to the written word is in sharp contrast with the pragmatic roles that visual images play in students' day-to-day life. Hong Kong is well-known for its extremely high level of Internet / broadband penetration and media saturation, yet visual literacy is still in a state of infancy in Hong Kong. Therefore, from a curricular standpoint, as Hong Kong society relies to a greater degree than ever before on visual communication strategies, it is vital that visual literacy be integrated as part of the new curriculum under the current educational reforms. As contemporary Hong Kong culture becomes increasingly dependent on the visual environment, developing visual literacy to enhance students' learning can be an important step in the future towards a more successful implementation and development of the New Secondary School Curriculum.
[Copyright of Asia Pacific Journal of Education is the property of Routledge]

Chinese pre-school children perform well in learning mathematics compared with English-speaking children. This study investigates the scenes behind Chinese pre-school Children's mathematics performance using teacher questionnaires and interviews. Results indicated that the Chinese number system appeared to afford advantages to Chinese children in learning individual mathematics concepts but this was not enough to explain why children perform well in other areas. Frequent practice and exposure to mathematics in pre-schools, together with parental support at home might explain why children performed well in mathematics learning. Study results also revealed that although the underpinning philosophy of pre-school curriculum planning in Hong Kong might be similar to some pre-schools in other parts of the world, such as the adoption of integrated curriculum and unstructured play, contradictory practice might also be incorporated. Mathematics teaching in Hong Kong pre-schools mirrors the Chinese cultural aspiration towards learning, and both teachers and parents play an active role in pursuing academic success for each child.
[Copyright © University of Exeter. Centre for Innovation in Mathematics Teaching].

Physical activity has numerous positive and psychological benefits. Therefore, a physically active lifestyle benefits both the individual and the society. Nevertheless, many people drop out from their sport or exercise regimen. In this inquiry three motivational factors in exercise adherence, including predisposing, enabling, and reinforcing factors, were studied from a cross-cultural perspective. A total of 235 male (n=151) and female (n=84) volunteers (mean age=21.4 ± 2.6 years) from Hong Kong (n=112) and United Kingdom (n=123) completed an exercise habits inventory and the Physical Activity Adherence Questionnaire (PAAQ). All participants were physically active, of whom 132 have once quit a sport/exercise in the past whereas 103 never quit. Results revealed that differences exist in predisposing and enabling motivational components of exercise adherence in both cross-cultural and gender comparison studies. Participants who quit a sport or exercise report lesser reinforcing experiences than those who never abandoned an adopted sport or exercise. It is concluded that reinforcing factors play a crucial role in the long term maintenance of a sport or exercise and that both cultural and gender differences need to be taken into serious consideration in the course of facilitation of various exercise/sport behaviours.
[Copyright © 2003 Department of Physical Education, Hong Kong Baptist University.]

Empirical evidence of Asian students' traditional citizenship values was provided in the Asian Regional Module (ARM) of the International Civic and Citizenship Study. This paper is based on a secondary analysis of the ARM data. Three issues are addressed. First, a theoretical analysis of the ARM constructs contributes to their construct validity. Second, the endorsement of these constructs by students from five Asian societies is compared indicating that some of the differences between societies were statistically significant, although effect sizes were generally weak or moderate. Third, the predictive validity of the constructs was examined. They had a small but differential effect on students' civic knowledge and a generally negligible effect on school participation. Variance at school and individual level accounted for by the ARM constructs differed across societies. The implications of these results for civic education and future research in the field are discussed.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410.2013.775003]