As part of the module "Further Studies in Kindergarten Curriculum" in the Certificate in Kindergarten Teacher Education Course conducted by the Hong Kong Institute of Education, teacher-educators made use of semantic webbing to help kindergarten teachers/principals develop reflective and thinking skills regarding subject matter content and teaching curriculum. Semantic webbing/mapping or semantic networking or plot maps may be defined as a strategy in which information is categorically structured in graphic/visual form. However, its use in teacher education is more recent. Kindergarten teachers/principals were interviewed to discern how they developed critical thinking and evaluative skills concerning subject matter content and teaching curriculum through the use of semantic webbing. Interviews of a random sample of participants and analysis of their mind-maps revealed a change in perspectives and attitudes towards subject matter content and teaching curriculum. The present paper examines some of the affective outcomes for both teacher educators and student-teachers resulting from the use of semantic webbing/mapping as a strategy for facilitating reflective and critical thinking skills in four components of the module "Further Studies in Kindergarten Curriculum"; namely, Art, Language, Mathematics/Science, as well as Social Studies. Implications for teacher education are drawn from the findings.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0300443022000022422 ]

This paper explores the impact of the internationalization of higher education on the formation of student identity. It does so in the context of increasing developments in offshore education and the rapid emergence of the professional doctorate in Australia and overseas. Drawing on data from a larger qualitative study of student experiences of offshore education, the focus is on professional doctorate candidates located in Hong Kong. Identity is characterized by a series of dilemmas experienced by the students as they seek to become members of the academic community. These dilemmas centre on a range of inter‐related issues, including sense of belonging, educational goals, learning style preferences and relationships with supervisors.
[Copyright of Educational Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00131910600748190]

As growing numbers of countries adopt market-oriented policies for steering higher education, there is increasing interest in accountability mechanisms that improve the capacity of colleges and universities to independently assure the quality of their academic degrees and student learning. Academic audit, first developed in the UK and subsequently adapted to countries such as Sweden, New Zealand and Hong Kong, offers such an approach. What problems have these countries encountered in implementing academic audits with regard to: the focus of audits; the selection and training of audit teams; the nature of audit self-studies; the conduct of audit visits; audit reports; and audit follow-up and enhancement activities? This paper reviews the lessons learned from these early experiments with academic audit and suggests guidelines for the design and implementation of effective audit processes.
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http://dx.doi.org/10.1080/13538320020005945]

The development of gifted education in Hong Kong, and the rationale for leadership training for gifted and talented students are briefly described. The Creative Leadership Training Program for gifted and talented students at the Chinese University of Hong Kong incorporates the components of teaching leadership characteristics, teaching component leadership skills, and putting students into leadership roles in activities that emphasize creativity and a futuristic orientation. Based on the notion that leaders empower others to lead themselves, following training, students are supported to practice their skills in leadership, and transfer these knowledge and skills to their peers in their respective schools in school-based programs of peer tutoring and peer counseling. While favorable feedback regarding the training program has been received from participants, their experiences in practicing their leadership skills in school-based peer support programs have yet to be reviewed in future program evaluation studies.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02783190009554009 ]