While extensive quantitative research has shed light on the cognitive mechanisms of dyslexia, few mixed-methods studies have been conducted to examine the perceptions of and attitudes towards learning in children with dyslexia, especially in Hong Kong, a bilingual context. In addition, the validity of the metaphor elicitation technique, which was adopted in previous interview studies, has not yet been examined in children. Therefore, 30 children with dyslexia (age range: 8–13; 10 females) in Hong Kong were interviewed for metaphors regarding six domains: Chinese reading, Chinese writing, having Chinese lessons, English reading, solving maths problems, and dyslexia. Word reading fluency and parent-rated learning interest and confidence were measured to validate the use of the metaphor elicitation method in assessing children’s reading attitudes in both Chinese and English using correlation analyses. Perceptions were examined by way of qualitative analyses based on the metaphor entailments. Results showed that children who expressed more positive attitudes towards English reading performed better in English reading. Moreover, the attitudes also positively correlated with the corresponding parents’ ratings. These findings suggested that the metaphor elicitation technique is a valid method for assessing attitudes towards English reading in children with dyslexia. Furthermore, their perceptions of dyslexia and learning generally corresponded to those from previous interview studies despite differences in languages and contexts. Importantly, descriptions related to multiple themes, including metalinguistic awareness, cognitive skills, coping strategies, and dyslexia, were well-aligned with scientific findings, demonstrating that children already have a good understanding of dyslexia and various learning domains. Copyright © 2023 The Author(s), under exclusive licence to Springer Nature B.V.

Increasingly, the importance of reflexivity has been acknowledged in higher education research. In this paper, I reflect on my experience of researching lesbian, gay, bisexual and transgender (LGBT) university students in Hong Kong. The focus is not on the findings that emerge from the in-depth interviews conducted per se, but on the methodological reflections of the research process itself. Particularly, I focus on the notion of ‘vulnerability’ in the qualitative research literature which suggests that some study topics are particularly sensitive and some interviewees are especially vulnerable. I argue that because LGBT students in Hong Kong live under the governance of family biopolitics and the colonial legacy of religious dominance in secondary education, they are subjected to enormous social pressure to reject or conceal their LGBT identities. In that sense, they can be conceived as vulnerable interview subjects. However, LGBT students, especially those who are in the closet, redefined the interview as an occasion to ponder their identity struggles, and to release problems and worries that in everyday life they can share with no one. For some LGBT students, knowing of the very existence of the research itself and participating in the research were empowering. The LGBT students had the capacity to shape the meanings of the interview, thus, they were far from being completely vulnerable. Quite unexpectedly, I found myself as a researcher in a relatively vulnerable position, feeling emotionally overwhelmed by the research and feeling guilty of not doing ‘enough’ for the LGBT students. This paper argues that although researchers need to continue to pay attention to the ethics of conducting culturally sensitive research, the vulnerability of some interview subjects should not be overestimated. Otherwise researchers risk further silencing the voices of those who are already socially marginalized. I also contend that qualitative research should acknowledge researchers’

This paper examines teachers' experiences of autonomy as they undertook Continuing Professional Development (CPD) in the form of Teacher Learning Communities (TLCs) to develop Assessment for Learning (AfL). Participant teacher interview data were used from two parallel TLC projects, one in Hong Kong and one in London, UK. Autonomy was defined in terms of taking initiatives, acting independently and making critical inquiries. Links between autonomy and effective CPD were argued and the findings indicated that some teachers in both the projects experienced limited autonomy in terms of taking initiatives and being critical, although several described a new sense of professional independence as they attended TLCs. Their limited autonomy looked likely to inhibit the long-lasting impact of the projects, although one TLC in London seemed likely to shape teachers' AfL principles and practices more profoundly because attendance was voluntary and egalitarian.
[Copyright of Teacher Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13664530.2012.748686]