Reading is a multidimensional process that has evolved through history to adapt to accommodate environmental changes. Today, reading continues to evolve to meet the demands of globalization. The study examined the complex connection between curriculum, teachers, and students. To explore and research the relationship between stakeholders in the English reading curriculum, primarily policymakers, teachers, and students. The author selected English reading education for Hong Kong secondary students as a case study. Current and prior literature suggests that English reading to English Second Language Learners (ESL) focuses on the general perceptions and motivations of ESL learning and teaching. However, minimal research focuses on Chinese learners' self-perception of ESL reading, teachers’ beliefs and practices, curriculum interpretation, implementation, and intent. Therefore, examining, understanding, and identifying the relationship between Curriculum Intentions and Classroom Realities is essential.The objective of the study was threefold (1) to find the relations between learning and teaching and the perceptions of students, (2) to identify teachers' interpretations of the English reading curriculum and how their beliefs and classroom practices could affect the implementation of curriculum, and (3) the alignment of ESL reading lessons prescribed by the Education Bureau of Hong Kong policymakers and the teachers’ implementation in class.There were 250 junior form students participants and 24 English teachers. Questionnaires, semi-formal interviews, lesson observations, and focus group discussions were employed for data collection.The results highlighted four themes around the area of (i) teachers' efficacy of curriculum interpretation, (ii) challenges affecting beliefs and classroom practice for the implementation of curriculum, (iii) students' understanding of the intent of curriculum, and (iv) the misalignments of curriculum intentions and classroom realities. The points

This paper gives some preliminary analysis on the relationships between perceptions of national identity and national education by using quantitative data. A pilot-tested questionnaire has been sent to all civic education team teachers in Hong Kong secondary schools in 2018. Through quantitative analysis, it is found that some possible types of national education are adopted by teachers. The qualitative interviews with some teachers also reveal a diversified range of teaching methods on national education. All these findings can, hopefully, contribute to the existing literature. This study shall be useful for anyone interested in understanding how teachers perceive their national identity and national education in this post-materialistic and globalized world. Copyright © 2019 CiCea.

This study aims to establish a robust measurement to obtain a comprehensive understanding of perceptions of programming education (POPE) of teacher and principal groups. In this study, the POPE scale contains three dimensions: (a) understanding in programming (UP), (b) support for programming (SP), and (c) expectation of programming (EP). Self-reported questionnaires were administrated among 258 teachers and 229 principals. Multigroup analyses were used among the two groups. The results of measurement invariance tests show that configural and metric invariance are fully supported, and scalar invariance is partially supported, suggesting the factor structures, loadings, and most item intercepts of the POPE scale are equivalent across the groups examined. Implications of the study are discussed.
[Copyright of Journal of Psychoeducational Assessment is the property of SAGE Publications. Full article may be available at the publisher's website:
http://dx.doi.org/10.1177/0734282918787670]

Based on Lev Vygotsky's social constructivism theory, this study examined the perceptions of Hong Kong physical education (PE) teachers regarding the inclusion of students with disabilities in general PE programmes. Eight secondary PE teachers (female = 5, male = 3) were recruited for individual semi-structured interviews. Data gathered from the interviews were audio-recorded and transcribed. Interview transcripts were analysed and presented as descriptive summaries, as well as underwent content analysis. Three themes emerged based on the content analysis of the teachers' interview data: (1) favourable, but with concerns, (2) hope to be professional, and (3) lack of connection. Results indicated that the teachers acknowledged the benefits of inclusion in PE; however, the teachers also expressed concern regarding the instructional and environmental barriers to the inclusion of students with disabilities in general PE programmes. The findings demonstrated the need for highly frequent and efficient communication, involvement, and collaboration among stakeholders involved in inclusive PE.

From the 2012/13 academic year, the undergraduate degree programme in Hong Kong higher education has been transferred from a three-year to a four-year structure, with introduction of a rigorous component of general education in the new four-year curriculum. The present study aims to evaluate the implementation and impact of a new general education program, the "General University Requirements" (GUR), in the new four-year undergraduate curriculum of The Hong Kong Polytechnic University (PolyU) based on the views of teachers. A total of 68 teachers who had taught different GUR subjects in 2013/14 academic year were recruited to fill in an evaluation sheet designed to understand their views towards the GUR subjects. A total of 75 qualitative evaluation sheets were collected. Both close-ended and open-ended questions were used to assess teachers' perceptions. Data analyses indicated that teachers generally had positive evaluation about the GUR. They perceived that the content, teaching methods, and assessment components of GUR subjects successfully engaged students in the learning process and helped students achieve the intended learning outcomes. Teachers also had positive impression and feelings towards the GUR subjects they taught, and perceived the GUR subjects as helpful in broadening students' knowledge, cultivating their characters and important generic competences. Meanwhile, challenges in the implementation process were also noted. Findings from this study indicated the basic effectiveness of the GUR at PolyU based on teachers' views. It also provided indications for further improvements of the GUR and general education programs in Hong Kong higher education.
[Copyright Nova Science Publishers, Inc. 2017]

This qualitative multiple-case study research attempts to shed light on controversies associated with National Education in Hong Kong by exploring the perceptions of National Education of secondary school teachers. Since the resumption of Hong Kong's sovereignty by China in 1997, national identification with Chinese has been a policy priority. There has been an increase of National Education which aims at cultivating a Chinese national identity. This study used convenient sampling method on 10 purposively chosen sample of experienced Hong Kong citizenship education teachers, with in-depth interviews as data collection method. The findings reveal that teachers perceive National Education with different aims and teaching methods, and knowledge transmission is highlighted in National Education. There are patriotic, affective, critical thinking approaches, experiential learning and reflective teaching in National Education. Apart from arguing for different pedagogies and assessments in teaching National Education, this paper also calls for recognizing global identity and global citizenship education.
[Copyright © Comparative Education Society of Hong Kong].

This article reported the outcome of an adapted British parenting programme in Hong Kong which aimed at reducing parent-adolescents conflicts. Adolescents' outcome was measured by Strength and Difficulties Questionnaire (SDQ) and parent's parenting stress was measured by parenting stress Index short form (PSI-SF). The level of conflict between parents and their adolescents was measured by parent-adolescent conflict scale (PAC). The study showed that parents of the experimental groups showed significant decrease in parenting stress after the programme. SDQ showed significant decrease in adolescents' difficulties and significant decrease in conflict between parents and their adolescents. Significant between group differences was observed between experimental groups and comparison group in parent child dysfunction interaction and granting of autonomy to their children. Participant satisfaction survey indicated majority of parents perceived the programme as helpful to their parenting as well as reducing conflict with their adolescents. The presence study showed a promising design of a parenting programme that support parents of adolescents in facing their conflicts with their adolescents.
[Copyright of Revista de Cercetare si Interventie Sociala is the property of Lumen Publishing House.]

This paper reports a study that investigated the motivations towards teaching of six pre-service English teachers enrolled on a teacher education course in Hong Kong. A qualitative case study approach was adopted, using data gathered from pre- and post-course interviews with individual participants, their dialogue journals with the teacher educator as well as their post-course reflection papers. Drawing on existing research on motivation in teacher education and educational psychology, the findings show that while some pre-service teachers developed their motivations towards teaching in the course, some others showed little change. The study suggests that pre-service teachers' previous experience and personal beliefs as well as the course content and design could play an important role in changing their motivations. The paper concludes with some implications for language teacher education regarding ways to promote and sustain student teachers' motivations towards teaching.
[Copyright of Language Culture and Curriculum is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/07908318.2014.890211]