Background: The use of mediated learning in cognitive training has been shown to be effective in enhancing students’ cognitive development. Nonetheless, its effects on language development are less explored. Aims: This study examined the effects of an early cognitive intervention (Think Bright program) in enhancing the cognitive and language development of Hong Kong preschoolers with developmental delay. Method: Sixty‐eight children (48 boys and 20 girls; mean age = 58 months) with developmental delay were recruited from preschool rehabilitation centres and randomized to two groups (Think Bright training vs. active control). Each child in the Think Bright group received 12 sessions of 1‐hr individual training on thinking skills over 6 months. The control group received the same amount of training based on the regular training regimen adopted at the rehabilitation centres. Results: After a 6‐month intervention, the Think Bright group significantly outperformed the control group in language, general cognition, analogical thinking, sequential thinking, and logical reasoning. The Think Bright teachers’ mediation skills significantly improved during the course of intervention and correlated moderately with the improvement in students’ language abilities. Conclusion: This study has shown promising results on the effectiveness of using mediated learning in early cognitive intervention in enhancing both the cognitive and language development of preschoolers with developmental delay. Copyright © 2022 Wiley.

There currently is a very vibrant discussion about international trends in education. A ripple effect is influencing common new government initiatives in mainstream schools around the world. This paper suggests that whilst such initiatives have excellent government led policy support, special schools are open to absorb what they can. These initiatives are frequently ignored as special schools seek to cope with the special needs challenges. These new internationally recognised initiatives will require teachers to appreciate the need for a paradigm shift to change their prevailing pedagogical practices. Special school education must match these trends for they can offer exciting new understandings of student ability if the teachers can appreciate and apply the principles of individual self-determination rather than dealing with the shroud of disability. It is time for a paradigm shift in the pedagogy of special education. Copyright by Special Education Society of Hong Kong Limited. All Rights Reserved.

Although the relationship between the classroom learning environment and academic achievement has been explored in subject-free and disciplinary subject contexts, research into this relationship is still lacking in the context of interdisciplinary subjects. This study investigated the relationship between the classroom learning environment and student achievement in an interdisciplinary subject (i.e. liberal studies) in Hong Kong secondary schools. The mediating role of critical thinking was also explored. The participants were 410 Hong Kong secondary school graduates. The structural equation modelling analyses indicated that (1) the Content aspect of the classroom learning environment had an effect on the achievement in liberal studies, and this effect was not mediated by critical thinking; (2) the Pedagogy aspect predicted critical thinking skills, which in turn predicted the achievement in liberal studies; (3) the Relation aspect had no significant effects on critical thinking skills and student achievement in liberal studies. Suggestions on enhancing students' high-order thinking skills and achievement in interdisciplinary subjects were provided.
[Copyright of Educational Studies is the property of Routledge.]

新高中通識科與社會科學有著相似的特質，可培養學生社會科學的想像力和透視力，及應讓學生在學習社會科學中發展多角度和批判思考的能力。同時，本文也指出新高中通識科在培養學生的思考能力時可能遇到的挑戰，並提出相關的建議。
Liberal Studies in New Senior Secondary Curriculum and the disciplines of social sciences share similar attributes. Therefore, fostering students’ social scientific imagination and perspective, and teaching students the knowledge and theories of social sciences will contribute to develop students’ multi-dimensional and critical thinking. Furthermore, this article also offers suggestions to overcome the challenges of developing students’ multi-dimensional and critical thinking.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

本文是作者與一位小學教師為學生設計角色扮演的經驗分享。教師在小學中國語文課堂中設計角色扮演活動，加入教育戲劇元素「定格」和「思路追蹤」確能增加學生參與的機會。學生又能設身處地，以多角度思考問題，發展他們的批判能力；同時他們能愉快和投入地學習。個案試行效果不錯，但其設計仍有可進一步優化之處。
This is an experience sharing of the design of a role-play in the Chinese language classroom by the author and a primary Chinese language teacher, using the elements of the drama: Still Image and Thought Tracking. Findings indicate that students have more chances to participate in activities, think in different perspectives of the questions and this helps them to develop their critical thinking. They learn happily and devotedly. The result is quite encouraging. However, there is still room for improvement on the design of the activities.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]