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].

The paper reports about a study on the knowledge of prospective mathematics teachers from China (Hong Kong and Mainland China) with regard to argumentation and proof as well as beliefs about using preformal and formal proofs in lessons based on a study design developed by Schwarz (2013). The study pointed out that the prospective teachers were generally strong in algebraic reflections and operations, but they lacked reflections on mathematical argumentation and proofs and their adequate teaching, for example, how to provide adequate feedback about proving approaches. Furthermore, differences concerning the acceptance of preformal proofs between prospective teachers from Hong Kong and Mainland China were found out in this study, which may be related to differences in the mathematics curriculum in these two regions. Implications for teaching proofs in geometry and algebra are discussed.
[Copyright © Association of Mathematics Educators].

Classroom research suggests teachers can use instructional (cognitive, organizational, and procedural) choices to support student autonomy and promote their engagement in schools. Guided by self-determination theory, this study examined the relationships among these three instructional choices and students' engagement in secondary physical education. Participants were 92 middle school (64 boys, 28 girls; M age = 13.94 years, SD = 0.87) and 83 high school students (29 boys, 54 girls; M age = 17.76 years, SD = 0.94) enrolled in physical education classes at six schools in Hong Kong. They responded to previously established questionnaires on 5-point scales. Results of the study revealed cognitive, organizational, and procedural choices emerged as differential predictors of student engagement in physical education for middle and high school students. Teachers should be aware of this finding while providing students instructional choices in physical education.
[Copyright © ACESS, Asian Council of Exercise & Sports Science].

This study explored the views of 296 serving physical education (PE) teachers concerning the interface of secondary and primary school PE in Hong Kong. Attached to the interpretive research perspective, questionnaire and follow-up telephone interviews were adopted for soliciting their views on the importance, measures taken and suggestions for improvement. The findings indicated that over 91% of serving PE teachers acknowledged the importance of interface for facilitating pupils' learning. Similar articulations with the functions and content of school PE that facilitated the interface were found. Although 21% of them claimed that they had taken some measures for enhancing curricular interface, most of them were not systematic and well-planned. Thus, most PE teachers looked forward to a standardized curriculum stipulated by the Education Bureau as to ensure the effectiveness of the interface. The study suggests reinforcing teachers' awareness of the interface of PE; considering the inclusion of PE in the internal school assessment for the Secondary School Places Allocation System and strengthening the interface from system, school and classroom levels. Consequently, it would enhance the learning and teaching in physical education.
[Copyright © Hong Kong Baptist University].

The purpose of this study was to examine how regular primary school PE teachers planning their inclusive physical education in Hong Kong. The questionnaires (IPESDQ) and cover letters with instructions for completing the questionnaire were delivered to 115 physical educators. A follow-up was made to contact nonrespondents two weeks and the final return rate of the survey was at 72.2% (n=83). Results showed most teachers (49.4%) used the curriculum guidance draft by themselves; only 10.4 % of teachers used individualized education plan (IEP), the most common teaching object (74.0%) was for understanding and enjoying exercise and sports; basketball, track and field, football, game, rope skipping, volleyball, badminton, and gymnastics were popularly used for teaching; Direct instruction strategy was popularly used by 72.7% of teachers and only 7.8% of teachers used inquiry teaching for inclusive physical education; Most teachers used sport skills (94.8%), attitude (92.2%) as evaluation contents. Perspectives for developing inclusive physical education service delivery were provided at last.
[Copyright © Hong Kong Baptist University].

One proposed initiative of the Hong Kong Government is maintaining the city's competitiveness and strategies by cultivating the creativity of her people. Thus, understanding the economic outputs generated by people's creativity, and the structural and environmental conditions that allow people to remain creative is important. This paper examines the concept of creativity and the two main forms of creativity cultivation in schools. Based on interviews with teachers of a local secondary school excelled in drama education, the contributions of a whole-school approach, internal support and opportunities, and capital resources to creative education in school are explored. Finally, a stronger emphasis on creativity education in extra-curricular activities, and vocational education and training is proposed, especially for students of lower academic achievements and those from backgrounds of lower socioeconomic status.
[Copyright © 香港靑年協會].

In 2009-11, the researchers were engaged in the Basic Law Education (BLE) Project financed by the Quality Education Fund of the HKSAR Government. The project aimed at providing Liberal Studies teachers curricular and pedagogical support in the teaching of the Hong Kong Basic Law, human rights and law-related concepts. As part of the project, the human rights friendly ethos of the participating schools was studied. The research methodology comprised both a questionnaire survey, using the Indicators and Evaluative Checklist for Human Rights Friendly Environment in Schools, and in-depth focus group interviews with groups of students and teachers who had participated in the survey. Human rights education is an important part of civic education in the 21st century and it can best be supported by a human rights friendly school ethos. This paper makes use of the research findings from the study and explores, with the help of a case study, why and how a school can promote a human right friendly school ethos and the complications that may arise. The paper can be of reference value to researchers and civic educators who are interested in human right education. It can also be of help to school leaders and teachers who are trying to develop a human right respecting school environment which is now universally required.
[Copyright © World Education, Science, Research and Counseling Center].

A service learning general education course titled, "Global Food Security Crisis and Health", was implemented from Jan 2011 to May 2011. A group of 20 students from various undergraduate programmes of the Hong Kong Institute of Education have participated in the course. Through coursework, participants have acquired an understanding of the popular discourses regarding social and ecological sustainability in the prevailing food systems and food crisis. Among the various teaching and learning approaches, a service-learning component was integrated to immerse students in practices involved in resolving inequity in food distribution and consumption. Participants expressed that such experience not only allowed them opportunities to apply their knowledge regarding food sustainability to real-life situations, but also gave them experience in addressing food security problems, so that they understand the issues better in a wider context. If this approach is to be implemented for a wider community of students, issues related to human resources will need to be addressed.
[Copyright © Infonomics Society].

Education in Hong Kong is currently facing the great challenge of reformation in the new century. Music, being a school subject for more than four decades in Hong Kong, provides one of the aesthetic experiences to all pupils in primary and junior secondary schools, which has been recognized as one of the core elements in an all-round education system. However, there is a lack of research studies that investigate how musicianship should be nurtured in general music classes in Hong Kong. Teaching strategies in music classes were ignored yet practical and important for teacher preparation. This paper reports the findings of a case study in which a number of successful music teaching strategies in a primary school were revealed. Through a semi-structured interview with the music teacher of the school, participant observation of 24 music lessons in two weeks, and an analysis of the video recordings of the class teaching, this study aimed to identify the successful teaching strategies employed in the classroom. Findings include four identified strategies that employed by the music teacher: 1) performing with aural training, 2) sound before notation, 3) repeats with slight variations, and 4) positive reinforcement.
[Copyright © 2003 The Hong Kong Institute of Education.]