Teacher agency plays a vital role in professional learning. The revealing practice indicates its fluidity in the process of collaboration. Research suggests that learning through interaction happens by engaging teachers. However, the role of teacher agency remains unclear at a systemic level. This article reports a yearlong ethnographic study of overlapping members from two teams collaborating on contemporary liberal arts curriculum across two different education systems in a Hong Kong secondary school. Discourse analysis of collaborative meetings demonstrated that the overlapping members performed various functions in the two settings. The connections and disconnections suggested that teacher agency was conditional based on the ecological boundary. By identifying their patterns of practice, individual teachers collectively demonstrated different capacities in the two settings within and over time. The findings imply that collaboration is an embedded activity and strongly influenced by the school environment. Overall, this study contributes to a reconceptualisation of professional learning. Copyright © 2021 Routledge.

Research Findings: This study explored the moderating effect of child competence in independent learning in relations between the amount of learning assignment, length of online learning, and parent satisfaction with children's online learning during COVID-19 imposed class suspension. The data came from an online survey conducted in Hong Kong in February 2020. The respondents were parents (N = 3381, 92.4% mothers) of primary school grades 1–6 students (Primary 1: 801, 24.1%; Primary 2: 739, 22.3%; Primary 3: 578, 17.4%; Primary 4: 547, 16.5%; Primary 5: 406, 12.2%; Primary 6: 250, 7.5%, 60 missing) who engaged in online learning during class suspension. The findings showed that both the length of online learning and the amount of assignments were related to parents' satisfaction, but these relations were qualified by the children's competence. Positive relations were found only among children who were rated as more competent in engaging in online learning independently. Practice or Policy: Together, the findings suggest that in designing online learning, consideration of children's ability to complete such learning independently will help increase parents' satisfaction. Copyright © 2021 Routledge.

This study explored parents' views on kindergarten and primary school students' distance learning experience and support needed as well as the amount of time children spend on screen media at home during COVID-19 class suspension. Between February 19 and 22, 2020, three weeks after classes were suspended in Hong Kong, responses from 6,702 parents (93% mothers) of kindergarten students and primary school students were collected via an online survey. Research Findings: Three major findings emerged: (a) Most children encountered difficulties in completing distance learning tasks at home, with major difficulties being children's lack of learning interests and home environment related limitations. Most children were not able to complete the learning tasks independently; (b) More parents without online learning were dissatisfied with distance learning during class suspension than those with online learning. Parents wanted more interactive online learning to facilitate children's learning during class suspension and desired better learning support from schools, flexible work arrangements, and government subsidies; (c) There was a high usage of electronic devices without parental mediation during class suspension. Practice or Policy: Together, the findings have important policy and pedagogical implications for delivering a distance learning curriculum and working with families during class suspension. The findings also suggest the need for schools to work on a balance of types of learning during class suspension by introducing diversified on- and off-line activities as well as supporting parents in navigating children's screen time. Copyright © 2021 Routledge.

Amongst all jurisdictions, the Hong Kong Special Administrative Region of China has been one of the most effective in limiting cases of COVID-19, despite being one of the first places to be affected by the pandemic in early 2020. In the months since the first case was confirmed, COVID-19 has affected all aspects of Hong Kong society, including the higher education sector. In this collective reflective essay, we describe the effects of these unexpected external events on academics' lives and the responses of higher education institutions. Specifically, we address the impacts of the COVID-19 pandemic on academics, their professional relationships, institutional frameworks, and Hong Kong's higher education sector as a whole. We conclude that the most significant effect of the pandemic is uncertainty, together with new realities expressed in sayings such as 'living with Zoom, learning from webinars'; 'you will be informed "in due course"', stay calm "until further notice"'; and 'people are stuck, but business is on steroids'. The essay further describes a three-pronged institutional reaction to the pandemic, focused on control, support, and positioning. It concludes with critical views on the way 'useful' knowledge in today's higher education is defined and how concepts and practices have been challenged during the pandemic. Copyright © 2021 Routledge.

Despite the wide adoption of emergency remote learning (ERL) in higher education during the COVID-19 pandemic, there is insufficient understanding of influencing factors predicting student satisfaction for this novel learning environment in crisis. The present study investigated important predictors in determining the satisfaction of undergraduate students (N = 425) from multiple departments in using ERL at a self-funded university in Hong Kong while Moodle and Microsoft Team are the key learning tools. By comparing the predictive accuracy between multiple regression and machine learning models before and after the use of random forest recursive feature elimination, all multiple regression, and machine learning models showed improved accuracy while the most accurate model was the elastic net regression with 65.2% explained variance. The results show only neutral (4.11 on a 7-point Likert scale) regarding the overall satisfaction score on ERL. Even majority of students are competent in technology and have no obvious issue in accessing learning devices or Wi-Fi, face-to-face learning is more preferable compared to ERL and this is found to be the most important predictor. Besides, the level of efforts made by instructors, the agreement on the appropriateness of the adjusted assessment methods, and the perception of online learning being well delivered are shown to be highly important in determining the satisfaction scores. The results suggest that the need of reviewing the quality and quantity of modified assessment accommodated for ERL and structured class delivery with the suitable amount of interactive learning according to the learning culture and program nature. Copyright © 2021 Public Library of Science.

Globalisation and massification are creating significant expansion in the higher education sector in Asia and forcing institutions to professionalise their teaching. Merely implementing academic development, however, does not ensure improvement in teaching quality. We report an action research project, which demonstrated that the combination of teaching development through Teaching Advantage Global, alongside professional recognition through fellowship of the Higher Education Academy, significantly improved the teaching self-efficacy of academics in China and Hong Kong SAR. The results of this research demonstrate that professional development and recognition can support and evidence sector-wide strategic change. Copyright © 2021 Routledge.

To study what ways a gardening programme being implemented within the context of a Hong Kong pre-school support experiential learning. Dewey is one of the most significant figures in experiential learning. Kolb extended and modified some aspects of Dewey's work, with influence by Piaget and Lewin. Fenwick pinpointed some strengths and limitations of experiential learning. Experiential learning is the conceptual framework of this study (Dewey, 1938; Kolb, 1984; Fenwick, 2001). I was obliged to reconsider my own ideology both in relation to gardening and experiential learning and to recognise how ideology predisposed me to 'see' in some ways and not others. This study is a qualitative single case study using interpretivist paradigm. Multiple data collection methods were used, including unstructured, participant and non-participant observations, semi-structured individual and group interviews, research journal and documentation. The participants were duly informed of the purpose, procedures, and instruments that would be used, including any potential risks. Signed consent was secured. The findings indicated that the children learned through experiential learning. The teachers lacked the necessary subject knowledge - particularly science - for supporting children's learning. The study also highlighted how Chinese cultural beliefs and practices create significant tensions when implementing experiential learning, especially in terms of adult-child relationship. The implications to my teaching included (1) an integral component of my teaching; (2) students can try theories in order to develop practices; (3) enabling students to connect theories to practice; and (4) offering opportunities that students can reflect on their own learning, with engagement. Copyright © 2019 EECERA.

Worldwide students are ‘opting out’ of mainstream schooling to pursue the International Baccalaureate (IB) Diploma Program (DP), which has been described as the ‘Cadillac of college-prep programs’. To date, research has only focused on the experiences of DP alumni in Western higher education contexts. This study investigated how DP alumni reflect on their education as preparation for elite universities in Hong Kong. An online survey (n=734) found that DP alumni self-perceived higher capacities than non-DP alumni in communication, creativity, critical thinking, cultural sensitivity, global-mindedness, leadership, and time management. In interviews (n=42), DP alumni perceived the DP as a privileged education for university preparation. However, they also perceived mismatches between the DP and their university experiences in the Hong Kong context. Copyright © 2021 AERA.

The critical mass of modern educational provision in Hong Kong has long been provided by the private sector. The public education system was created by the charities and religious bodies during the colonial period, though the government was later involved in the management of the system (see Choi & Kan, forthcoming, for the development of educational governance in Hong Kong). Thus, the presence of the private sector in ‘public’ schooling has long been the norm. When the educational privatisation trend, which started in the US and UK in the 1980s, reached Hong Kong, the government opened doors for further privatisation of public schooling, in the form of educational outsourcing. Educational outsourcing soon became prevalent: a document-based study on outsourcing in English teaching in a third of publicly funded secondary schools (Choi, 2018) showed that three-quarters of schools outsourced, with three contracts per year on average. However, the practice did not draw much attention from the public or scholars, in this ‘already outsourced’ education system (Bates, Choi, & Kim, 2019, p. 10). The lack of attention partly came from the fact that the introduction of educational outsourcing was subtle. It was conducted as part of a wider initiative of the privatisation of public services and occurred through system change rather than through legislation or policy. For instance, the Education Bureau (EDB), a counterpart of the Ministry of Education of some countries, instituted the School-based Management (SBM). The SBM allowed for schools to deploy their funds with maximum autonomy. EDB additionally created funds to support schools through outsourcing. Because English is recognised as a crucial social capital for securing higher education and prestigious jobs, schools mobilised the extra funds to purchase English teaching, making it the most popular area for outsourcing (Choi, Walker, Tang, Ko, & Chiu, 2018). Drawing on data collected through three interrelated research projects