Teachers play an important role in delivering health education to empower students with skills for healthy living to prevent non-communicable diseases. One of the common non-communicable diseases is hypertension that its development is highly associated with unhealthy lifestyle. A survey was administered to assess 130 pre-service teachers and 54 in-service teachers who were taking the health education course to prepare them for teaching the content of healthy living in Hong Kong. The assessment included their knowledge level of hypertension, attitudes towards lifestyle modification education to students, perception of knowledgeable to give health education. It was found that the knowledge level related to hypertension was generally below average among the teachers. Although they considered that lifestyle modification was an effective way to enhance students’ well-being, both pre-service and in-service teachers were reluctant to take responsibility for lifestyle modification education to their students. Lack of skill training was perceived as a problem. Teachers’ perception on health education should not be limited to the provision of simple information and advice. There is a need to improve teachers’ health literacy on some common non-communicable diseases.
[Copyright © 2015 by authors and Scientific Research Publishing Inc.]

In the 2011 Hong Kong population census, 26.4% of domestic households were in the poverty category, and one in every four children (26.4%) lived in low-income households. Children in low-income families face financial and material barriers, and these barriers leave them trapped in a cycle of disempowerment. The present study has invited 1,622 children aged three to six and 152 teachers in ten kindergartens in the top five child-poverty-rated districts in Hong Kong to participate in the study (a) to validate the psychometric properties of the culturally and developmentally appropriate Preschool Play Behavior Scale (PPBS) with a Confirmatory Factor Analysis (CFA) model, (b) to assess social withdrawal in three subtypes – reticence, solitary-passive, solitary-active and social play among preschoolers in low-income families, (c) to investigate gender difference in social withdrawal and social play, (d) to investigate age difference in social withdrawal and social play, and (e) to inform early childhood intervention to children in low-income families. The PPBS has adopted 18 items assessing five factors: reticence, solitary-passive, solitary-active, rough play, and social play. The “back-translation” procedure – a commonly used procedure in the translation of cross-cultural research instruments – was adopted. Results indicated that the five-factor model of the PPBS statistically fits the results of the Hong Kong samples. Girls exhibited greater social competence (social play) less socially withdrawal behavior. Social play behavior increased with age, while social withdrawal decreased with age. Cultural contexts (emic consideration) on scale items were received attention in future research. Recommendations for cultural understandings on shyness, social withdrawal and social disinterest, and concurrent validation of the PIPPS (Hong Kong version) were made in the study.
[Copyright © 2015 Published by Elsevier Ltd.]

Teachers may be one major agent in shaping students’ gender identities construction through schooling. This paper reports the rationale, development and evaluation of a “women studies modules” at the Hong Kong Institute of Education which uses teachers’ subjectivities and lived gender experiences in its conceptualization. Post-structural theory of fluid gender identity is used as conceptual framework. Evaluation of the module draws particularly on two cohorts (the 2004 and 2004 year groups). Data were obtained from student teachers’ personal reflections in their end-of-term paper as well as end-of-module open ended evaluation questions. Student teachers reported awareness of gender lived gender practices. Implications of this module to teaching education and gender equity education are discussed.
[Copyright © 2008 Nova Science Publishers.]

This study aimed to identify the four key dimensions of epistemic beliefs that concern the nature of knowledge and knowing and examine their relationship with cognitive constructs, study approaches, and academic performance among Hong Kong college students. A 14-item scale was developed in three studies with independent samples of Hong Kong college students (n = 250, 466, and 373, respectively). Confirmatory Factor Analysis supported the hypothesized four-factor model of epistemic beliefs consisting of Certainty, Complexity, Source, and Justification. Results indicated that all four dimensions of epistemic beliefs were associated with Effort Regulation; students with more sophisticated epistemic beliefs were less likely to employ the Surface Approach; and epistemic beliefs predicted both coursework and examination performance, whereas both Surface and Deep Approaches did not. The present study supported a model of epistemic beliefs focusing on the nature of knowledge and knowing that pertains to Certainty, Complexity, Source, and Justification. Implications of the findings in relation to understanding epistemic beliefs in cross-cultural contexts are discussed.
[Copyright © 2014 De La Salle University.]

The formation of attitude towards gender roles begins at an early age and it is important for the education system to address the factors involved. Textbooks play an important role in local early childhood education settings. It is uncertain that the extent to which this issue has been addressed sufficiently. This paper discusses the depiction of gender roles in the thematic subject – Integrated Curriculum from Kindergartens 1 to 3. a questionnaire was distributed to 224 serving Kindergarten teachers attending the Certificate in Kindergarten Education Programme at the Hong Kong Institute of Education to determine the most commonly used publisher. A case study was employed to review the thematic textbooks published by the chosen publishers. Data collection methods included textbook content analysis and focused group teacher interviews. Implications and recommendations were made for kindergarten teachers, curriculum developers and teacher educators.