In neoliberal contexts, schools are accountable for educational quality, and effectiveness is measured by objective indicators, such as examination scores. Schools tend to become committed to preparing students for examinations rather than all-round and complete personal development, making it difficult for students to identify the meaningful connections between themselves and learning activities, and, in turn, resulting in negative learning experiences. Marxist theorists refer to this condition as alienated learning, that is, the internal contradiction between the learner’s self and learning labour. In contrast, curricular reforms across the globe have promoted a progressive pedagogy that values engaging students in the full range of life experiences in education, enabling them to overcome alienated learning. Yet the effects of curricular reforms are still unclear. The present study sheds light on the extent to which reforms permit students to confront alienated learning. To achieve this aim, the study investigated 44 Hong Kong secondary and undergraduate students with photovoice methods. Its findings suggest that the effects of these curricular reforms are minimal, though they offer opportunities for students to explore their interests. Many students will still experience alienated learning; their interests continue to be subordinated to examinations and even devalued by their schools and teachers. Copyright © 2022 The Author(s).

The global trend of decentralisation in education empowers schools and teachers to have more autonomy in making instructional decisions. Influenced by the implementation of the new curriculum reform (NCR) and the three-level curriculum management policy in China, teachers supposedly have more authority in curriculum decision-making. Although many studies on curriculum leadership (CL) have been conducted, there is still a scant amount of studies focusing on understanding of teachers’ engagement in CL. This is especially the case in the Chinese setting. This research thus aims to explore principals’ and Teaching Research Group (TRG) leaders’ perceptions of TRG leaders’ engagement in CL and compare their perceptions to explore similarities and differences. TRG leaders are the backbone teachers chosen from the corpus of front-line teachers, therefore, it is critical to investigate their engagement in CL.A qualitative research approach was deployed using interviews, observations, documents and field notes. Interviews were adopted as the main source of data to investigate how 10 principals and 20 TRG leaders understand TRG leaders’ engagement in CL in secondary schools in Taiyuan City, Shanxi Province, China. Content analysis was employed to analyse the data in Nvivo 10.The findings are grouped into five major categories, namely, general understanding of CL; enacting CL at the organisational level; at the classroom level; at the social relationship level; and at the personal level. The study identified that the term CL is rather new to some principals and to most of the TRG leaders. In particular, findings show that TRG leaders’ autonomy in taking initiatives for curriculum matters is limited at all levels although they have been assumed to be taking the role of TRG leader. Importantly, this research developed a conceptual model of TRG leaders’ engagement in CL in the Chinese context which consisted of four dimensions: (1) framing/planning goals at the organisational level

The purpose of this research was to investigate the effects of extracurricular music participation on preschool children’s social skills in Hong Kong. This study was quantitative dominant, whilst qualitative data was collected to triangulate with the quantitative data. Phase one was the intervention and quantitative data collection whilst individual interviews and class observations were conducted in phase two. Interventions were three different extracurricular activities including: 1) group music training; 2) piano lesson; and 3) drawing class. The duration of the interventions was 24 weeks and the instrument used to collect data was the Social Skills Improvement System-Rating Scale (SSIS-RS). Participants were 180 preschool children aged from four to five (n1=72, n2=72, n3=36).Interviewees were teachers and parents from the different intervention groups. Results of ANOVAs revealed that extracurricular activities have positive effects on participants’ social skills. Tukey post hoc tests revealed that the effects of group music training on participants’ social skills was significantly higher than the piano lesson and the drawing class in all seven subscales; effects of piano lesson on participants’ social skills were significantly higher than the drawing class in four subscales. Qualitative data indicated that parents’ understanding of social skills was similar with each other. Parents’ expectations of extracurricular activities were varied between groups, but were similar within each studied group. Teachers’ perception of social skills and their perception of their role and responsibilities were diverse between groups. Teachers’ perception of effects of extracurricular lessons on young children’s social skills was diverse too. Qualitative data showed that parent’ expectations on the extra-curricular activities, teachers’ beliefs and instructional strategy might influence the results.This study indicated that music education can play a role in young children’s development

In Hong Kong, the Education Bureau (EDB) assesses the quality of services provided to children in local kindergartens. Quality Review (QR) reports of kindergartens that pass the assessment are published on EDB’s website. We conducted a content analysis of 164 QR reports to examine the alignment between the music activities alluded to and the curriculum objectives established for music in official policies. A coding scheme was developed using both inductive and deductive approaches. High inter-reliability was obtained. MAXQDA was used to conduct word frequency, descriptive, and co-occurrence analyses. The most common terms identified in the music-related segments focused on children’s development of sensory abilities through music experiences, in relation to singing, rhythm, beat, movement, and instrumental music. However, activities intended to foster musical creativity and self-expression were seldom mentioned. We conclude that the QR reports reveal important discrepancies between official curriculum policies and actual classroom practices, which EDB assessors seemed to ignore or overlook. Implications focus on the need for kindergarten stakeholders to address curriculum/practice gaps and further prepare teachers to foster children’s musical creativity. Copyright © 2022 Yan Lam HO, Alfredo Bautista.

The purpose of this study is to examine the mediating role of Professional Development Initiatives (PDIs) in relation to the implementation of New Secondary School curriculum in Hong Kong and student learning. Data were collected from 414 Key Learning Area coordinators and subject heads who were responsible for managing curriculum of senior secondary education in 91 Hong Kong secondary schools. Results indicated that three types of PDI (i.e. curriculum planning, professional sharing and support for teachers) mediated the impact of teachers' collaborative practices on their conceptions of student learning. Whereas two PDIs have exerted mediating effect of teachers' curriculum orientation on student learning. Implications for facilitating teachers' curriculum implementation towards reform and sustaining various types of PDIs are discussed. Copyright ©2021 Elsevier .

Objectives: This pilot study developed an adventure-based cognitive behavioral intervention (aCBI) program and tests its effectiveness in improving the mental health of Chinese university students in Hong Kong. Method: A total of 217 undergraduate students participated in an aCBI program in the form of an interdisciplinary general education course in a university in Hong Kong. A battery of standardized online questionnaires was administered to the students before joining and upon completion of the course, and at a 3-month follow-up test. Results: The participants showed a significant reduction of psychological distress, perceived stress, depressive symptoms, and negative thoughts and emotions and a significant increase of positive thoughts upon immediate completion of the program. The positive effects maintained at the 3-month follow-up test. Conclusion: The integration of cognitive behavioral intervention and adventure training in a class setting might be an effective and feasible approach for the mental health counseling of university students. Copyright ©2021 SAGE Publications.

This paper is to investigate kindergarten teachers’ understanding of play and pedagogical content knowledge (PCK) in practicing play-based curriculum. Kindergarten teachers’ professional knowledge, particularly their PCK, has always been considered an important component in securing the quality of early childhood education (Hedges & Cullen, 2005, Sheridan et al., 2009, Wood & Bennett, 2000). This study is built upon the work of Shulman (1986, 1987). Among seven domains of knowledge, PCK blends both content and pedagogy, encompasses both teachers’ understanding of content areas and enactments, with aims to develop better practices for children. This specific domain constitutes knowledge base of teachers to warrant the quality of play-based curricular practice. This study invited 19 kindergartens and 29 teachers. Using the interpretivist approach, qualitative data were collected through classroom observations and teacher focus group interviews to gain a deeper understanding about the kinds of PCK embedded in their actual practice. The present study has met the university’s research ethics. Informed consent has also been obtained from kindergarten principals, teachers and parents of the participating children. Our findings indicated that kindergarten teachers’ situated form of knowledge appeared as significant as their PCK in shaping their professional practice of play-based curriculum. Teachers conceived that ongoing complexities and dilemmas that circumscribing their practice required them to constantly frame, adapt and modify pedagogical strategies. Findings revealed that teachers’ knowledge on play-based pedagogy is contextually bounded. This study gives insights into how teachers develop situated wisdom to complement their PCK in constructing authentic play-based learning in classes. Copyright © 2018 28th EECERA Conference.

This study aims to conceptualise a drama-integrated curriculum devised from process drama as an approach to play-based pedagogy and curriculum to realise the policy initiative of learning through play. By investigating teachers’ perspectives and practices in relation to the curriculum of a local kindergarten, examples of effective drama-integration strategies and the associated children's learning are identified and organised into four themes – namely, drama teaching and learning through, before, in and after play. The teachers understood that although their curriculum is not based on free play, its not-so-free features may reconcile the play–learning binarism, daring them to navigate the maze of complex relationships between play, drama, teaching and learning in implementing a playful curriculum. Copyright © 2021 The Author(s).

This article investigates the variety of factors that hinder the implementation of play (as defined by western scholars) in Asian preschools. Drawing on the theoretical frameworks of policy borrowing, enactment and glocalisation, we analyse three jurisdictions that illustrate distinctive problematics: India, Mainland China and Hong Kong. The methodology involves a bibliographic review. Each jurisdiction is presented as a narrative portrait, including key sociocultural characteristics, features of early childhood education system, role of play in government policies, and teachers’ beliefs and practices pertaining to play. The findings show that the distinctive factors hindering play relate to societal mindsets in India, a lack of curriculum clarity in China, and structural factors and parental pressures in Hong Kong. Common hurdles include a high societal emphasis on academic learning, lack of information on how play should contribute to achieve curriculum outcomes, and insufficient teacher preparation. The authors show that play is neither adequately defined nor justified in some Asian policy frameworks, and argue that play might not be viable in certain preschools (especially in half-day programmes). An alternative glocal notion is proposed – child-led activities – which would be less conceptually problematic and more culturally appropriate. The study highlights the need for the glocalisation of Asian early childhood education systems. Copyright © 2021 The Author(s).

This study examined the perceptions of two groups of teachers, namely Secondary 3 and Secondary 6, regarding effective pedagogical practices in relation to curriculum reform. A total of 1,215 teachers from 91 secondary schools participated in the study. Collaborative inquiry, instructional strategy and catering for learner diversity were conceived as the three most effective pedagogical practices for implementation of the reforms while seven perceived student learning outcomes were also identified. Further multi-group analyses supported invariance between the two teacher groups in their perceptions of student learning when applying the three pedagogical practices in the classrooms. Results of path analyses revealed that Secondary 6 teachers viewed collaborative inquiry as having a significant effect on all aspects of student learning, but such impacts were not seen as very likely in the view of Secondary 3 teachers. On the contrary, Secondary 3 teachers conceived instructional strategy as the most effective way to enhance student learning. Catering for learner diversity had a positive association with various aspects of student learning in the view of both teacher groups. The study concludes with the implication for enhancing professional development of teachers. Copyright © 2021 National Institute of Education, Singapore.