The knowledge and pedagogies of e-learning in English language learning in teacher education courses would be developed and transformed by student teachers via pre-service learning experiences. The strategies of e-learning in the English language learning of student teachers in the teaching education courses and their own teaching practices lead to a widespread discussion in Hong Kong and Mainland China. It not only benefits educators and student teachers to intuitively understand the strategies of e-learning in English language learning but also helps student teachers to refine their e-learning strategies in English language learning in further teaching practices. This study aims to compare the implementations and transformations of strategies of student teachers to e-learning in English language learning from pre-service learning experiences in Hong Kong and Mainland China. One hundred student teachers were involved. The mixed-method approach would be adopted in the research including questionnaires, interviews, observations and analysis of weekly teaching dairy. The findings would help educators and student teachers to know the general situation of strategies to e-learning in English language learning through their pre-service learning experiences in Hong Kong and Mainland China. Meanwhile, the results of this study will give some suggestions to student teachers for future in-service teaching and learning experiences. Copyright © 2018 The Asian Conference on Education.

"Many parents today have an educational perspective based on current theory and trends. Schools need to educate parents about the current situation in today's education, help parents to understand the children’s need to develop skills and attitudes in co-constructing beyond a knowledge driven curriculum. Hong Kong Education Bureau proclaims the roles and responsibilities of parents, in the belief that parents are the primary educators for young children at home and play an active role in the education of their children as partners of the school (Cheng, 2015). On the other hand, parents in the Mainland China have become more conscious about how to play their part in home-school collaboration and engage themselves in children’s education, especially in face of the Two-child policy (Fang, et. al. 2018). As a school, it is important to provide education for parents to create a collaborative relationship between parents and educators, empowering life success to students with learning intentions. Communication has always been the key factor in fostering parents-school collaboration. However recent trends revealed schools’ concern of additional factors influencing the parent-school relationship and communication process – 'transparency’ and ‘frequency’ have played a role in parents’ understanding of what goes on in children’s school life. In this paper, educators from Hong Kong and Guangdong Province of Mainland China will share ways of kindergartens from the two regions in educating and communicating with parents, and how parents can be supported as part of their child’s learning journey. Technology provides online channels for parents to be informed, while face-to-face and other offline options are still being considered as commonly-used for communication. For data collection, survey questionnaires were sent to kindergarten principals from Hong Kong and Guangdong to explore ways of communication and collaboration between schools and parents that will encourage a common understanding

This qualitative study investigates the interplay between the ethnic and academic identity construction of a group of university students with South Asian backgrounds in Hong Kong. The findings indicate that ethnic identity and ethnic socialization have protective and facilitative effects on learning motivation and academic achievement. It is found that these ethnic minority students receiving tertiary education, holding congruent views of ethnic and academic identity, display a sense of agency and critical reflectivity of both the host society and their heritage communities and see facilitating community uplift and developing a more positive social image of ethnic minorities as their generation’s responsibility. Reconstructing an ethnic identity and developing new social images therefore motivate them to pursue academic success. The findings indicate that the South Asian students figured out ways in which to interact with the outer world and set up new roles and spaces (i.e., a heritage community with more positive social image). The findings shed light on how to provide better opportunities for and assistance to ethnic minority students when they pursue higher education. Copyright © 2019 Springer Nature B.V.

Purpose: The purpose of this paper is to explore the differences between Hong Kong Special Administrative Region (SAR) and Mainland in terms of education and also the influence of it on doing comparative educational research. Hong Kong SAR is ruled by the Chinese Government under the framework of "One country, two systems." It makes Hong Kong SAR different from other Mainland cities based on different aspects including, education. The finding of this paper provides a systematic review about the differences between these two Chinese societies in terms of education and also implication for conducting comparative educational research in these two societies and also generating some implications for cross-national and cross-cultural study in education.Design/methodology/approach: This paper made references from the framework proposed by Bray and Thomas (1995) in relation to comparative educational research to make comparison between Hong Kong SAR and Mainland China. Multi-level comparison is conducted between two societies in terms of education, especially aspects relating to conducting educational research sat social, school and individual levels.Findings: This paper identified the influence of “One county, two systems” on education at different levels such as ideology, school management system and use of languages in teaching. Such differences affect the choice of topics, sampling strategy, research design, data analysis and interpretation and also ethical considerations when conducting comparative research between Hong Kong SAR and Mainland China.Originality/value: This paper is an integrated analysis of conducting educational research in two Chinese societies and provides insights for further discussions and possible research about this topic. Copyright © 2019 Emerald Publishing Limited.

Recently, East Asian countries have sought to reduce the size of primary classes, in contrast to current Western perspectives which are based on the argument that other factors are more important in bringing about improvements in literacy and numeracy. This shift in thinking arises because the rationale for class size reductions in East Asia differs from that which influenced previous Western efforts.Initially, the paper explores the consequences of these different approaches and the problems and attempted solutions which arise when class size reductions are implemented. A specific case study is described and key elements in the implementation process identified. Finally, the paper suggests ways that present small class practice might be modified to meet current East Asian educational goals. Copyright © 2018 Elsevier Ltd. All rights reserved.

The justification for smaller classes has traditionally been that students can receive more individual attention and be provided with a curriculum that promotes student centred learning. However, in Asia where student engagement is generally over 90% in primary school classrooms, the focus of smaller classes is for teachers to increase the quality of their teaching, building on the already impressive levels of student engagement.Learning to Teach Small Classes comprehensively instructs teachers on ways they can utilise the advantage of a smaller class to its fullest potential. It works through different case studies and gives examples of successful classroom practice in each of the core subject areas (Chinese, English and Mathematics). Chapters include:•Setting Objectives, Asking and Answering Questions•Sustaining Successful Group and Pair Work•The Use of Feedback and Assessment for Developing Independence in Learning•Bringing it all together and Sustaining Effective PracticeWith questions for discussion and further suggested reading, this book is an invaluable resource for anyone involved in small class teaching, and East Asian teaching and education policy. Copyright © 2015 Maurice Galton, Kwok Chan Lai and Kam Wing Chan.

This book captures the range of views and evidence on class size across the world; seeks to clarify these deeply held views and move toward a clearer view of what we know and do not know about class size effects; and identify future steps in terms of policy and research. Of all the issues in education, debate about the effects of class sizes in schools is probably the most long standing and contentious. The time is exactly right for a text which captures a range of international research and perspectives, and allows a forum for alternative points of view, while at the same time providing an integrated editorial commentary on the key issues. Copyright © 2016 P. Blatchford, K. W. Chan, M. Galton, K. C. Lai, and J. C. Lee.