Purpose:This article presents a definition and rationale for evidence-based reform in education, and a discussion of the current state of evidence-based research, focusing on China, the U.S., and the UK.Design/Approach/Methods:The article contrasts the state of educational research in the U.S., the UK, and China, world leaders in evidence-based reform.Findings:The article suggests ways in which Chinese, U.S., UK, and other scholars might improve the worldwide quality of evidence-based reform in education. One indicator of this partnership is an agreement among the Chinese University of Hong Kong, Nanjing Normal University, and Johns Hopkins University to work together on Chinese and English versions of the website Best Evidence in Brief and a collaboration between Johns Hopkins and the ECNU Review of Education at East China Normal University.Originality/Value:This article is the first to compare developments in evidence-based reform in education in China with parallel developments in the U.S. and UK Building understanding of current evidence-based policies should help all countries learn how evidence can play a greater role in education policy and benefit many students. Copyright ©2021 SAGE Publications.

This study examined the relationships between faculty trust, professional learning communities and teacher professional learning among a sample of 2120 kindergarten teachers in Hong Kong. Faculty trust was examined through trust in colleagues, trust in the principal and trust in parents to explore the effects of organizational factors in details. The results showed that professional learning communities significantly mediated the positive effects of faculty trust on teacher professional learning. However, while trust in colleagues exerted a positive effect on teacher professional learning, the effects of trust in parents and trust in the principals were found to be negative and having no significant effect respectively. Kindergartens are recommended to promote teacher learning through enhancing faculty trust and professional learning communities. Copyright © 2019 All Academic, Inc.

This study examined the relationships between principals’ leadership practices (LP), professional learning community (PLC), teachers’ perceptions of self-efficacy (TE) and whole-child development (WCD) in the context of kindergarten education. A total of 2120 Hong Kong kindergarten teachers participated in the study. Results showed that LP had positive effects on five components of PLC; LP facilitated teachers’ perceived WCD directly and indirectly through the mediation of three PLC components, namely shared sense of purpose, collaborative activity and a collective focus on child learning. Moreover, three PLC components (i.e., a collective focus on child learning, deprivatized practice and reflective dialogue) had positive effects on teachers’ perceived WCD via self-efficacy. The implications for enhancing PLCs in kindergartens are discussed. Copyright © 2019 All Academic, Inc.

This study adopts a social capital perspective to explore the characteristics of “Family-School-Community” partnership model in the kindergarten settings and how these partnerships influence play-based learning implementation. Data were collected through curriculum documents and focus group interviews with 49 participants. Findings revealed that bonding social capital was resided in teacher groups and exhibited in form of various professional development activities. Bridging and linking social capitals where those relationships are developed through the collaborations between home, kindergarten and society. Such partnerships bring about important resources facilitating play-based learning curriculum practices in the kindergartens. The proposed explanatory model may shed a light of providing early childhood practitioners and researchers with a social capital perspective of how to develop an effective play-based learning. Copyright © 2020 All Academic, Inc.

This study examined the relationships between professional learning communities (PLCs), principal leadership practices and teacher commitment to kindergartens among 2,120 educators from 153 Hong Kong kindergartens. The relationships were analyzed at both school and teacher levels using multilevel structural equation modeling. The result showed that at both levels, leadership practices promoted PLCs and exerted an indirect effect on teacher commitment through collaborative activities. Moreover, an indirect effect through reflective dialogue and a direct effect of leadership practices on teacher commitment were found at the teacher level. In contrast, the mediating effects of collective focus on student learning were insignificant at both levels. ECE principals are encouraged to introduce PLCs to promote teacher learning and commitment in the time of reforms. Copyright © 2020 All Academic, Inc.

The current COVID19 pandemic has required several, mostly at short notice, school modifications. School leaders and educators have always worked in a complex world to ensure continuity for students, families, and communities. This notion has contributed to controversies about when schools should be closed; what actions, protective measures school leaders should take to benefit the school community without stopping teaching and learning opportunities for students. In this study, we explore how leadership in the early childhood education sector in Hong Kong is coping during this period to build resilience. This paper uses constant comparative analysis to illustrate the role of school principals' immediate reaction, short-term recovery, and time for reflection. The data collected from surveys and interviews are organised through coding, and themes were generated and further supported by case studies from the field to develop conceptual understanding. The article closes with a conceptual analysis that focuses on three sets of factors: dispositional, emotional, and contextual, to explain the changing role of ECE principals in uncertain times to develop resilience in teams and the ECE community. Copyright © 2021 the 9th European Conference on Education.