This study attempts to identify the leadership practices in Hong Kong pre-primary schools, and to examine their impact on children's learning. A total of 287 key stakeholders, including principals, curriculum leaders and teachers, completed the questionnaires. The study adopted a structural equation model to examine the dimensions of leadership practices. The results of confirmatory factor analyses suggest that core leadership practices can be measured in accordance with the following four dimensions: setting directions for curriculum design and development; developing people in schools; building a collaborative and reflective culture; and improving teaching effectiveness. Multiple regression analysis reveals that the implementation of those leadership practices has a positive influence on children's whole-person development in terms of knowledge, skills, and attitudes. This evidence confirms the findings of previous studies that children's development and learning are enhanced through teacher leadership practices in schools.
[Copyright of Early Child Development and Care is the property of Routledge.]

Background: Although an increasing body of research shows the positive relationships between positive achievement emotions (enjoyment and hope) and students’ learning strategies, and academic achievement, the majority of studies were cross-sectional in nature and typically conducted in Western countries[Pekrun, 2006,; Pekrun, Goetz, Frenzel, Barchfeld, & Perry, 2011; Pekrun, Lichtenfeld, Marsh, Murayama, & Goetz, 2017].Aim: This study extended previous achievement emotions to a sample of Chinese university students by using an experimental design.Method: An intervention approach termed Team-based Learning (TBL) was implemented in four sessions of a general education breath course in Hong Kong Chinese students. Two classes of students were involved (N=80). One class was treated as experimental, the other was control.Results: The results showed that TBL produced significantly positive effects on enhancing students’ positive emotions (learning-related enjoyment and hope), meanwhile significantly reducing students’ negative emotions (learning-related boredom and anxiety) in the experimental class. In the control class, both enjoyment and hope increased, while both boredom and anxiety decreased. However, these changes of emotions in the control class were not significant.Conclusions: TBL may be a promising intervention approach to promote university students’ emotional well-being in terms of their learning-related emotions. Further research by increasing sample size and expanding to other courses and groups is needed. Copyright © 2018 ECPP.

Motivation has always been considered an important factor in language learning, and this is particularly crucial for first year undergraduates in the new four-year curriculum. With one year less English learning experience in secondary schools and one more year to study at universities, where English is usually used as a medium of instruction and a lingua franca for international knowledge exchange, this transition can be challenging. To bridge the gap, first year undergraduates are usually required to take courses of English for Academic Purposes (EAP). However, students are usually instrumentally motivated or not motivated at all. Therefore, course developers and teachers play vital roles in developing learners’ L2 learning motivation, and preparing them for further study in their own discipline using English. This paper investigates research in L2 learning motivation and how it can be applied to EAP classrooms to enrich the English learning experience of first year undergraduates. Findings of a study on the English learning experience in secondary school among 14 first year universities through narrative inquiry are highlighted with reference to shadow education (private supplementary tutoring). Practical strategies to motivate students to participate in classroom activities and out-of-class learning are suggested. Copyright © 2013 Centre for Applied English Studies, The University of Hong Kong.

This longitudinal study investigated the bidirectional relationships between executive functioning (EF), visual skills, Chinese and English word reading abilities in children transitioning to primary school. A total of 165 children in Hong Kong were followed from the third year of kindergarten (Time 1) (mean age: 62.80 months, SD: 3.74) to the first year of primary school (Time 2) (mean age: 77.25 months, SD: 4.60). Assessments for measuring EF, visual skills, phonological awareness, morphological awareness, and Chinese and English word reading were administered to the children at the two time points. Results of cross-lagged panel analyses revealed that after age, phonological awareness, and morphological awareness were controlled, EF and visual skills exhibited a bidirectional relationship. Furthermore, EF and word reading in Chinese or English reciprocally predicted each other during the school transition period after other skills were controlled. However, visual skills and word reading in Chinese or English did not predict each other. These findings highlight the close associations between EF and visual skills as well as the importance of EF in learning to read Chinese and English in kindergarten and early primary school. Copyright © 2019 Elsevier Inc. All rights reserved.

The purpose of this study was to examine changes in children's depressive symptoms using CES-DC depression scale during the first year of primary school in Hong Kong, as well as examine similarities and differences in the results as a function of rater—mother versus child. Children from two primary schools were studied—one primarily serving higher SES families and one primarily serving lower SES families. Children showed high levels of depressive symptoms at the beginning of primary school in both schools. Six year old children (N = 99, 55% were male) in the two schools showed different patterns of change over time. Mothers did not appear to recognize the changes in their children's depressive symptoms, reporting high levels of depressive symptoms in their children at each time point, showing no changes in depressive symptoms over time. Mother and child ratings of depressive symptoms showed a low positive correlation (similar in size to correlations found in studies of older children in Western samples), and in general, mothers reported higher levels of depressive symptoms in their children than did their children. Based on the findings, implications for future studies and early intervention services for strengthening young children's coping strategies during the transition to primary schools are discussed. Copyright © 2019 Elsevier Ltd. All rights reserved.

Based on Dörnyei's L2 Motivational Self System (L2MSS), this study explored senior secondary students' multiple L2 selves when they enrolled in English private tutoring (EPT) courses. Through narrative inquiry, this paper analysed 18 Hong Kong Secondary Six (Grade 12) students' English learning experiences and their motivation for learning English and subscribing to EPT. Each participant completed a questionnaire, wrote three pieces of reflective writing and responded to six individual interviews throughout the year of study. The findings indicated that language learning converged from diverse activities to examination drilling at senior secondary school years. The learners possessed insecure actual L2 selves, revealing a discrepancy with their future L2 selves consisting of dominant ought-to L2 selves and suppressed ideal L2 selves. This study contributes to research in language learning by unveiling EPT learners' formation of L2 selves in a context of high-stakes testing. The findings contribute to the development of the L2MSS by operationalising the actual L2 self, its discrepancy with possible L2 selves, and the interrelationship between ideal and ought-to L2 selves. The study calls for further research to bridge the fields of shadow education and language learning given the significant role EPT plays in shaping learners' out-of-school L2 learning experiences. Copyright © 2018 Elsevier Ltd. All rights reserved.

This study examined the design of a computer-supported environment using online discussion for alignment of learning, collaboration and assessment. Participants were 155 student teachers attending a course in psychology of classroom learning in a teacher education program in Hong Kong. The design included students contributing to online forum; engaging in regular discussion; and reflecting on their discourse. For reflective assessment, student teachers identified three best examples (clusters of notes) from the class community’s discourse and explained why they were important for their inquiry. Data consisted of questionnaires on epistemic beliefs and collaboration; students’ postings on online forum; reflective assessment notes (3 best clusters of notes); and end-of-term theory-practice summary paper. Correlation analysis show that students’ beliefs about collaboration was related to their beliefs about knowledge (development); as well, regression analysis indicate that reflective assessment scores significantly predict summary paper (domain understanding). Implications of examining both individual and community learning through reflective assessment in computer-supported environments are discussed. Copyright © 2018 EARLI.

This small-scale exploratory study identified strategies used by three intellectually very able university students with specific learning difficulties for maintaining motivation on their path to achievement. All three participants were located in Hong Kong. The research questions were: (a) What coping strategies are used by intellectually very able university students with specific learning difficulties? (b) What are the critical influences driving and supporting their motivation to achieve? A narrative inquiry method was used to obtain and analyze data. Two gifted university graduates and one undergraduate, all with specific learning difficulties, were interviewed using a semi-structured questionnaire and open discussion. Data indicated that they developed strategies to cope largely in response to adverse learning environments. The support of significant persons, such as parents and teachers, were also seen to be essential for sustaining their motivation to achieve. Implications for supporting university students with specific learning difficulties are briefly discussed.
[Copyright of Gifted Education International is the property of SAGE Publications]

近年來，兩岸三地的課程改革均將自主學習作為一項重要目標，試圖培養和鞏固學生的自主學習動機與策略。西方學者的許多研究表明，宣導學生中心的課堂環境有助於促進學生自主學習能力的發展，而偏重教師中心的課堂環境則不利於學生的自主學習。本研究基於香港中小學生對課堂環境觀感和自主學習動機與策略的兩項調查，發現教師中心的課堂環境對香港學生的自主學習同樣具有促進作用，並依此分析了華人文化情境中課堂環境及學生自主學習的特徵。
[Copyright © 2010北京大學.]