This study aims to compare auditory temporal processing and phonological processing across locations and age levels and to test the direct and indirect effects of auditory temporal and phonological processing on proficiency in Chinese character reading. We recruited 108 typically developing children — 25 and 24 kindergarteners from Taiwan and Hong Kong, respectively, and 34 and 25 primary school students from Taiwan and Hong Kong, respectively. Our findings showed that, before learning PCS, the languages’ phonological complexity did not affect the importance of ATP in Chinese reading. Also, we found the use of PCS could lead to a direct effect from students’ ATP to Chinese character reading as well as through phonological awareness. Our findings indicated that ways of learning to read influence children’s patterns of cognitive and linguistic abilities, which should be considered in teaching designs for reading. Copyright © 2023 Fundacion Infancia y Aprendizaje.

Despite national policies, de facto school segregation for racial/ethnic minority students in the West and East has continued to deepen. In Hong Kong, the segregated school system was abolished in 2013, while from 2004 reformed School Places Allocation Systems encouraged minority students to choose mainstream primary and secondary schools. However, de facto ethnicity-based school segregation continues to prevail. Most minority students in the mainstream system are stuck in low-status schools where they face discrimination and institutional exclusion. This has led many of them to retreat to a limited number of schools that have traditionally catered for minority communities. Such segregation calls forth scholarly attention to the paradoxical correlation between the physical mixing of diverse students and equality of educational opportunity, especially equal access to post-secondary education (PSE)—a key for minority youth to function in the competitive labour market. This study employed the theory of school-based social capital (SBSC) and compared the ways in which PSE-relevant institutional resources and support were rationalised and enacted by staff in de facto segregated and desegregated school contexts. Case studies of two secondary schools lead us to argue that desegregation is only effective when institutional structure, culture and agents empower minority students through access to instrumental resources and support for the pursuit of PSE. The findings confound the desegregation policy and call for structural/institutional interventions to ensure instrumental SBSC is accessible to PSE-bound minority students in all schools, and thus increase the effectiveness of school desegregation. Copyright © 2023 British Educational Research Association.

This study explores Chinese secondary students’ intentions for future political participation drawing on samples of students from Mainland China and Hong Kong. Political participation examined in this study includes both conventional participation (legal protest, electoral participation and informal participation) and unconventional participation (illegal protest). Previous studies of adoles-cents’ political participation intentions have mainly been concerned with democratic regimes while this study focuses on authoritarian and hybrid regimes, such as those in Mainland China and Hong Kong. Adopting a comparative and quantitative methodology, this study utilized secondary data analysis with large samples. This study found that students from both societies showed a weak endorsement of illegal protest but a strong endorsement of all three types of conventional participation. Mainland Chinese students demonstrated a stronger endorsement of conventional participation than their Hong Kong counterparts. To understand inner-group difference, students were clustered into four groups (Alienated-Radical Participators, Supportive-Active Participators, Loyal-Minimal Participators and Critical-Active Participators) based on their political attitudes (political trust and political efficacy) and intentions for future political participation. Results suggest that Hong Kong had more Alienated-Radical Participators while Mainland China had more Supportive-Active Participators. In general, Mainland Chinese students were more regime-supporting and Hong Kong students were more regime-challenging. Copyright © 2023 Intellect Ltd Article.

In Hong Kong, around 33,000 non-Chinese speaking ethnic minority (NCS-EM) students were studying in local schools in 2019-2020, and nearly 40% were kindergarten children. However, from 2015 to 2019, the percentage of NCS-EM students admitted to government-funded postsecondary programmes remained 10% lower than that of the overall student population (Legislative Council Secretariat, 2020). Many NCS-EM students have experienced challenges in school adaptation because of difficulties with Chinese language. Studies on NCS-EM children’s problems in Chinese learning revealed that insufficient exposure to Chinese language in children’s daily living made them lag behind their Chinese-speaking peers (Oxfam et al., 2019). Even though some of them were locally born, their Chinese language proficiency, especially in recognizing Chinese characters and writing Chinese characters, remained a concern (Legislative Council Secretariat, 2018; Oxfam et al., 2019). This paper suggests immersing cultural responsiveness in support of NCS-EM children in learning Chinese language and social-emotional skills. The focus will be on teacher professional development, curriculum planning, and learning and teaching. Practical suggestions derived from a five-year Hong Kong based ‘C-for-Chinese@JC’ Project, which underscores the use of culturally responsive education benchmarks in kindergartens, are given. Guidelines for providing support to NCS-EM children for building up a learning environment with equity will be proposed. Copyright © 2023 ACEID.

English, as a worldwide language, is the language most often used both online and offline. The implementation of e-learning practices widens learners’ horizons through different educational opportunities and enhances their learning abilities, and it reduces the costs of higher education. Upon reviewing the literature, some research gaps related with this study are listed. The first was that preservice English teachers sometimes lacked adequate knowledge and skills to choose the proper educational technologies for implementing e-learning in their field practices. The other was that some teacher educators over-focused on their choices of educational technologies and not on their implementation of e-learning in a precise subject. Although many studies have focused on the use of English learning strategies and skills, this research will focus on implementation of e-learning practices in preservice English language teacher education. Second, the existing research lacks adequate coverage of the training for preservice English teachers to become English language teachers, when that training is conducted through implementing e-learning practices in English language learning strategies. Meanwhile, other current issues are apparent: preservice English teachers do not have sufficient resources to lead their teaching process using supplementary digital resources. The methods designed and used to implement e-learning practices are vital aspects of those implementations. E-learning practices in preservice English language teacher education have been discussed extensively in Hong Kong and Mainland China. It is important that teachers nurture students’ digital literacy and their abilities for critical thinking and conducting logical presentations. Student teachers not only understand the pros and cons of e-learning practices in preservice English language teacher education, but also the general developments of teacher education. This study aims to investigate how e-learning practices

Objective: This research focused on the psychosocial influences that account for differences in academic achievement and motivation among ethnic minority and ethnic majority students in Hong Kong. Methods: A cross-sectional correlation was conducted on 154 students in total. Specifically, 86 ethnic minority students and 68 local Chinese students. Researchers assessed students’ ethnic identity, academic self-concept, perceived parental expectations, ethnic/ideal self-discrepancies, actual/ideal self-discrepancies, ethnic group, academic achievement and academic motivation. Results: A significant t-test indicated greater ethnic identity in the ethnic minority group. A moderated mediation model suggested that ethnic/ideal self-discrepancies predicted a negative correlation with academic motivation through the mediation of actual/ideal self-discrepancies; a stronger effect was shown in ethnic minority students. A significant mediation of academic self-concept was found between perceived parental expectations and academic outcomes. Moderated mediations revealed that ethnic identity produced a positive correlation with academic motivation in students between ethnic groups; a stronger effect was shown in ethnic majority students. Implications: Implementation of growth mindset interventions, frequent parent communication, heritage language classes and teachers of same ethnic origin in educational institutions are recommended. Conclusion: Ethnic identity, ethnic/ideal self-discrepancies and perceived parental expectations are notable psychosocial factors to consider in the academic outcomes of all students and especially those of ethnic minority descent. All rights reserved.

Impactful innovations in higher education are increasingly dependent on concepts generated through global engagement and international collaborations. Internationalisation of higher education tends to grow in complexity when universities from different jurisdictions are driven by dissimilar governance approaches and developmental goals. Yet, this complexity enhances opportunities for creativity, innovations and collaborations at the same time. In this paper, we examine how world-class universities in Hong Kong, Macao and Guangdong have worked to overcome incongruities and asymmetries inside the Greater Bay Area (GBA), a new and ambitious regional construct of China, by drawing on disparate legacies and capacities in internationalisation of research, education, and service in their jurisdictions. We explore the impact of international dynamics on the universities’ efforts to create a more coherent agenda with respect to international partnerships in the region. The study contributes to conceptualisation of world-class universities’ roles in shaping bridges and synergies regionally and globally, and infuses the rationales of internationalization in higher education with new perspectives. Copyright © 2022 Journal of Higher Education Policy And Leadership Studies.

Tertiary education in Hong Kong has a long history. In 1911, The University of Hong Kong was the first university to be founded. The enrollment of tertiary education in Hong Kong after the Second World War was considered elite-type. The participation rate increased to 18% for first-degree courses, an expansion of approximately 50% in the undergraduate student population, during the early 1990s. Over time, it has changed from elitist to mass-type tertiary education. Another essential development of Hong Kong’s tertiary education system was a past Chief Executive announcement in 2000 to double the number of students participating in tertiary education up to 60% within ten years. This chapter aims to look historically at the development of tertiary education in Hong Kong and the impact of internationalization on its universalization. It also analyzes the problems in processes and discusses the sustainable development of tertiary education in Hong Kong this century. Copyright © 2022 Springer Nature Singapore Pte Ltd.

This paper examines teaching practices prevailing across five cities (Hong Kong, Macau, Shanghai, Singapore and Taipei) for the underpinning pedagogical identities that inform practice (identity grafting). The study adopts innovative approaches via OECD teacher surveys to identify relationships between pedagogical identities (highly effective, outcome-centred, discipline-centred, diversity-centred and lowly effective) and teaching effectiveness in implementing pedagogically informed practice (instructional: learning-focused and assessments; classroom management: motivational, discipline and diversity). An original concept of identity grafting is employed to highlight which pedagogical identities best support teaching effectiveness (blending, integrating, reversing and repressing). Cluster analysis rigorously compares teachers’ pedagogical identities, teaching effectiveness and identity grafts in all five cities. Shanghai and Singapore have the largest segments of highly effective teachers within the local teacher population. However, Singapore likewise has the largest segment of lowly effective teachers among the cities, and Shanghai teachers are overall less likely to value diversity management than teachers in other cities. Across the cities, teachers who implement diverse practices by blending or integrating, and, to some extent, reversing pedagogical identities, have more effectiveness than those who repress their identities. The results provide globally significant insights into targeted professional development for different teacher segments within and between contexts. Copyright © 2023 International Professional Development Association (IPDA).