The authors report on the development of a brief dyslexia screening measure based on revising the 65-item Hong Kong Behaviour Checklist of Specific Learning Difficulties in Reading and Writing. Teachers' ratings of 1063 primary students aged 614 years on the behaviour checklist provided data for its psychometric evaluation using traditional measurement and Rasch measurement model analyses. Rasch scaling suggested that the revised 36-item checklist could be regarded as a unidimensional scale that assesses global dyslexic dysfunction, and receiver operating characteristics analysis suggested that a score of 18 could be an optimal cut-off score when it is used as a dyslexia screening measure. The validity of this revised checklist was supported by its substantial and significant correlations with external measures of literacy and cognitive skills. Implications of the findings for the use of adaptive testing to provide an effective procedure for screening are discussed.
[Copyright of International Journal of Disability, Development and Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/1034912X.2012.676437 ]

Women business ownership contributes to entrepreneurship quality and diversity. However, the new venture creation rate of females lags far behind that of males. How to increase female entrepreneurship by entrepreneurship education is an important topic in the field. It has been reported that students' entrepreneurial intention is a key to their future entrepreneurial behaviors. This paper aims to empirically compare the entrepreneurial intentions between female and male engineering students with the exertion of entrepreneurship education. The Theory of Planned Behavior (TPB) was used as the theoretical basis of this study. A total of 411 engineering students from three universities in Hong Kong, 303 males and 108 females, were involved in this study. The results show that TPB is appropriate to explain entrepreneurial intention of both female and male students. Further, male and female students are different in terms of entrepreneurial attitudes, social norms and entrepreneurial intentions even they experienced entrepreneurial education. This study suggests that teaching strategies to foster entrepreneurial intention of females should (1) emphasize female entrepreneurship, 2) provide female entrepreneurial models, and (3) create an entrepreneurial culture in campus.
[Copyright of Journal of Women's Entrepreneurship and Education is the property of Institut Ekonomskih Nauka.
Access via Directory of Open Access Journals: http://www.ien.bg.ac.rs/index.php?option=com_content&view=article&id=51&Itemid=13&lang=en]

Social and emotional dynamics have an impact on students' learning processes in online-learning situations. This study explores university students' emotions and trust levels resulting from collaborative communication behaviors when they interacted as part of a Food and Tourism course in Taiwan and Hong Kong. More specifically, students' emotions and trust levels were investigated and were founded to have varied over the course of the study. Results show that the Taiwan-based participants seemed to express their emotions more strongly than the Hong Kong-based ones. Both the Hong Kong and Taiwan groups generally felt satisfied, excited and curious, whereas they were sometimes perceived to be dispirited, insecure and angry while the project was in progress and at the end of the project. The three sources that caused most emotional comment were "self", "social" and "others". When it came to dealing with emotion, most students tried to solve problems by themselves. They believed that they had the ability to solve the problems and held themselves responsible for dealing with their own emotions. The pair trust survey shows that both groups gave positive responses for all items, but there seemed to be a gap between the perception of pair trust and the reality of dealing with emotion.
[Copyright of TOJET: The Turkish Online Journal of Educational Technology is the property of TOJET.
Access via Directory of Open Access Journals: http://www.tojet.net/]

There has been a substantial rise in the number of students enrolling in part-time taught postgraduate awards. This study investigates the reasons or motivation for students to spend significant amounts on tutorial fees and find time alongside work, family and social commitments to take a taught postgraduate award. Data were gathered through interviews with 21 part-time students in taught postgraduate programmes in Hong Kong. Students all held several motives for studying, so the outcome was a framework for explaining multiple interacting motives. Main categories of motivation were related to qualifications, current career, potential future career, interest, perpetual students and professional and social networks. Individual students displayed varying degrees of these motivations and the sub-categories of them. Students were able to specify their needs in terms of advanced specialised study, so enrolment satisfied a need for continuing professional development. The rise in taught postgraduate enrolments, in search of advanced specialised knowledge, seems set to continue as undergraduate degrees become broader and more attribute-oriented and the knowledge explosion makes it harder to reach the frontiers of knowledge.
[Copyright of Studies in Continuing Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0158037X.2011.646979]