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.

In the context of increasing disciplinary interest in ‘geographies of education’, this article looks at the particular phenomenon of cross-border schooling (CBS), wherein children are involved in daily boundary crossing for education and engage in a (usually) arduous commute. Here, we draw upon a recent research project involving CBS at the Shenzhen–Hong Kong border. We consider three aspects of this border crossing that were significant in the project’s findings: the materialities of the border; the importance of routine (and rhythm); and the daily experience of tiredness and relentless exhaustion for the children and parents involved. The article also highlights the themes of ‘Changing Places’ (especially how they are known and experienced) and ‘Globalisation’. Copyright © 2021 Taylor & Francis Ltd.

The Government of India’s National Policy of Education 2020 stipulates that in the following five years all stand-alone teacher education colleges will be required to convert to multidisciplinary higher education institutions. This calls for a complete overhaul of the country’s vast, diverse, and age-old system of teacher preparation. Evidence-based policy implementation is thus the need of the hour. This chapter attempts to aid the process by presenting insights from a comparative education research on pre-service teacher education (PSTE) of secondary school teachers at stand-alone teacher education institutions (TEIs) in the Indian city of Mumbai and university-based teacher education in the Chinese city of Hong Kong. Documentary sources, field visits, and 57 interviews form the basis of the findings. The dimensions for comparison include academic freedom and autonomy; pathways to PSTE; linkages of teacher education providers; and role and working conditions of teacher educators. The chapter deduces the core differences in teacher education at stand-alone TEIs vis-à-vis that at a university and draws out implications of shutting down the former. It concludes by laying down a road map for the effective universitization of teacher education in India that will result in genuinely improving teacher quality. Copyright © 2021 Emerald Group Publishing Limited

Infants and toddlers (birth to age 3) learn what it means to be members of, and to belong to and be accepted by, their societies by adopting behaviors, attitudes, manners, and ways of thinking that are deeply rooted in what is valued in their culture. Infant and toddler teachers play a pivotal role as transmitters and maintainers of culture when they make decisions about the curriculum, engage in caregiving interactions, make pedagogical decisions, and use language. Cultural meanings ascribed to teachers’ practices in 1-year-old care in the United States and Hong Kong were examined using video data and transcripts of video-elicited focus group discussions. Three important areas in which cultural transmission differed between the United States and Hong Kong relate to: egalitarian versus hierarchical societal structure; individualism versus collectivism; and different goals for independence. Social learning theory and ecological systems theory framed this study and informed interpretation of results. Copyright © 2021 Taylor & Francis Inc.

Purpose: The purpose of this study is to examine students' perception of mobile technology adoption for library service apps as a lens to explore the factors affecting mobile learning in higher education. Design/methodology/approach: With the data collected from university students from Hong Kong and Japan, the authors conducted a comparative study for gaining a better understanding of students' perceptions toward adopting mobile apps as learning tools and other socio-cultural factors affecting such adoption. In particular, the authors derive alternative models from our analysis (benchmarked on technology acceptance model and unified theory of acceptance and use of technology) for a better explanation of the formation of the intentions, and, more importantly, cultural factors would affect such formation, as informed by the Hofstede Cultural Dimensions. Findings: The findings are valuable for enhancing the effectiveness and adoption of mobile services for teaching and learning purposes in the context of higher education, as the focus of promotion of services should be tailored to the different student expectations in different regions, e.g. mainly performance expectancy in Japan versus in Hong Kong facilitating condition, performance expectancy and perceived usefulness altogether. Originality/value: Defined as contributing to the development of learning assistance, mobile technology for library use and information access have become a significant issue raised in many higher educational institutions over the world, as the characteristics of mobile technology, such as portability and mobility, strengthen its possible use in education. However, scant research has been done in understanding the perception of mobile library use and factors affecting the behavioral intentions through the use of mobile technologies in Hong Kong and most Asian countries have not been sufficiently studied. Copyright © 2021 Emerald .

The purpose of this study is to investigate the organizational changes in higher education institutions across different regional contexts, with a special focus on the trends towards marketization in South Korea and Hong Kong. The study employs a qualitative case study approach to understand the organizational responses to the marketization from the selected research sites. Using data collected through semi-structured interviews with participants from each case, the study applies cross-case synthesis to evaluate similarities and differences related to organizational changes and management practices at universities in these two contexts in Asia. The findings underscore two principal themes: market influences and trends towards marketization, and organizational and management changes on campuses. The findings suggest that both South Korea and Hong Kong represent excellent cases through which to explore organizational responses to the marketization of higher education institutions and to highlight the reshaping of higher education in Asia. Copyright © 2021 Taylor and Francis.

• Writing motives was assessed using Writing Motivation Questionnaire. • Writing self-efficacy was assessed using a revised Writing Self-efficacy Scale. • Measurement invariance was established across Shanghai and Hong Kong students. • Latent means comparison found differences between these two groups. • A direct-mediational model examined the relationship between these constructs. What motivates Chinese students to write? In the present investigation, we examined Chinese students' writing motives and writing self-efficacy. Grades 4 and 5 Chinese students in Shanghai (n = 332) and Hong Kong (n = 305) completed a survey questionnaire assessing motives for writing using the Writing Motivation Questionnaire and writing self-efficacy based on a revised Writing Self-efficacy Scale. Using multigroup confirmatory factor analyses, measurement invariance was established by examining configural, metric, scalar and residual invariance. Latent means comparison located significant differences between the Chinese groups in relation to writing self-efficacy and writing motives derived from a focus on curiosity, competition and grades. Multigroup structural equation analyses verified a hypothesized direct-mediational model depicting the relationship between writing motives and writing self-efficacy. Copyright © 2021 Elsevier.

Globalisation and massification are creating significant expansion in the higher education sector in Asia and forcing institutions to professionalise their teaching. Merely implementing academic development, however, does not ensure improvement in teaching quality. We report an action research project, which demonstrated that the combination of teaching development through Teaching Advantage Global, alongside professional recognition through fellowship of the Higher Education Academy, significantly improved the teaching self-efficacy of academics in China and Hong Kong SAR. The results of this research demonstrate that professional development and recognition can support and evidence sector-wide strategic change. Copyright © 2021 Routledge.

Today's teacher operates in a globalised space where people everywhere are inextricably connected, and whose lives no longer exist in an isolated vacuum, but intersect and collide as part of a dynamic vortex. Teachers must now think, and teach beyond local boundaries, such that definitions of teacher professionalism will be reshaped by forces of globalisation. But have they, and in what ways? This article examines the intersection of globalisation and teacher professionalism. It begins with working definitions of globalisation and professionalism. These definitions will conceptually frame an analysis of policy documents about teacher professionalism, specifically standards for teachers in Hong Kong, the United States, and Australia. As a benchmark for teacher professionalism, an analysis of teacher standards across this international sample affords a broad portrait of what teachers are expected to know and do, juxtaposed against a rapidly evolving and globalising world. Copyright © 2021 Routledge.

This paper compares conceptions of teacher quality in two education systems – Singapore and Hong Kong – that consistently perform well in international assessments of student achievement. Both systems constantly refresh their expectations of teacher competencies, with recent iterations, which offer a just-in-time opportunity to learn from how they now conceptualise quality teaching. This paper will provide the context surrounding each jurisdiction's education system, how each views teacher quality, and how each has rethought the concepts of teacher quality according to their unique contextual circumstance. The paper then compares these concepts articulated and enacted by each country, linking these to the wider international literature and scholarship in order to glean insights into what teacher quality is or how it might be reconceptualised to meet future needs. Copyright © 2021 Routledge.