Commonalities and distinctions in Hong Kong-Chinese and German kindergarten teachers' conceptions of play and learning were examined. Six video clips of play episodes reflecting common play behavior and themes were selected from observations made during free play in two kindergartens in Hong Kong and two in Germany. Ten Chinese and seven German teachers viewed clips of children in their own and the other culture in small groups, participated in a semi-structured group discussion, and completed questionnaires, respectively. Results indicated that teachers in the two contexts had different views on the role of play in curriculum, teacher intervention during children's play, and learning objectives in play. These differences may be a function of different ecological environments and preset learning objectives. Findings suggest that teachers' cultural beliefs about play and learning are translated into actions (play arrangements) which, in turn, influence children's play behavior.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/1350293X.2011.623511]

The article reviews citizenship education in Hong Kong, China after the handover of Hong Kong from the British to China. It is said that education during this socio-political transition has become a political issue and is a concern for educators and researchers. The author doubts whether schools can foster leadership and provide a balanced citizenship education in Hong Kong due to expansion in national education, institutional limitations and lack of teacher and student awareness.
[Copyright of JEP: EJournal of Education Policy is the property of Northern Arizona University.
Access via Directory of Open Access Journals: https://www4.nau.edu/cee/jep/]

An introduction is presented in which the author discusses various reports within the issue on topics including the influence of Confucian Heritage Cultures (CHC) on educational research, the impact of Hong Kong's Racial Discrimination Ordinance (RDO) on ethnic minority of students in Hong Kong, China education system, and the nuanced analysis of how context of research shows reflexivity.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03050068.2011.586762]

本論文是關於滬港兩地小學數學教師的專業知識的比較研究。研究以兩個「受儒家文化影響的地區」的中國城市---上海及香港為基地，探討兩地小學數學教師的專業知識的異同及缺失，豐富數學教育界對東方數學教師專業知識基礎的認識，並為數學教育的發展方向提供反思的資料及建議方向。
本論文的研究問題是：滬港兩地小學數學教師專業知識有何共同、差異之處和缺失？本研究以質的研究取向從「數學內容」及「教師專業知識」兩個維度出發，前者涵蓋「幾何」、「代數」及「資料處理」三個數學知識領域及一個綜「數」與「幾何」的探究問題，後者涵蓋學科內容知識及學科教學知識兩個類別。透過六個假想任務情境，向兩地各12位小學數學教師進行半結構式的訪談及畫圖或文字闡述的資料搜集。三個範疇的六道情境交錯地涉及在不同的教師專業知識，以數學內容知識的正確性分類及以類屬分析的方法，將資料進行分析，得出兩地小學數學教師專業知識的共同、差異之處及缺失的清單。
研究發現，(1) 有關概念的正確性：香港教師缺失的知識普遍存在於各數學內容，在幾何範疇最明顯。與香港教師不同，上海教師缺失的知識很少屬基本概念。(2) 有關概念間的連系性：香港教師概念間的連系性普遍不強，在幾何範疇出現割裂及矛盾情況。上海教師概念間的連系性較強，但在資料處理範疇未能正確地及有意義地應用在具體情境中。(3) 有關基本原則的理解：香港教師分類的原則及探究的策略掌握不及上海教師般有系統，但探究動機較上海教師強。(4) 有關表徵方法的處理:香港教師用語準確性、簡潔度不及上海教師，差異比上海教師大，對學生的表達方法控制較高。(5) 有關回饋的處理:香港教師給予的回饋對積極及正面建立數學概念及概念間連系的作用不強，給予回饋時關注學生能力差異的考慮較多。上海教師給予回饋時關注對學生將來學習的需要較多。
總結兩地小學數學教師的專業知識的比較及特點，本研究亦就兩地數學教育發展提出了一些關注事項及跟進建議。

This book investigates relationships between parenting practices and achievement variables for students from both Confucian Heritage Cultures and non-Confucian Heritage Cultures.