This research aims to study how a resource-based learning environment (RBLE) helps primary students develop better understanding of the Earth's movement. One objective of the study is to establish an RBLE by creating authentic contexts, selecting appropriate resources, designing relevant tools and adopting necessary scaffolds. The other objective is to examine the effects of the RBLE on primary students' understanding of the Earth's movement in different classroom settings with varied teaching support levels. Research methodology includes pre-lesson and post-lesson tests to study students' understanding, observation and analysis of lessons to examine the teaching scaffolding employed, interviews and teacher's written reflection after all the lessons to investigate their views of the use of RBLE. The findings indicated that there is an interaction effect between students' academic background and settings of learning, and that the RBLE provides little support to students of low academic background, but is very effective to students of higher academic background helping them to construct an improved understanding of the Earth's movement. The article suggested an integrated use of teacher-regulated inquiry approach and interactive inquiry approach for the better use of the RBLE.
[Copyright of Interactive Learning Environments is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10494820802393788]

Following the return of Hong Kong to Chinese sovereignty in 1997, the government of the Hong Kong Special Administrative Region developed wide-ranging curriculum reforms, including project learning. A recent survey has indicated that over 80% of Hong Kong primary and secondary schools have adopted project learning as a curriculum task. Such an outcome is hard to reconcile both with the culture of Hong Kong schools and the generally bleak picture that pervades the literature on educational change.In seeking an explanation for this apparent success we focus attention on the policy instruments that were used by government agencies to facilitate the process of implementation. Our analysis revealed that teachers were caught in a pincer movement that involved voluntary activities promoting project learning and coercive measures that monitored and evaluated successful implementation. Teachers' views of these policy instruments differed markedly from those of policymakers. This confluence of mixed approaches, while apparently successful, is also shown to be problematic. Finally, the paper is located in a theoretical framework with its origins in recent policy theory that to date has not been applied to educational contexts.
[Copyright of International Journal of Education Policy and Leadership is the property of Association for Supervision and Curriculum Development.
Access via Directory of Open Access Journals: http://journals.sfu.ca/ijepl/index.php/ijepl]

Parents in Hong Kong believe that play is harmful to children's studies and socio-emotional development. However, the term 'eduplay' was first introduced by Rao and Li, a form of play-based education with 'Chinese characteristics'. This term captures the beliefs of teachers and parents about how learning could happen through play and how it occurs in Chinese early childhood education settings. Nevertheless, the concept of 'playing to learn' is becoming more accepted by Chinese parents. In many Chinese schools today, eduplay activities are designed to enhance children's social competency. In the present study, a pre-post study was conducted to select 60 preschool students aged from three to five years. Thirty students were randomly assigned to the 'experimental group' to receive 10 eduplay sessions, whereas the remaining 30 students were assigned to the 'control group'. The Child Behaviour Checklist was distributed to the teachers before and after 10 eduplay sessions to assess the students' social competence. An analysis of covariance was used to assess whether the internalising problems reduced more significantly in the students in the experimental group than in the students in the control group. The results indicate that the students' social competence was significantly enhanced after 10 eduplay sessions. Suggestions were given to the school, teachers, and parents on how to apply eduplay in children's learning and classroom teaching.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03004431003611487]

This article describes the introduction of creative movement activity in three Hong Kong kindergartens to promote children's creativity. The purposes of the study were to examine the effectiveness of creative movement activity in promoting children's creativity and teachers' perceptions of the activities. The movement activities were designed based on four aspects: (1) introduce the theme; (2) acquire and explore of movement skills; (3) creation and expression; and (4) performance and appreciation. The participants were 12 children and three class teachers. Torrance's test of creative thinking including fluency, flexibility, originality and elaboration was employed to measure children's creativity and teachers' perceptions of creative movement activity provided insights into factors that influenced children's creativity. Results showed that children's movement responses became more varied and always gave surprise to the teachers but limited knowledge, skills and experiences of teachers seemed to be a challenge of Hong Kong kindergarten teachers to foster children's creativity.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03004430801931196]