There is a lack of empirical research into group dialogue and questioning - the most basic component of teaching in art lessons. This study investigated the dialogues conducted by primary school visual arts teachers with their students. Eight teacher participants were observed and their teaching was examined against a theoretical framework constructed from a spectrum of dialogue and questioning strategies proposed by various theorists. From the observed dialogues, it was found that most teachers focused primarily on the observation and visual analysis of artworks. They also introduced some essential contextual knowledge to their students. However, interpretations of artworks were rather limited. Lastly, the development of students' personal connections with and judgment of artworks were ignored by most of the teachers. The study is particularly meaningful given the increased emphasis on learning art criticism in the new visual arts curriculum and amidst the latest cultural developments in Hong Kong. Copyright © 2019 Australian Institute of Art Education.

This article reports the results of a study that assesses the effectiveness of a Philosophy in Schools (PIS) programme in developing students' thinking skills and English competence in Hong Kong. In the study, training and support were provided for three Integrated Humanities (IH) teachers to enable them to teach PIS to their Secondary 3 English as a Second Language (ESL) students. The students were found to be capable of reasoning and arguing in a competent way about philosophical problems arising from various stimuli prepared by their teachers according to the IH curriculum. PIS was also found to play a major role in promoting the students' critical and creative thinking and to enhance the development of their English language proficiency to a significant extent. The findings of this study suggest that integrating philosophy into the IH curriculum can promote critical thinking, creative thinking and English language proficiency in ESL students. Copyright © 2020 University of Cambridge, Faculty of Education.

In the last 20 years, humane education (HE) has undergone a paradigm shift from a simple animal welfare education model to a teacher-led positive education approach that cultivates kindness, love, and empathy in children and youth. While teachers’ humane attitudes are considered a prerequisite for HE program success in school settings, their attitudes toward animals have received little attention to date. This study investigated pre-service teachers’ humane attitudes toward animals and assessed whether and to what extent these attitudes are correlated with empathetic tendencies as well as variables such as gender and current and previous pet ownership. A total of 226 pre-service teachers in Hong Kong completed the Animal Attitude Scale (AAS) and the Davis Interpersonal Reactivity Index (IRI). The results showed that pre-service teachers showed moderate concern for the humane treatment of animals, and a difference in humane attitude was identified based on sex: female pre-service teachers tended to express more humane attitudes than their male counterparts. Moreover, pre-service teachers with greater tendencies toward warmth and compassion demonstrated a more welfare-oriented attitude toward animals. The results of the current study support using HE as a positive education approach and imply that the provision of training for pre-service teachers and teachers should be given higher priority by humane educators. Humane educators are recommended to recruit pre-service teachers as HE program instructors in their research projects. Copyright © 2020 ISAZ.

The following study reflects and explores the dynamics of aesthetic experiences within drama improvisations. This arts-based research was carried out in Hong Kong with six Cantonese children who were aged 3-5 years. Data were collected from the video transcripts of five workshops and the researcher's own research journal. Two significant milieus were observed: switching in-between roles and intuitive creativity is not talkback. I argue that because each of these two milieus provide the foreground for the complex -- and at times contradictory -- nature of children's aesthetic experiences where Deleuzian power is at play, opportunities arise for both, challenging the traditional adult-child power relations, and in so doing, educators can be able to reconfigure and reconceptualise teaching goals and practices, both generally and specifically, within the context of early childhood education.
[Copyright of Journal of Early Childhood Research is the property of SAGE Publications.]

This article reports the results of a study that assesses the effectiveness of a Philosophy in Schools (PIS) program in developing English as a Second Language (ESL) students' thinking skills and English competence in Hong Kong. In the study, training and support were provided for two English teachers to enable them to teach PIS to their Secondary 4 ESL students during English lessons. The students were found to be capable of reasoning and arguing about philosophical problems arising from various stimuli prepared by their teachers according to the English curriculum. Also, PIS was found to play an important role in promoting the students' critical and creative thinking and enhance the development of their English language proficiency to a significant extent. The findings of this study suggest that integrating philosophy into the English curriculum can promote critical thinking, creative thinking, and English language proficiency in ESL students. Copyright © 2019 Taylor & Francis Group, LLC.

This study analyses responses (n = 309, across 94 schools) to the General Self-Efficacy Scale (Zhang and Schwarzer [1995]. "Measuring Optimistic Self-Beliefs: A Chinese Adaptation of the General Self-Efficacy Scale." Psychologia: An International Journal of Psychology in the Orient 38 (3): 174-181) from Hong Kong primary teachers of inclusive music classes. Analysis of these results sheds light on the impact that contextual reforms have on these non-core subject music teachers' practice. Respondents' perceived self-efficacy is moderate - characterised as a see-saw relationship between their personal and external domains. A possible behavioural intervention suggests professional-sharing being further enriched were current Education Bureau's in-service SEN courses to be inclusive of all primary school subjects, including music. Specific factors that underpin these respondents 'moderate' self-efficacy are identified as forming two clusters, human resource management and stress, with possible behavioural interventions for these being outlined.
[Copyright of Music Education Research is the property of Routledge.]