習近平總書記曾指出:“學校作為塑造靈魂、塑造生命的重要場所,是培育和踐行社會主義核心價值觀的主陣地,要充分發揮學校教育的基礎作用;他同時強調一種價值觀要真正發揮作用,必須在落細、落小、落實上下功夫。”友善是社會主義核心價值觀個人層面的重要內容,如何把友善價值觀在不同社會群體中落細、落小、落實,是一項系統復雜的研究工程。本文以文獻研究法、文本分析法、數據分析法為主要研究方法,以培生香港出版社出版的《生活與社會課》教材為研究對象,從教科書的教育理念、教材內容以及教材呈現方式等方面對香港中學生接受“友善”教育情況進行研究。本文包括以下五個部分。第一部分為緒論部分。主要是對本課題的研究進行背景說明和文獻綜述。該部分通過對“友善”的研究、對“友善教育”的研究、對香港德育教材的研究進行文獻綜述,同時明確了本文的研究方法,確立了全文的研究框架。第二部分是論文相關概念的界定與闡釋,結合論文分別從“友善”和“友善教育”兩個概念出發,從不同的角度解釋“友善”的釋義,進而分析友善教育的重要性和必要性,為整篇論文奠定基礎。第三部分,是對香港中學生的“友善”教育理念的研究,首先是了解“友善”在香港形成的歷史背景,從中華民族傳統文化、香港殖民地歷史和中西文化交融環境三個角度展開,在此基礎上探討香港中學的教材的框架體系是如何體現“多元包容”理念。第四部分,是對香港中學生的教材內容的分析。文章通過對《生活與社會科》教材內容的分析總結香港教育過程中如何培養學生與己友善、與人友善和與社會友善,每一部分結合教材的主題和每節課的課題內容展開分析。第五部分,是對教材特點的分析,通過前文關於教材內容的總結,進一步梳理教材的框架結構,淺析香港中學友善教育在教材中如何呈現,教材如何在“知行統一”的教育目標下實現對於學生的友善教育。第六部分,結合當前中國大陸德育工作形勢與挑戰重新審視《生活與社會科》,從中挖掘對中學生德育教材理念、教材呈現方式以及德育工作與生活實踐之間的關係的啟示。

This article reports on a case study of a Hong Kong undergraduate student's lived experiences of second language (L2) investments and identities across different contexts, including inside and outside the classroom on the university campus, in the professional workplace, and during study abroad. Findings indicate that the student's differential L2 investments across contexts appear to be closely intertwined with the different identities constructed in specific circumstances and mediated by the perceived likelihood of yielding a good return on the investments. His selective L2 investments were also found to be driven by a desire for membership in an imagined international community and an imagined identity associated with a cosmopolitan lifestyle in the projected future. The article argues for the importance of a holistic understanding of individuals' L2 learning experiences both inside and outside the classroom in order to appreciate the complexities of their variable L2 investments and identities across contexts.
[Copyright of Journal of Language, Identity, and Education is the property of Routledge.]

Higher education internationalisation (HEI) emphasises the benefits of international research partnerships, knowledge production through education hub development, and global marketisation/exportation of education. The connections between internationalisation and student life are less documented in East Asian universities, particularly regarding social exclusion issues. This study takes an intersectional approach to explore and analyse students' social exclusion experiences at one international Hong Kong university using an anonymous online survey (n = 100). Thematic analysis revealed social exclusion in multiple student life areas across three major axes: Area of origin, particularly Mainland Chinese students; Sexuality, specifically lesbian, gay and bisexual-identified students, and the intersectionality of nationality, language and ethnicity. The study findings are situated within the sociocultural and political context of Hong Kong HEI since the mid-1990s. Internationalisation presents opportunities for Hong Kong universities to make needed commitments to addressing social exclusion issues, as they continue to affect campus ecologies and the increasingly diverse student population.
[Copyright of Multicultural Education Review is the property of Routledge.]

The purpose of this paper is to document the experiences of program implementers of the Project P.A.T.H.S. in Hong Kong. Thirteen program implementers from three schools were invited to participate in three focus groups to discuss their views on the Tier 1 Program (Secondary Three Level) of the project. All program implementers regarded the program as beneficial to the program participants in different psychosocial domains, particularly interpersonal and personal levels. The program implementers also perceived the program positively and positive metaphors were used to represent the program. Consistent with the previous research findings, the present study provides evidence that support the effectiveness of the Tier 1 Program of the Project P.A.T.H.S. in promoting holistic development in Chinese adolescents in Hong Kong. Copyright © 2010 by Walter de Gruyter Berlin New York.

The implementation quality of the Tier 1 Program (Secondary 1 Program) of the Project P.A.T.H.S. in the third year of the Full Implementation Phase was examined in this study, with classroom observations of 233 units in 157 schools. Results demonstrated that the overall level of program adherence was generally high with an average of 72.96%. A total of 13 aspects regarding program delivery were significantly correlated. Multiple regression analyses indicated that overall implementation quality was significantly predicted by student participation and involvement, classroom control, use of positive and supportive feedback, degree of achievement of the objectives, and time management. Student participation and involvement, classroom control, degree of achievement of the objectives, and time management were significant predictors of success of implementation. Copyright © 2011 by Walter de Gruyter Berlin Boston.

This study examined the implementation quality of the Tier 1 Program (Secondary 1 Curriculum) delivered in the second year of the Full Implementation Phase of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes). Under the "Co-Walker Scheme", systematic observation of curriculum units was conducted in 138 schools. Results indicated that the overall level of program adherence was high, with an average of 82.9%. The mean ratings of the program implementation quality were also high. Despite limitations, the findings of this study suggest that the implementation of the Secondary 1 Program (Tier 1 Program) of the Full Implementation Phase was of very high quality. The present findings also provide strong evidence to account for the successful and encouraging outcomes of a major positive youth development program in Hong Kong. Copyright © 2009 with author. Published by TheScientificWorld.

In 1997, the two-year pioneer project on inclusive education for students with disabilities was implemented. The peer ambassador programs aiming at creating more opportunities for students with and without disabilities to interact with each other were also launched at that time. The aim of this study was to examine the experience of the peer ambassadors from an insider's perspective. A convenient sample of 23 peer ambassadors from 6 secondary and 17 primary schools participated in semi-structured interviews. Data were analyzed using a constant comparative method and content analysis. The findings suggested that the roles of peer ambassadors included friend, academic tutor and Big-Brother-Big-Sister. All participants had very positive feelings in the process of helping others. Three quarters of the participants reported that they had development in the areas of personal qualities and interpersonal skills. All of them received support from the resource teachers, but their participation was affected by the attitude of peers and family. They also indicated that they needed support in handing the challenging behavior of classmates with disabilities. A mutual helping relationship was found between students with and without disabilities in the inclusive schools and the peer ambassadors also had personal development through the helping process. Strategies for program improvement are suggested to encourage students with and without disabilities to learn together.
[Copyright of Hong Kong Special Education Forum is the property of Special Education Society of Hong Kong Ltd.. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

Global student mobility and the internationalisation of higher education is characterized by the movement of Asian students to North America, Europe and Australasia. Recently the global student mobility has featured the entry of many Asian providers including Hong Kong, Singapore and Malaysia. This growing international presence is attributed to policy settings in each country designed to promote the notion of “education hubs”. This paper reports on qualitative structured interviews with over 60 international students studying in Hong Kong, Singapore and Malaysia. The students interviewed were from China, Italy, Iran, Iraq, Yemen, Indonesian, Myanmar, Germany, Thailand and Jordan and were studying a mix of postgraduate, undergraduate and pre-university studies. The paper reports on the reasons for studying and motivations for an Asian destination and their experiences of the academic and social environments of their host countries. The paper documents the social and cultural challenges that students experience particularly in dealing in a multilingual environment where English is used as the language of instruction. The research also looks at the ambitions of the students and their future plans. The interviews also provide evidence of some of the strengths and challenges for providers in Hong Kong, Singapore and Malaysia in securing a position as leading providers of international education. From the experience of students and interviews with some administrators, the paper also reports on the commonalities and differences associated with the development of “education hubs” in Hong Kong, Singapore and Malaysia.