Narrative writing task is the foundation of learning how to write, and it is also frequently used in the writing assessment. This study is intended to map Primary 3 and Primary 6 students “writing performance features” reviewed in Territory-wide System Assessment (TSA) Chinese writing assessment in Hong Kong. By analysing students’ writing performance as reviewed in the TSA Chinese writing assessment, we can get a glimpse of the language features and linguistic characteristics of the students and their development. The result of the analysis tries to enrich and improve Chinese language teaching and learning of Chinese writing in Hong Kong. The research findings showed and proved the hypothesis that a “Good Performance” Chinese narrative writing in TSA has a more complete narrative schematic structure than that of a student who is “Reaching Basic Competency” in TSA. Texts written by Primary 6 students and students with Good Performance contain a larger number of and diversity in transitivity terms indicating not only material processes but also mental processes and reflect good context cohesion. Copyright © 2019 selection and editorial matter, Mark Shiu-kee Shum and Peter Mickan; individual chapters, the contributors.

STEM education has taken on high importance in Hong Kong K-12 education landscape. Despite policy advocacy and curriculum endeavour, the quality of STEM education varies significantly between schools. Research literature indicates that high-quality STEM education requires teachers’ rigorous delivery of topics and appropriate pedagogies, and one approach to improve such practices is teacher professional development (TPD). However, because current research on TPD has not given explicit consideration to the complex nature of STEM education, there remains a lack of a clear blueprint of how TPD should be conducted to build teachers’ capacity for STEM education effectively. This paper presents a case study that explores the necessary attributes and identifies the missing links of STEM education TPD by understanding how various TPD models supported a Hong Kong K-12 school embracing STEM education. Qualitative data collection methods, including semi-structured interviews and classroom observations, were employed to draw a picture of TPD implementations in the selected school. The findings suggest that, at the macro-level, effective STEM TPD should not stop at employing mixed use of TPD models; the models have to be integrated organically with respect to a school-based STEM curriculum implementation approach. A collaborative culture between teachers must be cultivated for effective inter-disciplinary integration. Collaborative action research should also be promoted to develop collective wisdom of STEM pedagogies. At the micro-level, TPACK and cross-disciplinary integration skills need to be focusing areas of STEM TPD. With these guiding principles, some possible strategies for effective STEM education TPD are suggested. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

通識教育科是培養學生理性思考能力、提高國家認同以及落實“愛國者治港”原則的重要課程。其在開展過程中存在知識基礎的聯通與融合欠佳、基於證據的思維方式訓練不夠以及正向價值觀的引導不足等問題，根源涉及港英當局教育政策與實踐的歷史遺留和慣性、境外勢力的炒作與干預、香港地區內部未形成共識等內外部因素。為了革除弊病，香港通識教育科開展了以下改革：改稱“公民與社會發展科”，更好體現課程本質；整合與刪減課程內容，強化課程體系性；重視正向價值觀教育，增強學生的積極態度和國民身份認同。由於通識教育科的問題積習已久，要達成改革目的，還需要進一步調整內容，以文化歷史為基石脈絡，完善課程結構；提升教師自識意識與價值觀培育能力，引領學生發展；增強教材審查和教學督導，保障課程科學實施。這些措施是保障通識教育科成為塑造理性、向上、愛國好公民的重要途徑。 Copyright © 2022 重慶社會主義學院.

Background Despite the focus of many global education systems on science, technology, engineering, and mathematics (STEM) education, research on teachers' concerns about this relatively new educational phenomenon remains scarce. Purpose This study used the concerns-based adoption model as the theoretical framework to examine the primary concerns expressed by teachers about STEM education and identified a typology of teachers based on the response patterns of their concerns. Sample A regionally representative sample of 331 primary and secondary school teachers of STEM-related subjects in Hong Kong participated in this study. Design and methods Data were collected from the teachers through an online, self-reported survey. Latent class analysis was used to profile teachers' concerns about STEM education in this study, and multinomial logistic regression analysis was performed to regress the latent class outcome variable on the covariates. Results The majority of the teachers reported high levels of concern at all five stages of STEM education implementation, namely evaluation, information, management, consequence, and refocusing. Latent class analysis revealed three classes of teachers who were extremely concerned (49.1%), considerably concerned (43.5%), or moderately concerned (7.4%) about STEM education. Multinomial logistic regression analysis indicated that the teaching sector (primary or secondary) and participation in STEM education training significantly contributed to the prediction of the latent class outcome variable. Conclusion Given that 96% of the teachers in this study were trained in STEM education through workshops, seminars, courses, and trips, these findings highlight the necessity of designing personalized professional learning experiences for teachers and provide empirically supported evidence to indicate teachers' preparedness and readiness to adopt STEM education as an educational innovation and directions for future research in related areas. This

For the past two decades, a significant number of ethnic minority students from diverse racial, cultural, linguistic, and religious backgrounds have entered Chinese language classrooms in Hong Kong for the first time. Simultaneously, Chinese language teachers have come under criticism for their lack of understanding of diversity and their failure to integrate ethnic minority students academically and socially. However, there is little research on how these teachers can transform their educational beliefs, teaching techniques, and attitudes toward diversity and inclusion to respond effectively to the drastic changes taking place in their professional work. This study examines how a group of Chinese language teachers employed translanguaging as a social justice strategy to address the challenges of teaching minority students in a monolingual and assimilative educational setting in Hong Kong. Classroom observations show that teachers enacted a translanguaging stance, using students' familiar semiotic resources to make their teaching more inclusive and equitable for ethnic minority students from low socioeconomic and religious backgrounds. Teachers reported becoming more aware of diversity in the classroom as well as of the social inequalities and racial discrimination outside of school. The study shows that criticism has been unfairly levied on Chinese language teachers in Hong Kong, who should not be held responsible for the social problems hindering ethnic minorities' social mobility. Research should include a decolonial perspective to legitimize translanguaging as a social justice strategy for more transformative praxis in the education sector in postcolonial Hong Kong. Copyright © 2022 Springer.

This paper reports the results of a quasi-experimental study that evaluated the effectiveness of collaborative mind mapping in three Hong Kong primary schools. More than 200 grade 4 students, divided into three pedagogical groups, participated in a variety of science learning activities with the aid of a mind map and/or collaborative group work. The results of diagnostic tests reveal the synergy of peer collaboration and mind mapping to be more effective than either collaboration or mind mapping alone in enhancing students' scientific achievement. Analysis of the students' science discourse and follow-up interviews indicates that collaborative mind mapping fosters learning motivation and facilitates the joint construction of conceptual knowledge in science. Recommendations are made for the integrative use of graphic organisers and group work, and implications for future research on science teaching in Hong Kong and elsewhere are further discussed. Copyright © 2022 Springer.

Around the world the prevalence of mathematics anxiety and disengagement point to a poor sense of student 'mathematical wellbeing'. Mathematical wellbeing is defined here as the fulfilment of one's ultimate or core values, accompanied by positive feelings and functioning in mathematics education. Yet student wellbeing and how to support it in specific school subjects including mathematics is vastly under-researched. Also, despite outperforming other countries in international mathematics assessments, East Asian students generally appear to experience poor affect and high academic burden in mathematics education, which are indicative of poor mathematical wellbeing. In this context, this explorative and descriptive study investigates the values that are associated with the mathematical wellbeing of a cohort of Chinese primary school students. 258 Grade three students in Chengdu, China responded to a questionnaire which explored teacher-nominated mathematics learning moments that students valued most for their mathematical wellbeing. Findings pointed to students valuing all the learning moments to some extent, with good grades, fun and interest, mathematics-themed videos, and teacher praise rated most commonly for wellbeing. The values underlying these learning moments are similar to the seven mathematical wellbeing dimensions found in Australian classrooms. The findings also highlight the cultural subjectivities involved, in which the same classroom actions can reflect different underlying values across cultures, and in which a particular value can be espoused in different ways in different places. We also look ahead to suggest how teachers might support students' mathematical wellbeing, by recognising and then fulfilling their students' values in the mathematics classroom. Copyright © 2022 Springer.