Journal articles on the topic 'Remedial teaching - China - Hong Kong'

Recent changes in the relationships of Hong Kong and Taiwan to mainland China have presented education policy-makers in both territories with problems of reforming school curricula in areas of teaching that are important for the formation of national identity. While both territories are subject to claims that they are part of China, both have also been separated from the Chinese mainland for long periods, and in recent years their relationships with it have been undergoing fundamental changes. Hong Kong's relationship with China has become closer due to economic integration with the hinterland and the 1997 transfer of sovereignty. Taiwan's identification as a part of China, on the other hand, has become increasingly uncertain as the process of liberalization and democratization that began in 1986 has allowed sovereignty to be practised by the residents of the island and a sense of “Taiwan consciousness” (Taiwan yishi) to develop.

From the Americas to Asia, neoliberal policy restructuring continues to present major challenges to educational equity. In Hong Kong, teacher educators grapple with training students in pedagogy they believe in, versus the daily status quo of high-stakes exam prep, privatized “shadow education,” and a system seemingly pushed to the brink of neoliberal social efficiency. Indeed, in recent years, Hong Kong has recorded top rankings on the Trends in International Mathematics and Science Study and the Programme for International Student Assessment, along with record-setting protests and student suicides. Like in the USA, neoliberalization of teacher education in Hong Kong has proffered dilemmas of standardized curricula, evaluation, and licensure, often under the guise of “21st century skills and technology.” Both regions also face perpetual threats of being under- or de-funded, based on “data-driven” decision-making and leadership that are supposedly more accountable and efficient. Unsurprisingly, neoliberal policies and practices have often exacerbated inequities in teaching and learning, especially for communities labelled as minority or working-class. Within traditions of critical pedagogy, this article’s authors engage in a discussion on how educators and students are navigating the neoliberal behemoth and developing more inclusive spaces across local contexts of language, class, and culture. Based on the authors’ research in the Americas and Greater China, this article interrogates some of the junctures and ruptures of neoliberal education in Hong Kong, long-held as bridge between “East” and “West.” The article draws from the first author Benji Chang’s action research projects with pre-and in-service teachers in the region, which examines how they are critiquing and challenging dominant discourses of neoliberalism (e.g., positivism, standardization, and market-economy), and what brings hope. Given Hong Kong’s history of colonization with Europe and the USA, and the ever-expanding dominance of mainland China, this article makes a contribution to international scholarship concerned with teacher education and social justice.

This paper examines empirically the determinants of student evaluation of teaching (SET). An empirical model was specified and estimated using the SET data collected in Hong Kong over six academic years. A key finding is that three different origins of students had a differentiated impact on teaching evaluation. In particular, students from mainland China appreciated and rated teaching favorably, and hence the more mainland talents in the class, the higher the class-average SET scores. However, local Hong Kong students valued teaching and learning effectiveness unfavorably. Exchange students from abroad also dropped the class-average SET scores, as well as class-average exam scores. The results suggest that raw SET scores should be used with care if classes are unbalanced with a large group of atypical students who work less but blame instructors for everything.

Summary Purpose: This paper reviews the epidemiology and control measures of the SARS epidemic in Hong Kong. It sets out proposals for better preparedness to tackle the disease in future. Background: Severe Acute Respiratory Syndrome (SARS) started to strike Hong Kong in March 2003. A total of 1,755 SARS cases with 298 deaths were reported. Prior to the occurrence of the disease in Hong Kong, an intense outbreak of atypical pneumonia was reported in the nearby Guangdong Province in Mainland China. Results: There were three phases in the epidemic. The first phase in March 2003 involved a teaching hospital. The infection originated from a visiting professor from Guangdong, He developed SARS in Hong Kong and died in a Hong Kong hospital. The second phase in April was the spread of the infection from the hospital to the community. The third phase in May was the declining period which ended in June following the removal of Hong Kong from the list of infected areas by WHO. Conclusion: Hong Kong was ill prepared at the early stage of the epidemic. The epidemic produced not only health but also social, economic and humanitarian problems. The epidemic, however, created a strong sense of unity among all sectors of the population in the fight against the disease.

This study aims to map the Asian literature on emotions in learning, teaching, and leadership through a review of published research in Web of Science Core Collection. In all, 862 articles published between 1990 and 2018 were retrieved and analyzed. Bibliographic coupling of the countries, bibliographic coupling of the authors, co-occurrences of author keywords, bibliographic coupling of the journals, and bibliographic coupling of the institutions were extracted through bibliographic visualization methods. All the h-classics publications were also reviewed and categorized according to their topics. People’s Republic of China (Hong Kong), Israel, Turkey, and Cyprus are the countries with most relevant evidence. The top authors are found to be D.W Chan and M. Zembylas, while emotional intelligence, empathy, burnout, emotion, and self-efficacy have been the most frequently studied concepts. Teaching and Teacher Education and Journal of Educational Psychology are the journals with prominent pertinent influence. Education University of Hong Kong, Chinese University of Hong Kong, and Ben-Gurion University of the Negev are the institutions with the most notable influence. The current situation and research trends are discussed in the article.

The quality of a teacher plays one of the most important roles in the achievement of an education system. Teachertraining is a multi-dimensional process which comprises the selection of teacher candidates, pre-service training,appointment, in-service training and teaching practices. Therefore, this study focuses on teacher training processes inSingapore, Shanghai-China, Hong Kong-China and Turkey and aims to discover the reasons for success in Program forInternational Student Assessment (PISA) by relating it with teacher training processes. Singapore, Shanghai-China,Hong Kong-China were chosen to study because their educational systems were ranked among the high-performingeducational systems in 2016. This study was a qualitative research and document analysis method was used to collectdata about the relevant countries' teacher training processes. The result of the study suggested some practicalconsiderations for teacher training programs in low-performing education systems about the selection of teachercandidates, pre-service training, appointment, in-service training and teaching practices.

From interviews of 253 adults and teachers of adults in Canada, the People's Republic of China, Hong Kong, Singapore, and the United States, five conceptions of teaching emerged: Engineering–Delivering Content; Apprenticeship–Modeling Ways of Being; Developmental–Cultivating the Intellect; Nurturing–Facilitating Personal Agency; and, Social Reform–Seeking a Better Society. Variation amongst conceptions was examined in relation to three interdependent aspects of each conception: actions, intentions, and beliefs related to one or more of five elements and the relationship amongst those elements: teacher, learner, content, context, and/or an ideal vision for society. Findings have implications for cross-cultural work, the evaluation of teaching, and the development of teachers.

PurposeThe purpose of this paper is to examine music teachers' perceptions of teaching cultural and national values (also defined as national cultural values) to explore the tensions facing school music education in the choice of music types to be delivered in Hong Kong and Taiwan.Design/methodology/approachWith specific regard to music teachers' perceptions of “values,” “music cultures” and “nationalism,” data were drawn from a survey questionnaire given to 343 music teachers (155 preservice and 188 in-service music teachers) and semistructured interviews with 36 of these respondents.FindingsThe findings of the study showed that though many respondents in Hong Kong and Taiwan felt comfortable teaching traditional Chinese music, they did not want to teach contemporary Mainland Chinese music and other political or patriotic forms in the school music curriculum. The data also demonstrated some shortcomings in introducing a balance of music types into the curriculum, as well as limitations in promoting national education in response to the respective sociopolitical situations in Hong Kong and Taiwan.Research limitations/implicationsThis study was subject to limitations regarding the potential generalizability of the findings on school music teachers' perceptions in Hong Kong and Taiwan.Practical implicationsThe implications for teachers and student teachers regarding the development of cultural and national values related to the political processes in Hong Kong and Taiwan are complicated, because of not only their relationship with Mainland China and its education based on nationalism but also the extent of teachers' professional training to help create an enabling environment for national and cultural development.Originality/valueThe findings of this study revealed that there are fundamental gaps in the overt and operational curricula in Hong Kong and Taiwan concerning the sociopolitical function of values in school music education in response to their respective sociopolitical situations.

Consulting engineers Scott Wilson Kirkpatrick and the University of Reading established a TCS (Teaching Company Scheme) programme in 1993 to introduce the application of information technology to support project management methods used within the firm. Young graduates in TCS are eligible to compete for an annual scholarship to visit Hong Kong and China. The scholarship, sponsored by the British Council, provides an allowance for a six-week visit. In this article, Carrie Thomas, the 1995 scholar, details her experiences during the visit, which enabled further investigation of the methods, techniques and circumstances surrounding the management of engineering projects in Hong Kong compared to those in the UK. She also comments on the benefits of this kind of academic-industrial collaboration and of international exchange scholarships.

Purpose – Hong Kong is a case that demonstrates the distinctively multi-dimensional nature of citizenship within and in relation to a given nation. The purposes of this paper are to: first, discuss Hong Kongers’ unique identity and the influence of political, historical and economic factors on them in order to show the value of challenging the “national citizenship” approach as a dominant discourse in the intended curriculum of Hong Kong citizenship education; second, analyze the efforts of the People’s Republic of China (PRC) to foster a stronger sense of Chinese national identity in Hong Kong students; and third, evaluate the appropriateness of this nationalistic approach by examining its compatibility with and coherence to in relation to the implemented and attained curriculum. Design/methodology/approach – This study analyzes existing scholarly discussions on the PRC’s emphasis on Chinese national identity in citizenship education and negative perceptions held by teachers and students regarding the approach and presentation of their actual teaching and learning practices for citizenship education with empirical data. Findings – This paper illuminates the mismatch found between the intended curriculum and the implemented and attained curriculum in terms of the viewpoints of good citizens. Originality/value – The notion of “cultural citizenship” is suggested as an alternative approach to developing the curriculum of Hong Kong citizenship education. This paper will be of interest to those curriculum scholars, educational authorities and teachers who are interested in developing and implementing the curriculum of citizenship education.

Purpose The purpose of this paper is to examine the key factors affecting Mainland Chinese students pursuing a Master of Education degree in Hong Kong on their study abroad decision and return intentions. Design/methodology/approach The current study employed a mixed-methods approach to investigate factors that affect Mainland Chinese students pursuing MEd degrees in Hong Kong. Participants were first invited to fill out a questionnaire. After collecting and analyzing the survey data, in-depth interviews with a selected group of students were carried out by the research team to obtain useful qualitative data to triangulate the survey findings. A purposeful and convenience sampling method, carried out through the personal network of the research team, was used to recruit MEd Mainland Chinese students in Hong Kong to participate in the current study. Findings The findings provided compelling evidence that Hong Kong was an attractive study destination to this particular group of MEd Chinese students. The findings also indicated that academic factors were more important than social, cultural and economic factors when it came to choosing their study destination. In contrast to previous studies, participants expressed a much stronger desire to return home upon graduation. The three most influential predictors of their decision to return were the lack of a Hong Kong teaching certificate (r=+0.36), the opportunity to contribute to their hometown (r=+0.31) and the inclination to be closer to family and friends (r=+0.20). Originality/value While a number of studies have been carried out to study why Mainland Chinese students chose Hong Kong as their study destination to pursue their teacher training degree, none of these studies focused exclusively on fee-paying MEd Chinese students. Hong Kong is facing keen competition from both traditional host countries and emerging host countries to recruit students from Mainland China. It is therefore crucial to understand the needs of these Mainland Chinese students in a competitive, globalized, tertiary education market, as the satisfaction of students, in the form of positive discussion among alumni, promotes a university’s reputation and sustains its advantage in attracting students.

Government and Public Affairs (GPA), a political subject with public examinations, was founded in the mid-1980s. It was part of the attempt to prepare Hong Kong people for the development of representative government, which would be needed for self-rule after reunification with China in 1997. This article reports GPA teachers' perceptions of the prevailing social ethos after the change of sovereignty. The teachers explain how they will teach politics amidst an increasingly difficult social environment, marked by conservatism and promotion of nationalistic sentiment on the one hand and by political divisions and sensitivity towards political teaching on the other. The teachers' top priority becomes that of good public examination results and, partly because of this, a highly teacher-centred mode of teaching is commonly adopted. Teachers are aware of the risk of indoctrination in political teaching. However, this is only considered a problem relating to the government's attempt to influence people's minds and the teachers never think of themselves as possible indoctrinators. Besides, many of them believe that they should share their beliefs with students. Though the teachers in general support democracy, paradoxically, excessive commitment to the belief is found in some cases to bring forth pedagogies of an authoritative nature.

LANGUAGE NOTE | Document text in Chinese; abstract also in English.Primary and secondary physical education teachers play an important role in the education reform, which emphasizes on the holistic development and life-long learning. The 2002 Physical Education Immersion Program (Jiangsu-China), organized by The Hong Kong Institute of Education, provided an opportunity for physical education students to improve their teaching and sports skills through interaction with staff and students from Inland China. This paper describes the objectives, contents, and assessments of the outcomes of the program. By examining and comparing the current curriculum structures and teaching strategies in physical education between Hong Kong and Inland China through this experience, the author looks forward to the change of the future of physical education in Hong Kong with reflections and suggestions. The aim of these changes is to improve the physical education curriculum and teaching strategies in order to better meet the needs of the current education reform that is occurring in Hong Kong, Inland China and world-wide.中、小學體育敎師在全面實施素質敎育，培養具有創新精神和實踐能力的新型人材中扮演著重要的角色。高等師範院校體育敎育專業則是培養和訓練這支跨世紀新型體育師資隊伍的搖籃。如何在體育敎育專業的敎學大綱和課程設置中體現實踐的重要性，創造機會讓學生走出課堂，通過觀摩、交流和實踐的手段來提高其敎學能力，是關係到能否培養出適應未來挑戰的中小學體育師資的關鍵。本文介紹了香港敎育學院體育及運動科學系舉辦的首次體育沉浸課程(Immersion Program)(中國-江蘇)2002交流活動，並就該課程的目標、內容、效果進行了分析，及在對香港中、小學體育敎學的現狀與內地的體育敎學進行了比較後，作者探討了香港體育敎育專業敎學改革的方向，並提出了一些可行的建議，以供香港體育工作者參考。

Learning outcomes Expected learning outcomes: To respond to the case question, students would analyze macro- and microeconomic differences to determine HC Securities’ preferred global strategy and appropriate market entry mode. The case demonstrates how instability in a local market, in this case Egypt, can force a company to go global. It also demonstrates how two superficially similar markets, Singapore and Hong Kong, provide different opportunities for HC Securities and require different global strategies: Singapore provides a jumping-off point to its predominantly Muslim neighbors Malaysia and Indonesia, whereas Hong Kong gives access to China and could provide a new customer base of Asian investors willing to invest in Africa and the Middle East. Case overview/synopsis Brief overview of the case: The case introduces the Egyptian investment company HC Securities, which is facing challenges related to Egypt’s political instability and economic slowdown. HC Securities’ CEO, Mr. Choucri, feels expansion to one of the Asia-Pacific countries could help with the company’s growth and stability. He identifies Hong Kong and Singapore as the most compelling locations because of their sophisticated economies and growth potential in the investments industry. This case provides information about each market, allowing students to respond to the question “What should Choucri do to assure a market-based solution for his company?” Complexity academic level Student level and proposed courses: The case is appropriate for use in undergraduate courses in international business or strategic management. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code International Business.

In the past, the music curricula of Hong Kong (HK), Mainland China and Taiwan have focused on Western music, but with the advent of music technology and the new tripartite paradigm of globalisation, localisation and Sinophilia this has begun to change. Hong Kong, Shanghai and Taipei share a common historical culture and their populations are mainly Chinese, but their recent socio-political experiences have been diverse. This paper aims to explore the secondary school cultures of Hong Kong, Shanghai and Taipei by examining the similarities and differences between their musical practices and the ways in which they have delineated this tripartite paradigm. Data are drawn from questionnaires completed by 5,133 students (1,750 from HK, 1,741 from Shanghai, and 1,642 from Taipei) attending grades 7 to 9 and interviews with their 46 music teachers between March and August 2004. The survey data show that students from the three communities much prefer Western classical and popular music to their respective forms of local traditional music and to traditional Chinese styles. Though most music teachers recognise the importance of teaching traditional Chinese music, local traditional music, and other world music in schools, they believe that it is difficult to teach different types of music in the classroom. This article argues that globalisation is leading to a common cosmopolitan culture of Western musical learning in school; the emergence of traditional Chinese music, local music, and socio-political movements challenge globalisation in school music education.

The past several years have seen the emergence of Chinese media studies as a sub-field in communications and media studies worldwide, as an increasingly popular aspect of area and language-specific culture studies, and as a growing focus within Chinese research and teaching institutions in the People's Republic of China, Hong Kong Special Autonomous Region and Taiwan, as well as in non-Chinese institutions. This collection of articles puts forward the claim that Chinese media studies has become a new ‘proof of life’ for the necessary relationship between humanities and social sciences broadly taken, and research and education in the media.

The study examines the underlying curriculum for translation training, pedagogies that integrate translation in the curriculum, teaching practice, and universities' approaches from Saudi Arabia, China and Hong Kong. Consideration of these issues in a curricular framework must also acknowledge the ideological potential of curricula themselves to prioritise individual relationships between the learner and society, relationships which arc investigated from the perspective of a socially situated view of the translator. The purpose of the study is to offer deep scientific apprehension of the explication of translation expertise in terms of learning translation methods, concepts and the intricacy of certain aspects of teaching. The results reveal that traditional language methodology with unprofessional trainers and teachers are the fundamental concerns in this regard, and it requires to rethought translation method and practice in the Chinese affairs and ordinary circumstances. The findings of the manifest study disparities all-around three cases somewhat due to regional circumstances and departmental differences, but are mainly because of discrete notions of the implementation of translation method and practice of theoretical concepts. Translation teaching research informs the training of all-around translators and interpreters and contributes to the growth of translation studies as a discipline.

Purpose – The purpose of this paper is to analyse the major development of global citizenship education (GCE) as part of Hong Kong’s secondary school curriculum guidelines, which reveals how it has developed from, first, asking students to understand their responsibilities as citizens to now challenging injustice and inequality in the world. Hong Kong’s curriculum guidelines started to teach GCE as a result of the last civic education guideline issued just before the return of sovereignty to China in 1997. Through documentary analysis, this paper examines how GCE has developed against the backdrop of globalization in Hong Kong’s various secondary school curriculum guidelines. Design/methodology/approach – This study used documentary analysis to examine the developments in the teaching of GCE via Hong Kong’s official secondary school curriculum guidelines. It has studied the aims, knowledge and concepts that are related to GCE by coding the GCE literature and categorizing the findings from the curriculum guidelines. Findings – From the coding and categorizing processes employed, it has been found that GCE in Hong Kong’s official curriculum guidelines has evolved from learning about rights and responsibilities in the 1990s to challenging injustice, discrimination, exclusion and inequality since the late 1990s. Indeed, understanding the world and especially globalization, in terms of comprehending the processes and phenomena through which people around the globe become more connected, has presented challenges for the teaching of civic education. For example, categories of GCE have developed from the simpler expression of concerns about the world to encompass moral obligations and taking action. Similarly, the concerns for the maintenance of peace that were studied initially have since grown and now include work about challenging inequalities and taking action on human rights violations. Originality/value – This study would have implications for the understanding of GCE in Hong Kong as well as other fast-changing societies in this age of globalization, as civic education curricula need to respond to the impacts of globalization. GCE is an under-researched area, but topics concerning world/international/global affairs have been covered in Hong Kong secondary school curriculum guidelines for several decades.

AbstractThe normally challenging task of teaching international law is amplified when teaching international law in jurisdictions that face ongoing human rights problems and other failures of compliance with international law. In those jurisdictions, the dialectics between the globalized world economy and technology on the one hand and the intensification of hostility to human rights and substantive democracies (ie to the values of public international law) on the other hand are much more pronounced. Students will often resist international law and regard it as the ‘enemy of the state’ or a source of illegitimate foreign influence. The challenge of international law teachers in those jurisdictions is thus not only to teach international law but also to draw the students into – rather than alienate them from – thinking about their resistance to international law and about the relations between law, power and legitimacy. How to meet this and related challenges is the focus of this paper, which is based on the authors’ practical experiences of teaching international law in several jurisdictions with an international law crisis including Hong Kong, Israel, and the People’s Republic of China.

Purpose – The purpose of this paper is to provide a research synthesis of substantive findings drawn from studies of educational leadership and management in Hong Kong between 1995 and 2014. The goal of the research synthesis was to identify and elaborate on key trends identified by scholars who studied educational leadership in Hong Kong over the past two decades. The synthesis drew upon on relevant articles published in eight “core international journals” specializing in educational leadership and management. Design/methodology/approach – The study first identifies a clearly delimited body of relevant literature comprised of empirical, non-empirical and review/synthesis types of studies in a total of 161 published research articles from the eight journals. Information concerning the nature of the studies as well as substantive findings was extracted from each of the articles. The findings were then initially coded in preparation for data analysis. Synthesis of substantive findings was accomplished by cross-article comparative mapping aimed at identifying key themes in the literature. Findings within four of the most robust themes were then synthesized and reported. Findings – The synthesis highlights the challenges faced in Hong Kong’s efforts to reshape its education in a multi-faceted quest for quality education in the twenty-first century. A variety of inter-related issues emerged as policymakers and education administrators sought to implement a full plate of imported globally recognized education reforms. Analysis of the research from this period yielded four robust themes: “leadership development,” “leadership for learning,” “organizational change,” “multi-level performance focus.” The findings also further highlight the impact of “education policy borrowing” on system-level efforts to revamp the structural conditions in which school leaders operate and reshape managerial, as well as teaching and learning processes in schools. Research limitations/implications – Although the scope of the sources included in the review are highly representative of the “Hong Kong literature” of the past two decades, the authors note that it was not an “exhaustive” review of all potential sources. Originality/value – Prior research by Hallinger and Bryant (2013b) had identified Hong Kong as having produced the largest volume of literature in educational leadership and management in Asia. This paper represents the first systematic review of research findings that emerged in the recent educational leadership literature produced in Hong Kong. Therefore, although the authors make no claims of generalizability to other parts of Asia or even to China as a whole, the paper offers insight into how global trends have reshaped the practice of educational leadership in one East Asian society.

This study aims to investigate and compare the relationship between immersion and motivation in two different groups of student teachers who enrolled in an immersion programme. With a group of student teachers whose social and cultural backgrounds are different – one group is from Mainland China and one is from Hong Kong – though they both are of Chinese ethnicity and speak the same Chinese variety, the reasons behind their studying a postgraduate programme and going on an immersion can be different. The method of data collection adopted for this study was a qualitative paradigm. In-depth interviews, both pre- and post-immersion, were conducted. Participants were also encouraged to send e-mails to the researcher during immersion that reflected on their experience. Results show that Mainland participants were motivated by desires to enhance their pedagogical knowledge in EFL teaching in order to satisfy implementation constraints in their homeland. In contrast, Hong Kong participants were primarily interested in improving their language proficiency in order to satisfy the mandatory language assessment required for graduation. Both groups, however, saw cultural enrichment as their secondary reason for undertaking immersion, in that it allowed them to better understand the culture behind the language and thus become better English teachers.

Graduate Teaching Assistants (GTAs) are front-line facilitators with first-hand contact with students. They play an important role in providing an engaging learning experience for undergraduate and postgraduate students. However, most of them have not received adequate training and guidance in teaching. This paper reports on an intensive and compulsory education development course for postgraduate students, which aims to prepare them for their upcoming teaching role whilst they are still research students; The course provides an introduction to the basic theoretical knowledge and practical skills required before they begin to take up teaching responsibilities at the University, in a Chinese (Hong Kong/Mainland China) and English Medium Instruction context. Blended learning technologies, active learning strategies, formative assessment and an outcomes-based approach are extensively used throughout the course to enable and encourage participation and collaboration. To measure the outcome performance of the course in alignment with the University’s strategic goals, a number of key performance indicators are assessed. The result shows that students found the course very useful and the blended instructional methods used facilitated the achievement of the Intended Learning Outcomes.

The author presents a peace-centered process of teaching marketing that she has implemented during 2001-2016 academic years with her undergraduate and graduate business students in various marketing courses, corporate social responsibility course, and summer seminars in the United States, Hong Kong, and China. The peace-centered process is neglected in the conventional norms of marketing education even though marketing is considered to create values to stakeholders through the exchange processes and creates a peaceful world through business activities. The peace-centered approach is related to the development of a unified world view about human life in a culture of peace and culture of healing, and the development of virtues in a marketing career. She discusses (1) the critique of marketing education, (2) the concept of a peace-centered process of teaching marketing, (3) the role of marketing educators, and (4) the seven pedagogical strategies for this approach.

Cross-border education has been growing dramatically in both English-speaking countries and non-native English-speaking countries. While more and more students, particularly from Asian countries such as Korea, China, Hong Kong, Taiwan, and Japan choose to study in English-speaking countries, many native English speakers go to Asian countries to teach English. In this context, cross-cultural misunderstanding and cultural bias between English language learners and native-speaking teachers of English are becoming major issues. This article focuses on 12 Korean adult learners' views about native-speaking teachers of English working in Korea. Korean learners' expectations and needs regarding English language learning and teaching are explored through the investigation and analysis of the learners' views. It aims to provide educators both in non-English and English-speaking countries, including Australia, with insights to inform the development of effective learning and teaching environments not only for Korean students, but also for those in similar cultural contexts.

In order to investigate the correlation between teachers’ age and anatomy education online in China during the Covid-19 pandemic, we conducted a nationwide survey among the anatomists in three age cohorts (i.e., 30-39, 40-49, 50-59 years old) at the medical schools in mainland China, Hong Kong and Macau. Of the 359 respondents, there were 31% (n=108) anatomists aged 30-39, 46% (n=160) anatomists aged 40-49, and 23% (n=80) anatomists aged 50-59 years old, who were teaching clinical medicine students online at medical schools in China during the pandemic. The survey questionnaire contains the following items on online anatomy courses during the pandemic: theoretical sessions, practical sessions, active learning, assessment and perception. Based on the Chi-Square statistical analysis, although this study demonstrated that some noticeable differences existed in several items, we found the statistically significant difference was on “the formats of recording the theoretical sessions for asynchronous recorded broadcasting of online course”, among the three age groups, more teachers aged 30-39 chose to capture the PowerPoint presentation screen without the teacher appearing in the recorded video. Overall, this survey revealed that the teachers’ age and their teaching experience offline would not be the decisive factors in implementing anatomy online course effectively during the pandemic.

Teachers’ self-efficacy is a critical predictor for successful inclusive physical education. However, little is known about preservice physical educators’ self-efficacy toward teaching students with autism spectrum disorders in China. A sound instrument is necessary to measure their self-efficacy level. This validation study examined the psychometric properties of the Chinese version of the Physical Educators’ Self-Efficacy Toward Including Students with Disabilities—Autism. A multisection survey form was administered to preservice physical educators in Mainland China (n = 205) and Hong Kong (n = 227). The results of confirmatory factor analysis confirmed the one-factor model of the scale in the total sample and each of the two samples. Invariance tests across the two samples supported configural and metric invariance but not scalar invariance. The scale scores showed good internal reliability and were correlated with theoretically relevant constructs (i.e., burnout and life satisfaction) in the total sample and subsamples. These findings generally support the utility of the scale for use among Chinese preservice physical educators.

Severe acute respiratory syndrome (SARS) struck Hong Kong bitterly in the spring of 2003, infecting 1755 persons and claiming nearly 300 lives. The epidemic was introduced by travellers from southern China, where the disease had originated. It started in late February and lasted until early June. Two notable ‘super-spreading’ events were reported, one inside a teaching hospital and the other in a private housing estate. Other than in the super-spreading events, the infectivity in the community appeared to be low, and there were few, if any, asymptomatic or subclinical infections. Health-care workers were at particular risk and accounted for 22% of all probable cases. The main modes of transmission were through droplet spread and close/direct contacts, but situations conducive to aerosol generation appeared to be associated with higher risk. Our review suggests that there are still many unknown factors concerning the mode of transmission and environmental risk that need to be clarified.

<p>E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of e-learning, however, is essential for the quality assurance of e-learning courses. This paper constructs a four-phase evaluation model for e-learning courses, which includes planning, development, process, and product evaluation, called the PDPP evaluation model. Planning evaluation includes market demand, feasibility, target student group, course objectives, and finance. Development evaluation includes instructional design, course material design, course Web site design, flexibility, student-student interaction, teacher/tutor support, technical support, and assessment. Process evaluation includes technical support, Web site utilization, learning interaction, learning evaluation, learning support, and flexibility. Product evaluation includes student satisfaction, teaching effectiveness, learning effectiveness, and sustainability. Using the PDPP model as a research framework, a purely e-learning course on Research Methods in Distance Education, developed by the School of Professional and Continuing Education at the University of Hong Kong (HKU SPACE) and jointly offered with the School of Distance Learning for Medical Education of Peking University (SDLME, PKU) was used as a case study. Sixty students from mainland China, Hong Kong, Macau, and Malaysia were recruited for this course. According to summative evaluation through a student e-learning experience survey, the majority of students were very satisfied/satisfied on all e-learning dimensions of this course. The majority of students thought that the learning effectiveness of this course was equivalent, even better, than face-to-face learning because of cross-border collaborative learning, student-centred learning, sufficient learning support, and learning flexibility. This study shows that a high quality of teaching and learning might be assured by using the systematic PDPP evaluation procedure. It is hoped that the PDPP evaluation model and its application can provide a benchmark for establishing a wider e-learning quality assurance mechanism in educational institutions.</p><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

ABSTRACTAn analysis of the need for attention to the spoken word and phonetics in the teaching of English world-wide. It is a truism that English is increasingly becoming a world language. Even in China a ‘craze for English’ has been, in view of the fact that over 200 million children (about 20% of all children in the world) now1 learn English in Chinese schools. McArthur has estimated that c.250 million Indians use English every day. All these speakers of English use it their own way. This localisation of English has been variously detected, for example in Hong Kong. It is also well known from versions of African English and, in fact, from most English varieties that have been attributed to the ‘Outer’ or ‘Extended. However, as early as 1983 Kachru voiced a caveat: ‘A large majority of the non-native speakers of institutionalised varieties of English use a local variety of English, but when told so, they are hesitant to accept the fact’.

<p>A realistic goal of pronunciation teaching in the second language context is to acquire comfortably intelligible rather than native-like pronunciation. To establish a set of teaching and learning priorities necessary for English teachers and students whose first language is Chinese, the purposes of this study are three fold: (1) Identify the pronunciation aspects that are crucial for intelligible pronunciation in actual second language (L2) Hong Kong (HK) and foreign language mainland (ML) China classrooms from in-service teachers’ points of view; (2) Investigate how teachers help their students successfully understand English classroom input through teachers’ self-reflection on which aspects of their own pronunciation they modify and adapt to make classroom discourse intelligible to students; and (3) explore the most frequently taught pronunciation aspects and the most frequently used pronunciation teaching strategies used by teachers to teach pronunciation in English classrooms. Forty-seven questionnaires were collected and analysed from in-service teachers in primary schools. Four teachers were invited to attend follow-up interviews. In order to further investigate the application of adaptation strategies and pronunciation teaching strategies in real classroom settings, eight classroom videos were collected. The data were triangulated allowing for cross checking.<strong> </strong>The findings will not only help frontline teachers become self-aware of their own pronunciation, rectify students’ recurrent difficulties in using phonological features, and improve mutual intelligibility in English language classrooms but also help explore the ways to integrate phonology courses and pronunciation teaching in second/foreign language teaching and teacher education.</p>

Across Asia, in countries such as Japan, Korea, Taiwan, China, and Hong Kong, the practice of the Co- teaching model within English as a Foreign Language (EFL) classrooms has proved beneficial for both educators and learners. In those countries, having both native and non-native EFL teachers to develop and carry out lesson plans offers a great opportunity to build local teachers’ capacities and promote cultural exchange between teachers and within the classroom. For learners, the co-teaching model gives the possibility to hear pronunciation, as well as tones and rhythm, of a native speaker in English. While researchers have noted the benefits of this strategic approach in both teaching and learning English as a foreign language, in those aforementioned Asian countries, they have failed to specify if the practice can be generalized to other EFL countries around the world. To my knowledge, no research has been conducted on co-teaching in Benin. To fill this gap, this study, through qualitative and quantitative methods, aims to shed light on the prospects and challenges of co-teaching in Beninese secondary schools. As the co-teaching practice in Benin is only done by US Peace Corps TEFL Volunteers, the target population has consisted of thirty of them and forty of their counterparts. Valuable data has been collected through class observations, interviews and questionnaires over a six-month period. The findings have shown that even though there are challenges, the approach of co-teaching used in Benin is beneficial to both the team teachers and their learners. Finally, the study suggests ways to maximize the benefits of co-teaching and a few strategies to cope with challenges.

The nature of liberal arts education merits renewed attention and consideration, especially in the context of the modern university in both Hong Kong and mainland China, where there is growing recognition that quality education standards should be improved, and an interdisciplinary approach to education and research is the way forward. The liberal arts spirit is an illustration of the power of inspiration and transformation, and through engaging with different perspectives, students are enabled and encouraged to pursue independent study, which boosts their creativity and critical thinking. As a catalyst and facilitator, liberal arts education that encompasses fresh global perspectives and connections has proved its worth over the years. However, since it is sometimes easy to lose sight of some of the fundamental principles essential to university education, we need to realize that too little interaction between science and the humanities has widened the two-culture divide, and the question is how to reconcile, or better still combine, the two. The two-culture debate, although suffering neglect for a long time in China, is of profound relevance and implications for the modern university. It can be observed that participatory interaction inherent in the dynamism of pedagogical engagement is increasingly promoted as the preferred mode of teaching students, who have benefited from broad-based learning as the embodiment of liberal education. Overcoming rigid disciplinary exclusiveness is positively correlated with empowering students with broad knowledge and skills to succeed in the future.

Former Portuguese colony and now a Special Administrative Region of China, Macau had progressed from following its colonizer and its neighbouring cities, like Hong Kong and Taiwan, to establishing its own education system and being the first in the Greater China region to deliver 15-year free education. The objective of this study was to examine the perceived impacts of this policy on the affordability, accessibility, accountability of early childhood education in Macau. A multiple case study, using quantitative (surveys) and qualitative (interviews) measures, was conducted in four private kindergartens in Macau to understand how the 4 principals, 24 teachers and 119 parents viewed the policy impacts. The results indicated that: (1) across roles, parents were the most supportive of the policy and consistently gave the highest grading amongst the three stakeholders. Principals were the most knowledgeable of the policy, but graded the policy lowest and regarded the government’s financial subsidy as the most insufficient. Teachers were the least optimistic and positive about the impacts of the policy. They felt that teacher qualification and the quality of teaching resources should be further enhanced; (2) Across school types, kindergartens which joined the free education network graded the policy higher and perceived its impacts more positively than the one which did not join; (3) Extra subsidies were suggested by the respondents to cover children’s extra-curricular activities, support from childcare and special education professionals, and school-based curriculum development.

Emily Hahn and Katharine Fowler challenged gender barriers decades ahead of modern feminism, and, together with other pioneering women geologists, they provide inspiration for all. They met at the University of Wisconsin in 1925. Hahn had chosen engineering because a professor said women can not be engineers. Rejecting an office-only mining career, she then found her ultimate calling as writer and world traveler, spending two years in the Belgian Congo (1931-33) and eight in China (1935-43). During the Japanese occupation of Hong Kong, she had a daughter by a British officer, whom she married in 1945. Fowler came from Bryn Mawr College to Wisconsin to compete in a men's world. They forced acceptance as the first women to take a mining geology field trip and a topographic mapping field course. Later, in disguise, Fowler gained admission to a Black Hills mine and then did Ph.D. field work alone in Wyoming. After an African Geological Congress, she worked in the Sierra Leone bush (1931-33) and then began teaching at Wellesley College (1935). She attended a 1937 Soviet Union Geological Congress, taking harrowing field trips in the Caucusus Mountains and Siberia. From 1938, she and her new husband, Harvard geologist Marland Billings, collaborated in important New England research.

This study focuses on exploring the elements needed for entrepreneurship education in the future for generating economic, social and environmental sustainability for the community and for developing future leaders through understanding the existing entrepreneurship related policies, programmes, modules and the perception of teenagers of entrepreneurship skills to realise the importance of a mindset of entrepreneurship and the ways of integrating multidisciplinary knowledge for developing entrepreneurship spirit to meet the challenges of the future. This topic has not been comprehensively explored in the past. After conducting quantitative analysis on 95 undergraduate students of a postsecondary institution in Hong Kong on entrepreneurship skills, the regression results presented in this paper found “entrepreneurship skills include implementation skill” can explain about 33percent of the change in the dependent variable of “sustainable skill sets include building a positive mindset”. And, the mean scores of “entrepreneurship skills include creativity and risk-taking are the same as 4.02 out of a 5-point scale while “dislike handling paperwork with details”, “dislike facing people I don’t know” and “dislike being challenges” received the lowest scores of 2.6, 2.7 and 2.7 respectively. With regard to the qualitative analysis of existing entrepreneurship related programmes, it is found that business, management, finance and contemporary issues are the common elements in existing programmes of which the skills of creativity, risk-taking, socialization, handling details and challenges are lacking. When analysing the meeting notes of UNESCO, APEID in February, 2015 of nine countries (India, Pakistan, Sri Lanka, Indonesia, Malaysia, Philippines, China Hong Kong, Japan, and Republic of Korea), there is a trend on the importance of entrepreneurship and innovation mindset with three common concerns, that is, a lack of competent teachers teaching entrepreneurship programmes, a lack of industry exposure and a lack of government support. This paper highlights the key elements of future entrepreneurship related programmes for sustainability. Both educators and policy makers not only need to respond to the ecosystem of entrepreneurship education, but also need to co-produce relevant and meaningful entrepreneurship related modules and programmes which focus on soft skills development for building a positive mindset for handling challenges of the future

Purpose The purpose of this paper is to outline the findings from a small-scale, exploratory, study of principals’ instructional leadership practice in Malaysian primary schools. The dimensions and functions of instructional leadership, explicitly explored in this study, are those outlined in the Hallinger and Murphy’s (1985) model. Design/methodology/approach This study is part of a larger international, comparative research project that aims to identify the boundaries of the current knowledge base on instructional leadership practice and to develop a preliminary empirically based understanding of how principals conceive and enact their role as instructional leaders in Hong Kong, China, Vietnam, Malaysia, Singapore, Taiwan, and Thailand. Using a qualitative research design, semi-structured interviews were conducted with 30 primary school principals in Malaysia. The sample comprised principals from 14 Government National schools (SK), nine principals from Chinese schools (SJKC) and seven principals from Tamil schools (SJKT). The qualitative data were initially analysed inductively, and subsequently coded using ATLAS.ti to generate the findings and conclusions. Findings The findings showed that the Malaysian principals, who were interviewed, understood and could describe their responsibilities relating to improving instructional practice. In particular, they talked about the supervision of teachers and outlined various ways in which they actively monitored the quality of teaching and learning in their schools. These data revealed that some of the duties and activities associated with being a principal in Malaysia are particularly congruent with instructional leadership practices. In particular, the supervision of teaching and learning along with leading professional learning were strongly represented in the data. Research limitations/implications This is a small-scale, exploratory study involving 30 principals. Practical implications There is a clear policy aspiration, outlined in the Malaysian Education Blueprint, that principals should be instructional leaders. The evidence shows that principals are enacting some of the functions associated with being an instructional leader but not others. Originality/value The findings from this study provide some new insights into the principals’ instructional leadership practices in Malaysia. They also provide a basis for further, in-depth exploration that can enhance the knowledge base about principals’ instructional leadership practices in Malaysia.

Background Gestational diabetes mellitus (GDM) can cause adverse consequences to both mothers and their newborns. However, pregnant women living in low- and middle-income areas or countries often fail to receive early clinical interventions at local medical facilities due to restricted availability of GDM diagnosis. The outstanding performance of artificial intelligence (AI) in disease diagnosis in previous studies demonstrates its promising applications in GDM diagnosis. Objective This study aims to investigate the implementation of a well-performing AI algorithm in GDM diagnosis in a setting, which requires fewer medical equipment and staff and to establish an app based on the AI algorithm. This study also explores possible progress if our app is widely used. Methods An AI model that included 9 algorithms was trained on 12,304 pregnant outpatients with their consent who received a test for GDM in the obstetrics and gynecology department of the First Affiliated Hospital of Jinan University, a local hospital in South China, between November 2010 and October 2017. GDM was diagnosed according to American Diabetes Association (ADA) 2011 diagnostic criteria. Age and fasting blood glucose were chosen as critical parameters. For validation, we performed k-fold cross-validation (k=5) for the internal dataset and an external validation dataset that included 1655 cases from the Prince of Wales Hospital, the affiliated teaching hospital of the Chinese University of Hong Kong, a non-local hospital. Accuracy, sensitivity, and other criteria were calculated for each algorithm. Results The areas under the receiver operating characteristic curve (AUROC) of external validation dataset for support vector machine (SVM), random forest, AdaBoost, k-nearest neighbors (kNN), naive Bayes (NB), decision tree, logistic regression (LR), eXtreme gradient boosting (XGBoost), and gradient boosting decision tree (GBDT) were 0.780, 0.657, 0.736, 0.669, 0.774, 0.614, 0.769, 0.742, and 0.757, respectively. SVM also retained high performance in other criteria. The specificity for SVM retained 100% in the external validation set with an accuracy of 88.7%. Conclusions Our prospective and multicenter study is the first clinical study that supports the GDM diagnosis for pregnant women in resource-limited areas, using only fasting blood glucose value, patients’ age, and a smartphone connected to the internet. Our study proved that SVM can achieve accurate diagnosis with less operation cost and higher efficacy. Our study (referred to as GDM-AI study, ie, the study of AI-based diagnosis of GDM) also shows our app has a promising future in improving the quality of maternal health for pregnant women, precision medicine, and long-distance medical care. We recommend future work should expand the dataset scope and replicate the process to validate the performance of the AI algorithms.

Learning outcomes Expected learning objectives students will be able to examine the possible reasons for a company’s poor performance using relevant business tools. Students will be able to critically assess the role of technology and social media in the gem and jewellery industry in Dubai. Students will be able to analyse the customer segmentation approach used by five diamonds and to critically analyse its advantages and disadvantages. Students will be able to use the SWOT framework to identify the key weaknesses of and threats to five diamonds and identify the strengths and opportunities that the company needed to capitalize on, to be more competitive in the industry and generate high profitability. Students will be able to critically analyse the fit between the firm’s current business strategy and its business environment and develop a “turnaround” strategy. Case overview/synopsis Five diamonds were a trading company that dealt in gems and jewellery, natural pearls and branded watches. The company had been founded by Mustafa Al Fardan in 2003 and was currently run by his son Mohammed Al Fardan who held the position of General Manager. The company was based in Dubai, United Arab Emirates (UAE) with two local branches and eight international branches in China, France, India, Switzerland, Hong Kong and the UK. The branches were located in Palm Strip Jumeirah and in the Jumeirah Al Naseem Hotel, in the Umm Sequim area. The Palm Strip Jumeirah region is one of the largest and crowded areas in Dubai with world-class facilities such as hotels, clinics, restaurants, beaches and clubs, making it a perfect location for tourists. The Umm Sequim region is in the same area where the iconic seven-star hotel, Burj Al Arab, is located. The place is also a “must be” place for tourists and has recorded a significant increase in traffic at different times of the year. Despite their strong presence locally and internationally, the firm was facing fierce competition from the hostile business environment. Industry trends and the business environment were changing the local and global gems and jewellery industry landscape. These changes had offset five diamonds’ business strategy and its long-held business tradition. As a result, the company yearly profit had started to plummet. The company needed to revise its existing business strategy and the way it operated in the market. Failure to do so would have resulted in the firm missing the huge growth opportunity and also put itself into jeopardy. Complexity academic level This case is useful for undergraduate and postgraduate students majoring in marketing, business management and/or strategic management. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 11: Strategy.


 
 
 Playing curriculum development based on early childhood learning is a major issue in international early childhood education discussions. This study aims to look at the concepts and practices of play-based curriculum in early childhood education institutions. The study uses qualitative methods with the CIPP model program evaluation on play-based curriculum. Data collection techniqueswere carriedout using participatory observation, document studies and interviews. Participants are early childhood educators, early childhood and parents. The results found that the play-based curriculum has not yet become the main note in the preparation and development of concepts and learning practices in early childhood. Play-based curriculum quality standards have not provided a solid and clear concept foundation in placing play in the center of learning models. Other findings the institution has not been able to use the DAP (Developmentally Appropriate Practice) approach fully, and has not been able to carry out the philosophy and ways for developing a curriculum based on play. However, quite a lot of research found good practices implemented in learning centers in early childhood education institutions, such as develop children's independence programs through habituation to toilet training and fantasy play.
 Keywords: Play Based Curriculum, Center Learning Model, Curriculum Quality Standards, Early Childhood Education
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STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and portfolios. The study found several ideal categories through the use of narrative data analysis techniques. The findings show that educators gain an understanding of the change in learning orientation from competency indicators to play-based learning. Developing thematic play activities into continuum playing scenarios. STEAM learning content modification (Science, Technology, Engineering, Art and Math) to R-SLAMETS content (Religion, Science, Literacy, Art, Math, Engineering, Technology and Social study) in daily class activity. Children activities with R-SLAMETS content can be developed based on an integrative learning flow that empowers loose part media with local materials learning resources.
 Keyword: STEAM to R-SLAMETS, Early Childhood Education, Integrative Thematic Learning
 References
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