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Relevant bibliographies by topics / Student teachers China Hong Kong Attitudes

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Academic literature on the topic 'Student teachers China Hong Kong Attitudes'

Author: Grafiati

Published: 11 December 2022

Last updated: 26 January 2023

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Journal articles on the topic "Student teachers China Hong Kong Attitudes"

1

Ho, Wai-Chung, and Wing-Wah Law. "Sociopolitical culture and school music education in Hong Kong." British Journal of Music Education 26, no. 1 (2009): 71–84. http://dx.doi.org/10.1017/s0265051708008292.

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In the last two decades, educational and curricular reforms in Hong Kong have been designed to prepare students for the challenges of the return of Hong Kong's sovereignty from the UK to the People's Republic of China (PRC) in 1997. This paper focuses on students' and teachers' attitudes towards a multicultural music education, which includes Chinese music, in response to this socio-political change. A mixed method design, involving a content analysis of relevant official educational and music documents, a questionnaire survey to 3,243 school students, and semi-structured interviews with 20 mu

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Lu, Dan, and Yin yee Au-Yeung. "Putonghua." Journal of Asian Pacific Communication 10, no. 1 (2000): 115–33. http://dx.doi.org/10.1075/japc.10.1.07lu.

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Putonghua, the official Chinese language of mainland China, has become an intriguing topic for language researchers and teachers in Hong Kong. This study involved 275 Form VI (Grade 12) students in Hong Kong. The twin research questions are to investigate the subjects’ general attitudes toward the use of Putonghua in Hong Kong contexts as well as the learning of the language. The research is qualitative in nature and discusses the data through statistical analysis. The major findings are: (1) on the whole the subjects are instrumentally motivated to learn Putonghua; (2) subjects’ learning moti

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Hsiao, Hsin-Huang Michael, and Po-San Wan. "The student-led movements of 2014 and public opinion." Asian Journal of Comparative Politics 3, no. 1 (2017): 61–80. http://dx.doi.org/10.1177/2057891117728341.

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This article, which is based on a comparative survey conducted in late 2014, explores public opinion in Taiwan and Hong Kong on the Sunflower and Umbrella movements. We find that public support for the local movement in each place was almost equally divided. As for the other movement, the supporters outnumbered opponents. The basic patterns of the relationship between socio-demographic attributes, political attitudes, as well as the evaluation of the “China impact”, and public support for the two movements were consistent in both societies. Those most likely to support the Sunflower and Umbrel

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Ho, Wai-Chung, and Wing-Wah Law. "Music education and cultural and national values." International Journal of Comparative Education and Development 22, no. 3 (2020): 219–32. http://dx.doi.org/10.1108/ijced-10-2019-0053.

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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.Findings

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Wong, Koon Lin, and Ming Ming Chiu. "Perceived school and media influences on civic/citizenship education: Views of secondary school principals and teachers in Hong Kong." Citizenship Teaching & Learning 17, no. 3 (2022): 415–36. http://dx.doi.org/10.1386/ctl_00101_1.

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This article investigates types of citizenship education in selected schools in Hong Kong with different overarching affiliations (pro-China vs. pro-democracy). After examining schools’ policies (e.g., sister school of China school), we selected four pro-China and two pro-democracy schools. As a highly diverse society, citizenship education in Hong Kong is key to the formation of a ‘good citizen’. To better understand what a ‘good citizen’ means in this context, we interviewed ten teachers, four principals and four vice-principals at six secondary schools. We focused our interviews on key them

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Wong, Ruth Ming Har. "Immersion and Motivation to Become Teachers: A Comparative Study." Theory and Practice in Language Studies 9, no. 5 (2019): 510. http://dx.doi.org/10.17507/tpls.0905.04.

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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 inte

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Chang, Benjamin “Benji”, and Peter McLaren. "Emerging issues of teaching and social justice in Greater China: Neoliberalism and critical pedagogy in Hong Kong." Policy Futures in Education 16, no. 6 (2018): 781–803. http://dx.doi.org/10.1177/1478210318767735.

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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 su

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Stark-Wroblewski, Kim, Barbara J. Yanico, and Steven Lupe. "Acculturation, Internalization of Western Appearance Norms, and Eating Pathology Among Japanese and Chinese International Student Women." Psychology of Women Quarterly 29, no. 1 (2005): 38–46. http://dx.doi.org/10.1111/j.1471-6402.2005.00166.x.

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In the context of the sociocultural model of eating disorders, this study investigated the hypothesis that Westernization would be positively associated with eating pathology among non-Western women. International participants from Japan ( n = 26), Peoples Republic of China ( n = 25), Taiwan ( n = 30), and Hong Kong ( n = 25) who were studying in the United States completed the Eating Attitudes Test, Symptoms Checklist, Sociocultural Attitudes Toward Appearance Questionnaire, the American–International Relations Survey, and a demographic questionnaire. Awareness and internalization of Western

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Hapidin, R. Sri Martini Meilanie, and Eriva Syamsiatin. "Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (2020): 15–31. http://dx.doi.org/10.21009/jpud.141.02.

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   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

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Oxman-Martinez, Jacqueline, and Ye Ri Choi. "Newcomer Children: Experiences of Inclusion and Exclusion, and Their Outcomes." Social Inclusion 2, no. 4 (2014): 23–37. http://dx.doi.org/10.17645/si.v2i4.133.

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This article explores the potential inclusion and exclusion factors affecting the developmental outcomes of immigrant children, and examines the influence of inclusive school environment, social/psychological isolation, and perceived discrimination by peers and teachers on the psychosocial and academic adjustment of immigrant children. Our study is based on a subset of data from the New Canadian Children and Youth Study (NCCYS), a national longitudinal survey including 515 foreign-born immigrant children (11 to 13 years) from three ethnic groups (Mainland China, Hong Kong, the Philippines) liv

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