The legitimacy of curriculum development in post-colonial Hong Kong: insights from the case of Liberal Studies

Liberal Studies was initially introduced as a non-statutory subject in Hong Kong in 1992. It then confronted intense opposition and a bumpy implementation path before securing mandatory status in the new senior secondary curriculum introduced in 2009. Recently, this core subject has been under review. Whilst it is considered to promote students’ socio-political participation, the subject has also been accused of triggering antagonism towards the government. In view of these concerns, this article probes teachers’ perceptions of the recent development of Liberal Studies and examines the dynamic interplay between the curriculum review and the potential political controversies surrounding the subject in post-colonial Hong Kong. Reporting the results of a study comprising questionnaire-based surveys and follow-up semi-structured interviews, it reveals that whilst teachers are worried about the proposed reduction of socio-political topics in the curriculum, they approve of incorporating additional China-related content. Furthermore, the participating teachers praised Liberal Studies for its notable impact on raising students’ social consciousness, which has motivated them to learn about community affairs and fight for justice. Finally, the article also explores the study’s profound implications for the further development of Liberal Studies and citizenship education in Hong Kong and beyond.     

The role of socioeconomic status in Chinese word reading and writing among Chinese kindergarten children

Reading and Writing - The number of Chinese children living in poverty has risen steadily in Hong Kong, China. However, little is known on the longitudinal effects of family socioeconomic status...     

Social factors and adult learners’ motivations in re‐entering higher education

While there is less doubt that adult learners are motivated by different reasons to re‐attend school, it is important to note that, other than psychological factors, social factors are also important in shaping the participation decision. Although researchers have attempted to include social factors in participation models, there is not a conclusive relationship between socioeconomic background and motivation for participation. This study attempts to clarify the linkage between different social factors and adult motivations in re‐entering school to acquire a university degree. By regressing motivations onto three sets of social variables, we found that family role and social position have significant impact in affecting some of the motivations for re‐entering school. These results confirm that adult motivations to learn are embedded within the social lives of adults.     

A review of rubric use in higher education

This paper critically reviews the empirical research on the use of rubrics at the post‐secondary level, identifies gaps in the literature and proposes areas in need of research. Studies of rubrics in higher education have been undertaken in a wide range of disciplines and for multiple purposes, including increasing student achievement, improving instruction and evaluating programmes. While, student perceptions of rubrics are generally positive and some authors report positive responses to rubric use by instructors, others noted a tendency for instructors to resist using them. Two studies suggested that rubric use was associated with improved academic performance, while one did not. The potential of rubrics to identify the need for improvements in courses and programmes has been demonstrated. Studies of the validity of rubrics have shown that clarity and appropriateness of language is a central concern. Studies of rater reliability tend to show that rubrics can lead to a relatively common interpretation of student performance. Suggestions for future research include the use of more rigorous research methods, more attention to validity and reliability, a closer focus on learning and research on rubric use in diverse educational contexts.     

“Not Pure Harmony,but Less of a Power Struggle”: What Do Teachers and Pedagogues Think About Using Existential Pedagogy?

Existential Pedagogy (EP) derives from existential analysis and logotherapy developed by Viktor Frankl and Alfried Längle in the tradition of existential philosophy and phenomenology. This study investigated how EP influences pedagogues' and teachers' attitudes and teaching. Four focus groups with a total of 12 persons each were conducted in an elementary school that is tailored for students with emotional and behavioral problems. Data were analyzed with the qualitative content analysis. EP helped teachers come into relationship with students, strengthen students' self-esteem, and find meaningful approaches to the learning content. It also facilitated coming into touch with one's emotions and with the children's emotions. The individualized approach does not solely focus on children but highly impacts teachers and pedagogues. Similarities to other pedagogies can be found, but it appears to be specific for EP to have an impact on teachers and pedagogues. Additionally EP encourages an individual and flexible handling of EP.     

Agencies,educators, communities and wildfire: partnerships to enhance environmental education for youth

We studied seven programs that engage youth from 10 to 18 years old in wildfire risk reduction in their communities in the United States through in-depth interviews to examine the nature and role of community-school partnerships in resource-focused environmental education. While the programs use a variety of strategies, from Scout badge to summer school, they exhibit several common dimensions: they all engage youth in community projects; they all arise from partnerships between resource agencies, community organizations, and educators; they all began when people familiar with both wildfire and youth education saw an opportunity to improve the community and educate youth through action; and all partners are able to contribute to the common program yet retain their individual identity as they meet their own mission-based goals. We use themes and quotes to illustrate these common dimensions for establishing community-school partnerships that could build action competence through environment-based education projects.     

Implications of Professional Writing Experiences of Academic Veterinary Scientists for Technical Writing Pedagogy

Five academic veterinary scientists were interviewed to learn about their professional writing experiences and relate them to technical writing pedagogy. The interviews probed the genres in which they write, their composing methods, their professional attitudes toward writing, and the sources of training in writing. The data suggest that while writing is an integral part of their research, teaching, and professional advancement and is used in conducting business, the academic scientific curriculum does not specifically address this important element in their careers.     

Peritonealdialyse (PD)

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