9 results
Search Results
2. School choice with education vouchers: an empirical case study from Hong Kong.
- Author
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Lee, Amelia N. Y. and Bagley, Carl
- Subjects
SCHOOL choice ,EDUCATIONAL vouchers ,EDUCATION ,EDUCATION policy ,KINDERGARTEN ,SCHOOL children ,EARLY childhood education - Abstract
This paper seeks to question what impact education vouchers have on the process of school choice. The context examined in the paper is the Pre-primary Education Voucher Scheme (‘Voucher Scheme’) introduced in 2007 in Hong Kong. Using a Straussian grounded theory method, data collected from 40 parent interviews are coded, analysed and developed into categories. The paper analytically situates the findings within a model, derived from the data, which is based on two properties:orientationandtime.Orientationdifferentiates and emphasises the significance of choice factors in relation to the school versus the family, andtimeis related to focus on the present versus the future. The paper subsequently presents the data related to these properties and reflects on the intricate dynamic of parents’ school choice decisions under the Voucher Scheme. [ABSTRACT FROM PUBLISHER]
- Published
- 2016
- Full Text
- View/download PDF
3. Multiple perspectives on integrated education for children with disabilities in the context of early childhood centres in Hong Kong.
- Author
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Lai, Yuk Ching and Gill, Judith
- Subjects
INCLUSIVE education ,MAINSTREAMING in special education ,EDUCATION of children with disabilities ,PARENTS of children with disabilities ,TEACHERS of children with disabilities ,EDUCATION policy ,EDUCATION ,CONFUCIANISM & education ,CHILDREN ,EARLY childhood education ,ATTITUDE (Psychology) - Abstract
The integration of children with disabilities in mainstream early childhood settings is a common practice in many developed and developing countries world-wide. A number of key points have been raised concerning such integration, including the increased attention to civil education about the rights of persons with disabilities, training for teachers, and close communication between the government and the mainstream schools. This paper presents a qualitative study of these critical issues in the context of integrated early childhood centres in Hong Kong. These centres operate under an integration policy inherited from the British colonial period. This policy lies within the larger philosophical context of Confucianism with its commitment to excellence, which makes for an intensely competitive schooling environment. Thus, the story presented in this paper is a collection of multiple perspectives of parents with and without children with disabilities, teachers, and school principals on the topic of integration. Looking at the bigger picture, we argue that rather than simply inheriting a policy that is prone to bureaucratic machinations, the policy must be adopted and owned within the local settings if it is to work properly. The implications of this study resonate with integrated education in settings that may be very different from the ones described herein. [ABSTRACT FROM PUBLISHER]
- Published
- 2014
- Full Text
- View/download PDF
4. Exploring the tactfulness of implementing play in the classroom: a Hong Kong experience.
- Author
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Pui-Wah, DorisCheng
- Subjects
EARLY childhood education ,EDUCATION ,SCHOOL plays ,TEACHER training ,OCCUPATIONAL training - Abstract
'Learning through play' in early childhood education is widely advocated, but studies show that play is not easily enacted in classrooms. The quality of learning through play has been questioned in various countries, especially when learning outcomes are a global concern. This paper examines how one teacher implemented learning through play within a formal and didactic Hong Kong pre-school classroom. Following this real-life adaptation of the play pedagogy, this paper aims to illuminate the practical theories of linking play with learning in the classroom. The findings support the adoption of 'play' in young children's learning and reveal tactful ways in which a teacher can encourage the evolving 'flow' of children's play while simultaneously scaffolding their learning. The paper analyses the tact involved in the above process and suggests key dimensions for realizing 'learning through play' in the classroom. [ABSTRACT FROM AUTHOR]
- Published
- 2010
- Full Text
- View/download PDF
5. Early Childhood Education in Hong Kong and its Challenges.
- Author
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CHAN, LORNA and CHAN, LILY
- Subjects
EARLY childhood education ,EDUCATION ,LEARNING - Abstract
There is an increasing demand from the public and the field to improve the quality of early childhood education in Hong Kong. The Hong Kong Education Commission has recently released an "education blueprint for the 21st century", which presents a set of reform proposals for the education system in Hong Kong. In the document, early childhood education has been acknowledged as the foundation for life-long learning. A key reform proposal is to build a new culture for quality early childhood education through upgrading professional competence and enhancing quality assurance mechanisms. The present paper provides a general background of existing practices in the preschool years, highlights issues that require attention in order to improve quality, and outlines the reforms introduced by the Education Commission. The implications of these reforms and the associated challenges are then discussed in the areas of quality assurance, curriculum, professional development, parental involvement and financial assistance for the early childhood education sector. [ABSTRACT FROM AUTHOR]
- Published
- 2003
- Full Text
- View/download PDF
6. Guest Editorial.
- Author
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STERLING HONIG, ALICE and ENG LIM, SWEE
- Subjects
EARLY childhood education ,EDUCATION ,STUDENT teachers ,MENTORING in education - Abstract
Editorial. Talks about the status of early childhood education in Hong Kong, China. Importance of proposed reforms of education system for early childhood education in Hong Kong; History of early childhood education; Impact of mentoring process to student teacher confidence and skills.
- Published
- 2003
- Full Text
- View/download PDF
7. Who's the Teacher? Who's the Learner? Professional Growth and Development of a Novice Teacher in Hong Kong.
- Author
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Ha, Yuen Lai
- Subjects
TEACHERS ,TRAINING of student teachers ,EARLY childhood teachers ,MENTORING ,MENTORING in education ,CHILD-centered education ,EDUCATION ,CAREER development ,EARLY childhood education ,CRITICAL thinking studies ,CHILD development - Abstract
This study highlights the importance of mentorship focused on reflective practice during preservice teacher education and early years of teaching. Thoughtful reflection about teaching practices during early years of teaching is critical in preparing teachers for a child-centered curriculum. To successfully distinguish between teacher-directed and child-centered learning experiences, novice teachers require adequate understanding of child development and observations that inform planning and classroom teaching practices. This article discusses an early childhood teacher education program in Hong Kong in light of the need to broaden the scope of inquiry-based, reflective practice in ongoing teacher professional development. The author provides recommendations for successful mentorship programs and collaborations between educator preparation programs and schools. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
8. Exploring parental involvement in early years education in China: development and validation of the Chinese Early Parental Involvement Scale (CEPIS).
- Author
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Lau, EvaYi Hung, Li, Hui, and Rao, Nirmala
- Subjects
PARENT participation in education ,EARLY childhood education ,EDUCATION - Abstract
This study developed and validated an instrument, the Chinese Early Parental Involvement Scale (CEPIS), that can be widely used in both local and international contexts to assess Chinese parental involvement in early childhood education. The study was carried out in two stages: (1) focus group interviews were conducted with 41 teachers and 35 parents in Hong Kong and Shenzhen. Teachers and parents were found to hold different perceptions of parental involvement. Responses further revealed that Chinese parents practiced more home-based involvement than preschool-based involvement, and that Chinese parents also have layers of responsibilities that limit their level of involvement in children's early development; (2) items of the CEPIS were developed using focus group responses. To validate the scale, 319 parents were asked to complete the new CEPIS. Results from principal-components factor analyses established that the resultant 26-item CEPIS consists of six parental involvement dimensions. Further analyses revealed that parental involvement differed as a function of parents' marital status and employment status. The major findings, implications and limitations of this research are discussed, together with directions for future research. [ABSTRACT FROM AUTHOR]
- Published
- 2012
- Full Text
- View/download PDF
9. Bridging the gap: a longitudinal study of the relationship between pedagogical continuity and early Chinese literacy acquisition.
- Author
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Hui Li, Nirmala Rao, and Shek Kam Tse
- Subjects
LITERACY ,EARLY childhood education ,EDUCATION - Abstract
This longitudinal study examined the relationship between pedagogical continuity in literacy education and early literacy development by comparing Chinese children in Hong Kong and Shenzhen. Stratified random sampling was used to select 24 preschool and Primary 1 classes in four communities catering to middle-class families in each city. The 24 teachers were interviewed about their teaching methods and views on pedagogical continuity in individual sessions. Further, their teaching activities were videotaped over a period of a week. Their students (n = 758) completed a Chinese literacy attainment test at the beginning and at the end of the same academic year. Analyses indicated that Hong Kong students outperformed their Shenzhen counterparts in Chinese literacy attainment, at both preschool and primary levels, concurrently and longitudinally. This suggests that the holistic approach followed in Hong Kong might have a more positive impact on children's literacy development than the approach followed in Shenzhen. Implications of the findings for early childhood curriculum reform are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
- View/download PDF
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