All Stories

  1. The tärbïe : promoting social and national values through education in Kazakhstan
  2. Developing Students' Global Skills: A Comparison of Primary School Teachers' Perceptions of Their Self‐Preparedness and Competence
  3. Values and the new civics curriculum in Hong Kong: ethnic minority students negotiate identities
  4. ‘Stop corrupting our children!’: the backlash against global competence
  5. Preparing educators for global challenges: insights from pre-service teacher education
  6. Citizenship education in Chinese scholarly discourse: Challenging essentialist understandings of what it means to educate citizens for the future
  7. Muslim teachers’ voices on citizenship education: negotiating faith and democracy
  8. Understanding Hong Kong students’ intercultural behavior: an approach using the theory of planned behavior
  9. Schoolteachers as reformers: evidence from primary school science classrooms
  10. Disruptions and Civic Education
  11. ‘Good’ citizens or ‘faithful’ Muslims? Contested narratives for citizenship education in Pakistan
  12. Toward a “caring” curriculum
  13. ‘Beyond the nation state’: does China’s ‘new era’ education facilitate an international orientation to citizenship education?
  14. Mobile phone dependence among Chinese university students: the contribution of irrational beliefs and solitude
  15. The Routledge International Handbook of Life and Values Education in Asia
  16. Searching for Peace and Harmony in a Troubled World: Life and Values Education in Asia
  17. Section Overview
  18. Section Overview
  19. Section Overview
  20. Teaching national identity in post-handover Hong Kong: Pedagogical discourse and re-contextualization in the curriculum
  21. Multiculturalism in ‘troubled’ times: meeting diversity’s challenges with care
  22. Creating Pathways for Cultural Inclusion
  23. Identities in Troubled Times: Minoritized Youth in Hong Kong’s “Summer of Protest”
  24. “Heroes and Villains”: Media Constructions of Minoritized Groups in Hong Kong’s Season of Discontent
  25. Regime-supporting or regime-challenging? Chinese secondary students’ intentions for future political participation
  26. Curriculum as policy text: shifting the gaze of South African curriculum implementation research
  27. Asia-Pacific-realist and imaginary constructions
  28. Students’ Conceptions of 21st Century Education in Zimbabwe
  29. Soft Skills and Hard Values
  30. Constructing the future
  31. Skills agendas in the 21st century
  32. The Fourth Industrial Revolution
  33. Minoritised communities and Hong Kong’s ‘summer of uprising’: attitudes and engagement without citizenship
  34. Teacher education for the Fourth Industrial Revolution – teachers, technologies, and transformation
  35. Colin Marsh: building a scholarship of practice, developing an Australian curriculum voice
  36. De-Europeanization, populism and illiberalism
  37. Democracy's future in Central and Eastern Europe
  38. Reconstructing Democracy and Citizenship Education
  39. A curriculum field in need of an Australian foundation: beyond theory to situated practice
  40. Reconceptualization of support and policy for minoritised students with dis/abilities in Hong Kong
  41. Ethnic minority identities and citizenship in a Chinese-dominant society: Theoretical and institutional frameworks
  42. Identities, Practices and Education of Evolving Multicultural Families in Asia-Pacific
  43. Civic belief systems in Chinese citizenship education
  44. An Analysis of the Policy Contexts of Recent Curriculum Reform Efforts in Australia, Great Britain and the United States
  45. Review of Curriculum making in Europe: policy and practice within and across diverse contexts by Mark Priestley, Danie Alvunger, Stavroula Philippou, and Tiina Soini
  46. An exploration of social studies education in Asian contexts
  47. Interrogating the nature of Asian social studies
  48. Social Studies Education in South and South East Asian Contexts
  49. Anti-diversity and its multiple contexts
  50. Multiculturalism in Turbulent Times
  51. Civic Learning for Alienated, Disaffected and Disadvantaged Students
  52. Life and Moral Education in Greater China
  53. Asian Students’ Preferred Forms of Future Civic Engagement: Beyond Conventional Participation
  54. Conclusion: Citizenship Norms Endorsement Among Grade 8 Students
  55. Good Citizenship for the Next Generation
  56. Predictors of Asian Adolescents’ Democratic Understanding
  57. Asian Students’ Citizenship Values: Exploring Theory by Reviewing Secondary Data Analysis
  58. An Educational Intervention on Chinese Business Students’ Orientation Towards Corporate Social Responsibility
  59. Adolescent religious engagement and democracy: a comparison of student attitudes in Hong Kong and South Korea
  60. Structured Teaching and the Play of Preschoolers With Developmental Disabilities: An Evaluation
  61. Conclusion
  62. Religion, modernities and education
  63. Religious Education in Asia
  64. A role for social studies education in a changing world
  65. Social Studies Education in East Asian Contexts
  66. The development of social studies education
  67. A proposed model for teachers’ perceptions of national and moral education: A national identity building curriculum in post-colonial Hong Kong
  68. School leadership for civic learning: The case of socio-political turbulence in Hong Kong
  69. Civic learning for alienated, disaffected and disadvantaged students: measurement, theory and practice
  70. Teaching Partial-Interval Recording of Problem Behavior with Virtual Reality
  71. Religious and Ethnic Identification of Minoritized Youth in Hong Kong
  72. A Critical Review of the Development of Generic Learning Outcomes: How Engaging is The New Senior Secondary (NSS) Curriculum Reform in Hong Kong?
  73. Alienated and disaffected students: Exploring the civic capacity of ‘Outsiders’ in Latin America
  74. Being Asylum Seekers in Hong Kong
  75. Asian students' informal civic learning: Can it enhance civic knowledge and values?
  76. Conclusion
  77. Schools and Informal Learning in a Knowledge-Based World
  78. The idea of a national curriculum in Australia: what do Susan Ryan, John Dawkins and Julia Gillard have in common?
  79. Compassion and education – cultivating compassionate children, schools and communities
  80. Validation of a translated measurement scale to assess Chinese business students’ orientation toward corporate social responsibility
  81. Chinese immigrant students in Hong Kong: Exploring performance and influences on their civic learning
  82. Civic and Citizenship Education in Volatile Times
  83. Citizenship Status and Identities of Ethnic Minorities: Cases of Hong Kong Filipino Youth
  84. Behavior Management Interventions for School Buses: A Systematic Review
  85. Building on Civic and Citizenship Education’s Achievements
  86. Civic and Citizenship Education for the Future
  87. Developing a Research Agenda to Support CCE in the Future
  88. Framing Civic and Citizenship Education for the Twenty-First Century
  89. What Kind of Future in What Kind of World?
  90. Teacher self-efficacy in cultivating students to become ‘good citizens’: a Hong Kong case
  91. Hong Kong adolescents’ future civic engagement: do protest activities count?
  92. All Aboard: Using Positive Behavior Supports on the School Bus
  93. The development of Hong Kong students’ civic attitudes under Chinese sovereignty
  94. The attitudes of mainland Chinese secondary students towards democracy and equality: Being a young citizen in twenty-first-century China
  95. China: Liberal economic power abroad, politically authoritarian at home
  96. Previous civic experience and Asian adolescents’ expected participation in legal protest: mediating role of self-efficacy and interest
  97. What contributes to ethnic minorities’ identification with Hong Kong? The cases of South Asian and Filipino youth
  98. Routledge International Handbook of Schools and Schooling in Asia
  99. Schools and schooling in Asia
  100. Alienated and disaffected students: exploring the civic capacity of ‘Outsiders’ in Asian societies
  101. Equality, Citizenship and Belonging: Why Is Developing an Inclusive and Caring Society So Hard?
  102. Multiculturalism’s forgotten dream
  103. Editorial
  104. Young People and Active Citizenship in Post-Soviet Times
  105. Refugees and civic stratification: The “Asian rejection” hypothesis and its implications for protection claimants in Hong Kong
  106. An assessment of the role of Hong Kong schools in promoting civic learning
  107. Theorizing Teaching and Learning in Asia and Europe
  108. Introduction
  109. Editor’s Introduction
  110. Education for all – but not Hong Kong’s ethnic minority students
  111. The model of teachers’ perceptions of ‘Good Citizens’: Aligning with the changing conceptions of ‘Good Citizens’
  112. If Student Engagement Is the Objective, the Engaged Teachers May Be the Answer
  113. Constructions of civic education: Hong Kong teachers’ perceptions of moral, civic and national education
  114. Religious engagement and attitudes to the role of religion in society: their effect on civic and social values in an Asian context
  115. Explaining Hong Kong Students’ International Achievement in Civic Learning
  116. Establishing a parsimonious model through comparing impact of key student and school factors on secondary school value-added effects
  117. Caught between cultures: case study of an “out of school” ethnic minority student in Hong Kong
  118. Developing a composite indicator to measure civic participatory potential in two Chinese societies
  119. Chinese teachers’ perceptions of the ‘good citizen’: Implications for implementing China’s civic education curriculum
  120. Mediating effects of trust, communication, and collaboration on teacher professional learning in Hong Kong primary schools
  121. ‘Out of School’ Ethnic Minority Young People in Hong Kong
  122. Developing Curriculum Leadership Among Teachers for School-Based Curriculum Innovations in Hong Kong: A Distributed and Problem-Solving Approach
  123. ‘Out of School’ Ethnic Minority Young People: Multiple Data Sources, Their Meaning, and Extent of the ‘Out of School’ Phenomenon
  124. A Young Girl Who Has Never Been to School
  125. Conclusion
  126. Dropout Ethnic Minority Young People
  127. Ethnic Minority Students at Risk of Dropping Out
  128. Introduction
  129. Literature Review
  130. Other Stakeholders’ Views About the ‘Out of School’ Issue for Ethnic Minority Young People
  131. Theoretical Framework, Methodology and Methods
  132. Understanding ‘Out of School’ Issues for Ethnic Minority Young People in Hong Kong
  133. Civic Knowledge and School Participation: A Role for Schools in Promoting Civic Learning
  134. Multicultural teaching in Hong Kong schools: Classroom assessment and learning motivation for ethnic minority students
  135. Regional Contexts and Citizenship Education in Asia and Europe
  136. Regionalism and citizenship education – beyond the nation state?
  137. Introduction
  138. Hong Kong teachers’ receptivity towards civic education
  139. Erratum to: Student perception of assessment practices: towards ‘no loser’ classrooms for all students in the ethnic minority schools in Hong Kong
  140. Asian students’ conceptions of future civic engagement: Comparing clusters using person-centered analysis
  141. Curriculum Structure
  142. Promoting cultural responsiveness: teachers’ constructs of an assessment classroom environment for ethnic minority students in Hong Kong secondary schools
  143. Student perception of assessment practices: towards ‘no loser’ classrooms for all students in the ethnic minority schools in Hong Kong
  144. Secondary analysis of large-scale assessment data: an alternative to variable-centred analysis
  145. Asia's High Performing Education Systems
  146. The challenge of promoting ethnic minority education and cultural diversity in Hong Kong schools : from policy to practice = El desafío de promover la educación de los grupos étnicos minoritarios y la diversidad cultural en las escuelas de Hong Kong : ...
  147. Curriculum Structure
  148. Building a connected classroom: teachers’ narratives about managing the cultural diversity of ethnic minority students in Hong Kong secondary schools
  149. Citizenship Education in China
  150. Creating culturally responsive environments: ethnic minority teachers' constructs of cultural diversity in Hong Kong secondary schools
  151. Re-shaping education for citizenship – democratic national citizenship
  152. Civic learning and its contexts
  153. Exploring Asian students’ citizenship values and their relationship to civic knowledge and school participation
  154. Transformational Issues in Curriculum Reform
  155. Shaping the School Curriculum in Chinese Societies
  156. Civic Learning in the „Real World“: Schools and Community as Sites for Student Engagement
  157. Singapore’s School Curriculum for the Future Beyond: National Development?
  158. Schooling’s Contribution to a Sustainable Future in Asia: Can Schools Develop ‘Green’ Citizens?
  159. Citizenship Education And The Modern State
  160. Education: Social Elevator or Holding Area?
  161. Education in South-East Asia. Edited by Colin Brock and Lorraine Pe Symaco
  162. Citizenship and Governance in the Asian Region: Insights from The International Civic and Citizenship Education Study
  163. Global Trends in Civic and Citizenship Education: What are the Lessons for Nation States?
  164. Creation of culturally responsive classrooms: teachers’ conceptualization of a new rationale for cultural responsiveness and management of diversity in Hong Kong secondary schools
  165. Towards an Asia-Europe Education Dialogue: Learning Communities for the Future
  166. Asian Students' Citizenship Values and their Relationship to Civic Understanding: An Exploratory Study Comparing Thai and Hong Kong Students
  167. Education for Democratic Citizenship
  168. A Chinese Perspective on Teaching and Learning
  169. Civic education curriculum reform in Hong Kong: What should be the direction under Chinese sovereignty?
  170. Researching ethnic minority students in a Chinese context: mixed methods design for cross cultural understandings
  171. Conceptualising quality improvement in higher education: policy, theory and practice for outcomes based learning in Hong Kong
  172. Minority Students in East Asia
  173. Holding policy‐makers to account: exploring ‘soft’ and ‘hard’ policy and the implications for curriculum reform
  174. Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance
  175. Introduction
  176. Citizenship Pedagogies in Asia and the Pacific
  177. Academic attribution of secondary students: gender, year level and achievement level
  178. Teachers, policymakers and project learning: The questionable use of ‘hard’ and ‘soft’ policy instruments to influence the implementation of curriculum reform in Hong Kong
  179. Globalization, the Nation-State and the Citizen
  180. School-based Curriculum Development for New Times
  181. Assessment for student improvement: understanding Hong Kong teachers’ conceptions and practices of assessment
  182. Young citizens in Hong Kong: obedient, active and patriotic?
  183. Adolescents' Attitudes to Law and Law-Related Issues; The Case of Hong Kong Students
  184. Theories of Motivation in Addiction Treatment: Testing the Relationship of the Transtheoretical Model of Change and Self-Determination Theory
  185. Forms of assessment and their potential for enhancing learning: conceptual and cultural issues
  186. The Use of Help-Seeking by Chinese Secondary School Students: Challenging the Myth of ‘the Chinese Learner’
  187. Constructing Citizenship: Comparing the Views of Students in Australia, Hong Kong, and the United States
  188. Citizenship Curriculum in Asia and the Pacific
  189. Globalised Economies and Liberalised Curriculum: New Challenges for National Citizenship Education
  190. The Changing Role of Schools in Asian Societies
  191. STUDENT CONSTRUCTIONS OF ‘ACTIVE CITIZENSHIP’: WHAT DOES PARTICIPATION MEAN TO STUDENTS?
  192. Teacher educators’ pedagogical principles and practices: Hong Kong perspectives
  193. Learning to be Tolerant: Lessons from Research
  194. Australian Students’ Civic Attitudes as Indicators of Support for Social Capital: Learning outcomes for the future
  195. Developing Teacher Leaders to Facilitate Hong Kong's Curriculum Reforms: Self-Efficacy as a Measure of Teacher Growth
  196. Citizenship Education in Asia and the Pacific
  197. Elite Constructions of Civic Education in Australia
  198. Directions for the future of schooling in Hong Kong: Vision and reality in a post-colonial society
  199. Schooling for the future in Asia-Pacific societies: Six cases
  200. The future direction of schooling
  201. Asian Perspectives on Citizenship Education in Review: Postcolonial Constructions or Precolonial Values?
  202. Searching for Citizenship Values in an Uncertain Global Environment
  203. Speak Truth to Power
  204. Preparing Young Australians for an Uncertain Future: New thinking about citizenship education
  205. Teaching as an Occupation and Learning Profession
  206. Issues for Urban Youth in Asia and the Pacific
  207. Australian Students’ democratic values and attitudes towards participation: indicators from the IEA civic education study
  208. Teachers ’ conversations about civic education: Policy and practice in Australian schools
  209. Visions of Citizenship Education
  210. The national competency framework for beginning teaching: A radical approach to initial teacher education?
  211. Teaching and Learning in the University: New Directions for Australian Higher Education
  212. Developing a Curriculum Guarantee for Overseas Students
  213. Policy structures used to facilitate school based HIV/AIDS education in Australia
  214. National Standards in Teacher Education—why don't we have any?
  215. Publication Review
  216. A retrospective account of the transition education program
  217. Focusing on teacher quality in the quest for higher standards: the Early Literacy Inservice Course
  218. National initiatives in curriculum: The Australian context
  219. National Initiatives in Curriculum: The Australian Context
  220. Evaluating the implementation of federally sponsored english as a second language (ESL) curriculum materials
  221. Reconceptualizing efforts at national curriculum development
  222. Evaluating the impact of the curriculum centre in Australia
  223. A National Agenda for Excellence in Curriculum and Teaching
  224. Contributors
  225. Designing Curriculum Materials for Multicultural Education: Lessons from an Australian Development Project
  226. Designing Curriculum Materials for Multicultural Education: Lessons from an Australian Development Project
  227. School-site decision making in multicultural education: An Australian perspective
  228. Knowledge Utilization and the Process of Curriculum Development: A Report
  229. Assessing the Relationship between Information Processing Capacity and Historical Understanding
  230. Facilitating Preactive Decision‐making for Preservice Teachers
  231. Riverdale: A Christian School Experiment
  232. Innovations and Practice The Systematic Teacher Training Model
  233. Transnational Research
  234. More Civics, Less Democracy: Competing Discourses for Citizenship Education in Australia
  235. Curriculum Reforms and Instructional Improvement in Asia
  236. The Citizenship Curriculum: Ideology, Content and Organization
  237. Self-Directed Learning as a Key Approach to Effectiveness of Education: A Comparison among Mainland China, Hong Kong, Macau, and Taiwan