All Stories

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