Abstract

Using the university-wide interdisciplinary General Education at The University of Hong Kong, also known as the Common Core Curriculum, as a contextualized example, this article particularly highlights eight critical dimensions to attend to when undergoing interdisciplinary undergraduate curriculum making, namely engaging with wider stakeholders; cultivating mutual visions and goals; deciphering learning beyond disciplines; leveraging community resources; mixing diverse learning and teaching approaches; strengthening professional learning; navigating planning and evaluation; and granting extra reward and incentives. This article aims to contribute to both the scholarship and practice of interdisciplinary education in the university setting by bridging the long-standing theory-practice gaps, addressing curriculum complexities, resolving polarized tensions, and offering insights for sustainable development of interdisciplinary education around the world.

Keywords: interdisciplinary education; curriculum making; university education reform; Hong Kong

摘要

本文以香港大學全校跨學科通識教育（又稱共同核心課程）為例，特別強調了制定跨學科本科課程時需要關注的八個關鍵維度，包括：與更多持份者接觸；培養共同願景和目標；拓展學科之外的學習；善用社區資源；結合多元的學習和教學方法；強化專業學習；實踐規劃和評估；提供額外獎勵和激勵。本文透過彌合長期存在的理論與實踐差距、解決課程複雜性、消除兩極化張力，為全球跨學科教育的可持續發展提供意見，旨在為大學環境中跨學科教育的學術和實踐作出貢獻。

關鍵詞：跨學科教育；課程制定；大學教育改革；香港

Abstract

In Hong Kong, many South Asian students are from economically disadvantaged families and at risk for poor educational outcomes. There is a policy focus on promoting educational equity and improving the educational outcomes of this vulnerable group. This formal systematic review summarizes home and school factors contributing to poor educational outcomes of South Asian minority students in Hong Kong. A total of 30 articles were reviewed after a systematic search through multiple databases. These articles were published in or after 2010. Most of them involve qualitative analyses of findings and focus on Chinese language learning among secondary school students. Analyses tend to focus on factors that are assumed to adversely influence the academic performance of South Asian students. Common home-level risk factors include a lack of cultural capital and gendered educational practices. At the school level, the common risk factors are considered to be culturally insensitive teachers and non-differentiated curricula. A positive relationship with primary caregivers is considered to be a protective factor. Research and practical implications for improving South Asian students’ educational outcomes are discussed.

Keywords: educational equity; educational outcome; Hong Kong; minority education; South Asia

摘要

在香港，許多南亞裔學童來自經濟環境欠佳的家庭，學業成績很大程度上未如理想。故此，教育政策的重點之一是提升這一弱勢群體的學習成果，促進教育公平。本文獻回顧旨在總結導致香港南亞裔學童學習成果不佳的家庭和學校層面因素。作者搜索多個數據庫後，共查閱了30篇相關文章，這些文章皆於2010年或以後發表，大多屬於定性研究，重點關注南亞裔中學生的中國語文學習。研究結果傾向關注對南亞裔學童學業成績的不利因素，常見的家庭不利因素包括缺乏文化資本和男女不平等教育，而常見的學校不利因素包括教師對南亞文化沒有適切認識和推行無差別的課程；然而，與主要照顧者的良好關係則被認為是一項有利因素。作者在文末提出了改善南亞裔學童教育成果的研究和實際建議。

關鍵詞：教育公平；學習成果；香港；少數族裔教育；南亞

摘要

本研究在繪本閱讀背景下，採取質性研究方法，對一名3歲幼兒進行了為期兩年的每日自然觀察，記錄了256份觀察日記，包括幼兒的敘事記錄和教師支持策略。幼兒在此期間共閱讀75本繪本。依據扎根理論理念，並藉助NVivo軟件，對幼兒敘事內容、繪本文本內容、教師支持策略三方面進行系統編碼。通過對比分析編碼結果，探討繪本閱讀對幼兒敘事能力發展的影響和相關閱讀支持策略。研究發現，繪本閱讀對幼兒敘事能力的影響存在延遲效應。幼兒敘事能力發展呈階段性遞進，表現為早期模仿、中期改編、後期創編三個階段。適宜的閱讀支持策略有利於幼兒敘事能力發展。值得注意的是，本研究聚焦的繪本閱讀並不強調識字，而是幼兒通過理解繪本故事得以發展口頭敘事能力的過程。因此，本研究建議，學界今後應深入探究幼兒敘事能力發展及其促進，家校層面則應創設積極閱讀環境，鼓勵幼兒在早期閱讀活動中充分發展敘事能力，以助益閱讀萌芽，為後續小學階段的讀寫發展作銜接準備。

關鍵詞：敘事能力；繪本閱讀；支持策略；個案研究；追蹤研究

Abstract

Narrative skill is one of the critical early literacy skills. To guide future reading interventions and pedagogies, this study explored the ways to support young children’s narrative development via scaffolding their picture book reading in the case of Chinese. There was no emphasis on the form of written words in the picture book reading process. A 2-year naturalistic observation was conducted with a typically developing, Mandarin Chinese-speaking girl from her entry to K1 (3-year-old) until the end of K2 (5-year-old). She comes from a middle-class family in a middle-sized city in Southern China. The observation was conducted daily during her playtime in the reading corner of her kindergarten. In the first sessions, she freely explored picture books with both illustrations and texts; gradually, she expressed motivation to read about dinosaurs. The teacher engaged with the child and provided her with appropriate dinosaur-themed storybooks (<i>N</i> = 75) based on her sustained interests and stages of narrative development. The child’s narratives about dinosaurs after storybook reading were recorded as indicators of narrative development. The teacher’s observation diaries were also recorded to document the strategies they used. All transcripts (<i>N</i> = 256) were coded in NVivo 11, and the data were analyzed qualitatively. Results point out the effective strategies applied by the teacher in different stages of the child’s narrative development (i.e., in the early-imitation, mid-adaptation, and late-creation stages). The characteristics of storybooks that the child read were synthesized regarding how they facilitate the child’s narrative development and maintain her reading motivation.

Keywords: narrative skills; picture book reading; supporting strategies; case study; longitudinal study

摘要

本研究的目的為協同一所深耕早期療育多年的機構，支持一個家庭與幼兒園合作，從到宅服務轉銜至幼兒園的賦權過程及其成果。研究者採行動研究法，運用觀察、團隊會議和評估、訪談、省思札記、目標達成量表與文件等方法蒐集資料。研究結果顯示，機構人員、家長與幼兒園教保服務人員密切合作，預備這位幼兒轉銜技能，減少其焦慮，提升他對學習的信心，促進轉銜成功。幼兒母親逐漸增能，主動參與和表述，父親能投入更多時間與母親共同決定，較能主動參與，有時會正面回饋孩子的學習。團隊共同反省，獲得專業成長，但是機構與幼兒園對於轉銜追蹤服務的認知有差異。依據研究結果，研究者提供機構支持和賦權家庭，以及與幼兒園合作轉銜的建議。

關鍵詞：以家庭為中心；早期療育；賦權；幼兒園；轉銜

Abstract

This study aims to collaborate with an institution cultivating early intervention for many years with a family and a preschool in the empowering process and outcomes of transition. The researcher adopted an action research method, using observation, team meetings and assessment, interviews, reflection notes, goal attainment scales, and documents to collect data. The results of the study showed that close cooperation between institution personnel, parents, and preschool educators enhanced the child’s transfer skills and learning confidence, promoting the success of his transition. The mother gradually increased her empowerment for active participation and opinion expression. The father devoted more time to making joint decisions with the mother, participated more actively, and sometimes gave positive feedback to the child’s learning. The team reflected together and achieved professional growth, but the institution and preschool had different perceptions of transition follow-up tracking. Based on these findings, the researcher provides recommendations for the institution to support and empower families, and to cooperate with the preschool for transition.

Keywords: family-centered; early intervention; empowerment; preschool; transition

Abstract

This study investigates the role of professional learning communities (PLCs) in enhancing social studies instruction during the COVID-19 pandemic in Thailand. Focusing on the collaborative efforts of three Grade-12 teachers specializing in Thai history, world history, and religious studies, the research spanned 10 months and employed a multi-method approach, including online classroom observations, meeting notes, lesson plans, and in-depth interviews with teachers, students, and school leaders. The findings highlight significant challenges, such as excessive workloads, diminished student engagement, and inequitable access to online learning. To address these issues, the teachers implemented an interdisciplinary PLC framework that integrated subject content and customized assignments to align with student interests. This strategy enhanced critical thinking, interdisciplinary connections, and active participation, while reducing academic burdens. Contextual factors such as strong administrative leadership, supportive policies, and effective use of technology were pivotal in enabling these adaptations and ensuring their success.

Keywords: professional learning community; social studies teaching; COVID-19; Thailand

摘要

本研究探討了專業學習共同體（professional learning communities, PLCs）在新冠疫情期間提升泰國社會科教學的作用。研究聚焦於三名專門教授泰國歷史、世界歷史和宗教研究的12年級教師的協作努力，歷時10個月，採用多種研究方法，包括在線課堂觀察、會議記錄、教學計劃，以及與教師、學生和學校領導的深入訪談。研究結果突出了諸多挑戰，例如過重的工作量、學生參與度降低、在線學習資源的不平等獲取等。為應對這些問題，教師們實施了跨學科PLC框架，整合學科內容並根據學生興趣制訂作業。此策略不僅增強了學生的批判性思維、跨學科學習能力和積極參與度，還減輕了學術負擔。研究進一步表明，強而有力的行政領導、支持的政策和技術的有效運用等背景因素，在推動這些適應措施並確保其成功方面發揮了關鍵作用。

關鍵詞：專業學習社群；社會科教學；COVID-19；泰國

Abstract

This study investigated how emotion regulation (ER) strategies, including positive coping emotion regulation strategies (PCER) and maladaptive emotion regulation strategies (MER), as well as perceived causes of anxiety, linked to the social and emotional learning (SEL) outcomes (e.g., relationship skills) in Taiwanese adolescents. Specifically, this study aimed to examine the moderating roles of ER strategies (PCER, MER) in the relationship between perceived causes of anxiety and SEL outcomes. The sample of this study consisted of 1,588 Taiwanese junior high school students (48% girls). Results showed that controlling for sex and self-control, adolescents’ perceived causes of anxiety negatively predicted their SEL outcomes. The greater use of PCER and MER positively predicted adolescents’ SEL outcomes. However, the findings revealed that the more use of PCER, as compared to the less use of PCER, intensified the negative association between perceived causes of anxiety and SEL outcomes. Moreover, the less use of MER, as compared to the more use of MER, intensified the negative association between perceived causes of anxiety and SEL outcomes. Overall, the findings from this study support the intervention of cultivating adolescents’ ER strategies while considering the different levels of their perceived causes of anxiety, in relation to SEL outcomes.

Keywords: adolescent; emotion regulation strategies; perceived causes of anxiety; social and emotional learning outcomes

摘要

本研究探討台灣地區青少年情緒調節（emotion regulation, ER）策略，包括正向因應情緒調節策略（positive coping emotion regulation strategies, PCER）、非適應性情緒調節策略（maladaptive emotion regulation strategies, MER）與所感知的焦慮來源，如何連結至其社會情緒學習（social and emotional learning, SEL）結果（例如：人際技巧）。特別是，本研究旨在檢視青少年ER策略（PCER和MER）對其所感知的焦慮來源與SEL結果間關係的調節作用。本研究樣本為1,588位台灣地區的國中生（48%女生）。研究結果顯示，在控制了性別、自我控制後，青少年所感知的焦慮來源，會負向預測其SEL結果。採用PCER和MER，皆會正向預測其SEL結果。然而，研究結果指出，多用PCER，相較於少用PCER，會強化了青少年感知到的焦慮來源與其SEL結果間的負向關係。此外，少用MER，相較於多用MER，會強化了青少年所感知的焦慮來源與其SEL結果間的負向關係。綜言之，基於研究發現，本研究建議培養青少年的ER策略時，宜考量他們所感知焦慮來源的程度差異與個人SEL結果的相關。

關鍵詞：青少年；情緒調節策略；所感知的焦慮來源；社會情緒學習結果

摘要

本研究旨在探討優勢影像日誌（strengths photography journal）團體對台灣大學生在COVID-19疫情期間情緒調節與幸福感的影響和改變機制。以Peterson & Seligman（2004）提出的24項性格優勢為理論基礎，本研究設計為期8週的介入方案，結合性格優勢的辨識、拍攝、反思和分享，運用視覺化和敘事方法促進心理適應與正向成長。研究對象為45名台灣某大學學生，前4週，參與者每週拍攝兩張象徵性格優勢的照片並撰寫反思文字；後4週則參與每週三小時的線上團體分享。本研究採混合研究設計，量化部分以單群組實驗法進行「正向比值量表」和「PERMA-V幸福感量表」的前後測，透過相依樣本<i>t</i>檢定分析介入效果；質性部分則對優勢影像日誌文本進行編碼和內容分析，探索性格優勢的應用模式和改變歷程。研究結果顯示：（1）參與者的正向情緒顯著提升，但正向比值未達統計顯著水準；（2）幸福感於正向情緒、投入、人際關係、意義、成就和活力等六個向度均顯著提升，展現介入對幸福感的多層次增益效果；（3）參與者廣泛運用性格優勢，感恩、堅毅、公民精神和希望尤為突出，成為疫情期間提升幸福感的核心優勢；（4）研究揭示三大改變機制：視覺化強化情緒調節能力、性格優勢促進自我效能感、團體分享深化社會連結。

關鍵詞：優勢影像日誌；性格優勢；正向心理學；正向比值；PERMA-V幸福感

Abstract

This study aims to explore the effect of the strengths photography journal (SPJ) group intervention on the emotions and well-being of Taiwanese university students during the COVID-19 pandemic. The intervention was designed based on the 24 character strengths developed by Peterson and Seligman (2004), focusing on the identification, photography, reflection, and sharing of these strengths over an eight-week program. The participants were 45 students from a Taiwanese university. During the first four weeks, participants captured two photographs each week symbolizing their character strengths and wrote reflective narratives. In the subsequent four weeks, they engaged in three-hour online group sharing sessions each week. A mixed-methods research design was employed, combining quantitative and qualitative approaches. For the quantitative aspect, a single-group experimental design was used with pre- and post-tests of the “Positivity-Ratio Scale” and the “PERMA-V Well-being Scale,” and the effects of the intervention were analyzed using paired-samples <i>t</i>-tests. The qualitative aspect involved collecting and coding the textual reflections from the SPJ to explore the application and mechanisms of change in character strengths. The results indicated that: (a) positive emotions significantly increased, but changes in the positivity ratio were not statistically significant; (b) all six dimensions of well-being, including positive emotion, engagement, relationships, meaning, accomplishment, and vitality, demonstrated significant improvement ; (c) students widely applied character strengths, with gratitude, perseverance, citizenship, and hope being the most frequently used strengths, playing a crucial role in improving well-being during the pandemic; (d) the study identified three key mechanisms of change: visualization enhanced emotional regulation, character strengths promoted self-efficacy, and group sharing strengthened social connections.

Keywords: strengths photography journal; character strengths; positive psychology; positivity ratio; PERMA-V well-being

摘要

本研究主要目的在發展國小校長社會正義領導量表，並循此量表分析現況與差異情形。首先，參考相關文獻確立概念結構，進而初步擬定量表題項，再以預試樣本進行項目分析、探索性因素分析和信度分析，由篩選出的19個題目中萃取出四個因素，分別為秉持省思關懷的領導理念、尊重師生的公平權益需求、建立民主合作的互動關係、營造多元友善的包容情境。結果發現，國小校長社會正義領導量表的四層面模式有良好適配度，此模式藉由信度和效度分析顯示，均具有良好的個別信度、組成信度、平均變異抽取量、聚斂效度、區別效度、效標關聯效度，同時就交叉效度考驗亦證實模式具跨樣本的穩定性。最後在現況分析發現，量表整體及分層面的表現為中上程度，以營造多元友善的包容情境認同度最高且顯著高於其他層面，而不同年資教師在知覺校長社會正義領導部分層面有顯著差異。

關鍵詞：社會正義；社會正義領導；校長領導；量表發展

Abstract

This study aims to develop the social justice leadership scale for elementary school principals and to analyze the current situation using the scale. First, the concept structure was established by referring to the relevant literature, and then the scale items were preliminarily formulated. Second, item analysis, exploratory factor analysis, and reliability analysis were conducted on pre-test sample. Four factors were extracted from the 19 selected items: (a) adhering to the leadership concept of reflection and care, (b) respecting the needs for equitable rights and interests of teachers and students, (c) establishing an interactive relationship of democratic cooperation, and (d) creating a diverse and friendly inclusive situation. The results showed that the four-layer model of the social justice leadership scale for elementary school principals exhibited good fitness. Reliability and validity analyses further showed that the model had good individual reliability, composite reliability, average variances extracted, convergent validity, discriminant validity, and criterion-related validity. The cross-validity test also confirmed the across-sample stability of the model. Finally, the analysis of the current situation found that the overall and hierarchical performances of the scale were in the upper middle level, and the recognition of creating a diverse and friendly inclusive situation was the highest and was significantly greater than the other layers. Teachers with different seniority had significant differences in the perception of the social justice leadership of elementary school principals from the hierarchical aspects.

Keywords: social justice; social justice leadership; principal leadership, scale development

Abstract

Researching the impact of job mismatch is a trend in the economy, society, and other related fields and is as essential as the field of education. This study explored the impact of the mismatch between education/skills and employment on labor market outcomes such as earnings and job satisfaction. We used the Taiwan Social Change Survey to analyze workers with formal employment. The findings indicate that two forms of job mismatch had different effects on earnings and job satisfaction. Among them, overeducation reduced earnings, but those undereducated and underskilled experienced differing results of favorable and reduced earnings respectively. Additionally, overeducation and underskilling were not conducive to job satisfaction. Furthermore, highly educated workers had significant overeducation and overskilling, adversely affecting earnings and job satisfaction. Based on the analysis results, this study suggests that the job mismatch issue should be effectively alleviated by improving the overall quality and level of work in the labor market.

Keywords: earnings; educational acquisition; job mismatch; job satisfaction; technical skill

摘要

研究工作不相稱的影響是經濟、社會和其他相關領域的趨勢，且在教育領域同樣重要。本研究主要探討教育／技能兩種形式的不相稱對收入和工作滿意度等勞動力市場結果的影響，並使用台灣社會變遷調查正式就業者資料來進行分析。研究結果表明，兩種形式的工作不相稱對收入和工作滿意度的影響並不相同。其中，過度教育會減少收入，但所受教育程度偏低和技能不足的工作者卻表現出有利收入和收入減少的不同結果。教育程度過高和技能不足亦不利於工作滿意度。此外，受過高等教育的工作者受教育程度過高，對收入和工作滿意度都產生不利影響。基於分析結果，本研究建議應通過提高勞動市場的整體工作品質和水準來有效緩解工作不相稱的問題。

關鍵詞：收入；教育取得；工作不相稱；工作滿意度；技術技能