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The purpose of this paper is explore the relative effectiveness of people-based and information technology-based knowledge management (KM) strategies as implemented by principals in Hong Kong schools to facilitate and sustain Lesson Study for teachers’ knowledge sharing and internalization.

Data from 184 principals in Hong Kong were collected by a cross-sectional quantitative survey. Confirmatory factor analysis and reliability tests have been used to examine the constructed validity and reliability of the instrument. A structural equation model was applied to confirm the predictive effect of people-based and information technology-based KM strategies on teachers’ knowledge sharing and internalization through Lesson Study.

Results show that people-based KM strategy predicts knowledge sharing and internalization by and among teachers. However, while information technology-based knowledge management strategies predict teachers’ knowledge sharing, they do not predict how effectively they internalize knowledge.

Cultivating communities of practice, professional learning communities and mentoring schemes in schools can nurture a knowledge-sharing culture to facilitate and sustain Lesson Study for teacher learning. Institutionalizing an information technology system can help teachers to retrieve, share and store the school’s explicit knowledge.

The paper not only suggests school management strategies and practices for school leaders to facilitate and sustain Lesson Study, but also brings a new research dimension, KM, to the research area.

The purpose of this paper is to provide a research synthesis of substantive findings drawn from studies of educational leadership and management in Hong Kong between 1995 and 2014. The goal of the research synthesis was to identify and elaborate on key trends identified by scholars who studied educational leadership in Hong Kong over the past two decades. The synthesis drew upon on relevant articles published in eight “core international journals” specializing in educational leadership and management.

The study first identifies a clearly delimited body of relevant literature comprised of empirical, non-empirical and review/synthesis types of studies in a total of 161 published research articles from the eight journals. Information concerning the nature of the studies as well as substantive findings was extracted from each of the articles. The findings were then initially coded in preparation for data analysis. Synthesis of substantive findings was accomplished by cross-article comparative mapping aimed at identifying key themes in the literature. Findings within four of the most robust themes were then synthesized and reported.

The synthesis highlights the challenges faced in Hong Kong’s efforts to reshape its education in a multi-faceted quest for quality education in the twenty-first century. A variety of inter-related issues emerged as policymakers and education administrators sought to implement a full plate of imported globally recognized education reforms. Analysis of the research from this period yielded four robust themes: “leadership development,” “leadership for learning,” “organizational change,” “multi-level performance focus.” The findings also further highlight the impact of “education policy borrowing” on system-level efforts to revamp the structural conditions in which school leaders operate and reshape managerial, as well as teaching and learning processes in schools.

Although the scope of the sources included in the review are highly representative of the “Hong Kong literature” of the past two decades, the authors note that it was not an “exhaustive” review of all potential sources.

Prior research by Hallinger and Bryant (2013b) had identified Hong Kong as having produced the largest volume of literature in educational leadership and management in Asia. This paper represents the first systematic review of research findings that emerged in the recent educational leadership literature produced in Hong Kong. Therefore, although the authors make no claims of generalizability to other parts of Asia or even to China as a whole, the paper offers insight into how global trends have reshaped the practice of educational leadership in one East Asian society.

The purpose of this paper is to present a model to assist school leaders in managing the professional development activities of teachers. The model illustrates the important role of principals in promoting continuing professional development (CPD), chiefly by cultivating a collaborative learning culture and formulating policy.

This study tested a framework based on the input of 103 CPD coordinators in Hong Kong, who participated in a quasi-experimental design questionnaire survey. Factor analysis and reliability tests were applied to verify the constructed validity and reliability of a self-developed instrument. A Structural Equation Model (SEM) was then applied to confirm the model.

The result of the SEM shows that principal support has a predictive effect on CPD policy and a collaborative learning culture, while the effectiveness of a CPD plan is predicted by collaborative culture and management strategy.

This study contributes theoretically to existing literature and practically to school leaders, by supplying a model for managing teacher CPD.

This paper aims to explore the extent to which knowledge management practices, that is the process of developing and sharing organisational knowledge, can enhance intellectual capital (IC) in the context of school education.

A mixed-method approach was adopted as the research strategy. A cross-sectional quantitative survey was conducted to collect data from 445 teachers at 13 primary schools in Hong Kong. A structural equation model (SEM) was applied to confirm the predictive effective of knowledge strategies on school IC. Interviews were conducted in a case school to explore the process for capitalising the knowledge by Lesson Study.

The result of the SEM shows that personalisation and codification strategies are predictors of human capital and structural capital at schools. The findings from interviews with the principals and teachers show that personalisation and codification strategies could be put into operation as a Lesson Study to leverage knowledge for school development.

This paper contributes to the management practices of school organisation for enhancing their IC by conducting Lesson Study for the development of their schools effectively.

This study aims to explore the principles and practices for managing records with the lens of functional analysis and knowledge management by using a case study that focuses on the experience of implementing records management at a public high school in Hong Kong.

A single case study is chosen as the research method for this paper. A series of qualitative interviews and documentary analysis were used to collect and triangulate the qualitative data.

The results show that the case school adopted a hybrid top-down and bottom-up approach to record management, facilitate decision-making and manage knowledge. The school adopted the taxonomy provided by the quality assurance framework as the functional classification in a digital archive in the records management system.

This study provides a set of taxonomy and a hybrid top-down and bottom-up approach to schools for ensuring that accurate information of all school activities is kept and can facilitate an effective and evidence-based, decision-making process.

Identifying taxonomy and management practices for effective documentation in public schools can support planning, assist with organising the continuity of improvement plans and increase reporting and accountability to society.

This study offers a taxonomy and management approach to the literature of records management and the practices for promoting and improving records management in school.

The purpose of this paper is to trace the development of school autonomy and accountability and related multiple changes and impacts in key areas of school education in Hong Kong since implementing school-based management (SBM) from 1990s.

To explore the evolution and the uniqueness of autonomy and accountability in the Hong Kong school system, the paper begins with an historical account, followed by an evaluation of the effects of SBM as shown in policy documents, local research, international reviews and illustrative findings from a case study. The local and international implications of SBM for research and practice are then discussed.

This paper shows the links between school autonomy and accountability by exploring the potential effects of both of these factors on educational management and student achievement, which are increasingly emphasised in educational policies. The investigation shows that the assumed links and effects are not always consistent or empirically supported. The positive effects that school autonomy has on school governance and management, teachers’ work, school-based curriculums and student learning are all significant when there is also strong leadership, comprehensive continuous professional development and a positive, collaborative school climate. These key elements work alongside school autonomy to facilitate positive change.

School autonomy and accountability should be viewed as necessary, but not sufficient, conditions for school improvement and development. Further characterisation of the processes happening in schools is needed to explore the different realisations of school autonomy and accountability.

This investigation of school autonomy and accountability in Hong Kong provides the international audience with a deeper understanding of the dynamics involved in the development of SBM.

This paper aims to clarify the relationship between stator tooth shape and DC voltage fluctuation of a double salient hybrid excitation generator (DSHEG). It analyzes the asymmetrical characteristics of the magnetic circuit and inductance between each phase. The study aims to reduce voltage fluctuation by using a stator shape optimization scheme, which helps reducing inductance difference.

This paper opted for a method combined with theoretical analysis, simulation and experimental verification. The stator tooth optimization scheme is given based on theoretical asymmetrical analysis and Taguchi method. A series of two-dimensional finite element analysis simulation of different conditions are conducted. Two prototypes with different stator tooth shape are made and experiments are carried out.

The paper provides empirical insights into how the stator tooth shape influences the asymmetry of inductance and DC voltage fluctuation. Compensation adjustments to the stator tooth shape can narrow the inductance differences of each phase. It suggests that “LTL” shaped DSHEG has lower voltage ripple than “III” shaped DSHEG without sacrificing output power.

Because of the chosen research approach, the gap between magnets and stator and end effect are not considered. Errors exist between simulation and experimental results.

The paper includes implications for other “C” shaped tooth optimization. Study on phase asymmetry of the special machine can further improve quality testing and simplify control strategy.

This paper analyzes the asymmetry of DSHEG and proposes an optimized stator tooth shape to reduce DC voltage fluctuation.

The purpose of this paper is to highlight the urgent need for a genuinely effective and attainable citizenship education model in Hong Kong’s schools, which focusses on promoting student participation in school governance. It is an empirical citizenship education management model for school leaders that illustrates the predictive effects of personally responsible, participatory, justice-oriented and patriotic citizenship, necessarily supported by school management practices, school ethos and teacher beliefs.

A total of 3,209 students from 51 secondary schools in Hong Kong participated in a quasi-experimental design questionnaire survey. A structural equation model (SEM) was applied to confirm the model.

The results of the SEM show that the values and cultural practices held by a school’s teachers drive the implementation of its citizenship education. Moreover, it is well known that organizational values can exert a powerful influence and it is the same within educational structures: management practices in schools have an impact on ethos, teachers’ beliefs and student participation in school governance.

The paper provides practical proposals for school leaders to create opportunities for student participation in school governance.

This study builds on existing literature and provides school leaders with a practical model for implementing student participation in school governance.

This paper investigates the effectiveness of metacognitive teaching methods on students' reading comprehension through a lesson study case conducted in Shanghai.

This study adopts an experimental design with control groups and experimental groups. Plan–do–check–act (PDCA) cycles of lesson study were conducted to evaluate the effectiveness of modeling, self-questioning, think aloud and KWL strategy in Chinese language lessons. Metacognitive teaching strategies were implemented at a junior high school in Shanghai. The data was collected via lesson observation, interviews and pre- and posttests.

Results identified a significant difference between the incremental scores of students' reading comprehension in the experimental group and control group. The findings from the lesson observation showed that metacognitive teaching strategies in Chinese language developed students' reading comprehension. Moreover, PDCA cycles of lesson study helped the teachers improve metacognitive teaching strategies.

Few studies have been conducted to validate metacognitive teaching through lesson study in the context of China schools, and this study contributes to a new research dimension of lesson study on developing pedagogical practices to improve student learning outcomes.

Calculation of the winding losses of high frequency transformer based on one‐dimensional field analysis is normally inapplicable for complex winding configurations. This paper presents a matrix modeling method which can produce a generalized mechanism to solve the AC winding losses. The transformer is modeled in a matrix connected filament. This is an alternative method to the finite element and is a filament approach. Experimental results and computation results using the proposed method are found to have good agreement.