In the wake of the 1997 Asian financial crisis, various reform initiatives, policies and programmes have been carried out in different countries within the Asia-Pacific region. All these reform efforts aim to restructure different aspects of schooling in order to promote learning and to prepare students for future challenges in globalised economies. These measures to a certain extent challenge traditional practices, established arrangements and deep-seated assumptions related to different aspects of learning. The authors in this book discuss educational reforms in different countries in the Asia-Pacific region in light of student learning, clarify their concepts, evaluate implementation and impact on the learning processes, with a hope that we can learn better from each other and develop a better understanding of "contemporary" learning and teaching processes within the region. The central argument running through different chapters in this book highlights the importance of understanding reforms and learning within their historical, political and sociocultural contexts.
Reforming learning involves changes in established cultural practices in our schools, classrooms, and other learning sites, and therefore inevitably arouses tensions and negotiations. The discussion in this book puts to the fore the disputable nature of reforming learning and the significance of contextualising the complex relationship between reforms and learning.

Preface Acknowledgements Notes on Contributors Part 1: Introduction Reforming learning in the Asia pacific region: An Introduction Chi-hung Ng Exploring the linkage between reforms and learning in the Asia-pacific region: An Activity Theory perspective Chi-hung Ng Part 2: Focusing on Tools, Transformation and New Learning Reforming mathematics education: Theorising teachers¿ and students¿ use of technology Merrilyn Goos Reforming learning and teaching through online collaborative knowledge building Allan H. K. Yuen, Nicol H. C. Pan and Chi-hung Ng Technological barrier to learning: Designing hydrid pedagogy to minimise cognitive load and maximise understanding Mark Bahr & Nan Bahr An examination of the project work initiative: A reflection on Singapore¿s education reform Ann Yeong & Pak Tee Ng Crafting a total learning environment: Case studies of multimodality and task design in two Singapore science classrooms Philip Towndrow, Ole. C. Brudvik, and Uma Natarajan Reforming teaching and learning using theory of multiple intelligences in Macao schools Kwok-Cheung Cheung Makabayan in the Philippine basic education curriculum Allan Bernadon & Rizalyn, J. Mendoza Reforming medium of instruction in Hong Kong: Its impact on learning Anita Poon Part 3: Focusing on Contradiction, Tension and Systemic Change Problems and the direction of reform for education in Japan today Kimiharu Sato 'Learning forachievement' as a collective motive in re-culturing teaching and learning in Hong Kong classrooms Chi-hung Ng Motivational implications of the Quality Teaching Model in New South Wales Jennifer Archer Reforming learning for children with learning differences in New Zealand Kathleen A. Liberty Pedagogical innovations as systemic change: The challenge of sustainability and transferability Nancy Law Successful approaches to innovation that have impacted on student learning in New Zealand Helen Timperley, Brian Annan & Viviane M. J. Robinson