Research

Recent Publications

Recent Publications

Curriculum

Teaching

Assessment

Teacher Professional Development

 

Curriculum

Teaching

  • Zhan, Y., Sun, D., Chan. N. C., Lee, T. H., Chan, K. W. & Lam, T. S. (Accepted). Enhancing learning engagement through formative e-assessment in General Education foundation course tutorials. In C. P. Lim & C. R. Graham (Eds.). Blended Learning for Quality Access in Asian Universities. Springer
  • Cheng, M. H. M. & Wan, Z. H. (2016). Unpacking the paradox of Chinese science learners: Insights from research into Asian Chinese school students’ attitudes towards learning science, science learning strategies, and scientific epistemological views. Studies in Science Education, 52(1), 29-62. https://doi.org/10.1080/03057267.2015.1112471
  • Fok, P. K. & Li, S. (2017). The Rationale of Learner-centered Teaching and its Practice in Hong Kong: a Perspective from a Confucian Heritage Culture. In J. C. K. Lee & K.J. Kennedy (eds.), Theorizing Teaching and Learning in Asia and Europe (pp.101-123). Routledge.
  • Fong, R. W., & Cai, Y. (2019). Perfectionism, self-compassion and test-related hope in Chinese primary school students. The Asia-Pacific Education Researcher, 28(4), 293-302. https://doi.org/10.1007/s40299-019-00466-0
  • Datu, J. A. D., & Fong, R. W. (2018). Examining the association of grit with test emotions among Hong Kong Chinese primary school students. School Psychology International, 39(5), 510-525. https://doi.org/10.1177/0143034318793468
  • Fong, R. W., & Yuen, M. (2014). Perfectionism and Chinese Gifted Learners. Roeper Review, 36(2), 81-91. https://doi.org/10.1080/02783193.2014.884202
  • Gube, J. (2020). Syncretic ethnic identities in dilemmatic fields: Constructing and reconciling ethnic differences in schooling. Integrative Psychological and Behavioral Science, 54(1), 104-123. https://doi.org/10.1007/s12124-019-09497-0
  • Gube, J., & Phillipson, S. (2019). Bordering on sociocultural boundaries and diversity: negotiating Filipino identities in a Hong Kong multi-ethnic school. Identities, 1-19. Advance online publication. https://doi.org/10.1080/1070289X.2019.1671678
  • Gube, J., & Burkholder, C. (2019). Unresolved tensions in Hong Kong’s racialized discourse: Rethinking differences in educating about ethnic minorities. In J. Gube, & F. Gao (Eds.), Education, ethnicity and equity in the multilingual Asian context (pp.105-121). Singapore: Springer.
  • Gube, J. (2017). Sociocultural trail within the dialogical self: I-positions, institutions, and cultural armory. Culture & Psychology, 23(1), 3-18. https://doi.org/10.1177/1354067X16650812
  • Gube, J. (2015). Can I still be myself around them here? Re-envisioning ethnic identity negotiation in multiethnic schools through a dialogic approach. Knowledge Cultures, 3(4), 131-152. https://repository.eduhk.hk/en/publications/can-i-still-be-myself-around-them-here-re-envisioning-ethnic-iden
  • Kucharczyk, S. and Hanna, H. (2020). Balancing teacher power and children’s rights: rethinking the use of picturebooks in multicultural primary schools in England. Human Rights in Education Review, 3(1), 49-68. http://doi.org/10.7577/hrer.3726
  • Hanna, H. (2019). Young people's rights in the citizenship education classroom. Palgrave Macmillan.
  • Hanna, H. (2018). Crossing the border from ‘migrant’ to ‘expert’: exploring migrant learners' perspectives on inclusion in a primary school in England. Children’s Geographies, 18(5), 544-556. https://doi.org/10.1080/14733285.2018.1548693
  • Hanna, H. (2017). Dealing with difference in the divided educational context: The cases of Northern Ireland and Israel. Compare: A Journal of International and Comparative Education, 47(1), 17-31. https://doi.org/10.1080/03057925.2015.1119649
  • Lam, B. H. (2020). Collaborative learning. In M. E. David & M. J. Amey (Eds.), The SAGE encyclopedia of higher education (pp. 262-264). Sage.
  • Lam, B. H., Cheng, R. W. Y., & Yang, M. (2017). Formative feedback as a global facilitator: Impact on intrinsic and extrinsic motivation and positive affect. In S. C. Kong, T. L. Wong, M. Yang, C. F. Chow & K. H. Tse (Eds.), Emerging Practices in Scholarship of Learning and Teaching in a Digital Era (pp. 265-288). Springer.
  • Lee, W. W. S. & Yang, M. (2020). Effective collaborative learning from Chinese students’ perspective: A qualitative study in a teacher-training course. Teaching in Higher Education, Online first. https://doi.org/10.1080/13562517.2020.1790517
  • Lee, W. W. S. (2019). Nexus between massification of tertiary education and community college students’ learning experience in Hong Kong. International Journal of Lifelong Education, 38(5), 527-537. https://doi.org/10.1080/02601370.2019.1654001
  • Lee, W. W. S. (2018). The timing and critical incident of epistemic belief change in Hong Kong Chinese community college students: An exploratory study. Asia Pacific Journal of Education, 38(2), 167-174. https://doi.org/10.1080/02188791.2018.1460251
  • Lee, W. W. S. & Chan, C. K. K. (2018). Relationships among epistemic beliefs, perception of learning environment, study approaches and academic performance: A longitudinal exploration with 3P model. The Asia-Pacific Education Researcher, 27(4), 267-276. https://doi.org/10.1007/s40299-018-0384-3
  • Lee, W. W. S. & Chan, C. W. V. (2017). Cross-sectional study on Chinese secondary school students’ epistemic belief and fallacy identification. The Asia-Pacific Education Researcher, 26 (1-2), 11-19. https://doi.org/10.1007/s40299-016-0322-1
  • Xu, H., & Lee, J. C. K. (2019). Explore the contextual influences on adolescent career identity formation: A qualitative study of Hong Kong. Journal of Career Development, 46(3), 219-234. https://doi.org/10.1177/0894845317737380
  • Yang, L. & Wong, P. Y. L. (2020). Career and life planning education: Extending the self-concept theory and its multidimensional model to assess career-related self-concept of students with diverse abilities. ECNU Review of Education, (online first), 1-19. https://doi.org/10.1177/2096531120930956
  • Yang, L., Yuen, M. T., Wang, H., Wang, Z. Y. & Sin, K. F. (2020). Assessing career life skills self-efficacy of students with special educational needs: A comparative study in Hong Kong. In M. Yuen, W. Beamish, and V. S. Solberg (Eds.), Careers for students with special educational needs: Perspectives on development and transitions from the Asia-pacific region (pp.313-326). Springer.
  • Yang, L., Gao, F. Z., & Sin, K. F. (2019). Using Rasch Measurement Model to Examine the Psychometric Properties of the Career Adapt-Abilities Scale (Short Form) among Students with Special Educational Needs. Hong Kong Journal of Special Education, 21, 33-52.
  • Yang, L. (2018). The internal/ external frame of reference model of academic self-concept formation: Extension to a foreign language and Chinese vocational students. In Kennedy, K. J. & Lee, J. C. K. (Eds.), Routledge International Handbook of Schools and Schooling in Asia (pp.189-204). Routledge.
  • Yang, L., Arens, A. K., & Watkins, D. A. (2016). Testing the twofold multidimensionality of academic self-concept: a study with Chinese vocational students. Educational Psychology, 36(9), 1651-1669. https://doi.org/10.1080/01443410.2014.995597
  • Yang, M. (2015). Promoting self-sustained learning in higher education: the ISEE framework. Teaching in Higher Education, 20(6), 601-613. https://doi.org/10.1080/13562517.2015.1052785
  • Yung, K. W. H. (2020). Comparing the effectiveness of cram school tutors and schoolteachers: A critical analysis of students’ perceptions. International Journal of Educational Development, 72, 102-141. https://doi.org/10.1016/j.ijedudev.2019.102141
  • Zhan, Y., So, W. W., & Cheng, N. I. (2017). Students’ beliefs and experiences of interdisciplinary learning. Asia Pacific Journal of Education, 37(3), 375-388. https://doi.org/10.1080/02188791.2017.1301880
  • Zhan, Y., So, W. W., & Cheng, N. I. (2016) Implementation matters: Teachers’ pedagogical practices during the implementation of an interdisciplinary curriculum in Hong Kong. The Asia-Pacific Education Researcher, 25(4), 527-539. https://doi.org/10.1007/s40299-016-0278-1
  • Zhang, E. Y. (2019). Learning to teach: Pre-service English language teachers’ experience of Learning Study in Hong Kong. In Zein, S. & Garton, S., Early Language Learning and Teacher Education (pp.78-97). Multilingual Matters.
  • Zhang, E. Y.Lee, J. C. K. & Chau, M. H. F. (2016). Curriculum adaptation in small class environment in Hong Kong. In P. Blatchford, K.W. Chan, M. Galton, K.C. Lai and J.C.K. Lee (Eds.), Class size: Eastern and western perspectives (pp.232-246). Routledge.
  • Zhang, E. Y. (2018). Sustain Learning Study with learning-centred teacher-supporting leadership. Pedagogical dialogue, 4(26), 57-61.

Assessment

  • 霍秉坤(2015):《香港全港性基本能力評估(TSA)的操練:囚徒困局的視角》,《教育學報》,43卷2期,頁51-70。
  • Wei, W., & Hui, S. K. F. (2019). Evaluating teacher performance in language learning classes: The gap between students and department administrators. Teachers and Teaching: Theory and Practice, 25(4), 486-500. http://doi.org/10.1080/13540602.2019.1625763
  • Hui, S. K. F., Brown, G. T. L., & Chan, S. W. M. (2017). Assessment for learning and for accountability in classrooms: The experience of four Hong Kong primary school curriculum leaders. Asia Pacific Education Review, 18(1), 41-51. http://doi.org/10.1007/s12564-017-9469-6
  • Wan, Z. H. (2019). Exploring the effects of intrinsic motive, utilitarian motive, and self-efficacy on students’ science learning in the classroom using the Expectancy-Value Theory. Research in Science Education. http://doi.org/10.1007/s11165-018-9811-y
  • Bond, T. G., Yan, Z., & Heene, M. (2020). Applying the Rasch model: Fundamental measurement in the human sciences (4th ed.). Routledge.
  • Yan, Z., Chiu, M. M., & Ko, P. Y. (2020). Effects of self-assessment diaries on academic achievement, self-regulation, and motivation. Assessment in Education: Principles, Policy & Practice, 27(5), 562-583. https://doi.org/10.1080/0969594X.2020.1827221
  • Yan, Z. (2020). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, 45(2), 224-238. https://doi.org/10.1080/02602938.2019.1629390
  • Yan, Z., Brown, G. T. L., Lee, C. K. J., & Qiu, X. L. (2020). Student self-assessment: Why do they do it? Educational Psychology, 40(4), 509-532. https://doi.org/10.1080/01443410.2019.1672038
  • Yan, Z., & Brown, G. T. L. (2017). A cyclical self-assessment process: Towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education, 42(8), 1247-1262. https://doi.org/10.1080/02602938.2016.1260091
  • Yang, L. & Wong, P. Y. L. (2020). Career and life planning education: Extending the self-concept theory and its multidimensional model to assess career-related self-concept of students with diverse abilities. ECNU Review of Education, (online first), 1-19. https://doi.org/10.1177/2096531120930956
  • Yang, L., Yuen, M. T., Wang, H., Wang, Z. Y. & Sin, K. F. (2020). Assessing career life skills self-efficacy of students with special educational needs: A comparative study in Hong Kong. In M. Yuen, W. Beamish, and V. S. Solberg (Eds.), Careers for students with special educational needs: Perspectives on development and transitions from the Asia-pacific region (pp.313-326). Springer.
  • Yang, L., Gao, F. Z., & Sin, K. F. (2019). Using Rasch Measurement Model to Examine the Psychometric Properties of the Career Adapt-Abilities Scale (Short Form) among Students with Special Educational Needs. Hong Kong Journal of Special Education, 21, 33-52.
  • Yang, L. (2018). The internal/ external frame of reference model of academic self-concept formation: Extension to a foreign language and Chinese vocational students. In Kennedy, K. J. & Lee, J. C. K. (Eds.), Routledge International Handbook of Schools and Schooling in Asia (pp.189-204). Routledge.
  • Yang, L., Arens, A. K., & Watkins, D. A. (2016). Testing the twofold multidimensionality of academic self-concept: a study with Chinese vocational students. Educational Psychology, 36(9), 1651-1669. https://doi.org/10.1080/01443410.2014.995597
  • Yang, M., Tai, M., & Lim, C. P. (2015). The role of e-portfolios in supporting productive learning. British Journal of Educational Technology. http://dx.doi.org/10.1111/bjet.12316
  • Yang, M., WANG, T. C., & Lim, C. P. (2018). E-portfolio as a digital assessment tool in higher education. In M. Spector, B. Lockee, & M. Childress (Eds.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice and Policy (a major online reference work (MRW): Springer.
  • Yang, M., Yan, Z., & Coniam, D. (2018). A qualitative study of markers’ perceptions on onscreen marking in five subject areas. Educational Research and Evaluation, 1-21. https://doi.org/10.1080/13803611.2018.1446836
  • Xiao, Y., & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students' self-regulation in English language learning. System, 81, 39-49.
  • Yu, W. M. and Chiu, M. M. (2019). Influences to higher level reflection for learning: An exploratory study. Reflective Practice, 20(5), 584-603. https://doi.org/10.1080/14623943.2019.1651712
  • Yu, W. M. (2015). Teacher leaders' perceptions and practice of student assessment reform in Hong Kong: A case study. Planning and Changing, 46, 1-18. https://repository.eduhk.hk/en/publications/teacher-leaders-perceptions-and-practice-of-student-assessment-re-5
  • Zhan, Y. (2020). Motivated or informed? Chinese undergraduates’ beliefs about the functions of continuous assessment in their College English course. Higher Education Research & Development, 39(5), 1055-1069. https://doi.org/10.1080/07294360.2019.1699029
  • Zhan, Y. (2019). Conventional or sustainable? Chinese university students’ thinking about feedback used in their English lessons. Assessment and Evaluation in Higher Education, 44(7), 973-986. https://doi.org/10.1080/02602938.2018.1557105
  • Zhan, Y., & So, W. W. (2017). Views and practices from the chalkface: Development of a formative assessment multimedia learning environment. Technology, Pedagogy and Education, 26(4), 501-515. https://doi.org/10.1080/1475939X.2017.1345783

Teacher Professional Development

  • Cheng, E. C. K. (2019). Successful Transposition of Lesson Study: A Knowledge Management Perspective. Springer.
  • Cheng, E. C. K. (2015). Knowledge Management for School Education. Springer.
  • Cheng, E. C. K. (2020). Knowledge Management for Improving School Strategic Planning. Educational Management Administration & Leadership. https://doi.org/10.1177/1741143220918255
  • Cheng, E. C. K. (2019). Knowledge Management Strategies for Sustaining Lesson Study. International Journal for Lesson and Learning Studies. https://doi.org/10.1108/IJLLS-10-2019-0070
  • Cheng, E. C. K. (2017). Knowledge Management Strategies for Capitalising on School Knowledge. VINE Journal of Information and Knowledge Management Systems, 47(1), 94-109. https://doi.org/10.1108/VJIKMS-08-2016-0045
  • Tang, S. Y. F., Wong, A. K. Y., Li, D. D. Y., & Cheng, M. M. H. (2020). Millennial generation preservice teachers’ intrinsic motivation to become a teacher, professional learning and professional competence. Teaching and Teacher Education, 96, 1-12. https://doi.org/10.1016/j.tate.2020.103180
  • Cheng, M. M. H., & Li, D. D. Y. (2020). Implementing practitioner research as a teacher professional development strategy in an Asia-Pacific context. Journal of Education for Teaching, 46(1), 55-70.
  • Cheng, M. M. H., Tang, S. Y. F., & Cheng, A. Y. N. (2015). Interpreting ambivalence regarding motivation for teaching among student–teachers. Asia-Pacific Education Researcher, 24(1), 147-156. https://doi.org//10.1007/s40299-013-0167-9
  • 黃琳、霍秉坤(2016):《變革能動者在學校持續改進中之角色》,《課程與教學季刊》,19卷1期,頁135-170。
  • Cheung, S. K., Fong, R. W., Leung, S. K. Y., & Ling, E. K. (2019). The roles of Hong Kong preservice early childhood teachers' creativity and zest in their self-efficacy in creating child-centered learning environments. Early Education and Development, 30, 788-799. https://doi.org/10.1080/10409289.2019.1586224
  • Fong, R. W., Lee, J. C. K., Chang, C. Y., Zhang, Z., Ngai, A. C. Y., & Lim, C. P. (2014). Digital teaching portfolio in higher education: Examining colleagues' perceptions to inform implementation strategies. The Internet and Higher Education, 20, 60-68. https://doi.org/10.1016/j.iheduc.2013.06.003
  • Lam, B. H. (2019). Social support, well-being, and teacher development. Springer.
  • Lam, B. H. (2015). Teacher professional development in Hong Kong compared to anglosphere: the role of Confucian philosophy. Psychology, Society and Education, 7(3), 295-310. http://doi.org/10.25115/psye.v7i3.521
  • Xu, H., & Ko, P. Y. (2019). Enhancing teachers' knowledge of how to promote self-regulated learning in primary school students: A case study in Hong Kong. Teaching and Teacher Education, 80, 106-114. http://doi.org/10.1016/j.tate.2019.01.002
  • Yu, W. M. (2018). Critical incidents as a reflective tool for professional development: An experience with in-service teachers, Reflective Practice, 19(6), 763-776. https://doi.org/10.1080/14623943.2018.1539652
  • Vong, S. K. and Yu, W. M. (2017). Is teacher education at risk? A tale of two cities – Hong Kong and Macau. Compare: A Journal of Comparative and International Education, 48(5), 785-800. https://doi.org/10.1080/03057925.2017.1353904
  • Zhang, E. Y. (2019). Learning to teach: Pre-service English language teachers’ experience of Learning Study in Hong Kong. In Zein, S. & Garton, S., Early Language Learning and Teacher Education (pp.78-97). Multilingual Matters.
  • Zhang, E. Y. (2019). Teacher Education in Hong Kong. In Tatto, M. & Menter, I., Knowledge, Policy and Practice in Teacher Education (pp.98-116). Bloomsbury Academic.
  • Zhang, E. Y. (2018). Sustain Learning Study with learning-centred teacher-supporting leadership. Pedagogical dialogue, 4(26), 57-61.