Cao, K. H., Woo, C.-K., Zhang, L., & Zhang, Y. (2021). Willingness to pay for a message: Personalized licence plate auctions in Hong Kong. Applied Economics Letters, 28(3), 237-240. 1749757.

Chow, B. W.-Y., Hui, A. N.-N., Li, Z., & Dong, Y. (2021). Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge. Language Teaching Research. Advance online publication.

Datu, J. A. D., Yang, L., & Mateo, N. J. (2021). Are gritty students academically engaged in math and science? School Psychology, 36(3), 190-195.

Gu, M. M., Chiu, M. M., & Li, Z. (2021). Acculturation, perceived discrimination, academic identity, gender and Chinese language learning among ethnic minority adolescents: A structural equation modeling analysis. International Journal of Bilingual Education and Bilingualism. Advance online publication. 1920882.

Gu, M. M., Li, Z. J., & Jiang, L. (2021). Navigating the instructional settings of EMI: A spatial perspective on university teachers’ experiences. Journal of Multilingual and Multicultural Development. Advance online publication. 1914064.

Huang, X., Lin, D., Yang, Y., Xu, Y., Chen, Q., & Tanenhaus, M. K. (2021). Effects of character and word contextual diversity in Chinese beginning readers. Scientific Studies of Reading, 25(3), 251-271. 1768258.

Jiang, D., Liu, S., Lee, J. C.-K., & Li, L. M. W. (2021). Do people become more or less materialistic during disasters? The mediating roles of mortality salience and gratitude. International Journal of Environmental Research and Public Health, 18(16).

Jiang, Y., Lee, C.-K. J., Wan, Z. H., & Chen, J. (2021). Stricter teacher, more motivated students? Comparing the associations between teacher behaviors and motivational beliefs of Western and East Asian learners. Frontiers in Psychology, 11.

金晶 (2021)：并不唯一的“唯一”：“唯一”的语义—句法介面考察，《世界汉语教学》，2021(2)，页192-205。

Lau, E. Y. Y., Lam, Y. C., & Lee, J. C.‑K. (2021). Well-slept children and teens are happier and more hopeful with fewer emotional problems. Child Indicators Research, 14(5), 1809-1828.

Lee, J. C.-K. (2021). Children’s life, religiosity and spirituality matter: Perspectives of special groups and their related adults. International Journal of Children's Spirituality, 26(3), 91-98. 1949555.

Lee, J. C.-K. (2021). Children’s spirituality: Personal reflections on International Journal of Children’s Spirituality (IJCS). International Journal of Children's Spirituality, 26(1-2), 1-8. 1879504.

Lee, J. F. K., & Chin, A. C. O. (2021). Constructing gender using visual imagery: A study of early readers. Language and Communication, 78, 1-18.

Lee, J. C.-K., Wong, K.-L., & Kong, R. H.-M. (2021). Secondary school teachers’ self-efficacy for moral and character education and its predictors: A Hong Kong perspective. Teachers and Teaching: Theory and Practice. Advance online publication.

Lee, C.-K. J., & Huang, J. (2021). The relations between students' sense of school belonging, perceptions of school kindness and character strength of kindness. Journal of School Psychology, 84, 95-108.

Liao, X., Zhu, X., & Cheong, C. M. (2021). Direct and indirect effects of independent language skills on the integrated writing performance of Chinese-speaking students with low proficiency. Reading and Writing. Advance online publication.

李子建、蒲永明和梁霞(2021)：人工智慧背景下的课程与教学范式转变，《当代教育与文化》，13(1)，页1-10。

李子建(2021)：新时代教师教育学科建设及发展取向，《教师教育学报》，8(2)，页15-22。

梁源(2021)：语言接触诱导的叠加演变——深圳新粤语语气词“吧”的来龙去脉，《语言学论丛》，64，页00-00。

Tso, R. V.‑Y., Chan, R. T.‑C., Chan, Y.‑F., & Lin, D. (2021). Holistic processing of Chinese characters in college students with dyslexia. Scientific Reports, 11.

Wan, Z. H., Lee, J. C.-K., & Hu, W. (2021). How should undergraduate students perceive knowledge as a product of human creation? Insights from a study on epistemic beliefs, intellectual risk-taking, and creativity. Thinking Skills and Creativity, 39. 100786.

Wan, Z. H., Lee, J. C.-K., Yan, Z., & Ko, P. Y. (2021). Self-regulatory school climate, group regulation and individual regulatory ability: Towards a model integrating three domains of self-regulated learning. Educational Studies. Advance online publication. 1894093.

Wang, L., Wang, J., Liu, D., & Lin, D. (2021). The role of metalinguistic awareness and character properties in early Chinese reading. Journal of Experimental Child Psychology, 210. 105185.

吴振兴和廖先(2021)：运用内容分析法：革命文化融入高中诗歌教学探索——以《沁园春•长沙》為例，《教育研究与评论(中学教育教学)》，2021(6)，页40-47。

Yan, J. (2021). Developing Chinese student teachers' understanding of task-based language teaching by online collaborative discussion. Journal of Chinese Language Teaching, 18(1), 1-31.

Yan, J., & Cai, Y. (2021). Teachers' instruction of reading strategies and primary school students' reading literacy: An approach of multilevel structural equation modelling. Reading & Writing Quarterly. Advance online publication. 1923100.

Yan, Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice. Advance online publication. 1884042.

Yan, Z., Xiao, Y., Sin, K.-F., Yang, L., & Guo, W.-Y. (2021). Formative assessment practices in special school classrooms with the support of e-books: A case study. Frontiers in Education, 6.

Zhu, X., Li, G. Y., Cheong, C. M., Yu, G., & Liao, X. (2021). Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments. Reading and Writing, 34(1), 49-78.

张凌(2021)：香港人学习普通话的声调偏误之声学分析，《中国语文通讯》，100(1)，页31-39。

Cao, Kang Hua, Chi-Keung Woo, Ling Zhang, & Yuxin Zhang (2020). Willingness to pay for a message: personalized licence plate auctions in Hong Kong. Applied Economics Letters, 4, 1-4.

Chen, J., Lee, J. C.-K., & Dong, J. (2020). Emotional trajectory at different career stages: Two excellent teachers’ stories. Frontiers in Psychology, 11. 1034.

Cheung, H. W. C., Lee, C.-K. J., Kennedy, K. J., & Kuang, X. (2020). Adolescent religious engagement and democracy: A comparison of student attitudes in Hong Kong and South Korea. Compare: A Journal of Comparative and International Education. Advance online publication.

Chiang, T.-H., Thurston, A., & Lee, J. C.-K. (2020). The birth of neoprofessionalism in the context of neoliberal governmentality: The case of productive university teachers. International Journal of Educational Research, 103. 101582.

Crawford, J.,Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P., Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20.

岑绍基、林伟业、戴忠沛、张紫薇、容运珊及杨敏怡 (2020)：以功能语法构建的应用文教材对提高非华语学生功能字词运用的成效，《汉字与汉字教育研究》，49，89-121。

陈曙光(2020)：文明以止，化成天下：《香港中华文化教育》书评，《国际中文教育学报》，8，页201-217。

Dong, Y., Tang, Y., Wu, X. Y., Dong, W. Y., & Li, Z. (2020). Longitudinal effects of mediums of word explanation on L2 vocabulary learning strategies among Chinese grade-7 students. Frontiers in Psychology, 11, 1-10.

冯志弘(2020)：经学与文学詮释中的「感鬼神」：欧阳修的观点，《国文学报》，68，页33-65。

冯志弘(2020)：李贺父讳问题之礼法及流俗考：以韩愈〈讳辩〉及唐代嫌名律為中心，《成大中文学报》，69，页37-76。

冯志弘(2020)：林译《巴黎茶花女遗事》笔下的基督宗教：兼论林紓的畏天与鬼神论，《中正汉学研究》，35，页165-188。

Gu, M. M., & Lee, J. C.-K. (2020). Migrating capital and habitus: The extended space of female transnational migrants. Ethnic and Racial Studies, 43(10), 1833-1853. 1671596.

Gu, M. M., Lee, J. C.-K., & Lai, C. (2020). Neo-liberal paradox of teaching among ESL teachers of ethnic minority students in Hong Kong. Journal of Multilingual and Multicultural Development. Advance online publication. 1822852.

Huang, X., Lee, J. C.-K., & Frenzel, A. C. (2020). Striving to become a better teacher: Linking teacher emotions with informal teacher learning across the teaching career. Frontiers in Psychology, 11. 1067.

Huang, J., Lee, C.-K. J., & Yeung, S. S.-S. (2020). Predicting reading motivation and achievement: The role of family and classroom environments in Greater China. International Journal of Educational Research, 103. 101642.

Huang, X., Lin, C.-H., & Lee, J. C. K. (2020). Moving beyond classroom teaching: A study of multidimensional teacher self-efficacy on job satisfaction and occupational commitment. Teachers and Teaching: Theory and Practice, 26(7-8), 522-542. 1890014.

Huang, X., Lin, D., Yang ,Y., Xu, Y, Chen, Q., & Tanenhaus, M. K. (2020). Effects of character and word contextual diversity in Chinese beginning readers. Scientific Studies of Reading. Advance online publication.

JIN, Jing (2020). A revisit to the [Num-Cl-Modifier-de-N]/[Modifier-de-Num-Cl-N] variation in Mandarin Chinese. Language and Linguistics, 21(2), 213-253.

JIN, Jing & KE, Sihui (2020). Second Language Acquisition at Interfaces: A Study of the Word Order Variation in the Chinese Nominal Domain. Journal of Psycholinguistic Research, Online first, 1-21.

Lam, H.C. (2020). Linguistic variation in Chinese characters: Knowledge essential for teachers. e-FLT – Electronic Journal of Foreign Language Teaching, 17(Suppl. 2), 489-504.

Lam, S.M. (2020). Mapping development and challenges of teaching Mandarin Chinese in England. International Journal of Chinese Language Education, 7, 17-40.

Lee, J. C.-K. (2020). Children’s spirituality, life and religious education: Socio-cultural and religious traditions and perspectives. International Journal of Children's Spirituality, 25(2), 83-90. 1832296.

Lee, J. C.-K. (2020). Children’s spirituality, life and values education: Cultural, spiritual and educational perspectives. International Journal of Children's Spirituality, 25(1), 1-8. 1790774.

Lee, J. C.-K. (2020). Curriculum paradigms and perspectives of life and spiritual education: Contrast and diversity. International Journal of Children's Spirituality, 25(3-4). 175-186. 1853369.

Lee, J. C.-K., & Xie, M. (2020). Teachers' perceptions of teaching happiness in Hong Kong: A comparative study of pre-service and in-service teachers. Journal of Life Education, 12(1), 71-109.

Lee, J. C.-K., & Kuang, X. (2020). Validation of the Chinese version of the Centrality of Religiosity Scale (CRS): Teacher perspectives. Religions, 11(5).

李子建、冯建军、文军、叶军、陈勤建、孟鐘捷和苏智良(2020)：“疫情下的学校课程与学科建设”笔谈，《基础教育》，17(3)，页40-47。

李子建、邱德峰、李军、王箭、王国祥、苏智欣和王如哲(2020)：新时代教师队伍建设笔谈：来自中国香港和臺湾地区及海外华人学者的视角，《教师教育学报》，7(1)，页1-18。

李子建(2020)：面向2035年的粤港澳大湾区教育及人才培养，《河北师范大学学报(教育科学版)》，22(3)，页1-6。

李子建(2020)：未来教师教育的展望：迈向未来素养取向的教师教育，《现代教育论丛》，2020(5)，页2-15。

廖先和祝新华(2020)：提升小四学生高层次阅读能力：阅读策略教学的实施及其成效，《国际中文教育学报》，8，页127-153。

文英玲(2020)：职级年资孰轻孰重：中国语文教师「自主学习」反思研究，《国际中文教育学报》，8，页155-182。

Pan, J. & Lin, D (2020). Visuospatial memory uniquely predicts Chinese reading comprehension in Hong Kong typically developing kindergarteners. Reading and Writing, 33(9), 2205-2221.

邱德峰、李子建和于泽元(2020)：人工智慧背景下的课程与教学范式转变，《当代教育与文化》，12(2)，页48-55。

施仲谋和王嬋娟(2021)：IB理念与汉语教学的培训课程研究：以香港教育大学為例，《国际汉语教学研究》，2021(2)，页13-19。

孙彩霞和李子建(2020)：专家型教师情绪智能的表徵与成因，《基础教育》，17(4)，页18-26。

Wong, K. L., Haste, H., Lee, J. C.-K., Kennedy, K. J., & Chan, J. K.-S. (2020). A proposed model for teachers’ perceptions of national and moral education: A national identity building curriculum in post-colonial Hong Kong. Journal of Educational Change, 22(2), 221-246.

Wong, K. L., Lee, J. C.-K., & Kennedy, K. J. (2020). School leadership for civic learning: The case of socio-political turbulence in Hong Kong. Educational Management Administration & Leadership. Advance online publication.

王聪(2020)：阿尔泰语言的声调、句末语气词及相关性研究，《语言研究》，40(4)，页119-126。

王聪(2020)：汉语方言人称代词的复数表达及其来源的类型学意义考察，《辞书研究》，2020(6)，页69-78。

Yan, J. (2020). Chinese vocabulary learning strategies by English-speaking learners: A think-aloud study. Global Chinese, 6(2), 237-262.

Yan, Z., Brown, G. T. L., Lee, J. C.-K., & Qiu, X.-L. (2020). Student self-assessment: Why do they do it? Educational Psychology, 40(4), 509-532.

Yang, L., & Wong, L. P. W. (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, 3(4), 659-677.

Yang, L., Chiu, H.-M., Sin, K.-F., & Lui, M. (2020). The effects of school support on school engagement with self-determination as a mediator in students with special needs. International Journal of Disability, Development and Education. Advance online publication.

Yeung, S. S., Liu, Y., & Lin, D. (2020). Growth of phonemic awareness and spelling in a second language. International Journal of Bilingual Education and Bilingualism, 23(6), 754-768. 1409695.

Yin, H., Lee, J. C.-K., & Zhang, Z. (2020). Catering for learner diversity in Hong Kong secondary schools: Insights from the relationships between students' learning styles and approaches. ECNU Review of Education, 3(4), 610-631.

杨兰、高凤展、冼权锋和卢成皆(2020)：家庭功能与职业规划自我效能之间的联繫：基於理论与测量的视角，《心理学进展》，10(6)，页814-829。

Zhang, L., & Shi, L. (2020). Acoustic analysis of Chinese tone production by Thai-speaking learners of L2 Chinese. Journal of Second Language Studies, 3(2), 180-204.

Zhu, X., Li, G. Y., Cheong, C. M., Yu, G., & Liao, X. (2020). Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments. Reading and Writing, Online, 1-30.

郑丽娟和李子建(2020)：透过课堂学习研究提升备课和观课成效的行动研究，以新视窗打开，《香港教师中心学报》，19，页135-161。

朱庆之(2020)：现代汉语“脱困”义“出头”的来源，《辞书研究》，2020(5)，页11-35。

朱庆之（2020）：中古译经中的A型“人称代词+NP”组合——佛教汉语汉外混合性质的新证据，《语文研究》，2020（2），1-16

朱思达，王强，王聪（2020）：「专题学习」视角下的名着教学研究，《现代基础教育研究》，38，203-209。

Cheung Lin Hong (2019). “The Re-Annotation of one word in Chapter Appointment of  Qinghua Bamboo Slips”（<再论清华简《命训》篇中的“佴” 字>）, Journal of Chinese Paleography Forum, Vol. 3, Guangzhou: Sun Yat-sen University Press, pp. 353-357.

Cheung Lin Hong (2019). “ In Search of the Chronological Markers of the Pre-Qin Classics: Research on Document of Books of Qinghua Bamboo Slips as an Example ” (<寻找典籍文本的年代标记：以清华简尚书类文献為例>)，Studies of Archaic Chinese, Vol. 3, Bejing, The Commercial Press, pp.136-145.

Cheung, L.T.O.*, Ma, A.T.H., Chow, A.S.Y., Lee, J.C.K., Fok, L., Cheng, I.N.Y. & Cheang, C.C. (2019). Contingent valuation of dolphin watching activities in South China: The difference between local and non-local participants. Science of the Total Environment (SCI), 684, 340-350.

Cheung, Lewis T.O., Ma, Anson T.H., Lee, Karen M.Y., Lee, John C.K. & Lo, Y.L. (2019). How Does Political Orientation Influence One’s Environmental Attitude and Behaviour? Debate over Country Park Conservation in Hong Kong. Environmental Science and Policy, 99, 115-122.

Gu, M. Y. M., Guo, X., & Lee, J. C. K. (2019). The interplay between ethnic and academic identity construction among South Asian students in Hong Kong tertiary education. Higher Education, 77, 1-19.

Gao, Q., Chen, W., Wang, Z., & Lin, D. (2019). Secret of the Masters: Young Chess Players Show Advanced Visual Perspective Taking. Frontiers in Psychology, 10, 2407.

Huang, X.,Lee, J. C. K., & Yang, X. (2019). What really counts? Investigating the effects of creative role identity and self-efficacy on teachers’ attitudes towards the implementation of teaching for creativity.Teaching and Teacher Education, 84, 57-65.

Hiew, C.K., Hsieh, Y.F., Goh, P.H. (2019). A Study on Improving Evaluation Competency through ACEF Evaluative Reading Strategy. Chung Yuan Journal of Teaching Chinese as a Second Language, 18-19, 29-59.

何志恆（2019）：提升小学中文科科主任规画与管理能力：从设计测考卷出发，《教育专业》，6，14-17。

Lin, D., Mo., J., Liu, Y., & Li, H. (2019). Developmental Changes in the Relationship Between Character Reading Ability and Orthographic Awareness in Chinese. Frontiers in Psychology, 10, 2397.

Lin, D., Sun. H., & McBride. C. (2019). Morphological awareness predicts the growth rate of Chinese character reading. Developmental Science, 22, e12793.

Lee, J. F. K., & Chin, A. C. O. (2019). Are females and males equitably represented? A study of early readers. Linguistics and Education, 49, 52-61.

Lee, J.C.K., Cheung, C.H.W., & Li, M.Y.H. (2019). Life planning education and life education: Lifelong learning perspectives. Hong Kong Teachers’ Centre Journal, 18, 57-77.

Lee, Karen M.Y., Lee, John C.K., Ma, Anson T.H. & Cheung, Lewis T.O. (2019). Does Human Rights Awareness Spur Environmental Activism? Hong Kong’s ‘Country park’ Controversy. Land Use Policy, 87, 1-10.

Liu, Y.-B., Wu, N., & Lee, J.C.K (2019). Changes of Chinese exchange teacher candidates’ professional beliefs in the ‘reciprocal learning in teacher education and school education between Canada and China’ project. Teachers and Teaching, 25(6), 664-683.

Lee, J. C. K., Wan, Z. H., Hui, S. K. F., & Ko, P. Y. (2019). More student trust, more self-regulation strategy? Exploring the effects of self-regulatory climate on self-regulated learning. The Journal of Educational Research, 112 (4), 463-472.

Lam, H. C. (2019). Revisiting variation affordance: Applying variation theory in the design of educational software. Interactive Learning Environments. Advance online publication.

Lai, C. Li. Z., & Gong, Y. (2019). Boundary brokering for cross-cultural professional learning in international school contexts. British Educational Research Journal, 45(6), 1105-1123.

李子建和龚阳（2019）：科技发展下的教师角色：生命教育者，《北京教育（普教版 ）》，2019（8），页 11-15。

廖先和祝新华(2019)：小学低年级学生掌握阅读策略的实证研究，《国际中文教育学报》，6，页113-134。

梁源(2019)：从书写偏误看汉语二语学习者的汉字习得，《语言教学与研究》，2019(4)，页33-44。

Nomura, Kazuyuki, Kataoka, Shin & Mochizuki, Takako (2019). Understanding the motivations of fluent speakers in beginner-level foreign language classrooms: A Hong Kong study. Journal of Multilingual and Multicultural Development, 40(7), 618-632.

Ng, C. S. M., Chai, W., Fok, H. K., Chan, S. P., Lam, H. C., & Chung, K. K. H. (2019). Building preschool teachers' capacity for teaching Chinese to ethnic minority children in Hong Kong: A qualitative study. Journal of Early Childhood Teacher Education. Advance online publication.

施仲谋（2019）：IB理念与孔子教育思想的比较，《国际中文教育学报》，6，85-112。

Tsui, K. T., Lee, J.C.K., HUI, S.K.F., Chun, D.W.S., & Chan, K.N.C (2019). Academic and Career Aspiration and Destinations: A Hong Kong Perspective on Adolescent Transition. Education Research International, 2019, 1-14.

Tsui, K.T., Lee, J.C.K., Zhang, Z, & Wong, P.H. (2019). The Relationship Between Teachers’ Perceived Spiritual Leadership And Organizational Commitment: A Multilevel Analysis In The Hong Kong Context.Asian Journal of Social Sciences & Humanities, 8(3), 55-72.

WANG Cong (2019). Reading Fluency and Its Influence on Chinese Reading Teaching in Hong Kong. Languages and International Studies, 22, 01-22.

Wong, K.L., & Lee, J.C.K. (2019). Learning to live together in polarized and pluralistic societies: Hong Kong teachers' views of democratic values versus patriotic values. Citizenship Teaching & Learning, 14(3), 307-330.

Wong, K.L., Lee, C K J., Chan, K.S.J. & Kennedy, K.J. (2019). Teacher self-efficacy in cultivating students to become ‘good citizens’: a Hong Kong case. Teacher Development, 23, 155-173.

Wong, P. C. M., Ou, J., Pang, C. W. Y., Zhang, L., Tse, C. S., Lam, L. C. W., & Antoniou, M. (2019). Foreign language learning as potential treatment for mild cognitive impairment. Hong Kong Medical Journal, 25(Suppl 7), 41-43.

Wong, P.C.M., Ou, J., Pang, C.W.Y., Zhang, L., Tse, C.S., Lam, L.C.W., Antoniou, M. (2019). Language Training Leads to Global Cognitive Improvement in Older Adults. Journal of Speech Language and Hearing Research, 62, 2411-2424.

王聪 (2019). 汉语人称代词的来源属性及其演变的类型学意义分析————以『身』、『儂』、『伊』等為例. 《辞书研究》, 4, 121-135.

Xu, H.,& Lee, J. C. K. (2019). Exploring the contextual influences on adolescent career identity formation: A qualitative study of Hong Kong secondary students. Journal of Career Development, 46(3), 219-234.

Yan, Z., Brown, G.T.L., Lee, J.C.K., & Qiu, X.-L. (2019). Student self-assessment: why do they do it?. Educational Psychology, 40(4), 509-532.

Zhu, X., Loh, E. K. Y., Yu, G., Tam, L. C. W., & Liao, X. (2019). Developing 21st century skills for the first language classroom: Investigating the relationship between Chinese primary students' oral interaction strategy use and their group discussion performance. Applied Linguistics Review. Advance online publication.

Zhu, X., Liao, X., & Cheong, C. M. (2019). Strategy use in oral communication with competent synthesis and complex interaction. Journal of Psycholinguistic Research, 48(5), 1163-1183.

朱庆之(2019)：从平行梵本看支译《维摩詰经•菩萨品》所谓「『是』后置特殊判断句」的真实句法语义结构，《佛光学报》，5(2)，页39-76。

祝新华、曾凡懿和廖先(2019)：阅读六层次能力框架在小学阅读试卷编制中的使用，《华文学刊》，17(2)，页67-91。