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許明得教授

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(852) 2948 7551
mthue@eduhk.hk

許明得教授
教授, 系主任
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/Profile_Photo-Prof_Hue1.jpg
(852) 2948 7551
(852) 2948 7983
D2-2/F-01A
mthue@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=18149
專門﹕學校指導 ﹑輔導﹑融合教育﹑行為管理及少數族裔學生的教育

PhD (2001) Institute of Education, University of London
M.Ed. (1996) University of Bristol, England

教學範疇

  • 輔導與諮商 
  • 個人及社交發展 
  • 處理多樣性 
  • 融合教育 
  • 通識教育 

 

研究領域

  • 學校指導
  • 輔導 
  • 融合教育 
  • 行為管理 
  • 少數族裔學生的教育

 

近期及正進行之研究計劃

  • Exploring the contextual influence of school, home and community on the development of ethnic minority students’ sense of belonging in Hong Kong (Principal Investigator, General Research Fund, 2020-2021)
  • Promoting wellness & positive learning community: Mindfulness, resilience and compassion (MRC) project for university staff and students, school teachers and students (Principal Investigator, FEHD Self-financing Activity Funds, 2019-2021)
  • Understanding academic dishonesty among Hong Kong university students: Influences of personal and contextual factors (Co-Investigator, General Research Fund, 2019-2020)
  • A study of development of ethnic minority students’ sense of belonging in Hong Kong (Principal Investigator, Block Grant Faculty Fund, 2018-2020)
  • Integrating the flipped classroom paradigm into issue-based enquiry learning and teaching: Design-based research on teachers' in-class and out-of-class facilitation strategies (Co-Investigator, General Research Fund, 2018-2020)
  • Building resilience in classroom: Developing school-based mindfulness and self-compassion programme for teachers and students (Co-Investigator, Departmental Funding, 2018-2019)
  • Exploring the contextual influence of school, home and community on the development of ethnic minority students’ sense of belongingness in Hong Kong (Principal Investigator, Internal Research Grant, 2017-2018)
  • Harnessing mobile technology in outdoor experiential learning: Teacher facilitation in context-aware social inquiry activities in formal school education (Co-Investigator, General Research Fund, 2016-2018)
  • YWCA Jockey Club Walk Along with kids and families project (Principal Investigator, Hong Kong Young Women's Christian Association, 2016-2018)
  • Understanding the Longitudinal Processes of Acculturative and Enculturative Stress on the Well-being of Mainland Chinese Emerging Adults in Hong Kong (Co-Investigator, Departmental Collaborative Fund, 2016-2017)
  • Neither Immigrants nor Citizens”: Constructing citizenship values in a transnational context for Hong Kong’s ethnic minority students (Principal Investigator, General Research Fund, 2015-2017)
  • Expanding the discourse of cultural responsiveness: Understanding ethnic minority students’ identities and belongingness in Hong Kong’s post-colonial context (Principal Investigator, Internal Research Grant, HKIEd, 2015-17)
  • Promoting multi-cultural teaching beliefs and practices in culturally responsive preschools in Hong Kong (Co-Investigator, General Research Fund, 2014-2017)
  • Creating culturally responsive classrooms in a Chinese context: A study of teacher and school attitudes to multicultural teaching competence in Hong Kong schools (Principal Investigator, General Research Fund, 2013-2017)
  • Exploring cultural diversity in Chinese classrooms: Can assessment environment cater for the needs of ethnic minority students in Hong Kong? (Co-investigator, General Research Fund, 2009-2012)
  • A pilot study on mindfulness - Intervention and well-being, attention level and stress level of Hong Kong student (Principal Investigator, Internal Research Grant, HKIEd, 2008-2009)
  • Building up resilient schools: Meeting the challenge of guidance and discipline in Hong Kong secondary schools (Principal Investigator, 2008-2009)
  • Developing culturally responsive approaches to pastoral care: A narrative study of cross-cultural experience of ethnic minority students in Hong Kong secondary school (Principal Investigator, Internal Research Grant, HKIEd, 2008-2009)
  • The new senior secondary curriculum in schools - A study on policy and practice (Principal Investigator, 2008-2009)
  • Academic paper modification: "The cross-cultural experience of the immigrant students in Hong Kong secondary schools: Negotiating a curriculum of diversity" (Principal Investigator, 2006)
  • Educational provision for ethnic minority students in Hong Kong: Meeting the challenges of the proposed Racial Discrimination Bill (Co-Investigator, Public Policy Research Fund, RGC, 2006-2009)
  • A study on the learning situation of educationally disadvantaged students in a Hong Kong mainstream primary school from the multicultural perspective (Co-Investigator, Internal Research Grant, HKIEd, 2006-2007)
  • Social construction of classroom discipline in Hong Kong secondary schools (Principal Investigator, Internal Research Grant, HKIEd, 2005-2006)
  • Developing interactive teaching resources for four core module in the Bachelor education programmes (Co-investigator, Teaching Development Grants, HKIEd, 2005-2006)
  • Enhancing active teaching and learning by the use of questioning skill - Teacher development and resources production on 4 key learning areas in primary schools (Co-investigator, Teaching Development Grants, HKIEd, 2004-2005)
  • An institute-school partnership initiative to foster pre-service teachers’ understanding of classroom knowledge and skills (Co-investigator, Projects and Initiative Fund, HKIEd, 2003-2005)
  • Teachers assessment practices and their relationship to new assessment requirement (Co-investigator, Internal Research Grant, HKIEd, 2003-2004)
  • Teachers’ and students’ constructs of classroom discipline in two Hong Kong secondary schools (Principal Investigator, HKIEd Small Scale Research Fund, 2003-2004)

 

期刊論文

  • Kam, C. C. S., Hue, M. T., Cheung, H. Y., & Risavy, S. D. (2020). Factor structure of the attitudes toward cheating scale: An exploratory structural equation modeling analysis. Current Psychology, 39(5), 1843-1852.
  • Karim, S., & Hue, M. T. (in press). Acculturation and sense of belonging: A study of young Pakistani students in Hong Kong. Asian Ethnicity. doi: 10.1080/14631369.2020.1807911
  • Cheung, R. Y. M., Bhowmik, M. K., & Hue, M. T. (2020). Why does acculturative stress elevate depressive symptoms? A longitudinal study with emotion regulation as a mediator. Journal of Counseling Psychology, 67(5), 645-652.
  • Leung, C. H., & Hue, M. T. (in press). Factor structure of multicultural teaching competency scale for school-teachers in Hong Kong. Australian Journal of Teacher Education.
  • Ng, H. Y., Kennedy, K. J., & Hue, M. T. (2019). What contributes to ethnic minorities’ identification with Hong Kong? The cases of South Asian and Filipino youth. Asian Ethnicity, 20(2), 228-249.
  • Jong, M. S. Y., Chan, T., Hue, M. T., & Tam, V. W. L. (2018). Gamifying and mobilising social enquiry-based learning in authentic outdoor environments. Journal of Educational Technology & Society 21(4), 277-292.
  • Kam, C. C. S., Hue, M. T., & Cheung, K. C. Y. (2018). Plagiarism of Chinese secondary school students in Hong Kong. Ethics & Behavior28(4), 316-335.
  • Ng, H. Y., Kennedy, K. J., & Hue, M. T. (2018). What contributes to ethnic minorities’ identification with Hong Kong? The cases of South Asian and Filipino youth. Asian Ethnicity. doi:10.1080/14631369.2018.1507725
  • Kam, C. C. S., Hue, M. T., Cheung, H. Y., & Risavy, S. D. (2018, accepted). Factor structure of the attitudes toward cheating scale: An exploratory structural equation modeling analysis. Current Psychology. doi:10.1007/s12144-018-9887-6
  • Cheung, H. W., Kennedy, K. J., Leung, C. H., & Hue, M. T. (2018). Religious engagement and attitudes to the role of religion in society: Their effect on civic and social values in an Asian context. British Journal of Religious Education40(2), 158-168.
  • Bhowmik, M. K., Cheung, R. Y. M., & Hue, M. T. (2018). Acculturative stress and coping strategies among Mainland Chinese university students in Hong Kong: A qualitative inquiry. American Journal of Orthopsychiatry88(5), 550-562.
  • Kam, C. S., Hue, M. T. & Cheung, H. Y.  (2018). Academic dishonesty among Hong Kong secondary school students: Application of theory of planned behavior. Educational Psychology, 38(7), 945-963.
  • Bhowmik, M. K., Kennedy, K. J., & Hue, M. T. (2018). Education for all – But not Hong Kong’s ethnic minority student. Race, Ethnicity and Education, 21(5), 661-679.
  • Leung, C. H., & Hue, M. T. (2017). Understanding and enhancing multicultural teaching in preschool. Early Child Development and Care187(12), 2002-2014.
  • Cheung, H. Y., Teo, T., & Hue, M. T. (2017). Modeling the relationships among emotional intelligence, sensation seeking and risk-taking attitudes of university students in Hong Kong. Journal of Risk Research, 20(5), 569-589. doi:10.1080/13669877.2015.1100657
  • Cheung, C. K., Cheung, H. Y., & Hue, M. T. (2016). Educational contributions to students' belongingness to the society, neighbourhood, school and family. International Journal of Adolescence and Youth, 22(2), 226-237. doi:10.1080/02673843.2016.1157827
  • Cheung, C. K., Cheung, H. Y., & Hue, M. T. (2015). Reciprocal influences between self-assessed emotional intelligence and self-esteem. International Journal of Adolescence and Youth, 20(3), 295-305.
  • Hue, M. T., & Kennedy, K. J. (2015). Promoting cultural responsiveness: Teachers’ constructs of an assessment classroom environment for ethnic minority students in Hong Kong secondary schools. Teachers and Teaching: Theory and Practice, 21(4), 289-304.
  • Hue, M. T., Leung, C. H., & Kennedy, K. J. (2015). Student perception of assessment practices: Towards ‘no loser’ classrooms for all students in the ethnic minority schools in Hong Kong. Educational Assessment, Evaluation and Accountability, 27(3), 253-273.
  • Hue, M. T., & Lau, N. S. (2015). Promoting well-being and preventing burnout in teacher education: A pilot study of a mindfulness-based programme for pre-service teachers in Hong Kong. Teacher Development, 19(3), 381-401.
  • Kennedy, K., Hue, M. T., & Bhowmik, M. (2015). Multicultural teaching in Hong Kong schools: Classroom assessment and learning motivation for ethnic minority students. Assessment Matters, 8, 53-75.
  • Cheung, C. K, Cheung, H. Y., & Hue, M. T. (2015). Emotional intelligence as a basis for self-esteem in young adults. Journal of Psychology: Interdisciplinary and Applied, 149(1), 63-84.
  • Hue, M. T., & Kennedy, K. J. (2014). Creating culturally responsive environments: Ethnic minority teachers' constructs of the cultural diversity of students in Hong Kong secondary schools. Asia Pacific Journal of Education, 34(3), 273-287.
  • Hue, M. T., & Kennedy, K. J. (2014). The challenge of promoting ethnic minority education and cultural diversity in Hong Kong schools: From policy to practice. Revista Española de Educación Comparada23(1), 117-134.
  • Hue, M. T., & Kennedy, K. J. (2013). Building a connected classroom: Teachers’ narratives about managing the cultural diversity of ethnic minority students in Hong Kong secondary schools. Pastoral Care in Education, 31(4), 292-308.
  • Hue, M. T., & Kennedy, K. J. (2012). Creation of culturally responsive classrooms: Teachers’ conceptualization of a new rationale for cultural responsiveness and management of diversity in Hong Kong secondary schools. Intercultural Education, 23(2), 119-132.
  • Hue, M. T. (2012). Inclusion practices with special educational needs students in a Hong Kong secondary school: Teachers’ narratives from a school guidance perspective. British Journal of Guidance & Counselling, 40(2), 143-156.
  • Lau, N. S., & Hue, M. T. (2011). Preliminary outcomes of a mindfulness-based programme for Hong Kong adolescents in schools: Well-being, stress and depressive symptoms. International Journal of Children's Spirituality, 16(4), 305-320.
  • Kennedy, K. J., & Hue, M. T. (2011). Researching ethnic minority students in a Chinese context: Mixed methods design for cross cultural understandings. Comparative Education, 47(3), 343-354.
  • Hue, M. T. (2011). Developing resiliency in students with behavioural problems in Hong Kong secondary schools: Teachers' narratives from a school guidance perspective. Pastoral Care in Education, 29(4), 261-272.
  • Hue, M. T. (2010). The challenge of making school guidance culturally responsive: Narratives of pastoral needs of ethnic minority students in Hong Kong secondary schools, Educational Studies, 36(4), 357-370.
  • Hue, M. T. (2010). Aestheticism and spiritualism: A narrative study of the exploration of self through the practice of Chinese calligraphy. Journal of Aesthetic Education, 44(2), 18-30.
  • Hue, M. T. (2010). Influence of Taoism on teachers’ definitions of guidance and discipline in Hong Kong secondary schools. British Educational Research Journal, 36(4), 597-610.
  • Hue, M. T. (2010). Educational planning for school guidance: Teachers’ narratives of the diverse needs of ethnic minority students in Hong Kong secondary schools. Educational Planning, 19(2), 34-45.
  • Hue, M. T. (2009). Promotion of spiritual development: Exploration of the self and spiritualism through the practice of Chinese calligraphy. Pastoral Care in Education. 27(1), 63-76.
  • Hue, M. T. (2008). Cross-cultural experiences of immigrant students from mainland China in Hong Kong secondary schools. Ethnography and Education, 3(3), 229-242.
  • Hue, M. T. (2008). The influence of Confucianism: A narrative study of Hong Kong teachers' understanding and practices of school guidance and counselling. British Journal of Guidance & Counselling, 36(3), 303-316.
  • Hue, M. T. (2007). Emergence of Confucianism for teachers' definitions of guidance and discipline in Hong Kong secondary schools. Research in Education, 78(Nov), 21-33.
  • Hue, M. T. (2007). The relationships between school guidance and discipline: Critical contrasts in two Hong Kong secondary schools. Educational Review, 59(3), 343-362.
  • Hue, M. T. (2007). The influence of classic Chinese philosophy of confucianism, taoism and legalism on classroom discipline in Hong Kong junior secondary schools. Pastoral Care in Education, 25(2), 38-45.
  • Hue, M. T. (2005). The influences of Chinese culture on teacher-student interaction in the classrooms of Hong Kong secondary schools. Australian Curriculum Studies Association, 25(3), 37-43.
  • Hue, M. T. (2002). School guidance and discipline: Teachers’ and students construct of classroom knowledge in two Hong Kong secondary schools. Educate-The London Journal of Doctoral Research in Education, Institute of Education, University of London1, 23-35. 

 

出版書籍

  • Hue, M. T. (Ed.). (2017). School counselling in Chinese context: School practice for helping students in needs in Hong Kong (under Routledge Series on Schools and Schooling in Asia). New York: Routledge.
  • Phillion, J., Hue, M. T., & Wang, Y. (Eds.) (2011). Minority Students in Far East Asia: Government Policies, School Practices and Teacher Responses. New York: Routledge.
  • Hue, M. T., & Li, W. S. (2008). Classroom management: Creating a positive learning environment. Hong Kong: Hong Kong University Press.
  • 許明得、李偉成(2008):《有效課堂管理:營造積極學習氣氛》,香港,香港大學出版社。

 

書籍章次

  • Cheung, H. W. C., Bhowmik, M. K., Kennedy, K. J., Ng, H. Y., & Hue, M. T. (2020). Religious and ethnic identification of minoritized youth in Hong Kong: Exploring acculturation outcomes. In E. Delgado-Algarra, & J. Cuenca-López (Eds.), Handbook of Research on Citizenship and Heritage Education (pp. 332-351). Hershey PA, USA: IGI Global.
  • Hue, M. T. (2020). Behavioral disorder: Theory, research, and practice. In A. J. Martin, R. A. Sperling & K. J. Newton (Eds.), Handbook of Educational Psychology and Students with Special Needs (pp. 220-238). New York, NY: Routledge
  • Jong, M. S. Y., Cheung, K. K. F., Jiang, Y. C., Chan, T., Tam, V., & Hue, M. T. (2018). Mobile outdoor inquiry-based learning activities in Hong Kong. In D. Wu & Y. J Y (Eds.), Case studies of ICT in education worldwide 2016–2017 (pp. 38–56). Beijing: Being Normal University Press.
  • Hue, M. T. (2018). Introduction: Seeking equity in education for Asia’s ethnic minorities. In K. Kennedy & J. C. K. Lee (Eds.), Routledge International Handbook of Schools and Schooling in Asia (pp. 805-807). New York: Routledge.
  • Hue, M. T. (2018). Promoting cultural responsiveness and multicultural competency in Hong Kong schools. In K. Kennedy & J. C. K. Lee (Eds.), Routledge International Handbook of Schools and Schooling in Asia (pp. 819-828). New York: Routledge.
  • Bhowmik, K., & Hue, M. T. (2018). Education for ethnic minority young people in Hong Kong: What school factors make them unsuccessful? In K. Kennedy & J. C. K. Lee (Eds.), Routledge International Handbook of Schools and Schooling in Asia (pp. 808-818). New York: Routledge.
  • Hue, M. T. (in press) (2017). Promoting culturally responsiveness and multicultural competency through the classroom experience of teachers in Hong Kong schools. In I. H. Amzat & N. P. Valdez (Eds.), Teacher Professional Knowledge and Development for Reflective and Inclusive Practices (pp. 179-191). Oxon, UK: Routledge.
  • Hue, M. T. (2017). School counselling in Hong Kong schools and cultural influence. In M. T. Hue (Ed.), School counselling in a Chinese context: Supporting students in need in Hong Kong (pp. 3-18). New York: Routledge.
  • Hue, M. T. (2017). Building a culturally responsive guidance programme: Attending to the counselling needs of ethnic minority students. In M. T. Hue (Ed.), School counselling in a Chinese context: Supporting students in need in Hong Kong (pp. 139-152). New York: Routledge.
  • Hue, M. T. (2017). Moving school counselling forward. In M.T. Hue (Ed.), School counselling in a Chinese context: Supporting students in need in Hong Kong (pp. 171-179). New York: Routledge.
  • Hue, M. T. (2017). The challenges of promoting cultural responsiveness: Narratives of cultural diversity and the cultural competency in Hong Kong schools. In D. Sharps (Ed.), Handbook on comparative and international studies in education (pp. 585-598). USA: Wiley-Blackwell.
  • Hue, M. T. (2013). Crisis management and its application to school guidance. In Y. Y. P., Luk-Fong & Y. C., Lee-Man (Eds.), School guidance: Development and practice (pp. 219-238). Hong Kong: Hong Kong University Press.
  • Hue, M. T. (2012). New dimensions of teacher education on the inclusivity of school guidance for regular schools in Hong Kong. In C. Forlin (Ed.), Future directions for inclusive teacher education: An international perspective (pp. 123-130). New York: Routledge.
  • Hue, M. T. (2011). Crisis management and its practices for school guidance. In Y. Y. P., Luk-Fong & Y. C., Lee-Man (Eds.), School guidance: Development and practice (pp.181-198). Hong Kong: Hong Kong University Press. (In Chinese).
  • 許明得(2011):危機管理及其在學校輔導的應用,輯於陸方鈺儀、李文玉清編,《學校輔導:趨勢與實務》,(頁181-198),香港,香港大學出版社。
  • Hue, M. T. (2007). Classroom management for children with diverse learning needs. In S. N. Phillipson (Ed.), Learning Diversity in the Chinese Classroom: Contexts and Practice for Students with Special (pp. 459-486). Hong Kong: Hong Kong University Press.
  • 許明得(2005):利用同儕互助小組的形式推動教師專業發展,輯於許景輝、李偉成編《領袖教師與教師專業發展》,(頁37-43),香港,匯智出版有限公司。
  • Hue, M. T. (2003). Strategic planning for curriculum change. In H.F. Law & B.H. Lam (2003) (Eds.), Curriculum leadership for curriculum development. Hong Kong: Quality Education Fund.

 

學術會議論文

  • Hue, M. T. (2019, September). Making inclusion possible: Experience of special educational needs coordinators (SENCOs) in Hong Kong schools. Paper presented at the Special Education International Conference (SEIC) 2019, Sepang, Malaysia.
  • Hue, M. T. (2019, July). Promotion of inclusive education: Special educational needs coordinators (SENCOs) definition of their role and experience in Hong Kong schools. Paper presented at the 6th The London School of Management Education (LSME) - International Research Conference, London, The United Kingdom.
  • Hue, M. T. (2019, July). Collaborative and evidence-based approach to the promotion of inclusive education. Paper presented at the 3rd International Conference on Special Education (ICSE2019), Surabaya, Indonesia.
  • Hue, M. T. (2019, May). Teachers’ narratives of cultural responsiveness and multicultural competency in Hong Kong schools. Paper presented at the 2019 Korean Association for Multicultural Education (KAME) International Conference, Seoul National University, Seoul, Korea.
  • Hue, M. T. (2019, May). Everyday authoritarianism in China’s Hong Kong. Paper presented at the 21st Annual Children’s Identity and Citizenship European Association Conference (CiCea), Charles University, Karolinum, the Czech Republic.
  • Hue, M. T. (2018, October). Managing diversity and ethnic minority education. Paper presented at the Fifth Forum on Inclusive and Equitable Education for All in Hong Kong, The Education University of Hong Kong, Tai Po, Hong Kong, China.
  • Hue, M. T. (2018, July). Collaborative and evidence-based approach to the promotion of SEN children’s wellbeing. Paper presented at the Child's World Conference 2018 - New Shoes New Direction, Aberystwyth University, Penglais Campus, Aberystwyth, Wales, UK.
  • Hue, M. T., & Bhowmik, M. K. (2018, May). Acculturation and identity in an Asian context: The case of ethnic minority youth in Hong Kong. Paper presented at the 20th Annual Children’s Identity and Citizenship European Association and the 2nd Joint CITIZED Association Conference (CiCea/CitizED Conference 2018), Warsaw, Poland.
  • Bhowmik, M. K., Kennedy, K. J., Hue, M. T., & Ng, H. Y. (2017, November). Identities of Hong Kong’s ethnic minority youth: A socioecological perspective. Paper presented at the WERA Focal Meeting & HKERA International Conference 2017 (WERA-HKERA 2017): Innovation, Reform and Education Change in a Contemporary World, The Education University of Hong Kong, Hong Kong, China.
  • Cheung, H. W. C., Kennedy, K. J., Hue, M. T., & Leung, C. H. (2017, November). The influence of religious education on Hong Kong & Taiwanese students’ civic and social values development. Paper presented at the WERA Focal Meeting & HKERA International Conference 2017 (WERA-HKERA 2017): Innovation, Reform and Education Change in a Contemporary World, The Education University of Hong Kong, Hong Kong, China.
  • Hue, M. T. (2017, October). Experience of local schools: Collaborative and evidence-based approach to special needs and inclusive education. Paper presented at SCMP EdTalk: Special Needs & Inclusive Education 2017, Hong Kong, China.
  • Kennedy, K., Hue, M. T., & Bhowmik, M. (2017, July). Self-efficacy and pan ethnic identity: The role of resilience in coping with minority status. Paper presented at the European Congress of Psychology, Amsterdam, Holland.
  • Kennedy, K., Hue, M. T., Bhowmik, M., & Ng, H. Y. (2017, June). Intersectionality and identity in an Asian context: The case of Pakistani youth in Hong Kong. Paper presented at the CiCea / Jean Monnet Network 2017 Conference “Reaffirming Citizenship Education in an Uncertain World”, Brugge, Belgium, Germany.
  • Hue, M. T. (2017, May). Challenges of promoting cultural responsive classroom and teachers’ multicultural competency in Hong Kong schools. Paper presented at International Conference on Innovative Pedagogy, Banda Aceh, Indonesia.
  • Hue, M. T. (2017, April). Promotion of cultural responsiveness: Ethnic minority students’ constructs of ethnic diversity and identity in Hong Kong secondary schools. Paper presented at International Conference on Responsible Research and Transformation in Education, London, The United Kingdom.
  • Cheung, H. W. C., Kennedy, K. J., & Hue, M. T. (2016, December). The influence of religious education on Hong Kong students’ civic and social values development. Paper presented at the Hong Kong & Macao SAR Youth: Identity, Citizenship Education and Civic Participation 2016 Conference, the Education University of Hong Kong, Hong Kong.
  • Hue, M. T. (2016, November). Promoting culturally responsiveness and multicultural competency in Hong Kong schools. Paper presented at The 9th International Conference on Educational Research, Faculty of Education at Khon Kaen University, Thailand.
  • Hue, M. T. (2016, October). Special preparation for students of special education in conducting teaching practice. Paper presented at International Teacher Education Conference on Teaching Practice at Sultan Idris Education University, Malaysia.
  • Hue, M. T. (2016, April). Promoting cultural responsiveness and multicultural competency through the Classroom Experience of Teachers in Hong Kong schools. Paper presented at the American Educational Research Association 2016 Annual Meeting, Washington, D.C., USA.
  • Hue, M. T. (2016, January). Promoting teachers’ multicultural competency and cultural responsiveness in Hong Kong schools. Paper presented at International Conference on Responsible research in Education and Management and its Impact, London, the United Kingdom.
  • Cogburn, D. L., Low, L. C., & Hue, M. T. (2015, July). The role of innovation to enhance learning initiatives and practices. Paper presented at the 1st International Conference on Special Education: Innovation to Enhance Learning Initiatives and Practices, Centara Government Complex Hotel & Convention Centre, Bangkok, Thailand.
  • Jong, M. S. Y., Ho, E., S. C., Tam, V., Hue, M. T., Shang, J., Tsai, C. C., et al. (2015, April). How are teachers concerned about harnessing EduVenture in outdoor inquiry learning? Paper presented at The 2015 AERA (American Educational Research Association) Annual Meeting theme: Toward justice: Culture, language, and heritage in education research and praxis, Sheraton Chicago, Chicago, Illinois.
  • Hue, M. T. (2015, July). From policy to practice: Challenges of enhancing learning initiatives of students with SEN in Hong Kong mainstream schools. Paper presented at The 1st International Conference on Special Education: Innovation to Enhance Learning Initiatives and Practices, Bangkok, Thailand.
  • Hue, M. T. (2015, April). Creating a culturally responsive classroom: Teachers' narratives of their influence on ethnic minority students' performance and home-school collaboration. Paper presented at the American Educational Research Association 2015 Annual Meeting, Chicago, USA.
  • Hue, M. T. (2015, April). Exploring cultural approach for school counselling: Use of mindfulness for promoting students’ well-being in Hong Kong secondary schools. Paper presented at the American Educational Research Association 2015 Annual Meeting, Chicago, USA.
  • Hue, M. T. (2014, December). Supporting schools and teachers in meeting the rights of education of ethnic minorities. Paper presented at Hong Kong education policy roundtable forum: Collaborating for Hong Kong education development, The Hong Kong Institute of Education, Hong Kong, China.
  • Hue, M. T. (2014, September). From policy to practice: Challenges of promoting cultural responsive classroom and teachers’ multicultural competency in Hong Kong schools. Paper presented at Lunch Research Series VII, Faculty of Education, Universidade De Macau, Macau.
  • Hue, M. T. (2014, September). Promoting teachers’ multicultural competency: Challenge of creating a culturally responsive classroom for ethnic minority students in Hong Kong secondary schools. Paper presented at International Conference on Educational Research 2014, Khon Kaen University, Thailand.
  • Hue, M. T. (2014, July). Building cultural responsive classrooms: Teachers’ narratives of multicultural competency and cultural diversity of ethnic minority students in Hong Kong secondary schools. Paper presented at the 28th International Congress of Applied Psychology (ICAP), Paris, France.
  • Hue, M. T. (2014, April). Creating a culturally responsive classroom in Hong Kong secondary schools. Paper presented at Chinese American Educational Research and Development Association 2014 Annual Meeting, Philadelphia, USA.
  • Hue, M. T. (2014, April). From a Philosophical perspective: Influences of Confucianism and Buddhism on school guidance and counselling. Paper presented at Business Meeting of Confucianism, Taoism and Education SIG, American Educational Research Association, Philadelphia, USA.
  • Hue, M. T. (2013, July). From policy to practice: Challenges of ethnic minority education and the promotion of culturally responsive classroom in Hong Kong secondary schools. Paper presented at a global social sciences conference: Education, Ethnicity and Inequality Symposium: Issues and Insights, organized by the Department of Education Studies, the Hong Kong Baptist University, Hong Kong.
  • Hue, M. T. (2013, April). Developing a mindfulness approach of school guidance for promoting students’ well-being in two Hong Kong secondary schools. Paper presented at American Educational Research Association, San Francisco, USA.
  • Hue, M. T. (2013, April). Managing Cultural Diversity in HK Classroom: Teachers’ narratives of their influence on ethnic minority students’ performance and home-school collaboration. Paper presented at American Educational Research Association, San Francisco, USA.
  • Hue, M. T. (2012, May). Building a connected classroom for managing the cultural diversity of ethnic minority students in Hong Kong secondary schools. Paper presented at International Symposium on Classroom Management and Motivation for Learning, organized by Kennesaw State University (USA) and Hubei University of Education (China), at Hubei University of Education Campus, Hubei, China.
  • Hue, M. T. (2012, April). Teachers’ conceputalization of a ‘new’ rationale for cultural responsiveness and diversity management in Hong Kong secondary schools. Paper presented at CAERDA, Vancouver, Canada.
  • Chu, S. S. W., Hue, M. T., & Chung, K. K. H. (2011, December). What Dyslexia policy and practices work for Chinese primary school children in Hong Kong? Paper presented at the International Conference on Addressing Student Learning Diversity 2011, HKIEd, Hong Kong.
  • Hue, M. T. (2011, September). Exploring Cultural Diversity in Chinese Classrooms: Can classroom environments cater for the needs of ethnic minority students in Hong Kong? Paper presented at ICER, Khon Kaen, Thailand.
  • Hue, M. T. (2011, July). Creating a culturally responsive school: Fulfilling the diverse needs of ethnic minority students in Hong Kong secondary schools. Paper presented at the 12th European Congress of Psychology, Istanbul.
  • Hue, M. T. (2011, June). Developing inclusive approaches to school guidance: teachers’ narratives about including students with SEN in a regular Hong Kong secondary school. Paper presented at research meeting, organized the Department of Special Education and Counselling, HKIEd, Hong Kong.
  • Hue, M. T. (2011, April). The dynamic of guidance and discipline: Teachers’ narrative of fulfilling the diverse needs of students with SEN in a regular school in Hong Kong. Paper presented at the 2011 Chinese American Educational Research and Development Association International conference: Curriculum, instruction, research, and practice in education in the 21st century, New Orleans Marriott Hotel, New Orleans, LA.
  • Hue, M. T. (2010, December). Beyond the classroom: Connecting Home and school for ethnic minority Students. Paper presented at the 2nd East Asian International Conference on Teacher Education Research, HKIEd, Hong Kong.
  • Hue, M. T. (2010, November). Teachers’ narratives of multicultural responsiveness to the diverse needs of ethnic minority students in Hong Kong schools. Paper presented at Asia-Pacific Educational Research Association (APERA), Kuala Lumpur, Malaysia.
  • Hue, M. T. (2010, September). Creating culturally responsive classrooms: The professional knowledge landscape of ethnic minority teachers’ cross-cultural experience in Hong Kong schools. Paper presented at International Conference on Educational Research (ICER), Khon Kaen University, Thailand.
  • Hue, M.T. (2010, September). Creating culturally responsive classrooms: The professional knowledge landscape of ethnic minority teachers’ cross-cultural experience in Hong Kong schools. Paper presented at International Conference on Educational Research (ICER), Khon Kaen University, Thailand.
  • Hue, M. T. (2010, May). Building up culturally responsive schools: Fulfilling the diverse needs of ethnic minority students. Paper presented at Hong Kong Institute for the Humanities and Social Sciences and Women’s Studies Research Centre, University of Hong Kong.
  • Hue, M. T. (2010, May). School guidance and discipline: Challenge of promoting resiliency in Hong Kong secondary schools. Paper presented at the Annual Meeting of American Educational Research Association, Denver.
  • Hue, M. T. (2009, November). School guidance and discipline: Teachers’ and students’ narratives of promoting resiliency in Hong Kong schools. Paper presented at International Conference on Primary Education 2009: The Future is Theirs: Visions for Primary Education in the Twenty First Century, The Hong Kong Institute of Education, Hong Kong.
  • Hue, M. T. (2009, September). Building up resilient schools: Meeting the challenge of guidance and discipline in Hong Kong secondary schools. Paper presented at the International Conference on Educational Research (ICER) 2009: Learning Community for Sustainable Development, Khon Kaen University, Thailand.
  • Kennedy, K. J., & Hue, M. T. (2009, June). Ethnic minority students in a Chinese society: Towards multiculturalism in Hong Kong? Paper presented at the Redesigning Pedagogy International Conference: Designing New Learning Contexts for a Globalising World, National Institute of Education, Nanyang Technological University, Singapore.
  • Hue, M. T. (2009, June). Ethnic minority students in a Chinese society: School practitioners' narratives of caring in Hong Kong secondary schools. Paper presented at the Asia-Pacific Educational Research Association Conference 2009: Educational research for innovation & quality in education: Policy & pedagogical engagements across contects, NIE, Singapore.
  • Hue, M. T. (2009, April). Creating a culturally responsive classrooms: The diverse needs of ethnic minority students. In Policy, action and theory: Cross-cultural experience and ethnic minority students in the US, Canada, Australia and Hong Kong. Symposium conducted at the Annual Meeting of Amerian Education Research Association, San Diego.
  • Hue, M. Y. (2009, April). Promoting culturally responsive approaches to caring: The constructs of the cross-cultural experience of ethnic minority students in two Hong Kong primary schools. Paper presented at the Annual Meeting of American Educational Research Association: Disciplined inquiry: Education research in the circle of knowledge, San Diego.
  • Hue, M. T. (2009, April). From the perspective of Daoism: Teachers’ narrative of behavior management in Hong Kong secondary schools. Paper presented at the Annual Meeting of American Educational Research Association: Disciplined Inquiry: Education Research in the Circle of Knowledge, San Diego, CA.
  • Hue, M. T., & Lau, Y. S. (2009, March). Promotion of mindfulness: Creating favourable conditions for spiritual education. Paper presented at the Asia-Pacific Conference on Children’s Spirituality, the Hong Kong Institute of Education, Hong Kong.
  • Hue, M. T. (2009, February). What we can learn from the school experience of ethnic minority students. Paper presented at Seminar of Educational Provision for Ethnic Minority Students, the Hong Kong Institute of Education, Hong Kong, China.
  • Kennedy, K. J., & Hue, M. T. (2008, November). Building up culturally responsive schools: Hong Kong teachers’ views of teaching efficacy and cross-cultural experience of ethnic minority students. Paper presented at the Asia-Pacific Educational Research Association (APERA) Conference 2008: Educational Research for Innovation & Quality in Education: Policy & Pedagogical Engagements Across Contexts, National Institute of Education, Singapore.
  • Hue, M. T. (2008, September). Teachers' narratives of the ethnic identity of ethnic minority students in Hong Kong secondary schools. Paper presented at International Conference on Educational Research: Learning community for sustainable development, Khon Kaen, Thailand.
  • Hue, M. T. (2008, March). Teachers’ responses to the educational provision for ethnic minority students in Hong Kong schools. Paper presented at the Symposium: Ethnic minority students’ experience of language, culture and identity development in USA, Canada and Hong Kong China, at the Annual Meeting of American Educational Research Association (AERA), New York, USA.
  • Hue, M. T. (2008, March). Influence of Confucianism on teachers’ knowledge of behaviour management in Hong Kong schools. Paper presented at the Annual Meeting of American Educational Research Association (AERA), New York, USA.
  • Hue, M. T. (2008, March). Emergence of Confucianism from teachers’ constructs of guidance and discipline in Hong Kong schools. Paper presented at Chinese American Educational Research and Development Association, New York.
  • Hue, M. T. (2008, March). Cross-cultural experience of ethnic minority students in Hong Kong schools. In Ethnic minority and immigrant students' experience of language, culture and identity development in Hong Kong, Canada, and US. Symposium conducted at the Annual Meeting of American Educational Research Assoication, New York.
  • Kennedy, K. J., Hue, M. T., & Tsui, K. T. (2008, February). Comparing Hong Kong teachers' sense of efficacy for teaching Chinese and non-Chinese students. Paper presented at the Annual Conference of the Comparative Education Society of Hong Kong, Hong Kong.
  • Hue, M. T. (2007, April). Contested curriculum in Hong Kong: Confucianism, taoism, legalism, capitalism and colonialism. Paper presented at the 6th Annual Meeting of American Association for the Advancement of Curriculum Studies, Chicago, USA.
  • Hue, M. T. (2007, April), The influence of classic Chinese philosophy of confucianism, taoism and legalism on classroom discipline in Hong Kong junior secondary schools. Paper presented at the Annual Meeting of American Educational Research Association, Chicago, USA.
  • Hui, S. K. F., Li, W. S., Him, T. K., Chan, K. W., & Hue, M. T. (2006, April). Experience of a Hong Kong school to use a peer support group for promoting teachers’ professional development. Paper presented at the Conference on Education Development in Chinese Society, Faculty of Education, University of Macau.
  • Hui, S. K. F., Hue, M. T., Yeung, S. Y., Li, W. S. (2006, March). From peer support to teacher leaders. Paper presented at the School Development Conference in Tsuen Wan and Kwai Tsing District, the Education and Manpower Bureau, Hong Kong.
  • Hue, M. T. (2005, October). The social construction of classroom behaviour in Hong Kong secondary schools. Paper presented at the International Forum on Teacher Education: Teacher Education Reform, Teacher Professional Standards and School-based Teacher Development, Shanghai, China.
  • Hue, M. T. (2005, October). Social construction of effective classroom discipline in Hong Kong junior secondary schools. Paper presented at International Teacher Education Forum, UNESCO Asia and Pacific Regional Bureau for Education, East China University, Shanghai.
  • Hue, M. T. (2005). The Cross Cultural Experience of the Mainland China Immigrant Students in Hong Kong Secondary Schools. Paper presented at the Annual Meeting of American Educational Research Association (AERA), Montreal, Canada.
  • Hue, M. T. (2005). Teachers’ Construction of Classroom Discipline in Hong Kong Secondary Schools. Paper presented at the Annual Meeting of American Educational Research Association (AERA), Montreal, Canada.
  • Hue, M. T. (2005). Teacher Leadership and Professional Development in Hong Kong: Developing a Peer Support Group for Promoting Teachers’ Professional Development. A symposium paper presented, on 2nd December 2005, at the 40th Anniversary International Conference, Faculty of Education, The Chinese University of Hong Kong.
  • 李偉成、許景輝、陳錦榮、許明得、林德成、謝加謙及楊思慧(2005,12):領袖教師:從課程領導引申的專業發展課題與啓示,論文發表於「香港中文大學教育學院40周年紀念國際研討會」,香港。
  • Hue, M. T. (2004, April). Hong Kong school practitioners' constructs of the identity of newly arrived students from mainland China. Paper presented at the Annual Meeting of American Educational Research Association: Enhancing the Visibility and Credibility of Educational Research, San Diego, CA.
  • Hue, M. T. (2004, April). From the perspective of social psychology: How Chinese culture links to the practices of guidance and discipline in two Hong Kong secondary schools. Paper presented at the 3rd Annual Meeting of American Association for the Advancement of Curriculum Studies, San Diego, CA.
  • Hue, M.T. (2004). Managing the Diversity of Student Needs: The Constructs of the Identity Of Newly Arrived Students from Mainland China in two Hong Kong Secondary Schools. Paper presented at the Annual Meeting of American Educational Research Association. (AERA), San Diego, USA.
  • Hue, M. T. (2003, October). Classroom teaching and learning: A study of teachers’ and students’ definition of situation in five Hong Kong secondary schools. Paper presented at The First Triennial Meeting of the International Association for the Advancement of Curriculum Studies, Shanghai, China.
  • Hue, M. T. (2003). How school guidance and discipline affect the delivery of curriculum in two Hong Kong secondary schools. Paper presented at the 2nd Annual Meeting of American Association for the Advancement of Curriculum Studies, Chicago, USA.

 

其他出版

  • Hue, M. T. (2009). Liberal studies: Independent enquire learning handbook. Hong Kong: Manhattan Press.
  • Hue, M. T. (2009). Liberal studies: Independent enquire learning handbook. Hong Kong: Manhattan Press (In Chinese). 
  • Hue, M. T. (2009). IES Skills for Liberal Studies: Learning Portfolio. Hong Kong: Times Publishing (Hong Kong) Limited.
  • Hue, M. T. (2009). IES Skills for Liberal Studies: Teacher's Guide. Hong Kong: Times Publishing (Hong Kong) Limited.
  • 許明得(2009):《獨立專題探究全攻略》,香港,時信出版有限公司。
  • 許明得(2009):《獨立專題探究全攻略:學習歷程檔案》,香港,時信出版有限公司。

 

社區及專業服務

  • Hue, M. T. (2014, November), Creating a positive learning environment, Workshop for a college.
  • Hue, M. T. (2014, June), Being a model school for Multicultural Education, Talk given at a Graduation Ceremony for a primary school.
  • Hue, M. T. (2012, July), Be creative and cooperative: what can we learn in the play of domino show? Talk given to a secondary school.
  • Hue, M. T. (2012, January), Tips for successful interviews, Workshop for a school.
  • Hue, M. T. (2011, March), Enhancing your educational aspiration, Workshop for a school.
  • Hue, M. T. (2010, October), Whole School Approaches to Supporting the Students with SEN, consultancy and research service for a school.
  • Hue, M. T. (2009, July), Project learning in classroom and beyond, Talk given to a school.
  • Hue, M. T. (2009, July), Enriching your life with different cultures, Talk given to a primary school.
  • Hue, M. T. (2009, March), Challenges of Liberal Studies Curriculum: Leading your students to learn effectively throughout the journey of Independent Enquiry Studies (IES), Talk given to teachers at Hong Kong Productive Center.
  • Hue, M. T. (2008, November), Emotional growth and Learning, Talk given to a school.
  • Hue, M. T. (2006, May), Catering for the Individual Difference among Pupils: Creative Classroom and Thinking, Workshop for a primary school.
  • Hue, M. T. (2006, March), Use of Peer Support Group for Promoting Teachers’ Professional Development, Talk given at a seminar for primary in-service teachers, organized by EMB.
  • Hue, M. T. (2005, November), Life-Long Learning: Looking Backward and Moving Forward, Talk given at a Graduation Ceremony for a secondary school.
  • Hue, M. T. (2004, March), Current Trend of Curriculum Development and Reform, Workshop given for a secondary school.
  • Hue, M. T. (2004, January), Promoting Students’ Learning Motivation: Fulfilling the Social and Affective Needs of Students, Workshop for a secondary school.
  • Hue, M. T. (2002, August), Teachers’ Role in Pastoral Care, Workshop for a primary school.
  • Hue, M. T. (2002, March), How to Design a Peer Support Scheme for Promoting Student Growth, Workshop for a primary school.
  • Hue, M. T. (2002, January), Enhancing Teachers’ Awareness of the Need for Multicultural Education, Workshop for in-service teachers from primary schools.

副系主任

劉淑嫺女士

高級講師I, 副系主任

(852) 2948 8107
pollylau@eduhk.hk

劉淑嫺女士
高級講師I, 副系主任
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Ms._LAU_Suk_Han,_Polly.jpg
(852) 2948 8107
(852) 2948 7794
D2-2/F-18
pollylau@eduhk.hk
專門: 言語、語言、溝通障礙、聽力復康及輔導

M.Sc (Audiology), The University of Hong Kong
B.Sc. (Speech & Hearing Science), The University of Hong Kong

簡介

劉淑嫺女士為特殊教育與輔導學系的高級專任導師。她擁有言語治療師及聽力學家雙專科的專業資格,並擁有多年臨床教學的經驗。她曾於香港大學教育學院言語及聽覺科學部出任臨床導師、於多間大專院校出任名譽講師/客席講師及為政府資助團體的言語治療隊伍擔任的在職培訓工作。

 

教學範疇

  • 言語、語言、溝通發展與障礙
  • 言語、語言及溝通障礙之評估及治療
  • 聽力復康 
  • 學校指導及輔導

 

研究領域

  • 言語發展
  • 兒童言語及語言障礙
  • 構音肌能之學習 

 

臨床教學經驗

  1. Part-time Honorary Lecturer, Division of Speech & Hearing Sciences, Faculty of Education, The University of Hong Kong. (2004 – 2013).
  2. Part-time Visiting Lecturer, Department of Rehabilitation Sciences, The Hong Kong Polytechnic University (2007 – 2011).
  3. Clinical Consultant, Speech Therapy Team, Hong Kong Christian Service (2005-2006).
  4. Full-time Clinical Instructor, Division of Speech & Hearing Sciences, Faculty of Education, The University of Hong Kong. (1999 – 2004).
  5. Part-time Instructor, The School of Continuing Education, Hong Kong Baptist University. (1996).
  6. Part-time Honorary Lecturer, Division of Speech & Hearing Sciences, Faculty of Education, The University of Hong Kong. (1995 – 1996).
  7. Part-time Project Tutor, Early Childhood Education Program, Hong Kong Baptist University. (1995).

 

研究及學術經驗

  1. Project Co-supervisor and Lead Developer
    (Project: “Harnessing Online Technologies for Quality Access to Education and Lifelong Learning: Innovations @FEHD and the Next Level”; Central Research Allocation Fund of EdUHK; 2018 – 2020)
  2. Principle Investigator
    (Project: An eLearning Clinical Teaching Package for the MScESLPLD”; Teaching Development Seed Fund of SEC; 2018 - 2019)
  3. Co-investigator
    (Project: Intervention Efficacy of Assistive Listening Devices for Chinese Children with Dyslexia – a Randomized Controlled Trial; Health and Medical Research Fund: Project Reference Number: 14150431; 2017 - 2019)
  4. Consultant Speech Therapist
    (Project: “An Educational Story Series on Parent Education and Children Development”; Child Care Services of Po Leung Kuk; 2017 - 2018)
  5. Consultant Speech Therapist
    (Project: “An Online Platform for Individualized Education Plan”; Po Leung Kuk Child Care Services; 2017 - 2018)
  6. Principle Investigator
    (Project: “An Evidence-based Clinical Education Model for the MScESLPLD”; Teaching Development Seed Fund of SEC; 2015 - 2016)
  7. Principle Consultant
    [Project: A teaching package on social communication - “Visual & Video Modelling (VIVID)”; Po Leung Kuk Child Care Services; 2014 - 2016)

 

社區及專業服務

  1. Clinical Consultant, YWCA Wong Chuen King Student Development Centre (2016 – now)
  2. Clinical Consultant, Po Leung Kuk Child Care Services (2014 – now)
  3. Guest Speaker, The Federation of Medical Societies of Hong Kong (2007 – now)
  4. Honorary Advisor, Rehabilitation & Youth Services, Yan Chai Hospital (2004 – now)
  5. Clinical Consultant, K.C. Liang Po Lam Early Education and Training Service of Haven of Hope Christian Service (2013 - now, 2005-2006)
  6. Clinical Consultant, Haven of Hope Sunnyside Enabling Centre, Haven of Hope Christian Service (2013 – 2018)
  7. Academic Member, Expert Panel of the Hong Kong Association of Speech Therapists (2013  - 2016)

 

期刊論文

  1. Yiu, EML., Murdoch, B., Hird, K., Lau, P., Ho, EM. (2008). Cultural and language differences in voice quality perception: A preliminary investigation using synthesized signals. Folia Phoniatrica et Logopaedica, 60, 107 – 119.
  2. Yuen, K.C., Kam, A.C. & Lau, P.S. (2006). Comparative performance of an adaptive directional microphone system and a multichannel noise reduction system. Journal of the American Academy of Audiology. 17(4), 241‐252.
  3. Yiu EM, Murdoch B, Hird K, Lau P. (2002). Perception of synthesized voice quality in connected speech by Cantonese speakers. Journal of Acoustic Society of America, 112, 1091–1101.

 

專業學會會籍

  • International Affiliated Member, American Speech-Language-Hearing Association (2004 – Present).
  • Life Member, Hong Kong Society of Audiology (1998 - Present).
  • Full Member, Hong Kong Association of Speech Therapist (1994 - Present).

 

劉鐸博士

副教授, 副系主任

(852) 2948 8639
duoliu@eduhk.hk

劉鐸博士
副教授, 副系主任
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Dr._LIU_Duo,_Phil.jpg
(852) 2948 8639
(852) 2948 7794
D2-2/F-21
duoliu@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=135605
專門: 讀寫發展及讀寫困難

哲學博士, 心理學, 香港中文大學

簡介

劉鐸博士的研究興趣主要集中在認知發展與相關困難,尤其集中在兒童語言及語文能力發展與困難、元語言加工及發展模型等方面。他的研究興趣還包括兼顧考慮利用實驗與相關式的研究方法探討相應研究問題。

教學領域

  • 學習困難
  • 融合教育

 

研究領域

  • 認知發展
  • 語言、語文能力發展及相關困難
  • 發展性閱讀障礙

 

榮譽/獎項

  • Faculty’s Top 10% Publication Award, HKIEd, 2014/15
  • Faculty’s inaugural Quality Publication Award, HKIEd, 2014/15
  • The President’s Award for Outstanding Performance in Research (Early Career Research Excellence), HKIEd, 2013/14
  • The Postgraduate Research Output Award, CUHK, 06/2009
  •  

專業團體活動

  • Associate editor, Journal of Learning Disabilities (Q1, A* journal in EdUHK), July 2017 - present
  • Board member and treasure, The Association for Reading and Writing in Asia (ARWA), August 2016 – present
  • Editorial Board member, Reading and Writing (Q1, A* journal in EdUHK), January 2017 - present
  • Editorial Board member, Frontiers in Education (Special education section), May 2016 - present
  • Voting Member of the Society for the Scientific Study of Reading, July 2014 - present

 

近期及正進行之研究計劃

  • Co-Investigator,The effective use of Chinese stem-deriving instruction for Chinese children with dyslexia, Quality Education Fund (QEF), 2019-2021
  • Principal Investigator, Improving children’s Chinese literacy performance by developing an educational computer game for training morphological skills, reference no.: EDB(LE)/P&R/EL/175/I, SCOLAR, 01/08/2018 – 31/07/2020, HK$1,742,890.
  • Principal Investigator, The effects of training on visual-spatial attention on improving the reading performance of Hong Kong Chinese children with typical or poor reading abilities, reference no.: 04191, Departmental Collaborative Research Fund 2016/2017, HK$200,000
  • Principal Investigator, Facilitating reading acquisition in Hong Kong Chinese children with an Education game, reference no.: S-KT-2016-2017-0006, EDUHK Knowledge Transfer Funds 2016/2017, HK$150,000
  • Principal Investigator, Exploring the deficits of Hong Kong Chinese children with dyslexia in different types of visual search, reference no.: R3756, EDUHK Internal Research Grant, 12/09/2016 – 11/09/2017, HK$80,000
  • Co-Investigator, Reducing early literacy differences in preschool children from low-SES families: The effects of an early metalinguistic intervention, application number: 2015-0004, Standing Committee on Language Education and Research (SCOLAR), with Kevin K.-H. Chung as the PI, 08/02/2016 – 07/08/2018
  • Principal Investigator, Unfolding the role of morphological awareness in word learning of Chinese children, RGC, 01/01/2015 – 31/12/2017
  • Principal Investigator, The association of visual-spatial attention and word reading and reading difficulties in Hong Kong Chinese children: A three-year longitudinal study, RGC, 01/01/2014 – 31/12/2016
  • Principal Investigator, The exploration of the mental representation of Chinese abstract compounds: An event related potential (ERP) study, Department Research Seed Fund, 01/10/2013 – 30/06/2014
  • Principal Investigator, Visual-spatial attention towards Chinese characters: A comparison between Chinese children and adults, HKIED Start-up Research Grant, 01/03/2012 – 28/02/2013
  • Principal Investigator, Visual-spatial attention: Whether it is related to Hong Kong Chinese children’s word reading performance, HKIEd Internal Research Grant, 01/02/2012 – 31/01/2013
  • Principal Investigator, The association of visual-spatial attention and word reading and reading difficulties in Hong Kong Chinese children: A three-year longitudinal study, HKIEd Internal Research Grant, 01/08/2012 – 31/07/2013
  • Principal Investigator, Disentangling the importance of morphological awareness on Chinese words learning: task preparation, Department Research Seed Fund, 01/05/2012 – 30/09/2012
  • Co-Investigator, The sound of silence: Phonological coding used by deaf signers in Chinese and sign language processing, National Natural Science Foundation of China (NSFC), 01/01/2013 – 01/01/2015  

 

期刊論文

  • Wang, L.-C., Liu, D., Chung, K. K. H., & Chu, S.-Y. (May, 2020). The link between auditory temporal processing and knowledge of the phonological coding system in learning to read Chinese. Learning and Individual Differences, 80.
  • Wong, T.-Y., & Liu, D. (Apr, 2020). The association between visual attention and arithmetic competence: The mediating role of enumeration. Journal of Experimental Child Psychology, published online.
  • Wang L.*, & Liu, D. (Feb, 2020). The role of morphological awareness in reading Chinese characters: the moderating effect of morpheme family size. Scientific Studies of Reading, 24, 170-178.
  • Liu, Y., & Liu, D. (Jan, 2020). Compounding morphological awareness and orthographic awareness links Chinese writing to reading comprehension. Reading &Writing. Published online. https://doi.org/10.1007/s11145-019-10009-0
  • Xu, Z.*, Liu, D., & Joshi, R. M. (in press). The influence of sensory-motor components of handwriting on Chinese character learning in second- and fourth-grade Chinese children. Journal of Educational Psychology.
  • Liu, D., & Chen, X. (in press). Visual search and reading comprehension in Chinese children: The mediations of word detection and Chinese character reading. Reading and Writing
  • Liu, S., Wang, L. C., & Liu, D. (2019). Deficits of visual search in Chinese children with dyslexia. Journal of Research in Reading, 42(2), 454–468. doi: 10.1111/1467-9817.12277
  • Liu, S., & Liu, D. (in press). Visual-spatial attention and reading achievement in Chinese children: Evidence from a two-year longitudinal study. Scientific Studies of Reading, doi: 10.1080/10888438.2019.1648475
  • Wang L., & Liu, D. (Feb, 2020). The role of morphological awareness in reading Chinese characters: the moderating effect of morpheme family size. Scientific Studies of Reading, 24, 170-178. https://doi.org/10.1080/10888438.2019.1644338
  • Liu, S., Wang, L. C., & Liu, D. (in press). Auditory, visual, and cross-modal temporal processing skills among Chinese children with developmental dyslexia. Journal of Learning Disabilities. doi: 10.1177/0022219419863766
  • Xu, Z., & Liu, D. (in press). The processing of semantic relation information among Hong Kong Chinese children with good and poor morphological awareness. Reading and Writing. Doi: doi.org/10.1007/s11145-018-9869-y
  • Wang, L.-C., Liu, D., Chen, J. K., & Wu, Y. C. (in press). Processing speed of dyslexia: The relationship between temporal processing and rapid naming in Chinese. Reading and Writing. doi: 10.1007/s11145-018-9857-2
  • Liu, S., Liu, D.*, Pan, Z., & Xu, Z. (2018). The association between reading abilities and visual-spatial attention in Hong Kong Chinese children. Dyslexia, 24(3), 263-275. DOI: 10.1002/dys.1584
  • Liu, Y., & Liu, D.* (2018). Noncompound and Compound Chinese Character Reading: Are They the Same for Second-Grade Hong Kong Chinese children? Learning and Individual Difference, 62, 62-68. doi.org/10.1016/j.lindif.2018.01.009
  • Liu, D. (2017). The Influence of Morphological Structure Information on the Memorization of Chinese Compound Words. Reading and Writing, 30 (8), 1813-1834. doi: 10.1007/s11145-017-9754-0
  • Liu, D., Li, H., & Wong, R. (2017). The anatomy of the role of morphological awareness in Chinese character learning: The mediation of phonological awareness, vocabulary and semantic radical knowledge and the moderation of morpheme family size. Scientific Studies of Reading. 21 (3), 210-224. doi: 10.1080/10888438.2017.1278764
  • Wang, L.-C., Liu, D., Chung, K. K.-H., & Yang, H.-M. (2017). Development of Lexical Tone Awareness in Chinese Children with and without Dyslexia. Contemporary Educational Psychology. Published online. http://dx.doi.org/10.1016/j.cedpsych.2017.02.002
  • Liu, D., & Zhu, X. (2016). The associations of phonological awareness, morphological awareness, orthographic awareness, and RAN with Hong Kong Chinese children’s literacy performance at word level. Writing Systems Research, 8 (2), 218-233.
  • Liu, D., Chen, X., & Wang, Y. (2016). The impact of visual-spatial attention on reading and spelling in Chinese children. Reading and Writing, 29, 1435-1447. doi 10.1007/s11145-016-9644-x
  • Liu, D., Chung, K. K.-H., & McBride-Chang, C. (2016). The role of SES in Chinese (L1) and English (L2) word reading in Chinese-speaking kindergartners. Journal of Research in Reading, 39, 268-291. doi: 10.1111/1467-9817.12046
  • Liu, D. (2016). The involvement of morphological information in the memorization of Chinese compound words: Evidence from memory errors. Journal of Psycholinguistic Research, 45, 157-176. doi 10.1007/s10936-014-9336-0
  • Liu, D., Chen, X., & Chung, K. K.-H. (2015). Performance in a visual search task uniquely predicts reading abilities in third-grade Hong Kong Chinese children. Scientific Studies of Reading, 4, 307-324. doi:10.1080/10888438.2015.1030749
  • Liu, D. & McBride-Chang, C. (2014). Morphological structure processing during word recognition and its relationship with character reading among third-grade Chinese children. Journal of Psycholinguistic Research, 43, 715-735. doi 10.1007/s10936-013-9275-1
  • Liu, D., Chung, K. K.-H., Zhang, Y., & Lu, Z. (2014). Sensitivity to the positional information of morphemes inside Chinese compound words and its relationship with word reading. Reading and Writing, 27, 431-450. doi 10.1007/s11145-013-9451-6
  • Liu, P. D., McBride-Chang, C., Wong, T. T.-Y., Shu, H., & Wong, A. M.-Y. (2013). Morphological awareness in Chinese: Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children. Applied Psycholinguistics, 34, 755-775. doi: 10.1017/S014271641200001X
  • McBride-Chang, C., Liu, P. D., Wong, T., Wong, A., & Shu, H. (2012). Specific reading difficulties in Chinese, English, or both: Longitudinal markers of phonological awareness, morphological awareness, and RAN in Hong Kong Chinese children. Journal of Learning Disabilities, 45, 503-514. doi: 10.1177/0022219411400748
  • McBride-Chang, C., Lin, D., Liu, P. D., Aram, D., Levin, I., Cho, J.-R., Shu, H., & Zhang, Y. (2012). The ABC’s of Chinese: Maternal mediation of Pinyin for Chinese children’s early literacy skills. Reading and Writing. doi: 10.1007/s11145-010-9270-y
  • Liu, P. D., Chung, K. K.-H., McBride-Chang, C., & Tong, X. (2010). Holistic vs. analytic processing: Evidence for a different approach to processing of Chinese at the word and character levels in Chinese children. Journal of Experimental Child Psychology, 107, 466-478. doi: 10.1016/j.jecp.2010.06.006
  • Liu, P. D. & McBride-Chang, C. (2010). Morphological processing of Chinese compounds from a grammatical view. Applied Psycholinguistics, 31, 605-617. doi: 10.1017/S0142716410000159
  • Chung, K. K.-H., Tong, X., Liu, P. D., McBride-Chang, C., & Meng, X. (2010). The processing of morphological structure information in Chinese coordinative compounds: An event-related potential study. Brain Research, 1352, 157-166. doi: 10.1016/j.brainres.2010.06.069
  • Liu, P. D., McBride-Chang, C., Wong, A. M.-Y., Tardif, T., Stokes, S., Fletcher, P., & Shu, H. (2010). Early oral language markers of poor reading performance in Hong Kong Chinese children. Journal of Learning Disabilities, 43, 383-386. doi: http://dx.doi.org/10.1177/0022219410369084
  • Liu, P. D. & McBride-Chang, C. (2010). What is morphological awareness? Tapping lexical compounding awareness in Chinese third graders. Journal of Educational Psychology, 102, 62-73. doi: 10.1037/a0016933

 

其他受邀出版

  • Liu, D., & Xu, Z. (in press). Typewriting on electronic devices and Chinese children’s literacy development. In K. Sheehy and A. Holliman (Eds.), Education and New Technologies: Perils and Promises for Learners. London/New York: Routledge.
  • Kalindi, S. C., Chung, K. K. H.*, Liu, D., Wang, L.-C. (in press). The complexities of written Chinese and the cognitive-linguistic precursors to reading, with consequent implications for reading interventions. In H. K. Pae (Ed.), Writing Systems, Reading Processes, and Cross-Linguistic Influences: Reflections from the Chinese, Japanese, and Korean Languages. Amsterdam/Philadelphia: John Benjamins Publishing Company.
  • Liu, D. (2016). 阅读时,孩子在看什么?——视觉注意与汉语儿童的语文能力发展 (What children see during reading: Visual attention and Chinese children’s literacy development). In W. Li & H. Shu (Eds), The World of Children’s reading I: Studies of Psycholinguistics in Early Reading. Beijing: Beijing Normal University Press.
  • Liu, D. (2014). Visual-spatial attention and its relationship with reading. In K. K.-H. Chung, K. C.-P. Yuen, & D. M. McInerney (Eds), Understanding Developmental Disorders of Auditory Processing, Language and Literacy across Languages: International Perspectives. Greenwich CT: Information Age Press.
  • McBride-Chang, C. & Liu, P. D. (Aug 2011). Chinese reading development and reading disability: Fundamentals and how they might differ across orthographies. In P. McCardle, J. Ren,& O. Tzeng (Eds.), Dyslexia Across Languages: Orthography and the Brain-Gene-Behavior Link. Maryland: Paul H. Books Publishing.
  • Liu, P. D., Zhou, Y., & McBride-Chang, C. (in press). Morphological awareness: Why and how to link it to Chinese literacy teaching and learning. In Teaching and Learning of Chinese: Multiple Perspectives. Information Age Publisher, Inc.
  • McBride-Chang, C. & Liu, P. D. (2010). Chinese reading development and reading disability: Fundamentals and how they might differ across orthographies. In P. McCardle, J. Ren,& O. Tzeng (Eds.), Dyslexia Across Languages: Orthography and the Brain-Gene-Behavior Link. Maryland: Paul H. Books Publishing.
  • Tong, X., Liu, P. D., & McBride-Chang, C. (2009). Metalinguistic and subcharacter skills in Chinese literacy acquisition. In V. Connelly & C. Wood (Eds.), Contemporary perspectives on reading and spelling. London: Routledge Press.
  • McBride-Chang, C., & Liu, P. D. (2008). An overview of reading acquisition. In the Encyclopedia of Language and Literacy Development. Canadian Language and Literacy Research Network.

 

學術會議論文

  • Liu, D., & Liu, S. (Feb, 2019). Visual-spatial Attention and Reading Achievement in Chinese Children: Evidence from a Two-year Longitudinal Study. Paper presented at the 3rd Annual Meeting of the Association for Reading and Writing in Asia, Goa, India
  • Liu, D., & Xu, Z. (Dec, 2018). How to Understand the Relationships between Handwriting and Chinese Character Learning. Invited presentation at the 2018 EdUHK-BNU-NTNU Tripartite Conference: Learning Difficulties in Chinese Reading and Writing, Hong Kong, China.
  • Liu, D., & Chen, X. ( Jul, 2018). Visual Search and Reading Comprehension in Chinese Children: Word Detection Skill as a Mediator. Poster presented at the 25th Annual Meeting of Society for the Scientific Study of Reading, Brighton, UK.
  • Liu, D., Chen, X., Chung, K. K. H., & Wong, A. C. N. (Jul., 2017). The effect of visual search among similar stimuli on Chinese children’s character reading and reading comprehension: A two-year longitudinal study. Paper presented at the 24th Annual Meeting of Society for the Scientific Study of Reading, Halifax, Canada.
  • Xu, Z., & Liu, D. (25, Feb, 2017). Semantic relation processing in Chinese compounds of children with good and poor morphological awareness. Poster presented at the 1st Annual Meeting of the Association for Reading and Writing in Asia, Hong Kong, China.
  • Liu, D., & Xu, Z. (25, Feb, 2017). Perceptual simulation in language comprehension of Chinese children with poor reading abilities. Poster presented at the 1st Annual Meeting of the Association for Reading and Writing in Asia, Hong Kong, China.
  • Liu, D., & Zhu, X. (27 July, 2016). Visual search of different types of stimuli is differently influenced by visual complexity and visual similarity in both Chinese children and adults. Poster presented at the 31st International Congress of Psychology 2016 (ICP2016), Yokohama, Japan.
  • Liu, D., & Li, H. (15 July, 2016). Understanding the role of morphological awareness in reading Chinese characters by exploring the mediation of phonological awareness, vocabulary, and orthographic knowledge and the moderation of morpheme family size. Poster presented at the 23rd Annual Meeting of Society for the Scientific Study of Reading, Porto, Portugal.
  • Liu, D. (19 February, 2016). The processing of morphological structure information during Chinese compound word memorization. Poster presented at the 2016 East Asia Joint Symposium on Reading and Spelling (EASRS), Seoul, Korea.
  • Liu, D., & Chen, X. (16 July, 2015). Visual-spatial attention uniquely predicts speeded reading and character writing in Chinese third graders. Poster presented at the 22nd Annual Meeting of Society for the Scientific Study of Reading, Big Island, USA
  • Lo, C. M., Chung, K. K. H., Liu, D., Wong, S. W. H., McBride, C., & Molfese, D. L. (October, 2014). Morphological structure processing in Chinese dyslexic adolescents: an ERP study. Paper presented at the 15th International Conference on the Processing of East Asian Languages (ICPEAL), Seoul.
  • Liu, D., Chen, X., Chung, K. K. H., & Wang, Y. (18, July, 2014). Visual-spatial attention: Its relationships with literacy performance in Hong Kong Chinese children. Paper presented at the 21st Annual Meeting of Society for the Scientific Study of Reading, Santa Fe, USA.
  • Liu, D. (13, July, 2013). Understanding Chinese children’s morphological awareness and its importance for word reading from error analysis. Poster presented at the 20th Annual Meeting of Society for the Scientific Study of Reading, Hong Kong.
  • Liu, D., & Han, Y. (2012, July). The better Chinese children identify the reversed nonword the better they can read: Morphological structure sensitivity?. Paper presented at the 19th Annual Meeting of Society for the Scientific Study of Reading, Montreal.
  • Liu, D., & McBride-Chang, C. (01, Apr., 2011). Morphological processing during compound word recognition for Chinese children. Poster presented at the 2011SRCD Biennial Meeting, Montreal, Canada.
  • Tong, X., Liu, D., Chung, K. K. H., & McBride-Chang, C. (01, Apr., 2011). Chinese word and character processing in Chinese-speaking children: Holistic or analytic? Poster presented at the 2011SRCD Biennial Meeting, Montreal, Canada.
  • Liu, P. D., McBride-Chang, C., & Zhang, J. (08, Jul., 2010). Morphological sensitivity and its associations with vocabulary acquisition in Chinese children. Poster presented at the Seventeenth Annual Meeting Society for the Scientific Study of Reading (SSSR), Berlin, Germany.
  • Liu, P. D., & McBride-Chang, C. (02, Jul., 2010). How to understand morphological awareness: The relationship between morphological sensitivity and morphological awareness for third grade Chinese children. Paper presented at the Research in Reading Chinese and Related Asian Languages Conference, Toronto, Canada.
  • Liu, D. (07, Nov., 2009). The role of morphological processing on Chinese third grade children’s word reading. Paper presented at the 12th Chinese Congress of Psychology, Shandong, China.
  • Liu, D. & McBride-Chang, C. (10, Oct., 2009). Chinese children’s processing of morphological structure information during lexical access. Poster presented at the 13th ICPEAL, Beijing, China.
  • Liu, P. D., McBride-Chang, C., & Zhou, Y. (4, Apr., 2009). Chinese children’s morphological awareness for reading and vocabulary knowledge. Poster presented at the 2009 SRCD Biennial Meeting, Denver, the USA.
  • McBride-Chang, C., Zhou, Y., & Liu, P. D. (4, Apr., 2009). Letter knowledge and phonological processing in English word reading and vocabulary knowledge among young Chinese EFL children. Poster presented at the 2009 SRCD Biennial Meeting, Denver, the USA.
  • Liu, P. D. & McBride-Chang, C. (15, Jul., 2008). Metalinguistic awareness and vocabulary knowledge in Chinese (L1) and English (L2). Poster presented at the 20th biennial meeting of the International Society for the Study of Behavioral Development (ISSBD), Wurzburg, Germany.
  • McBride-Chang, C., Wong, A., & Liu, P. D. (29, Jul., 2008). Early language markers of reading difficulty in Hong Kong Chinese children. Paper presented at the 6th International Conference of Cognitive Science, Seoul, Korea.
  • Liu, D. & McBride-Chang, C. (13, Jun., 2008). Morphological processing of Chinese compounds in Chinese elementary school children. Paper presented at the 6th Chinese Psychologist Conference, Hong Kong, China.
  • Liu, D. & McBride-Chang, C. (29, Dec., 2007). The Role of Tone Processing, Orthographic Awareness and Morphological Awareness on Hong Kong Chinese Children’s Word Recognition. Poster presented at the 12th International Conference on the Processing of East Asia Related Languages (PEARL), Tainan, Taiwan.
  • Liu, D. & McBride-Chang, C. (09, Nov., 2007). The effect of Chinese phonological awareness on ages 5 to 6 Hong Kong Chinese children’s reading development. Paper presented at the 11th Chinese Congress of Psychology, Kaifeng, China. 

 

社區及專業服務 

Consultancy in past 3 years:

Ad Hoc Reviewer:

Journal of Child Psychology and Psychiatry

Cognitive, Affective, and Behavioral Neuroscience Child Development

Journal of Educational Psychology

Developmental Psychology

Journal of Experimental Child Psychology

Reading Research Quarterly

Bilingualism: Language and Cognition

Journal of Learning Disabilities

Child Language

Scientific Studies of Reading

Applied Psycholinguistics

Language Learning

Reading & Writing: An Interdisciplinary Journal

Visual Cognition

Journal of Research in Reading

Child Language Teaching and Therapy

Language, Culture and Curriculum

Written Language and Literacy

Invited reviewer for grants:

National Science Foundation, U.S.
Research Grants Council, Hong Kong

潘紀恩博士

助理教授, 副系主任

(852) 2948 8303
kean@eduhk.hk

潘紀恩博士
助理教授, 副系主任
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Dr._POON_Kei_Yan,_Kean.jpg
(852) 2948 8303
(852) 2948 7794
B4-2/F-09
kean@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=172764
專門: 執行功能、青少年犯罪行為、情緒及行為困難、教育心理學

Ph.D. (Educational Psychology), The University of Hong Kong
M.S.A, Central Michigan University
Bachelor of Arts (Major Psychology, Minor Sociology), The University of British Columbia
Registered Educational Psychologist, Division of Educational Psychology(DEP), The Hong Kong Psychological Society

介紹
Dr. Kean Poon obtained her doctorate degree at the University of Hong Kong and is a registered educational psychologist. She is now an Assistant Professor in the Department of Special Education and Counselling. Her research interests include (a) Executive Functioning in Special Education (b) Adolescents with Attention Deficit and Hyperactivity Disorder and/or Reading Disability (c) Juvenile Delinquency.

專業協會  

  • Graduate Member, Hong Kong Psychological Society (2008-present)
  • Accredited Mediator, Hong Kong International Arbitration Center (2010—present)
  • Accredited Mediator, The Accord Group (Australia) (2008—present)
  • Registered Educational Psychologist, Division of Educational Psychology(DEP), The Hong Kong Psychological Society (2014)

教學範疇

  • School Guidance and Managing Diversity
  • Understanding Students with Special Needs 
  • Education Project

 

近期及正進行的研究計劃

  • Developing an English Version of the Task-Switching Training App for Adolescents with Attention-Deficit and Hyperactivity Disorder (Principal Investigator,Transfer Seed Fund Project, 2019-2020)
  • Working Memory Training in Young Children with ADHD and/or RD: a randomized placebo-controlled trial (Principal Investigator, Departmental Collaborative Research Fund, 2016-2017)
  • Enhancing Executive Functioning of Children Living in Poverty: A Randomized Experiment Study (Principal Investigator, Public Policy Research Funding Scheme, 2016-2018)
  • Development of Hot and Cool Executive Functions in Chinese Delinquent Adolescents (Principal Investigator, Internal Research Grant, 2015-2016)

學術活動

期刊論文

  • Poon, K., Ho, M. S. H., Chu, P. C. K., & Chou, K. L. (accepted). Transferability and sustainability of task-switching training in socioeconomically disadvantaged children: A randomized experimental study. Journal of Cognitive Psychology.
  • Poon, K. (2020). The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children. International Journal of Educational Development,75,1-9.
  • Poon, K. (2018). Hot and Cool Executive Functions in Adolescence: Development and Contributions to Important Developmental Outcomes. Frontiers in Psychology, 8:2311, 1-18.
  • Poon, K. (2016). Understanding Risk-taking Behavior in Bullies, Victims, and Bully Victims: Using Cognitive- and Emotion-Focused Approaches. Frontiers in Psychology, 7:1838, 1-15.
  • Poon, K. & Ho, C. S.-H., (2016). Risk taking Propensity and Sensitivity to Punishment in Adolescents with Reading Disability and/or ADHD symptoms. Research in Developmental Disabilities, 53-54, 296-304.
  • Poon, K. & Ho, C. S.-H., (2015) Contrasting Deficits on Psychosocial Outcomes in Chinese Delinquent Adolescents with Reading Disability and/ or Attention Deficit and Hyperactivity Disorder Symptoms. Journal of Forensic Psychiatry & Psychology. 26 (1), 38-59
  • Poon, K. & Ho, C. S.-H., (2014) Contrasting Deficits on Executive Functions in Chinese Delinquent Adolescents with Reading Disability and/ or Attention Deficit and Hyperactivity Disorder Symptoms. Research in Developmental Disabilities, 35 (11), 3046-3056

學術會議論文

  • Poon, K. Addiction and Cognition: Hot and Cool Executive Functions in Adolescence: Development and Contributions to Important Developmental Outcomes (The 4th International Medicine in Addiction Conference, Sydney (2017))
  • Poon, K. Cognitive Appraisal and Behavioral Measure of Risk in Chinese Bully, Victim and Bully-victim Adolescents (The 8th World Congress of Behavioural and Cognitive Therapies, Melbourne, (2016))
  • Poon, K. Executive functioning and delinquent behavior in Chinese juvenile delinquent with co-morbid developmental reading disability and attention- deficit/ hyperactivity disorder. (The conference of the International Association for Child and Adolescent Psychiatry and Allied Professions, Paris (2012))
  • Poon, K. Risk taking Propensity and Sensitivity to Punishment in Adolescents with Reading Disability and/ or ADHD symptoms. (The inaugural International Convention of Psychological Science, Amsterdam (2015))

社區及專業服務

同行評審

  1. Universal Journal of Educational Research
  2. Journal of Psychiatry

專欄

01/2004—12/2008  Health Plus Magazine (Articles on Psychology)

講座及工作坊 

  • 8 Mar, 2018 - Invited speaker from the Hong Kong Police Force on "Youth Pathology" 
  • 29 Nov, 2017 - Invited speaker from the Hong Kong Police Force on "Youth Pathology" 
  • 24 Nov, 2017 - Invited speaker from International Research Symposium on Public Management in Asia: Innovation and Transformation on “Enhancing Executive Functioning of Children Living in Poverty: A randomized experiment study”
  • 22 Sep, 2017 - Invited Speaker of Pooi Kei Primary School Teachers’ Training workshop《「高分低能?」淺談執行能力及其提升方法》
  • 11 Jul, 2017 - Speaker of conference on Catering for Diverse Learning Needs—“Working memory training in Young Children with ADHD and/or RD”
  • 16 May, 2017 – Professional development sharing to Po Leung Kuk School based Educational Psychologists on “Executive Function: Implication for Educational Psychological Services”
  • 28 Apr, 2017 - Invited speaker of the Ebenezer 120th Anniversary International Research Symposium on “Chinese Adolescents with Attention Deficit and Hyperactivity Disorder and Reading Disabilities”
  • 23 Mar, 2016 - Invited speaker from the Hong Kong Police Force on "Youth Pathology" 
  • 12 Mar, 2016 - Keynote speaker of the seminar on inclusive education organized by the Consortium of Asia Pacific Education Universities (CAPEU) on "Risk taking in adolescents with Attention Deficit and Hyperactivity Disorder and Reading Disabilities".
  • 25 Nov, 2015 - Invited speaker from the Hong Kong Police Force on "Youth Pathology" 
  • 15 Sep, 2015 - Invited speaker from the Ju Ching Chu Secondary School (Yuen Long) for Teachers Development Day on "School Guidance and Discipline Approach" 
  • 6 Jul, 2015 - Invited speaker from the Christ College for Student Seminar on "Executive Functioning Development in Adolescence"
  • 28 May, 2015 - Dr. Kean Poon receives Phoenix Satellite Television interview on parenting issues (Phonenix Satellite Television, May 28, 2015)  (26:16 - 48:00)
  • 2 Feb, 2015 - Invited speaker from the Christ College for Teachers Sharing Workshop on “Executive Functioning Development in Adolescence”
  • 28 Nov, 2014 - Invited speaker from the Society of Boys' Centres Hui Chung Sing Memorial School for Professional Sharing Seminar 「從理論基礎及本地研究出發: 探討讀障或過渡活躍症及專注力不足症學生行為問題的成因」
  • 3 Oct, 2014 - Invited speaker from the Hong Kong Juvenile Care Center Chan Nam Cheong Memorial School & Society of Boys' Centres for Professional Development Seminar 「從理論及本地研究看讀寫障礙及過度活躍和專注力不足學童在群育學校的教育

教學人員

陳俊豪博士

助理教授

(852) 2948 8408
rchchan@eduhk.hk

陳俊豪博士
助理教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/Randolph_profile.png
(852) 2948 8408
(852) 2948 7792
D2-2F-10
rchchan@eduhk.hk
專長﹕健康及社區心理學、多元及共融

PhD, The Chinese University of Hong Kong
BSocSc, The University of Hong Kong

 

教學領域

  • Inclusive classroom for diverse learning
  • Social and emotional learning
  • Education project

 

研究領域

  • Mental and behavioral health of youth and marginalized populations
  • Sexual and gender diversity
  • Minority stress, stigma, and resilience processes
    • People with mental health difficulties
    • People of diverse sexual orientation, gender identity and expression, and sex characteristics (SOGIESC)
    • People living with HIV

近期及正進行之研究計劃

  • Awareness, acceptability, and effects of HIV treatment as prevention among men who have sex with men at risk of and living with HIV (Principal Investigator, AIDS Trust Fund, 2020 – 2021)
  • Critical consciousness as a building block for positive development among sexual minority youth: A longitudinal prospective study (Principal Investigator, Early Career Scheme, 2020 – 2023)
  • Effects of teacher attitudes toward gender and sexuality on school belonging and academic engagement in lesbian, gay, bisexual, and transgender students: A multi-level study (Principal Investigator, Research Seed Fund, 2019 – 2020)
  • Campus climate for sexual and gender diversity: An investigation of the sexual orientation and gender identity /expression related attitudes, behaviors, and experiences among middle and high school students in China (Principal Investigator, Internal Research Grant, 2019 – 2020)


期刊論文

  • Chan, R. C. H., & Mak, W. W. S. (2020). Empowerment for civic engagement and well-being in emerging adulthood: Evidence from cross-regional and cross-lagged analyses. Social Science & Medicine. https://doi.org/10.1016/j.socscimed.2019.112703
  • Chan, R. C. H., Yi, H., & Siu, Q. K. Y. (2020). Polymorbidity of developmental disabilities: Additive effects on child psychosocial functioning and parental distress. Research in Developmental Disabilities. https://doi.org/10.1016/j.ridd.2020.103579
  • Chan, R. C. H., Operario, D., & Mak, W. W. S. (2020). Bisexual individuals are at greater risk of poor mental health than lesbians and gay men: The mediating role of sexual identity stress at multiple levels. Journal of Affective Disorders, 260, 292-301. https://doi.org/10.1016/j.jad.2019.09.020
  • Chan, R. C. H., & Mak, W. W. S. (2020). Liberating and empowering effects of critical reflection on collective action in LGBT and cisgender heterosexual individuals. American Journal of Community Psychology, 65(1-2), 63-77. https://doi.org/10.1002/ajcp.12350
  • Chan, R. C. H., Operario, D., & Mak, W. W. S. (2020). Effects of HIV-related discrimination on psychosocial syndemics and sexual risk behavior among people living with HIV. International Journal of Environmental Research and Public Health. 17(6), 1924. https://doi.org/10.3390/ijerph17061924
  • Suen, Y. T., & Chan, R. C. H. (2020). A nationwide cross-sectional study of 15,611 lesbian, gay and bisexual people in China: Disclosure of sexual orientation and experiences of negative treatment in health care. International Journal for Equity in Health, 19(1):46. https://doi.org/10.1186/s12939-020-1151-7
  • Huang, Y. T., Chan R. C. H., & Cui, L. (2020). Filial piety, internalized homonegativity, and depressive symptoms among Taiwanese gay and bisexual men: A mediation analysis. American Journal of Orthopsychiatry. https://doi.org/10.1037/ort0000439
  • Restar, A. J., Chan R. C. H., Adia, A., Quilantang, M. I., Nazareno, J., Hernandez, L., Cu-Uvin, S., & Operario, D. (2020). Prioritizing HIV services for transgender women and men who have sex with men in Manila, Philippines: An opportunity for HIV provider interventions. Journal of the Association of Nurses in AIDS Care. https://doi.org/10.1097/JNC.0000000000000131
  • Chan, R. C. H., & Mak, W. W. S. (2019). Cognitive, regulatory, and interpersonal mechanisms of HIV stigma on the mental and social health of men who have sex with men living with HIV. American Journal of Men’s Health, 13(5), 1557988319873778. https://doi.org/10.1177/1557988319873778
  • Suen, Y. T., & Chan R. C. H. (2019). Prevalence and risk and protective factors associated with HIV-related behavior among transgender people in Hong Kong. Journal of Gay & Lesbian Social Services, 32(2), 148-163. https://doi.org/10.1080/10538720.2019.1690609
  • Mak, W. W. S., Chan, R. C. H., & Yau, S. S. W. (2019). Brief psychoeducation program to enhance recovery knowledge and attitudes of mental health service providers and users: Randomized controlled trials. Administration and Policy in Mental Health and Mental Health Services Research, 46(2), 200-208. https://doi.org/10.1007/s10488-018-0905-7
  • Siu, Q. K. Y., Yi, H., Chan, R. C. H., Chio, F. H. N., Chan, D. F. Y., & Mak, W. W. S. (2019). The role of child problem behaviors in autism spectrum symptoms and parenting stress: A primary school-based study. Journal of Autism and Developmental Disorders, 49(3), 857-870. https://doi.org/10.1007/s10803-018-3791-7
  • Restar, A. J., Santamaria E. K., Adia, A., Nazareno, J., Chan R. C. H., Lurie, M., Sandfort, T., Hernandez, L., Cu-Uvin, S., & Operario, D. (2019). Gender affirmative HIV care framework: Decisions on Feminizing Hormone Therapy (FHT) and Antiretroviral Therapy (ART) among transgender women. PLOS One, 14(10), e0224133. https://doi.org/10.1371/journal.pone.0224133
  • Chu, S. K. W., Ravana, S. D., Mok, S. S. W., & Chan, R. C. H. (2019). Behavior, perceptions and learning experience of undergraduates using social technologies during internship. Educational Technology Research & Development, 67(4), 881-906. https://doi.org/10.1007/s11423-018-9638-2
  • Chan, R. C. H., Mak, W. W. S., Chio, F. H. N., & Tong, A. C. Y. (2018). Flourishing with psychosis: A prospective examination on the interactions between clinical, functional, and personal recovery processes on well-being among individuals with schizophrenia spectrum disorders. Schizophrenia Bulletin, 44(4), 778-786.
    http://doi.org/10.1093/schbul/sbx120
  • Chan, R. C. H., Mak, W. W. S., & Lam, M. Y. Y. (2018). Self-stigma and empowerment as mediating mechanisms between ingroup perceptions and recovery among people with mental illness. Stigma and Health, 3(3), 283-293. http://dx.doi.org/10.1037/sah0000100
  • Chan, R. C. H., Mak, W. W. S., Pang, I. H. Y., Wong, S. Y. S., Tang, W. K., Lau, J. T. F., Woo, J., Lee, D. T. F., & Cheung, F. M. (2018). Utility and cost-effectiveness of motivational messaging to increase survey response in physicians: A randomized controlled trial. Field Methods, 30(1), 37-55. http://journals.sagepub.com/doi/abs/10.1177/1525822X17732010
  • Chio, F. H. N., Mak, W. W. S., Chan, R. C. H., & Tong, A. C. Y. (2018). Unraveling the insight paradox: One-year longitudinal study on the relationships between insight, self-stigma, and life satisfaction among people with schizophrenia spectrum disorders. Schizophrenia Research, 197, 124-130. https://doi.org/10.1016/j.schres.2018.01.014
  • Mak, W. W. S., Chan, R. C. H., & Yau, S. S. W. (2018). Development and validation of Attitudes towards Recovery Questionnaire across people in recovery, their family carers, and service providers in Hong Kong. Psychiatry Research, 267, 48-55. https://doi.org/10.1016/j.psychres.2018.05.047
  • Suen, Y. T., Chan, R. C. H., & Wong, E. M. Y. (2018). Mental health of transgender people in Hong Kong: A community-driven large-scale quantitative study documenting demographics, and correlates of quality of life and suicidality. Journal of Homosexuality, 65(8), 1093-1113. http://doi.org/10.1080/00918369.2017.1368772
  • Mak, W. W. S., Chan, R. C. H., Wong, S. Y. S., Lau, J. T. F., Tang, W. K., Tang, A. K. L., Chiang, T. P., Cheng, S. K. W., Chan, F., Cheung, F. M., Woo, J., & Lee, D. T. F. (2017). A cross-diagnostic investigation of the differential impact of experienced discrimination on personal and clinical recovery. Psychiatric Services, 68(2), 159-166.
    https://ps.psychiatryonline.org/doi/abs/10.1176/appi.ps.201500339
  • Zhang, R., Mak, W. W. S., & Chan, R. C. H. (2017). Perceived primal threat of mental illness and recovery: The mediating role of self-stigma and self-empowerment. American Journal of Orthopsychiatry, 87(1), 44-51.
    https://www.ncbi.nlm.nih.gov/pubmed/27732012
  • Chan, R. C. H., & Mak, W. W. S. (2016). Common sense model of mental illness: Understanding the impact of cognitive and emotional representations of mental illness on recovery through the mediation of self-stigma. Psychiatry Research, 246, 16-24. https://www.sciencedirect.com/science/article/pii/S0165178115308076
  • Mak, W. W. S., Chan, R. C. H., Pang, I. H. Y., Chung, N. Y. L., Yau, S. S. W., & Tang, J. P. S. (2016). Effectiveness of Wellness Recovery Action Planning (WRAP®) for Chinese in Hong Kong. American Journal of Psychiatric Rehabilitation, 19(3), 235-251.
    http://www.tandfonline.com/doi/abs/10.1080/15487768.2016.1197859
  • Mak, W. W. S., Chan, R. C. H., & Yau, S. S. W. (2016). Validation of the Recovery Assessment Scale for Chinese in recovery of mental illness in Hong Kong. Quality of Life Research, 25(5), 1303-1311. https://www.ncbi.nlm.nih.gov/pubmed/26459380
  • Du, H., Chu, S. K. W., Chan, R. C. H., & He, W. (2016). Collaborative writing with Wikis: An empirical investigation. Online Information Review, 40(3), 380-399. http://www.emeraldinsight.com/doi/abs/10.1108/OIR-06-2015-0173
  • Theng, Y. L., Lee, E. A., Chu, S. K. W.., Lee, C. W. Y., Chiu, M. M. L., & Chan, R. C. H. (2016). Scaffolding in information search: Effects on less experienced searchers. Journal of Librarianship & Information Science, 48(2), 177-190. http://journals.sagepub.com/doi/abs/10.1177/0961000615595455
  • Mak, W. W. S., Ho, C. Y. Y., Wong, V. U. T., Law, R. W., & Chan, R. C. H. (2015). Cultural model of self-stigma among Chinese with substance use problems. Drug and Alcohol Dependence, 155, 83-89. https://www.sciencedirect.com/science/article/pii/S0376871615016038

陳源博士

助理教授

(852) 2948 8618
cheny@eduhk.hk

陳源博士
助理教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Dr._CHEN_Yuan,_David_Crop.jpg
(852) 2948 8618
(852) 2948 7794
D2-2/F-24
cheny@eduhk.hk
專長﹕ 聽力學及語言發展

Ph.D. (2015), The University of Hong Kong

教學領域

  • 特殊學習困難
  • 聽力學

 

研究領域

  • 助聽器
  • 人工耳蝸
  • 言語識別
  • 語言發展

 

期刊論文

  • Chen Y*., Wong, L. L. N., Qian, J., Kuehnel, V., Voss, S. C., & Chen, F. (in press). The role of lexical tone information in the recognition of mandarin sentences in listeners with hearing aids. Ear and Hearing. doi:10.1097/AUD.0000000000000774
  • Wong, L. L. N., Chen, Y*., Leung, K. P., (in press). The Cantonese Hearing in Noise Test for Children. Trends in Hearing.
  • Wong, L. L. N., Chen, Y*., Wang, Q. R., & Volker, K. (2018). Efficacy of Hearing Aid Noise Reduction Function. Trends in Hearing, 22, 1-10.
  • Wong, L. L. N., Sultana, N., & Chen, Y. (2017). Language Matters: Considerations in Measuring Speech Intelligibility. The Hearing Journal70(8), 8-9. doi:10.1097/01.HJ.0000524320.19140.0e
  • Chen, Y*., Wong, L. L., (2017). Speech perception in Mandarin-speaking children with cochlear implants: a systematic review. International Journal of Audiology, 1-10. Doi:10.1080/14992027.2017.1300694
  • Zhu, S., Wong, L. L. N., Chen, F., Chen, Y., & Wang, B. (2016). Known-Groups and Concurrent Validity of the Mandarin Tone Identification Test (MTIT). PLoS ONE, 11(5), e0155595. doi:10.1371/journal.pone.0155595.
  • Chen, Y*., Wong, L. L., Zhu, S., & Xi, X. (2016). Vocabulary development in Mandarin-speaking children with cochlear implants and its relationship with speech perception abilities. Research in Developmental Disabilities. doi:10.1016/j.ridd.2016.10.010
  • Chen, Y*., Wong, L. L. N., Zhu, S., & Xi, X. (2016). Early speech perception in Mandarin-speaking children at one-year post cochlear implantation. Research in Developmental Disabilities, 49–50, 1-12. doi:http://dx.doi.org/10.1016/j.ridd.2015.11.021
  • Fu, Y., Chen, Y., Xi, X., Hong, M., Chen, A., Wang, Q., & Wong, L. L. N. (2015). The development of early auditory and speech perception skills after one year of cochlear implant use by children with prelingual hearing impairment. The Chinese Journal of Otorhinolarygnology, Head and Neck, 50(4), 274-280. doi: 10.3760/cma.j.issn.1673-0860.2015.04.003
  • Zhu, S., Wong, L. L., Chen, F., & Chen, Y. (2015). Consonant discrimination by Mandarin-speaking children with prelingual hearing impairment. International journal of pediatric otorhinolaryngology, 79(8), 1354-1361.
  • Chen, Y*., Wong, L. L. N., Zhu, S., & Xi, X. (2015). A Structural Equation Modeling Approach to Examining Factors Influencing Outcomes with Cochlear Implant in Mandarin-Speaking Children. PLoS ONE, 10(9), e0136576. doi: 10.1371/journal.pone.0136576.
  • Chen, Y*., Wong, L. L., Chen, F., & Xi, X. (2014). Tone and sentence perception in young Mandarin-speaking children with cochlear implants. International Journal of Pediatric Otorhinolaryngology, 78(11), 1923-1930. doi: 10.1016/j.ijporl.2014.08.025

 

學術會議論文

  • Chen Y., Wong, L. L. N., (2018, October). The importance of tone contour on sentence intelligibility in Mandarin speaker with Hearing aids. Paper presented at World Congress of Audiology 2018. Cape TOWN, South Africa.
  • Chen, Y., Wong, L. L. N., Wang, Q. R., & Volker, K. (2017, December). Efficacy of Hearing Aid Noise Reduction Function. Invited paper presented at the International Workshop on the Impact of Auditory and Visual Impairment and its Community Care Solutions (AVICCS), Shenzhen, China.
  • Chen, Y. (2014). Speech perception measures for children with cochlear implants. Invited workshop at the 4th cochlear implants and hearing aids conference, Dalin, China.
  • Chen Y., Wong, L. L. N. & Xi, X. (2014, July). The relationship between tone perception and sentence perception in Mandarin-speaking children with cochlear implants. Paper presented at the Coalition for Global Hearing Health - 2014, Oxford, UK.
  • Chen, Y., Wong, L. L. N., & XI, X. (2014, May). Factors Influencing Vocabulary Skills in Mandarin-Speaking Children with Cochlear Implants. Paper presented at the XXXII World Congress of Audiology, Brisbane, Queensland, Australia.
  • Chen Y., Wong, L. L. N. & Xi, X. (2014, March). Tone perception in Mandarin-speaking children with cochlear Implants. Paper presented at the Three Minute Thesis Competition 2014, Hong Kong.
  • Chen, Y., Wong, L. L. N., Wong, A. M. Y., & Xi, X. (2013, November). Effects of age at implantation on vocabulary development in Mandarin-speaking children implanted before 3 years of age. Paper presented at the Audiology for Tomorrow: International Conference on Recent Developments, Hong Kong.

 

社區及專業服務

  • Membership of International Society of Audiology 
  • Associate Membership of  Hong Kong Society of Audiology, Hong Kong.
  • Ad hoc reviewer of the International Jounral of Audiology
  • Membership of the Center for Communication Disorders, the University of Hong Kong
  • Invited speaker and committee member of the 4th cochlear implants and hearing aids conference, Dalin, China.

詹浩洋博士

高級講師II

(852) 2948-6345
hhychim@eduhk.hk

詹浩洋博士
高級講師II
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Mr._CHIM_Ho_Yeung,_Hastings.jpg
(852) 2948-6345
(852) 2948 7792
B4-2/F-08
hhychim@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=12590
專門: 特殊教育需要學生的課程、特殊教育需要學生教師觀感、全方位支援學習困難學生

EdD (University of Bristol, UK)
MAESP (City University of Hong Kong)
PGSK (The Chinese University of Hong Kong)
Registered secondary/primary school teacher

Introduction

Dr Hastings Chim has been a registered primary and secondary school teacher as well as a lecturer in previously Hong Kong Baptist University (HKBU) and currently the Education University of Hong Kong for more than twenty years. His serving schools have been diverse in which he once served as an English teacher in a primary school, the English panel head in a secondary school populated with 80-90% of students with SEN and also a high banding secondary school. Dr Hastings Chim is now majorly involved in frontline teacher education in catering learning diversity and various faculty and departmental funded projects. He received his Doctor of Education in University of Bristol with his research interest in Inclusive Teacher Education, Specific Learning Difficulties and Inclusive Education. Dr Hastings Chim is at present a teacher educator and an active researcher.

教學領域

  • Whole School Approach in Inclusive Education
  • Supporting Children with Special Educational Needs (SEN)
  • Instructional strategies for teachers educating students with SEN

 

研究領域

  • Inclusive education
  • Inclusive teachers’ training
  • Dyslexia

 

近期及正進行的研究計劃

2019-21

  1. SEC Department Fund (Principal investigator): Developing a web-based forum to assist in/pre-service teachers with inclusive teaching packages and video cases

2018-19

  1. SEC Department Teaching Development Seed Fund (TDSF) (Principal investigator): A multi-faceted inclusive teaching packages with lesson plans, teaching material and differentiated exercises across various subjects

2017- 19

  1. FEHD Faculty Leaders of Learning Cluster Grants (LLCG) ( Project Leader): Serving students with SEN using teaching/service package approach

2016-17

  1. FEHD Faculty Teaching Development Grant(TDG)  (Principal Investigator): Fostering discussion and collaborative inquiry through establishment of a case video library
  2. SEC Department Research Seed Fund (RSF) (Principal Investigator): Developing and validating a Chinese version of Teacher Evaluation Form (C-TEF) for an in-service special education training program

學術轉移活動

2020-21

  • Workshop, “Helping SEN students in mainstream class with school-based adaptations in curriculum”, Y.L.P.M.S. Alumni Association Tang Ying Yip Primary School
  • Workshop, “Incorporating Executive Function Coaching in mainstream classroom”, CCC Chuen Yuen Second Primary School
  • Workshop, “Teaching SEN students with effective E-learning platforms and apps”, TWGHs Wong Yee Jar Jat Memorial Primary Schoo
  • Workshop, “Teaching dyslexic students with effective school based adaptations in curriculum”, Buddhist Lam Bing Yim Memorial School
  • Workshop, “School based curriculum support in catering for learning diversity”, The ELCHK Faith Lutheran School

2019-20

  • Workshop, “How to modify school-based support in four Key Learning Areas (KLAs)”, Kau Yan College
  • Workshop, ““How to adopt Executive Function coaching to assist students effective self-control and learning”, Wai Chow Public School (Sheung Shui)
  • Workshop, “Differentiated curriculum in catering for learning diversity”, The Education University of Hong Kong Jockey Club Primary School
  • Workshop, “Differentiation of school-based English curriculum”, Kowloon City Baptist Church Hay Nien (Yan Ping) Primary School
  • Workshop, “How to differentiate curriculum for NCS student”, Salesians of Don Bosco Ng Siu Mui Secondary School
  • Workshop, “Tier 1 and 2 support measures and curriculum differentiation”, ELCHK Faith Love Lutheran School”
  • Workshop, “How to monitor the school-based curriculum differentiation”, Alliance Primary School (Sheung Shui)
  • Workshop, “How to tailor make schemes of work and teaching materials for students with SEN”, CCC Chuen Yuen Second Primary School
  • Workshop, “How to design the curriculum to cater for learning diversity in Tier 1 and 2 level”, Wai Chow Public School (Sheung Shui)
  • Workshop, “Curriculum differentiation for core subjects in primary schools”, SKH Tak Tin Lee Shiu Keung Primary School
  • Workshop, “E-learning for dyslexic students in English classrooms”, Immaculate Heart of Mary School

2018-19

  • Workshop, “Tier 1 and 2 support for teaching English Subject”, Lingnan University Alumni Association (Hong Kong) Primary School
  • Workshop, “How e-learning can be adopted in Tier 1 and 2 setting”, C.C.C. Heep Woh Primary School (Cheung Sha Wan)
  • Workshop, “Review on school-based inclusive practices in learning and teaching”, Lok Sin Tong Leung Wong Wai Fong Memorial School
  • Workshop, “Workshops for inclusive strategies and executive functions”, Sha Tin Wai Dr. Catherine F. Woo Memorial School
  • Keynote Speaker, “Keynote speaker, Joint Secondary Schools Teachers Development Day”, Kowloon Technical School
  • Workshop, “Instructional strategies for catering for learning diversity”, TWGHs Lui Yun Choy Memorial College

2017-18

  • Workshop, “Differentiated assessment and assignments to cater for learning diversity in the classroom”, Fuk Tak Education Society Primary School
  • Workshop, “Teaching Chinese students with specific learning disabilities the letter names and letter sounds in a Hong Kong secondary school”, Christian Alliances S.Y. Yeh Memorial Primary School
  • Workshop, “How to utilize e-learning to cater the needs for SpLD students”, Yaumati Catholic Primary School

 2016-17

  • Workshop, “How to adopt Executive Function coaching to assist students effective self-control and learning (I)”, TWGHs Wong Fut Nam College
  • Seminar, “How to design and utilize multi-sensory teaching strategies to enhance the effectiveness of learning strategies”, S.K.H. St. John’s Primary School
  • Workshop, “How to adopt Executive Function coaching to assist students effective self-control and learning (II)”, TWGHs Wong Fut Nam College

2015-16

  • Seminar, “To strengthen students’ motivation and ability in learning English through the teaching of different subjects”, Yan Chai Hospital No.2 Secondary School
  • Workshop, “Designing IEP for AD/HD students”, Lok Sin Tong Leung Kau Kui Primary School (Branch) 
  • Seminar, “Strategies for teaching diverse students in the classroom”, Fung Kai Innovative School

 

學術會議

2018-2019

  • FEHD Faculty Leaders of Learning Conference, Capacity building activity for Serving students with SEN using teaching/service package approach (2),11/10/2018 
  • BAT Conference, The overall review of the Practicum for Thematic A English Course for SpLD students and the new reflection log for the lesson observation, 8/9/2018
  • Hong Kong Productivity Council, Knowledge Transfer Seminar and Information Talks for MA(EC) and MScESLPLD, 16/6/2018
  • SEC In-house Learning and Teaching sharing, Sharing Session on Teaching Development Grant (TDG) and the teaching package,  24/5/2018
  • FEHD Faculty Leaders of Learning Conference, Capacity building activity for Empowering the successful faculty capstone projects with effective standardized categorization list, guidelines and evaluation form (1), 28/3/2018
  • The Association of Assistant Principals of Government Secondary Schools, Keynote speaker, “Joint Secondary Schools Teachers Development Day”, 19/1/2018

2017-18

  • BAT Conference, Curriculum design for new Advanced Course and English Thematic courses, 22/9/2017 
  • Conference on Catering for Diverse Learning Needs, Developing and validating a Chinese version of Teacher Evaluation Form (C-TEF) for an in-service special education training program, 11/7/2017
  • Conference on Catering for Diverse Learning Needs, Fostering discussion and collaborative inquiry through establishment of a case video library, 11/7/2017
  • International conference by The Association for Reading and Writing in Asia (ARWA), Teaching Chinese students with specific learning disabilities the letter names and letter sounds in a Hong Kong secondary school, 25/2/2017

2016-17

  • BAT Conference, The overall review of the Attachment (Learning and Teaching of Students with Cognition and Learning Needs) and the new construct for the lesson observation, 31/8/2016

2015-16

  • BAT Conference, Empowering try-out teaching in the new Advanced course, 31/8/2015

Internal Service

學系工作

  • Coordinator, BAT Advanced Course (CMI)
  • Coordinator, BAT Advanced Course (EMI)
  • Coordinator, BAT Thematic Course (ENG) for SpLD and ID student
  • Representative of BAT in the SEC Departmental Review and Benchmarking Exercise
  • Representative of BAT in the Board of Examiner Meeting with Education Bureau
  • Representative of SEC in the Board of Examiner Meeting for PVE programme
  • Tutor, SENCO’s  training course
  • Producer, Video clip production for promoting BAT
     

學院工作

  • Production of short clips to promote inclusion strategies  

         (i) Multi-media instructional strategies https://www.youtube.com/watch?v=hE0T61D3vJ0

         (ii) Classdojo https://www.youtube.com/watch?v=XtD1VxPA2Wg

         (iii)The production of toondoo https://www.youtube.com/watch?v=LLcQ7dLZkMs

  • Capstone Project Coordinator
     

獎項及榮譽

  • Departmental Award for the achievement of High Student Evaluation of Teaching Scores, Bachelor of Education (Honours) (Special Needs) C3B002, 5/2016

代表著作

學術會議論文及書藉章次

  • 詹浩洋,陳冠橋,羅加鎂(2019):學思達融合教育教材套第二冊中學篇,香港,香港教育大學。
  • 詹浩洋,陳冠橋,羅加鎂(2019):學思達融合教育教材套第二冊小學篇,香港,香港教育大學。
  • 林絲靖, 詹浩洋, & 何福全. (2017). 學思達融合教育影片個案教材套. 香港: 香港教育大學.

 

期刊論文

  • Chim, H. Y. H. (2015). Case study on the principal leaderships utilised in a Hong Kong special secondary school setting in the NSS educational reform. International Journal of Education, 7(1), 44-56.
  • Chim, H. Y. H. (2015). Critique of the research article "Views from the chalkface: English language school-based assessment in Hong Kong" by the researcher "Chris Davison". International Journal of Education, 7(1), 95-109.
  • Chim, H. Y. H. (2015). Literature review of the cooperative learning strategy - Student Team Achievement Division (STAD). International Journal of Education, 7(1), 29-43.
  • Chim, H. Y. H. (2014). Critique on the research article “Being a narrative inquirer in a multicultural landscape” by the researcher JoAnn Phillion (2002). International Journal of Education, 6(4), 157-168.
  • Chim, H. Y. H. (2014). The analysis of the Hong Kong education policy “Language Proficiency Assessment for Teachers of English”. International Journal of Education, 6(4), 133-145.

 

其他出版

  • Lam, S. C. C., & Chim, H. Y. H. (2017). Teaching development grants final and financial report: Fostering discussion and collaborative inquiry through establishment of a case video library. Hong Kong.

 

社區及專業服務 

  • 2019 onwards- School adviser of Hong Kong Baptist University Affiliated School Wong Kam Fai Secondary and Primary School
  • 2019 - Invited Reviewer for Cambridge Journal of Education
  • 2020- Invited Reviewer for International Journal of Inclusive Education
  • 2020- Invited Reviewer for Hong Kong Institute of Educational Research, The Chinese University of Hong Kong

趙明明教授

講座教授 (數據分析及多元教育)

(852) 2948 8602
mingchiu@eduhk.hk

趙明明教授
講座教授 (數據分析及多元教育)
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/Prof._CHIU_Ming_Ming.jpg
(852) 2948 8602
(852) 2948 7794
B1-2/F-15
mingchiu@eduhk.hk
專門:統計分析(特別是傳統定性數據)

Ph. D., University of California, Berkeley
            Education, Mathematics, Science and Technology, 1996
Ed. M., Harvard University, Interactive Technology, 1990
B. S.,    Columbia University, Computer Science, magna cum laude, 1988

短片簡介 (將於新視窗開啟)

研究領域

  • Learning analytics
  • Group processes  
  • Inequality
  • Corruption
  • Online sexual predators

近期及正進行之研究計劃

  • Detecting online sexual predators
  • Automatic analysis of online discussions
  • Special education teacher training and professional development
  • High school counselors and students’ test scores, discipline, and graduation rates

期刊論文(部份)

  • Wang, X. C., Christ, T., Chiu, M. M., & Strekalova-Hughes, E. (2019). Exploring the Relationship Between Kindergarteners’ Buddy Reading and Individual Comprehension of Interactive App Books. AERA Open, 5(3). 
  • Christ, T., Wang, X. C., Chiu, M. M., & Strekalova-Hughes, E. (2019). How App Books’ Affordances Are Related to Young Children’s Reading Behaviors and Outcomes. Aera Open, 5(2).
  • Slaten, C. D., Rose, C. A., Elison, Z. M., & Chiu, M. M. (2019). Understanding the connection between youths’ belonging, resilience, and self-regulatory learning. Educational & Child Psychology, 36, 2, 91-105.
  • Kuang, X., Mok, M. M. C., Chiu, M. M., & Zhu, J. (in press). Sense of school belonging: psychometric properties and differences across gender, grade and East Asian societies. PsyCH Journal.
  • Woo, C. K., Shiu, A., Chiu, M. M., & Liu, Y. (2018). Empirics of an online assessment system for individual scores (OASIS). Asian Journal of Educational Research, 6(2), 16–42.
  • Christ, T., Wang, X. C., & Chiu, M. M. (2019). Kindergarteners’ meaning making with multimodal app books: The relations amongst reader characteristics, app book characteristics, and comprehension outcomes. Early Childhood Research Quarterly, 47, 357-372.
  • Li, S., Hao, L., Chiu, M. M., & Lu, M. (in press). Changes in aggression among mainland chinese elementary, junior high, and senior high school students across years: A cross-temporal meta-analysis. Aggression and Violent Behavior.
  • Xin, Y. P., Chiu, M. M., Tzur, R, Ma, X., Park, J. Y. & Yang, X. (in press). Linking teacher-learner discourse with mathematical reasoning of students with learning disabilities: An exploratory study. Learning Disability Quarterly.
  • Hao, L., Chiu, M. M., Cui, Y., Zhou, W., & Li, S. (2018). Parenting style and aggression: A meta-analysis of mainland Chinese children and youth. Children and Youth Services Review, 94, 446-455.
  • Boyd, M., Chiu, M. M., & Kong, Y. (in press) Signaling a language of possibility space:  Management of a dialogic discourse modality through speculation and reasoning word usage. Linguistics and Education (50), 25-35.
  • Hao, L., Chiu, M. M., & Li., S. (in press). Subjective well-being and internet overuse: A meta-analysis of mainland Chinese students. Current Psychology.
  • Yu, Y. M., & Chiu, M. M. (in press). Influences on the reflection quality of journal writing: An exploratory study. Reflective Practice.
  • Zhu, J. & Chiu, M. M. (in press). Immigrant students in Denmark: Why are they disadvantaged in civic learning? Educational Psychology: An International Journal of Experimental Psychology.
  • Zhu, J. & Chiu, M. M. (in press). Early home numeracy activities and later mathematics achievement: Early numeracy, interest, and self-efficacy as mediators. Educational Studies in Mathematics.
  • Chiu, M. M., Woo, C. K., Shiu, A., Liu, Y., & Luo, B. (in press). Reducing Costly Free-rider Effects via OASIS. International Journal of Comparative Education and Development.
  • Chiu, M. M., & Jeong, A. (in press). Gender, social distance, and justifications: Statistical discourse analysis of evidence and explanations in online debates Educational Technology Research and Development.
  • Chiu, M. M., & Oh, Y. W. (in press). How fake news differ from personal lies. American Behavioral Scientist. American Behavioral Scientist.
  • Chiu, M. M., Chow, B. W. Y., & Joh, S. W. (in press). Streaming, tracking and reading achievement: A multilevel analysis of students in 40 countries. Journal of Educational Psychology.
  • Chiu, M. M., & Roberts, C. A. (in press). Improved analyses of single cases: Dynamic multilevel analysis. Developmental Neurorehabilitation.
  • Leko, M., Chiu, M. M., & Roberts, C. (in press). Individual and contextual factors related to secondary special education teachers’ reading instructional practices. Journal of Special Education.
  • Chiu, M. M., Joh, S. W., & Khoo, L. (in press).  The effect of school closure threats on student performance: Evidence from a natural experiment. BE Journal of Economic Analysis and Policy.
  • Chiu, M. M., & Lehmann-Willenbrock, N. (2016). Statistical discourse analysis: Modeling sequences of individual behaviors during group interactions across time
    Group Dynamics: Theory, Research, and Practice, 20, 3, 242-258. doi:10.1037/gdn0000048
  • Chiu, M. M. (2015). Family inequality, school inequalities and mathematics achievement in 65 countries: Microeconomic mechanisms of rent seeking and diminishing marginal returns. Teacher’s College Record, 117, 1, 1-32.

書籍章次

  • Chiu, M. M. (in press). Learning strategies. In R. J. R. Levesque’s (Ed.) Encyclopedia of Adolescence (2nd ed.). New York: Springer.
  • Chiu, M. M., & * Pawlikowski, M. J. (2013). Social metacognition and micro-creativity.  In E. G. Carayannis’s (Ed.), Encyclopedia of Creativity, Invention, Innovation, and Entrepreneurship (pp. 1687-1692). New York: Springer.
  • Chiu, M. M. (2013). Parental Involvement. In J. Ainsworth & G. J. Golson’s (Eds.)  Sociology of Education (pp. 570-572). Thousand Oaks, CA: Sage.
  • Chiu, M. M., & Khoo, L. (2008). Effects of resources, inequality, and privilege bias on achievement: Country, school and student level analyses. In P. P. Hick and G. Thomas’s (Eds.) Inclusion and Diversity in Education, vol 2. Thousand Oaks, CA: Sage. [Reprinted from American Educational Research Journal, 42, 575-603]

其他出版

  • Literacy depends on nurture, not nature (2013, November 13) Medical Xpress
  • Video: Brain Games -Fun ways to teach your child math without leaving the dinner table (2012, April 2). One of the top ten most popular UB videos ever produced (20,000+ views).
  • Family conversations increase student learning (Conversaciones familiares aumentan aprendizajes en alumnus) (2010, August 3) La Tercera
  • Too much confidence equals lower reading scores for teens (2009, July 31) Los Angeles Times.

社區及專業服務

  • Advisory Board member, mainland China Ministry of Education’s National Assessment of Primary and Secondary Schools, 2015 to present
  • Associate Editor, Journal of the Learning Sciences, 2017 to present

按此查閱詳細個人簡歷

鍾燕嫻博士

助理教授

(852) 2948 8233
chunge@eduhk.hk

鍾燕嫻博士
助理教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Dr._CHUNG_Yin_Han,_Eva.jpg
(852) 2948 8233
(852) 2948 7794
D2-2/F-12
chunge@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=188675
專門﹕ 社區康復,以人為本治療,發展性及身體功能障礙

Registered Occupational Therapist, Supplementary Medical Professions Council of Hong Kong;
Associated Fellow, The Hong Kong Professional Counselling Association.

PhD, School of Social Work and Occupational Therapy, Curtin University, Australia.
MSSc in Counselling, University of South Australia, Australia.
PDOT, Hong Kong Polytechnic University.

Eva has been an experienced practitioner in the field of rehabilitation with a specialization in community-based inclusive development. She had previously worked in the SAHK (formerly known as the Spastics Association of Hong Kong) to develop and manage the community-based rehabilitation and family support service for people with developmental and physical disabilities.  She received the scholarship from the SAHK to pursue her PhD study while working in SAHK. Before joining the EdUHK, she had worked in a privately-funded tertiary education institution as an Assistant Professor and Programme Leader to develop, start and lead the second Bachelor of Science (Honours) in Occupational Therapy programme in Hong Kong. Her research interests are community-based inclusive development, program evaluation, person-centered practice and post-disaster rehabilitation.

 

教學範疇

  • Counselling
  • Developmental disabilities
  • Community-based practice

 

研究領域

  • Community-based inclusive development
  • Inclusion and social participation
  • Program evaluation
  • Post-disaster rehabilitation
  • Developmental disabilities

 

近期及正進行之研究計劃

  • Robotic Intervention Programs to Enhance Social Engagement of Children with Autism Spectrum Disorder – an interrupted time series analysis (Principal investigator, funded by Internal Research Grant, the Education University of Hong Kong, 2018 - 2019)
  • The Effects of Robotic Interventions on Social Engagement of Children with Autism Spectrum Disorder (Principal investigator, funded by Internal Research Grant, the Education University of Hong Kong, 2017-2018)
  • Community-based inclusive development for children with disabilities in China, funded by the Research Support Scheme, SEC, the Education University of Hong Kong, 2016-2017)
  • Social and Activity Participation of Children with Developmental Coordination Disorder (DCD), funded by Start-up Grant of the Education University of Hong Kong, 2016-2017)
  • Factors of health and level of participation among people with physical disabilities in local community, funded by the Research Support Scheme, SEC, the Education University of Hong Kong, 2016-2017)
  • ​​​​​​Exploring effectiveness of robot-assisted instruction to teaching social engagement of school children with autism (Principal Investigator, funded by Departmental Collaborative Research Grant, The Education University of Hong Kong, 2016-2017).
  • Facilitating learning in special education and counselling through problem-based learning incorporated with e-learning (Principal Investigator, funded by Teaching and Development Seed Fund, The Education University of Hong Kong, 2016)
  • Social and Activity Participation of Children with Developmental Coordination Disorder (DCD) (Principal investigator, Start-up Grant, The Education University of Hong Kong, 2016-2017.)
  • Factors of Inclusion and Participation of People with Disabilities in Community Settings (Principal Investigator, funded by TWC under IDS RGC project named “Delivery and Management of Healthcare Services and Social Services in the Twenty-First Century”, 2014-15)
  • Evaluation of a Post-earthquake Rehabilitation Programme in Sichuan (Principal Investigator, funded by the Hong Kong Red Cross, 2013)
  • Development of a Validated Framework to Describe and Evaluate Community-Based Rehabilitation Practice in Chinese Communities (Principal Investigator, sponsored by the SAHK, 2007-2009.)
  • The Development of a Tool for Guiding Client-Centred Practice in Chinese Communities (Principal Investigator, SAHK, 2007-2008.)
  • Program evaluation of a community-based rehabilitation program in SAHK – a qualitative approach (Principal Investigator, SAHK, 2010.)  
  • Evaluation of four CBR programs in China using the Most Significant Change Technique (Principal Investigator, SAHK, 2009.)
  • Social Support, Burnout and Readiness of Career Change among Part-time Postgraduate Counselling Students in Hong Kong (Principal Investigator, 2000.)
  • Client-Centered Practice for Neurological Clients in Domiciliary Occupational Therapy Service – a Qualitative Study (Principal Investigator, SAHK, 2000.)
  • Development of an Assessment Tool for Upward Mobility in the Employment Services for People with Intellectual Disabilities – a Preliminary Study (Principal Investigator, HKAMH, 1996.)

 

部份論文出版

  • Chung, E. Y. (2019). Facilitating learning of community-based rehabilitation through problem-based learning in higher education. BMC Medical Education, 19(1). https://doi.org/10.1186/s12909-019-1868-4
  • Chung, E. Y. (2019). Robotic Intervention Program for Enhancement of Social Engagement among Children with Autism Spectrum Disorder. Journal of Developmental and Physical Disabilities, 31(4), 419–434. 
  • Chung, E. Y. H. (2018). Unveiling Issues Limiting Participation of Children with Developmental Coordination Disorder: From Early Identification to Insights for Intervention. Journal of Developmental and Physical Disabilities, 1-17. DOI: 10.1007/s10882-018-9591-3
  • Chung, E. Y. H., & Lam, G. (2018). Validation of two scales for measuring participation and perceived stigma in Chinese community-based rehabilitation programs. Health and quality of life outcomes, 16(1), 105.
  • Chung, E. Y., & Packer, T. L. (2017). Outcomes and impact of community-based rehabilitation programmes in Chinese communities. Disability and Rehabilitation, 39(8), 817-821. Doi:10.3109/09638288.2016.1161850
  • Chung, E. Y., (2017). School counselling for the gifted: responding to the social-emotional needs of gifted students. In M. T. Hue (Ed.), School counselling in a Chinese context: Supporting students in need in Hong Kong. New York: Routledge.
  • Chung, E.Y. (2017). Community-based inclusive development for children with disabilities in Chinese communities. Asia Pacific Occupational Therapy Symposium – Contextualizing Occupational Therapy: Research, Practice and Education, Taiwan.
  • Chung, E.Y. (2016). “Evaluating the outcomes and impact of a post-earthquake rehabilitation programme”. Qualitative Health Research.
  • Chung, E.Y. (2015). Evaluation of a Post-earthquake Rehabilitation Program in Sichuan, China. Paper presented at the 6th Asia-Pacific Occupational Therapy Congress, New Zealand.
  • 鍾燕嫻 (2014) 東華學院職業治療課程與世界性的職業治療教育標準.中華職業治療電子期刊.第22 至24 頁
  • Chung, E.Y, & Packer,T.L. (2011). "When East meets West : community-based rehabilitation in Chinese communities." Disability and Rehabilitation 33(8): 697-705.
  • Chung, E.Y, & Packer,T.L. (2011). "A framework for evaluating community-based rehabilitation programmes in Chinese communities." Disability and Rehabilitation 33(17-18): 1668-1682.
  • Chung, E.Y., Packer T.L (May 2010). Evaluation of four CBR programs using the Most
  • Significant Change Technique. Paper presented at the 15th World Congress of the World Federation of Occupational Therapists, Santiago, Chile.
  • Chung, E.Y., Packer T.L (2010). A framework for best community-based rehabilitation
  • programs. Paper presented at the 15th World Congress of the World Federation of Occupational Therapists, Santiago, Chile.
  • Chung, E.Y. (2010).  Evaluation of CBR Programs in Chinese Communities.  Paper presented at the 4th Community-Based Rehabilitation Conference, Guangxi, China.
  • Chung, E.Y, & Packer, T.L. (2010) Qualitative evaluation of a community-based rehabilitation program in SAHK. Paper presented at the Occupational Therapy Symposium 2010, Hong Kong.
  • 鍾燕嫻. (2008). 中國及香港社區康復研究經驗分享. 發表於國際助殘中國第二次社區康復研討會, 中國廣西.
  • 鍾燕嫻, 邱貴生 (2006). 「創路自強、實證為本」-智障人士的社區康復策略及實踐. 發表於兩岸四地智障服務研討會, 澳門.
  • 鍾燕嫻, 蕭祖貽 (2006). 智障人士社區康復服務的員工培訓方案. 發表於兩岸四地智障服務研討會, 澳門.
  • 鍾燕嫻, & 邱貴生. (2009). 「創路自強、實證為本」- 智障人士的社區康復策略及實踐. In Su (Ed), A Collection of Papers and Articles Published by the Staff Members of SAHK in the Past 15 Years (pp. 201-205). Hong Kong: SAHK.
  • 鍾燕嫻, & 蕭祖貽. (2009). 智障人士社區康復服務的員工培訓方案. In Su (Ed), A Collection of Papers and Articles Published by the Staff Members of SAHK in the Past 15 Years (pp. 206-210). Hong Kong: SAHK.
  • 鍾燕嫻(主編). (2007). 家居運動資料冊. 香港: 香港耀能協會.
  • 鍾燕嫻(主編). (2005). 體弱及智障人士家居訓練手冊. 香港: 香港耀能協會.
  • 鍾燕嫻 (2002). 活動策劃指引. 輯錄於李月英編著的老年痴呆症活動策劃手冊 (33-35頁). 香港: 醫院管理局、香港復康會、香港老年痴呆症協會、香港職業治療師協會.
  • 鍾燕嫻 (2002). 康樂活動. 輯錄於李月英編著的老年痴呆症活動策劃手冊 (113-121頁). 香港: 醫院管理局、香港復康會、香港老年痴呆症協會、香港職業治療師協會.
  • 鍾燕嫻 (2010). 情常在. 載於「柏友新知」香港柏金遜症基金季刋, 第16期, p.10.
  • 鍾燕嫻 (2011). 以人為本生活計劃. 載於「柏友新知」香港柏金遜症基金季刋, 第17期.
  • Chung, E.Y. (2002) Domiciliary Therapy Service in the New Millennium.  Hong Kong Occupational Therapy Association Newsletter, Issue Nov 2002, 12-14.
  • Chung, E.Y, Tai, C.M., Su, I, & Wong, P.K. (2000). A client-centered practice for neurological clients in Domiciliary Occupational Therapy Service – a qualitative study.  Paper presented at the Second Pan-Pacific Conference on Rehabilitation: Neurological Rehabilitation, Hong Kong.

 

社區及專業服務

  • Appointed specialist (Education), The Hong Kong Council for Accreditation of Academic and Vocational Qualifications, (2018 –present)
  • Invited member, Editorial board, Hong Kong Journal of Occupational Therapy (2009-present)
  • Ad-hoc reviewer : Disability and Rehabilitation
  • Consultancy service to community-rehabilitation programs in China – Guangdong, Guangxi, Beijing, Heilongjiang, Qiqihar, Tibet, Qingdao, Shenzhen, Sichuan, etc. (2008-2016)
  • Program evaluation
  • Chung, E.Y. (2014) Evaluation of a post-earthquake rehabilitation in Sichuan. Hong Kong Red Cross.
  • Workshops (selected)
  • Chung, E.Y. (2018). The secret behind clumsiness, a workshop in a local primary school.
  • Chung, E.Y. (2018). Needs of children with social emotional difficulties, a workshop in a district-based resource centre.
  • Chung, E.Y. (2017). Sensory processing issues of children in mainstream primary school, a workshop in a government primary school.
  • Chung, E.Y. (2016). Identification and handling of children with developmental cooridination disorder, parent training workshop held in 3 local primary schools.
  • Sinclair, K. & Chung, E.Y. (2014). The fieldwork education perspective: assessing competencies and facilitating change. In Occupational Therapy Education Day, World Occupational Therapy Congress WFOT.
  • Chung, E.Y. (2012). Parent-child relationship, a workshop for parents of a local kindergarten.
  • Chung, E.Y. (2011). Effective learning strategies for preschoolers, a talk for parents of  a local kindergarten.
  • Chung, E.Y. (2011). Emotional challenges of school-aged children, a workshop for parents of a local kindergarten.
  • Chung, E.Y. (2011). Empowerment of people with disabilities in community settings, a workshop for China Disabled People’s Federation, Beijing.
  • Chung, E.Y. (2011). Group work in community-based settings, a workshop for China Disabled People’s Federation, Beijing.
  • Chung, E.Y. (2010). Promoting inclusion and Participation, a seminar for a local university.
  • Chung, E.Y. (2009). Enhancing participation of people with disabilities in local community, a workshop  for Conghua Community-based Rehabilitation Centre, CDPF. 
  • Chung, E.Y. (2009). Person-centered planning for people with developmental disabilities, a seminar in a local university.
  • Chung, E.Y. (2008). Handling of emotional problems of children with disabilities, a workshop for the Qingdao Children’s Welfare Institute.
  • Chung, E.Y. (2005). Client-centered practice, guest lecturing in a local university.
  • Professional affiliations
  • Secretary, Hong Kong Occupational Therapy Association, 2010-2011.
  • Member, Education and Training Sub-committee, Hong Kong Parkinson’s Disease Association, 2010-2011.
  • Member, Working Group on Barrier-free Access, HKOTA, 2006-2008.
  • Coordinator, Working Group on Home-Based Training for People with Intellectual Disabilties, HKOTA, 2003-2006.
  • Coordinator, Working Group on Activity Guide on People with Dementia, HA/HKOTA/HKADA/CRN, 1996-1997

周穎詩女士

講師I

(852) 2948 8945
ewschow@eduhk.hk

周穎詩女士
講師I
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Ms._Chow_Wing_Sze,_Emily.jpg
(852) 2948 8945
(852) 2948 7792
D2-1/F-52
ewschow@eduhk.hk
專門: 自閉症

Master of Education (Special and Inclusive Education). Monash University, Australia
Master of Education (Teaching English to Speakers of Other Languages TESOL). Monash University, Australia
The Postgraduate Diploma in Education (Primary). Monash University, Australia
Bachelor of Commerce. The University of Melbourne, Australia
Registered Teacher (Victorian Institute of Teaching VIT). Australia

教學範疇

  • Autism Spectrum Disorder
  • Sensory Processing Disorder
  • Intellectual Disability
  • Children with Emotional and Behaviour Problems
  • Supporting Children with Special Needs

 

研究領域

  • Autism Spectrum Disorder
  • Inclusive Education
  • Special Education

期刊論文

  • Chao, C. N. G., Chow, E. W. S., Forlin, C., & Ho, F.C. (2017). Improving teachers’ self-efficacy in applying teaching and learning strategies and classroom management to students with special education needs in Hong Kong. Teaching and Teacher Education, 66, 360-369.
  • Sharma, U., & Chow, E. W. S. (2008). The Attitudes of Hong Kong Primary School Principals toward Integrated Education. Asia Pacific Education Review, 9(3), 380-391.

DATU Jesus Alfonso Daep 博士

助理教授

(852) 2948 7974
jadatu@eduhk.hk

DATU Jesus Alfonso Daep 博士
助理教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/Jess_20190809_1.png
(852) 2948 7974
(852) 2948 7792
D2-2F-28
jadatu@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=218043
專長﹕正向心理學,正向教育

Educational Background:

PhD in Educational Psychology The University of Hong Kong 2017

MA in Counseling De La Salle University 2014

BS in Psychology (Magna Cum Laude) Colegio de San Juan de Letran, Manila 2011

 

Teaching Areas:

  • Supporting Parents and Families with Diverse Needs
  • Social Emotional Development and Special Needs
  • Honours Project
  • Community Counselling
  • Career Counselling

 

Research Interests:

  • Positive psychology
  • Positive education
  • Inclusive education

 

Awards:

  • 2020 President’s Award for Outstanding Performance in Research (Early Career Research Excellence Award), The Education University of Hong Kong
  • 2019 Service Award, Division of School Psychology, The American Psychological Association
  • 2017 Best Research Postgraduate Student Publication Award, Faculty of Education, The University of Hong Kong
  • 2015 Lee Shau Kee Postgraduate Fellowship, The University of Hong Kong

 

Competitive External Research Grants

  • Principal Investigator. (2019-2021) Are Triarchic Model of Grit Dimensions Related to Subsequent Achievement Goals and Academic Engagement in Math and Science in Hong Kong, Mainland China, and Philippines? Research Grant Council Early Career Scheme. Amount: HK$ 911,853.
  • Collaborator. (2016-2018). Cross-Cultural and Regional Studies of the Interdependent Happiness Scale (PI: Dr. Hidefumi Hitokoto). Japan Society for the Promotion of Science - Grants-in-Aid for Young Scientists. Amount: ¥2,470,000 or HK$ 182,267

 

Internal Research Grants

  • Principal investigator. (2020-2021). Which virtues can promote media literacy and digital citizenship among secondary school students in Hong Kong and Philippines? Internal Research Fund Grant for Theme-based Research Scheme. The Education University of Hong Kong. Amount of Award: HK$ 150,000 or US$ 19,355. Role: Principal Investigator
  • Principal Investigator. (2020-2021). Is kindness linked to positive environmental behaviors in Hong Kong and Mainland China?  A structural equation modeling approach. Research Cluster Fund Grant. The Education University of Hong Kong. Amount of Award: HK$ 350,000.
  • Principal Investigator. (2020-2021). Conceptualization and development of culturally sensitive measure of gratitude. Seed Funding Grant. The Education University of Hong Kong. Amount: HK$ 125,000.
  • Co-Project Supervisor. (2019-2021). Harnessing the power of assessment to support pre-service teachers' learning and professional development through an innovative blended learning approach (A+BLe). University-level Teaching Development Grant. The Education University of Hong Kong. Amount: HK$ 911,853.
  • Team Member. (2019-2022). Preparing teachers and parents to support positive education and children wellbeing. Strategic Area on Positive Education in Early Childhood Grant. The Education University of Hong Kong. Amount of Award: HK$ 3,386,230 or USD$ 431,970.
  • Co-Investigator. (2019-2020). Hong Kong adolescents’ wellbeing: An ecological perspective. Seed Funding for International Collaborative Research – The Education University of Hong Kong. Amount of Award: HK$ 180,000 or US$ 23,042.
  • Co-Investigator. (2018-2019). Enhancement of counsellor trainees’ personal development by implementation of flipped learning in a career counselling training module. Departmental Teaching Seed Funding Grant – The Education University of Hong Kong. Amount of Award: HK$ 50,000 or US$ 6,369.
  • Principal Investigator. (2018-2019). The impacts of kindness curriculum on social-emotional learning competencies, social self-efficacy, self-esteem and media literacy skills among junior secondary school students. Departmental Research Seed Funding Grant – The Education University of Hong Kong. Amount of Award: HK$ 50,000 or US$ 6,369.
  • Principal Investigator. (2018-2019). Can promoting kindness, love, and social intelligence boost learning outcomes among high school students? Evidence in the Philippine setting. Internal Research Grant – The Education University of Hong Kong. Amount of Award: HK$ 100,000 or US$ 12,745.

 

Editorial Engagements

  • Co-Editor in Psychology (2020 – present), Journal of Happiness Studies
  • Associate Editor (2020 – present), International Journal of Disability, Development, and Education
  • Editorial Board Member (2020 – present), Current Psychology
  • Editorial Board Member (2020 – present), International Journal of Applied Positive Psychology
  • Editorial Board Member (2020 – present), School Psychology (formerly known as School Psychology Quarterly)
  • Consulting Editor (2018 – present), Educational Psychology: An International Journal of Experimental Educational Psychology
  • Editorial Board Member (2018 – present), PLOS One
  • Associate Editor (2017 - present), School Psychology International

Adhoc reviewer for these journals: Journal of Personality and Social Psychology, Personality and Social Psychology Bulletin, Journal of Affective Disorders, Learning and Instruction, Journal of Happiness Studies, New Media & Society, Applied Psychology: Health & Wellbeing, Journal of School Psychology, Child Psychiatry and Human Development, British Journal of Educational Psychology, Personality and Individual Differences, Asian Journal of Social Psychology, Journal of Wellbeing Assessment, Social Indicators Research, Psychology, Health, & Medicine, Learning and Individual Differences, Teaching and Teacher Education, Youth & Society, Contemporary Educational Psychology, Journal of Child and Family Studies, and Journal of Psychoeducational Assessment

Selected Publications

  • Buenconsejo, J.U., & Datu, J.A.D. (2020). Growth and fixed mindsets about talent matter for career development self-efficacy. Children and Youth Services Review. Advance online publication. https://doi.org/10.1016/j.childyouth.2020.105470
  • Datu, J.A.D. & Yuen, M. (in press). Students’ connectedness is linked to higher gratitude and self-efficacy outcomes. Children and Youth Services Review. SSCI
  • Datu, J.A.D., McInerney, D.M., Żemojtel-Piotrowska, M., Hitokoto, H., & Datu, N. (in press). Is grittiness next to happiness? Examining the association of triarchic model of grit dimensions with well-being outcomes. Journal of Happiness Studies.
  • Datu, J.A.D. & Bernardo, A.B.I. (2020). The blessings of social-oriented virtues: Interpersonal character strengths are linked to increased life satisfaction and academic success among Filipino high school students. Social Psychological and Personality Science. Advance online publication. https://doi.org/10.1177/1948550620906294. SSCI
  • Datu, J.A.D. & Park, N. (2019). Perceived school kindness and academic engagement: The mediational roles of achievement goal orientations. School Psychology International. Advance online publication. https://doi.org/10.1177/0143034319854474.
  • Datu, J.A.D., Labarda, C., & Salanga, M.G. (2019). Flourishing is associated with achievement goal orientations and academic delay of gratification in a collectivist context. Journal of Happiness Studies. Advance online publication https://doi.org/10.1007/s10902-019-00122-w.
  • Datu, J.A.D. & King, R.B. (2018). Subjective well-being is reciprocally associated with academic engagement: A two-wave longitudinal study. Journal of School Psychology, 69, 100-110.
  • Datu, J. A. D. (2018). Everyday discrimination, negative emotions, and academic achievement in Filipino secondary school students: Cross-sectional and cross-lagged panel investigations. Journal of School Psychology, 68, 195-205.
  • Datu, J.A.D., King, R.B., Valdez, J.P.M., & Eala, M.S. (2018). Grit is associated with lower depression via meaning in life among Filipino high school students. Youth & Society. Advance online publication. https://doi.org/10.1177/0044118X18760402.
  • Datu, J.A.D., King, R.B., & Valdez, J.P.M. (2018). Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies. Journal of Positive Psychology, 13, 260-270.  https://doi.org/10.1080/17439760.2016.1257056.
  • Datu, J.A.D., Yuen, M., & Chen, G. (2018). The triarchic model of grit is linked to academic success and well-being among Filipino high school students. School Psychology, 33, 428-438. https://doi.org/10.1037/spq0000234.
  • Datu, J.A.D. (2018). Flourishing is associated with higher academic achievement and engagement in Filipino undergraduate and high school students. Journal of Happiness Studies, 19, 27-39. https://doi.org/10.1007/s10902-016-9805-2.
  • Datu, J.A.D., Yuen, M., & Chen, G. (2017). Development and validation of the triarchic model of grit scale (TMGS): Evidence from Filipino undergraduate students. Personality and Individual Differences, 114, 198-205. https://doi.org/10.1016/j.paid.2017.04.012.
  • Datu, J.A.D., King, R.B., & Valdez, J.P.M. (2017). The academic rewards of socially-oriented happiness: Interdependent happiness promotes engagement. Journal of School Psychology, 61, 19-31. https://doi.org/10.1016/j.jsp.2016.12.0040022-4405.
  • Datu, J.A.D. & King, R.B. (2016). Prioritizing positivity optimizes positive emotions, and life satisfaction: A three-wave longitudinal study. Personality and Individual Differences, 96, 111-114. https://doi.org/10.1016/j.paid.2016.02.069.
  • Datu, J.A.D. & Valdez, J.P.M. (2016). Psychological capital predicts academic engagement and well-being in Filipino high school students. The Asia Pacific Education Researcher, 25(3), 399-405. https://doi.org/10.1007/s40299-015-0254-1.
  • Datu, J.A.D., Valdez, J.P.M., & King, R.B. (2016). Perseverance counts but consistency does not! Validating the Short-Grit Scale in a collectivist setting. Current Psychology, 35(1), 121-130. https://doi.org/10.1007/s12144-015-9374-2.

馮淑珍博士

助理教授

(852) 2948 7789
fungsc@eduhk.hk

馮淑珍博士
助理教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Dr._FUNG_Suk_Chun,_Pat.jpg
(852) 2948 7789
(852) 2948 7794
D2-2/F-13
fungsc@eduhk.hk
專門﹕動物輔助治療、輔導人員教育

Ed.D., The Chinese University of Hong Kong
M.Ed. (Counselling), The Chinese University of Hong Kong
Registered Teacher, Education Bureau, The Government of the HKSAR
Certified Counsellor, The Hong Kong Professional Counselling Association
Associate Fellow, The Hong Kong Professional Counselling Association

Teaching Areas

  • Group Counselling
  • School Guidance and Counselling
  • Counselling Theories and Practices

Research Interests

  • Animal-assisted Therapy
  • Animal-assisted Education
  • Humane Education

 

Recent and Ongoing Research Projects

  • Online Psychoeducational Groups for Primary Students Mental Health [A project supported by the Faculty of Education and Human Development – Focused Knowledge Transfer Grant (2020 – 2022; #02145), PI, HK$ 150,000]
  • Evaluation of a Play Therapy Program with Chinese Disadvantaged Families: A Pilot Study [A project supported by the EdUHK - Internal Research Grant from UGC Block Grant (2019/2020; RG83/18-19R), PI, HK$ 80,000]
  • The Relationship between “Helicopter Parenting” and Psychological Well-being among Chinese Emerging Adults [2019/2020; 2018-2019-0211, PI]
  • Effect of a Canine-assisted Read-Aloud Program on the Reading Fluency and Accuracy of Third-Graders with Poor Reading Performance: a Pilot Study [A project supported by the EdUHK - SEC Department (2017/2018 Research Support Scheme; SEC/RSS2017-18-10), PI, HK$ 79,853]
  • Attitude to Animals among Chinese Pre-service Teachers in Early Childhood Education [A project supported by the EdUHK - SEC Department (2016/2017 Research Support Scheme; SEC/RSS2016-17-010), PI, HK$ 53,582]
  • Attitude to Animals and Empathy among Chinese Adolescents and Young Adults [A project supported by the EdUHK - Internal Research Grant from Committee on Research and Development (2016/2017 Start-up Grant; RG99/2016-2017R), PI, HK$ 30,000]

 

Refereed Journal Articles

  • Fung, S. C. & Zhou, Sili (2020). An Investigation of Pre-Service Teachers’Attitudes Toward Animals and Empathy Toward Humans: Implications for Humane Education Development. Anthrozoös, 33(3), 415-426. doi: 10.1080/08927936.2020.1746531
  • Fung, S. C. (2019). Counsellors in Hong Kong Primary Schools: On Becoming Visible Counselling Professionals. Global Journal of Health Science, 11(12), 80-90. doi:10.5539/gjhs.v11n12p80
  • Fung, S. C. (2019). Effect of a Canine-Assisted Read Aloud Intervention on Reading Ability and Physiological Response: A Pilot Study. Animals, 9(8), 474; https://doi.org/10.3390/ani9080474
  • Fung, S. C. (2019). Effects of an Experiential Training Group on Psychological Wellness and Professional Efficacy for Counsellors-in-Training. Global Journal of Health Science, 11(9), 22-33. doi:10.5539/gjhs.v11n9p22
  • Fung, S. C. (2019). Humane Attitudes and Empathic Tendencies in Chinese Young People: Implications for Humane Education. International Education Studies, 12(1), 53-60. doi:10.5539/ies.v12n1p53
  • Fung, S.C. (2017). An Observational Study on Canine-assisted Play Therapy for Children with Autism: Move Towards the Phase of Manualization and Protocol Development. Global Journal of Health Science. DOI: https://doi.org/10.5539/gjhs.v9n7p67
  • Fung, S.C. (2017). Canine-assisted Reading Programs for Children with Special Educational Needs: Rationale and Recommendations for the Use of Dogs in Assisting Learning. Educational Review. http://dx.doi.org/10.1080/00131911.2016.1228611
  • Fung, S.C. (2015). Increasing the Social Communication of a Boy with Autism Using Animal-Assisted Play Therapy: A Case Report. Advances in Mind-Body Medicine, 29(3):27-31.
  • Fung, S.C. (2014). Effect of Animal-Assisted Play Therapy on Facilitating Social Behavior for Children with Autism: A Preliminary Comparison Study. Human-Animal Interaction Bulletin, 2(2), 40-59.
  • Fung, S. C. & Leung, S. M. (2014). Pilot study investigating the role of therapy dogs in facilitating social interaction among children with autism. Journal of Contemporary Psychotherapy, 44(4), 253-262. doi: 10.1007/s10879-014-9274-z
  • Lau, S. Y. P. & Fung, S. C. (2008). School guidance and counselling in an international context: A reaction paper. Asian Journal of Counselling, 15(2), 207-228.

Book Chapters

  • Fung, S. C. (2017). School-based humane education programme in Hong Kong: Current implementation and future direction. In M.T. Hue (Ed.), School counselling in a Chinese context: Supporting students in need in Hong Kong. New York: Routledge.
  • Fung, S. C. (2017). Therapeutic use of companion animals: Applying animal-assisted therapy in supporting students with special educational needs. In M.T. Hue (Ed.), School counselling in a Chinese context: Supporting students in need in Hong Kong. New York: Routledge.
  • Fung, S. C. (2013). Ethics in School Counselling. In Pattie Y. Y. Luk-Fong & Yuk Ching Lee-Man (Eds.), School Guidance and Counselling: Trends and Practices (pp. 219-238). Hong Kong, Hong Kong University Press.
  • 馮淑珍 (2011): 學校輔導的倫理議題,輯於陸方鈺儀、李文玉清編《學校輔導﹕趨勢與實務》,(頁199 – 217) ,香港: 香港大學出版社

Conference Presentations

  • Fung, S. C. (2014, December). Increasing the Social Communication of a Boy with Autism Using Animal-Assisted Play Therapy: A Case Study. Paper presented at International Conference on Education and Psychology (ICEAP) 2014, Tokyo, Japan.
  • Fung, S.C. (2012, March). Animal-Assisted Therapy: an option of the Autism Rehabilitation. Paper presented at Seminar on Autism in Hong Kong 2012, Centre for Special Needs & Studies in Inclusive Education, Hong Kong Institute of Education.
  • Fung, S. C. (2011, March). The utilization of Animal-Assisted Therapy in facilitating social interaction for children with Autism: an experimental study in Hong Kong. Paper presented at Seminar on Autism in Hong Kong 2011, Centre for Special Needs & Studies in Inclusive Education, Hong Kong Institute of Education.

Other Publications

  • Yu, C.Y.I., Fung, S.C., Fung, L.C.A., Siu, F.Y.A., Tse,S.K.S., Sun, T.l.C., Li, W.O.A., Fu, W., Young, K.Y.D., Lam Yeung, K.S., & Yuen, M. (2018 May). LegCo Members, Counselling Academics from Universities, Primary School Principals and School Counsellors Urge for Holistic Counselling Services Supported by “One School Social Worker and One School Counsellor for Each School”. Public Forum Press Release. Hong Kong, China: Hong Kong Shue Yan University. May 27 2018.
    余鎮洋、馮淑珍、馮麗姝、蕭鳳英、謝樹基、孫天倫、李允安、符瑋、楊劍雲、林楊潔心、袁文得(2018年5月)。 議員、大學輔導學學者、小學校長、現職輔導人員要求提供 「一校一社工加一學校輔導員」全方位學生輔導服務 ( 公眾論壇新聞稿)。 中國香港:香港樹仁大學。 2018年5月27日。
  • Fung, S. C. (Oct. 2016). The Story of Jingles and Johnny: The Origin of Animal-assisted Therapy. Hong Kong Professional Counselling Association, Newsletter.
  • 馮淑珍 (2016):未夠好、未夠好!我還是未夠好!(自尊感上篇 /中篇 /下篇 ),傾計堂,https://www.facebook.com/thelittleear/?fref=nf
  • 馮淑珍 (2014. 7):融合教育政策與本地專業輔導的發展,香港專業輔導協會,通訊.
  • 馮淑珍 (2006. 7 .10):讚賞:讓人快樂的心靈妙品,月刋《健康教室》,第19期,6-7.
  • 馮淑珍 (2006. 8 .10):爸爸媽媽,你們懂得聽話嗎?,月刋《健康教室》,第20期,12-13.
  • 馮淑珍 (2006. 9 .10):大人都愛自尋煩惱,月刋《健康教室》,第21期,20- 21.
  • 馮淑珍 (2006. 11 .10):你的感覺 你的選擇,月刋《健康教室》,第23期,16-17.
  • 馮淑珍 (2007. 2 .10):生活簡單 足夠便好,月刋《健康教室》,第26期,12-13.

Community & Professional Services

Professional Service

  • Council Member of the Hong Kong Professional Counselling Association (2012-2018)
  • Member of Program Accreditation sub-committee of the Hong Kong Professional Counselling Association (2015-2016)
  • Editorial Board Member:
    1. Journal of Counselling Profession
    2. Human Animal Interaction Bulletin
  • Ad Hoc Reviewer:
    1. Journal of Autism and Developmental Disorders
    2. Journal of Positive Behavior Interventions
    3. Journal of Counselling Profession
    4. Educational Review
  • Panel Member of the HKCAAVQ’s Accreditation Exercise (11/2016 – 1/2017)

Community Service

  • Fung, S.C. (2016, October). An exploration of Animal-assisted Therapy. Talk given at a seminar for counselling professionals, organized by Hong Kong Professional Counselling Association.
  • Fung, S.C. (2016, July). Support Families of Children with Autism. Talk given at a training seminar for social workers, organized by Against Child Abuse.
  • Fung, S.C. (2014, Nov.). Animal-Assisted Therapy: an alternative therapy for Autism Spectrum Disorders, Talk given at a seminar for social workers, organized by Heep Hong Society.
  • Fung, S.C. (2014, Jan.). Support Children with Autism. Talk given at a seminar for voluntary workers, organized by Animals Asia Foundation.
  • Fung, S.C. (2013, Jan.). Characteristics of Children with Autism. Talk given at a seminar for voluntary workers, organized by Animals Asia Foundation.
  • Mentor of Ying Wa Boys (2012/2013). Mentorship Project organized by Ying Wa College.
  • Fung, S.C. (2007, April to May). Self and others. Workshops for students with giftedness in Ying Wa College.
  • Fung, S.C. (2006, Sept.). Personal Growth. Talk given for S.5 students in Ying Wa College.

何競博士

副教授

(852) 2948 8547
mavishe@eduhk.hk

何競博士
副教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Dr._HE_WU_Jing,_Mavis.jpg
(852) 2948 8547
(852) 2948 7794
D2-2/F-19
mavishe@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=139008
專門﹕資優教育及創造力

BSSc (CUHK), MPhil (CUHK), PhD (CUHK)

教學範疇

  • 資優兒童
  • 資優教育
  • 心理學

研究領域

  • 創造力發展
  • 資優及資優教育
  • 壓力及減壓方法
  • 認知神經心理學

近期及正進行之研究計劃

  • The immediate and Sustaining Effects of Music Listening on Creativity in Individuals with High vs. Low Overexcitabilities [A project supported by the Research Grants Council (Early Career Scheme 2015/2016), PI, HK$613,620]
  • Evaluation of Infants & Toddler Programs of Simon KY Lee Foundation [A project supported by the Simon KY Lee Children’s Fund 2014-2015; Co-I, hk$320,000]
  • Studying the Mozart Effect in Creativity through the Lens of the Arousal-and-Mood Hypothesis [A project supported by the HKIEd Internal Research Grant 2011-2012; PI, HK$100,000]. 
  • Promoting Arts Education in Early Childhood Education [A project supported by Hong Kong Arts Development Council; Investigator, HK$135,000].
  • A longitudinal study on stress appraisals across school transition in early adolescence [A project supported by the HKIEd Start-up Research Grant 2011-2012; PI, HK$30,000].
  • Creative Partnership between Children’s Art Groups and Primary Schools in Hong Kong: Promoting Creativity and Communication Skills in Schoolchildren [A project supported by CityU Start-up Grant for New Staff 2009-2010; AI, 2009-2010, HK$99,501].
  • The Effect of Short-and Long-Term Progressive Relaxation Exercise on Improving Creativity for College Students with High and Low Anxiety Level [A project supported by City University of Hong Kong FHS Research Grant for Instructors 2005-2006, PI, HK$25,074]

期刊論文

書籍章次

  • He, M. W. -J., Wong, W. -C., & Hui, A. N. -N. (2015). Gender differences in means and variability on creative thinking: Patterns in childhood, adolescence, and emerging adulthood. In A. G. Tan & C. Perleth (Eds.), Creativity, Culture and Development (pp. 85-98). Singapore: Springer.

  • Hui, A., He, M., Liu-Au, E., & Ching, C. (2015). Thinking creatively across the lifespan. In R. Wegerif, L. Li, & J. C. Kaufman (Eds.). The Routledge International Handbook of Research on Teaching Thinking (pp. 212-225)London: Routledge.

  • Hui, A. N. N., He, M. W. J., & Liu-Au, E. S. C. (2013). Creativity development in the arts in young and schoolchildren. In A. G. Tan (Ed.), Creativity, Talent and Excellence (pp.75-87). Dordrecht, NL: Springer Science + Business Medic B. V. doi: 10.1007/978-981-4021-93-7_6

  • 許娜娜, 何競, 謝燕娜, 蔡冠軒,李逸鳴 (2012).「幼兒藝術教育倡導計劃」評估報告. 刊於明日藝術教育機構主編 《愛上學–幼兒藝術教育倡導計劃資料冊 》7–40 頁, 香港: 明日藝術教育機構出版.

社區及專業服務

  • Ad hoc reviewer of academic journals and book publishers (e.g., Learning and Individual Differences, Thinking skills and CreativityThe Asia-Pacific Education Researcher, Psychological Reports, Springer)
  • Committee Member of the Curriculum Development Council (Gifted Education), Education Bureau, HKSAR
  • Interviewer for Leadership Selection, The Hong Kong Academy for Gifted Education
  • Specialist, Hong Kong Council for Accreditation of Academic & Vocational Qualifications 
  • Invited Speaker for teacher training seminars and workshops 

何福全博士

客座助理教授

(852) 2948 7777
fcho@eduhk.hk

何福全博士
客座助理教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Dr._HO_Fuk_Chuen.jpg
(852) 2948 7777
(852) 2948 7794
B3-1/F-11
fcho@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=14385
專門 : ﹕學習障礙

Ph.D., University of New South Wales

教學範疇

  • 自閉症
  • 閱讀困難
  • 融合教育
  • 智能障礙
  • 研究方法

研究領域

  • 融合教育
  • 特殊教育

近期及正進行之研究計劃

  • Implementation of Theory of Mind (ToM) Learning Activities: Teaching Students with Autism Spectrum Disorders[Quality Education Fund (QEF), 2010-2012, F.C. Ho (PI)]
  • The QEF Thematic Network Scheme - Serving Students with Dyslexia (3rd phase)  [Quality Education Fund (QEF), 2010-2012, F.C. Ho (PI)]
  • Study on Equal Learning Opportunities for Students with Special Educational Needs under the Integrated Education System [EOC, 2010-2011, K. Sin (PI), C. Forlin, F.C. Ho, M.L Au & Z. Yan (Co-Is)]

代表著作

Scholarly Books, Monograaphs and Chapters

  • Ho, F. C. (2012). Theory of mind III: Teaching children with autism spectrum disorders emotions. Hong Kong: The Hong Kong Institute of Education and the Quality Education Fund.
  • Ho. F. C. (2012). Professional development for teachers of students with autism spectrum disorders in Hong Kong. In C. Forlin (Ed.), Future directions for inclusive teacher education: An international perspective (pp.151-159). New York: Routledge.
  • Ho, F. C. (2012). QEF Thematic Networking - Serving students with dyslexia: Reading and writing strategies IV. Hong Kong: QEF and HKIEd.
  • Ho, F. C. (2012). QEF Thematic Networking - Serving students with dyslexia: Reading and writing strategies III. Hong Kong: QEF and HKIEd.
  • Chu, S. S. W., Chung, K. K. H., & Ho, F. C. (2011). Ka-ho, a case study of dyslexia in China. In Anderson, P. L., & Meier- Hedde, R. (Eds.), International Case Studies of Dyslexia (pp. 46-64). New York: Routledge.
  • Ho, F.C. (2010). A Collaborative Mode of Professional Development for Teachers in Special Schools. Hong Kong: The Hong Kong Institute of Education, Hong Kong Special Schools Council and Quality Education Fund.
  • Ho, F. C. (2010). QEF Thematic Networking - Serving students with dyslexia: Reading and writing strategies II. Hong Kong: The Hong Kong Institute of Education, Quality Education Fund.
  • Ho, F. C. (2010). Writing strategies for students with learning disabilities in Hong Kong. In F. C. Ho (Ed.), QEF Thematic Networking - Serving students with dyslexia: Reading and writing strategies II (ch1,pp. 12-26). Hong Kong: The Hong Kong Institute of Education, Quality Education Fund.
  • 何福全、冼權鋒合編(2010):《「合作學習」在特殊學校的實踐與啟示》,香港,香港教育學院特殊學習需要與融合教育中心。
  • 何福全(2010):以合作模式為特殊學校教師作專業發展計劃的理念及施行,何福全編,以合作模式為特殊學校教師作專業發展,(7-15),香港,香港教育學院、香港特殊學校議會、優質教育基金。
  • 何福全(2010):在特殊學校推行的學習圈合作學習計劃,冼權鋒和何福全編,合作學習:在特殊學校的實踐與啟示,(5-14),香港,香港教育學院特殊學習需要與融合教育中心。
  • 冼權鋒和何福全編(2010):合作學習:在特殊學校的實踐與啟示,香港,香港教育學院特殊學習需要與融合教育中心。
  • 容佩雯、謝利明和何福全(2010):實踐合作學習以推動音樂教學的效能,冼權鋒和何福全編,合作學習:在特殊學校的實踐與啟示,(15-17),香港,香港教育學院特殊學習需要與融合教育中心。
  • 梁飛龍和何福全(2010):透過合作學習於體育科中跨越技能訓練,冼權鋒和何福全編,合作學習:在特殊學校的實踐與啟示,(18-22),香港,香港教育學院特殊學習需要與融合教育中心。
  • Ho, F. C. (2009). Reflection on using theory of mind to teach children with autism spectrum disorders. In F. C. Ho (Ed.),Theory of Mind II: Teaching Children with Autism Spectrum Disorders Emotions (pp.17). Hong Kong: Education Bureau.
  • Ho, F. C. (Ed.) (2009). Theory of Mind II: Teaching Children with Autism Spectrum Disorders Emotions. Hong Kong: Education Bureau.
  • Ho, F. C. (2008). Using strategies to teach students with special needs reading and writing. In F. C. Ho (Ed.), School Networking Programme: Reading and Writing Strategies (pp.1-7). Hong Kong: The Hong Kong Institute of Education, Quality Education Fund.
  • Ho, F. C. (Ed.) (2008). School Networking Programme: Reading and Writing Strategies. Hong Kong: The Hong Kong Institute of Education and Quality Education Fund.
  • Ho, F. C. (2007). Including students with learning disabilities. In S. N. Phillipson (Ed.), Learning Diversity in the Chinese Classroom: Contexts and Practice for Student with Special Needs. Hong Kong: Hong Kong University Press.
  • 何福全(2005):「想法解讀」與自閉症的關係,輯於《融合教育教學資源文集》,(頁3),香港,中華基督教會基順學校。
  • Hui, L.H., Sin, K.F., Ho, F.C. & Chan, H.K. (2004). Partnership in staff development: A school-institute project in Shanghai and Hong Kong. In J. Lee (Ed.). Partnership and Change. The Chinese University Press.
  • Ho, F.C., Heung, W.K., Sin, K.F. & Yip-Ng, S.Y. (Eds.) (2003). Dyslexia: Awareness and Teaching. Hong Kong: The Hong Kong Institute of Education, Quality Education Fund.
  • Liu, W.Y. & Ho, F.C. (2003). Case analysis. In F.C. Ho and others (Eds.). Dyslexia: Awareness and Teaching. Hong Kong: The Hong Kong Institute of Education, Quality Education Fund.
  • Ho, F.C., Heung, W.K. & Sin, K.F. (2003). Children with dyslexia: Characteristics, assessment and teaching methods. In F.C. Ho and others (Eds.). Dyslexia: Awareness and Teaching. Hong Kong: The Hong Kong Institute of Education, Quality Education Fund.
  • Tsang, W.F. & Ho, F.C. (2003). Using “Mastery Learning” to teach children with learning difficulties Mathematics. In L.H. Hui & Sin, K.F. (Eds.). SNE Action research. HK: HKIEd. (in Chinese)
  • Sin, K.F., Ho, F.C. & Hui, L.H. (Eds.) (2003). Information Technology in Special Education: Action Research. Hong Kong : Hong Kong Institute of Education.
  • Ho, F.C., Cheng-Lau, L.H., Chiu-Ching, T.L., Fung-Fung, W.Y., Sin, K.F. & Yip-Ng, S. Y. (2003). Using Theory of Mind to Teach Children with Autism. Hong Kong: The Hong Kong Institute of Education, Quality Education Fund.
  • Ho, F.C. (2000). Curriculum for Children with mental handicap in Hong Kong. In Hong Kong Association of Workers Serving the People with Mental Handicap (Ed.), Exchange Conference for Workers for the People with Mental handicap in the New Century. Hong Kong.
  • Ho, F.C. (2000). Co-teaching in Inclusive Settings. In K.F. Sin & S.W. Tao (Eds.). Making Integration Successful. Hong Kong: The Hong Kong Institute of Education, Quality Education Fund.
  • Tse, J., Chiu, H., & Ho, F.C. (1992). An Ecological Curriculum for Students with Mental Retardation. Hong Kong: City University of Hong Kong.
Journal Publications
  • Ho, F. C., & Siegel, L. (in press). A study of the relationships among Chinese multi-character words, sub-types of readers and instructional methods. Journal of Learning Disabilities.

  • 冼權鋒、呂明、晏子、何福全、區美蘭和霍艾蓮 (2013) : 「融合教育制度下殘疾學生的平等學習機會研究」的啟示,《香港特殊教育論壇》,15,頁106-110。
  • Ho, F. C., & Arthur-Kelly, M. (2013, In Press). An evaluation of the collaborative mode of professional development for teachers in special schools in Hong Kong. British Journal of Special Education. 
  • Ho, F. C., & Yan, Z. (2013, In Press). Identification of the Patterns of Chinese Character Recognition in Students with Learning Disabilities Requiring Tier-2 Support: A Rasch Analysis. Educational Psychology.
  • Ho, F.C. & Siegel, L. (2012). Identification of sub-types of students with learning disabilities in reading and its implications for Chinese word recognition and instructional methods in Hong Kong primary schools. Reading and Writing: An Interdisciplinary Journal, 25(7), 1547-1571.
  • Ho, F. C., & Au-Mansukhani, R. H. L. (2010). A collaborative mode of professional development for teachers of special schools in Hong Kong. Hong Kong Special Education Forum, 12, 37-48.
  • Ho, F. C. (2007). Case study: Using "theory of mind" to teach a student with Autism. Hong Kong Journal of Early Childhood, 6 (1), 25-33.
  • Ho, F.C. & Liu, W.Y. (2005). Teaching children with dyslexia reading and writing in Hong Kong. Proceedings of Hong Kong Red Cross Special Education & Rehabilitation Service 50th Anniversary International Conference.
  • Ho, F.C. (2004). Reading Patterns of Children with Learning Difficulties in Hong Kong. Hong Kong Special Education Forum, 7, 34-46.
  • Ho, F.C. & Elliott, R. (1999). Role of phonological awareness in teaching dyslexic children to read. Hong KongSpecial Education Forum, 2, 56-60.
Conference Papers
  • Ho, F. C. (2009, June). A collaborative mode of professional development for teachers in special schools. Paper presented at the Redesigning Pedagogy International Conference 2009, Singapore.
  • Ho, F. C.(2009,5):A school network: Strategies for teaching children with learning disabilities reading and writing,Paper presented at the International Conference on Reading and Writing: Updating on Managing Dyslexia,Hong Kong。
  • Ho, F. C. (2009, May). Reading errors of reading disabled children with surface and phonological dyslexic patterns in Chinese. Paper presented at the 2009 PANSIG Conference, Japan.
  • Ho, F. C. (2008, December). A discussion of the teaching of children with specific learning disabilities and children with autistic spectrum disorders in Hong Kong. Paper presented at the International Conference on Reading and Writing: Updating on Managing Dyslexia, Macau.
  • Ho, F. C. (2008, November). A school network for serving students with dyslexia in Hong Kong. Paper presented at the Asia-Pacific Educational Research Association Conference 2008, Singapore.
  • Ho, F. C. (2007, November). A comparison of the effectiveness of computer and flash card programme for children with learning disabilities to learn to read. Paper presented at the Australian Association for Research in Education Conference 2007, Perth, Australia.
  • Ho, F. C. (2007, August). Effects of analytic and whole-word methods on teaching average and learning disabled readers to read Chinese characters. Paper presented at the 15th European Conference on Reading, Berlin.
  • Ho, F. C. (2007, June). Using "Theory of mind" to teach a student with Autism. Paper presented at the International Forum & Workshop on Autism, Beijing.
  • Ho, F. C. (2007, June). Using different teaching methods to teach children with learning disabilities Chinese characters. Paper presented at the 10th Biennial Conference of International Asoociation of Special Education, Hong Kong.
  • Ho, F. C. (2007, May). Effects of different instructional programmes on teaching children with learning disabilities to read Chinese characters. Paper presented at the Redesigning Pedagogy Conference, Singapore.
  • Mok, M. M. C., Callingham, R., Philipson, S. N., Heene, M., Bond, T. G., & Ho, F. C. (2006, November). Using Rasch measurement for educational research. Paper presented at the Annual Conference of the Asia-Pacific Educational Research Association International Conference, Hong Kong.
  • Sin, K. F., Ho, F. C., & Leung, Y. W. (2006, November). The analysis of parental expectations and preferences for further education and career placement after the graduation of their children with disabilities. Paper presented at the Annual Conference of the Asia-Pacific Educational Research Association International Conference, Hong Kong.
  • Ho, F. C., & Bond, T. (2006, June). Evidence of surface and phonological dyslexic patterns in Chinese. Paper presented at the Pacific Rim Objective Measurement Symposium, Hong Kong.
  • Ho, F. C. (2006, May). Using theory of mind to teach children with Autism in Hong Kong. Paper presented at the Educational Research Association of Singapore Conference, Singapore.
  • Ho, F. C. (2006, April). The effectiveness of analytic and whole-word approaches for teaching Chinese dyslexic children. Paper presented at the International Symposium on Reading Disability, Canton.
  • Ho, F. C. (2005, December). Incorporating multi-sensory approach into focused word recognition method to teach children with learning difficulties in Hong Kong. Paper presented at the Annual Meeting of Australian Association for Research in Education, Australia.
  • Ho, F. C., & Liu, W. Y. (2005, July). Teaching children with dyslexia reading and writing in Hong Kong. In the Proceedings of Hong Kong Red Cross Special Education & Rehabilitation Service 50th Anniversary International Conference, Hong Kong.
Reports
  • Hui, L.H., Sin, K.F., Chan, H.K., Kwok, D., Dowson, C., Ho, F.C., Tong, C.L., Tsui, K.T. & Wong, V. (2002). The Multiplicity of Handicaps among Students of Aided Schools, Practical Schools and Skills Opportunity Schools. Report to EMB.
  • Dowson, C., Heung, V., Ho, F.C., Hong, A., Hui, P., Luk, P. Sin, K.F., Yip, E. & Yuen, C. (2003). Case Studies of Four Integrated Schools in Hong Kong. Report to the Support Group on Integration Education.
  • Lin, J., Ho, F.C., Chiu-Ching, T.L., Tse, A., Yung, K.K., Leung-Yeung, S., Ng, K.H., Li-Cheung, C. & Fung, C.M. (2002).Constructing a School-based Curriculum on the Basis of Generic Skills (Part 1). Report to CDI, EMB.
  • Lin, J., Ho, F.C., Chiu-Ching, T.L., Tse, A., Yung, K.K., Leung-Yeung, S., Ng, K.H., Li-Cheung, C. & Fung, C.M. (2003).Constructing a School-based Curriculum on the Basis of Generic Skills (part II). Report to CDI, EMB.
CD-ROM
  • Ho, F.C. (2010). Networking for Reading and Writing Strategies II. Hong Kong: Hong Kong Institute of Education and Quality Education Fund.
  • Ho, F.C. (2008). Networking for Reading and Writing Strategies I. Hong Kong: Hong Kong Institute of Education and Quality Education Fund.
  • Ho, F.C. (2008). Teaching Students with Autism Spectrum Disorders to Manage Emotions (ToM). Hong Kong: Education Bureau.
  • Ho, F.C., Heung, W.K. & Sin, K.F. & Yip-Ng, S.Y. (2003). Paradise for word identification. HKIEd and QEF.
  • Ho, F.C., Cheng-Lau, L.H., Chiu-Ching, T.L., Fung-Fung, W.Y., Sin, K.F. & Yip-Ng, So, Y. (2003). Using Theory of Mind (ToM) to Teach Children with Autism.

過往參與的獲資助計劃

  • The QEF Thematic Network Scheme - Serving Students with Dyslexia (2nd phase)  [Quality Education Fund (QEF), 2008-2010, F.C. Ho (PI)]
  • Using a Collaborative Mode to Strengthen the Professional Skills of Teachers in Special Schools [Quality Education Fund (QEF), 2008-2010, F.C. Ho (PI)]
  • Training Theory of Mind Skill to Enhance Social Interaction in Students with Autism Spectrum Disorders [Hong Kong Education Bureau (EDB), 2008-2009, F.C. Ho (PI)]
  • Using an Analytic vs Whole-word Approach to Teaching Children with Learning Disabilities  [IRG, 2007-2008, F.C. Ho (PI)]
  • The QEF Thematic Network Scheme - Serving Students with Dyslexia (1st phase)  [Quality Education Fund (QEF), 2006-2008, F.C. Ho (PI)]
  • Teaching Students with Autism: Home-School Partnerships [Quality Education Fund (QEF), 2001-2003, F.C. Ho (PI), L. Cheng, R. Chiu, A. Fung, K. Sin, & S.Y Yip-Ng (Co-Is)]
  • Dyslexia: Awareness and Teaching [Quality Education Fund (QEF), 2000-2002, F.C. Ho (PI), K. Sin, V. Heung & S.Y Yip-Ng (Co-Is)]

社區及專業服務

  • Member of CDC Committee on Special Educational Needs, Curriculum Developmental Institute, EDB (2007 to present)
  • Reviewer of the articles for New Horizons in Education, Australian Association for Research in Education, Evaluation and Research in Education, Reading and Writing, Educational psychology

蔣達博士

助理教授

(852) 2948 8659
djiang@eduhk.hk

蔣達博士
助理教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/people/our_staff/Da.jpg
(852) 2948 8659
(852) 2948 7794
D1-2/F-36
djiang@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=199728
專門﹕發展心理學、情緒及情緒調節、畢生發展心理學

Ph.D., The Chinese University of Hong Kong
M. Phil., The Hong Kong University of Science and Technology

教學範疇

  • 發展心理學
  • 情緒及行為問題 

研究領域

  • 情緒及情緒調節 
  • 幸福感的畢生發展
  • 文化對畢生發展的作用 

近期及正進行之研究計劃

  • Are Older Adults Lonely? Elucidating Age Differences in the Relationships between Solitude and Well-being. Funded by the Hong Kong Research Grants Council Early Career Scheme (RGC/ECS), HK$1,013,3720 (PI:2020-2022).
  • Can Being Alone Benefit the Mental Health of Older Adults? The Roles of Culture and Migration, funded by South China Programme Research Grant of The Chinese University of Hong Kong (Co-Investigator; 2015-2017).
  • Daily Marital Interaction and Older Adults’ Short-term and Long-term Well-being, funded by Direct Grant of The Chinese University of Hong Kong. (Co-Investigator; 2012-2014).

期刊論文

  • Jiang, D., Warner, L. M., Chong, A. M. L., Li, T., Wolff, J. K., & Chou, K. L.* (in press). Benefits of Volunteering on Psychological Well-being in Older Adulthood: Evidence from a Randomized Controlled Trial. Aging and Mental Health.
  • Lay, J. C., Fung, H. H., Jiang, D., Lau, C. H., Mahmood, A., Graf, P., & Hoppmann, C. A. (in press). Solitude in context: On the role of culture, immigration, and acculturation in the experience of time to oneself. International Journal of Psychology.
  • Fung, H. H.*, Chu, T. W. S., Jiang, D.*, & Chen, X. (In press). Contrasting the effects of mortality salience and future time limitation on goal prioritization across adulthood. Journal of Gerontology: Psychological Sciences.
  • Jiang, D., Warner, L. M., Chong, A. M. L., Li, T., Wolff, J. K., & Chou, K. L. (2019). Promoting volunteering among older adults in Hong Kong: A randomized controlled trial. The Gerontologist. doi: 10.1093/geront/gnz076
  • Jiang, D., Hosking, D., Burns, R., & Anstey, K. J. (2019). Volunteering benefits life satisfaction over 4 years: The moderating role of social network size. Australian Journal of Psychology, 71(2), 183–192. doi: 10.1111/ajpy.12217
  • Jiang, D., Diane, H., Burns, R., & Anstey, K. J. (2018). How does volunteering benefit life satisfaction in older adulthood: A longitudinal study. Australian Journal of Psychology, 1–10.
  • Jiang, D., & Fung, H. H. (2019). Social and Emotional Theories of Aging. In B. Baltes, C. Rudolph, & H. Zacher (Eds.), Work Across the Lifespan (pp. 135–153). Elsevier. https://doi.org/10.1016/B978-0-12-812756-8.00006-2
  • Jiang, D., Fung, H. H., Lay, J. C., Ashe, M. C., Graf, P., & Hoppmann, C. A. (in press). Everyday Solitude, Affective Experiences, and Well-being in Old Age: The Role of Culture versus Immigration. Aging and Mental Health.
  • Sims, T., Koopmann-Holm, B., Young, H. R., Jiang, D., Fung, H., & Tsai, J. L. (2018). Asian Americans respond less favorably to excitement (vs. calm)-focused physicians compared to European Americans. Cultural Diversity and Ethnic Minority Psychology24(1), 1-14.
  • Hosking, D. E., Jiang, D., Sargent-Cox, K. A., & Anstey, K. J. (2017). Informant-Reported Cognitive Decline and Activity Engagement across Four Years in a Community Sample. Gerontology63(5), 469-478.
  • Tsai, J. L., Ang, J. Y. Z., Blevins, E., Goemandt, G., Fung, H. H., Jiang, D., Elliott, J., Kolzer, A., Uchida, Y., Lee, Y., Lin, Y., Zhang, X., Govindama, Y., Haddouk, L. (2016). Leaders’ smiles reflect cultural differences in ideal affect. Emotion, 16, 183-195. doi: 10.1037/emo0000133.
  • Jiang, D., Fung, H. H., Sims, T., Tsai, J. L., & Zhang, F. (2016). Limited Future Time Increases the Value of Calm. Emotion, 16, 52-62. doi: 10.1037/emo000009
  • Jiang, D., Li, T., & Hamamura, T. (2015). Societies’ tightness moderates age differences in moral judgment. European Journal of Ageing, 12, 333-340. doi: 10.1007/s10433-015-0346-z
  • Sims, T., Tsai, J. L., Jiang, D., Wang, I., Fung, H. H., & Zhang, X. (2015). Wanting to Maximize the Positive and Minimize the Negative: Implications for Affective Experience in American and Chinese Contexts. Journal of Personality and Social Psychology, 109,292-315. doi: 10.1037/a0039276
  • Chan, S., Jiang, D., & Fung, H. H. (2015). Role conflict and satisfaction in work-family context: Age differences in the moderating effect of role commitment. PsyCh Journal, 4, 20-27.
  • Wong, L. P., Fung, H. H., & Jiang, D. (2015). Associations between Death Attitudes and Religiosity: Differences between Christians and Buddhists? Psychology of Religion and Spirituality, 7, 70-79. doi:10.1037/a0037993
  • Tam, K-P., Lau, H-P & Jiang, D. (2012). Culture and subjective well-being: A dynamic constructivist view. Journal of Cross-Cultural Psychology, (43),23-31. doi: 10.1177/0022022110388568.
  • 蔣達,王歆睿,傅麗,& 周仁來 (2008). 內隱利他行為的實證研究. 心理科學, 1, 79-82.
  • 蔣達(2008).認知老化研究綜述.中國療養醫學, 5, 383-384.
  • 卓然, & 蔣達 (2007). 農民工心理失衡的反思. 青年研究, 2, 22-24.

書籍章次

  • Jiang, D., Chan, M. C., Lu, M., & Fung, H. H. (in press). Grandparenthood in the Encyclopedia of Geropsychology, Nancy A. Pachana (Ed). Springer
  • Fung, H. H., & Jiang, D. (2016). Cross-cultural Psychology of Aging. In W. Schaie & S. Willis, (Ed.). Handbook of the Psychology of Aging (8th ed.)(pp. 323-334). Elsevier. doi: http://dx.doi.org/10.1016/B978-0-12-411469-2.00017-0 


學術會議論文

  • Jiang, D., Hosking, D., Burns, R., & Anstey, K. J. (2016, November) How Does Volunteering Benefit Life Satisfaction and Cognitive Functioning in Older Adults? Poster presented at the 69th Annual Scientific Meeting of the Gerontological Society Association (GSA), New Orleans, LA, USA.
  • Jiang, D., Hosking, D., Burns, R., & Anstey, K. J. (2016, November) Volunteering Benefits Life Satisfaction and Cognitive Functioning in Older Adulthood: The Role of Social Network Size? Poster presented at the 15th National Conference of Emerging Researchers in Ageing, Canberra, ACT, Australia.
  • Jiang, D., & Fung, H. (2015, January). Future Time Perspective and Ideal Affect. Oral presentation conducted at the U.S.-Hong Kong 2015 Conference: Putting Aging Research and Clinical Practice in Cultural Context, Hong Kong.
  • Jiang, D., & Fung, H. (2014, November). The Relation Between Future Time Perspective and Ideal Affect. Oral presentation conducted at the 13th National Conference of Emerging Researchers in Ageing, Adelaide, Australia.
  • Jiang, D., Fung, H. H., Sims, T., & Tsai, J. L. (2014, November). Hong Kong Chinese Regulate Actual Affect Based on Ideal Affect. In T. Sims (Chair), May the Source Be with You: Motivational Sources of Optimizing Health and Well-Being in Old Age. Symposium conducted at the 67th Annual Scientific Meeting of the Gerontological Society Association (GSA), Washington, DC, USA.
  • Jiang, D., & Fung, H. H. (2014, November). Who I Am Is Because of What I Want to Feel? The Role of Ideal Affect on Personality Changes Across Adulthood. Poster presented at the 67th Annual Scientific Meeting of the Gerontological Society Association (GSA), Washington, DC, USA.
  • Jiang, D., Fung, H. H., Sims, T., & Tsai, J. L. (2014, August). Emotion Regulation Across Adulthood: The Role of Ideal Affect. Invited talk at the International Symposium on Psychology of Aging, Beijing, China.
  • Jiang, D., Zhang, F., Sims, T., Fung, H., & Tsai, J. L. (2014, July) Future Time Perspective Influence Age Differences in Ideal Affect. Oral presentation at the 22nd Annual Meeting of the International Association for Cross-Cultural Psychology (IACCP), Reims, France.
  • Jiang, D., Fung, H. H., Sims, T., & Tsai, J. L. (2013, November). Does Conscientiousness Always Benefit Life Satisfaction: The Moderating Role of Future Time Perspective. In H. H. Fung (Chair), Personal Attributes and Their Impacts on Adult Development. Symposium conducted at the 66th Annual Scientific Meeting of the Gerontological Society Association (GSA), New Orleans, LA, USA.
  • Jiang, D., & Fung, H. H. (2013, August). Does Conscientiousness Always Benefit Life Satisfaction: The Moderating Role of Future Time Perspective. Oral presentation at the 8th Chinese Psychologist Conference, Beijing, China.
  • Jiang, D., & Fung, H. H. (2013, June). The Moderating Role of Future Time Perspective in the Relationship Between Conscientiousness and Life Satisfaction. Poster presented at the Hong Kong Psychological Society (HKPS) Annual Conference, Hong Kong, China.
  • Jiang, D., Sit, I. M., Fung, H. H., & Tsai. J. L. (2012, November). Age differences in ideal affect: Do older people value the same affect as younger people? In H. H. Fung (Chair), Outcomes of Age Differences in Emotional Goals. Symposium conducted at the 65th Annual Scientific Meeting of the Gerontological Society Association (GSA), San Diego, CA, USA.
  • Jiang, D., & Yik, M. (2009, May). What affective feelings do Chinese want to feel? Poster presented at the 2009 APS Annual Convention, San Francisco, CA, USA.
  • Symposium entitled “Aging in Culture” (2015, January) to be conducted at the U.S.-Hong Kong 2015 Conference: Putting Aging Research and Clinical Practice in Cultural Context, Hong Kong.
  • Symposium entitled “Attitudes Toward Aging Across Cultures” (2015, January) to be conducted at the U.S.-Hong Kong 2015 Conference: Putting Aging Research and Clinical Practice in Cultural Context, Hong Kong.

社區及專業服務

  • Ad Hoc Reviewer for: Psychology and Aging, Emotion, Australian Journal of Psychology, Journal of Adult Development.
  • Reviewer for: Annual meetings of Gerontological Society of America in 2015 and 2016; International Association of Gerontology and Geriatrics (IAGG) World Congress of Gerontology and Geriatrics in 2017

甘志珊博士

副教授

(852) 2948 8194
annakam@eduhk.hk

甘志珊博士
副教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Dr._KAM_Chi_Shan,_Anna.jpg
(852) 2948 8194
(852) 2948 7794
D2-2/F-25
annakam@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=172471
專門﹕聽力學、聽覺康復及耳鳴、自動化聽覺篩查

AuD, Central Michigan University, USA
MBA, Hong Kong University of Science & Technology
MSc (Audiology), The University of Hong Kong
BSc (Speech & Hearing Sciences), The University of Hong Kong
Member of Register of Audiologists
Member of Register of Speech Therapists
Fellow of the Hong Kong Society of Audiology
International fellow of the American Academy of Audiology

 

Dr Anna Kam obtained her doctorate degree in Audiology in The Central Michigan University. She is an audiologist and also has a bachelor degree in speech pathology.  She was the Vice-Chairperson of the Hong Kong Society of Audiology during 2000-2004 and she is the Vice-Chairperson of the Continuing Professional Development Board of the Hong Kong Society of Audiology (2014-2020). Her research interests include advanced technologies in aural rehabilitation, automated hearing screening, tinnitus management and auditory processing.

Teaching Areas

  • Audiology
  • Speech, language and communication disorders

Research Interests

  • advanced technologies in aural rehabilitation
  • automated hearing screening
  • tinnitus management
  • auditory processing

 

Recent and Ongoing Research Projects

  • Efficacy of amplification with hearing aids for tinnitus relief: a randomized controlled trial. (Principle Investigator, General Research Fund 2018 – 2020)
  • Intervention efficacy of assistive listening devices for Chinese children with dyslexia – a randomized controlled trial. (Principle Investigator, Health and Medical Research Fund 2017 – 2019)
  • Efficacy of neuronavigated repetitive transcranial magnetic stimulation for tinnitus relief: a randomized controlled trial. (Principle Investigator, General Research Fund 2014 – 2017)
  • Cross-cultural adaptation of the Tinnitus Functional Index for measuring chronic tinnitus in Hong Kong Chinese. (Principle Investigator, Health and Medical Research Fund 2014 – 2015)
  • Development of computer-based tools for clinical assessment of speech, hearing and language disabilities. (Co-investigator, Innovation and Technology Fund 2015 – 2017)
  • Efficacy of customized filtered sound for tinnitus relief: a randomized controlled trial. (Principle Investigator, General Research Fund 2013 – 2016)
  • Intervention efficacy for children with asymptomatic bilateral sensorineural hearing loss – a randomized controlled trial. (Principle Investigator, Health and Medical Research Fund 2011 – 2014)
  • Translation and validation of the Chinese Hyperacusis Questionnaire. (Principle Investigator, CUHK Direct Grant for Research 2013/2014)
  • Hearing screening for preschoolers in Shanghai. (Co-investigator, funded by the Xinhua Hospital, Shanghai Jiao Tong University 2012/2013)
  • Clinical evaluation of a computerized self-administered tinnitus measurement system. (Principle Investigator, CUHK Direct Grant for Research 2012 – 2013)
  • Can hearing impaired and mainstream populations benefit from new technology implemented on mobile phone? (Co-investigator, funded by the Mobile Manufacturers Forum 2012/2013)
  • Installation of a balance assessment and rehabilitation system in the hearing and balance rehabilitation centre for the elderly in Hong Kong. (Co-investigator, funded by the Kadoorie Charitable Foundation 2011 – 2013)
  • Clinical evaluation of a computerized automated hearing test and audio signal modification system. (Principle Investigator, CUHK Direct Grant for Research 2011 – 2013)
  • Hearing screening for school age children in Longgang District of Shenzhen. (Principle Investigator, funded by the Health Bureau of the Longgang District, Shenzhen, PRC 2010 – 2012)
  • Neural activity underlying tinnitus generation. (Principle Investigator, CUHK Direct Grant for Research 2010 – 2012)
  • Translation and validation of two Chinese psychometric assessment devices for patients with tinnitus. (Principle Investigator, CUHK Direct Grant for Research 2009/2010)
  • Study of auditory processing ability in young and older Cantonese-speaking adults by dichotic listening tests. (Principle Investigator, CUHK Direct Grant for Research 2007/2008)
  • Piloting divided-attention versus directed-attention dichotic listening and alternating inter-aural listening development in children: A step towards identifying Cantonese-speaking children with Auditory Processing Disorder. (Co-investigator, HKIEd Internal Research Grant 2011/2012)
  • Customized Enhanced Sound (CE Sound), Sentinel Speech. (Co-investigator, CUHK Patent Committee – Downstream Development Fund 2010/2011)

Refereed Journal Articles

  • Kam, A. C. S., & Fu, C. H. T. (2019). Screening for hearing loss in the Hong Kong Cantonese-speaking elderly using tablet-based pure-tone and word-in-noise test. International Journal of Audiology, 1–9. https://doi.org/10.1080/14992027.2019.1696992
  • Kam, A. C. S., Leung, E. K. S., Chan, P. Y. B., & Tong, M. C. F. (2018). Cross-cultural adaptation and psychometric properties of the Chinese tinnitus functional index. International Journal of Audiology, 57(2), 91–97. doi:10.1080/14992027.2017.1375162
  • Karunarathnea, B., Wang, T., So, R.H.Y., Kam A.C.S., & Meddis, R. (2018). Adversarial relationship between combined medial olivocochlear (MOC) and middle-ear-muscle (MEM) reflexes and alarm-in-noise detection thresholds under negative signal-to-noise ratios (SNRs). Hearing Research, 367:124-128.
  • Kam, A. C. S., Leung, E.K.S., Chan, P.Y.B., & Tong, M.C.F. (2018). Cross-cultural adaptation and psychometric properties of the Chinese Tinnitus Functional Index. International Journal of Audiology, 57(2):91-97.
  • Kam, A. C. S., Sung, J.K.K., Lee, T., Wong, T.K.C., & van Hasselt, C. A. (2017). Improving mobile phone speech recognition by personalized amplification – application in people with normal hearing and mild-to-moderate hearing loss. Ear and Hearing, 38(2):e85-e92.
  • Kam, A.C.S., Li, L.K.C., Yeung, K.N.K., Wu, W., Huang, Z., Wu, H., & Tong, M.C.F. (2014). Automated hearing screening for preschool children. Journal of Medical Screening, 21(2):71-75.
  • Karunarathne, K., So, R., & Kam, A.C.S. Alarm vigilance in the presence of 80 dBA pink noise with negative signal-to-noise ratios. Contemporary Ergonomics and Human Factors 2014, 443-449.
  • Wu, W., Lu, J., Li, Y., Kam, A.C.S., Tong, M.C.F., Huang, Z., & Wu, H. (2014). A new hearing screening system for preschool children. International Journal of Pediatric Otorhinolaryngology, 78:290-295.
  • Kam, A. C. S., Gao, H., Li, L. K. C., Zhao, H., Qiu, S., & Tong, M. C. F. (2013). Automated hearing screening for childrenA pilot study in china. International Journal of Audiology, 52(12):855-860.
  • 吳文瑾, 黃治物, 呂靜榮, 甘志珊, 唐志輝, 吳皓. (2013). 智能聽力篩查系統在學齡前兒童聽力篩查中的應用. 聽力學及言語疾病雜誌 (The Smart Hearing System for hearing screening of preschool children. Journal of Audiology and Speech Pathology). 21(2):118-120.
  • Kam, A.C.S., Sung, J.K.K., Lee, T., Wong, T.K.C., & van Hasselt, C. A. (2012). Clinical evaluation of a computerized self-administered hearing test.  International Journal of Audiology, 51(8):606-10.
  • Kam, A.C.S., Sung, J.K.K., Yu, J.K.Y., & Tong, M.C.F. (2012). Clinical evaluation of a fully implantable hearing device in six patients with mixed and sensorineural hearing loss. Clinical Otolaryngology, 37(3):240-244.
  • Kam, A.C.S. (2012). A screening tool for tinnitus related distress – the Chinese version of the Mini Tinnitus Questionnaire. Clinical Otolaryngology, 37(3):234-237.
  • Kam, A.C.S. (2012). Hearing aid outcomes in Chinese adults: clinical application and psychometric properties of the Chinese version of the Satisfaction with Amplification in Daily Life Questionnaire. International Journal of Audiology, 51(6):450-455.
  • Kam, A.C.S., Ng, I.H.Y., Cheng, M.M.Y., Wong, T.K.C., & Tong, M.C.F. (2012). Evaluation of the ClearVoice™ strategy in adults using HiResolution Fidelity 120® sound processing. Clinical Experimental Otorhinolaryngology, 5, Suppl 1:S89-S92.
  • 甘志珊, 楊銀金, 甘炳基. (2011). 非鎮靜聽性腦幹反應技術的臨床應用有效性分析. 聽力學及言語疾病雜誌 (Clinical evaluation of the non-sedated auditory brainstem response technology. Journal of Audiology and Speech Pathology). 19(5):459-461.
  • Kam, A.C.S., Tong, M.C.F., & van Hasselt, C.A. (2011). Cross-cultural adaptation and validation of the Chinese Abbreviated Profile of Hearing Aid Benefit. International Journal of Audiology, 50(5):334-339.
  • Kam, A.C.S., & Keith, R.W. (2010). Aging Effect on Dichotic Listening of Cantonese. International Journal of Audiology, 49(9):651-656.
  • Yu, J.K.Y, Ng, I.H.Y., Kam, A.C.S., Wong, T.K.C., Wong, E.C.M., Tong, M.C.F., Yu, H.C., & Yu, K.M. (2010). The universal neonatal hearing screening (UNHS) program in Hong Kong: The outcome of a combined otoacoustic emissions and automated auditory brainstem response screening protocol. Hong Kong Journal of Paediatrics, 15:2-11.
  • Kam, A.C.S., Cheung, A.P.P., Chan, P.Y.B., Leung, E.K.S., Wong, T.K.C., van Hasselt, C.A. & Tong, M.C.F. (2009). Psychometric Properties of the Chinese (Cantonese) Tinnitus Handicap Inventory. Clinical Otolaryngology, 34, 309-315.
  • Kam, A.C.S., Cheung, A.P.P., Chan, P.Y.B., Leung, E.K.S., Wong, T.K.C., Tong, M.C.F., & van Hasselt, C.A. (2009). Psychometric Properties of a Chinese (Cantonese) Version of the Tinnitus Questionnaire. International Journal of Audiology, 48, 568-575.
  • 唐志輝、 甘志珊、 伍凱怡、 余家燕、 LEE Ting Hon、 高晗 及 尹懷信. (2009).婴幼儿、青少年和老人听力筛查-香港经验. 中國醫學文摘耳鼻咽喉科學 (Hearing screening in infants, adolescents and elderly – Hong Kong experience. News and Reviews) 24(1):18-20
  • 甘志珊 (2006). 聽障及認知退化/心理聲學聽性處理障礙老齡人士的聽力補償. 聽力學及言語疾病雜誌. (Audiological management for elderly with hearing, cognitive and psychoacoustic impairment. Journal of Audiology and Speech Pathology), 14:456-458.
  • Yuen, K.C.P., Kam, A.C.S., & Lau, P.S.H., (2006). Comparative performance of an adaptive directional microphone system and a multichannel noise reduction system. Journal of American Academy of Audiology, 17:241-252.
  • Kam, A.C.S., & Wong, L.L.N., (1999). Comparison of performance with wide dynamic range compression and linear amplification. Journal of American Academy of Audiology, 10(8):445-457.

Book Chapter

  • Kam, A.C.S. & Wong, L.L.N. (2015). Evaluation of a fully implantable hearing device. M. Valente & L. M. Valente, Adult Audiology Casebook (212-217). New York: New York: Thieme Medical Publishers.

Conference papers

  • Kam, A.C.S. (2018, May). Customized sound therapy for tinnitus relief – evidence from a randomized controlled trial. Invited symposium presentation at the 6th East Asian Symposium on Otology, Seoul, Korea.
  • Kam, A.C.S., Sung, J.K.K., Lee, T., & van Hasselt, C. A. (2018, May). Evaluation of a self-administered tinnitus measurement system. Paper presented at the 6th East Asia Symposium on Otology, Seoul, Korea.
  • Kam, A.C.S. (2018, April). Tinnitus management, Invited presentation at the Cross-strait Four Regions ENT Conference 2018, Macau.
  • Kam, A.C.S., Sung, J.K.K., Lee, T., Wong, T.K.C. & van Hasselt, C. A. (2017, September). Tinnitus therapy with customized sound. Paper presented at the 10th Asia Pacific Conference on Speech, Language and Hearing, Narita, Japan.
  • Kam, A.C.S. & Yeung, K.N.K. (2017, September). Non-linear frequency compression in amplification: Impact on a tonal language. Paper presented at the 10th Asia Pacific Conference on Speech, Language and Hearing, Narita, Japan.
  • Kam, A.C.S., Leung, E.K.S., Chan, P.Y.B., Cheung, A.P.P., & Tong, M.C.F. (2017, June). Cross-cultural adaptation of the Tinnitus Functional Index for measuring chronic tinnitus in Hong Kong Chinese. Paper presented at the Health Research Symposium 2017, Hong Kong.
  • Kam, A.C.S. (2017, May) Sound of Silence from the Brain– tinnitus management. Invited presentation at the International Symposium for Brain and Education. Hong Kong.
  • Kam, A.C.S., Sung, J.K.K., Lee, T., Wong, T.K.C. & van Hasselt, C. A. (2017, May). Clinical evaluation of customized filtered sound for tinnitus relief. Paper presented at the 1st World Tinnitus Congress, Warsaw, Poland.
  • Kam, A.C.S., Leung, E.K.S., Chan, P.Y.B., Cheung, A.P.P., & Tong, M.C.F. (2017, May). Validation of the Chinese Tinnitus Functional Index. Paper presented at the 1st World Tinnitus Congress, Warsaw, Poland.
  • Kam, A.C.S., Sung, J.K.K., Chan M.T.V., Bhatia K.S.S., Tong M.C.F. & van Hasselt, C. A. (2017, May). Clinical evaluation of neuronavigated repetitive transcranial magnetic stimulation for tinnitus relief: preliminary findings. Paper presented at the 1st World Tinnitus Congress, Warsaw, Poland.
  • Kam, A.C.S. (2016, October) Sound of Silence – latest evidence in tinnitus management. Keynote presented at the Hong Kong Speech and Hearing Symposium, Hong Kong. 
  • Kam, A.C.S. & Yeung, K.N.K. (2016, September). Clinical evaluation of frequency compression technology in amplification. Paper presented at the XXXIII World Congress of Audiology, Vancouver, Canada.
  • Kam, A.C.S., Sung, J.K.K., Chan M.T.V., Bhatia K.S.S., Tong M.C.F. & van Hasselt, C. A. (2016, September). Efficacy of neuronavigated repetitive transcranial magnetic stimulation for tinnitus relief: A pilot study. Paper presented at the XXXIII World Congress of Audiology, Vancouver, Canada.
  • Kam, A.C.S., Sung, J.K.K., Chan M.T.V., Bhatia K.S.S., Tong M.C.F. & van Hasselt, C. A. (2016, August). Efficacy of neuronavigated repetitive transcranial magnetic stimulation for tinnitus relief: A pilot study. Paper presented at the 30th World Congress of the International Association of Logopedics and Phoniatrics (IALP), Dublin, Ireland.
  • Kam, A.C.S., Sung, J.K.K., Lee, T., Wong, T.K.C. & van Hasselt, C. A. (2016, August). Efficacy of customized filtered sound for tinnitus relief: a randomized controlled trial. Paper presented at the 30th World Congress of the International Association of Logopedics and Phoniatrics (IALP), Dublin, Ireland.
  • Kam, A.C.S., Leung, E.K.S., Chan, P.Y.B., Cheung, A.P.P., & Tong, M.C.F. (2016, March). Validation of the Chinese Tinnitus Functional Index. Paper presented at the 10th International Tinnitus Research Initiative Conference, Nottingham, UK.
  • Kam, A.C.S., Sung, J.K.K., Lee, T., Wong, T.K.C., & van Hasselt, C.A. (2016, March). Efficacy of customized filtered sound for tinnitus relief: a randomized controlled trial. Paper presented at the 10th International Tinnitus Research Initiative Conference, Nottingham, UK.
  • Kam, A.C.S. (2015, October). Clinical evaluation of frequency compression technology in amplification. Paper presented at the 9th Asia Pacific Conference of Speech, Language and Hearing, Guangzhou, PRC.
  • Kam, A.C.S. (2015, October). Validation of the Chinese Tinnitus Functional Index. Paper presented at the 9th Asia Pacific Conference of Speech, Language and Hearing, Guangzhou.
  • Kam, A.C.S., Sung, J.K.K., Lee, T., Wong, T.K.C., & van Hasselt, C. A.  Improving mobile phone perception by implementing automated customized enhanced technology – application in people with and without hearing loss. Abstract of the 10th Asia Pacific Symposium on Cochlear Implants and Related Sciences, Beijing, PRC, 30th April – 3rd May 2015: 20.
  • Kam, A.C.S. & Yeung, K.N.K. Clinical evaluation of frequency compression technology.  Abstract of the 10th Asia Pacific Symposium on Cochlear Implants and Related Sciences, Beijing, PRC, 30th April – 3rdMay 2015: 30.
  • Kam, A.C.S., Sung, J.K.K., Lee, T., Wong, T.K.C. & van Hasselt, C. A. Improving mobile phone perception by implementing automated customized enhanced technology – application in people with and without hearing loss.  Abstract of the Hong Kong Speech & Hearing Symposium 2014, Hong Kong, 11th – 12th Oct 2014: 36.
  • Kam, A.C.S., Leung, E.K.S., Chan,P.K.Y., Cheung, A.P.P., Tong, M.C.F., & van Hasselt, C.A. Tinnitus in Hong Kong Chinese – Findings in 329 Outpatients".  Abstract of the Hong Kong Speech & Hearing Symposium 2014, Hong Kong, 11th – 12th Oct 2014: 54
  • Kam, A.C.S., Leung, E.K.S., Chan, P.K.Y., Cheung, A.P.P., Tong, M.C.F., & van Hasselt, C.A. Evaluation of a self-administered tinnitus management system. Abstract of the Hong Kong Speech & Hearing Symposium 2014, Hong Kong, 11th – 12th Oct 2014: 53.
  • Kam, A.C.S, Leung, E.K.S., Chan,P.K.Y., Cheung, A.P.P., Tong, M.C.F., & van Hasselt, C.A. Tinnitus in Hong Kong Chinese – Findings in 329 Outpatients".  Paper presented at the XIth International Tinnitus Seminar, Berlin, 23rd May 2014.
  • Kam, A.C.S., Leung, E.K.S., Chan, P.K.Y., Cheung, A.P.P., Tong, M.C.F., & van Hasselt, C.A. Hyperacusis in Hong Kong Chinese – Findings with the Hyperacusis Quesionnaire. Paper presented at the XIth International Tinnitus Seminar, Berlin, 23rd May 2014.
  • Karunarathne, K., So, R., & Kam, A.C.S. Alarm vigilance in the presence of 80 dBA pink noise with negative signal-to-noise ratios. Paper presented at the International Conference on Ergonomics and Human factors 2014, Southampton, 4th April 2014.
  • Karunarathne, K., So, R., & Kam, A.C.S. Effects of presentation method and duration on alarm detection threshold in the presence of loud pink noise.  Paper presented in the 167th Meeting of the Acoustical Society of America, Rhode Island, USA, April 2014.
  • Kam, A.C.S., Leung, E.K.S., Chan, P.K.Y., Cheung, A.P.P., Tong, M.C.F., & van Hasselt, C.A. Evaluation of a self-administered tinnitus management system. Paper presented at the 8th International TRI Tinnitus Conference, Auckland, 10th March 2014.
  • Kam, A.C.S. Evidence-based practice in tinnitus treatment. Invited presentation at the Audiology for Tomorrow – International Conference on Recent Developments in Audiology, Hong Kong, 30th Nov– 1st Dec 2013
  • Kam, A. C. S. Impact of mild hearing loss on school children. Abstract of the Audiology for Tomorrow – International Conference on Recent Developments in Audiology, Hong Kong, 30th Nov– 1st Dec 2013: 212.
  • Kam, A. C. S., Gao, H., Li, L. K. C., Zhao, H., Qiu, S., & Tong, M. C. F. Automated hearing screening for children: A pilot study in china. Abstract of the Audiology for Tomorrow – International Conference on Recent Developments in Audiology, Hong Kong, 30thNov– 1st Dec 2013: 202.
  • Kam, A.C.S., Sung, J.K.K., Lee, T., Wong, T.K.C. & van Hasselt, C. A. Clinical evaluation of a computerized self-administered hearing test.  Abstract of the 4th World Chinese Otorhinolaryngology Head & Neck Surgery Conference, Hong Kong, 14th – 15th June 2013: 112.
  • Kam, A. C. S., Gao, H., Li, L. K. C., Zhao, H., Qiu, S., & Tong, M. C. F. Automated hearing screening for children: A pilot study in china. Abstract of the 4th World Chinese Otorhinolaryngology Head & Neck Surgery Conference, Hong Kong, 14th – 15th June 2013: 117.
  • 吳文瑾, 黃治物,呂靜榮,甘志珊,唐志輝,吳皓. (2013). 智能聽力篩查系統在學齡前兒童聽力篩查中的應用. Abstract of the 4th World Chinese Otorhinolaryngology Head & Neck Surgery Conference, Hong Kong, 14th –15th June 2013: 101.
  • Kam, A.C.S., Sung, J.K.K., Lee, T., Wong, T.K.C. & van Hasselt, C. A. Clinical evaluation of a computerized self-administered tinnitus measurement system.  Abstract of the First International Conference on Hyperacusis, London, UK, 1st – 2nd March 2013: 15.
  • Kam, A.C.S. A screening tool for tinnitus related distress – the Chinese version of the Mini Tinnitus Questionnaire. Abstract of the First International Conference on Hyperacusis, London, UK, 1st – 2ndMarch 2013:15-16.
  • Kam, A.C.S. Evidence-based practice in tinnitus treatment. Invited presentation at the International Tinnitus Forum, Taiwan, 14th October 2012: 19.
  • Kam, A.C.S. A screening tool for tinnitus related distress – the Chinese version of the Mini Tinnitus Questionnaire. Abstract of the CUHK Speech and Hearing Symposium 2012, Hong Kong, 6th October 2012: 57.
  • Kam, A.C.S. & Tong, M.C.F. Automated hearing screening for school children – a pilot study in China. Abstract of the CUHK Speech and Hearing Symposium 2012, Hong Kong, 6th October 2012: 49.
  • Wang, D., Shi, L., Kam, A.C.S., Ahuja, A.T. & Tong, M.C.F. Statistical neuroanatomical changes detected in MRI of tinnitus patients. Abstract of the CUHK Speech and Hearing Symposium 2012, 6th October 2012: 67.
  • Kam, A.C.S., Sung, J.K.K., Lee, T., Wong, T.K.C. & van Hasselt, C. A. Clinical evaluation of a computerized self-administered tinnitus measurement system.  Abstract of the International Conference on Tinnitus, Bruges, Belgium, 13th – 16th 2012: 21.
  • Kam, A.C.S., Tong, M.C.F. & van Hasselt, C. A. Validation of the Chinese Mini Tinnitus Questionnaire.  Abstract of the International Conference on Tinnitus, Bruges, Belgium, 13th – 16th 2012: 32.
  • Kam, A.C.S., Sung, J.K.K., Lee, T., Wong, T.K.C. & van Hasselt, C. A. Clinical evaluation of a computerized self-administered hearing test.  Abstract of the AHS 2012 Conference, Cernobbio (Como Lake), Italy, 7th – 9th June 2012: 10.
  • Kam, A.C.S. & Tong, M.C.F. Automated hearing screening for school children – a pilot study in China. Abstract of the NHS 2012 Conference, Cernobbio (Como Lake), Italy, 5th – 7th June 2012: 63.
  • Kam, A.C.S., Sung, J.K.K., Yu, J.K.Y. & Tong, M.C.F.  Clinical Evaluation of a Fully Implantable Hearing Device.  Abstract of the 8th Asia Pacific Symposium on Cochlear Implant and Related Sciences, Daegu, Korea, 25th – 28th October 2011: 299.
  • Kam, A.C.S., Luk, B.P.K., Cheng, M.M.Y., Wong, T.K.C. & Tong, M.C.F. Evaluation of the ClearvoiceTM Strategy in Adults Using HiResolution Fidelity 120Ò Sound Processing. Abstract of the 8th Asia Pacific Symposium on Cochlear Implant and Related Sciences, Daegu, Korea, 25th – 28th October 2011: 184.
  • 甘志珊.  非鎮靜腦幹誘發電位技術的臨床應用核實研究.   論文發表於《第三屆上海耳科學及聽力學國際會議暨第十一屆聽力國際年會》主辦機構為上海交通大學耳科學研究所, 聽力國際中國分部,  51 頁. 中國上海, 2011.10.21.
  • 甘志珊. 全植入式助聽器的成效評估.  論文發表於《第三屆上海耳科學及聽力學國際會議暨第十一屆聽力國際年會》主辦機構為上海交通大學耳科學研究所, 聽力國際中國分部, 48 頁. 中國上海, 2011.10.21.
  • Kam, A.C.S. & Keith, R.W. Aging Effect on Dichotic Listening of Cantonese. Abstract of Audiology Workshop of the 2010 CUHK ENT Conference, Hong Kong, 15th October 2010.
  • 甘志珊. <耳鳴問卷中文版的研譯與臨床應用>. 論文發表於 《全國耳鳴疾病診療新進展學習班》, 主辦機構為首都医科大学附属北京同仁医院, 136. 中國延安, 2010.07.
  • Kam, A.C.S. & Keith, R.W. Aging Effect on Dichotic Listening of Cantonese. Abstract of the Hong Kong Speech and Hearing Symposium 2010, Hong Kong, 8th May 2010.
  • 甘志珊. 全植入式助聽器的成效評估.  Abstract of《第88屆台灣耳鼻喉科醫學會學術演講會暨兩岸耳科論壇》, 台中, 台灣, 1st May 2010:30.
  • Kam, A.C.S., Tong, M.C.F., Lam, C.K., Wong, K.C., Yu, K.Y., Ng, H.Y. & van Hasselt, C.A. Evaluation of a Totally Implantable Hearing Device: Retrospective Study of Patients Implanted in Hong Kong.  Abstract of the XXXth International Congress of Audiology, Sao Paulo, Brazil, 28th March – 1st April 2010:53.
  • Kam, A.C.S. & Keith, W.R. Aging effect on dichotic listening of Cantonese.  Abstract of the XXXth International Congress of Audiology, Sao Paulo, Brazil, 28th March – 1st April 2010: 61.
  • Kam, A.C.S., Ng, I.H.Y., Wong, T.K.C., Yu, J.K.Y. & Tong, M.C.F. Hearing Aid Satisfaction and Benefit in a Group of Users with Noise-Induced Hearing Loss. Abstract of the 10th Asia Pacific Congress on Deafness, Bangkok, Thailand, 4th – 7th August 2009:66.  
  • Kam, A.C.S., Cheung, A.P.P., Chan, P.Y.B., Leung, E.K.S., Wong, T.K.C., van Hasselt, C.A., & Tong, M.C.F. A Psychometric Study on Tinnitus Complaints with the Chinese Tinnitus Questionnaire. Abstract of the 10th Asia pacific Congress on Deafness, Bangkok, Thailand, 4th – 7th August 2009:70.
  • Kam, A.C.S., Cheung, A.P.P., Chan, P.Y.B., Leung, E.K.S., Wong, T.K.C., Tong, M.C.F., & van Hasselt, C.A.  Psychometric Properties of a Chinese (Cantonese) Version of the Tinnitus Questionnaire. Abstract of in the 9th European Federation of Audiology Societies, Tenerife, Spain, 21st – 24th June 2009:74.
  • Kam, A.C.S. & Keith, W.R. Recognition of Dichotic Double Digits in Young and Elderly Cantonese-Speaking Listeners. Abstract of the 9th European Federation of Audiology Societies, Tenerife, Spain, 21st – 24th June 2009:80.
  • 甘志珊、余家燕、伍凱怡、唐志辉、余啟文. 新生兒出生100小時內以多頻探測音進行聲阻抗測驗的正常值. Abstracts of 全國新生兒、嬰幼兒及兒童聽力篩查、診斷、干預暨第三次助聽器驗配技術學術會議, Huangshanshi, China, 26th – 28th June 2008:136
  • Kam, A.C.S., Ng, I.H.Y., Wong, T.K.C., Yu, J.K.Y. & Tong, M.C.F. Hearing Aid Satisfaction and Benefit in a Group of Users with Noise-Induced Hearing Loss. Abstracts of XXIXth International Congress of Audiology, Hong Kong, 8th – 12th June 2008:41
  • Kam, A.C.S., Cheung, A., Chan, P., Leung, E., Wong, T.K.C. & Tong, M.C.F.  Translation and Validation of Two Chinese Psychometric Assessment Devices for Patients with Tinnitus. Abstracts of XXIXth International Congress of Audiology, Hong Kong, 8th– 12th June 2008:86
  • Yu, J.K.Y., Kam, A.C.S., Ng, I.H.Y., Tong, M.C.F. & Wong, T.K.C. Normative Tympanometry Using 226Hz, 678Hz and 1,000 Hz Probe Tones in Chinese Neonates during the First 100 Hours of Life. Abstracts of XXIX International Congress of Audiology, Hong Kong, 8th – 12th June 2008:83
  • Yu, J.K.Y., Ng, I.H.Y., Kam, A.C.S., Tong, M.C.F., Wong, T.K.C., Yu, K.M., Yu, H.C. & Wong, E. A Review of Two Neonatal Hearing Screening Programmes in Hong Kong. Abstracts of XXIXth International Congress of Audiology, Hong Kong, 8th– 12th  June 2008:45
  • Ng, I.H.Y., Tong, M.C.F., Kam, A.C.S., Yu, J.K.Y. Compliance of Adolescents to a School Hearing Screening Campaign. Abstracts of XXIXth International Congress of Audiology, Hong Kong, 8th– 12th June 2008:84
  • Yeung, N.K. & Kam, A.C.S. (2006). Outcome measurement of recent FM technologies for hearing impaired adults in Hong Kong. Poster presentation in the Hearing Care for Adults: International Conference, Chicago, USA.
  • Yuen, K.C.P., Kam, A.C.S. & Lau, P.S.H., (2005). Comparative performance between an adaptive directional microphone system and a multi-band noise reduction system from two hearing aid prescriptions in the same digital hearing instrument. Presented in the Research Podium in the 17th Annual Convention & Expo of the American Academy of Audiology, Washington, USA .
  • Kam, A.C.S. & Kam, P.K., (2004). Using ASSR threshold to fit digital instrument for children. Paper presented at the International Conference on Recent Development in Paediatric Audiology, Hong Kong, PRC.
  • Kam, A.C.S. & Kam, P.K., (2004). Outcome measures of digital hearing aid benefit in children with severe to profound hearing loss. Paper presented at the International Conference on Recent Development in Paediatric Audiology, Hong Kong, PRC.
  • Kam, A.C.S. & Kam, P.K., (2004). Using ASSR threshold to fit digital instrument for children. Poster presentation in the 16th Annual Convention & Expo of the American Academy of Audiology, Salt Lake City, USA.
  • Kam, A.C.S. (2003). Outcome measures of digital hearing aid benefit in children with severe to profound hearing loss. Paper presented at the 5th Hearing International Scientific Conference, Beijing, PRC.
  • Kam, A.C.S. & Wong, L.L.N., (1998). Comparison of performance with wide dynamic range compression and linear amplification. Poster presentation in the 10th Annual Convention & Expo of the American Academy of Audiology, Los Angeles, USA.

Other Publications

  • Chung, K., Kam, A.C.S., Chan, J. & Wong, L. (2012). A hearing report from Hong Kong. Audiology Today, 24(1):44-51.

Patent Granted

  • "Method and System for Self-Managed Sound Enhancement" (Taiwan)
    Publication No.: 201216255
  • "Method and System for Self-Managed Sound Enhancement" (South Africa)
    Publication No.: PA158445/ZA

Patent Allowed

  • "Method and System for Self-Managed Sound Enhancement" (US non-provisional)
    Publication No.: 20120189130
  • "Method and System for Self-Managed Sound Enhancement" (South Korea)
    Publication No.: 10-2013-0045917

Honorary Appointment

  • Member of the Occupational Deafness Medical Committee (June 2015 – May 2021)
  • Honorary Scientific Officer (Medical) of Hospital Authority (since 2014)
  • Adjunct Assistant Professor of the Chinese University of Hong Kong (Department of Otorhinolaryngology, Head & Neck Surgery) (Since 2014)

Professional Societies

  • Fellow, Hong Kong Society of Audiology, since April 2012
  • Life member, Hong Kong Society of Audiology, since August 1998
  • International member, American Academy of Audiology, since April 2000
  • International fellow, American Academy of Audiology, since May 2009

Community & Professional Services

  • Vice Chairperson of the Continuing Professional Development Board of the Hong Kong Society of Audiology, 04/2014 – 03/2020
  • Chairperson of the Continuing Professional Development Board of the Hong Kong Society of Audiology, 04/2011 – 03/2014
  • Board member of the Continuing Professional Development Board of the Hong Kong Society of Audiology, 04/2008 – present
  • External program coordinator of the Continuing Professional Development Board of the Hong Kong Society of Audiology, 04/2008 – 03/2011
  • Member of the Education & Local Service sub-committee of the Hear Talk Foundation, 08/2007 – 2014
  • Editorial Board Member of the World Journal of Otorhinolaryngology
  • Reviewer of:
    -       Annals, Academy of Medicine Singapore
    -       Brain Stimulation
    -       International Journal of Audiology
    -       Journal of Speech, Language, and Hearing Research
    -       Medical Science Monitor
    -       Noise and Health

Awards and Honors

  • Bronze Award, 47th International Exhibition of Inventions of Geneva 2019
  • Faculty “Quality Journal Article” Award 2016/17
  • One of the inventors of ACEHearing™
  • Bronze Award and Audience Choice Award, the Wall Street Journal Asian Innovation Awards 2011
  • Overall Category Winners – Community Impact, The Talent Unleashed Award, 2014
  • Second Prize of Innovation Award of Excellence, 2014 World Innovation Day, Innovation for Health Competition

鄞佩慧女士

講師I

(852) 2948 8861
pwkan@eduhk.hk

鄞佩慧女士
講師I
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Ms_Yvonne_Kan_Pui_Wai.jpg
(852) 2948 8861
(852) 2948 7792
D2-1/F-52
pwkan@eduhk.hk
專門:過度活躍症及情緒行為問題

Master of Arts in School Guidance and Counselling (Major: Special Need),
The Chinese University of Hong Kong,2014
Master of Arts in Curriculum Development and Teaching of Liberal Studies,
The Chinese University of Hong Kong,2010
Bachelor of Education (Hon)(Major: Student Counselling),
The Hong Kong Baptist University,2006

Registered Teacher, Education Bureau, 1998
Global Career Development Facilitator (GCDF)-Hong Kong
Centre for Credentialing & Education (CCE) of the National Board for Certified Counselors (NBCC),2015
Member Instructors (Basic and Youth Course) ,The Mental Health Association of Hong Kong,2016
International Accredited Professional Mediator and Assessor,
International Dispute Resolution & Risk Management Institute,2019

介紹

Yvonne Kan Pui Wai has special education working experience over 20 experience. She joined the Department of Special Education and Counselling in EUDHK as Lecturer I in 2014, and have been teaching and co-ordination Professional Development Programs for teachers from Secondary, Primary and Special School. She has special interest and expertise in strategies to cope with students with and to support the learning of students with emotional and behavioral problems. Before she joined the university, she had worked in Secondary School for 14 years. She taught special need students with Special Learning Difficulties, AD/HD, Autism or Emotional and Behavioral Difficulties. Since 2010, she was invited by EDB to serve as a seconded teacher. She visited to secondary schools with students of special education need and helped to develop appropriate learning strategies for teachers. She also worked with the schools’ LS panel heads in designing co-teaching lessons and in helping them to tailor-make the curriculum for special needs students.

教學範疇

  • Inclusive Education
  • Curricular adaptation
  • Supporting children with AD/HD and EBD
  • Mental Health


研究領域

  • Supporting children with AD/HD and EBD
  • Teacher Self-efficacy and Well-being

 

社區和專業服務
School Advisor

St Paul Secondary School,2014- present
Chairperson of Education Committee
Hong Kong Medication Centre,2019- present
Honorary Advisor
Hong Kong Association for ADHD,2018-present
 

特殊教育

  • Invited guest speaker from Hong Kong Association for ADHD 2019 Conference:「如何為有行為、情緒及社交發展障礙的學生作適異性課堂教學設計」on 19 October,2019
  • Invited guest speaker from The Man Kwan Edu. Quailed College, 「照顧不同學習需要學生之適性教學示例」on 26 September,2019
  • Invited guest speaker from HKTA The Yuen Yuen Institute No. 3 Secondary, “Understanding disagreements, conflicts and dispute” on 25 April,2019
  • Invited speaker from Evangelical Free Church of China- Hong Fok Church, “Early Identification and Intervention for Autism spectrum disorders and intellectual disability in a bible class ” on 22 July and 12 August,2018
  • Invited speaker from Education Bureau(Curriculum Development Institute) for Professional Teacher Seminar,高中通識教育科知識增益系列 :在通識教育科課堂處理學習多樣性的 適異教學策略工作坊 (新辦 ) on 22 March,2018
  • Invited guest speaker from S.K.H. Tsang Shiu Tim Secondary School for Teachers’ Professional Development Day, 「法、理、情」照顧有特殊需要學生 on 29 September,2017
  • Invited speaker from Master of Science in Educational Speech-Language Pathology and Learning Disabilities,「如何 與教師協作支援言語障礙的學生 ?」 on 23 March,2016
  • Invited speaker from Education Bureau(Curriculum Development Institute) for Professional Teacher Seminar,處理「注意力不足/過度活躍症」學生的教學策略on 29 February,2016
  • Invited speaker from Chiu Sheung School, Hong Kong Teachers’ Professional Development Day,「教師如何實踐照顧學習差異」on 28 August,2015
  • Invited speaker from PO AI SOCIAL WORK SERVICE for Professional Sharing Seminar, 「認識專注力不足及過度活躍症的特質、徵狀和原因 」on 4 September,2015
  • Invited speaker from PO AI SOCIAL WORK SERVICE for Professional Sharing Seminar,「 認識專注力不足/過度活躍症及情緒行為障礙學生的行為管理:處理學生的挑戰行為的策略和衝突調解」on 5 September,2015
  • Invited speaker from PO AI SOCIAL WORK SERVICE for Professional Sharing Seminar,「專注力不足/過度活躍症及怖緒行為問題對學生帶來的衝擊、挑戰和教育需要 on 5 September,2015
  • Invited speaker from Government of Macao Special Administrative Region Education and Youth Affairs Bureau for Teachers’ Professional Seminar, Classroom Management:注意力不足/過度活躍症學童的認識與教導 on 14-15 March,2014
  • Invited speaker from Education Bureau(Curriculum Development Institute) for Professional Teacher Seminar,「如何提醒有學習困難學生之議題探究能力」on 24 November,2011
  • Invited speaker from Education Bureau(Curriculum Development Institute) for Professional Teacher Seminar,中層管理人員研討會:新高學制課程及評估規劃「因材施教、關懷需要- 幫助有學習困難的學生改進學習之課程及評估規畫」on 18 April,2011

 

輔導服務

  • Invited Global Career Development Facilitator from School of Continuing and Professional Studies( CUHK) : “Career Development”on 18 January to February,2020
  • Invited guest speaker form Yu Chun Keung Memorial College,如何提昇學生自尊感」on 13 September,2019
  • Invited Counsellor as served 10 ASD family from LoveXpress Foundation Limited on 2018-19
  • Invited speaker from HK Association for AD/HD for Professional Sharing Seminar,「同ADHD年青人傾下偈」on28 August,2017
  • Invited guest speaker from The HKSYC&IA Wong Tai Shan Memorial College,「路,同行」on 25 June,2019
  • Invited Global Career Development Facilitator from School of Continuing and Professional Studies (CUHK) for High Diploma Students, “Career Development” on February to mid-April,2017
  • Invited Counsellor as served 10 ASD family from LoveXpress Foundation Limited on 2017-18

 

精神健康

  • Invited course trainer from St Paul Secondary School: Youth Mental Health First Aids Courseon 27-30 August,2019
  • Invited course trainer from St Paul Secondary School, Education of Mediation course on 27-30 August,2019 Invited course trainer form BA (Hons) in Special Education: Youth Mental Health First Aids Course on 23 and 26 August,2019
  • Invited course Trainer from The Hong Kong Asso. School Discipline and Counselling: Youth Mental Health First Aids Course on 23 and 30 March,2019
  • Invited course Trainer from Evangelical Free Church of China-Tung Fook Church: Youth Mental Health First Aids Course on 5,19 January and 2,16 February,2019
  • Invited course Trainer from The Mental Health Association of Hong Kong: Mental Health First Aids Basic Course on 23 October and 1 November,2018
  • Invited course trainer from St. Paul’s School (Lam Tin) for Teachers’ Workshop “Mental Health First Aid Course” on 6 July and 14 July,2016
  • Invited course trainer from Pentecostal School for Teachers’ Workshop “Mental Health First Aid Course” on 30 June and 7 July,2016

 

調解

  • Invited guest speaker from The Methodist Church, HK , Mediation: 「拆牆建橋」on 20 Nov,2019
  • Invested Mediator Assessor from International Dispute Resolution & Risk Management Institute on 4 Sept and 24 October,2019
  • Invited guest speaker from Caritas Wu Cheng- Chung Secondary,「和諧從何來?」on 23 August, 2019
  • Invited Assessor from International Dispute Resolution & Risk Management Institute on 26 September and 24 Ocober, 2019

 

獎學金教學

  • Presenter from BAT 2019 Mini- Conference: Review for implementation of the Advanced Course on 6 September,2019
  • Presenter from BAT 2018 Mini- Conference: Reflection on Practicum of Advanced Course on 5 September,2018
  • Presenter from BAT 2017 Mini- Conference: Teaching Package on Advanced Course on 22 September,2017
  • Presenter from BAT 2016 Mini- Conference: Behavioral, Emotional and Social Development Needs of Advance Course on 31 August,2016

關陳立穎博士

高級講師II

(852) 2948 8474
lkwan@eduhk.hk

關陳立穎博士
高級講師II
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Dr._Lorinda_Chen-Kwan_Official.jpg
(852) 2948 8474
Fax: (852) 2948 7794
D2-2/F-08
lkwan@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=166278
專門: 粵語或多語言人口的柏金遜症,腦退化症,中風 或 腦神經病症導致的言語語言障礙 ,網上遠距言語治療,臨床教育。

Ph.D., The University of Hong Kong
M.Ed., The University of Hong Kong
B.Sc. (Speech and Hearing Sciences), The University of Hong Kong
Member of Register of Speech Therapists (HKIST)
Committee member (Registration Committee, HKIST)

簡介

Dr. Lorinda Kwan-Chen is an experienced clinical researcher, clinical educator and practitioner of speech-language pathology.  Her professional expertise is on the assessment and intervention of primary progressive aphasia, post-stroke aphasia, dysarthria, and apraxia of speech in multilingual Chinese populations with dementia, Parkinson’s disease, or stroke.


Dr. Kwan-Chen has been a lecturer and clinical educator in different universities, instituting and teaching undergraduate and postgraduate programmes of speech-language pathology. She has trained more than 800 speech therapists, and consults numerous government and non-government, local and overseas organizations for the betterment of the profession. In her endeavour to improve speech therapy service, Dr. Kwan-Chen has helped to set up regional community-based speech and language rehabilitation services, and since 2016, she has also jump-started the first regular tele-health speech therapy for local patients with neurological speech and language disorders.

 

教學範疇

  • Speech, Language and Communication Disorders
  • Assessment and Intervention of Speech, Language, Communication and Learning Disabilities
  • Practicum and Advanced Practicum ( Clinical Education of pre-qualified speech-language therapists) on Speech, language, Communication Disorders, and Swallowing Disorders in people with Parkinson's Disease, Stroke ( Cerebral-vascular Accidents), Dementia, Traumatic Brain Injuries, and other neurological conditions.
  • Tele-health and face-to-face speech therapy intervention strategies.
  • Evidence-based Practice in Speech-Language Pathology and Research Methodology
  • Evidence-based Capstone Projects
  • Overview of Language, Physical and Sensory Difficulties
  • Education Projects

 

研究領域

  • Dysarthria, Primary progressive aphasia, Aphasia, Apraxia of Speech in Cantonese, Mandarin, and bilinguals.
  • Telehealth speech therapy
  • Curriculum development and clinical education of pre-qualification speech therapists

 

近期及正進行之研究計劃

Dysarthria

  • Longitudinal study of impact of STN-DBS on speech in Cantonese-speakers with Parkinson’s disease
  • RCT of hybrid tele-practice speech therapy for people with dysarthria
  • Emotional Prosody in Diagnosing Hypokinetic Dysarthria
  • Cantonese contour lexical tones produced by speakers with Parkinson's disease
  • Dysprosody in speakers with and without hypokinetic dysarthria associated with Parkinson’s disease
  • Tone distortion in ataxic dysarthria associated with spinocerebellar atrophy

 

Primary progressive aphasia

  • Development of Cantonese language battery for Primary Progressive Aphasia ( CLAP)
  • Dyslexia presentation in Chinese speaking primary progressive aphasia individuals
  • Lexical Tone Characteristics of Chinese speaking Primary Progressive Aphasia.
  • Cantonese Speech and Language battery for the diagnosis of non-fluent variant Primary Progressive Aphasia in multi-lingual speaker
  • Establishment treatment  effectiveness of Primary Progressive Aphasia

 

Aphasia, Apraxia of Speech

  • Grammatical morphology in aphasia: Evidence from Cantonese classifiers
  • Communication Capacities and Barriers in Parents with Aphasia and their Adolescence Children

 

Telehealth speech therapy

  • RCT of telepractice speech therapy for people with dysarthria

部份出版
 

Book Chapter

  • Tee, B. Gorno-Tempini, M. & Kwan-Chen, L. (2019, May). Dyslexia presentation in Chinese speaking primary progressive aphasia individuals. Frontier Human Neuroscience Conference Abstract: Academy of Aphasia 57th Annual Meeting, Hong Kong.  
  • Chan, T., & Kwan-Chen, L. (2019, May). Grammatical morphology in aphasia: Evidence from Cantonese classifiers. Frontier Human Neuroscience Conference Abstract: Academy of Aphasia 57th Annual Meeting, Hong Kong.
     

Conference Paper

  • Ho, KY., & Kwan-Chen, L. (2020, Feb). Tone distortion in ataxic dysarthria associated with spinocerebellar atrophy. 2020 Biennial Motor Speech Conference, Santa Barbara, California, US
  • Tee, B. Gorno-Tempini, M. & Kwan-Chen, L. (2019, June). Dyslexia presentation in Chinese speaking primary progressive aphasia individuals. Conference Abstract: Academy of Aphasia 57th Annual Meeting, Hong Kong. 
  • Chan, T., & Kwan-Chen, L. (2019, May). Grammatical morphology in aphasia: Evidence from Cantonese classifiers. Front. Hum. neurosci. conference abstract: academy of aphasia 57th annual meeting, Hong Kong.
  • Mak, LLA., Kwan-Chen L Wang LC. (2019, June). What does emotional prosody tell us about early-onset Parksinson’s Disease?. Paper presented at World Parkinson’s Congress, Kyoto, Japan.
  • Tee, B. Gorno-Tempini, M. & Kwan-Chen, L. (2019, June). Dyslexia presentation in Chinese speaking primary progressive aphasia individuals. Conference Abstract: Academy of Aphasia 57th Annual Meeting, Hong Kong.
  • Chan, T., & Kwan-Chen, L. (2019, May). Grammatical morphology in aphasia: Evidence from Cantonese classifiers. Front. Hum. neurosci. conference abstract: academy of aphasia 57th annual meeting, Hong Kong.
  • Tee, BL., Deleon, J., Kwan-Chen LLY., Yang FP., Lo, RY., Chen TF., Gorno-Tempini M.L. (2019, April). Linguistic Tone Characteristics of Chinese speaking Primary Progressive Aphasia. Alzheimer's Association International Conference (AAIC) Satellite Symposium, San Paulo, Brazil.
  • Boon-Lead Tee, Jessica Deleon, Kwan-Chen Lorinda, Maria Luisa Gorno-Tempini (2018, November). Use of novel Cantonese Speech and Language battery for the diagnosis of non-fluent variant primary progressive aphasia in a multi-lingual speaker. International Congress of Fronto-Temporal Dementias ( ICFTD), Sydney, Australia.
  • Cheng Cheuk Yui Clara, Kwan-Chen Li Ying Lorinda (2018, November). Is Emotional Prosody more informative than MPT and Discourse Reading in Diagnosing Hypokinetic Dysarthria?. Hong Kong Speech and Hearing Symposium 2018, Hong Kong.
  • Ko Ka Yan Cherry, Kwan-Chen Lorinda (2018, November). The Production of Emotional Prosodies in School-age Children with Autism Spectrum Disorders. Hong Kong Speech and Hearing Symposium 2018, Hong Kong.
  • Lau Ka Yuk Camay, Kwan-Chen Lorinda (2018, November). Perception of Emotional Prosodies in School-age Children with Autism Spectrum Disorders. Hong Kong Speech and Hearing Symposium 2018,, Hong Kong.
  • Tam Wing Sum & Kwan-Chen Lorinda (2018, November). Exploring the Difference between Communication Capacities and Barriers in Parents with Aphasia and their Adolescence Children. Hong Kong Speech and Hearing Symposium 2018,, Hong Kong.
  • Kwan-Chen, L. (2018, February). Dysprosody in speakers with and without hypokinetic dysarthria associated with Parkinson’s disease. Paper presented at Nineteenth Biennial Conference on Motor Speech, Savannah, Georgia.
  • Huen, J. Y. H., Yuen, K. C. P., & Kwan-Chen, L. L. W. (2018, February). Typical listeners’ recognition of monosyllabic words carrying Cantonese contour lexical tones produced by speakers with Parkinson's disease. Paper presented at Nineteenth Biennial Conference on Motor Speech, Savannah, Georgia.
  • Kwan-Chen, L., & Ng, M. (2018, February). Emotional Dysprosody in Speakers with Hypokinetic Dysarthria Associated with Parkinson’s Disease. Paper presented at Nineteenth Biennial Conference on Motor Speech, Savannah, Georgia, USA.
  • Kwan-Chen, L. (2017, November). On-Line Speech Therapy (Tele-Health) Service for People with Parkinson’s Disease. Paper presented at the Hong Kong Parkinson's Disease Foundation 15th Anniversary Celebration Symposium, Hong Kong.
  • Kwan-Chen, L. (2017, November). The Emotional Side of Hypokinetic Dysarthria, and Its Implication to the Assessment and Intervention of People with Parkinson's Disease. Paper presented at the Hong Kong Parkinson's Disease Foundation 15th Anniversary Celebration Symposium, Hong Kong.
  • Kwan-Chen, L. (2017, September). The Emotional Prosodies of People with Dysarthria Associated with Parkinson ’s Disease. Paper presented at the 10th Asia Pacific Conference of Speech, Language, and Hearing, Narita, Japan.
  • Kwan-Chen Lorinda, Chin Chi On (2016, August). Constructing sentences with the semantic role of instrument by a Cantonese speaker with Broca's Aphasia. 30th World Congress of the International Association of Logopedics and Phoniatrics (IALP),, Dublin, Ireland.
  • Kwan-Chen Lorinda, La Pointe, Leonard (2016, August). Having a parent with aphasia- a case report. 30th World Congress of the International Association of Logopedics and Phoniatrics (IALP),, Dublin, Ireland.
  • Kwan, LYC Lorinda; Ng, L. Manwa.; Tang H.Hannah.; Whitehill, L. Tara (2016, March). Listener's perception of emotion prosody in Cantonese speakers with hypokinetic dysarthria associated with Parkinson's disease. 2016 Motor Speech Conference, California, US.

 

Kowledge Transfer

  • 深腦刺激法會造成言語障礙嗎?2020。1月 香港柏金遜症基金會季刊【柏友新知】53期
  • 你有語意問題嗎?快查找病徵。2019,11月香港柏金遜症基金會季刊【柏友新知】52期
  • 言語障礙多面睇,不同階段,不同症狀2019.8月香港柏金遜症基金會季刊【柏友新知】51期
  • 言語治療 助你講得好,吞得到 2019.1月香港柏金遜症基金會季刊【柏友新知】49期
  • 非典型的柏金遜病症,非典型的言語吞嚥障礙? 2018.11月香港柏金遜症基金會季刊【柏友新知】48期
  • 【柏金遜病症吞嚥障礙】冷知識 2018.8月香港柏金遜症基金會季刊【柏友新知】47期
  • 突破地點限制 網上言語治療送到你家。 2017 12 月 香港柏金遜症基金會季刊【柏友新知】44期
  • 聽聲音就能診斷柏金遜症?2017 8月香港柏金遜症基金會季刊【柏友新知】43期
  • 嘈雜環境有助練大聲?2017 5月 香港柏金遜症基金會季刊【柏友新知】42期
  • 為什麼柏金遜病者會口吃?2017.3月香港柏金遜症基金會季刊【柏友新知】41期
  • 什麼是低運動型構音障礙? 2016.12月香港柏金遜症基金會季刊 10週年特刊【柏友新知】40期
  • 言語治療新科技 2016. 8月香港柏金遜症基金會季刊【柏友新知】39期
  • 網上遙距言語治療免去舟車勞頓 2016. 5月香港柏金遜症基金會季刊【柏友新知】38期
  • 減低吞嚥障礙有良方 2016 2月 香港柏金遜症基金會季刊【柏友新知】37期
  • 深腦刺激法會影響言語功能嗎?2015 7月 香港柏金遜症基金會季刊【柏友新知】35期
  • 言語障礙是柏金遜症早期的病徵嗎?2015 4月 香港柏金遜症基金會季刊【柏友新知】34期
  • 柏金遜症患者拒人於千里之外?2015 1月 香港柏金遜症基金會季刊【柏友新知】33期
  • 音樂治療能治療柏金遜症的言語障礙嗎?2014 7月 香港柏金遜症基金會季刊【柏友新知】31期
  • 關陳立穎(2012):帕金遜症引起的言語障礙與治療,輯於余毓靈醫生,楊漢明醫生編,緣兮帕金遜(增訂版),(81-87),香港,經濟日報出版社。
  • Whitehill, T. L., Yu, K., Kwan, L., & Ho, D. W. L. (2010). Peer, Self and Supervisor Assessment: Piloting a reflective week in fieldwork education. In L. McAllister, M. Paterson, J. Higgs & C. Bitchell (Eds.), Innovations in allied Health Fieldwork Education: A Critical Appraisal (261-270). The Netherlands: Sense Publishers.

 

Research Grants awarded

  • Establishing evidence to speech and language intervention of Cantonese Speakers with Primary Progressive Aphasia (PPA)[ funded by Research Seed Fund 2019 - 20]HKD 50,000.
  • Investigation of speech outcome in people with Parkinson’s disease after bilateral sub-thalamic deep-brain stimulation[ funded by Research Seed Fund 2017-18], HKD 50,000.
  • Speech disorders in Cantonese-speaking people with early on-set and later on-set of Parkinson’s disease [funded by Departmental Research Seed Fund 2015-16], HKD 20,000
  • Longitudinal investigation of dysarthria in Cantonese-speakers with Parkinson’s disease [funded by Start-up Research Grant by HK Institute of Education], HKD 50, 000
  • Impact of Speech Outcome in Cantonese-Speakers with Parkinson's Disease by Deep Brain Stimulation — A Pilot Study [funded by Internal Research Grant 2015-16 by EdUHK], HKD 70,000
  • Support of school-age children of parents with acquired brain-based communication disorders [風語橋-中風人士親子溝通]funded by Knowledge Transfer Fund 2014-15 by EdUHK], HKD 130,136

 

Honorary Appointment

  • Committee member (Registration Committee, The Hong Kong Institute of Speech Therapists (2018 - )
  • Honorary Speech Therapist, Hospital Authority (2019 – 2020)
  • Collaborator, ALBA Language Neurobiology Lab, Memory and Aging Centre, UCSF

郭勤博士

副教授

(852) 2948 8370
dianakwok@eduhk.hk

郭勤博士
副教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Dr._Diana_Kwok.jpg
(852) 2948 8370
(852) 2948 7794
D2-2/F-07
dianakwok@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=164389
專門: 多元的性與性別,性教育, 輔導及輔導員教育

Ed.D University of Hong Kong
MSW (Mental Health Counselling) California State University, USA
PgD (Sex Therapy) Florida Postgraduate Sex Therapy Training Institute
PgD (Sexuality Studies) University of Amsterdam
B.Soc.Sci (Social Work) Chinese University of Hong Kong

Registered Social Worker (HKSWRB)
Approved Clinical Supervisor (HKPCA)
Certified Sex Therapist (HKASERT)

簡介

郭勤博士現為特殊教育與輔導學系的副教授。她於香港大學取得博士學位。郭勤為註冊社工、認可社工/輔導臨床督導員及認可性治療師。她過往曾在香港及美國兩地工作,任職的地方包括學校社工、家庭服務、精神健康輔導, 康復服務和性少眾 (LGBTQIA+)服務。她曾於不同院校、社會服務機構及政府部門就精神健康、性教育及性別多元議題向教師, 社工、輔導員及精神復康工作者提供專業培訓和臨床輔導/社工督導。

郭勤的研究領域是在華人社會文化背景下,探討性少眾/同志/酷兒/跨性別學生的生活經歷; 性教育議題; 服務性少眾及有特殊學習需要學生的教師/輔導員/社工的專業培訓; 教師/專業工作者多元文化能力。

 

教學範疇

  • Sexuality-Embracing Diversity
  • Sex Education
  • Counselling Supports to Children with Special Educational Needs
  • Counseling Ethics; Counseling Theories and Practices
  • Counselling Supervision
  • PhD thesis supervision - Sexuality Education for students affected by Autism Spectrum Disorder (PhD candidate)
  • EdD thesis supervision - Parents with children affected by dyslexia: Experience in parent-school collaboration (EdD candidate)
  • MPhil thesis supervision - Parental experience: Parents with transgender children (MPhil student)
  • Second Major/Minor in Counselling Program Coordinator

 

研究領域

  • Sexual and Gender Diversity

  • Sexual prejudice, transgender prejudice and social services/schools
  • Help-seeking barriers, community service needs,  and service accessibility
  • Parents and families of LGB and transgender students
  • School, family, and community support for LGBTQIA students
  • Comprehensive Sexuality Education

  • SEN (ASD) students and sexuality education
  • Parental and family support to SEN students with sex education needs
  • Social justice and comprehensive sexuality education
  • Counselling and Counsellor Education

  • Counsellor education and cultural competence
  • Sexual prejudice and counsellor competence
  • Sexual prejudice and teacher competence
  • Social work education and cultural competence
  • Mental health counselling

 

近期及正進行之研究計劃

  • Remaking Chinese Families: Narratives and Practices of Adoptive Families in Hong Kong. (Research Grants Council General Research Fund/GRF2020-2022). (Co-I)
  • Diversity, Equity and Social Inclusion Research Group. (Co-I)
  • Empowering Teachers to Challenge Transprejudice. (Research Grants Council General Research Fund/GRF2019-2021). (P.I)
  • Empowering Teachers in Sexual Diversity Training to Combat Sexual Prejudices. (Research Grants Council Early Career Scheme/ECS 2015-2018). (PI).
  • Enhancing Social Workers' Sexual Diversity Competence through Sexual Prejudice Reduction Program. (Research Grants Council General Research Fund/GRF2016-2019).(P.I)
  • Sex Education and Victim Counselling Program (Collaborate with NGOs, CUHK, CityUHK,  2018-2020)
  • Genderism and Transgender People in Transition: Experiences in Families and Community Support Programs (Collaborate with NGOs, 2018-2020) (P.I)
  • Gender and Sexual-Orientation Harassment Experiences of LGBTQ Students (Equal Opportunities Commission Fund 2014-2015) (P.I)

 

榮譽/獎項

  • Early Career Award (2014/2015 University Grant Committee, Research Grants Council)

 

期刊論文

  • Kwok, K & Kwok, D.K. (2020). More Than Comfort and Discomfort: Emotion Work of Parenting Children with Autism in Hong Kong, Children and Youth Services Review (SSCI, SJR) (Online)
  • To, S.M., Wong, P.K.S., Tam, H.L., Kwok, D.K., & Lau, C.D. (2019). Sexual Compulsivity, Sexual Self-Concept, and Cognitive Outcomes of Sexual Behavior of Young Chinese Hong Kong Males with Compulsive Sexual Behavior: Implications for Intervention and Prevention. Children and Youth Services Review (SSCI, SJR)
  • Kwok, D. K. (2019). Training educators to support sexual minority students: Views of Chinese teachers. Sex Education, 19(3), 346-360. doi: 10.1080/14681811.2018.1530649(SSCI; SJR)
  • Kwok, D.K. (2018). Community support for Chinese trans* students experiencing genderism. Sex Education, Sexuality, Society and Learning. 18(4), 406-419.( SSCI; SJR)
  • Kwok, D.K. (2016). School Experience of Chinese Sexual Minority Students in Hong Kong. Journal of LGBT Youth, 13 (4), 378-396.(SJR)
  • Kwok, D.K., Wu, J. (2015). Chinese attitudes towards sexual minorities in Hong Kong: Implications for mental health. International Review of Psychiatry, 27(5), 444-454.(SSCI, SJR)
  • Kwok, D. K., Wu, J., & Shardlow, S. M. (2013). Attitudes toward Lesbians and Gay Men Among Hong Kong Chinese social work students. Journal of Social Work Education, 49(2), 337-352.(SSCI; SJR)
  • Wu. J., & Kwok D. K. (2013). Attitudes towards sexual minorities among Chinese people: implications for mental health. International Psychiatry, 40(2), 33-34.
  • Kwok, D. K., Winter, S., & Yuen, M. (2012). Heterosexism in School: The Counselling Expereience of Chinese Tongzhi students in Hong Kong. British Journal of Guidance and Counselling, 40(5), 561-575.(SSCI, SJR)
  • Wu, J. & Kwok D. K. (2012) Psychometric properties of Attitudes Toward Lesbians and Gay men Scale with Chinese university students. Psychological Reports, 110(2), 521.(SSCI, SJR)

 

書籍章次

  • Kwok, D.K (Accepted) . Genderism and Trans Students in Hong Kong Higher Education. In N. Harrison (Ed), Marginalised Communities in Higher Education: Disadvantage, Mobility and Indigeneity (xx-xx). UK: Routledge.
  • Kwok, D.K. (2020). Sexuality and teacher education: LGBT students and teacher education. In M.A. Peters(Ed), Encyclopedia of Teacher Education (xx-xx). Singapore: Springer.
  • Kwok, D. K. (2019). Community support for Chinese trans* students. In J. Sinclair-Palm and J.Gilbert (Eds.), Trans Youth in Education (xx-xx). London: Routledge, Taylor & Francis Group.
  • Kwok, D.K. (2018). Section Introduction: Contesting sexual and transgender prejudice: Advocating human rights of LGBTQ students in Asia. K.J. Kennedy & J.C.K. Lee, Routledge Handbook on Schools and Schooling in Asia (853-856). London: Routledge.
  • Kwok, D.K. & Lee, J. (2018). Sexual prejudice and school experience of LGBQ students in South Korea and Hong Kong. K.J. Kennedy & J.C.K. Lee,Routledge Handbook on Schools and Schooling in Asia (857-863). London: Routledge.
  • Kwok, D.K. & Lee M.W.B. (2018). Contesting school heterosexism: Rights-based sexuality education for LGBQ students. K.J. Kennedy & J.C.K. Lee, Routledge Handbook on Schools and Schooling in Asia (872-879). London: Routledge.
  • Kwok, D.K. (2018). Supporting transgender students: Chinese school social workers as transgender allies. K.J. Kennedy & J.C.K. Lee, Routledge Handbook on Schools and Schooling in Asia (889-896). London: Routledge.
  • Kwok, K. & Kwok, D.K. (In press) (2018). Community support services for LGBQ students in Mainland China, Hong Kong, and Taiwan. K.J. Kennedy & J.C.K. Lee, Routledge Handbook on Schools and Schooling in Asia (880-888). London: Routledge.
  • Kwok, D.K. (2017). Empowering Chinese lesbian, gay and bisexual (Tongzhi) students: Affirmative school counseling practice in Hong Kong. In M.T. Hue (Eds), School counselling in Chinese Context: School practice for helping students in needs in Hong Kong. New York: Routledge.
  • Kwok, D.K. & Kwok, K. (2017). Contesting gender binaries in school counselling - supporting students encountering transgender harassment. In M. T. Hue (Ed.), School Counselling in a Chinese Context: Supporting Students in Need in Hong Kong (79-93). New York: Routledge.
  • Kwok, K. & Kwok, D.K (2015). When new migrants meet old migrants: Indonesian ethnic economy in Hong Kong. In Y.W. Chan, D. Haines, & J. Lee (Eds.), (188-206). UK: Cambridge Scholars Publishing.
  • Kwok, D. K. (2014) Narratives of Hong Kong sexual minority students in secondary schools – Reflections and implications for school counseling. In S. Ngai et al. (Eds), Chinese Social Welfare Policy. National University of Taiwan Press (In Chinese).
  • Kwok, K. & Kwok, D. K. (2014) Diverging Opportunities: Chinese Workers in the Transnational Immigrant Economy in Vienna. In Zhang Jijiao and Ellen R. Judd (eds), Migration, Labor Market and Human Resource: Comparative Study among EU, North America and Asia. Springer.
  • Kwok, D. K. (2013) Social work students’ learning experience on sexuality issues in Hong Kong.In C. M. See (Ed.), Research and practice: Counseling and social work in the new frontier of helping. (Chapter 4)USM Press.
  • Kwok, D. K. (2012) Teaching sexual diversity in Hong Kong: Challenging Homophobia. In B. C. Eng (Ed.), A Chinese Perspective on Teaching and Learning (pp.121-137).Routledge Publishing.

 

學術會議論文

  • Kwok, D.K. & Shiu W.F. (2018, August). Inclusive Sexuality Education, Perspectives from Trans* People affected by Autism Spectrum Disorder (ASD). The 2nd  Asia-Pacific Conference on Inclusive Education, June 8-9 June, 2018 Special Education Center, National Taiwan Normal University.
  • Shiu W.F & Kwok, D.K.  (2018, August). Young people affected by Autism Spectrum Disorder (ASD): A review of literature of their sexuality educational needs in Asian Chinese societies. International conference on Sexualities, Genders and Intersectionalities, August 8-10, 2018 University of Montreal, Canada,
  • Kwok, D.K.  (2018, August). Help-seeking Barriers Faced by LGBTQ survivors of IPV: Perspectives from Social Workers. International conference on Sexualities, Genders and Intersectionalities, August 8-10, 2018 University of Montreal, Canada.
  • Kwok, D.K.  (2017, July). Sexual Prejudice in Social Services - Voices of Chinese Social Workers. International Conference on Breaking Boundaries, Sexuality, Gender, Reproduction, Health and Rights, July 10-15, 2017, Bangkok, Thailand.
  • Kwok, D.K.  (2017, June). Cultural competence of Chinese teachers working with Tongzhi students. International Conference on Applied Psychology, June 29-30, 2017, Singapore; East Asian Research Center.
  • Kwok, D.K.  Lee, B; Ho, W.Y.; Shiu, W.F.; Wan, H.M. (2016, June). Conceptualizing Chinese transgender prejudice – themes found from a qualitative study. 24th Biennial World Professional Association for Transgender Health Symposium, June 17-21, 2016, University of Amsterdam.
  • Kwok, D.K. (2016, October). Sexual Prejudice and Sexual Diversity Training for Chinese Teachers Preliminary Themes Identified from Qualitative Interviews.International Conference: Protecting the Weak – Concepts and East Asian Evidence Lingnan University, Hong Kong, October 7-8, 2016
  • Kwok, D.K. (2016, June). Sexual Prejudice In Hong Kong: Implications For Mental Health Of Sexual Minorities. Joint World Conference on Social Work, Education and Social Development 2016, Seoul, Korea.
  • Kwok, D.K. (2016, August). Conceptualizing Sexual Prejudice and Barriers in Seeking Social Services Voices from Chinese Sexual Minorities.  Sexuality and Social Work Conference, 2016, Olten, Switzerland.
  • Kwok, D.K. (2015, Dec). Sexual Prejudice and Institutional Barriers: Service Accessibility of Sexual Minority Youth in Hong Kong. International Conference on Outreach Work, City University of Hong Kong.
  • Kwok, D.K. (2015, June). What have been missing in our sexuality education – perspectives from young people in Hong Kong. Cross-Strait Hong Kong and Macau Conference on Adolescent Sexual and Reproductive Health, Macau.
  • Kwok, D.K. (2014, August). Protecting the rights of sexual minority students in schools. Symposium on “Education for Equality: Challenges and Strategies”, Hong Kong Institute of Education.
  • Kwok, D. K. (2014, July). Supporting transgender students in Hong Kong Schools. Joint World Conference on Social Work, Education and Social Development, Melbourne Australia.
  • Kwok, D.K.  (2014, July). Contesting genderism in Hong Kong Chinese counselling students’ learning experience on transgender concerns. Joint World Conference on Social Work, Education and Social Development, Melbourne Australia.
  • Kwok, D. K. (2013). Bullying of Tongzhi Youth – Preliminary results from a qualitative investigation in Hong Kong. International Conference of LGBT Psychology, Lisbon, Portugal, June, 2013.
  • Kwok, D. K. (2011) Heteronormativity and experience of LGBQ social work students in Hong Kong, Paper presented at the International Conference “Naming and Framing: The Making of Sexual (In)Equality”, organized by the International Association for the Study of Sexuality, Culture and Society (IASSCS), July, at Madrid, Spain.

 

其他著作及相關研究活動

  • Kwok, D. K. (2014) Embracing sexual and gender diversities – a teaching and learning casebook in Hong Kong Chinese society. Sexuality Practice Research Project, City University of Hong Kong (Chinese).
  • Kwok, D. K. (2011) Experiences of Chinese gay & bisexual youth in "Project Touch” - empowerment-based HIV/AIDS prevention project. Sexuality Practice Research Project, City University of Hong Kong (Chinese).
  • Kwok, D. K. (2010) Experiences of Chinese gay & bisexual youth in "Project Touch” - empowerment-based HIV/AIDS prevention project. Sexuality Practice Research Project, City University of Hong Kong.
  • Kwok, D. K. & Queer Sisters HK (2009) How to work with sexual minorities in Hong Kong – Video demonstration for counselors and social workers. Queer Sisters and Sexuality Counseling Practice Research Project, Department of Applied Social Studies, City University of Hong Kong.
  • Kwok, D. K. & Queer Sisters HK (2009) How to work with sexual minorities in Hong Kong. Queer Sisters and Sexuality Counseling Practice Research Project, Department of Applied Social Studies, City University of Hong Kong.

 

社區服務、訓導及專業參與

  • Committee Service
    Disciplinary Panel and Assessment Panel of the Hong Kong Social Workers Registration Board.
  • Board Member of the Hong Kong Association of Sexuality Educators, Researchers & Therapists.
  • Ad Hoc Reviewer: Sex Education (Sexuality Society and Learning); Journal of Social Work; Transcultural Psychiatry; Culture Health and Society; Journal of Homosexuality; International Journal of Transgenderism; Journal of LGBT Youth; The Journal of Sex Research.
  • Clinical Consultant, Adviser, or Trainer for front-line practitioners in government, non-government organizations, and community support groups, such as counselors, social workers and teachers on cultural competence of working with LGBTQI population. Examples of collaborative organizations include Radio Hong Kong- HKSAR Government; Social Welfare Department - HKSAR Government; Tung Wah Group of Hospitals; Po Leung Kuk; Hong Kong YWCA; Aids Concern; Hong Kong BGCA; Queer Sisters; Caring Community for the Queers; Transgender Resource Center; Rainbow of Hong Kong, Caritas Hong Kong – Youth and Community Services; The Hong Kong Teachers' Centre (HKTC); The Hong Kong Council of Social Services; The Hong Kong Social Workers Association; Richmond Fellowships of Hong Kong; Hong Kong Federation of Youth Groups; The Church of United Brethren in Christ, Parents Resources Centre; The Family Planning Association of Hong Kong; Teen’s Key Hong Kong; Yang Memorial Methodist Social Service Hong Kong; Asso.of Sexuality Educators, Researchers & Therapists; Vocational Training Council; The Education University of Hong Kong – Professional Development Program; University of Hong Kong Faculty of Education; City University of Hong Kong Division of Applied Social Science; City University of Hong Kong Department of Applied Social Studies; Caritas High Education (Social Work Program); Baptist University of Hong Kong (Department of Social Work); Polytechnic University (Family Therapy Program)

 

知識轉移

公開教育及專業訓練工作坊/講座(部份)

  • “Embracing diversities: sexuality education for students with Special Educational Needs”, workshop for sex educators from the Family Planning Association of Hong Kong.
  • “Transmen and transwomen in transition: sexual desire, partner intimacy, and religious identity”, workshop for sex therapists and frontline practitioners, organized by the Hong Kong Association of Sexuality Educators, Researchers & Therapists.
  • “Sexuality education for students with Autism Spectrum Disorders in mainstream schools”, training workshop for social workers from The Church of united Brethren in Christ, Parents Resources Centre.
  • "Sexuality education for students with Autism Spectrum Disorders ", series of workshops organized by the Hong Kong Vocational Training Council.
  • "Sexual intimacy, multiple identities, and trans* couples - reflections from qualitative interviews", workshop for frontline social workers, organized by the Tung Wah Group of Hospitals. 
  • "Help-seeking barriers faced by LGBTQ survivors of intimate partner violence: perspectives from social workers", in Symposium on Combating Intimate Partner and Sexual Violence, the Hong Kong Council of Social Services
  • "Understanding sexual and gender fluidity of non-binary trans* people - reflections from sex therapy sessions", organized by the Hong Kong Association of Sexuality Educators, Researchers & Therapists.
  • "Rights-based sexuality education - addressing diversities of SEN students in sexuality education", organized by professional training program, the Education University of Hong Kong.
  • "Cultural competence of social workers working with gender variant service users in faith-based substance abuse shelter services", organized by faith-based social service organizations.  
  • "Intimacy and sexuality - Sexuality education needs of young people affected by Austistic Spectrum Disorders", organized by the Yang Memorial Methodist Social Services
  • "Working with sexual and gender minority clients in mental health services - implications for social work practice", organized by Richmond Fellowship of Hong Kong
  • "Respecting Diversities - Sexuality Education for Students with Intellectual Disability and Austistic Spectrum Disorders", organized by special schools in Hong Kong 
  • "Meaning behind sexual offending behaviors of young people affected by ASD, insights learned from a qualitative study", organized by Caritas Hong Kong
  • "Supporting LGBQ service users in social work intervention", organized by the Social Welfare Department, Hong Kong SAR Government
  • “Understanding sexual pleasure in sexuality education, a human rights perspective”, organized by the Hong Kong Federation of Youth Groups. 
  • "Sexuality education for social workers", organized by Caritas Hong Kong.
  • "HIV prevention and sexuality education", organized by St John’s Cathedrals, HIV prevention service.

社會議題文章/評論
(http://www.eduhk.hk/main/advocacy/?id=922)

  • Sexuality Education: Children’s Book Featuring LGBTQ Themes (Standnews, 25/06/2018)
    我的性教育教材
  • Gender Recognition and Human Rights  (Sing Tao, 7/12/2017)
    性別承認是人權
  • Is sexual orientation needed to be changed? (Sing Tao, 02/6/2017)
    性傾向有需要改變嗎?
  • Transgirl’s voice: I am your daughter, everything goes well!”  (Sing Tao, 17/11/2017)
    「跨女」心聲:叫我阿女,一天光晒!
  • Transgender: RTHK programme (25/5/2017)
  • Standing Up to Transgender Prejudice in Hong Kong Schools (Sing Tao, 20/1/2017)
    誰才不正常、有病?挑戰跨性別偏見
  • "If you can't go to Heaven, I can't either" By Dr Diana Kwok (Sing Tao, 13/9/2016)
    你不能上天堂,我也不能上得了
  • Parents Talking about Sex - Empowerment and Sex Positive Approach
    家長「放下身段」與子女談性  星島日報  20.01.2016
  • Sexuality Education - Girls Exploring Sexual Pleasure 
    提供空間正視性歡愉感受  明報  01.12.2015
  • Sexuality Education for Visually Impaired Students 
    感受人體溫暖視障孩子的性教育  星島日報  17.11.2015
  • Girls Talking about Virginity
    第一次性體驗  明報  20.10.2015
  • Sexuality Education for Children Affected by Autistic Spectrum Disorders   
    特殊需要孩子的性成長需要  星島日報  23.06.2015
  • Sexuality Education - Embracing Family Diversities     
    性教育應呈現多元家庭素材  星島日報  23.04.2015
  • Youth Sexuality Education - Embracing Diversities      
    對四個青少年人故事的回應  衛生署紅絲帶中心  02.12.2014
  • Sexuality Education - Insights Learned from Transgender Students    
    跨性別學生的故事  星島日報  25.11.2014
  • Sexuality Education for Tongzhi/LGBQ Students in Schools
    學校並不安全 保障同志學生權益  星島日報  24.09.2014

平等性教育計劃 (Sexuality For ALL)

  • 非二元性别青少年:超越男與女?
  • 跨性别學生一㸃也不困惑!
  • 理想世界,就是沒有人會被遺忘
  • 跨性別、特殊學習困難及多重偏見
  • 消除性傾向偏見:是一教育和生命體驗的過程
  • 消除偏見:守住信仰尊重每個人的權利
  • 消除性傾向偏見:威廉王子公開支持同志
  • 同志家人和孩子的精神健康!
  • 性暴力和性别平等教育
  • 瞭解視障文化性教育才能著地
  • 性沉溺存在嗎?専業協會的立場
  • 性教育: 特殊需要孩子的家長增權
  • 自閉症孩子的性教育-阿仔坐巴士

郭懿德女士

高級講師II

(852) 2948 8274
eytkwok@eduhk.hk

郭懿德女士
高級講師II
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Ms_Esther_Kwok_Yee_Tak.jpg
(852) 2948 8274
(852) 2948 7794
D1-1/F-11
eytkwok@eduhk.hk
專門: 言語語言病理理學,臨床神經科學,正向心理學,正向教育及靜觀/正念教育

BSc. (Speech and Hearing Science), Faculty of  Education, University of Hong Kong
MSc. (Stroke and Clinical Neurosciences, Best dissertation award), Faculty of Medicine, The Chinese University of Hong Kong
Medical Speech-language Pathologist (SLP), NTEC Cluster, Hospital Authority (1996-2013)
Member of Clinical Neuroscience Team, Prince of Wales Hospital
Member of Cochlear Implant Team, Prince of Wales Hospital
Department in-charge of Speech Therapy Department of Cheshire Hone, Shatin and North District Hospital
Mindfulness-Based Cognitive Therapy teacher training under Hong Kong Centre of Mindfulness and Oxford Mindfulness Centre since 2016
Advanced teacher training in Mindful Parenting under Professor Susan Bögels, University of Amsterdam in 2018
Teach .b Foundation teacher training under Mindful in Schools Project, UK and Mindful School Culture Project, HKU in 2019

簡介

Kwok Yee Tak, Esther served as Speech-language-pathologist at Hospital Authority for over 17 years with rich and extensive clinical expertise and experiences.  Esther well understood the importance of mind-body connection with mental & physical health.  Being a Mindfulness teacher, Esther is devoted to teach Mindfulness-Based Cognitive Therapy (MBCT), Mindful parenting and . b Foundation Programme for parents of SEN children, in-service teachers, social workers/administrative staff, graduates, undergraduates and staff members of EdUHK as well as serving NGOs.

As the Programme Leader of Positive Education, Esther devoted at passing the invaluable vision of Positive Psychology, Positive Education and Mindfulness through organizing conference, workshops and educational video. Collaborative project on Mindfulness Education with University of Hong Kong and Hong Kong Association of Careers Masters and Guidance Masters (HKACMGM) 

 

教學領域

  • Clinical Education and Supervision on Speech-language pathology
  • Positive Psychology
  • Positive Education
    Mindfulness Education
  • Mindfulness-Based Cognitive Therapy
  • Mindful parenting
  • Mindfulness culture in school initiatives (.b Foundation)

 

研究領域

  • Medical Speech-Language Pathology and Clinical Neuroscience
  • Motor Speech, Voice and communication disorders associated stroke and Parkinson's Disease undergone Deep Brain Stimulation
  • Positive Education
  • Mindfulness Education

Mindfulness-Based Cognitive Therapy teacher training under Hong Kong Centre of Mindfulness and Oxford Mindfulness Centre

 

近期及正進行之研究計劃

  • Chan W.Y., Cho H.O., Kwok Y. T. Esther., Tang. H.O., Tai Y.Y. (2017) Enhancing students’ capacity to cope with challenges by using strength-based approach (Faculty Grant for Leaders of Learning. Nov 2017 – present)
  • Co-leading and organizing the Mindful Oasis, Mindful and Resilience Project (MRC), SEC (2019- present)

 

社區及專業服務 

  • The Jockey Club “Peace and Awareness” Mindfulness Culture in Schools Initiative (PandA 賽馬會「樂天心澄」靜觀校園文化行動, as led by Department of Psychology, University of Hong Kong (2019-present)
  • Mindfulness-based Support to Teachers and Students in Social Unrest (給守望者運動) as organized by PandA team and the Hong Kong Association of Careers Masters and Guidance Masters (HKACMGM 香港輔導教師協會) to launch (2019-present)
  • Mindfulness Workshop for carers of elderly at ELCHK Lutheran, Shatin Caring Centre 信義會護老者 - 護老護己 靜觀體驗工作坊 (June 2019) 
  • Teacher Professional Development Day 自我照顧 靜觀體驗工作坊 at Sacred Heart Canossian School嘉諾撒聖心學校 (Nov 2019)
  • Teacher Professional Development Day Mindful Connection in School and Home靜觀 師生父母心 at Clementi Secondary School金文泰中學 (Oct 2019)
  • Mindful Parenting workshop to parents with Autistic children, Introductory Workshop on Mindfulness for Parents and Caretakers of Children with Autism Spectrum Disorder (ASD)為自閉症兒童家長及照顧者而設的靜觀入門工作坊as organized by Macau Autism Association (Jan 2018)
  • Mindfulness teaching to the social workers and administrators of The Neighbourhood
  • Advice-Action Council (Allied Health Professionals) 香港鄰舍輔導會(專職醫療人士) (Feb 2018)

 

學術轉移活動

  • Mindfulness Education to local schools e.g. 8-weeks Mindful-Based Cognitive Therapy (MBCT) teaching at Pat Heung Central Primary School, Yuen Long (2019)
  • DLTC L&T sharing session: "The integration of Positive Psychology in Voice Care for Teachers and Educators" (May 2018)
  • Mindful education to all academic and teaching staff of SEC on Mindfulness with on-site practice at SEC departmental retreat (Mar 2018)
     

學術會議

  • Kwok Y.T. Esther (Apr 2016) “Effects of Bilateral Subthalamic Nucleus Deep Brain Stimulation on Speech and Voice in Parkinson’s Disease” at PCS Health Care Conference in Budapest, Hungary
  • Kwok Y.T. Esther (Sept 2015) "Update on the Management of Parkinson’s Disease -preliminary research topic about Deep Brain Stimulation” at Annual Scientific Meeting co-organized by Hong Kong Association of Speech Therapist, Nethersole School of Nursing and Hong Kong Parkinson's Disease Foundation.
  • Kwok Y.T. Esther (Sept 2018) Mindfulness Opens the Door to Compassion 靜觀恩情at SEC Positive Education Conference: Cultivate the Visible Wellbeing Cum I-WELL’s 2nd Anniversary Ceremony (June 2018)
     

部門服務

  • Programme Leader of PDP Positive Psychology Programme (BWP 127)
  • Co-opt member of Integrated Centre for Wellbeing (I-WELL)
  • Co-organizer of SEC Positive Education Conference: Cultivate the Visible Wellbeing Cum I-WELL’s 2nd Anniversary Ceremony (June 2018)
  • Academic Advisor Coordinator for MScSLPLD since 2015

 

學院服務 

  • Leading Mindfulness workshop to EdUHK staff as invited by Human Resources Office, EdUHK (Nov 2018)
  • Leading Lunch Time Mindful Oasis: Mindful connection in school and home for EdUHK staff and students as co-organized with IWELL Centre, (Oct 2019)

 

獎項

  • Departmental Award for the achievement of High Student Evaluation of Teaching Scores (2015-2016)
  • Appreciation award of Gratitude project at Hong Kong Character Day (HKCD) 2016

黎子良博士

高級講師II

(852) 2948 8060
cllai@eduhk.hk

黎子良博士
高級講師II
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Dr._LAI_Chi_Leung.jpg
(852) 2948 8060
(852) 2948 7794
D1-2/F-09
cllai@eduhk.hk
專門 : ﹕專注力不足/過度活躍症、情緒和行為障礙

Ph.D  (Educational Psychology), The University of Birmingham, UK
B.Phil (Educational Psychology), The University of Birmingham, UK
Registered Teacher (HK)

教學領域

  • Inclusive Education
  • Children with special needs
  • Supporting children with AD/HD, LD and ASD

 

研究領域

  • Inclusive education
  • Whole school approach and new funding mode
  • Supporting children with AD/HD, LD and ASD

 

代表著作(部份)

  • Lin, S. F. and Lai, C. L. (2016). School Bullying & cyberbullying in HK.  In P. K. Smith, K. Kwak & Y. Toda (2016). (Ed.). School bullying in Different Cultures.  Cambridge University Press. Chapter 7.

  • Lin, S. F. and Lai, C. L. (2016). Interventions against bullying in Hong Kong.  InP. K. Smith, K. Kwak & Y. Toda (2016). (Ed.). School bullying in Different Cultures.  Cambridge University Press. Chapter 19.

  • 黎子良 (2017) 自殺防治():校園防火牆。林少峯主編  In Lin, S. F., Ed., (2017) 自殺?他殺?青少年為何走上絕路 (增訂版)? Why Youth Committed Suicides? “Homicides” or “Suicides”? 2nd Edition. Chung Hwa Publishing.中華書局。《第七章 p.99-129.

  • 黎子良 (2016) 自殺防治():校園防火牆。林少峯主編  In Lin, S. F., Ed., (2016) 自殺?他殺?青少年為何走上絕路 ? Why Youth Committed Suicides? “Homicides” or “Suicides”? Chung Hwa Publishing.中華書局。《第七章 p.111-136

  • 黎子良博士 Lai, C. L. <Co-authored, Book> (2016).  當父母遇上愛恩斯坦學會學習 How Children Learn- When Parents meet “Einstein”, Chung Hwa Publishing. 中華書局。

  • 黎子良博士 Lai, C.L. <Co-authored, Book> (2014). 望子成龍的迷思 The Myth of developing your off-springs to Dragon-like persons. [Psycho-social Development of Children and its implications for Parenting.], Chung Hwa Publishing. 中華書局。

 

專業及社區服務(部份)

  • Programme coordinator for the Certificate in Professional Development Programme for Teachers (Catering for Diverse Learning Needs) (Basic level and Advanced Level). 
  • Departmental Field experience coordinator 
  • 'How to do counselling for the children with mental health disorder" Ma Tau Chung government primary school, 2017.
  • ‘How to help students with ASD in the school setting’ Ma Tau Chung government primary school, 2016.
  • ‘How to help students with ADHD in the school setting’ Ma Tau Chung government primary school, 2015.
  • “Educational research and action research” for the澳門教育暨青年局(Macau Education and youth Bureau) Macau Advanced Course for the Special Education Teachers  2013.
  • External inspector for the澳門教育暨青年局(Macau Education and youth Bureau) to do the school inspection 學校綜合評鑑工作  2011.

林絲靖博士

高級講師II

(852) 2948 7378
cicilam@eduhk.hk

林絲靖博士
高級講師II
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Ms._LAM_Sze_Ching,_Cici.jpg
(852) 2948 7378
(852) 2948 7794
B4-1F-15
cicilam@eduhk.hk
專門: 融合教育及學校的正向心理學

Ed.D., The University of Hong Kong
M.S.Sc., (Educational Psychology), The University of Hong Kong
M.Ed. (Educational guidance, Distinction), The University of Hong Kong
P.Dip. Ed., (English), The Chinese University of Hong Kong
B.A. (Psychology & Philosophy), The University of Hong Kong
Registered Educational Psychologist, Hong Kong Psychological Society

教學範疇

  • Students with emotional and behavioural disorders
  • Whole School Approach in Inclusive Education
  • Education Psychology

研究領域

  • Positive Psychology in Schools
  • Subjective well-being during youth (e.g. predictors of children’s psychological well-being, parent-child and student teacher relationships, peer relationships)
  • Inclusive education
  • Socio-emotional functioning of students with special needs
  • Learning Science in Teacher Education

項目

  • ‘A Comparison of Two Different Methods to Teach Emotions for School-Aged Children with Autism Spectrum Disorder and its Implication for Social Skill Intervention in Hong Kong Primary School’. Research Seed Fund. Principal Investigator- Cici Lam. Co-investigator:  Dr. Sam Ka-Lam & Dr. Ho Fuk-Chuen Ho (2015-2016)
  • Fostering discussion and Collaborative Inquiry through Establishment of a Case Video Library.’ Teaching Development Grants (TDG). Principal Investigator – Cici Lam & Hastings Chim.  (2016-2017)
  • Developing a learning community for student teachers to use children’s literature to teach civic education in early childhood education.’ Principal Investigator – Cici Lam. Co-investigator: Dr. Lam Tak Shing John, Dr. Leung Yan Wing, Dr. Wong Mun Amanda & Dr. Yuen Wai Kwan Gail–project completed in 2014.

出版著作

期刊論文及書藉章次

  • Lam, C. and Ho, F.C. (2016). How a Short In-Service Teachers’ Professional Development Course Provide Hand-On Experience and Knowledge of Individualized Education Planning and Students with Autism. In ‘Professional Development: Recent Advances and Future Directions’. NOVA.
  • Ho, F.C. and Lam, C., (2016). Instructional Methods for Teaching Sub-Types of Students with Reading Disabilities Chinese Words. In ‘Learning Disabilities: Assessment, Management and Challenges’. NOVA.
  • Lam, C., & Yuen, M. T. (2008). Applying solution focused questions to primary school pupils: A Hong Kong teacher's reflections. Pastoral Care in Education. 26(2), 103-110.
  • Lam, C., Yee, W., & Lung, K. (2008). The pursuit of happiness, funded by HKU Social Inclusion Fund 81.

學術會議論文

  • Lam, C. (September 2016). A comparison of two different methods to teach emotions for primary school-aged children with autism spectrum disorder and its implication for social skill intervention. Paper presented at XI Autism-Europe International Congress. Edinburgh, Scotland.

  • Ka-Lam Sam, Fuk-Chuen Ho, and Lam,C. (July 2015) Perception of teacher on inclusive education: a multi-method validation. Paper presented at 2nd International Conference on  Humanity and Social Sciences, Paris, France.

社區工作

  • 2015- Present. Task Group on Special Examination Arrangements for Candidates with Specific Learning Difficulties. Hong Kong Examinations and Assessment Authority.

  • 2012- Present. Committee on Special Educational Needs. Hong Kong Curriculum Development Council.

劉雅詩博士

講師I

(852) 2948 8513
enslau@eduhk.hk

劉雅詩博士
講師I
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/Dr._LAU_Ngar-sze.jpg
(852) 2948 8513
(852) 2948 7792
B3-2F-30
enslau@eduhk.hk
專門: 正念教育、正向教育、靈性教育

PhD, Lancaster University
MPhil, University of Oxford
BSSc, PGDE, Cert. in Discipline, The Chinese University of Hong Kong

 

簡介

劉雅詩畢業於香港中文大學社會學系和教育文憑(經濟及公共事務)、英國牛津大學哲學碩士(社會人類學),英國蘭卡斯特大學哲學博士(宗教研究),主要研究中、港、台的跨國禪修和正念/靜觀運動發展。她曾於一所中學服務超過六年,擔任宗教倫理科科主任,亦曾參與課程發展處和考評局工作。及後她於教院(即現今教大)宗教教育與心靈教育中心任職專任導師,自九十年代開始探究多種靜修方法,包括東方禪和內觀、西方默觀和多個靜觀/正念課程。自2007年她開始教授學生、在職老師和本科生等靜觀/正念和正向教育。研究興趣包括靜觀/正念,靜修經驗和健康教育。

 

教學範疇

  • Mindfulness education
  • Positive education
  • Inclusive education
  • Liberal education
  • School discipline

 

研究領域

  • 靜觀/正念教育
  • 靜修/禪修傳統
  • 宗教和靈性教育
  • 正向教育和生命教育
  • 精神健康教育
  • 宗教, 健康和療癒
  • 質性研究和民族誌

 

近期及正進行之研究計劃

  • Brief mindfulness-based family psychoeducation for students with early psychosis: A mixed methods study (Co-investigator, General Research Fund, 2018-2019)
  • The effects of a mindfulness based intervention - MYmind - for children with ADHD and their parents: a randomised controlled trial. (Co-investigator, General Research Fund, 2018-2020)
  • The use of mindfulness-based intervention for improving bracing compliance for adolescent idiopathic scoliosis patients: A randomized controlled trial study (Co-investigator, General Research Fund, 2016-2018)
  • Enhancing psychosocial well-being and academic performances of adolescents: Developing Mindfulness Training Program for Hong Kong students (Co-investigator, General Research Fund, 2010-2012) 
  • Mindfulness Training for Children in Local School Setting (Co-investigator, Health Care and Promotion Fund Committee of the Food and Health Bureau, 2010-2011)
  • A Pilot Study on Mindfulness-intervention and Well-being, Attention level and Stress level of Hong Kong students (Co-investigator, Internal Research Grant, HKIEd, 2008-2009)

 

專門審稿

  • Assessment
  • International Journal of Children’s Spirituality
  • Mindfulness
  • Psychology, Health & Medicine

 

出版

期刊論文

  • Lo, H. H.-M., Ho, W. C., Lau, E. N. S., Lo, C. W., Mak, W. W. S., Ng, S. M., Leung, C. W. C. (2019). A brief mindfulness-based family psychoeducation intervention for Chinese young adults with first episode psychosis: A study protocol. Frontiers in Psychology, 10.doi.org/10.3389/fpsyg.2019.00516
  • Chan, S. K., Zhang, D., Bögels, S. M., Chan, C. S., Lai, K. Y., Lo, H. H., Yip B. H., Lau N. S., Gao, T. T., Wong, S. Y. (2018). Effects of a mindfulness-based intervention (MYmind) for children with ADHD and their parents: protocol for a randomised controlled trial. BMJ-Open, 8(11) doi:10.1136/bmjopen-2018-022514
  • Yip, B.H.K., Li, X., Leung, C.H.Y., Gao, T., Chung, V.C.H., Tsang, K.W.K., Lau, N.S., Chan, S.K.C., Mak, W.W.S, Yu, F.W.P., Lam, T.P. Cheng, J.C.Y., Wong, S.Y.S (2018). The use of mindfulness-based intervention for improving bracing compliance for adolescent idiopathic scoliosis patients(MBrace): Protocol for a randomized controlled trial. Journal of Physiotherapy, 64(3), 193-193.
  • Lau, N.S. (2017) Desire for self-healing: Lay practice of satipaṭṭhāna in contemporary China. Asian Medicine: Tradition and Modernity, 12(1-2): 317-335.
  • Lam, C.C., Lau, N.S., Lo, H.H.M. & Woo, D.M.S. (2015) Developing mindfulness programs for adolescents: Lessons learnt from an attempt in Hong Kong. Social Work in Mental Health, 13(4): 365-389. 
  • Hue, M. T., & Lau, N.S. (2015) Promoting well-being and preventing burnout in teacher education: a pilot study of a mindfulness-based programme for pre-service teachers in Hong Kong. Teacher Development, 19(3):381-401.
  • Lau, N.S. & Hue, M.T. (2011) Preliminary outcomes of a mindfulness-based programme for Hong Kong adolescents in schools: well-being, stress and depressive symptoms. International Journal of Children’s Spirituality, 16(4): 305-320.

 

書籍章次

  • Lau, N. S. (2021). Pilgrimage, travelling gurus and transnational networks: Lay meditation movement in contemporary Chinese societies. In S. C. Jayeel, G. Francois, M. Tuomas, & W. Linda (Eds.), Routledge international handbook of religion in global society. Abingdon: Routledge.
  • Lau, N. S. (2020). Recent emergence of Theravāda meditation communities in contemporary China. In H. John, S. H. Victor, & S. Alec (Eds.), Buddhism in the Global Eye: Beyond East and West. London: Bloomsbury Academic.
  • Lau, N.S. (2017) Application of mindfulness approaches for promoting mental health of students in school counselling. In Ming-tak Hue (ed.) School counselling in Chinese Context: School practice for helping students in needs in Hong Kong. Abingdon: Routledge.
  • Lau, N.S. (2012) Buddhist spiritual education and modern school management in Xueyu (ed.) Buddhism and Management. Beijing: Social Sciences Academic Press.
  • Lau, N.S. (2014) Life Education in Contemporary Chinese Societies. In De Souza, Watson & Tousdale (eds.) Global Perspectives on Spirituality and Education. London: Routledge.
  • Lau, N.S. (2009) Chapter 37 Cultivation of Mindfulness: Promoting Holistic Learning and Well-Being in Education. In M. de Souza, L. Francis, J. Norman and D. Scott (eds.) The International Handbook of Education for Spirituality, Care and Wellbeing. Dordrecht; London: Springer. pp. 715-737.

 

學術會議論文

  • ‘Exploration of inter-religious meditation experience: Mindfulness practice of Christians in Hong Kong’, Sociology of Religion Study Group (SocRel) Annual Conference 2016, 12 – 14 July 2016.
  • ‘Application of mindfulness approaches for promoting mental health of students in school counselling’, The 15th International Conference on Children’s Spirituality, Bishop Grosseteste University, Lincoln, UK, 26 to 29 July 2016.
  • ‘Preventing burnout in teacher education: a pilot mindfulness-based programme for pre-service teachers in Hong Kong’, Changing Boundaries: Mindfulness, Spirituality and Education, Dublin City University, 4-5 July 2013.
  • ‘Enhancing psychosocial well-being and academic performances of adolescents: Developing a 12-session Mindfulness Programme for Hong Kong students’, The 12th International Conference on Children’s Spirituality, UK, 2 July 2012.
  • ‘Mindfulness and Embodiment: Mind, Body and Spiritual Experience’, The Second International Conference on Religion and Spirituality in Society, UBC, Vancouver, 20 February 2012.
  • ‘Promoting attention, relaxation and well-being: Mindfulness practice for students in a secondary school setting’, The 9th International Conference on Children’s Spirituality, Canterbury Christ Church University, Canterbury, UK, 15-19 July, 2009.
  • ‘Cultivation of Mindfulness: Promoting Spirituality in classroom’. The Eighth International Conference on Children’s Spirituality, the Australian Catholic University, Ballarat, Australia, 20-24 January 2008.

 

社區及專業服務

  • Committee member, International Association of Children's Spirituality
  • Editorial Board member, International Journal of Children's Spirituality

 

其他文章

  • Mindfulness education: cultivating a calm and kind mind (Nov. 2017) (in Chinese) (〈正念/靜觀教育–培育專注友善的心靈〉) 
    https://www.hkptu.org/ptunews/43456
  • Lighting the heart of children: Mindfulness programme of primary school students, HK: Kung Kao Po (26 Dec. 2010). (in Chinese) (〈點亮兒童的心靈 -- 小學生覺知培育課程〉,香港:《公教報》)
  • Optimal Teaching and Learning Environment: Cultivating Mindfulness in Classroom. HK: Hong Kong Economic Journal (May 12, 2009) (in Chinese) (〈理想的教與學條件--在課室裡培育覺知〉,香港:《信報》)

 

部份受邀講課

  • “Exploration of inter-religious meditation experience: mindfulness practices of Christians in Hong Kong”, Fu-jen Catholic University, Taiwan ROC (26 May 2017)
  • “Satipaṭṭhana and self-healing: experiences of practitioners in contemporary China, Dharma Drum Institute of Liberal Arts, Taiwan ROC (12 Apr. 2017)

 

部份受邀工作坊

海外

  • Four-session Mindfulness Class (for all Oxford students), Kellogg College, Oxford (Hilary Term 2014)
  • Two-session workshop for Clarendon Scholars, at Balliol College, Oxford (30 Nov. & 8 Dec. 2013)
  • Two four-session classes for Oxford students, Kellogg College, Oxford (20 Feb. to 13 Mar. 2014)
  • Two-session workshop for Clarendon Scholars, at Balliol College, Oxford (30 Nov. & 8 Dec. 2013)
  • Two-day workshop on Mindfulness and Health: History, Theory and Practice, invited by Doshisha University, Kyoto, Japan (10 & 11 August 2013)
  • Lecture on Learning Mindfulness: Cultivating Well-being in Contemporary World, invited by Ritsumeikan University, Kyoto, Japan (9 August 2013)
  • Mindfulness Workshop: Cultivating Concentration, Calmness and Kindness, Kellogg College, University of Oxford, UK (10 & 17 April; 24 April & 1 May; 10 & 17 July 2013)
  • Mindfulness Workshop for Doctoral Students—Taking care of the mind and body, Department of Education, University of Oxford, UK (31 January 2013)

 

教育專業人仕、校長、在職及培訓老師

  • 8-week MBCT course for in-service teachers, HKPTU (Oct. to Dec. 2017)
  • 4-lesson Class for teachers teaching mindfulness in classroom, HKPTU (May 2017)
  • Workshop for Educational Psychologists of Education Bureau, HKSAR (12 Sept. 2013)
  • 2-day Mindfulness workshop for in-service teachers 教師覺知教育工作坊(兩天) (Aug. 2012)
  • Retreat camp for teachers on life education: Life is celebration—Dazzle in fragility--‘Scheme of diversity and harmony’, organised by Dept. of Cultural and Religious Studies, CUHK (20-21 Apr. 2012)
  • Staff Development Day for the school teachers from the Ching Chung Taoist Association (3 Jan. 2012)
  • Students of Self and Personal Development, MEd (LS) programme, HKIEd (23rd Nov. 2011)
  • Students of Spirituality Education Across the Curriculum, MEd in Life and Spirituality Education (16 Nov. 2011)
  • Spiritual education and life education,『協助小學規劃生命教育計劃』(2010-2011) by EDB & HKIEd (4 Dec. 2010)
  • Staff Development Day of St. Joan of Arc Secondary School (聖貞德中學) (29 Oct. 2010)
  • Spiritual Leadership and Mindfulness, Hong Kong School Principals’ Conference 2010, HKIEd (29 Mar. 2010)
  • Teachers Development Day 2010, Hong Kong Professional Teachers Union (香港教育專業人員協會) (26 Mar. 2010)
  • Teachers Development Day of Chan’s Creative School (啟基學校) (6 Nov. 2009) 
  • Principals and teachers of Tai Po Primary School and Kindergarten Teachers Development Day (2008-2009年度大埔區小學暨幼稚園聯校教師專業發展日)  (5 Dec. 2008) 
  • Staff development of Hong Kong Anglican Church Kindergarten Federation (聖公會幼稚園及幼兒園議會暨教師) (over 200 teachers)  (23 Aug. 2008)
  • Teachers Development Day of Rhenish Church Grace School (禮賢會恩慈學校) (28 Mar. 2008)
  • English teachers development day of Vocational Training Council (18 Mar. 2008)
  • Staff Development Day of Canossa Primary School (29 Nov. 2007)

 

中國大陸教育人仕

  • Teachers of village schools from mainland China(活知識立群社中國農村教育周) (7 Oct. 2009)
  • Teachers of Tianjin University of Technology and Education (天津工程師範學院)  (13 Jan. 2009) 
  • Principles of Dalian Primary School Principal Interflow Tour (大連小學校長交流團) (11 Dec. 2008) 
  • Teachers of Guizhou Normal University training workshop (貴州師範院校領導人培訓班) (29 Jun. 2008)

 

小學學生

  • 6-session of Paws b programme for students of HKUGA Primary School (港大同學會小學)(Oct. to Nov. 2016)
  • 4 classes of 12-session mindfulness programme to students at Sacred Heart Canossian School (嘉諾撒聖心學校) & Chan’s Creative School (啟基學校) for the research project (June to Oct. 2010)

 

社工

  • Stress reduction workshop for social workers, Yang Memorial Methodist Social Service (25 Jan. 2013)
  • In-service Training for school social workers, Hong Kong Family and Welfare Society (香港家庭福利會) (16 Aug. 2010)

 

家長

  • Mindfulness workshop for parents, HKUGA Primary School (港大同學會小學) (6 Oct. 2016)
  • Mindfulness workshop for parents, Hong Kong Family and Welfare Society (香港家庭福利會) (20 Aug. 2010)
  • Workshop for parents of 香海正覺蓮社正覺中學 (22 May 2009)

 

社區

  • Lecture on stress-reduction for all students of Buddhist Wong Fung Ling College (1 Feb. 2016)
  • 2 day workshops for volunteers of SKH Wong Tai Sin District Elderly Community Centre (20 & 27 August 2012) Mindfulness workshop for the elderly at  SKH Wong Tai Sin District Elderly Community Centre (19th May 2012)
  • 3-days workshops for volunteers of SKH Wong Tai Sin District Elderly Community Centre(香港聖公會黃大仙長者綜合服務中心)  (23, 30 Jul, 10 Sept. 2011)
  • 4 session Mindfulness class for adolescents, HKFWS (香港家庭福利會) (17 to 31 Aug. 2010)
  • Cancer patients and their family members, Cancer Link (25 Apr. 2008)

 

大學職員

  • Regular 2-hour workshops for HKIEd staff (every semester, 2007-2012)

 

本科生及研究生

  • Workshop of mindfulness for students, CUHK (24 Nov. 2016)
  • 4-session mindfulness workshop for students, EdUHK, (15, 22, 29 Nov. & 6 Dec. 2016)
  • Mindfulness workshop for students of Positive Education (7 Mar. 2016)
  • Mindfulness workshop for HKU-SPACE students (5 Nov. 2015)
  • 8-week MBCT programme for HKIEd students (7 Oct. to 2 Dec. 2015)
  • 8-week MBSR programme for HKIEd students (3 Feb. to 31 Mar. 2015)
  • HCS 3048 Mindfulness 2014-15 Semester 2 (co-teach with Prof. Joanne Chung)
  • NUR2037 Mindfulness – a 5-session programme for nurse students, Department of Nursing and Health Sciences, Tung Wah College (Jan. to Mar. 2012)
  • 6-week Mindfulness Education Programme for HKIEd students (every semester , 2011-12)
  • Self and Personal Development, MEd (LS) programme, HKIEd (23rd Nov. 2011)
  • Students of Self and Personal Identity, BEd(LS) programme, HKIEd (31st Oct. 2011)
  • Students of School Guidance and Counselling, BEd (EL) programme, HKIEd (16 Sept. 2011)
  • Spirituality Education Across the Curriculum, MEd in Life and Spirituality, HKIED (16 Mar. & 26 Nov. 2010)  
  • EPC5129 Self and Personal Development (7 Nov. 2009)
  • EPC4149 School Guidance and Counseling (9 Sept. 2009)
  • School Guidance and Counseling BEd (EL) (10 Sept. 2009)
  • Offer mindfulness workshop for PGDE students of EPC5046 School Guidance and Counseling (10 March 2009)
  • CUHK-TWGHs Summer term class (8, 15, 22, 29 June 2009)
  • 3 classes of 6-week mindfulness programme for pre-service teachers, research project ‘A Pilot Study on Mindfulness-intervention and Well-being, Attention level and Stress level of Hong Kong students’ (Oct. to Nov. 2008)
  • PGDE Self and Personal Development (1 Nov. 2008)  
  • CRS3144 Religion in Humanities Education, CUHK on Cultivation of Mindfulness: body-mind-spirit connection education on (30 Oct. 2008)
  • EPC3115 School Guidance and Counseling on (31 Jan. & 1 Feb. 2008)
  • EPC5129gp01C Self and Personal Development on (8 Oct. 2007)
  • SAO 健康精神大使計劃 on (4 Oct. 2007)

劉國威博士

助理教授

(852) 2948 8567
waylau@eduhk.hk

劉國威博士
助理教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/Dr_Lau_Kwok_Wai,_Way.png
(852) 2948 8567
(852) 2948 7794
D2-2F-11
waylau@eduhk.hk
專門: 生物醫學(特殊教育), 壓力與抗逆能力, 生物心理學, 神經影像學

Ph.D. (2012) Department of Medicine, The University of Hong Kong

教學範疇

  • Research methods
  • Honours and education projects
  • Supporting students with special learning difficulties

 

研究領域

  • Stress and resilience
  • Psychobiology
  • Pathophysiology of Autism Spectrum Disorder
  • Molecular and multidisciplinary neuroscience

 

學術文獻

  • Lau, W.K.W., Leung, M.K. & Zhang, R (accepted). Hypofunctional connectivity between the posterior cingulate cortex and ventromedial prefrontal cortex in autism: evidence from coordinate-based imaging meta-analysis. Progress in neuropsychopharmacology and  biological psychiatry.
  • Tam, S. W., Feng, R., Lau, W. K., Law, A. C. K., Yeung, P. K. K., & Chung, S. K. (2019). Endothelin type B receptor promotes cofilin rod formation and dendritic loss in neurons by inducing oxidative stress and cofilin activation. Journal of Biological Chemistry, 294(33). doi: 10.1074/jbc.RA118.005155
  • Lau, W. K.*, Leung, M. K., & Lau, B. W. M. (2019). Resting-state abnormalities in autism spectrum disorders: A meta-analysis. Scientific Reports. 9(1)3892.
  • Lau, W. K.*, Leung, P. P. Y., & Chung, C. L. P. (2018). Effects of the Satir Model on mental health: A randomized controlled trial. Research on Social Work Practice, 1049731518819829. *corresponding author
  • Lau, W. K., Leung, M. K., Wing, Y. K., & Lee, T. M. (2018). Potential mechanisms of mindfulness in improving sleep and distress. Mindfulness, 9, 547-555
  • Leung, P. P. Y., Lau, W. K.*, & Chung, C. L. P. (2018). Development and validation of perceived self-transformation scale for the Satir model. Contemporary Family Therapy, 1-12. *co-first and corresponding author
  • Shao, R., Lau, W. K., Leung, M. K., & Lee, T. M. C. (2018). Subgenual anterior cingulate-insula resting-state connectivity as a neural correlate to trait and state stress resilience. Brain and Cognition, 24, 73-81
  • Lau, W. K., Leung, M. K., Law, A. C., & Lee, T. M. (2017). Moderating effects of cortisol on neural-cognitive association in cognitively normal elderly subjects. Frontiers in Aging Neuroscience, 9, 163.
  • Cheng, L., Lau, W. K.*, Fung, T. K., Lau, B. W., Chau, B. K., So, K. F.,...Lee, T. M. (2017). PM2.5 exposure suppress dendritic maturation in subgranular zone in aged rats. Neurotoxicity Research. 32, 50-57. *co-first author
  • Leung, M. K., Lau, W. K., Chan, C. C., Wong, S. S., Fung, A. L., & Lee, T. M. (2017). Meditation-induced neuroplastic changes in amygdala activity during negative affective processing. Social Neuroscience, 13, 277-288.
  • Lau, W. K., Cui, L. Y., Chan, S. C., Ip, M. S., & Mak, J. C. (2016). The presence of serotonin in cigarette smoke – A possible mechanistic link to 5-HT-induced airway inflammation. Free Radical Research, 28, 1-30.
  • Lau, W. K., Leung, M. K., Lee, T. M., & Law, A. C. (2016). Resting-state abnormalities in amnestic mild cognitive impairment: a meta-analysis. Translational Psychiatry, 6, e790.
  • Lau, W. K., Leung, M. K., Chan, C. C., Wong, S. S., & Lee, T. M. (2015). Can the neural-cortisol association be moderated by experience-induced changes in awareness? Scientific Reports, 5, 16620.
  • Lau, W. K., Chan, S. C., Law, A. C., Ip, M. S., & Mak, J. C. (2012). The role of MAPK and Nrf2 pathways in ketanserin-elicited attenuation of cigarette smoke-induced IL-8 production in human bronchial epithelial cells. Toxicological Science, 125, 569-577.
  • Lau, W. K., Chan-Yeung, M. M., Yip, B. H., Cheung, A. H., Ip, M. S., Mak, J. C., & the COPD Study Group of the Hong Kong Thoracic Society. (2012). The role of circulating serotonin in the development of Chronic Obstructive Pulmonary Disease. PLoS One, 7, e31617.
  • Lau, W. K., Li, X., Yeung, D. S., Chan, K. H., Ip, M. S., & Mak, J. C. (2012). The involvement of serotonin metabolism in cigarette smoke-induced oxidative stress in rat lung in vivo. Free Radical Research, 46, 1413-1419.
  • Lau, W. K., Mak, J. C., Chan, K. H., & Law, A. C. (2011). Cigarette smoke-induced cerebral cortical interleukin-6 elevation is not mediated through oxidative stress. Neurotoxicity. Research, 22, 170-176.
  • Chao, J., Lau, W. K.*, Huie, M. J., Ho, Y. S., Yu, M. S., Lai, C. S.,...Chang, R. C. (2010). A pro-drug of the green tea polyphenol (-)-epigallocatechin-3-gallate (EGCG) prevents differentiated SH-SY5Y cells from toxicity induced by 6-hydroxydopamine. Neuroscience Letters, 469, 360-364. *co-first author
  • Cheung, Y. T., Lau, W. K.*, Yu, M. S., Lai, C. S., Yeung, S. C., So, K. F., & Chang, R. C. (2009). Effects of all-trans-retinoic acid on human SH-SY5Y neuroblastoma as in vitro model in neurotoxicity research. Neurotoxicology, 30, 127-135. *co-first author

 

發表書章

  • Leung, M.K., & Lau, W.K.W. (accepted). Resting-state abnormalities of posterior cingulate in autism spectrum disorder. In Progress in molecular biology and translational science. (Vol. 173). Cambridge, MA: Academic Press, an imprint of Elsevier.
  • Leung, J. W. H., Lau, W. K. W., Lau, B. W. M., & Yee, B. K. (2018). A commentary on the therapeutic potential of melatonin and its analogues in CNS conditions. In P. A. Garguilo, H. L. Mesones Arroyo (Eds.), Psychiatry and Neuroscience Update. Volume III (pp. 177-186). SI: Springer International Publishing.

梁智熊教授

副教授

(852) 2948 8304
chhleung@eduhk.hk

梁智熊教授
副教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Dr._LEUNG_Chi_Hung.jpg
(852) 2948 8304
(852) 2948 7794
D2-2/F-17
chhleung@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=104249
專門﹕: 遊戲治療及家庭教育
PhD (Psychology), The University of Melbourne
President’s Award for Outstanding Performance in Knowledge Transfer 2018/19

專業機構之會員資格

  • Member of The Australian Psychological Society
  • Member of Division of Developmental and Educational Psychologists, The Australian Psychological Society
  • Chartered Psychologist (with practicing certificate) of The British Psychological Society
  • School Manager of ECLC

教學範疇

  • Educational Counselling
  • Human Development
  • Educational Psychology
  • Children with Special Needs

 

研究領域

  • Play and Play Assessments
  • Educational Technology and SEN
  • Teacher Beliefs
 
近期及正進行之研究計劃
  • Investigating the Effectiveness of an Information Technology Entrepreneurship Training Program for Ethnic Minorities in Hong Kong. (PPRF – Public Policy Research Fund)
  • Multiculturalism in the Classroom: Hong Kong Preschool Teachers' Beliefs and Practices. (HK$335,000 RGC GRF, 2015-2016).
  • University Support, Adjustment and Mental Health in Tertiary Education Students in Hong Kong. (HK$99,840 HKIED Internal Research Grant, 2013-2014).
  • Developing a Newly Designed Cognitive EduPlay (CEduP) Training to Preschool Teachers. (2013-2014).
  • Developing and evaluating e-portfolio for the final year project (FYP). (HK$163,421 HKIED Teaching Development Grants 2010-2011).
  • Use of Filial Play Model to Enhance Teacher-Child and Parent-Child Relationships, and children’s social competence. (HK$274,000 funded by Quality Education Fund, 2011-2012)
  • Relapse prevention and intervention of both internalizing and externalizing problems with use of Filial Play Training Model extended to parents. (HK$38,200 funded by Knowledge Transfer Initiative, HKIED).
  • “Business Simulation and Learning Project: Co-curricular learning programmes to enhance the effectiveness of teaching and learning for business related courses of self-funded sub-degree and top-up degree programmes. (HK$720,000 funded by Quality Enhancement Grant Scheme (QEGS) in collaboration with Ng, C.W., HKBU-CIE, 2009 - 2010).
  • Enhancing social competence and child-teacher relationship using filial play training model. (HK$167,314 HKIED Internal Research Grant, 2008-2009).
  • Developing the OBTL curriculum with blended learning in the module of RMCS (Research Methods of Childhood Study) and RC (Research in Childhood). (HK$183,590 HKIED Teaching Development Grants 2009-2010).
  • International Study Visit to Jonkoping University and Inclusive Schools in Sweden. (HK$129,835 International Study Visit Funds, 2008 – 2009)
  • An experimental study of play and social competence among preschool students in Hong Kong. (HK$12,400 HKIED Small Scale Research Fund, 2008)
  • A study of play and socio-emotional development among primary school students in Hong Kong. (HK$50,000. HKBU Faculty Research Grants, 2008)
  • 灣仔區婦女服務需要調查 (HK$120,000. 灣仔區議會, 2007)
 
期刊論文(英文)
  • Pong, H. K., Leung, C. H., & Lung, C. L. (2019). Validating the Chinese-translated version of the Spiritual Health and Life-orientation Measure (SHALOM) amongst the Chinese youth populations in 2010 and 2018. Journal of Beliefs & Values, 1–20. https://doi.org/10.1080/13617672.2019.1693823
  • Pong, H.K., Leung C.H., & Lung, C.L. (accepted, 2019). Validating the Chinese-translated version of the Spiritual Health and Life-orientation Measure (SHALOM) amongst the Chinese youth populations in 2010 and 2018. Journal of Beliefs & Values
  • Leung, C.H. (2015). Factor Structure of PPBS with Chinese preschoolers from low-income families. Journal of Child and Youths Services Review. DOI: 10.1016/j.childyouth.2015.04.002
  • Hue, M.T., Leung, C.H., Kennedy, K. (2015). Ethnic minority students’ conceptions of assessment: Towards ‘no loser’ classrooms for all students in Hong Kong schools. Educational Assessment, Evaluation and Accountability, 27, 253 -273.
  • Chan S. M. & Leung C. H. (2014). Factor Structure of the Screen for Child Anxiety-Related Emotional Disorder (SCARED) in a Community Sample of Hong Kong Chinese Adolescents. Child Psychiatry & Human Development, 46(5), 671-682. DOI: 10.1007/s 10578-014-0509-8
  • Cheung, H. P. R., & Leung, C. H. (2014). Preschool Teachers' Perceptions of Creative Personality Important for Fostering Creativity: Hong Kong Perspective. Thinking Skills and Creativity12 (1), 78-89.
  • Leung, C. H.. (2014). Enhancing social competence and child-teacher relationship using child-centred play training model. The International Journal of Early Childhood, 47(1), 135-152.
  • Leung, C. H. (2013). Validation of the Penn Interactive Peer Play Scale with preschool children in low-income families in Hong Kong. Early Child Development and Care, Retrieved from http://dx.doi.org/10.1080/03004430.2013.773990, 184 (1), 118-137. (DOI: 10.1080/03004430.2013.773990)
  • Leung, C.H., Wong, B.K.M., Wong, J. (2013). Conceptions of Learning among pre-service and in-service ECE Students. Australasian Journal of Early Childhood, 38 (2), 57-67.
  • Leung, C.H. (2012). Developing the OBTL curriculum with blended learning to enhance student learning. New Horizons in Education, 60, 51-63.
  • Leung, C.H. (2012). Teacher beliefs and practices of kindergarten teachers in Hong Kong. The Australasian Journal of Early Childhood, 37(1), 38-54.
  • Leung, C.H., Ng, R.C.W., & Chan, E.P.O. (2011). Can co-curricular activities enhance learning effectiveness among sub-degree students in Hong Kong. The International Journal of Teaching and Learning in Higher Education, 23(3), 329 – 341.
  • Leung, C.H. (2011). An experimental study of eduplay and social competency among preschool children In Hong Kong. Early Child Development and Care, 181(4), 535-548.
  • Li, Y.L., Leung, C.H., Wu, Y, S., & Lau, P.L. (2010). Fostering and assessing young children's moral and social development: Enhancing early childhood organizations' knowledge of implementing and evaluating program innovations. Hong Kong Journal of Early Childhood, 9(1), 79-81.
  • Leung, C.H., & Choi, E. (2010). A Qualitative Study of Self-Esteem, Peer Affiliation, and Academic Outcome among Low Achieving Students in Hong Kong. New Horizons in Education, 58(1), 22-42.
  • Leung, C.H., & Mak, K.Y. (2010). Training, understanding, and the attitudes of primary school teachers regarding inclusive education in Hong Kong. The International Journal of Inclusive Education, 14(8), 829-842.
  • 吳宏球和梁智熊(2010):《故事結構教學能否提升語言發展遲緩兒童的口語表達能力。》,特殊教育季刊,00,1-32。
  • Leung, C.H., & To, H.K. (2009). The relationship between stress and bullying among secondary school students. New Horizons in Education, 57(1), 33-42.
  • Leung, C.H. (2005). Modeling of parenting style, attribution, achievement motivation, and learning approaches among junior high school students. Journal of Basic Education, Vol.14(1), 23-48.
  • Leung, C.H. (2000). A path model of self-concept and family acceptance of adolescents with mild intellectual disability in Australia. Shue Yan Academic Journal, 266 - 297.
 
期刊論文(中文)
  • 吳宏球、梁智熊。(2012) (In press) 。 故事結構教學能否提升語言發展遲緩兒童的口語表達能力。特殊教育季刊。Special Education Quarterly.
  • 梁智熊,黃國賢 (2000, May). 探討小學生性別角色與其自尊的關係. Shue Yan Academic Journal, 298-327.

 

書籍章次

  • Leung, C. H. (2012). Modelling of parenting style, achievement variables, and learning approaches. NY: Nova Science Publishers, Inc.

 

學術會議論文

  • Leung, C.H. (Aug, 2018). Teachers Who Are Multiculturally Competent Also Use More Developmentally Appropriate Practices: A Study of Hong Kong Kindergartens. 2018 International Conference on Social Science and Humanities (ICSSH), Paris.
  • Leung, C.H. (Jun, 2019). Walk Along with kids ; An ecological model. 2019 International Conference of Education and Social Science in Tel Aviv, Israel.
  • Leung, C.H. (May. 2017). University Support, Adjustment, and Mental Health in Tertiary Education Students in Hong Kong. 2017 Prague International Academic Conference Business & Economics Education & Social Sciences.
  • Cheung, H. W. C., Kennedy, K. J., Hue, M. T., & Leung, C. H. (2017, November). The influence of religious education on Hong Kong & Taiwanese students’ civic and social values development. Paper presented at the WERA Focal Meeting & HKERA International Conference 2017 (WERA-HKERA 2017): Innovation, Reform and Education Change in a Contemporary World, The Education University of Hong Kong, Hong Kong, China.
  • Leung, C.H. (2012, July). Developing and evaluating e-portfolio for the final year project (FYP). Paper presented at International Conference: The Future of Education, Florenece, Italy.
  • Leung, C.H. (2011, June). Developing the OBTL Curriculum with Blended Learning to Enhance Student’s Learning Effectiveness. Paper has been accepted to present at the Annual Lilly Conference on College and University Teaching – Washington, DC.
  • Leung, C.H. (2010, June). Teacher beliefs and practices of in-service and pre-service kindergarten teachers in Hong Kong. Paper presented at 8th International Conference of Comparative Education and Teacher Training 2010, Plovdiv, Bulgaria.
  • Leung, C.H. (2009, May). An experimental study of eduplay and social competence among preschool children in Hong Kong. Paper presented at Early Childhood Council 2009, Rotorua, New Zealand.
  • Leung, C.H. (2004, July). Modeling of Parenting style – a cross cultural study of Hong Kong Chinese and Anglo-Australian. Paper presented at SMABS 2004, Jena University, Germany.
  • Leung, C. H. (2000, May). Modeling of parenting style, attribution, achievement motivation, and learning approaches among junior high school students. Paper presented at the 1st International Congress of Doctoral Research, Barcelona, Spain.
  • Leung, C.H. (1997, November). A path model of self-concept and family acceptance of adolescent with mild intellectual disability. Paper presented at 13th Asian Conference on Mental Retardation, Bangladesh.

 

其他出版

  • Leung, C.H., & Ng, C.H. (2010, August). 青少年對防範賭博的認知調查。平和基金、循道衛理中心輔導及就業綜合服務
  • Leung C.H., & Ng, C.H. (2009, August). 都市更新與生活素質工作坊 : 成效評估報告。聖雅各福群會。
  • Leung, C.H. (2007, September). 灣仔區婦女服務需要調查. 灣仔區議會。

 

社區及專業服務

Journal Paper Reviewer :

  • New Horizons in Education
  • The International Journal of Qualitative Studies in Education.
  • The Hong Kong Journal of Early Childhood.
  • The British Journal of Educational Psychology.
  • The Australian Journal of Early Childhood Education.
  • Early Child Development & Care.
  • Educational Psychology.
 
External Placement Supervisor: Monash University, Australia, (2 – 11/2008)

External Examiner: Open University of Hong Kong (8/2010 – 8/2011)

External Master Thesis Supervisor: Griffith University, Australia, (11/2003 – 6/2004)

Collaboration with Schools
  • Academic Consultant of Guideposts Kindergarten Group, 2007 – 2009, 2009- 2012
  • Professional Consultant of Lutheran Philip House Ltd, 2011 – 2013
  • Research Consultant of Hong Kong Sheng Kung Hui Welfare Council, 2011 – 2012 School Manager of HKIED ECLC

梁劍秋博士

高級講師II

(852) 2948 6239
ckcleung@eduhk.hk

梁劍秋博士
高級講師II
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Dr._LEUNG_Kim_Chau,_Charles.jpg
(852) 2948 6239
(852) 2948 7794
D1-2/F-10
ckcleung@eduhk.hk
專門: 輔導與諮商

B.Sc., Cert. Ed., M.A. (Ed.), PGD. Applied Psychology, PhD

教學範疇

  • 輔導與諮詢
  • 學習動機
  • 學習心理學 
  • 生物心理學 
  • 教育或心理學研究論文 

 

研究領域

  • 人類發展
  • 輔導與諮詢

 

期刊論文

  • Leung, K. C. (in press). Compare the moderator for pre-test-post-test design in peer tutoring with treatment-control/comparison designEuropean Journal of Psychology of Education. doi.org/10.1007/s10212-018-00412-6
  • Leung, K, C. (2019). Competence-Affect Separation on the Math and Verbal Scales of the Self Description Questionnaire II in Chinese Sample. Journal of Psychoeducational Assessment, 37, 119-124..doi.org/10.1177/0734282917723481
  • Leung, K. C. (2018). An updated meta-analysis on the effect of peer tutoring on tutors’ achievement. School Psychology International. doi.org/10.1177/0143034318808832
  • Leung, K. C., Marsh, H. W., Craven, R. G., & Abduljabbar, A. S. (2016). Measurement invariance of the Self-description Questionnaire II in a Chinese sample. European Journal of Psychological Assessment, 32(2), 128-139.
  • Leung, K. C. (2015). Preliminary empirical model of crucial determinants of best practice for peer tutoring on academic achievement. Journal of Educational Psychology, 107(2), 558-579.
  • Leung, K. C., Marsh, H. W., Yeung, A. S., & Abduljabbar, A. S. (2015). Validity of social, moral and emotional facets of Self-Description Questionnaire II. The Journal of Experimental Education83(1), 1-23.
  • Leung, K. C., Marsh, H. W., Craven, R. G., Yeung, A. S., & Abduljabbar, A. S. (2013). Domain specificity between peer support and self-concept. Journal of Early Adolescence, 33(2), 227-244.
  • Marsh, H. W., Abduljabbar, A. S., Abu-Hilal, M. M., Morin, A. J. S., Abdelfattah, F., Leung, K. C.,...Parker, P. (2013). Factorial, convergent, and discriminant validity of timss math and science motivation measures: A comparison of Arab and Anglo-Saxon countries. Journal of Educational Psychology, 105(1), 108-128.
  •  

 

學術會議論文

  • Refereed papers presented in symposium in 2005 international conference of the Australian Association for Research in Education:
    • Leung, K. C., Marsh, H. W., Craven, R. G., & Yeung, A. S. (2005, November). Relation of Domain Specificity Between Peer Support Program in Educational Settings.
    • Leung, K. C., Marsh, H. W., Craven, R. G., & Yeung, A. S. (2005, November). Are Peer Tutoring Programs Effective in Promoting Academic Achievement and Self-Concept in Educational Settings: A Meta-Analytical Review.
    •  

社區及專業服務

  • 香港心理學會副院士

 

參與學術研究計劃

Year Project Title Grant Type Role
2018/19 Increasing Cultural Sensitivity among Pre-service Teachers in Hong Kong FEHD Teacher Development Grant (18-19) Co-Investigator
2017/18 Using Video Annotation Tool (VAT) to enhance students’ reflective practices and communication competence through a collaborative learning community FEHD Teacher Development Grant (17-18) Principal Investigator

黃家雯博士

講師

(852) 2948 8688
cwooi@eduhk.hk

黃家雯博士
講師
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Dr._OOI_Chia_Wen,_Carmen_Crop.jpg
(852) 2948 8688
(852) 2948 7794
D2-2/F-27
cwooi@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=178522
專門: 言語病理學

Ph.D., The University of Hong Kong
M.Phil, The University of Hong Kong 
B. Speech Sciences, The National University of Malaysia (UKM)
Member of the Hong Kong Association of Speech Therapists
Member of the Malaysian Association of Speech-Language and Hearing

黃家雯是畢業於馬來西亞國民大學的語言治療師。在獲得香港大學哲學碩士學位前, 她曾執業于吉隆坡鷹閣醫療中心。

 

教學領域

  • 兒童語言發展
  • 兒童及青少年語言障礙
  • 閱讀及寫作發展

 

研究領域

  • 特殊語言障礙
  • 記憶力與兒童語言發展
  • 雙語/多語

 

期刊論文

  • Ooi, C. C.-W. & Wong, A. M.-Y. (2012). Assessing bilingual Chinese-English young children in Malaysia using language sample measures. International Journal of Speech-Language Pathology, 14(6), 499-508.

 

研討會論文

  • Ooi, C. C.-W. & Wong, A. M.-Y. Phonological Short-Term Memory and Cantonese Relative Clause Comprehension in Children with Specific Language Impairment. Paper presented at the Experimental Psycholinguistics Conference (ERP), Madrid, October, 2014.
  • Ooi, C. C.-W. & Wong, A. M.-Y. Assessing Syntax Development in Non-Standard English Bilingual Preschoolers Using Modified-IPSyn. Paper presented at the Annual ASHA Convention, November, 2011.
  • Ooi, C. C.-W. Assessing Malaysian Chinese-English Bilingual Preschoolers Using Language Sample Measures. Paper presented at the Regional Conference on Current Developments in Speech, Language and Hearing Sciences in the Asia Pacific Region, Kuala Lumpur, May 2010.

潘頌兒博士

講師

(852) 2948 7989
pooncy@eduhk.hk

潘頌兒博士
講師
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/Dr._Poon_Chung_Yee.jpg
(852) 2948 7989
(852) 2948 7794
B4-2/F-08
pooncy@eduhk.hk
專門: 情緒行為困難, 家長教育, 融合教育

EdD, The Hong Kong Institute of Education (The Education University of Hong Kong)
MA (Parent Education), The Chinese University of Hong Kong
Postgraduate Diploma (Parent Education), The Chinese University of Hong Kong
TCSEN (Teachers of Children with Special Educational Needs)
BEd, First Class Honors and The Dean’s List, The Hong Kong Institute of Education

教學範疇

  • Emotional Behavioral Difficulties
  • ASD
  • ADHD
  • Children with Special Needs
  • Family
  • Inclusive Education

 

研究領域

  • Emotional Behavioral Difficulties
  • Teacher-Student Relationship: Five Love Languages

 

學術會議發表

  • Wang, D. C., Poon, C. Y., Fung, C. I. (2017). Understanding on How Tailored Curriculum Affects Students with Learning Difficulties in Learning Mathematics. Paper presented at WERA Focal Meeting & HKERA International Conference 2017, Hong Kong.
  • Poon, C. Y. (2011). Using Five Love Languages to foster relationships between teacher and student with EBD. Paper presented at International Conference on Addressing Student Learning Diversity, Hong Kong.
  • 蘇建群, 潘頌兒, 林鎮威, 呂梓良 (2017年12月):多維向度支援融合教育發展,「世界教育研究學會會議暨香港教育研究學會國際研討會2017」,香港。
  • 潘頌兒 (2009年3月):自閉症兒童家長協作,論文發表於「聯合國世界自閉症關愛日:全國自閉症康復教育研討會」,廣州,中國。

 

期刊論文

  • 潘頌兒 (2015): 「特殊教育統籌主任證書課程簡介:課程目的、內容與結構」,《香港特殊教育期刊》,17,頁121-123。
  • 潘頌兒、呂明、冼權鋒、高鳳展、楊蘭和黃婉冰 (2013) :智障學生中學後持續教育課程的需求,《香港特殊教育論壇》,15,頁36-47。

 

書籍章次

  • 冼權鋒、潘頌兒、譚偉權和喻雅婷 (2016) :《體驗與反思:中國特殊教育骨幹教師培訓》,香港教育大學特殊學習需要與融合教育中心。
  • 潘頌兒(2011):「與自閉症學童家長協作」,刊於冼權鋒及余秀螢(編) (2011),《自症學童教育:粵港自閉症研討會文集》,36-40頁, 香港:香港教育學院特殊學習需要與融合教育中心及香港自閉症聯盟。
  • Sin, K. F., Tsang, K. W., Poon, C. Y., & Lai, C. L. (2010). Upskilling all mainstream teachers. What is viable? In C. Forlin (Ed), Teacher Education for Inclusion, Changing Paradigms and Innovative Approaches (236-245). London, New York: Routledge.
  • 曾覺慧,  潘頌兒 (2010):「透過通識課堂,提升學生互動的研究」,載於冼權鋒、何福全(2010),《合作學習,在特殊學校的實踐語啟示》,頁45-49,特殊學習需要與融合教育中心,香港教育學院。
  • 曾覺慧, 潘頌兒 (2010):「在通識科中應用合作學習,提升輕度智障學生的學習態度」,載於冼權鋒、何福全(2010),《合作學習,在特殊學校的實踐語啟示》,頁45-49,特殊學習需要與融合教育中心,香港教育學院。

 

知識轉移活動及社區服務

2016-2017

  • School-based support to teachers and parents for Escola Dom Luis VersigLia School in Macau.
  • The teaching of Parent Course for Macau Teachers: Course on Catering for Diverse Learning Needs, commissioned programme by Swire Group Charitable Trust 2016-2019.
  • A Community Member of School Management Committee of Hennessy Road Government Primary School from 2015-2017
  • Teaching of Professional Development Course for Macau Teachers: Advanced Course for Special Education Teachers, commissioned programme by Education and Youth Affairs Bureau, Macau SAR
  • Teaching of Professional Development Course for Macau Teachers: Course on Catering for Diverse Learning Needs, commissioned programme by Education and Youth Affairs Bureau, Macau SAR
  • Teaching of Professional Development Course for Macau Teachers: Course for Special Education Resource Teachers commissioned programme by Education and Youth Affairs Bureau, Macau SAR
  • The Independent Evaluation Committee for the project of “Teaching of Mathematics for Students with Learning Difficulties” sponsored by Department of Mathematics and Information Technology, EdUHK
  • Guest Speaker of the SENCO course on “Building Harmonious School Atmosphere” for the Special Education Society of Hong Kong
  • Guest Speaker of the workshop for teachers on "Case study: Understanding and Teaching of Students with Emotional and Behavioral Difficulties" for Yan Ping Industrial & Commercial Association Lee Lim Ming College
  • Guest Speaker of the workshop for teachers on "School Support for Students with Emotional and Behavioral Difficulties" for Buddhist Tai Hung College
  • The main speaker of the parent seminar on “Three-Step Fostering Positive Emotion” for The Intellectually Disabled Education and Advocacy League.
  • The main speaker for the parent seminar on “The Application of The Five Love Languages in child discipline” for Louis Program Training Centre.
  • Guest speaker of the parent seminar on “Using The Five Love Languages for Enhancing Parent-child Relationship” for Hennessy Road Government Primary School
  • A Community Member of School Management Committee of Hennessy Road Government Primary School from 2015-2017

 

2015-2016

  • Teaching of Professional Development Course for Macau Teachers: Advanced Course for Special Education Teachers, commissioned programme by Education and Youth Affairs Bureau, Macau SAR
  • Teaching of Professional Development Course for Macau Teachers: Course on Catering for Diverse Learning Needs, commissioned programme by Education and Youth Affairs Bureau, Macau SAR
  • Teaching of Professional Development Course for Macau Teachers: Course for Special Education Resource Teachers commissioned programme by Education and Youth Affairs Bureau, Macau SAR
  • School-based support to teachers and parents for Escola Dom Luis VersigLia School in Macau.
  • The Independent Evaluation Committee for the project of “Teaching of Mathematics for students with Learning Difficulties” sponsored by Department of Mathematics and Information Technology, EdUHK
  • The 2014-2016  Executive Committee of the Special Education Society of Hong Kong
  • Guest Speaker of the workshop for teachers on "Understanding and teaching of Students with AD/HD and Emotional and Behavioral Disabilities" for True Light Middle School of Hong Kong
  • The school-based consultancy service for Kowloon Women's Welfare Club Li Ping Memorial School.
  • Guest Speaker of the parent's seminar on "Fostering positive emotion for enhancing the effectiveness of children discipline" for Macau Baptist College.
  • Two-day special Education Training for Wuzhou special education teacher invited by ED Wuzhou China.

 

項目及研究

  • “Training Programme for the Senior Executives on Education Management in Da Xiang Xi Area, Hunan, China” and "The 3rd Symposium for the Senior Executives of Education Management in Red Triangle Area, Hunan, China" for Hong Kong Pei Hua Education Foundation. Poon Chung Yee (PI). Duration: 2014 to 2017.
  • The National Training and Research Project namely “The Special Education Training for Mainland China Teachers” sponsored by Tin Ka Ping Foundation., Poon Chung Yee (Assistant Project Manager). Duration: 2014 to 2016.
  •  “Joint academic activity on visit and forum on inclusive education for Macau and Hong Kong teachers” for DSEJ Macau. Poon Chung Yee (PI). Duration: 2014 to 2016.
  • The Hong Kong Jockey Club Charities Trust for the Chief Executive’s Community Project entitled “The Jockey Club SMILE Project”, Poon Chung Yee (team member). Duration: 2014 to 2016.
  • Lee Hysan Foundation - Special Educational Needs Empowerment Project for Pre-service Teachers. Duration: 2014 to 2015.
  • Supporting Unit for Special Education Needs for Swire Group Foundation. Poon Chung Yee (team member). Duration: 2015 to 2016.
  • “Five Love Languages to Enhance Teacher-Student Relationships with Students with Emotional and Behavioural Disorders in School for Social Development in Hong Kong.” Poon Chung Yee (PI). Duration: 2012 to 2014.

 

非常任評論人

  • Centre for Advancement in Inclusive and Special Education Review

石美寶博士

高級講師I

(852) 2948 8379
mmpshek@eduhk.hk

石美寶博士
高級講師I
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Dr._Mabel_SHEK.jpg
(852) 2948 8379
(852) 2948 7794
B3-2/F-15
mmpshek@eduhk.hk
專門: 學校諮商與職業輔導

EdD, MEd, MSoSc, BEd, AdvCertEd, CertEd 

簡介

Dr. Mabel Shek is currently a Senior Lecturer in the Department of Special Education and Counselling, Director of School Partnership and Field Experience, and Programme Coordinator of the Professional Development Programme on Life Planning Education and Career Guidance at the Education University of Hong Kong. She received her Doctor of Education from the University of Bristol. She also holds a Master’s degree in Education and a Master of Social Science degree in Counselling. Her research focus is in school guidance and counselling, career guidance, professional identity and culture, reflective learning and blended learning.

Mabel was awarded the President’s Award for Outstanding Performance in Administrative Services in 2017 and Outstanding Performance in Teaching in 2012 by the EdUHK, and Excellence in Teaching Award in 2011 by the Faculty of Education Studies. She previously worked at a boy’s home, secondary schools, and with the Education Bureau’s Guidance Section, and has many years’ experience in teaching, training and counselling.  She provides parent education at schools, and organizes workshops to enhance teachers’ personal and professional development.  Her teaching areas include School Guidance and Counselling, Life Planning Education and Career Guidance.

教學範疇

  • 學校輔導與諮商
  • 生涯規劃教育及職業輔導

研究領域

  • 學校輔導與諮商
  • 職業輔導
  • 專業身分與文化
  • 反思式學習與混成式學習

近期及正進行之研究計劃

  • Using Video Annotation Tool to enhance students’ reflective practices and communication competence through a collaborative learning community [EdUHK Teaching Development Grant, Aug 2017 – Jul 2018, Principal Project Supervisor]
  • University Enhancement of e-Learning for Staff and Students [EdUHK Central Reserve Fund, Jul 2017 – Oct 2018, Co-opted Member]
  • Development of A Sustainable Technology-enhanced Learning Platform to Support Video-based Learning Community and Moderation of Online Assessment on Teaching Practices [EdUHK Central Reserve Fund, Jul 2015 – Dec 2017, Principal Project Supervisor]
  • Promoting Career and Life Planning Education in Schools: ‘School-University-Reaching-Enterprises (SURE) Partnership’ [Funding from UGC on Initiatives in Strategic Areas, Dec 2015 – Sep 2017, Co-Project Investigator].
  • The blended & online learning & teaching (BOLT) Project: Collaborative professional development for capacity building in blended and online learning and teaching in Hong Kong [UGC-Teaching Development Grant 2014/17, Co-Investigator]

書籍章次

  • 石美寶 (2019): 自省能力,輯於石美寶等編《迎接未來的四大能力——家長與孩子一起踏上成功之路》,(頁99-107),香港:中華書局(香港)有限公司。
  • 石美寶 (2019): 適應力,輯於石美寶等編《迎接未來的四大能力——家長與孩子一起踏上成功之路》,(頁76-85),香港:中華書局(香港)有限公司。
  • Shek, M. (2015). Riding the wave of education reform: Using a reflecting team to explore the professional identities of school counsellors in Hong Kong. In S. Trahar & W. M. Yu (Eds), Using narrative inquiry for educational research in the Asia Pacific. New York, NY: Routledge, pp.69-84.
  • Shek, M. M. P. (2013). Hong Kong school guidance and counselling service: Development and approach. In P. Y. Y. Luk-Fong, and Y. C. Lee-Man (Eds.), School guidance and counselling: Trends and Practices (pp.55-76). Hong Kong: Hong Kong University Press.
  • 石美寶 (2012):〈你改變了我〉輯錄於林碧霞主編《優而為師》(電子書),(頁21-26)。香港:香港教育學院教學委員會「卓越教學推廣工作組」。
  • 石美寶 (2011):〈香港輔導服務的發展〉,輯於陸方鈺儀、李文玉清編《學校輔導:趨勢與實務》,香港:香港大學出版社。

書籍

  • 石美寶、李子建、姚偉梅(2019)。迎接未來的四大能力——家長與孩子一起踏上成功之路。香港:中華書局(香港)有限公司。

學術會議論文

  • Shek, M. (July 2015). Narratives of School Counsellors in Hong Kong: Negotiating Professional Identity in a Chinese Cultural Context. Paper presented at The Second European Conference on Cultural Studies. Brighton, U.K.
  • Shek, M. P. M. (April 2013). Using a reflecting team to facilitate learning about the qualities of sex educator. Paper presented at the Learning & Teaching @HKIEd 2013 Mini Conference, The Hong Kong Institute of Education, China.
  • Shek, M. P. (November 2006). Personal growth of teachers. Paper presented at the Annual Conference of the Asia-Pacific Educational Research Association International Conference. Hong Kong.
  • Lung, C. L., Shek, M. P., & Yim, S. W. (November 2006). Case analysis-integration of counseling theories, skills and current issues. Paper presented at the Annual Conference of the Asia-Pacific Educational Research Association International Conference. Hong Kong. 

社區及專業服務

Teacher development and consultation service:

  • Life Education
  • Crisis intervention strategies
  • Developing positive school culture
  • Handling students with emotional and behavioral problems 

Parent Education:

  • Communication and parenting skills
  • Enhancing children’s learning 

冼權鋒教授

教授,特殊學習需要與融合教育總監

(852) 2948 7758
kfsin@eduhk.hk

冼權鋒教授
教授,特殊學習需要與融合教育總監
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Prof._SIN_Kuen_Fung,_Kenneth.jpg
(852) 2948 7758
(852) 2948 7794
D1-G/F-05
kfsin@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=9404
專門﹕支援有特殊學習需要學生的融合
Teacher Certificate, Sir Robert Black College of Education
Certificate for Teachers of Slow Learning Children, Education Department
B.Phil. in Education, (Children and Adults with Learning and Behaviour Difficulties), Exeter University
Advanced Diploma in Education, (Special Education), University of Hong Kong
Master of Education, (Special Education), University of Hong Kong
University Certificate in School Counseling and Guidance, University of Hong Kong
Postgraduate Diploma in Applied Psychology, City University of Hong Kong
Master of Social Science, City University of Hong Kong
Doctor of Education, Leicester University
 

教學範疇

  • 融合教育
  • 感官、肢體殘障兒童教育
  • 情緒及行為困難

 

研究領域

 

  • 特教教師教育
  • 特殊教育輔助科技
  • 自閉症

 

近期及正進行之研究計劃

 

  • Chief Investigator, Post-school outcomes of senior secondary graduates with special educational needs (1/2013-12/2014)
  • Chief Investigator, SMILE Project to support students with SEN  (10/2013-10/2016)
  • Co-Investigator, A Pilot Investigation on the Roles of Individualized Educational Plan (IEP) as a Document, a Practice and a Process for Students with Special Educational Needs: Meeting the Challenges of the Inclusive Education Policy in Hong Kong (2/2012-2/2013)
  • Co-Investigator, Teaching Students with Autism Spectrum Disorders in Ordinary Schools: Design and Evaluation of a Culturally Sensitive Holistic Inclusive Model (11/2012-5/2015)
  • Chief Investigator, Examining the services for Persons with Autism in Mainland China (9/2011-3/2012)
  • Chief Investigator, Exploratory Study in Enhancing the Pedagogical Practices in Hong Kong Special Schools (9/2010-8/2012)
  • Chief Investigator, Study on equal learning opportunities for students with special educational needs under the integrated education system  (3/2010-3/2011)
  • Co-Investigator, The Role and Impact of Teaching Assistants in the Implementation of Inclusive Practices in the Hong Kong Schools (2/2010-5/2011)
  • Co-Investigator, Transitions for Students with Special Education Needs within a Whole School Approach to Inclusion (8/2010-11/2011)
  • Chief Investigator, 澳門特殊教育專項評鑑 (12/2010-12/2012)
  • Chief Investigator, Study on Equal Learning Opportunities for Students with Disabilities under the Integrated Education System  (11/2009-3/2011)
  • Ho, F. C., Sin, K. F., Chiu-Ching, T. L., and Yip-Ng S. Y., Using a collaborative mode to strengthen the professional skills of teachers in special schools, Quality Education Fund (1/2008-3/2010)
  • Pearson, V., and Sin, K. F., Inquiry into King Geogre V School provision for children with special educational needs, HK Private Fund-Charities/Foundations (11/2007-4/2008)
  • Chief investigator, Enhancing teachers in addressing the diverse learning needs, Quality Education Fund (9/2006-8/2007)
  • Chief Investigator, Preparing teachers for inclusion, HKIEd-Additional Departmental Fund (11/2008-6/2009)
  • Ho, F. C., Sin, K. F., Chiu-Ching, T. L., and Yip-Ng S. Y., Using a collaborative mode to strengthen the professional skills of teachers in special schools, Quality Education Fund (1/2008-3/2010)
  • Pearson, V., and Sin, K. F., Inquiry into King Geogre V School provision for children with special educational needs, HK Private Fund-Charities/Foundations (11/2007-4/2008)
  • Chief investigator, Enhancing teachers in addressing the diverse learning needs, Quality Education Fund (9/2006-8/2007)
  • Keppell, M. J., Ng, M. W., Sin, K. F., Chen, S., Leung, P. W., and Bodycott, P. T., Blended learning, learning design and peer learning: Eight departmental approaches, HKIEd-Internal Research Grant (8/2005-1/2007)
  • 徐國棟、余煊、容家駒、冼權鋒、黄婉冰、謝宗義,融合教育在香港推行的情況,HK Private Fund-Others (4/2004-8/2006)
  • Core member, Teaching Children with Autism: Home-School Partnerships, HKIEd, Quality Education Fund ($720,000)(9/2001-31/1/2003)
  • Steering Committee, The joint schools supporting network for children with maladjusted problems, Hong Kong Student Aids Society, Quality Education Fund, (9/2001-8/2003) ($595,900)
  • Project leader, Supporting teachers in using information technology in special education, HKIEd, Quality Education Fund ($900,000)(9/2000-2/2002)
  • Hui, L. H. and Sin, K. F. (2002). Performance indicators for special education teachers in Macau , research commissioned by Macau Government.
  • Core member, Dyslexia: awareness and teaching, HKIEd, Quality Education Fund ($502,700)(9/2000-8/2001)
  • Consultant, "Creating a dynamic learning environment for teachers", Education Convergence and HK Polytechnic University (Department of Applied Social Studies), funded by QEF ($200,000) (7/2000-12/2001).
  • Project coordinator, "Curriculum development of General Studies", HKSYC&IA Chan Nam Cheong Memorial School (Special Section), funded by QEF ($990,900)( (9/1998-8/2001).
  • Deputy Principal Investigator, "Consultancy Study on the Multiplicity of Handicaps among Students of Aided Special Schools, Practical Schools and Skills Opportunity Schools", 2.7 million funded by Education Department, 1999-2002.
  • Project leader, Making integration successful, HKIEd, Quality Education Fund ($700,000)(6/1998-5/2001) School-based workshops on "A whole school approach to integration." funded by the Education and Manpower Bureau, 2002-2005
  • Consultant, "Fostering a harmonious and rational learning environment", Yan Chai Hospital / Education Convergence, funded by QEF ($3,618,100) (9/1998-8/1999).
  • Member, Case Studies of Local Integrated Schools for Children with and without Disabilities, funded by the Support Group for Integration ($400,000)
  • Consultants, The development of co-teaching skills for primary teachers of resource classes, funded by the Education Development ($100,000)

 

代表著作

 

  • Sin, K.F. (2003). Practices and development of gifted and talent education. In J. P. Keeves and R. Watanabe (Eds.).International handbook of educational research in the Asia-Pacific region. Part 1, pp. 189-202. The Netherlands : Kluwer Academic Publishers.
  • 冼權鋒、陳洪基、陳繼宇 (2003): 《特殊教育資訊科技: 從認識到實踐》,香港,香港教育學院。
  • The Centre for Special Needs and Studies in Inclusive Education (2003). Case studies of four integrated schools in Hong Kong. Hong Kong : The Hong Kong Institute of Education.
  • 何福全、冼權鋒、鄭劉麗霞、趙程德蘭、馮馮詠儀、葉吳素如 (2003) :《如何教導自閉症兒童解讀別人的想法》,香港,香港教育學院,優質教育基金。
  • 何福全、香煥瓊、冼權鋒、葉吳素如 (2003) :《讀寫障礙: 認識與教導》,香港,香港教育學院,優質教育基金。
  • Sin, K.F., Hui, L.H., Kwok, C., Chan, H.K., Ho, F.C., Yip, N.S.Y., Tsui, K.T., Tong, C.L. & Doswon, C. (2002). Final Report on Consultancy Study on the Multiplicity of Handicaps among Students of Aided special Schools, Practical Schools and Skills Opportunity Schools (English version). Hong Kong ; Hong Kong Institute of Education.
  • 冼權鋒 (2002): 共融活動: 「齊參與、齊體驗」,刊於鄭慕賢主編,《開發教學創造力》,135-142頁,香港,明窗出版社有限公司。
  • 冼權鋒(2002): 「澳門的聽力殘疾兒童教育」,刊於張寧生主編 : 《聽力殘疾兒童心理與教育》,216-217頁,中國: 遼寧師範大學出版社。
  • 冼權鋒(2002) : 「弱能學生的離校課程設計」,刊於許令嫻、李立志,《邁向成長路- 智能障礙青少年的職業訓練》,93-97頁,香港: 香港教育學院。
  • Sin, K.F. (2001). Developing remedial support in Hong Kong secondary schools. In Y.C. Cheng, M.C. Mok, and K.T. Tsui. Teaching effectiveness and teacher development: Towards a new knowledge base. pp.275-296. The Hong Kong Institute of Education & Kluwer Academic Publishers.
  • 冼權鋒 (2000) :「適應有困難學生的品德教育」,刊於香港教育工作者聯會編,《香港教育----青少年品德和公民教育》,82-90頁。香港: 三聯書店(香港)有限公司。
  • 冼權鋒 (2000):「協助成績稍遜學生學習成功」,刊於李榮安主編,《學與教的喜悅》,243-256頁。香港:,朗文香港教育。
  • 冼權鋒 杜秀慧合編 (2000): 《邁向成功之融合教育計劃: 從認識到實踐》香港: 香港教育學院。
  • Sin, K.F. (1999). "Resources and strategies in using the multimedia technology in special education" In Robin Bradbeer (Ed.) "Current practices in multimedia education". Hong Kong : City University of Hong Kong Press.
  • Sin, K. F. & Chan, H.K. (1999). Improving the teaching and learning quality of "Technology in Special Education" in special education teacher education course. In Jeff Jame (Ed.), Quality in teaching & learning in higher education. The University Grants Committee of the Hong Kong Special Administrative Region , China . p.168-173. Hong Kong SAR: Hong Kong Polytechnic University . (ISBN 962-367-267-5).
  • 冼權鋒(1999):「視障學生之電腦教育」。刊於陳梁悅明主編,《視障教育培訓課程》,153-164頁。北京: 中國盲文出版社。

 

期刊論文

 

  • Tsang, K. L. Vicky & Sin, K. F. Kenneth. (2014). IEP development in Hong Kong: Implications for the future. CAISE Review (Online), 2, pending.
  • Yang L., Sin K. F., Li X. Y., Guo, J. S. & Lui, M. (2014). Understanding the power of feedback in education: A validation study of the Feedback Orientation Scale (FOS) in Classrooms. The International Journal of Psychological and Educational Assessment (TIJEPA), 16 (2), 20-46.
  • 冼權鋒 (2013) : 香港特教師資培訓不同模式的實踐經驗及困難,《香港特殊教育論壇》,15,頁88-95。 
  • 潘頌兒、呂明、冼權鋒、高鳳展、楊蘭和黃婉冰 (2013) :智障學生中學後持續教育課程的需求,《香港特殊教育論壇》,15,頁36-47。 
  • 冼權鋒、呂明、晏子、何福全、區美蘭和霍艾蓮 (2013) : 「融合教育制度下殘疾學生的平等學習機會研究」的啟示,《香港特殊教育論壇》,15,頁106-110。
  • Tsang, K. W., Tam, H. Y., Au, M. L & Sin, K. F. (2013). Enhancing the pedagogical practices in Hong Kong special schools by the collaborative mode of lesson study. Hong Kong Special Education Forum, 15, 21-35. 
  • Forlin, C., Sin, K.F., & MaClean, R. (2013, In press). Transition for a student with special educational needs from primary to secondary school in Hong Kong. Australasian Journal of Special Education.
  • Sin, K. F., & Yan, Z. (2013). Inclusive education: Teachers’ intentions and behaviour analyzed from the viewpoint of the Theory of Planned Behaviour. International Journal of Inclusive Education, doi:10.1080/13603116.2012.757811.
  • Swet, V. J. & Sin, K.F. (2011). Preparing master-students of the Erasmus Mundus programme in special education needs for international collaboration: An insight for Hong Kong teacher education in SEN. Hong Kong Special Education Forum, Vol. 13, 1-12. The Special Education Society of Hong Kong Ltd.
  • Sin, K. F. (2011). Initiating positive practices for diversity in Hong Kong schools. SangSaeng, Asic-Pacific Centre of Education for International Understanding (APCEIU), UNESCO, 29, 22-24.
  • 冼權鋒(2010):《新高中對有特殊教育需要學生的功能和意義》,《香港特殊教育論壇》,第12期,107-110。
  • Forlin, C., & Sin, K. F. (2010). Developing support for inclusion: A professional learning approach for teachers in Hong Kong. International Journal for Whole Schooling, 6(1), 7-26.
  • 冼權鋒 (2007). 理想與現況:從「融合教育在香港小學推行的情況」的研究報告看香港融合教育的發展,《香港特殊教育論壇》第 9 期 , 頁 105-110.
  • 冼權鋒 (1999) : 「如何發揮多感官室的功能」,《香港特殊教育論壇》,2(2),45-55頁。 冼權鋒、麥志洪、陳洪基(1999): 「聾童學習倉頡輸入法的可行性」,《中國特殊教育》,1(21),20-24頁。
  • Sin, K.F. & Chan, H.K. (1998). The feasibility of implementing school-based curriculum scheme in special schools in China . Research on Special Education, Vol 1, 25, 13-15.
  • Sin, K.F., Lyon , P.E. & Chan, H.K. (1998). The education of gifted education in Hong Kong . In J.L. Fortson (Ed.).Interdisciplinary Studies, Vol. VI. p.153-168. USA : Society of Educators and Scholars.
 
書籍章次
 
  • 王李小玲、謝宗義、冼權鋒、王明爍、戚碧玉及許盧萬珍等(2014):《愛得其法、閉門自開》自閉症人士家長手冊,香港,扶康會。
  • 育智中心、丁錫全、冼權鋒合著(2013):《我家有一個A仔——自閉症個案與專家分析指引》,香港,紅出版 (圓桌文化)。
  • 曹莉莉、冼權鋒合編(2013):《聆.感.觸.動:視聽障人士學習個案》,香港,香港教育學院特殊學習需要與融合教育中心,香港盲人輔導會。
  • 冼權鋒、林鎮威等編(2013):《讓愛閃亮: 全港特殊學校學生才藝大匯演紀念特刋》,香港,香港教育學院、教育局、香港特殊學校議會。。
  • 區美蘭、冼權鋒合編(2013):《「適異教學」在特殊學校的實踐與啟示 數學科「乘法規律」教學》,香港,香港教育學院特殊學習需要與融合教育中心。
  • 冼權鋒、高鳳展(2013):「華南地區自閉症人士服務現狀調查及訪談報告」,刊於深圳市自閉症研究會主編,《中國自閉症人士服務現狀調查:華南地區》,(1-95),中國,華夏出版社 (Huaxia Publishing House)。
  • 冼權鋒(2013):「在共融概念下,教師特教知能的迷思與反思」,刊於冼權鋒主編,《共融文集暨傷健共融活動教材》,(18-21),香港,香港教育學院、香港傷健協會、傷健學院。
  • 冼權鋒等(2013):《共融文集暨傷健共融活動教材》,香港,香港教育學院、香港傷健協會、傷健學院。
  • 區美蘭、冼權鋒合編(2012):《「適異教學」在特殊學校的實踐與啟示 通識科示例──「環境保護」》,香港,香港教育學院特殊學習需要與融合教育中心。
  • Sin, K. F., & Law, S. Y. (2012). The construction of an Institute-School-Community partnership of teacher education for inclusion. In C. Forlin (Ed.), Future directions for inclusive teacher education: An international perspective (pp.203-211). New York: Routledge.
  • 嚴明慧著、冼權鋒編譯(2012):《與自閉症兒童一起的旅程: 家長及行為治療師的勵志故事》,香港,香港教育學院特殊學習需要與融合教育中心。
  • 李曉曦著、冼權鋒編譯(2012):《電動車的教育路》,香港,香港教育學院特殊學習需要與融合教育中心。
  • 冼權鋒(2011):「促進教師知能發展、支持自閉症融合生」,刊於上海愛好兒童康復培訓中心編,《2011年上海第二屇自閉症康復論壇暨公益系列講座: 「自閉症融合教育的探索」論文集》,(15-19),上海, 中國,上海愛好兒童康復培訓中心。
  • 冼權鋒(2011):「香港學齡期自閉症兒童的支援政策及服務發展」,刊於上海愛好兒童康復培訓中心編,《2011年上海第二屇自閉症康復論壇暨公益系列講座: 「自閉症融合教育的探索」論文集》,(1-3),上海, 中國,上海愛好兒童康復培訓中心。
  • 區美蘭、冼權鋒合編(2011):《「課堂學習研究」在特殊學校的實踐與啟示-「5以內數數」教學》,香港,香港教育學院特殊學習需要與融合教育中心。
  • 區美蘭、冼權鋒合編(2011):《「課堂學習研究」在特殊學校的實踐與啟示-「前後位置」教學》,香港,香港教育學院特殊學習需要與融合教育中心。
  • 區美蘭、冼權鋒合編(2011):《「課堂學習研究」在特殊學校的實踐與啟示-「平面圖形」》,香港,香港教育學院特殊學習需要與融合教育中心。
  • 冼權鋒(2011):「落實共融、辨難析需、助幼成長」,刊於協康會社工團隊編,《青蔥教室系列之融入主流: 學童全方位適應錦囊》,(3-5頁),香港,協康會。
  • 刊於鄭敏敏主編(2011):「在融合教育下,如何照顧學生個別差異」,刊於鄭敏敏主編,《2011兩岸四地學生輔導研討會蛻變中的你我他論文集》,(61-64頁),澳門, 中國,澳門街坊會聯合總會、澳門理工學院、教育暨青年局。
  • 冼權鋒(2011):「利用「想法解讀」策略教導自閉症學生」,刊於冼權鋒、余秀螢合編,《自閉症學童教育: 「粵港研討會」文集》,(6-9),香港,香港教育學院特殊學習需要與融合教育中心。
  • 冼權鋒(2011):「學障教師培訓的「3P」模式」,刊於吳淑櫻、冼權鋒合編,《關懷學障大使計劃 : 學障之路‧匡扶之道》,(13-16),香港,香港教育學院特殊學習需要與融合教育中心。
  • 冼權鋒(2011):「面對全體學生、照顧個別差異」,刊於民建聯研究部編,《愛建家園: 民建聯建港方略研究論集二》,(111-114),香港,中華書局。
  • 冼權鋒(編)(2011):「從澳門及香港的融合教育發展,檢視融合教育的困難與挑戰」; 刊於2011年“融合教育國際論壇•中國寧波海曙”研討會,會議資料匯編,72-78頁,中國,寧波市海曙區人民政府、寧波市教育局、華東師範大學學前教育與特殊教育學院。
  • 冼權鋒、余秀螢合編(2011):《自閉症學童教育: 「粵港研討會」文集》,香港,香港教育學院特殊學習需要與融合教育中心。
  • 冼權鋒(2011):「香港自閉症兒童教育及教師培訓新發展」,刊於冼權鋒、余秀螢合編,《自閉症學童教育: 「粵港研討會」文集》,(10-14),香港,香港教育學院特殊學習需要與融合教育中心。
  • 冼權鋒、許令嫻(2011):「香港的全納教育發展」,冼權鋒、許令嫻、徐麗楨合編,《全納教育全攻略:理念篇》,(13-26),香港,中國教育及科研出版。
  • 吳淑櫻、冼權鋒合編(2011):《關懷學障大使計劃 : 學障之路‧匡扶之道》,香港,香港教育學院特殊學習需要與融合教育中心。
  • Sin, K. F. (2010). The practice of inclusive education in an Asian city: Hong Kong SAR. In V. Timmons and P. N. Walsh (Eds.), A long walk to school: Global perspectives on inclusive education (63-82). The Netherlands: Sense Publisher.
  • 何福全、冼權鋒合編(2010):《「合作學習」在特殊學校的實踐與啟示》,香港,香港教育學院特殊學習需要與融合教育中心。
  • 冼權鋒(2010):「在特殊學校實踐「合作學習」的困難與啟示」,刊於何福全、冼權鋒合編,《「合作學習」在特殊學校的實踐與啟示》,(69-71),香港,香港教育學院特殊學習需要與融合教育中心。
  • 冼權鋒、許令嫻(2010):「香港的全納教育發展」,刊於冼權鋒、許令嫻合編,《全納教育全攻略:理念篇》,(13-26),香港,中國教育及科研出版。
  • 冼權鋒、許令嫻、徐麗楨合編(2010):《全納教育全攻略:理念篇》,香港,中國教育及科研出版。
  • 區美蘭、冼權鋒合編(2010):《「課堂學習研究」在特殊學校的實踐與啟示-「進位加法」教學》,香港,香港教育學院特殊學習需要與融合教育中心。
  • Sin, K. F., Tsang, K. W., Poon, C. Y., & Lai, C. L. (2010). Upskilling all mainstream teachers. What is viable?. In C. Forlin (Ed), Teacher Education for Inclusion, Changing Paradigms and Innovative Approaches (236-245). London, New York: Routledge.
  • 陳繼宇、冼權鋒(2010):「資訊及通訊科技在全納教育中之運用」,刊於冼權鋒、許令嫻、徐麗楨合編,《全納教育全攻略:理念篇》,(189-204),香港,中國教育及科研出版。
  • 李萍英、蕭敏康、文偉光、區美蘭及冼權鋒 (編)(2009):《輕中智障學生整體學習成效》,香港,禮賢會恩慈學校、優質教育基金。
  • 徐國棟、謝宗義、余煊、冼權鋒、黃婉冰及容家駒(2006):《「融合教育在香港小學推行的情況」研究報告》,香港,香港初等教育研究學會、香港特殊教育學會。
  • 許令嫻、冼權鋒及江美寶(2006):《探討香港視障學生在一般學校內的全人發展研究》,香港,香港失明人協進會。
  • 冼權鋒(2006):利用資訊科技協助特殊幼兒學習,輯於石丹理編《追求卓越:兒童康復服務新知與實踐》,(頁236-246),香港,香港商務印書館有限公司。
  • 冼權鋒(2006):移情導緒:自閉兒的心「侍」,輯於郭正、李文玉清編《輔導個案:示例與啟迪》,(頁37-43),新加坡,McGraw-Hill Education (Asia)。
  • 冼權鋒、曹莉莉(2005):《互動學習新世代:利用密集互動遊戲模式,強化嚴重弱智學童學習能力》,香港,明愛賽馬會樂仁學校。
  • 冼權鋒(2005):利用 “想法解讀” 策略教導自閉症學生,輯於資料滙編《第五屆家長與專業人士交流會》,(頁148-150),中國,廣東省婦幼保健院。

 

學術會議論文

 

  • 冼權鋒(2013,7):「融合教育制度下殘疾學生的平等學習機會研究 -重點及建議」,文章發表於融合教育研討會, 教育局及平等機會委員會合辦,香港。
  • Sin, K. F. (2013, June). Updates of teaching students with ADHD and ASD students. Paper presented in the First Guangzhou International Symposium on Special Education, organized by Bureau of Education of the City of Guangzhou, Guangzhou.
  • Sin, K. F. (2013, January). The Practice and Critical Issues on Inclusive Education in Hong Kong. Paper presented in the 6th Chang-Pha International Symposium, organized by Daegu University, Korea.
  • 冼權鋒(2013,1):「香港特教師資培訓不同模式的實踐經驗及困難,文章發表於香港特殊教育學會第十五屆周年研討會,「變幻才是永恒? 香港特教師資培訓與融合/特殊教育的互動發展」,香港。
  • Sin, K.F. (2012, August). Upskilling all mainstream teachers for optimizing the full potentials of students with disabilities. Paper presented in The 12th Asian Society of Adapted Physical Education and Exercise Symposium, organized by the Asian Society of Adapted Physical Education and Exercise (ASAPE) and the Centre for Special Educational Needs and Inclusive Education, Hong Kong.
  • 冼權鋒(2012,7):「在共融概念下,教師特教知能的迷思與反思」,文章發表於「共融角度多面體研討會2012: 社會融合的實踐:平等機會與多元選擇」。香港傷健協會主辦,香港教育學院特殊學習需要與融合教育中心、香港樹仁大學輔導及心理學系與多間社會福利團體協辦,香港。
  • Sin, K. F. (2012, April). The services and support of Autism in Hong Kong. Paper presented in the Autism Conference organized by China Philanthropy Research Institute of Beijing Normal University, Beijing.
  • Sin, K. F. (2012, March). Contextual analysis of ASD services in Mainland China. Paper presented in the Autism Summit, “The Economic Cost of Autism: Invest in the Future”, organized by Goldman Sachs, in collaboration with the Child Development Centre at Matilda and Autism Speaks, Hong Kong.
  • 冼權鋒(2012,3):「香港自閉症兒童的支援政策及服務發展」,文章發表於2012年「第五屆“世界自閉症關愛日” 廣東省康復教育系列講座,廣東省殘疾人康復協會、香港教育學院特殊學習需要與融合教育中心、及香港自閉症聯盟主辦,廣州,中國。
  • Au, M. L., Sin, K. F., Yan, Z., F.C. Ho & Leung, K. W. (2011, December). The knowledge transfer in enhancing the pedagogical practices in special schools. Poster presented in the “Knowledge Exchange Conference: Knowledge Transforming Society”, jointly organized by HKIEd with the other seven UGC-funded institutions, Hong Kong.
  • 冼權鋒(2011,12):「香港學齡期自閉症兒童的支援政策及服務發展」,文章發表於2011年上海第二屇自閉症康復論壇暨公益系列講座: 「自閉症融合教育的探索」,上海愛好兒童康復培訓中心主辦,上海閩行區殘疾人聯合會協辦,上海,中國。
  • 冼權鋒(2011,12):「香港殘疾人教育法律制度與全納教育」,文章發表於2011年「第三屆殘疾人權益保障國際研討會」,中國人民大學法學院(中國北京)主辦,北京,中國。
  • 冼權鋒(2011,11):「促進教師知能發展、支持自閉症融合生」,文章發表於2011年上海第二屇自閉症康復論壇暨公益系列講座: 「自閉症融合教育的探索」,上海愛好兒童康復培訓中心主辦,上海閩行區殘疾人聯合會協辦,上海,中國。
  • 冼權鋒(2011,9):「隨班就讀的視障學生遇到的困難及挑戰」,文章發表於2011年「視障融合教育論壇」,中德視覺障礙教育合作專案,青島盲校、青島盲人教育資源中心主辦,青島,中國。
  • 冼權鋒(2011,6):「從澳門及香港的融合教育發展,檢視融合教育的困難與挑戰」,專題演講發表於2011年「融合教育國際論壇•中國寧波海曙」研討會,寧波市海曙區人民政府、寧波市教育局、華東師範大學學前教育與特殊教育學院主辦,中國。
  • Au, M. L., Sin, K. F., Yan, Z. & Leung, K. W. (2011, April). The effect of lesson study on mathematics instructions for children with severe intellectual disabilities. Poster presented in the SAALED Congress: From Inclusion to Belonging, organized by The Southern African Association for Learning and Educational Differences, South Africa.
  • Au, M. L., Sin, K. F., Yan, Z. & Leung, K. W. (2011, April). The knowledge transfer in enhancing the pedagogical practices in special schools for students with intellectual disabilities. Poster presented in the SAALED Congress: From Inclusion to Belonging, organized by The Southern African Association for Learning and Educational Differences, South Africa.
  • Sin, K. F. (2011, February). Mainstreaming students with special needs in Hong Kong. Keynote presented in the “Children with Special Education Needs: Updates on management of Children with Handwriting Difficulties”, A one-day symposium to share on recent local studies on Chinese handwriting difficulties encountered by mainstream primary students, organized by Department of Rehabilitation Sciences of The Polytechnic University, Department of Computer Science of The City University of Hong Kong and QEF, Hong Kong.
  • 冼權鋒(2011,2):「在融合教育下,如何照顧學生個別差異」,文章表於「2011兩岸四地學生輔導研討會」,澳門街坊會聯合總會、澳門理工學院、教育暨青年局合辦,澳門。
  • 冼權鋒(2011,1):「學障教師培訓的「3 P」模式」,專題演講及文章表於「華文國際學習障礙研討會暨第七屆台灣學障學會年會」,台北師範大學,台灣。
  • Sin, K. F. (2010, December). The empowerment of teachers with the knowledge and skills of Conductive Education in teacher education. Paper presented in the “East meets West: Adaptation and development ”, The 7th World Congress on Conductive Education, organized by The Spastics Association of Hong Kong and Peto Association, Hong Kong.
  • 冼權鋒(2010,7):「香港視障融合學生的支援」,專題演講發表於「2010年海峽兩岸視障教育研討會」,中華視覺障礙教育學會主辦,台北師範大學,台灣。
  • Sin, K. F. (2010, June). Supporting student with Autism Spectrum Disorders: Challenges and difficulties in the road to inclusion. Invited keynote presentation in “Global Solution in Research and Clinical Practice in Communication Sciences and Disorders Conference”, organized by The 28th World Congress by American Speech-Language-Hearing Association (ASHA), Greece.
  • Sin, K. F. (2010, June). The difficulties and support of students with hearing impairment in Hong Kong mainstreaming schools. Paper presented at the 3rd EMSENIC - Erasmus Mundus Special Education Needs International Conference, Towards inclusion: Being with others, London, United Kingdom.
  • 冼權鋒(2010,4):殘疾兒童融合教育的新方向,論文發表於「廣東省殘疾人康復協會第二屆會員代表大會」,廣州,中國。
  • 冼權鋒(2010,3):融合教育的挑戰與出路,論文發表於「香港校長研討會2010」,香港。
  • 冼權鋒(2010,3):香港自閉症兒童教育及教師培訓新發展,論文發表於「2010年第三屆世界自閉症關愛日康復教育研討會」,廣州,中國。
  • Sin, K. F. (2009, December). Challenges and opportunity of inclusive education. Paper presented at the “Managing Human Capital in World Cities: Education Reform, Nurturing Talent and Student Learning in a Globalizing World” . Managing World Cities Symposium Series & The 25th Anniversary Conference for the Hong Kong Educational Research Association, Hong Kong.
  • 冼權鋒(2009,12):新高中對有特殊需要學生的功能和意義,論文發表於「第十二屆周年研討會:新高中的樂與怒」,香港。
  • 冼權鋒(2009,7):香港視障學生的服務及支援,論文發表於「2009年海峽兩岸視障教育研討會」,台北,台灣。
  • Sin, K. F., & Au, M. L. (2009, May). Supporting pre-services teachers to address the needs of students with specific learning disabilities in Hong Kong schools. Paper presented at The First International Conference on Reading and Writing - "Updates on Managing Dyslexia", Hong Kong.
  • 冼權鋒(2009,3):聯合國世界自閉症關顧日及香港現況,論文發表於2009年聯合國“世界自閉症關愛日”-- 全國自閉症康復教育研討會,廣州,中國。
  • Sin, K. F. (2008, December). Assisting autistic children to overcome the difficulties faced in integrated educational settings. Paper presented at International Forum on Supporting Children with Autism and Specific Learning Disabilities, Macau.
  • Sin, K. F. (2008, December). Inclusive education - Implications for "334". Paper presented at The "3+3+4" Symposium: Partnering for Excellence in Education, Hong Kong.
  • Sin, K. F. (2008, November). Empowering teachers in addressing diverse learning needs. Paper presented at the Conference on "Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches", Hong Kong.
  • 冼權鋒(2008,11):實踐融合教育的困難與機遇,論文發表於2008中國杭州名師名校長論壇 - - 特殊教育的機遇與挑戰,杭州,中國。
  • Sin, K. F. (2008, June). Teacher empowerment, through a systemic training and re-training teacher education program in Hong Kong. Paper presented at the 3rd symposium of the Asia-Pacific Professional Network for Inclusive Education, Hong Kong.
  • 冼權鋒(2008,5):實踐融合教育的困難與機遇,論文發表於「香港校長研討會2008」,香港。
  • 冼權鋒(2008,5):想法解讀,論文發表於「第九屆家長與專業人士交流會主題:解放思想──行動與反思」,中國。
  • 冼權鋒(2008,4):探討教導特殊學習障礙學生的教學策略,論文發表於「跨越看不到的障礙──中國內地、香港、台灣特殊學習障礙服務研討會」,香港。
  • Forlin, C., Sin, K., & Phillipson, S. (2008, March). Education reform and teacher education for inclusion in the Asia-Pacific region. Paper presented at the 1st East Asian International Symposium on Teacher Education Research, Tokyo, Japan.
  • Sin, K. F. (2008, March). Education reform and teacher education for inclusion in the Asian-Pacific region. Paper presented at the 1st East-Asian Symposium on Teacher Education Research, Japan.
  • 冼權鋒(2008,2):從教育心理、輔導與學習支援反思融合教育,論文發表於「北區小學聯校教師專業發展日」,香港。
  • 冼權鋒(2007,12):提升教師照顧學生的不同學習需要,論文發表於「第四屆兩岸四地自閉症研討會──教育康復論壇」,中國。
  • Tse, C. Y., & Sin, K. F. (2007, June). Integration: Is it really working in Hong Kong?. Paper presented at the 10th Biennial International Conference organized by the International Association of Special Education, Hong Kong.
  • 冼權鋒(2007,6):理想與現況:從「融合教育在香港小學推行的情況」的研究看香港融合教育的發展,論文發表於「穗港兩地視障兒童家庭教育交流會」,中國。
  • Sin, K. F. (2006, November). Overview of catering for diversity in Hong Kong schools: Successful inclusive practices. Paper presented at the Annual Conference of the SENIA, Hong Kong.
  • Sin, K. F., Ho, F. C., & Leung, Y. W. (2006, November). The analysis of parental expectations and preferences for further education and career placement after the graduation of their children with disabilities. Paper presented at the Annual Conference of the Asia-Pacific Educational Research Association International Conference, Hong Kong.
  • Sin, K. F. (2006, June). Stakeholders survey of the implementation of integrated education in Hong Kong (in Chinese). Paper presented at the International Conference on Special Education in Hong Kong, Hong Kong.
  • 冼權鋒(2006,2):「特教學生高中教育機會:家長期望及取向」調查報告,論文發表於「三三四學制下特教學生離校出路──家長諮詢大會」,香港。
  • Fok, S. C., Chan, K. W., Sin, K. F. K., Ng, H. S. A., & Yeung, S. S. A. (2005, November). In-service teacher training needs in Hong Kong. Paper presented at the Annual Meeting of Australian Association for Research in Education, Australia.
  • Sin, K. F. K. (2005, August). The development of inclusive education in Chinese Society. Paper presented at the International Special Education Conference: Inclusion: Celebrating Diversity, United Kingdom.
  • Sin, K. F., H, W.K. & Ho, F.C. (19-21 December , 2002). One classroom with two teachers. Paper presented at the 2002 Special Education Conference, organized by Beijing Normal University, Beijing , China.
  • Sin, K. F. & Hui, L. H. (27/7/-2/8 , 2002). Supporting teachers and students with special needs in Hong Kong regular school settings. Paper presented at the 11th International Council for Education of People with Visual Impairment “New visions: Moving towards an inclusive community” , the Leeuwenhorst Congress Centre in Noordwijkerhout , Netherlands.
  • Sin, K. F. (1-5 June, 2002). Information technology in special education. Keynote paper presented at the Seminar for Special Education Teachers in China , organized by The Hong Kong Society for the Blind and the Jiangsu Insitute of Education, Nanjing , China.
  • Sin, K. F. (20-21 May , 2002). Empowering teachers for inclusive practices: Hong Kong experience, Paper presented at "Learning from difference" Seminar organized by The Enabling Education Network – EENET , in Portugal.
  • Sin, K. F. (1-7 May , 2002). Information technology training for special education teachers. Paper presented at the National Computer Training Course for Teachers of Blind Schools in China , organized by The Hong Kong Society for the Blind, the China Education Commission, Special Education Branch and the International Council for Education of People with Visual Impairment, East Asia Region, o Qingdao , China . Seminar at the Hong Kong University of Science and Technology.
  • Sin, K. F. and Hui, L. H. (3-6 April, 2002). School-Institute Partnership in Curriculum Innovation, Project presented at the Hall of Excellence in the ACEI Annual International Conference & Exhibition by the Association for Childhood Education International , USA.
  • Sin, K. F. (29/3-1/4 , 2002). Information technology in special education. Paper presented at the National Conference on ICT in Special Education organized by China National Institute of Educational Research (CNIER) , Honzhou , China
  • Sin, K. F. (11-14 December , 2001). Supporting teachers in using information technology in special education. Paper presented in the Seventh UNESCO-ACEID International Conference on Education Using ICT for Quality Teaching, Learning and Effective Management, Thailand.
  • Sin, K. F. (23-26 July, 2001). The impact of information technology on special education in Hong Kong SAR. Paper presented in the Seventh Biennial International Conference of International Association of Special Education (IASE)(2001) , University of Warsaw, Poland.
  • Sin, K. F. & el. al. (25-27/June, 2001) Institute and school partnership. Paper presented at the International Council for Education of People with Visual Impairment, East Asia Regional Assembly organized by The International Council for Education of People with Visual Impairment, East Asia Region, Shanghai, China.
  • Sin, K.F. & Hui, L.H. (4-16 February, 2001). Education for children with multiple disabilities. Paper presented in the International Forum on Education Reforms in the Asia-Pacific Region: Globalization, Location, and Individualization for the Future at Hong Kong Institute of Education.
  • Sin, K.F. & Chan, H.K. (24-28 July, 2000). Empowering teachers for inclusive practices. Paper presented in the International Special Education Congress (ISEC 2000): Including the Excluded at University of Manchester , United Kingdom.
  • Sin, K.F. (18-19 July, 2000). The utilization of multi-sensory room for students with multiple handicaps: The experience of school-institute collaboration. Paper presented in the HK Red Cross 50th Anniversary International
  • Sin, K. F. (15 April, 2000). The education and teacher training of children with specific learning disabilities. Paper presented in the Seminar of Specific Learning Disabilities at Fung Hon Chu Gifted Education Centre, Hong Kong.
  • Sin, K. F. (20th-21st August, 1999). The challenges in educating maladjusted and socially deprived children in Hong Kong. Paper presented in the Symposium on “Children's Agenda for Hong Kong in the 21st Century” which was organized by The Save the Children Fund (Hong Kong) in co-operation with the Faculty of Social Sciences, University of Hong Kong , Hong Kong.
  • Sin, K. F. & Chan, H.K. (19-22 July , 1999). Sensory integration in the multisensory room for severely mentally handicapped students. Paper presented in the Sixth Biennial International Conference of International Association of Special Education (IASE)(1999) , University of Sydney.

 

其他出版

 

社區及專業服務

 

  • Curriculum Development Council Committee on Gifted Education 1/9/2003 to 31/8/2005
  • Member of School Management Board, Hong Kong Student Aid Society Tung Wan Mok Law Shui Wah School (03-04)
  • Consultant, School Development Advisory Committee, Yan Chai Hospital Law Chan Chor See College , 2002-
  • Keynote Speech Speaker, ICT in special education, Seminar for special education teachers in WeiHoi District, Amity Foundation, 18-20/8/2002. (專題講者,「特殊兒童的多媒體電腦教育」,愛德基金會淮海經濟區聾校教務主任培訓班研討會,2002年8月18-20日。)
  • Keynote Speech Speaker, ICT in special education, Amity Foundation Special Education Schools Principal Conference, 22/8/2001. (專題講者,「特殊兒童的多媒體電腦教育」,愛德基金會特殊教育學校校長研討會,2001年8月22日。)
  • Keynote Speech Speaker, Assistive technology in special education. Course for Special Education Teachers in Jiangsu Province, Nanjing Special Education School, 21/6/2001. (專題講者,「特殊兒童的多媒體電腦教育」,江蘇省特殊教師培訓班,南京特殊教育學校, 2001年8月21日。)
  • Consultant, School-based support for schools implementing co-teaching in IRTP 2000-2001/7/9 24/5, 29/5, 31/5 Bonham Government Primary School.
  • Maths (SEN) working Group (數學科(特殊教育需要)專責委員會), Curriculum Development Institute, 1999-2002
  • Consultant, Resource school project, Po Leung Kuk Yu Lee Mo Fan Memorial School, 1999-
  • Member, Working Group on the Development of TOC(SEN) Mathematics, Curriculum Development Institute, 1998-1999
  • Member, Discussion Group on Gifted Education in Hong Kong , Fung Hon Chu Gifted Education Center, Curriculum Development Institute,1998-2000
  • Member, Working Group to develop Curriculum Guide for Maladjusted Children, Curriculum Development Institute, 1996-1998

 

 

 

謝嘉恩女士

講師II

(852) 2948 7303
tseky@eduhk.hk

謝嘉恩女士
講師II
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/Ms._Tse_Ka_Yan,_Grace.jpg
(852) 2948 7303
(852) 2948 7792
B4-1/F/18
tseky@eduhk.hk
專門: 情緒及行為困難、執行功能

M.Soc.Sc (Counselling), University of Hong Kong
PGDE, B.Sc, HKPAC member, PEERS® Young Adult Certified Providers

 

簡介

Grace is a registered teacher and a member of Hong Kong Professional Counselling Association. She served in primary and secondary schools, taught and supported students with special educational needs for many years. She has joined the Education University of Hong Kong since 2015 and has been teaching and organizing programmes to support students with SEN in local schools. Her expertise is in teaching students with executive function deficits and counselling students with ASD and ADHD.

 

教學範疇

  • Supporting students with Special Educational Needs
  • Executive Function Skills training
  • Counselling students with ADHD and EBD

 

研究領域

  • Executive Function Skills training
  • Supporting students with ADHD and ASD

王慧博士

助理教授

(852) 2948 7295
hwang@eduhk.hk

王慧博士
助理教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/Dr._Wang_Hui.jpg
(852) 2948 7295
(852) 2948 7794
B4-2/F-14
hwang@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=241068
專長:成就動機及成就情緒,教育心理學

Ph.D., McGill University
M.Ed., McGill University
B.A., B.S., Beijing University of Aeronautics and Astronautics

簡介

Dr. Wang Hui received her doctoral degree in Educational Psychology at McGill University, Canada. She also conducted her postdoctoral research concurrently at Laval University (Canada) and Stanford University (USA) before joining EdUHK. Her research focuses on teachers’ achievement motivation, emotions, and psychological well-being, as well as the impact of teacher motivation and emotions on students’ motivational, behavioral, and achievement outcomes.

 

教學範疇

  • Positive Psychology
  • Inclusive Education
  • Learning Disabilities

 

研究領域

  • Psychological Well-being
  • Achievement Motivation
  • Emotions
  • Emotion Regulation

 

出版

  • Wang, H., & Hall, N. C. (2019). When “I care” is not enough: An interactional analysis of teacher values, value congruence, and well-being. Teaching and Teacher Education, 86, xx-xx. doi:10.1016/j.tate.2019.102906
  • Wang, H., Hall, N. C., & Taxer, J. L. (2019). Antecedents, correlates, and consequences of teachers’ emotional labor: A systematic review and meta-analytic investigation. Educational Psychology Review, 31, 663-698doi:10.1007/s10648-019-09475-3
  • Wang, H., & Hall, N. C. (2018). A systematic review of teachers’ causal attributions: Prevalence, correlates, and consequences. Frontiers in Psychology. 9:2305. doi:10.3389/fpsyg.2018.02305
  • McInerney, D. M., Korpershoek, H., Wang, H., & Morin, A. J. S. (2018). Teachers’ occupational attributes and their psychological well-being, job satisfaction, job self-concept, and quitting intentions. Teaching and Teacher Education, 71, 145-158. doi:10.1016/j.tate.2017.12.020
  • Czajkowska, Z., Wang, H., Hall, N. C., Sewitch, M., & Körner, A. (2017). Validation of the English and French versions of the brief Health Care Climate Questionnaire. Health Psychology Open, 4(2), 1-9. doi:10.1177/2055102917730675
  • Rahimi, S., Hall, N. C., Wang, H., & Maymon, R. L. (2017). Upward, downward, and horizontal social comparisons: Effects on adjustment, emotions, and persistence. Interdisciplinary Education and Psychology. 1(1), 10. doi:10.31532/InterdiscipEducPsychol.1.1.010
  • Wang, H., Hall, N. C., Goetz, T., & Frenzel, A. C. (2017). Teachers’ goal orientations: Effects on classroom goal structures and emotions. British Journal of Educational Psychology, 87, 90-107. doi:10.1111/bjep.12137
  • Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130. doi:10.1016/j.tate.2014.12.005

王立志博士

副教授

(852) 2948 8817
wanglca@eduhk.hk

王立志博士
副教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Dr._WANG_Li-Chih,_Angus.jpg
(852) 2948 8817
(852) 2948 7794
D2-2/F-22
wanglca@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=160923
專門: 發展性讀寫障礙,多動症

Ph.D., National University of Tainan, Taiwan
M.Phil., National University of Tainan Taiwan, R.O.C.
B.Ed., National University of Tainan, Taiwan, R.O.C.

教學領域

  • 特殊學習障礙
  • 讀寫障礙
  • 中文學生的閱讀及學習的特殊教育需要

 

研究領域

  • 中文讀寫障礙學生的認知及閱讀能力
  • 中文讀寫障礙學生的異質性
  • 中文讀寫障礙及多動症學生的合併症
 
專業資格
  • 專科以上學校 講師證書.
  • 國民小學特殊教育 教師證
  • 國民小學普通教育 教師證
  • 中華人民共和國高級諮商心理師 證書

 

學術活動

  • Member of Editor Board of IAFOR Journal of Language Learning
  • Board Member of Taiwan Academy for Learning Disabilities
  • Selected Member of International Academy for Research in Learning Disabilities
  • Member of Conference Organizing Committee of 2017 Association for Reading and Writing in Asia
  • Member of Association for Reading and Writing in Asia
  • Member of Society for the Scientific Study of Reading
  • Member of Special Education Association of the Republic of China

 

獲獎/通過計畫

  • Faculty ‘Quality Journal Article’ Award in 2016/17
  • Faculty’s Top 10% Publication Awards 2015/16
  • 台灣學障學會第八屆年會暨學術研討會最佳新人論文獎
  • 國科會「獎勵人文與社會科學領域博士候選人撰寫博士論文」
  • 國科會補助博士生赴國外研究

 

近期及正進行之研究計劃

  • Do children learn Chinese with receiving phonetic system training affect the role of auditory temporal processing to reading? – A longitudinal study [UGC General Research Fund (GRF), 2019-2022, L. C. Wang (PI) with K. K. H. Chung, D. Liu and S. Y. Chiu].
  • The effective use of Chinese stem-deriving instruction for Chinese children with dyslexia [Quality Education Fund (QEF), 2019-2021, L. C. Wang (PI) with K. K. H. Chung and D. Liu].
  • Examine the relationships between reading prosody and reading comprehension in Chinese primary school children: A cross-sectional design [UGC/EdUHK Internal Research Grant (IRG), 2018-2019, L. C. Wang (PI) with K. K. H. Chung, D. Liu and L. Y. L. Kwan-Chen]
  • Expressive prosody of Chinese children with dyslexia [Departmental Research Seed Fund, 2018-2019, L. C. Wang (PI) with D. Liu and L. Y. L. Kwan-Chen]
  • How phonetic system training change the way we read Chinese? An ERP study [Internal Research Fund from Centre for Educational and Developmental Sciences, 2018-2019, L. C. Wang (PI) with K. K. H. Chung, D. Liu, Y. N. Yum, S. Y., Chiu]
  • Principal Investigator, Distinct effects of visual and auditory temporal processing training to reading-related abilities and reading of Chinese children with dyslexia, with D. Liu, Departmental Research Seed Fund, 2016-2017
  • Principal Investigator, Do children learning Chinese with phonetic system affect the role of auditory temporal processing to reading? – Pilot study, UGC/EdUHK Internal Research Grant, 2016-2017
  • Co-Investigator, Working memory training in young children with ADHD and/or RD: a randomized placebo-controlled trial, with K. Y. Poon as the PI, UGC/HKIEd Internal Research Grant (IRG), 2016-2017
  • Principal Investigator, Using Big6 model via multimedia learning approach on improving reading comprehension of primary school children with dyslexia, Quality Education Fund, 2015-2016
  • Principal Investigator, Comorbidities in Taiwanese children with attention deficit/hyperactivity disorder and reading disabilities, with K. K. H. Chung, UGC/HKIEd Internal Research Grant, 2014-2015
  • Principal Investigator, Effects of phonological awareness training on character reading in dyslexic children in Chinese, UGC/HKIEd Start-Up Research Grant, 2014-2015
     

期刊論文

  • Liu, S., Wang, L. C., & Liu, D*. (2019). Deficits of visual search in Chinese children with dyslexia. Journal of Research in Reading, 42(2), 454-468.
  • Liu, S., Wang, L. C.,* & Liu, D. (2019). Auditory, visual, and cross-modal temporal processing skills among Chinese children with developmental dyslexia. Journal of Learning Disabilities, 52(6), 431-441.doi: 10.1177/0022219419863766
  • Wang, L. C. *, & Yang, H. M. (in press). The roles of various attention on temporal processing deficits in Chinese children with and without dyslexia. Learning Disability Quarterly. doi: 10.1177/0731948719856300
  • Wang, L. C.*, & Liu, D., & Xu, Z. (2019). Distinct effects of visual and auditory temporal processing training to reading-related abilities and reading of Chinese children with dyslexia. Annals of Dyslexia, published online. doi:10.1007/s11881-019-00176-8
  • Wang, L. C.*, Liu, D., Chen, J. K., & Wu, Y. C. (2018). Processing speed of dyslexia: the relationship between temporal processing and rapid naming. Reading and Writing, 31(7), 1645-1668. doi:10.1007/s11145-018-9857-2
  • Wang, L. C.*, & Chung, K. K. H. (2018). Comorbidities in Taiwanese Children with attention deficit/hyperactivity disorder and reading disabilities. Dyslexia, 24(3), 276-293. doi: 10.1002/dys.1579
  • Wang, L. C.*, & Yang, H. M. (2018). Temporal processing development in Chinese primary school-aged children with dyslexia. Journal of Learning Disabilities, 51(3), 302–312. doi:10.1177/0022219416680798
  • Wang, L. C.* (2017). Effects of phonological training on reading-related abilities and character reading of Hong Kong children with dyslexia. Frontiers in Psychology, 8, 1904. doi: 10.3389/fpsyg.2017.01904
  • Wang, L. C.*, Liu, D., Chung, K. K. H., & Yang, H. M. (2017). Development of lexical tone awareness in Chinese children with and without dyslexia. Contemporary Educational Psychology, 49, 203-214.
  • Wang, L. C.*, & Yang, H. M. (2015). Diverse inhibition and working memory of word recognition for dyslexic and typically developing children. Dyslexia, 21(2), 162-176.
  • Wang, L. C., & Yang, H. M. (2014). Classifying Chinese children with dyslexia by dual-route and triangle models of Chinese reading. Research in Developmental Disabilities, 35(11), 2702-2713. 
  • 王立志*、楊憲明(2015)。漢語發展性閱讀障礙學生之亞型分類研究。特殊教育研究學刊,40(1),55-83。
  • 王立志*、楊憲明(2014)。學習障礙學生之認知抑制能力探究。特殊教育季刊,132,9-15。
  • Wang, L. C., Tsai, H. J. & Yang, H. M. (2013). The effect of different stimulus attributes on the attentional performance of children with attention deficit/hyperactivity disorder and dyslexia. Research in Developmental Disabilities, 34(11), 3936–3945.
  • Wang, L. C., Yang, H. M., Tsai, H. J., & Chan, S. Y.* (2013). Learner-generated drawing for phonological and orthographic dyslexic readers. Research in Developmental Disabilities, 34(1), 228-233. (SSCI; Impact Factor: 3.201; Ranking in Rehabilitation: 1/52; Ranking in Education , Special category: 1/29)
  • 王立志(2012)。注意力缺陷過動症資優兒童的處遇。資優教育季刊,119,35-42。(國科會教育學門二級期刊)
  • Wang, L. C., Tsai, H. J., & Yang, H. M.* (2012). Cognitive inhibition in students with and without dyslexia and dyscalculia. Research in Developmental Disabilities, 33(5), 1453-1461. (SSCI; Impact Factor: 3.201; Ranking in Rehabilitation: 1/52; Ranking in Education , Special category: 1/29)
  • Lin, C. Y.*, Wang, L. C., Lin, H. H., Jen, Y. H., Chen, T. H., & Chang, L. W. (2012). Application of virtual interface of interactive teaching materials for children with developmental disabilities. Advances in Intelligent and Soft Computing, 138/2012, 199-206. (EI)
  • 王立志*、張藝闡、何美慧(2011)。從注意力的成分探討學習障礙學生與注意力缺陷過動症學生在鑑定與教學上的迷思。2011年中華民國特殊教育學會年刊336-360。
  • Lin, C. Y., Jen, Y. H., Wang, L. C., Lin, H. H., & Chang, L. W. (2011). Assessment of the application of Wii remote for the design of interactive teaching materials. Communications in Computer and Information Science, 235, 483-490.
  • Lin, C. Y., Lin, H. H., Jen, Y. H., Wang, L. C., & Chang, L. W. (2011). Interactive technology application program of experience learning for children with developmental disabilities. Advanced Materials Research, 267, 259-264. (EI)
  • Wang, L. C.*, & Yang, H. M. (2011). The comparison of the visuo-spatial abilities of dyslexic and normal students in Taiwan and Hong Kong. Research in Developmental Disabilities, 32(3), 1052-1057. (SSCI; Impact Factor: 4.410; Ranking in Rehabilitation: 1/52; Ranking in Education , Special category: 1/29 )
  • Lin, C. Y., Hung, P. H., Wang, L. C., & Lin, C. C. (2010). Reducing cognitive load through virtual environments among hearing-impaired students. Proceedings of PACCS 2010 , 183-186. PACCS 2010: Beijing. (EI)
  • 王立志(2010)。注意力缺陷過動症學生的聽覺注意力問題。特殊教育季刊,11416-21頁。(國科會教育學門三級期刊)
  • 王立志、楊憲明(2008)。提高信噪比對注意力缺陷過動症學生遵守指令、持續性注意力以及短期記憶的影響。特殊教育與復健學報,1951-89。(國科會教育學門三級期刊)
     

研討會論文

  • Wang, L. C. & Wu, Y. C. (2017, Feb). Processing speed of dyslexia: the relationship between deficient temporal processing and rapid naming. Poster presented at 2017 Annual Conference of Association for Reading and Writing in Asia. Hong Kong, Hong Kong.
  • Wang, L. C. (2016, Nov). Anxiety and depression in Chinese children with and without reading disabilities of different genders. Poster presented at Asia-Pacific Educational Research Association – Taiwan Education Research Association 2016. Kaohsiung, Taiwan.
  • Wang, L. C., Chung, K. K. H., & Chen, Z. Y. (2016, Feb). Comorbidities in Taiwanese Children with Attention Deficit/Hyperactivity Disorder and Reading Disabilities. Poster presented at 2016 Asia Joint Symposium on Reading and Spelling. Seoul, Korea.
  • Wang, L. C. (2015, Nov). Effects of phonological awareness training on word reading of dyslexic children learning Chinese without a phonetic supporting system. Oral presented at the 2015 Special Education Association of the Republic of China 47th Annual Meeting and Conference. Taipei, Taiwan. [in Chinese]
  • Chan, S. Y., Wang, L. C., Cho, H.-Y. Yang, H.-M. (2015, March). The effects of Zuying Fuhao attached to Chinese character to reading fluency of children with reading difficulties. Poster presented at the 10th Annual Conference of Taiwan Academy of Learning Disabilities. Kaohsiung, Taiwan. [in Chinese]
  • Wang, L. C., & Yang, H. M. (2014, November). The developments of visual and auditory temporal processing of Chinese children with dyslexia – Cross-sectional design. Paper presented at The 2014 Special Education Association of the Republic of China 46th Annual Meeting and Conference. Taipei, Taiwan.
  • Wang, L. C., & Yang, H. M. (2014, June). The effects of perceptual training method to lexical tone identification of normal and poor reading young children. Poster presented at Conference of Enhancing Low-Achieving Students’ Learning, Taipei, Taiwan.
  • Wang, L. C., & Yang, H. M (2014, March). Development and difference of lexical tone detections between Chinese children with and without developmental dyslexia – A cross sectional study. Poster presented at the 10th Annual Conference of Taiwan Academy of Learning Disabilities, Kaohsiung, Taiwan.
  • 王立志(2012,3月)。漢語發展性閱讀障礙分類的相關議題探究。海報發表於臺灣學習障礙學會年會,高雄市。【2012年臺灣學障學會第八屆最佳新人論文獎】
  • 王立志、楊憲明(2010,11月)。比較以不同文本呈現模式對於學習障礙學生閱讀理解的影響。論文發表於2010年特殊教育與輔助科技研討會,臺南市。
  • Wang, L. C., & Chang, Y. C. (2010, December). The effect of changing presenting style of dynamic display in Chinese for learning disability students. Paper presented at the Asian Conference on Education 2010, Osaka, Japan.
  • Wang, L. C. (2010, September). The Study of the effects on reading comprehension of elementary 4th graders by comparing different models of textual presentation. Paper presented at 2010 London International Conference on Education, London.

 

黃淑萍女士

高級講師II

(852) 2948 8526
gspwong@eduhk.hk

黃淑萍女士
高級講師II
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/Ms._Wong_Shuk_Ping,_Grace.jpg
(852) 2948 8526
(852) 2948 7794
D2-2/F-23
gspwong@eduhk.hk
專門 :輔導員的發展、生涯規劃輔導、精神健康教育及情緒導向介入輔導

M. Ed. (Counselling), The Chinese University of Hong Kong
Pg. D. Psy., The Chinese University of Hong Kong
Pg. Cert. Ed., University of Hong Kong

簡介

Grace is an experienced educator and counselling professional with diverse background in counselling, mental health education, teacher training as well as career and life planning development in the contexts of local schools and universities. Before her joining the University, Grace was a teacher educator with supervisory role in guidance and counselling in primary and secondary schools and Education Bureau (EDB). She later worked as a Counsellor (OSA, CUHK) and School Development Officer (CLAP for Youth @ JC, CUHK). With her extensive clinical psychotherapy and school development experience, beyond her full-time service, she contributed as a part-time clinical supervisor in supervising teachers, counsellors-to-be and social workers on their counselling practicum for the Faculty of Education of CUHK for nine years. As appointed by EDB, HKIED, CIE (HKBU), primary and secondary schools as well as NGOs as the guest speaker, Grace disseminated workshops and talks to helping professionals and public populations on topics pertaining to mental health, life planning, parenting and SEN support.

 

教學領域

  • Counselling clinical practice
  • School guidance and counselling (specialized in Career Counselling)
  • Mental health

 

研究領域

  • Counsellor development
  • Career Counselling
  • Emotion-focused interventions

近期及正進行之研究計劃

  • Wong, S.P.(2019). Enhancement of Career Counselling Effectiveness of Counselling Practitioners (counsellor-trainees, in-service secondary school teachers and counsellors) through Development and Implementation of Career Counselling Resources and User Guide. (SEC Department Teaching Development Seed Fund, Oct 2019 - Present)
  • Wong, S.P. Datu, J. A. D. (2018). Enhancement of Counsellor Trainees Personal Development by Implementation of Flipped Learning in a Career Counselling Training Module. (SEC Department Teaching Development Seed Fund, Nov 2019 - Sept 2019)
  • Datu, J. A. D. Wong, S.P. (2018). The Impacts of Kindness Curriculum on Social-Emotional Learning Competencies, Social Self-Efficacy, Self-Esteem and Media Literacy Skills Among Junior Secondary School Students. (Departmental Research Development Seed Fund, Oct 2018- Mar 2019)
  • Wong, S.P. (2017). Development of a Peer-Coaching Model for Enhancing the Teaching Skills of Preservice Teachers – Pilot Study. (Faculty Grant for Leaders of Learning, faculty for="" grant="" leaders="" learning="" ofNov 2017-present)
  • Wong, Y.H., Chan, R., Kan, P.W., Ho, K.M., Fung, S.W., Lau, B., Po, L.B, Yu, K.M., Lau, W.C., Leung, K.W., Wong, S.P. (2017). Examining the effectiveness of iFeedback in Teaching Supervision across different teaching programmes. (Faculty Grant for Leaders of Learning, Nov 2017 - present)

     

期刊論文

 

學術會議論文

  • Wong, S.P. (2017, June). I Am the Author of My Life Story: A Self-discovery and Meaning-making Adventure. Paper presented at Youth-centred Career Development and Intervention: Towards Enabling Community 2017, CLAP for Youth @ JC, The Chinese University of Hong Kong.

 

社區及專業服務 

專業服務

  • Independent Member, School Management Committee, Kwun Tong Government Primary School (Sau Ming Road) (2019 - )
  • Programmes and Training (Co-leader), Board of Directors, Hong Kong Marriage and Family Therapy Association (HKMFTA) (2019 -)
  • Voluntary Counsellor, Hong Kong Satir Center for Human Development (2015-)

 

社區服務

  • Project Leader on Writing My Life Story in an Epidemic: an Online Video Counselling Service (School / Community Project). A career counselling project for schools and community youth aged 15-25 (Mar 2020 - )
  • Co-leader of the Conference Committee, Annual Conference of Hong Kong Marriage and Family Therapy Association (HKMFTA) on Emotion Focused Therapy (牽情繫緒愛相連 – 情緒取向治療的應用) (Nov 2019)
  • A parent workshop on "Strategies Promoting Children Learning Motivation" for Indigenous Education Center (May 2019)
  • A parent talk on “Understanding Emotion Needs and Strategies of Supporting Children” for Tsuen Wan Trade Association Primary School (May 2019)
  • A teacher professional development workshop on “Understanding Emotion Needs and Intervention Strategies of Supporting Students” for Kwun Tong Government Primary School (Sau Ming Road) (Apr 2019)
  • A workshop on “Introduction to Mental Health First Aid: Preventive and Intervention Strategies” for guidance team and related teachers in Kiangsu-Chekiang College (Kwai Chung) (Jan 2018)
  • A workshop on “Child-centered Play Interventions Parent Workshop” for parents with SEN children, organized by Christian & Missionary Alliance Sun Kei Church. (Sept & Oct 2017)
  • Guest Clinical Interpreter of Emotion-focused Couples Therapy Workshop conducted by Prof. L. Greenberg, organized by Institute of Emotion-Focused Therapy (Asia) (IEFTA) (Apr 2017)
  • Clinical Facilitator of Certified Emotion-Focused (Individual) Therapy Training for Helping Professionals 2017 conducted by Mrs. Leung H.S.M., organized by IEFTA (Mar 2017)
  • An open talk on “Cheer Up for Parents: tips for Self-care and parenting” conducted for parents with infants and children, organized by Education Bureau, Hong Kong Special Administrative Region. (Nov 2016)
  • An introductory training Workshop on “Mental Health Issues in Hong Kong” for solicitors of Hong Kong Bar Association, organized by The Hong Kong Association of Marriage and Family Therapy (HKAMFT) (Apr 2016)
  • A co-instructor of a certified course on Mental Health First Aid for mediators in Hong Kong Mediation Accreditation Association, organized by HKAMFT (Mar & Apr 2016)
  • A certified course on Mental Health First Aid for mediators in Hong Kong Mediation Accreditation Association, organized by HKAMFT (Nov & Dec 2015)
  • A co-instructor of a certified course on Mental Health First Aid for church members in Truth Cornerstone Baptist Church organized by HKAMFT (Aug 2014)
  • A co-instructor of a certified course on Mental Health First Aid for community organized by Light and Love Home (May & Nov 2012; Jan & Feb 2013)

 

部門服務

  • Practicum Coordinator, MA(EC)
  • Programme Leader, PDP-LPE (BWP 118)
  • Teaching Team Leader, Certificate Course on Student Guidance and Discipline for Teachers of Primary Schools
  • Coordinator, Working Group of Special School Placement Scheme

 

學院服務 

Delivery of Talk for MA(EC) on Information Day (Jan 2018)

 

專業學會會籍

  • Certified Mental Health First Aid Hong Kong Instructor, Mental Health First
  • Aid & Youth Mental Health First Aid, The Mental Health Association of Hong Kong
  • Associate Fellow, Hong Kong Psychological Counselling Association
  • Graduate Member, Hong Kong Psychology Society
  • Registered Teacher, EDB, HKSAR

 

獎項

  • Departmental Awardfor the achievement of High Student Evaluation of Teaching Scores (2018-2019)
  • Outstanding Teaching, Department of Educational Psychology, Faculty of Education, The Chinese University of Hong Kong. (2011-2013, 3 Terms)
  • Nominee of Teacher Commendation Scheme, Education Bureau, Hong Kong Special Administrative Region. (2003, 2004)

蕭曉雲博士

講師II

(852) 2948 7954
xyxiao@eduhk.hk

蕭曉雲博士
講師II
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/Dr._XIAO_Xiaoyun,_Moon.jpg
(852) 2948 7954
(852) 2948 7792
D2-2/F-27
xyxiao@eduhk.hk
專門: 特殊學習困難,發展性讀寫障礙

Ph.D. (Developmental Psychology). The University of Hong Kong.
M.S. Sun Yat-Sen University, China
B.S. South China Normal University, China

簡介

Dr. Xiao completed her Ph.D. in developmental psychology in the Department of Psychology of the University of Hong Kong, and received her postdoctoral training in the Department of Special Education and Counselling and the Faculty of Education of the University of Hong Kong. Her research interests focus on dyslexia, special education, and literacy development. She contributed to the development of The Hong Kong Test of Specific Learning Difficulties in Reading and Writing for Junior Secondary School Students (Second Edition) in the READ & WRITE project which aimed to provide comprehensive educational support to children with reading and writing difficulties in local schools. She also contributed to the Progress in International Reading Literacy Study which is an international assessment of reading achievement of primary Grade 4 students worldwide conducted every five years from 2001.

 

教學範疇

  • Inclusive education
  • Supporting children with Special Educational Needs (SEN)

 

研究領域

  • Developmental dyslexia
  • Special education
  • Language and literacy development

 

期刊論文及書籍章次

  • Chung, K. K.-H., Lo, J. L.-C., Ho, C. S.-H., Xiao, X. Y., & Chan, D. W. (2014). The influence of morphological, syntactic, and discourse skills on reading in Chinese-speaking adolescents. Annals of Dyslexia. doi: 10.1007/s11881-014-0095-2
  • Tse, S. K., & Xiao, X. Y. (2014). Differential influences of affective factors and contextual factors on high-proficiency readers and low-proficiency readers: A multilevel analysis of PIRLS data from Hong Kong. Large-scale Assessments in Education, 2(1), 1-24.
  • Tse, S. K., Xiao, X. Y. (correspondent author), Ko, H. W., Lam, J. W. I., Hui, S. Y., & Ng, H. W. (2014). Do reading practices make a difference? The analysis of PIRLS data for Hong Kong and Taiwan fourth-grade students. Compare: A Journal of Comparative and International Education. doi: 10.1080/03057925.2014.927732
  • Tse, S. K., Xiao, X. Y., & Lam, J. W. I. (2013). The influence of gender, reading ability, independent reading, and context on reading attitude: A multilevel analysis of Hong Kong data from PIRLS. Written Language & Literacy, 16(2), 241-272.
  • Xiao, X. Y., & Ho, C. S.-H. (2013). Weaknesses in semantic, syntactic, and oral expression contribute to reading difficulties in Chinese dyslexic children. Dyslexia, 20, 74-98.
  • Wong, S. W.-L., Xiao, M. X.-Y., & Chung, K. K.-H. (2012). Issues of culture and language in developmental disorders: the case of dyslexia in Chinese learners in C. R. Marshall (Ed.), Current Issues in Developmental Disorders. In the series "Current Issues in Developmental Psychology". London, UK: Psychology Press.
  • Xiao, X. Y., Feng, C., & Gao, D. (2009). The effects of grapheme-to-phoneme and body-rime on the phonological processing of English words or pseudo-words for Chinese speakers (in Chinese). Journal of Psychological Science, 32(3), 531-534.
  • Wu, M., Gao, D.-G., Xiao, X. Y., & Zhang, R. (2006). A study of learning reading and writing Chinese characters by CSL learners from Korea, Japan and Western countries (in Chinese). Language Teaching and Linguistic Studies, 6, 64-71.
  • Gao, D., & Xiao, X. Y. (2005). How Chinese speakers’ English reading abilities influence their phonological skills in English (in Chinese). Journal of Psychological Science, 28(3), 619-621.

 

學術會議論文

  • Xiao, X. Y. (2014). Modeling the relationships between language skills and sentence comprehension among Chinese junior elementary graders. Paper accepted for poster presentation at the 14th Conference of the International Society for the Empirical Study of Literature and Media (IGEL), Turin, Italy, July 21-25, 2014.
  • Xiao, X. Y., & Tse, S. K. (2014). Explaining the remarkable improvement in the reading achievement of Hong Kong Grade 4 students in the Progress in International Reading Literacy Studies between 2001 and 2011. Paper accepted for oral presentation at the Society for the Scientific Study of Reading Annual Conference, New Mexico, USA, July 16-20, 2014.
  • Xiao, X. Y., & Tse, S. K. (2013). Do reading practices make a difference? The analysis of PIRLS data for Hong Kong and Taiwan fourth-grade students. Paper accepted for oral presentation at the Society for the Scientific Study of Reading Annual Conference, Hong Kong, July 10-13, 2013.
  • Xiao, X. Y., & Tse, S. K. (2013). The influence of gender, reading ability, independent reading, and context on reading attitude: A multilevel analysis of Hong Kong data from Progress in International Reading Literacy Study (PIRLS). Paper accepted for poster presentation at the 9th Conference of the International Association for the Improvement of Mother Tongue Education (IAIMTE), Paris, France, June 11-13, 2013.
  • Xiao, X. Y., & Ho, C. S.-H. (2009). Syntactic development in Chinese normally-achieving children. Paper accepted for poster presentation at the Research Postgraduate Conference. Hong Kong, April 25, 2009.
  • Xiao, X. Y., & Ho, C. S.-H. (2009). Syntactic, semantic skills and oral language abilities in Chinese sentence comprehension. Paper accepted for oral presentation at the Joint CityU-HKPS Conference. Hong Kong, June 27, 2009. 
  • Xiao, X. Y., & Ho, C. S.-H. (2008). Syntactic and reading-related cognitive skills in Chinese children. Paper accepted for poster presentation at the XXIX International Congress of Psychology. Berlin, Germany, July 20-25, 2008.
  • Xiao, X. Y., & Ho, C. S.-H. (2007). Development of syntactic awareness in Chinese children. Paper accepted for poster presentation at the Society for the Scientific Study of Reading Annual Conference, Prague, CZ, July 12-14, 2007.

余嘉雯女士

高級講師II

(852) 2948 8227
karenyu@eduhk.hk

余嘉雯女士
高級講師II
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Ms._YU_Ka_Man,_Karen.jpg
(852) 2948 8227
(852) 2948 7794
D1-1/F-04
karenyu@eduhk.hk
專門: 兒童的語言及溝通障礙、臨床教學

 

M.Ed (ITE), The University of Hong Kong
B.Sc. (Speech & Hearing Sciences), The University of Hong Kong

Karen is a qualified Speech Therapist with frontline and clinic education experience.  Upon her graduation, she had been working at special schools as school based speech therapist, she worked with other professionals to facilitate language development of students with different types and degrees of challenges (e.g. intellectual disabilities, communication disorders, ASD… etc.).  She became a clinical educator and worked at the University of Hong Kong for almost nine years, her major roles included the design and implementation of learning experiences in the clinic curriculum for student clinicians at different stages of learning; teaching and clinic coordination. She worked at an NGO as a team leader of speech therapists before joining HKIED. The work as a team leader offered her opportunities to work beyond frontline and supervisory roles; she was also involved in the quality assurance, development of services and also the qualification for speech therapists.

教學範疇

Supporting students with communication and language disorders

研究領域

Language and communication disorders in children

期刊論文及會議

  • Au, Y.C., Ng, K.Y., Lau, T.Y., Yu, K.K.M. & Ng, M.L. Developing a new electrolarynx with better sound quality. Paper presented at Hong Kong Speech and Hearing Symposium, October, 2012

  • Whitehill, T. L., Yu, K., Kwan, L. & Ho, D. W. L.(2010). Peer, Self and Supervisor Assessment: Piloting a reflective week in fieldwork education. In L. McAllister, M. Paterson, J. Higgs & C. Bitchell (Eds.) Innovations in allied Health Fieldwork Education: A Critical Appraisal (pp. 261-270). The Netherlands: Sense Publishers.

  • Ciocca. V, Ma. J.K.Y., Ho, W.L., Kwan Chen, L.L.Y., Yu, K.K.M. & Whitehill, T.L. Relationship between the process of learning and clinical performance. Paper presented at Problem Based Learning in Speech-Language Pathology Programmes, May, 2006

臨床教學經驗

  • Full-time Assistant Lecturer, Division of Speech & Hearing Sciences, Faculty of Education, The University of Hong Kong. (2013).
  • Full-time Clinical Instructor, Division of Speech & Hearing Sciences, Faculty of Education, The University of Hong Kong. (2004 – 2013).
  • Part-time Honorary Assistant Professor, Division of Speech & Hearing Sciences, Faculty of Education, The University of Hong Kong. (2004). 

 

社區及專業服務

  • Guest Speaker, Department of Special Education & Counselling, The Hong Kong Institute of Education (2013 - 2014).

專業學會會藉

  • Full Member, Hong Kong Association of Speech Therapist
  • Full Member, Asia Pacific Society for the Study of Speech, Language and Hearing (APSSLH)

袁志彬博士

副教授

(852) 2948 7603
cpyuen@eduhk.hk

袁志彬博士
副教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Dr._YUEN_Chi_Pun,_Kevin.jpg
(852) 2948 7603
(852) 2948 7794
D2-2/F-03
cpyuen@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=117529
專門﹕聽覺障礙及言語辨認

Ph D, The Chinese University of Hong Kong
M Sc (Audiology), The University of Hong Kong
B Sc (Speech & Hearing Sc), The University of Hong Kong

Dr. Yuen Chi Pun, Kevin is an Assistant Professor in the Department of Special Education and Counselling (SEC). He recently joined SEC in July 2010. Dr. Yuen is a qualified audiologist and a speech-language therapist. He received his undergraduate degree in speech and hearing sciences and master’s degree in audiology from the Faculty of Education, The University of Hong Kong (HKU). He received his Ph D from the Faculty of Medicine, The Chinese University of Hong Kong (CUHK). Before joining SEC, Dr Yuen worked in different tertiary institutions including the Division of Speech & Hearing Sciences, HKU; the Department of Otorhinolaryngology, Head & Neck Surgery, CUHK; and Language Information Sciences Research Centre, City University of Hong Kong. Dr. Yuen has a strong research interest in the sound perception and speech recognition of normal hearing and hearing-impaired individuals particularly infants and children. Dr. Yuen developed the Cantonese Lexical Neighborhood Test, the Computerized Cantonese Disyllabic-word Lexical Tone Identification Test in Noise, and the Computerized Mandarin Pediatric Lexical tone & Disyllabic-word Picture identification test in Noise to serve the Cantonese- and Mandarin- speaking populations in Hong Kong and Mainland China. One of his key future research areas is to identify and remediate young individuals with Auditory Processing Disorder (APD) and to investigate the impact of APD on speech and language development, learning, and academic performance.

 

研究領域

  • 言語辨認測試材料的研發
  • 評估、培建及康復患有聽覺處理異常(Auditory processing disorder)及聽覺障礙的兒童
  • 患有聽覺處理異常(Auditory processing disorder)及聽覺障礙的兒童在學習、言語、語言及學業上所面對的挑戰
  • 正常聽力與聽力障礙人士的廣東話及普通話詞匯聲調辨認能力
近期及正進行之研究計劃
  • Identification of young Cantonese-speaking children with language learning disorders via lexical tone dichotic listening by profiling their instructional-driven (top-down) and stimulus-driven (bottom-up) information processing abilities.(Health and Medical Research Fund, Food and Health Bureau, 2015-2017). Cheif Investigator.

  • A Pediatric Developmental Study of Lexical Tone Dichotic Listening in Divided Attention versus Directed Attention Modes: A Step towards Identifying Cantonese- Speaking Children with Auditory Processing Disorder  (2011-2012). Chief Investigator.

  • Croucher Foundation Sponsorship for Conferences 2011-2012: First Conference on Developing Assessment Tools and Intervention Programs for Childhood Auditory Processing Disorders in the Chinese Communities (2011-2012). Chief Investigator.

  • Global conference on disorders in auditory processing, literacy, and related sciences (2011-2012). Chief Investigator.

  • Piloting divided-attention versus directed attention dichotic listening and alternating inter-aural listening development in children: a step towards identifying Cantonese-speaking children with auditory processing disorder (2011-2012). Chief Investigator.

  • Using spatial separation advantage from The Computerized Mandarin Pediatric Lexical Tone & Disyllabic- Word Picture Identification Test in Noise (MAPPID-N) to assess the spatial hearing functions of normal hearing and hearing-impaired children - A step towards identifying Mandarin-speaking children with Auditory Processing Disorder (2011-2012). Chief Investigator.

  • Construction and validation of the Cantonese Spoken Word Recognition Test (SWORT) to measure the word perception ability of Cantonese-speaking children (General Research Fund, Hong Kong Research Grant Council, 2009-2012). Co-investigator.

  • Development of speech processing algorithms on digital hearing aids for improved perception on tonal languages (Earmarked Research Grant, Hong Kong Research Grant Council, 2006-2009). Co-Investigator.

  • The development of the Cantnese Lexical Neighborhood Tests in noise (CLNTN) – an outcome measurement tool for children with hearing impairment (Direct Grant for Research Round 1, The Chinese University of Hong Kong, 2004-2005). Principal investigator. 

期刊論文
  • Qiu, X. Y., Yuen, K. C. P., & Mou, H. Y. (2019). The binaural redundancy, binaural squelch and head shadow speech-recognition-in-noise benefits in unilateral cochlear implanted preschool children with hearing aids fitted in contralateral ears - an intra-participant statistical investigation. Revista medico-chirurgicală̆ ̆̆ a Societă̆ ̆̆t ̧̜ii de Medici ş̜i Naturaliş̜ti din Iaş̜I, 123(3), 112-113.
  • Yuen, K. C. P., Mak, C. C. Y., Fung, F. K. H., Mou, H. Y., Cheung, C. M. K., Qiu, X. Y., & Sam, S. K. L. (2019). The Cantonese Pediatric Lexical Tone Dichotic Listening Test (CaPeLeToDLT) detects abnormal auditory processing and within-participant ear advantage in very young children. Journal of Hearing Science, 9(1), 67.
  • Yuen, K. C. P., Qiu, X. Y., Mou, H. Y., & Xi, X. (2019). The MAndarin spoken word—Picture IDentification test in noise—Adaptive (MAPID-A) measures subtle speech-recognition-in-noise changes and spatial release from masking in very young children. PLoS ONE, 14(1), e0209768. doi:10.1371/journal.pone.0209768
  • Yuen, K. C. P. (in press). Developing a new generation of speech-language pathologists (SLPs) with competences in the management of literacy disorders and learning disabilities in Hong Kong. Folia Phoniatrica et Logopaedica.
  • Lim, L. H. Y., Xiang, L., Lee, N. Y. M., Yuen, K. C. P., & Li, R. J. L. (2014). Validation of the Pediatric Hearing Impairment Caregiver Experience Questionnaire in the Singapore population. Annals of the Academy of Medicine, Singapore, (in press), .-.
  • Yuen, K. C. P., & Yuan, M. (2014). Development of spatial release of masking in Mandarin-speaking children with normal hearing. Journal of Speech, Language and Hearing Research, 57(5), 2005-23. doi:10.1044/2014_JSLHR-H-13-0060.
  • Yuen, K. C. P. (2012). The development of a lexical tone dichotic listening test for Cantonese-speaking chidlren - a research proposal. Journal of the Speech-Language-Hearing Association of Taiwan, 29, 23-44.
  • Yuen, K. C. P. (2011). Normal hearing and cochlear-implanted Mandarin-speaking children's word and lexical tone recognition in noise under spatially mixed versus spatially separated conditions: An account on the development of spatial separation advantage. International Journal of Pediatric Otorhinolaryngology, 75(S1), 44.
  • Lee, A., Tong, M. C., Yuen, K. C. P., Tang, P., & van Hasselt, C. A. (2010) Hearing Impairment and Depressive symptoms in an Older Chinese Population. Journal of Otolaryngology – Head & Neck Surgery, 39(5), 498-503.
  • Yuan, M., Lee, T., Yuen, K. C. P., Soli, S. D., van Hasselt, C. A., & Tong, M. C. (2009). Cantonese tone recognition with enhanced temporal periodicity cues. Journal of the Acoustical Society of America, 126(1), 327-337. 
  • Yuen, K. C. P., Cao, K. L., Wei, C. G., Luan, L., Li, H., & Zhang, Z. Y. (2009). Lexical tone and word recognition in noise of Mandarin-speaking children who use cochlear implant and hearing aids in opposite ears. Cochlear Implants International, 10 S1, 120-129.
  • Yuen, K. C. P., Yuan, M., Lee, T., Tong, M., Soli, S., & van Hasselt. (2009). Development of the Computerized Cantonese Disyllabic-word Lexical Tone Identification Test in Noise (CANDILET-N). Cochlear Implants International, 10 S1, 130-137.
  • Yuen, K. C. P., Luan, L., Li, H., Yuan, M., Wei, C. G., Cao, K. L., & Lee, T. (2009). Development of the Conputerized Mandarin Pediatric Lexical tone & Disyllabic-word Picture identification test in Noise (MAPPID-N). Cochlear Implants International, 10 S1, 138-147.
  • Yuen, K. C. P., Tong, M. C., van Hasselt, C. A., Yuan, M., Lee, T., Soli, S. D. (2009). Cantonese lexical tone recognition from frequency-specific temporal envelope and periodicity components in the same versus different noise band carriers. Cochlear Implants International, 10 S1, 148-158.
  • Yuen, K. C. P., Ng, I. H. Y., Luk, B. P. K., Chan, S. K. W., Chan, S. C. S., Kwok, I. C. L., Yu, H. C., Chan, T. M. Y., Hung, T. C. W., Tong, M. C. F. (2008). The development of Cantonese Lexical Neighborhood Test – A pilot study. International Journal of Pediatric Otorhinolaryngology, 72, 1121-1129.
  • Yuen, K. C. P., Yuan, M., Lee, T., Tong, M., Soli, S. & van Hasselt. (2007). Frequency-specific temporal envelope and periodicity components for lexical tone identification in Cantonese. Ear and Hearing. 28(2 Suppl), 107S-113S.
  • Yuan, M., Lee T., Yuen, K. C. P., Soli S. D., Tong, M. C., van Hasselt, C. A. (2007). Band-specific temporal periodicity enhancement for Cantonese tone perception with noise-excited vocoder. Conf Proc IEEE Eng Med Biol Soc. 1, 694-697.
  • Chan, V., Tong, M., Yue, V., Wong, T., Leung, E., Yuen, K. C. P., van Hasselt A. (2007) Performance of older adult cochlear implant users in Hong Kong. Ear and Hearing. 28(2 Suppl), 52S-55S.
  • Yuen, K. C. P., Kam, A. C. S, Lau, P. S. H. Lau. (2006). Comparative performance of an adaptive directional microphone system and a multi-channel noise reduction system. Journal of the American Academy of Audiology, 17(4)241-252.
  • Tang, T. P. Y., McPherson, B. Yuen, K. C. P., Wong, L. L. N. & Lee, J. S. M. (2004). Auditory neuropathy/auditory dys-synchrony in school children with hearing loss: frequency of occurrence. International Journal of Pediatric Otorhinolaryngology 68(2), 175-183.
  • Yuen, K. C. P. & McPherson, B. D. (2002). Audiometric configurations of hearing impaired children in Hong Kong: implications for amplification. Disability and Rehabilitation, 24 (17), 904-913.
  • Lee J. S. M., McPherson B, Yuen K. C. P., Wong L. L. N. (2001) Screening for auditory neuropathy in a school for hearing impaired children. International Journal of Pediatric Otolaryngology, 61, 39-46.
  • Stokes, F. S., Whitehill, T. L., Yuen, K. C. P., & Tsui, A. M. Y. (1996). EPG treatment of sibilants in two Cantonese-speaking children with cleft palate. Clinical Linguistics, 10, 265-280.
 
書籍章次
  • Chung, K. K. H., Yuen, K. C. P., & McInerney, D. M. (Eds.) (2014). Understanding developmental disorders of auditory processing, language and literacy across languages: International perspectives. Charlotte, NC: Information Age Publishing.
  • Yuen, K. C. P. (2013). Twice-exceptional students with deafness or hard-of-hearing and giftedness. In S. N. Phillipson, H. Stoeger & A. Ziegler (Eds.), Exceptionality in East-Asia: Explorations in the Actiotope model of giftedness (212-231). London: Routledge.
學術會議論文
  • Yuen, K. C. P., Yuan, M., Mou, M., & Sam., S. K. L. (2013, December). Development of a Mandarin lexical tone dichotic listening test based on a two-parameter logistic item response theory model – a step towards identifying individuals with auditory processing disorders. Invited paper presented at the Audiology for Tomorrow - International Conference on Recent Developments in Audiology, Hong Kong.
  • Yuen, K. C. P. & Yuan, M. (2013, November). Spatial release from masking in Mandarin-speaking children and adults with normal hearing. Paper presented at the Audiology for Tomorrow - International Conference on Recent Developments in Audiology, Hong Kong.
  • Yuen, K. C. P. (2013, August). Developing a new generation of Speech-Language Pathologists (SLPs) with competence in the management of Literacy and Learning Disorders in Hong Kong. Invited paper presented at the Education for Speech and Language Pathology Committee Symposium 2 - Educating Speech-Language Pathologists for Professional Practice in Different Environments, 29th World Congress of The International Association of Logopedics and Phoniatrics, Turin, Italy.
  • Yuen, K. C. P. (2013, August). Development of Cantonese lexical tone dichotic listening test – a step towards identifying individuals with auditory processing disorders. Paper presented at the Audiology Short Seminar 5, 29th World Congress of The International Association of Logopedics and Phoniatrics, Turin, Italy.
  • Yuen, K. C. P. (2013, June). How do we assess sound perception and speech recognition in hearing-impaired children?. Invited paper presented at The 3rd Forum on the Development of Speech Perception Assessment Tools – Focused on Outcome Measurement of Pediatric Cochlear Implantation in China, Dalin, China.
  • Yuen, K. C. P. (2013, June). The development of Mandarin Pediatric Lexical Tone and Disyllabic-word Picture Identification Test in Noise (MAPPID-N). Invited paper presented at The 3rd Forum on the Development of Speech Perception Assessment Tools – Focused on Outcome Measurement of Pediatric Cochlear Implantation in China, Dalin, China.
  • Yuen, K. C. P. (2012, October). Development of a lexical tone dichotic listening test – a pilot study on young adults. Paper presented at the Hong Kong Speech & Hearing Symposium, The Chinese University of Hong Kong, Hong Kong.
  • Yuen, K. C. P. (2012, October). The Development of a lexical tone dichotic listening test – a step towards identifying individuals with auditory processing disorders. Keynote paper presented at the International Association of Logopedics and Phoniatrics Taiwan Composium, The Speech-Language-Hearing Association of Taiwan, Tainan, Taiwan.
  • Yuen, K. C. P. (2011, November). Clinical aspects of Chinese language learning among school-aged children - How to maximize the availability of speech and other meaningful sounds for hearing-impaired children to develop speech and language learning?. Paper presented at the International Conference on Chinese Language and Teaching in the Digital Age, Hong Kong.
  • Yuen, K. C. P. (2011, May). Benefits of new pre-processing/ sound coding strategies in cochlear implants for children: fact or fiction?. Invited paper presented in K. Yuen (Chair), Deaf children today: new issues in audiology, device fitting, rehabilitation and speech & language outcomes. Round table conducted at the 10th European Symposium on Paediatric Cochlear Implantation, Athens.
  • Yuen, K. C. P. (2011, May). Selection and fitting of hearing aids. Invited paper presented at the Audiology day – hearing aids workshop at the 10th European Symposium on Paediatric Cochlear Implantation, Athens.
  • Yuen, K. C. P. (2010, October). Mandarin-speaking children’s word and lexical tone recognition in noise under spatially mixed and spatially separated conditions. Paper presented at the Advanced audiological rehabilitation for better rehabilitation workshop of the Advances in otology and related sciences 2010 conference, Hong Kong.
  • Yuen, K. C. P., Luan, L., Li, H., Yuan, M., Wei, C. G., Cao, K. L. & Lee, T. (2008). Computerized Mandarin Pediatric Lexical tone & Disyllabic-word picture identification test in Noise (MAPPID-N): development and standardization. Paper presented at the XXIXth International Congress of Audiology, Hong Kong, China, 8 -12 Jun 2008.
  • Yuen, K. C. P., Yuan, M., Lee, T., Tong, M., Soli, S. & van Hasselt. (2008). Cantonese lexical tone recognition from frequency-specific temporal envelope and periodicity components in the same versus different noise band carriers. Paper presented at the XXIXth International Congress of Audiology, Hong Kong, China, 8 -12 Jun 2008. 
  • Cao, K.L., Wei, C. G., Yuen, K. C. P., Luan, L., Huan, L. & Zhang, Z. Y. (2008). Lexical tone and word recognition in noise of Mandarin-speaking children who use cochlear implants and hearing aids in opposite ears. Paper presented at the XXIXth International Congress of Audiology, Hong Kong, China, 8 -12 Jun 2008.
  • Yuen, K. C. P., Yuan, M., Lee, T., Tong, M., Soli, S. & van Hasselt. (2008). Computerized CANtonese DIsyllabic LExical Tone Identification Test in Noise (CANDILET-N): development and standardization. Paper presented at the XXIXth International Congress of Audiology, Hong Kong, China, 8 -12 Jun 2008.
  • Chang, H. S. & Yuen, K. C. P. (2008). Effects of emotional tone of voice on the acoustic characteristics of Mandarin Chinese. Paper presented at the XXIXth International Congress of Audiology, Hong Kong, China, 8 -12 Jun 2008.
  • Yuan, M., Lee, T., Yuen, K. C. P., Soli S. D., Tong, M. C. & van Hasselt, C. A. (2007). Band-specific temporal periodicity enhancement for Cantonese tone perception with noise-excited vocoder. Paper presented at the IEEE International Conference of the Engineering in Medicine and Biology Society (EMBC), Lyon, France, August 23-26, 2007.
  • Yuen, K. C. P., Luan, L., Li, H., Yuan, M., Wei, C. G., Cao, K. L. & Lee, T. (2007). Computerized Mandarin Pediatric Lexical tone & Disyllabic-word picture identification test in Noise (MAPPID-N). Paper presented at the 6th Asia Pacific Symposium on Cochlear Implant and Related Sciences, Sydney, Australia, 30 Oct -2 Nov 2007.
  • Yuen, K. C. P., Yuan, M., Lee, T., Tong, M., Soli, S. & van Hasselt. (2007). Cantonese lexical tone recognition from frequency-specific temporal envelope and periodicity components in the same versus different noise band carriers. Paper presented at the 6th Asia Pacific Symposium on Cochlear Implant and Related Sciences, Sydney, Australia, 30 Oct – 2 Nov 2007.
  • Yuen, K. C. P., Yuan, M., Lee, T., Tong, M., Soli, S. & van Hasselt. (2007). Computerized CANtonese DIsyllabic LExical Tone Identification Test in Noise (CANDILET-N). Paper presented at the 6th Asia Pacific Symposium on Cochlear Implant and Related Sciences, Sydney, Australia, 30 Oct – 2 Nov 2007.
  • Yuan, M., Lee T., Yuen, K. C. P., Soli S. D., Tong, M. C., van Hasselt, C. A. (2007). F0-related periodicity enhancement in temporal envelope for Cantonese tone recognition. Paper presented at the 6th Asia Pacific Symposium on Cochlear Implant and Related Sciences, Sydney, Australia, 30 Oct – 2 Nov 2007.
  • Yuan, M., Yuen, K. C. P., Lee, T., Tong, M., Soli, S. & van Hasselt. (2006). Frequency-specific expansion of periodicity components for lexical tone identification in Cantonese. Paper presented at the International Hearing Aid Research Conference, Lake Tahoe, California, 16-20 Aug 2006.
  • Yuen, K. C. P., Yuan, M., Lee, T., Tong, M., Soli, S. & van Hasselt. (2005). Frequency-specific temporal envelope and periodicity components for lexical tone identification in Cantonese. Paper presented at the 5th Asia Pacific Symposium on Cochlear Implant and Related Sciences, Hong Kong, 26–28 Nov 2005.  
 

任演納博士

助理教授

(852) 2948 8225
yyum@eduhk.hk

任演納博士
助理教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/New_photos_2017/Dr._YUM_Yen_Na,_Cherry.jpg
(852) 2948 8225
(852) 2948 7794
B4-1/F-19
yyum@eduhk.hk
https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=188408
專門: 雙語及讀寫能力

M.S. & Ph.D., Psychology, Tufts University
B.A., Psychology & Linguistics, Haverford College

簡介

Cherry obtained her PhD degree in cognitive psychology at Tufts University. Before joining the SEC department at EdUHK, Cherry was a postdoctoral research fellow at the Division of Speech and Hearing Sciences at The University of Hong Kong. Her interests cover bilingualism and second language learning, focusing on reading and writing processes across languages or writing systems. Her recent work has used the ERP method to examine the neural correlates of visual word processing and language learning among bilingual/multilingual populations. She is currently the Programme Coordinator of BA(SE).

 

教學範疇

  • Honors Project and Education Project supervision
  • Bilingualism

 

研究領域

  • Bilingualism
  • Literacy 
  • Cognitive neuroscience

 

正進行之研究計劃

  • Effectiveness of music therapy in social skill intervention for children with ASD/ID: a randomized controlled trial. Health and Medical Research Fund, (Principal Investigator), 2020-2022
  • Understanding ambiguous sentences in a non-native language. Research Seed Fund, (Principal Investigator), 2019-2021.
  • The multilingual reading brain: An ERP study of language interactions in three writing systems. General Research Fund, (Principal Investigator), 2019-2021, University Grants Committee. (#28609118)
  • A multi-disciplinary research programme in child development. Central Reserve for Strategic Development (co-Investigator), 2018-2020, the Education University of Hong Kong.
  • Increasing cultural sensitivity among pre-service teachers in Hong Kong. Teaching Development Grant (co-Principal Investigator), 2018-2019, the Education University of Hong Kong. (#T0218)
  • A multi-method investigation of cognate effects in three writing systems. Internal Research Grant (Principal Investigator), 2018-2019, the Education University of Hong Kong. (#RG 94/2017-2018R)
  • Brain Stimulation, Inner Speech And Mental Rehearsal: Implications For L2 learning. Internal Research Grant (co-Principal Investigator), 2017-2019, Center for Brain and Education, the Education University of Hong Kong
  • How phonetic system training change the way we read Chinese? An ERP study. Internal Research Grant (co-Investigator), 2017-2019, Center for Brain and Education, the Education University of Hong Kong. (#0287)

 

期刊論文

  • Yum, Y. N., & Law, S. P. (2019). Interactions of age of acquisition and lexical frequency effects with phonological regularity: An ERP study—EdUHK Research Repository. Psychophysiology, 56(10). https://doi.org/doi.org/10.1111/psyp.13433
  • Yum, Y.N. & Law, S.-P. (accepted). Impact of characteristics of L1 literacy experience on picture processing: ERP data from trilingual non-native Chinese and English readers. Cognition.
  • Yum, Y.N., Law, S.-P., Lee, C.F., & Shum, M.S.K. (2018). Early event-related potentials differences in orthographic processing of native and non-native Chinese readers. Journal of Research in Reading, 41(3), 403-422. doi: 10.1111/1467-9817.12115
  • Law, S.-P., Yum, Y.N., & Cheung, W.L. (2017). Neural correlates of concreteness effect in semantic processing of single Chinese characters using mixed-effects modeling. Journal of Neurolinguistics, 44, 223-238. doi: 10.1016/j.jneuroling.2017.07.001
  • Yum, Y.N., Law, S.-P., Mo, K.N., Lau, K.-Y.D., Su, I.-F, & Shum, M.S.K. (2016). Electrophysiological evidence of sublexical phonological access in character naming by L2 Chinese learners of L1 alphabetic scripts. Cognitive, Behavioral, and Affective Neuroscience, 16, 339-352. doi: 10.3758/s13415-015-0394-z
  • Yum, Y.N., Su, I.-F, & Law, S.-P. (2015). Early effects of radical position legality in Chinese: An ERP study. Scientific Studies of Reading. doi: 10.1080/10888438.2015.1081204
  • Yum, Y.N., Law, S.-P., Su, I.-F., Lau, K.-Y.D., & Mo, K.N. (2014). An ERP study of effects of regularity and consistency in delayed naming and lexicality judgment in a logographic writing system. Frontiers in Psychology, 5: 315. doi: 10.3389/fpsyg.2014.00315
  • Yum, Y.N., Midgley, K.J., Holcomb, P.J., & Grainger, J. (2014). An ERP study of initial second language learning. Psychophysiology, 51:4, 364-373. doi: 10.1111/psyp.12183
  • Yum, Y.N., Holcomb, P.J., & Grainger, J. (2011). Words and pictures: An electrophysiological investigation of domain specific processing in native Chinese and English speakers. Neuropsychologia, 49, 1910-1922. doi: 10.1016/j.neuropsychologia.2011.03.018
  • Strijkers, K., Yum, Y.N., Midgley, K.J., Grainger, J. & Holcomb, P.J. (2011). Early goal-directed top-down influences in the production of speech. Frontiers in Psychology, 2, A371. doi: 10.3389/fpsyg.2011.00371
  • Boltz, M.G. & Yum, Y.N. (2010). Temporal concepts and predicted duration judgments. Journal of Experimental Social Psychology, 46, 895-904. doi: 10.1016/j.jesp.2010.07.002

 

學術會議

  • Yum, Y.N., Tai, P.-L.A., & Cohn, N. (October, 2018). Reading with pictures in first and second language. The 17th International Conference on the Processing of East Asian Languages-The 9th Conference on Language, Discourse, and Cognition, Taipei.
  • Tai, P.-L.A., Yum, Y.N., & Cohn, N. (October, 2018). Reading comprehension of multimodal text in children vs adults. The 17th International Conference on the Processing of East Asian Languages-The 9th Conference on Language, Discourse, and Cognition, Taipei.
  • Yum, Y.N. & Law, S.-P. (February, 2018). Using ERPs to dissociate lexical frequency and age-of-acquisition in Chinese character naming. The 2nd Meeting of The Association for Reading and Writing in Asia, Tsukuba.
  • Yum, Y.N., Law, S.-P., & Petrova, A. (November, 2017). The role of native writing system in picture processing: An ERP study. The 9th Society for the Neurobiology of Language Annual Meeting, Baltimore.
  • Petrova, A., Yum, Y.N., & Law, S.-P. (November, 2017). An ERP study of the role of native writing system in picture processing. The 55th Annual Academy of Aphasia Meeting, Baltimore.
  • Law, S.-P., Yum, Y.N., & Petrova, A. (November, 2017). How Native Writing System may Influence Picture Processing: An ERP Study.  The 58th Annual Meeting of the Psychonomic Society, Vancouver.
  • Law, S.-P., Yum, Y.N., & Cheung, W.-L. G. (December, 2016). Concreteness effects on semantic processing of single Chinese characters using mixed effects modeling of EEG data. The 16th International Conference on the Processing of East Asian Languages, Guangzhou.
  • Law, S.-P., Yum, Y.N., & Cheung, W.-L. G. (October, 2016). Concreteness effects on semantic processing of single Chinese characters using mixed effects modeling of EEG data. The 54th Annual Academy of Aphasia Meeting, Llandudno.
  • Yum, Y.N., Law, S.-P., & Lee, C.-F. (May, 2016). Orthographic sensitivity in differentiating Chinese characters: An ERP study of L1 and L2 Chinese readers. International Meeting of the Psychonomic Society, Granada.
  • Yum, Y.N., Law, S.-P., & Wong, H.-C. (May, 2016). Phonological regularity effects in homophone judgment in second language Chinese readers. International Meeting of the Psychonomic Society, Granada.
  • Yum, Y.N., Law, S.-P., & Wong, S.-Y. (May, 2016). Revisiting the role of semantic radicals in Chinese character reading: The interaction of semantic transparency and imageability. International Meeting of the Psychonomic Society, Granada.
  • Yum, Y.N. & Law, S.-P. (October, 2015). An ERP study of sublexical phonological access in L2 Chinese character reading. The 7th Society for the Neurobiology of Language Annual Meeting, Chicago.
  • Law, S.-P., Yum, Y.N., & Su, I.-F. (October, 2015). Early encoding of radical position legality in Chinese character reading: An ERP study. The 7th Society for the Neurobiology of Language Annual Meeting, Chicago.
  • Yum, Y.N., Su, I.-F., & Law, S.-P. (June, 2015). Early encoding of radical position legality in Chinese character reading: An ERP study. Organization for Human Brain Mapping Annual Meeting, Honolulu.
  • Yum, Y.N., Mo, K.N., Law, S.-P., Lau, K.-Y.D., Su, I.-F., & Shum, M.S.K. (October, 2014). Processing sublexical phonology in L2 Chinese character reading: An ERP study. The 15th International Conference on the Processing of East Asian Languages, Seoul.
  • Yum, Y.N., Mo, K.N., Law, S.-P., Lau, K.-Y.D., Su, I.-F., & Shum, M.S.K. (August, 2014). Learning to read a logographic writing system as a second language: An ERP study of L2 Chinese proficient readers. The 6th Society for the Neurobiology of Language Annual Meeting, Amsterdam.
  • Law, S.-P., Yum, Y.N., Lau, K.-Y.D., Su, I.-F., & Mo, K.N. (August, 2014). Distinctive effects of regularity and consistency in orthography-phonology mapping in a logographic writing system: An ERP study. The 6th Society for the Neurobiology of Language Annual Meeting, Amsterdam.
  • Yum, Y.N., Midgley, K.J., Grainger, J., & Holcomb, P.J. (November, 2013). Does phonology influence word learning in a visually unfamiliar L2? An ERP training study. The 5th Society for the Neurobiology of Language Annual Meeting, San Diego, CA.
  • Yum, Y. N., Midgley, K. J., Grainger, J., & Holcomb, P. J. (April, 2013). Tracking lexicality effects in second language learning. The 20th Annual Meeting of the Cognitive Neuroscience Society, San Francisco, CA.
  • Yum, Y.N., Grainger, J., Holcomb, P. J. (September, 2012). Do repetitions change semantics? A longitudinal study of repetition effects. Tufts Cognitive Science Conference on Language and Representation, Medford, MA.
  • Yum, Y. N., Midgley, K.J., Grainger, J., Holcomb, P. J. (April, 2010). An ERP study on beginning second language learning. The 17th Annual Cognitive Neuroscience Society Meeting, Montréal.
  • Boltz, M. & Yum, Y.N. (November, 2009). Temporal concepts and predicted duration estimates. The 50th Meeting of the Psychonomic Society, Boston, MA.
  • Yum, Y. N., Midgley, K.J., Grainger, J., Holcomb, P.J. (November, 2009). An electrophysiological study on word and picture processing in mandarin Chinese speakers. The 16th Annual Cognitive Neuroscience Society Meeting, San Francisco, CA.

 

專業服務

Ad-hoc reviewer for Experimental Brain Research; Frontiers in Language Sciences; Language Learning; Neuropsychologia; Psicologica; Psychophysiology; Scientific Studies of Reading

馮鳴龍先生

高級講師II

(852) 2948 7125
fungml@eduhk.hk

馮鳴龍先生
高級講師II
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/Mr_Fung_Ming_Lung.jpg
(852) 2948 7125
(852) 2948 7792
B4-1/F-15
fungml@eduhk.hk
專門: 融合教育和價值觀教育的實際實施

BA (HKU), PGDE (HKU), MEd (HKU), MSocSc Psychology (CityUHK)

 

教學領域

  • Professional Development Programme for the New-to-role Special Educational Needs Coordinators in Ordinary Primary and Secondary Schools for the 2018/19, 2019/20 and 2020/21 School Years

 

研究領域

  • Critical theory and emancipatory pedagogy
  • Postmodernism and education
  • Philosophy of education

訪問教授

陳德祥教授

榮譽教授


tchan@kennesaw.edu

陳德祥教授
榮譽教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/Prof_Chan_Tak_Cheung.jpg
tchan@kennesaw.edu
專門:Educational Leadership, School Finance, Educational Research, Educational Planning, International Education, School Business Management, Special Education Administration and Facilities Planning

Doctor of Education     University of Georgia, Georgia, USA, 1979.
Master of Education     Clemson University, South Carolina, USA, 1976.
Bachelor of Arts           University of Hong Kong, Hong Kong, 1971.

Professional Membership:

  • American Educational Research Association (AERA)
  • Association of Supervision and Curriculum Development (ASCD)
  • International Society of Educational Planning (ISEP)
  • Georgia Educational Research Association (GERA)
  • Chinese American Educational Research and Development Association (CAERDA)
  • Southern Regional Council for Educational Administration (SRCEA)

 

Awards:

  • Distinguished Service Award, International SIG, American Educational Research Association (2016)
  • Jack Greer Distinguished Achievement Award, Southern Regional Council on Educational Administration (2013)
  • KSU Foundation Scholarship and Creative Activities Award Finalist, Kennesaw State University (2013)
  • KSU Foundation Scholarship and Creative Activities Award Finalist, Kennesaw State University (2012)
  • Distinguished Graduate Scholarship Award, Graduate School, Kennesaw State University (2011)
  • Distinguished Scholarship Award, Bagwell College of Education, Kennesaw State University (2011)
  • Outstanding Presidential Leadership Recognition, International Society for Educational Planning (2010 and 2011)
  • Distinguished Service Award, College of Education, Kennesaw State University (2010)
  • Distinguished Leadership Recognition, Southern Regional Council on Educational Administration (2010)
  • Outstanding Contributions Recognition, Program Chair, Southern Regional Council for Educational Administration (2009)
  • Distinguished Teacher Education Research Award, Georgia Association of Teacher Educators (2007)
  • Exceptional Service Award, International SIG, American Educational Research Association (2007, 2009 and 2011)
  • Distinguished Scholarship Award, Bagwell College of Education, Kennesaw State University (2006)
  • Kennesaw State University Foundation Publication Award for distinguished publication in the field of education, Kennesaw State University (2004)
  • Award for Faithfulness and Outstanding Service, International Society for Educational Planning (2004)
  • Distinguished Service Award, Southern Regional Council for Educational Facility Planning, USA (1983)

 

Selected Publications

Books Published

  • Chan, T. C., Mense, E., Lane, K., & Richardson, M. D. (Eds.) (2014). Marketing the green school: Forms, functions and the future. Los Angeles, CA: IGI Publisher.
  • Chan, T. C., Jiang, B. & Ouyang, R. (Eds.) (2013). Administration of elementary and secondary Schools in the United States. Beijing, China: People’s University Press.
  • Koo, R., Choi, B. C., Lucas, M. R., & Chan, T. C. (Eds). (2009). Education policy, reform, and school innovations in the Asia-Pacific Region. Hong Kong and Macao, China: The Association for Childhood Education International.
  • Ouyang, R., & Chan, T. C. (2007). (Eds.) Education. Series on Western Research in the Humanities and Social Sciences. Beijing, China: China Renmin University Press.
  • Chan, T. C., & Richardson, M. D.  (2005). Ins and outs of school facility management. Scarecrow Education Publishing Company.
  • Jiang, Y. S., & Chan, T. C. (1990). A conceptual framework of modern educational administration. Guangdong, China: Guangdong Higher Education Press.
  • Chan, T. C.  (1980). The age of school building and the academic achievement of eighth grade students in the State of Georgia. Ann Arbor, Michigan: University Microfilm, Inc.

Book Chapters Published

  • Chan, T. C., Saunders, R., & Lashley, L. (2014). Green school leadership: What does it really mean? In T. C. Chan, E. Mense, K. Lane, & M. D. Richardson (eds.). Marketing the green school: Forms, functions and The future. Los Angeles, CA: IGI Publisher, p. 232-242,
  • Griffin, D., & Chan, T. C. (2014). PPBES: How one school district goes green. In T. C. Chan, E. Mense, K. Lane, & M. D. Richardson (eds.). Marketing the green school: Forms, functions and the future. Los Angeles, CA: IGI Publisher, p. 258-266.
  • Chan, T. C., Mense, E. G., Crain-Dorough, M., Richardson, M. D., & Lane, K. E. (2013). Observations through a keyhole: The changing dimensions of global higher education. In S. Mukerji, & P. Tripathi (eds.) The Handbook of Research on Transnational Higher Education Management. Hershey, PA: IGI Global Publisher, p. 59-78.
  • Chan, T. C. (2013). Planning in education. In, T. C. Chan, B. Jiang & R. Ouyang (eds.) Administration of elementary and secondary schools in the United States. Beijing, China: People’s University Press, p. 68-82.
  • Chan, T. C. (2013). Administration of school business affairs. In, T. C. Chan, B. Jiang & R. Ouyang (eds.) Administration of elementary and secondary schools in the United States. Beijing, China: People’s University Press, p. 257-271.
  • Chan, T. C. (2011). Conclusion: Where does multicultural education in Asia countries lead? In J. Phillion, M. T. Hue, & Y. Wang (Eds.). Minority students in East Asia: Government policies, school practices and teacher responses. New York: Routledge.  P. 249-256.
  • Rhodes, E., Ennis, W., Crain-Dorough, M., Richardson, M., & Chan, T. C. (2011). Financing distance education in a time of economic challenges. In U. Demiray and S. Sever (2011). Marketing online education program: Frameworks for promotion and communication. Turkey: Anadolu University, p. 315-327.
  • Chan, T. C. (2010). Introduction: Educational leadership program: Challenges of today and tomorrow. Yearbook 2009, the Southern Regional Council on Education Administration.
  • Koo, R., Chan, T. C., & Richardson, M. (2009). The development of educational technology in China. In R. Koo, B. C. Choi, M. R. Lucas, & T. C. Chan (Eds). Education policy, reform, and school innovations in the Asia-Pacific Region, p. 425-446.
  • Wang, C., Richardson, M., Chan, T. C., & Koo, R. (2009) Merit pay in China: How one university acts. In R. Koo, B. C. Choi, M. R. Lucas, & T. C. Chan (Eds). Education policy, reform, and school innovations in the Asia-Pacific Region, p. 131-138.
  • Jiang, B., Patterson, J., & Chan, T. C. (2009) Meeting the redesign criteria of educational leadership programs in Georgia: Innovative acts of one university.  In R. Koo, B. C. Choi, M. R. Lucas, & T. C. Chan (Eds). Education policy, reform, and school innovations in the Asia-Pacific Region, p. 165-192.
  • Chan, T. C. (2009). Meeting educational challenges of the new century: An examination of  China’s strategic planning. In R. Koo, B. C. Choi, M. R. Lucas, & T. C. Chan (Eds). Education policy, reform, and school innovations in the Asia-Pacific Region, p. 107-130
  • Morris, R., & Chan, T. C. (2007). Analyzing professional perspectives that support school improvement. 2007 Yearbook of the Southern Regional Council of Educational Administration, p. 49-60.
  • Zhu, X., & Chan, T. C. (2007). Educational system and management in the United States. In R. Ouyang & T. C. Chan (Editors), Education. Beijing, China: China Remmin University Press, p. 23-48.
  • Chan, T. C. (2007). Education in the New Century. In R. Ouyang & T. C. Chan (Editors), Education. Beijing, China: China Remmin University Press, p. 321-330.
  • Tubbs, J. E., & Chan, T. C. (2006). How to create a quality collaborative educational leadership practicum experience. The Southern Regional Council of Educational Administration Yearbook, p. 43-49.
  • Chan, T. C. (2005). School enrollment and employment. In Jing Luo (Editor), China today: An encyclopedia of life in the People’s Republic.  Westport, CT: Greenwood Press, p. 534-537.
  • Chan, T. C. (2005). Educational administration: Educational finance, policies, and laws. In Jing Luo (Editor), China today: An encyclopedia of life in the People’s Republic.  Westport, CT: Greenwood Press, p. 142-5. 

Research Reports Published

  • Chan, T. C. (2013). An examination of green school practices in Atlanta schools. Kennesaw, GA: Department of Educational Leadership, Kennesaw State University. (ERIC Document Reproduction Service, No.: ED543509).
  • King, P., & Chan, T. C. (2011). Teachers’ and students’ perception on teachers’ caring behaviors.  (ERIC
  • Document Reproduction Service, No.: ED525290).
  • Chan, T. C.  (2007). The impact of technology facilities on student achievement in Georgia schools. Research Report to the Council of Educational Facility Planners, International, Scottsdale, AZ.
  • Chan, T. C. (2004). A comparison of student attitude, behavior, and achievement in portable and permanent classrooms. Research report to the Council of Educational Facility Planners, International, Scottsdale, AZ.
  • Chan, T. C., Webb, L., & Bowen, C. (2003). Are assistant principals prepared for principalship? How do assistant principals perceive? (ERIC Document Reproduction Service, No.: ED481543).
  • Chan, T. C. & Pool, H. (2002).  Principals’ priorities versus their realities: Reducing the gap. (ERIC Document Reproduction Service, No.: ED 465 230). 
  • Chan, T. C., & Martin, K. (2001) HOT Program: A success story of community support for education. (ERIC Document Reproduction Service, No.: ED 453 927).
  • Chan, T. C., Curran, T., & Deskin, C.  (1997).  Employment myths and realities in speech and language pathology. (ERIC Document Reproduction Service, No.: ED 416 730).
  • Chan, T. C.  (1996).  Environmental impact on student learning  (ERIC Document Reproduction Service, No.: ED 406 722).
  • Chan, T. C.  (1997).  Physical environment and student safety in South Georgia schools.(ERIC Document Reproduction Service, No.: ED 405 640).
  • Chan, T. C.  (1982).  A comparative study of pupil attitudes toward new and old school buildings. (ERIC Document Reproduction Service,  No.:  ED 222 981)
  • Chan, T. C.  (1982). Initial costs vs. operational costs. A study of building improvement projects in fourteen Schools in the School District of Greenville County, South Carolina. (ERIC Document Reproduction Service, No.: ED 208 492)
  • Chan, T. C. (1981).  Physical environment and middle grade achievement. (ERIC Document Reproduction Service,  No.: ED 198 645)
  • Chan, T. C. (1979).  The impact of school building age on pupil achievement.  (ERIC Document Reproduction Service,  No.: ED 191 138)

Case Studies

  • Patterson, J., Vella, B., & Chan, T. C. (2009). Together, we are better. In K. Henson (2009). Curriculum Planning. (4th ed.)  Long Grove, IL: Waveland Press, Inc. p. 206-211.
  • Chan, T. C. (2005). Contract management in school construction. Journal of Ethics in Leadership, 1(2), 108-115.
  • Tubbs, J. E., Terry, D., & Chan, T. C. (2006). As the crows fly. In K. Henson (2006). Curriculum Planning. (3rd ed.) Long Grove, IL: Waveland Press, Inc. p. 190-196.

 

Articles Published in Refereed Journals

  • Patterson, J.P., Jiang, B., Chandler, M., & Chan, T.C. (2012, Fall).  Educational leadership program effectiveness: Evaluation from graduates and their principals. Georgia Educational Researcher, 9(1), 40-60.
  • Chan, T. C., Crain-Dorough, M., Richardson, M. D. (2012). Educational accountability: The role of efficiency, effectiveness, and productivity. Southern Journal of Educational Administration, 1(1), 19-26. Available online at  http://cstl-coe.semo.edu/pwatkins/SRCEA_Jrl/Index.htm
  • Chandler, M., & Chan, T. C. (2012) Implementation of professional learning standards in Georgia schools: An examination of the current reality. Journal of Educational Research- New Waves, 15(1), 89-106.
  • Turan, S., & Chan, T. C. (2011). Profiles of elementary school principals: Comparing Turkey and the United States. Journal of Education and Humanities. 2(4). 93-108. (Available online at http://www.egitimbirsen.org.tr/eibd/eibd4.pdf )
  • Cheurprakobkit, S., & Chan, T. C. (2011). The development of criminal justice program in Georgia high schools. Eastern Education Journal, 40(1), 75-84. Available online:  http://castle.eiu.edu/edjournal/
  • Chan, T. C., & Dishman, M. (2011). Maintaining a safe and healthy school environment for learning. The American Clearinghouse on Educational Facilities (ACEF) Journal, 1(1), 5-13. Available online: http://www.acefacilities.org/ACEFJournal.aspx
  • Chan, T. C. (2011). How do technology application and equity impact student achievement? International Journal of Cyber Ethics in education, 1(2), 1-14.  Available online: http://resources.igi-global.com/marketing/journals/IJCEE1(2).pdf
  • Chan, T. C. (2010). Faculty’s perception of a performance-based educational leadership program. Educational Planning, 19(4), 32-43.
  • Chan, T. C. (2010). Signs and symbols of educational planning. Educational Planning, 67(2), 3-10.
  • Chan, T. C., Chandler, M., Jiang, B., & Patterson, J. (2010). How do administrators, teachers, and parents Perceive the impact of facility on student achievement? Journal of School Business Management, 22(2), 34-41.
  • Chan, T. C. (2009). Meeting the challenge of accountability: The case study of a university in China. Inonu University Journal of the Faculty of Education, 10(3), 13-24.
  • Chan, T. C., & Jiang, B. (2009). How school principals assist beginning teachers.  Studies in Educational Leadership, 1,114-123.
  • Morris, R., Chan, T. C., & Patterson, J. (2009). Principals’ perceptions of school public relations. Journal of School Public Relations, 30(2), 166-185.
  • Patterson, J., Chandler, M., Jiang, B., & Chan, T. C. (2009). Portable classrooms: Immediate solutions to a Growing problem. School Business Affairs, 75(6), 23-25.
  • Chan, T. C., Patterson, J., & Chandler, M. (2009) Best practices for the best interests of students: Principals’ strategies in managing portable classrooms. Journal of School Business Management, 21(1), 28-36.
  • Chan, T. C. (2009). Do portable classrooms impact teaching and learning? Journal of Educational Administration, 47(3), 290-304.
  • Jiang, B., Patterson, J., Chandler, M., & Chan, T. C. (2009). Practicum experience in an educational leadership program: Perspectives of supervisors, mentors and candidates. Educational Administration-Theory and Practice, 15(57), 77-108.
  • Chan, T. C., Terry, D., & Bessette, H. (2009). Fourth and fifth grade departmentalization: A transition to middle school. Journal for the Liberal Arts and Sciences, 13(2), 5-13.
  • Jiang, B., & Chan, T. C. (2008) Working with beginning teachers: What effective strategies do principals use? Eastern Education Journal, 37(1), 8-19. (Available at www.eiu.edu/~edjournal
  • Chan, T. C., & Du, R. (2008). School principals’ profiles: Comparing U.S and China. Journal of Global Initiatives, 3(1), 87-106.
  • Chan, T. C., & Wan, Y. (2008). The feasibility of implementing Total Quality Management principles in Chinese education: Chinese educators’ perspectives. Educational Planning, 17(20), 10-22.  

 

Invited Lectures

  • Chan, T. C. (2015, October). Mentoring faculty to employ innovative approach to classroom teaching. Guangxi Teachers College, Nanning, Guangxi, China.
  • Chan, T. C. (2015, October). A current development of open education in the United States. A presentation to the faculty of Guangxi Open Education University, Nanning, Guangxi, China.
  • Chan, T. C. (2014, June). An update of development in elementary education in the United States. A presentation to The faculty and students of Huzhou Teachers’ College, Huzhou, China.
  • Chan, T. C. (2014, June). Elementary education development in the United States: The present and the future. A presentation to the faculty and students of Hunan First Teachers’ College, Changsha, China.
  • Chan, T. C. (2014, June). Educational research development in the United States. A presentation to the faculty and students of Hunan Normal University, Changsha, China.
  • Chan, T. C. (2014, June). Educational research and dissemination in the United States. A presentation to the faculty and students of Central South University, Changsha, China.
  • Chan, T. C. (2013, December). Faculty induction and mentoring in US schools and colleges. A presentation to the faculty and students of Jinan University, Guangzhou, China.
  • Chan, T. C. (2013, December). Faculty induction and mentoring: The US model. A presentation to the faculty and students of the University of Macau, Macau, China.
  • Chan, T. C.  (2013, November). Educational research wants you. Dean’s Speaker Series, Bagwell College of Education, Kennesaw State University.
  • Chan, T. C. (2012, December). A showcase of love and care in the world. A presentation to students at Shin Pyeong High School, Shinpyeong-Myeon, Dangjin-Gun, Chungnam, Republic of Korea.
  • Chan, T. C. (2011, May). How principals assist new teachers to succeed. A lecture delivered to the faculty and students of Shanghai Normal University, Shanghai, China.
  • Chan, T. C., & Jiang, B. (2010, May). How to make best use of community resources in support of education?A lecture delivered to the faculty and students of Shanghai Normal University, China.

 

Peer Reviewed Paper Presentations (Selected)

  • Chan, T. C., Xu, M., & Shu, Z. (2016, April). How do Chinese school administrators manage school financial business? A paper presented at the annual conference of the American Educational Research Association, Washington, DC, USA.
  • Chan, T. C. (2016, April). How do Atlanta public schools manage their finance at economically difficult times?A paper presented at the Annual Conference of the Chinese American Educational Research and Development Association, Washington, DC, USA.
  • Chan, T. C., & Morris, R. (2016, April). How do Atlanta schools support the green school initiative? A paper presented to the Annual Meeting of the Society of Professors of Education, Washington, DC, USA.
  • Chan, T. C. (2015, November). Working with doctoral students in the dissertation process. A paper presented at the annual conference of the Southern Regional Council on Educational Administration, Atlanta, GA, USA.
  • Chan, T. C. (2015, October). An examination of school financial practices in China. A paper presented to the annual conference of The International Society for Educational Planning, Baltimore, MD, USA.
  • Bowen, C., & Chan, T. C. (2014, October). Ethical decision making: An intentional component of all teacher and educational leader preparation classes. A paper presented at the annual conference of the Southern Regional Council on Educational Administration, Atlanta, GA, USA.
  • Chan, T. C., & Chandler, M. (2014, October). Financial practices exercised by public schools in Atlanta. A paper presented at the annual conference of the Southern Regional Council on Educational Administration, Atlanta, GA, USA.
  • Chan, T. C., Xu, M., & Shu, Z. (2014, October). How do school administrators in China manage school financial business? A paper presented at the annual conference of the Southern Regional Council on Educational Administration, Atlanta, Ga. USA.
  • Chan, T. C., Xu, M., & Shu, Z. (2014, October). Educational finance practices: How does it work in China? A paper presented at the annual conference of the Georgia Educational Research Association, Savannah, GA, USA.
  • Jiang, B., Chan, T. C., Xu, M., & Shu, Z. (2014, April). Significance of school community relations to Chinese educators. A paper presented at the Annual Conference of the American Educational Research Association, Philadelphia, PA, USA.
  • Chan, T. C., Chandler, M., Turan, S., Kpeglo, S., & Du, R. (2014, April). Comparing school principals’ roles and responsibilities in five countries. A paper presented at the Annual Conference of the American Educational Research Association, Philadelphia, PA, USA.
  • Chan, T. C., & Shu, Z. (2014, April). An examination of educational finance practices in China. A paper presented at the Annual Conference of the Chinese American Educational Research and Development Association, Philadelphia, PA, USA.
  • Lokey-Vega, A., & Chan, T. C. (2014, March). Learning from international curriculum exemplars to refine the common core standards. A presentation to the annual conference of the Association of Supervision and Curriculum Development at Los Angeles, CA, USA.
  • Chan, T. C., & Saunders, R. (2013, October). How green are the Atlanta schools? A paper presented to the annual conference of The International Society for Educational Planning, Niagara Falls, NY, USA.
  • Chan, T. C., Jiang, B., Xu, M., & Shu, Z. D. (2013, October). How do Chinese educators perceive school community relations? A paper presented to the annual conference of The International Society for Educational Planning, Niagara Falls, NY, USA.
  • Chan, T. C., Chandler, M., Turan, S., Kpeglo, S., & Du, R. (2013, October). How do school principals in five different countries perform their daily duties? A paper presented to the annual conference of The International Society for Educational Planning, Niagara Falls, NY, USA.
  • Chan, T. C., & Saunders, R. (2013, October).  An examination of green school practices in Atlanta schools. A paper presented at the annual conference of the Georgia Educational Research Association, Savannah, GA, USA.
  • Chan, T. C., Jiang, B., Xu, M., & Shu, Z. D. (2013, October). School community relations: An examination of Chinese educators’ perspectives. A paper presented at the annual conference of the Georgia Educational Research Association, Savannah, GA, USA.
  • Chan, T. C., & Saunders, R. (2013, October). The green features of Atlanta schools. A paper presented to the annual conference of The Southern Regional Council on Educational Administration, Oklahoma City, OK, USA.
  • Chan, T. C., Jiang, B., Xu, M., & Shu, Z. D.  (2013, October). School community relations: Its’ significance to Chinese educators. A paper presented to the annual conference of The Southern Regional Council on Educational Administration, Oklahoma City, OK, USA.
  • Amlaner, B., & Chan, T. C. (2013, October). A climate assessment instrument for the Seventh-day Adventist schools. A paper presented to the annual conference of The Southern Regional Council on Educational Administration, Oklahoma City, OK, USA.
  • Morris, R., Chan, T. C., & Putney, D. (2013, October). A critical review of technology decision making and School usage. A paper presented to the annual conference of The Southern Regional Council on Educational Administration, Oklahoma City, OK, USA.
  • Chan, T. C., Jiang, B., & Shu, Z. (2013, April). Perceptions of Chinese educators on school community relations. A paper presented at the Annual Conference of the Chinese American Educational Research and Development Association, San Francisco, CA, USA.
  • Kpeglo, S., Chan, T. C., & Morris, R. (2013, May). Ghana teacher college principals: Self-perception of their roles and responsibilities. A paper presented at the annual conference of the American Educational Research Association, San Francisco, CA, USA.
  • Chan, T. C.  & Kpeglo, S. (2012, October). How principals of teacher colleges in Ghana perceive their roles and responsibilities. A paper presented at the annual conference of the Georgia Educational Research Association, Savannah, GA, USA.
  • Chan, T. C.  & Kpeglo, S. (2012, October). Teacher college principalship in Ghana: Principals’ Self-perception. A paper presented at the annual conference of the International Society for Educational Planning, Kansas City, MO, USA.
  • Morris, R., & Chan, T. C. (2012, September). Technology decision making by school leaders. A paper presented at the annual conference of the Southern Regional Council on Educational Administration, New Orleans, LA, USA.
  • Chan, T. C., Jiang, B., & Shu, Z. (2012, September). Chinese principals’ roles in new teacher induction. A paper presented at the annual conference of the Southern Regional Council on Educational Administration, New Orleans, LA, USA.
  • Chan, T. C.  & Kpeglo, S. (2012, September). Ghana teacher college principals: Self-perception of their roles and responsibilities. A paper presented at the annual conference of the Southern Regional Council for Educational Administration, New Orleans, LA, USA.
  • Chan, T. C., & King, P.  (2012, May). Teacher caring: A strategic approach to classroom management. A paper presented at the International Symposium on Classroom Management and Motivation for Learning, Wuhan, China.
  • Crain-Dorough, M., Mense. E. G., Stringer, J. C., Campbell, K. T., Richardson, M. D., & Chan, T. C. (2012). School improvement process filters into the classroom management: Transending international borders. A paper presented at the International Symposium on Classroom Management and Motivation for Learning, Wuhan, China.
  • Lane, K. E., Mense, E., Richardson, M. D., Chan, T. C. (2012, May). Developing simulations on critical thinking and decision making:  Ways to motivate student learning. a paper presented to the international symposium on classroom management and motivation for learning, wuhan, china.
  • Jiang, B., Chan, T. C., & Shu Z. (2012, May). Helping new teachers to start a career in education: Perspectives of Chinese principals. Paper presented at the US- China Symposium on Educational, Technology and Teacher Leadership, Shanghai, China.
  • Mense, E., Lane, K. E., Richardson, M. D., & Chan, T. C. (2012, May). The use of technology in higher education: The role of accountability. Paper presented at the US- China Symposium on Educational, Technology and Teacher Leadership, Shanghai, China.
  • Chandler, M., Chan, T. C., & Jiang, B. (2012, April). The effectiveness of embedded approach to practicum experiences in educational leadership: Program candidates’ perspectives. A paper presented at the annual conference of the American Educational Research Association, Vancouver, Canada.
  • Chandler, M., & Chan, T. C. (2012, April). How are professional learning standards implemented in Georgia schools? A paper presented at the Annual Conference of the Chinese American Educational Research and Development Association, Vancouver, Canada.
  • Jiang, B., & Chan, T. C. (2012, April). How do school principals work with beginning teachers in China? A paper presented at the Annual Conference of the Chinese American Educational Research and Development Association, Vancouver, Canada.
  • Chan, T. C. (2011, November). My dissertation process. A paper presented at the annual conference of the Southern Regional Council for Educational Administration, St. Louis, MO, USA.
  • King, P., & Chan, T. C. (2011, October). Teachers’ and students’ perceptions on teachers’ caring behaviors. A paper presented at the annual conference of the Georgia Educational Research Association, Savannah, GA, USA.
  • Mozer, L., & Chan, T. C. (2011, October). A comparison of student achievement: Online and face-to-Face. A paper presented at the annual conference of the Georgia Educational Research Association, Savannah, GA, USA.  
  • Chan, T. C., & Kpeglo, S. (2011, October). How are Ghana elementary school principals different from those of the United State?. A paper presented at the annual conference of the Georgia Educational Research Association, Savannah, GA, USA.
  • Chan, T. C., & Kpeglo, S. (2011, October). Profiles of elementary school principals: Comparing Ghana and The United States. A paper presented at the annual conference of the International Society for Educational Planning, Budapest, Hungary.
  • Chan, T. C. (2011, October). A safe and healthy school is an AYP school. A paper presented at the annual conference of the International Society for Educational Planning, Budapest, Hungary.
  • Chandler, M., Chan, T. C., & Jiang, B. (2011, April). The embedded approach to practicum experiences in an educational leadership program: Candidates perspectives. A paper presented  at the Annual Conference of the Chinese American Educational Research and Development Association, New Orleans, LA, USA.
  • Chan, T. C. (2011, April). Technology Application and Technology Equity: Are They Related to Student Achievement? A paper presented at the annual conference of the American Educational Research Association, New Orleans, LA, USA.

  • Turan, S., & Chan, T. C. (2010, October). School Principals’ Profiles: Comparing Turkey and the United States. A paper presented at the annual conference of the International Society for Educational Planning, Washington, DC, USA.

  • Chandler, M., & Chan, T. C. (2010, October). An examination of the implementation status of professional learning communities in Georgia schools. A paper presented at the annual conference of the Southern Regional Council for Educational Administration, Savannah, GA, USA.
  • Chan, T. C., Chandler, M., Patterson, J., & Jiang, B. (2010, April). How school facilities impact student achievement: Perceptions of principals, teachers and parents. A paper presented at the Annual Conference of the Chinese American Educational Research and Development Association, Denver, CO, USA.
  • Chandler, M., & Chan, T. C. (2010, April-May). School principal profiles: Comparing Hungary and the U.S. A paper presented at the annual conference of American Educational Research Association, Denver, CO, USA.
  • Morris, R. C., Chan, T. C., & Patterson, J. (2010, April-May). School public relations as perceived by school principals. A paper presented at the annual conference of American Educational Research Association, Denver, CO, USA.
  • Chandler, M., Chan, T. C., Patterson, J., & Jiang, B. (2009, October). How do principals, teachers and parents perceive the impact of facility on student achievement? A paper presented at the annual conference of the Georgia Educational Research Association, Savannah, GA, USA.
  • Chandler, M., & Chan, T. C. (2009, October). Principals’ self-perception of their roles and responsibilities: Comparing Hungary and the United States. A paper presented at the annual conference of the Southern Regional Council for Educational Administration, Atlanta, GA, USA.
  • Williamson, J., & Chan, T. C. (2009, October). The impact of technology access, technology integration and teacher technology proficiency on student achievement in Georgia schools. A paper presented at the annual conference of the International Society for Educational Planning, Savannah, GA, USA.
  • Chan, T. C., Patterson, J., & Chandler, M. (2009, October). The impact of facility on student achievement: Principals’, teachers’, and parents’ perspectives. A paper presented at the annual conference of the International Society for Educational Planning, Savannah, GA, USA.
  • Chandler, M., & Chan, T. C. (2009, October). School principal profiles: Comparing Hungary and the United States. A paper presented at the annual conference of the International Society for Educational Planning, Savannah, GA, USA.
  • Bowen, C., & Chan, T. C. (2009, October). Preparing for the 21st Century: Increasing ethics instruction in educator preparation programs. A paper presented at the annual conference of the International Society for Educational Planning, Savannah, GA, USA.
  • Jiang, B., Chandler, M., Patterson, J. & Chan, T. C. (2009, April). Practicum Experience in an Educational Leadership Program: Perspectives of Supervisors, Mentors and Candidates. A paper presented at the annual conference of American Educational Research Association, San Diego, CA, USA.
  • Chan, T. C. (2009, April). Faculty’s perception of a performance-based educational leadership program. A paper presented at the annual conference of Chinese Association of Educational Research and Development, San Diego, CA, USA.
  • Chan, T. C., Jiang, B., Patterson, J., & Chandler, M. (2009, April). Perceptions of practicum experiences: Supervisors’ and mentors’.   A paper presented at the annual conference of Chinese Association of Educational Research and Development, San Diego, CA, USA.
  • Patterson, J., Jiang, B., Chandler, M., & Chan, T. C. (2009, February). Stakeholders’ perceptions of educational leadership practicum experiences. A paper presented to the annual meeting of the Georgia Conference on College and University Teaching, Kennesaw, GA, USA. 
  • Patterson, J., Chandler, M., Jiang, B., & Chan, T. C. (2009, February). Stakeholders’ perceptions of Educational leadership practicum experiences. A paper presented to the annual meeting of the Association of Teacher Educators, Dallas, TX, USA.
  • Cheurprakobkit, S., & Chan, T. C. (2008, November). The criminal justice curriculum in Georgia’s high schools. A paper presented to the annual meeting of the Criminal Justice Association of Georgia, Savannah, GA, USA.
  • Chan, T. C., Patterson, J., Chandler, M., & Jiang, B. (2008, October). Strategies of planning and managing portable classrooms. A paper presented to the annual meeting of the Southern Regional Council of Educational Administration at Charleston, WV, USA.
  • Patterson, J., Chan, T. C., Jiang, B., Bowen, C., & Chandler, M. (2008, October). Multiple perspectives of an educational leadership program’s practicum experiences. A paper presented to the annual meeting of the Southern Regional Council of Educational Administration at Charleston, WV, USA.
  • Chan, T. C., & Morris, R. (2008, October). Principals’ perceptions of school community relations. A paper presented to the annual meeting of the Southern Regional Council of Educational Administration at Charleston, WV, USA.
  • Bowen, C., Chan, T. C., & Patterson, J. (2008, October). Ethics in the 21st Century – Higher Education’s Responsibility. A paper presented to the annual meeting of the Southern Regional Council of Educational Administration at Charleston, WV, USA.
  • Chan, T. C., Chandler, M., Patterson, J., & Jiang, B. (2008). Stakeholders’ perceptions of an educational Leadership program’s practicum experiences. A paper presented at the annual meeting of the Georgia Association of Teacher Education, Atlanta, GA, USA.
  • Chandler, M., Chan, T. C., Patterson, J., & Jiang, B. (2008, October). Practicum experience in an educational leadership program: Multiple perspectives. A paper presented to the annual meeting of the International Society of Educational Planning at Istanbul, Turkey.
  • Chan, T. C., Patterson, J., & Chandler, M. (2008, October). Best practices for the best interests of students: Principals’ strategies in managing portable classrooms. A paper presented to the annual meeting of the International Society of Educational Planning at Istanbul, Turkey.
  • Jiang, B., Patterson, J., Chan, T. C., & Bowen, C. (2008, May).  An Educational Leadership Program Redesign: Insights from Graduates and School Administrators. A paper presented at the International Conference on Educational Renewal and School Development in an Era of Cultural Diversity, Wuhan, China.
  • Chan, T. C., Jiang, B., & Patterson, J. (2008, March) Redesigning educational leadership programs: Graduates and their principals can help. A paper presented at the annual meeting of the American Educational Research Association, New York, NY, USA.
  • Chan, T. C., & Jiang, B. (2008, March) Principals’ role in working with beginning teachers. A paper presented at the Annual Conference of the Chinese American Educational Research and Development Association, New York, NY, USA.
  • Jiang, B., Patterson, J., & Chan, T. C. (2008, February). Involving graduates and their school employers in redesigning the educational leadership program. A paper presented at the annual meeting of the Association of Teacher Education, New Orleans, LA, USA.

藍芷芊醫生

榮譽教授


藍芷芊醫生
榮譽教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/Dr._Catherine_LAM_Chi_Chin_new.JPG

MB BS (HK)
FRCP (Edinburgh)
FHKAM (Paediatrics)
Specialist in Developmental-Behavioural Paediatrics (DBP)
Chair of the DBP Subspecialty Board

Profile

Dr. Catherine Chi-Chin LAM served as Consultant Paediatrician of Child Assessment Service (CAS), Department of Health until 2014 and currently works at CAS responsible for training and service development. Dr. Lam is a paediatrician with an interest in developmental paediatrics and the neurobiological basis of developmental and learning disorders. After graduation from the University of Hong Kong Medical Faculty and obtaining her Membership in Paediatrics from the United Kingdom Royal College of Physicians, she pursued subspecialty training in child neurology and developmental paediatrics at various institutions including the Child Assessment Service of Hong Kong, Albert Einstein College of Medicine of New York and the Department of Neurology of Harvard Medical School. Dr. Lam holds Fellowship Degrees from the Royal College of Physicians of Edinburgh and the Hong Kong Academy of Medicine.

Dr. Lam promotes attention to children and individuals with developmental disabilities through working with professional, non-governmental and parent associations. Dr. Lam is an active participant in cross sector collaborative work and related policy issues. Over the past years, she has worked with many medical professional bodies and was a founding member of the Hong Kong Society for Child Neurology and Developmental Paediatrics. From 2008 she led the formation of a Subspecialty of Developmental-Behavioural Paediatrics (DBP), resulting in its accreditation as a Paediatric Subspecialty in 2013 under the Hong Kong College of Paediatricians and Hong Kong Academy of Medicine. She is the current Chair of the DBP Subspecialty Board. Dr. Lam is active in joint activities in DBP between Hong Kong and the Mainland of China. She is a founding member of a charitable organization for helping children with learning and attention disorders in Hong Kong.

 

Selected publications

  • 1. Wong AMY, Ho CSH, Au Terry KF, Kidd J C, Ng AKH, Yip LPW, Lam CCC. (Dis)connections between specific language impairment and dyslexia in Chinese. Reading and Writing (2015) Volume 28, Issue 5, pp 699-719.
  • 2. Wong AMY, Leung M, Siu E, Lam CCC. Validating the language domain subtest in a developmental assessment scale for preschool children. Research in Developmental Disabilities 33 (2012) 1633-1641
  • 3. Wong SWL, McBride-Chang C, Lam CCC, Chan BMY, Lam FWF, Doo S. The joint effect of risk status, gender, early literacy and cognitive skills on the presence of Chinese dyslexia among a group of high risk children. Dyslexia 18:40-57 (2012)
  • 4. Lam CCC. Augmentative and Alternative Communication: Emerging in Hong Kong and the way ahead. Brainchild, HKCNDP November 2011 Vol. 12(1) 52-54
  • 5. Leung C, Cheung J, Lau V, Lam C. Development of Preschool Developmental Assessment Scale (PDAS) on children’s social development. Research in Developmental Disabilities 32 (2011) 2511-2518.
  • 6. Wong AMY, Leung C, Siu EKL, Lam CCC, Chan GPS. Development of the language subtest in a developmental assessment scale to identify Chinese preschool children with special needs. Research in Developmental Disabilities 32 (2011) 297–305
  • 7. McBride-Chang C, Lam FWF, Lam C, et al. Early predictors of dyslexia in Chinese children: familial history of dyslexia, language delay, and cognitive profiles. J of Child Psychology and Psychiatry 52:2 (2011), pp 204-211
  • 8. Leung C, Mak R, Lau V, Cheung J, Lam CCC. Development of a preschool developmental assessment scale for assessment of developmental disabilities. Research in Developmental Disabilities 31 (2010) 1358–1365
  • 9. Lam CCC. Developmental Dyslexia : Neurobiological perspectives. In: Ng SY, Lam CW, eds. Working together to unlock the potential of students with dyslexia: The Hong Kong Institute of Education. September (2010) 17-20
  • 10. Siu E, Tam E, Sin D, et al. A Survey of Augmentative and Alternative Communication Service Provision in Hong Kong. Augmentative and Alternative Communication (2010) Vol. (26) 4, pp 1-10.
  • 11. Wong AMY, Au TKF, Ho CSH, Kidd JC, Lam CCC, Lam FWF, Yip LPW. (2010). Word reading in Chinese kindergarten children with SLI. Poster presentation at the Seventeenth Annual Meeting of the Society for the Scientific Study of Reading, Berlin. July 2010.
  • 12. Wong AMY, Ho CSH, Au TKF, Kidd JC, Lam CCC, Yip LPW, Lam FWF. Word reading in Chinese kindergarteners with and without specific language impairment (SLI). Poster presentation at the Research in Reading Chinese Conference, OISE/University of Toronto. July 2010.
  • 13. Kidd JC, Wong AMY, Ho CSH, Au TKF, Lam CCC, Yip LPW, Lam FWF. In search of shared deficits underlying SLI and dyslexia in Chinese. Poster presentation at the 31st Annual Symposium on Research in Child Language Disorders, University of Wisconsin, Madison, Wisconsin, USA, June 2010.
  • 14. Lam CCC. Dyslexia in Hong Kong: Perspectives of Definition and Assessment. Journal of Basic Education (2009) Vol. 18(2) 45-62
  • 15. Lam CCC, Lam FWF. Hong Kong Summit on Specific Learning Disabilities. Brainchild, The Official Publication of The Hong Kong Society of Child Neurology and Developmental Paediatrics. September 2008; 9(2):5-21.
  • 16. Lam FWF, McBride-Chang C, Lam CCC, Wong SWL, Chow Y, Doo S. Towards Early Identification of Dyslexia in Chinese Preschool Children: A Study on Reading and Cognitive Profile in Children with Genetic Risk of Dyslexia in Hong Kong. HK J Paediatr (new series) 2008; 13: 90-98.
  • 17. Lam CCC. The use of word processors by students with SLD as an accommodation at open examinations 2008. In Lam CCC eds: Special Issue on Specific Learning Disabilities, Brainchild, The Hong Kong Society of Child Neurology and Developmental Paediatrics. November 2008 Vol. 9(2) 31-38
  • 18. Lam F, Lam C, Chan B. Mathematics Disorder – What we understand today. In Lam CCC eds: Special Issue on Specific Learning Disabilities, Brainchild, The Hong Kong Society of Child Neurology and Developmental Paediatrics. November 2008 Vol. 9(2) 42-47
  • 19. McBride-Chang C, Lam FWF, Lam CCC, Doo S, Wong SWL, Chow Y. Word Recognition and Cognitive Profiles of Chinese Pre-school Children at-risk for Dyslexia through Language Delay or Familial History of Dyslexia. Journal of Child Psychology and Psychiatry and Allied Disciplines, Vol. 49, Number 2, Feb 2008, pp.211-218(8)
  • 20. Chan CW, Lam CCC, Lau J, Lee T, Leung P, Liu S, Shiu LP. Position Paper on Attention Deficit/Hyperactivity Disorder in Children by Working Party on AD/HD (2007).
  • 21. Mak RHK, Lam CCC, Ho CCY, Wong MMY, Editors. A Primer in Common Developmental Disabilities – Experience at Child Assessment Service, Hong Kong. (2006)
  • 22. Lam CCC. Child Assessment Service in Hong Kong. In: Mak RHK, Lam CCC, Ho CCY, Wong MMY, eds. A Primer in Common Developmental Disabilities – Experience at Child Assessment Service, Hong Kong. (2006) 1-16

 

Selected projects

  • 1. 2016: Development of locally validated and normed comprehensive assessment instrument for 2-4 year old children in Hong Kong. Research partners: Child Assessment Service, The University of Hong Kong, The Hong Kong Polytechnic University, The Hong Kong Institute of Education.
  • 2. 2015: Development of language assessment tool for preschool children in Hong Kong. Research partners: Child Assessment Service, The University of Hong Kong, The Hong Kong Polytechnic University.
  • 3. 2011-2014: Development of a dyslexia screening test for preschool children in Hong Kong. Research Partners: Child Assessment Service, The Hong Kong Institute of Education and The Chinese University of Hong Kong.
  • 4. 2009-2014: Research project to develop a locally validated and normed comprehensive preschool developmental assessment scales for Hong Kong preschool 3-6 year old children. Research partners : Child Assessment Service, The Hong Kong Polytechnic University, University of Hong Kong and The Hong Kong Institute of Education.
  • 5. 2011: Queen Elizabeth Foundation for the Mentally Handicapped Project: Development and Provision of Augmentative and Alternative Communication (AAC) system for children with intellectual disabilities (Project No.: QEFMH 3/51/10)
  • 6. 2011: Quality Education Fund Research Project: The effectiveness of literacy intervention program for secondary students with dyslexia and specific reading and writing difficulties and significant underachievement” (Project No.: 2010/0180)
  • 7. 2009 -2011: Working Group for establishment of guidelines on Support Services to Students with Specific Learning Disabilities (Dyslexia) in Hong Kong Tertiary Institutions. Research Partners: The Hong Kong Society of Child Neurology & Developmental Paediatrics, Hong Kong Association for Specific Learning Disabilities and Representatives from 10 Hong Kong tertiary institutions.
  • 8. 2009-2011: 2-year Study on Multidimensional Developmental Profiles of Primary School Children with Significant Hearing Impairment in Hong Kong. Child Assessment Service, Department of Health and Chinese University of Hong Kong, Department of Linguistics and Modern Languages.
  • 9. 2008-2013: Specific Language Impairment (SLI) and Dyslexia in Cantonese Chinese: Co-morbidity and underlying deficits. A Longitudinal Study. Research Partners: Child Assessment Service and University of Hong Kong.
  • 10. 2007-2013: Territory-wide Language Evaluation for Students with HI in collaboration with the Jockey Club Sign Bilingualism and Co-enrollment in Deaf Education (JC-SLCO) Programme. Partners are Child Assessment Service of Department of Health and Chinese University of Hong Kong, Department of Linguistics and Modern Languages.
  • 11. 2007-2008: Development of training programme on School Based Speech Therapy Service for Hong Kong speech therapists at HKU SPACE.
  • 12. 2006-2010: Longitudinal study of cognitive profiles of Chinese pre-school children at-risk for dyslexia through language delay or familial history of dyslexia and outcomes by school age; and potential application of findings for development of preschool dyslexia screening tool in Hong Kong. Research Partners: Child Assessment Service and The Chinese University of Hong Kong.
  • 13. 2003-2006: Development of the Hong Kong Cantonese Oral Language Assessment Scale, Child Assessment Service, Department of Health HKSAR & Language Information Sciences Research Centre, City University of Hong Kong

麥翰林教授

榮譽教授


dennismm@eduhk.hk

麥翰林教授
榮譽教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/Prof_Dennis_McInerney.PNG
D1-2/F-15
dennismm@eduhk.hk
專門: ﹕學習動機、學習、自我進程、教學成就

B A Macquarie University 1971
B Ed University of New England 1973 (Pass with Merit)
M Ed (Hons) University of New England 1976
Ph D University of Sydney, 1989 (Thesis Title: The Psychological Determinants of Motivation of Non-Traditional Aboriginal Students)
Registered Teacher - The Council of Public Education Registration Number 29782
Registered Psychologist – Psychology Board of Australia PSY0001138433

 

Profile

Dennis M. McInerney is an honorary professor at the Education University of Hong Kong. Prior to this he was Chair Professor of Educational Psychology and Associate Vice President (Research and Development) and  Co-Director of the Assessment Research Centre of the Institute. Professor McInerney continues research consultancies with a range of international universities and individuals. 

Before his appointment at The Hong Kong Institute of Education he was Professor and Associate Dean (Education Research) at the National Institute of Education, Nanyang Technological University, Singapore having served for a period as Vice-Dean (Research and Methodology) within the Centre for Research in Pedagogy and Practice. Previous to this Professor McInerney was Research Professor and Associate Director of the Self Research Centre at the University of Western Sydney. 

Professor McInerney has published numerous research articles in refereed international journals, books and conferences and edits two international research series, Research on Sociocultural Influences on Motivation and Learning (Vols 1-11) and International Advances in Self Research (Vols 1-4). Professor McInerney has received numerous research grants including seven Australian Research Council grants and two Hong Kong University Grants Committee grants. He was awarded the University of Western Sydney’s Senior Researcher Award and was the first Professor to receive a Personal Chair at the University of Western Sydney, Macarthur. Professor McInerney was also awarded the inaugural President’s Award for Outstanding Performance in Research (Research Excellence) at the Hong Kong Institute of Education.

Professor McInerney has written a number of textbooks including Educational Psychology: Constructing Learning (Pearson 6th Edition, 2014); Developmental and Educational Psychology for Teachers: An applied approach (with Dave Putwain, Routledge. 2017); Developmental Psychology for Teachers (Allen & Unwin, 2006); Helping Kids Achieve Their Best: Understanding and Using Motivation in the Classroom (published by Allen & Unwin, 2000 and republished by Information Age Publishing, 2005), and Publishing Your Psychology Research (Sage and Allen & Unwin, 2001).

 

Professional Memberships

  • Associate Fellow Hong Kong Psychological Society
  • Member Australian Psychological Society (retired)
  • Member of the American Psychological Association (retired)
  • Member of the Australian Psychological Society College of Educational and Developmental Psychologists (retired)

 

Research Interests

  • Cross-cultural studies of learning and motivation
  • Self-processes and adaptive psychological determinants of school engagement
  • Instrument design and validation, with a specific focus on indigenous and ethnic minorities

 

Recent and Ongoing Research Projects

2015-2019: Australian Research Council (ARC) Discovery Grant ($AUD313, 536. 00). Research degree progress and success: Making a difference in candidate metacognitive profile, expectation, satisfaction and well-being (Partner Investigator) with A. P Holbrook, J. J. Scevak, K. M. Shaw, D S. Bourke (Chief-Investigators). DP150102088.

2014-2015: Research Grants Council/GRF Grant. The complexity and dynamics of social goals: An investigation of a hidden dimension of Hong Kong student motivation. Dr. Cheng, Wing Yi Rebecca (PI), Dennis M McInerney and Lam Shui Fong (Co-I).

2013: National Priorities Research Program (NPRP) (NPRP 6 - 122 - 5 – 015), Qatar National Research Fund The interaction of psychological variables and student achievement: finding optimal structure to student success (with R. Nasser & G. A. Liem).

2011 : The impacts of social and psychological factors on English and Putonghua learning and the implications to education policies. Dr, Wong, Wai Lap Simpson (PI) Chung, K. K. H, Ho S H C, McInerney D. M., Chow, W. Y. B (Co-I).

2011-2014: Research Grants Council RGC/GRF Grant ($808,769) Teacher commitment, motivation and attributes: What characterizes teachers in Hong Kong Schools? (With H. Marsh & A. Morin).

2010-2011: Hong Kong Institute of Education (HK$180,000) for research proposal development and pilot research into personal bests (PBs). (RG 15/2010-2011R: The Role of Personal Bests as a Motivator in Students’ Academic Development) (with A. Martin, G. A. D. Liem & Leung, Kim Chau, Charles).

2010: National Priorities Research Program (NPRP09-3022-5-052), Qatar National Research Fund ($US 69, 255) Peer and teacher socio-cultural motivation. Its impact on student academic performance (with R. Nasser).

2008-2011: Research Grants Council RGC/GRF Grant ($HK1.16m) Optimizing the Potential of Hong Kong Students: Harnessing the Interaction between Psychological Variables and Student Achievement (with M. Mok, R. Cheng, P. Y. Lai and A. S Yeung).

2008 (November): Start-up Grant HKIEd (HK$400,000).

2007-2008: Centre for Research in Pedagogy and Practice, NIE, Nanyang Technological University, Singapore ($S156, 290) Building the future for Singaporean students: The relationship of values, future visions, motivational profiles and learning to school success (with Arief D. Liem).

2006-2012: Australian Research Council (ARC) Discovery Grant ($AUD300,000) Securing the future: Optimising the success of remote Indigenous students at post-secondary education. A crosscultural study (with T. Cook & J. Tuovinen). DP0662865

2005-2012: Australian Research Council (ARC) Linkage Grant (ARC $AUD272,181 – NTDEET $AUD272,000 cash and kind) Building the future of Indigenous students. The relationship of future vision, learning, and motivational profiles to school success (with T. Cook & J. Tuovinen) LP0561651.

2005-2011: Australian Research Council (ARC) Discovery Grant ($AUD285,000) Maximising Real Educational Achievement – The REACH Project: Integrating motivation and self-concept to optimise students’ academic outcomes (with H. Marsh & A. Martin). 

 

Representative Publications

Authored Books

McInerney, D. M., & Putwain, D. (2017). Developmental and Educational Psychology for Teachers: An applied approach. U.K.: Routledge.

Lee, P., Fasoli, L., Ford, L., Stephenson, P., & McInerney, D. M. (2014). Indigenous kids and schooling in the Northern Territory. An introductory overview and brief history of Aboriginal Education in the Northern Territory. Batchelor Institute of Indigenous Tertiary Education Press.

McInerney, D. M. (2015). Educational psychology: Constructing learning. 6th ed. Sydney: Pearson.

McInerney, D. M., & McInerney, V. (2010). Educational psychology: Constructing learning. 5th ed. Sydney: Pearson.

McInerney, D. M. (2010). The role of sociocultural factors in shaping student engagement in Hong Kong: An ethnic minority perspective. Chair Professors. Public Lecture Series. The Hong Kong Institute of Education: Hong Kong.

麥翰林、鄭穎怡和黎寶燕 (2010)。《善用動機、盡展所長:教與學的錦囊》。美國北卡羅萊納 州夏洛特市:Information Age Publishing。(McInerney, D. M., Cheng, R. W. Y., & Lai, P. Y. (2010). Utilize motivation to fulfil potentials: Tips for teaching and learning. Charlotte, NC: Information Age Publishing. (in Chinese).

McInerney, D. M. (2006). Developmental psychology for teachers: An applied approach. Sydney: Allen & Unwin.

McInerney, D. M., & McInerney, V. (2006). Educational psychology: Constructing learning. 4th ed. Sydney: Pearson.

McInerney, D. M. (2005). Helping kids achieve their best. Understanding and using motivation in the classroom (Revised). Greenwich, CT: Information Age Publishing.

 

Edited Books

Liem, G.A. D., & McInerney, D. M. (Eds.) (2018). Big Theories Revisited (2nd Ed.). Charlotte, NC: Information Age.

Guay, F., Marsh, H. W., McInerney, D. M., & Craven, R. G. (Eds.) (2017). SELF Driving Positive Psychology and Well-being. Volume 6, International Advances in Self Monograph Series. Charlotte, NC: Information Age Publishing.

Guay, F., Marsh, H. W., McInerney, D. M., & Craven, R. G. (Eds.) (2015). Self-concept, Motivation and Identity: Underpinning Success with Research and Practice. Advances in Self Research (Vol. 5). Charlotte, NC: Information Press.

Chung, K. K. H., Yuen, K. C. P, and McInerney, D. M. (Eds.) (2014). Understanding developmental disorders of auditory processing, language and literacy across languages: International perspectives. In D. M. McInerney (Ed.) Research on Sociocultural Influences on Motivation and Learning. Vol. 11. Charlotte, NC: Information Age Publishing.

McInerney, D. M., Marsh, H. W., Craven, R. & Guay, F. (Eds.). (2013). Theory driving research: New wave perspectives on self-processes and human development. Advances in Self Research (Vol. 4). Charlotte, NC: Information Age Publishing.

McInerney, D. M, Walker, R. A., & Liem, G. A. D. (Eds.) (2011). Sociocultural theories of learning and motivation. Looking back, looking forward. In D. M. McInerney (Ed.) Research on Sociocultural Influences on Motivation and Learning. Vol. 10. Charlotte, NC: Information Age.

McInerney, D. M., Brown, T. L., & Liem, G. A. D. (Eds.) (2009). Student perspectives on assessment: What students can tell us about assessment for learning. In D. M. McInerney (Ed.), Research on Sociocultural Influences on Motivation and Learning. Vol. 9. Charlotte, NC: Information Age.

Tan, O S., McInerney, D. M., Liem, A. D., & Tan, A-G. (Eds.) (2008). What the West can learn from the East. Asian perspectives on the psychology of learning and motivation. Vol. 7 in Research in Multicultural Education and International Perspectives (Series Editors F. Salili and R. Hoosain). Charlotte, NC: Information Age.

McInerney, D. M., & Liem, A. D. (Eds.) (2008). Teaching and learning: International best practice. In D. M. McInerney & S. Van Etten (Ed.,) Research on Sociocultural Influences on Motivation and Learning. Vol. 8. Charlotte, NC: Information Age.

Marsh, H. W., Craven, R., & McInerney, D. M. (Eds.) (2008). Advances in self research. Vol. 3. Self- Processes, Learning, and Enabling Human Potential: Dynamic New Approaches. Charlotte, NC: Information Age.

McInerney, D. M., Van Etten, S., & Dowson, M. (Eds.) (2007). Research on sociocultural influences on motivation and learning. Vol. 7. Standards in Education. Charlotte, NC: Information Age.

McInerney, D. M., Dowson, M., & Van Etten, S. (Eds.) (2006). Research on sociocultural influences on motivation and learning. Vol. 6. Effective Schools. Charlotte, NC: Information Age.

 

Chapters in Books

Liem, G. A. D., & McInerney, D. M. (in press). Academic motivation: The universal and culturally specific. In T. Good & M. McCaslin (Eds.), Routledge Encyclopedia of Education.

Cheng, R, W-y., Leung, B.F.H., & McInerney, D. M. (2019). Social goal orientation,behavioural engagement and coping of Hong Kong students. In G. A. D, Liem and Tan, S. R(Eds.), Asian Education Miracles. In search of sociocultural and psychological explanations.(pp.29-44). NY, New York: Routledge.

McInerney, D. M., & King, R. B. (2018). Culture and self-regulation in educational settings. In Schunk, D. H., & Greene, J. A. (2018). Handbook of self-regulation of learning and performance (2nd ed.) (pp. 485-502). New York: Routledge.

Datu, J. A. D., & McInerney, D. M. (2017). Does culture matter for grit? Mapping cross-cultural directions in grit research programs. In F. Guay, H. W. Marsh, D. M. McInerney, & R. G. Craven, R. G. (Eds.) (2017). SELF Driving Positive Psychology and Well-being. Volume 6 (pp. 113-133). International Advances in Self Monograph Series. Charlotte, NC: Information Age Publishing.

McInerney, D. M., Maehr, M. L., & Dowson, M. (2017). Motivation and culture. In Reference Module in Neuroscience and Biobehavioral psychology. Elsevier. ISBN 9780128093245.

King, R. B., & McInerney, D. M. (2016). Culture and motivation: The road travelled and the way ahead. Handbook of Motivation at School (2nd ed.) (pp. 275-299). Edited by Kathryn Wentzel and David Miele. NY: Routledge.

McInerney, D. M. (2016). A journey through David Watkin’s research and contribution to crosscultural psychology. In R. B. King & A. B. I. Bernardo (Eds.). The Psychology of Asian Learners. A festschrift in honor of David Watkins. (pp.15-34). Singapore: Springer.

King, R.B., & McInerney, D. M. (2016). Examining the links between social goals and learning strategies. In R. B. King & A. B. I. Bernardo (Eds.). The Psychology of Asian Learners. A festschrift in honor of David Watkins. (pp. 405-417). Singapore: Springer.

Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. M. (2015). Exploring doctoral examiner judgements through the lenses of Habermas and epistemic cognition. In J. Huisman & M. Tight, Theory and Method in Higher Education Research (213-233). Bingley UK: Emerald Publishing.

King, R. B., & McInerney, D. M. (2015). Culture and Motivation: The road travelled and the way ahead. Edited by Kathryn Wentzel and David Miele, Handbook of Motivation at School (2nd ed.) (.-.). (in press): Routledge.

McInerney, D. M. (2013). The gifted and talented and effective learning: A focus on the Actiotope model of giftedness in the Asian context. In S. N. Phillipson, H. Stoeger, & A. Ziegler (Eds.), Exceptionality in East Asia: Explorations in the actiotope model of giftedness (pp.255-268). New York: Routledge.

McInerney, D. M., & King, R. B. (2013). Harnessing the power of motivational factors for optimizing the educational success of remote indigenous students: A cross-cultural study. In R. G. Craven, & J. Mooney (Eds.), Seeding Success in Indigenous Australian Higher Education (pp. 81-111). UK: Emerald. doi:10.1108/S1479-3644(2013)0000014004

McInerney, D.M., & King, R.B. (in press). Traveling a thousand miles away: Motivational implications of the cross-cultural transition. In S. Karabenick & T. Urdan (Eds.), Advances in motivation and achievement, vol. 17.

McInerney, D. M., & Ali, J. (2013). Indigenous Motivational Profiles: Do They Reflect Collectivism? A cross-cultural analysis of similarities and differences between groups classified as individualist and collectivist cultures. In R. G. Craven, G. H. Bodkin-Andrews, & J. Mooney (Eds.), International Advances in Education: Global initiatives for equity and social justice (pp. 211-232). Charlotte, NC: Information Age Publishing.

McInerney, D. M., & Liem, G. A. D. (2012). Culture and schooling: Looking beyond individualism and collectivism. In L. Burton, D. Westen, & R. Kowalski (Eds.), Psychology: Australian and New Zealand Edition (3rd ed.) (pp.788-789). Sydney: John Wiley & Sons.

McInerney, D. M., Fasoli, L., Stephenson, P., & Herbert, J. (2012). Building the future for remote Indigenous students in Australia. An examination of future goals, motivation, learning and achievement in cultural context. In J. N. Franco and A. E. Svensgaard (Eds.). Handbook on Psychology of Motivation: New Research. NOVA Press, New York.

McInerney, D. M. (2012). School Motivation. In N. Seel (Ed.), Encyclopedia of the Sciences of Learning, New York: Springer. 2012, Part 19, 2966-2972, DOI: 10.1007/978-1-4419-1428-6_892.

King, R. B., McInerney, D. M. (2012). Including social goals in achievement motivation research: Examples from the Philippines. In Walter Lonner, Dale Dinnel, Sue Hayes, & David Sattler (Eds.), Readings in Psychology and Culture. E-book at the Center for Cross-Cultural Research, Department of Psychology, Western Washington University. USA.Retrieved from http://scholarworks.gvsu.edu/orpc/vol5/iss3/4 (http://www.wwu.edu/~culture).

McInerney, D. M. (2011). Culture and self-regulation in educational contexts: Assessing the relationship of cultural group to self-regulation. In B. Zimmerman & D. Schunk (Eds.), Handbook of Self-Regulated Learning and Performance. Educational Psychology Handbook Series. New York: Routledge.

McInerney, D. M., Cheng, R. W. Y., & Lai, P. Y. (2010). Utilize motivation to fulfill potentials: Tips for teaching and learning (in Chinese). Charlotte, NC: Information Age Publishing.

Liem, A. D., & McInerney, D. M. (2010). Indonesian students and their citizenship-related attributes: Motivational perspective of the attainment of civic education desirable outcomes. In K. J. Kennedy, W. O. Lee, & D. L. Grossman (Eds.), Citizenship Education Pedagogies in Asia and the Pacific (pp. 149-174). New York: Springer.

McInerney, D.M. (2010). Educational psychology - Theory, research, and teaching. In K. Wheldall (Ed.), Developments in educational psychology (2nd Ed) (14-29). London: Routledge.

Nelson, G. F., Green, J., McInerney, D. M., Dowson, M., & Schauble, A.C. (2009). Education in Cross-Cultural Settings: Psychology Underpinnings of Achievement in Papua New Guniea. In A. Gari, & K.Mylonas (Eds.), Quod Erat Demonstrandum: From Herodotus' Ethnographic Journeys to Cross-Cultural Research (397-404). Athens, Greece: Pedio.

McInerney, D. M. & Liem, A. D. (2009). Achievement motivation in cross-cultural context: Application of Personal Investment Theory in educational settings. In A. Kaplan., S.A. Karabenick, & E. V. De Groot (Eds.), Culture, Self and Motivation: Essays in honor of Martin L. Maehr. Charlotte, NC: Information Age Publishing.

McInerney, D. M. (2009). Educational psychology – Theory, research, and teaching: A 25-year retrospective. 2nd Ed. In K. Wheldall (Ed.), Developments in Educational Psychology. London: Routledge.

Liem, A. D., & McInerney, D. M. (2009). Indonesian students and their citizenship-related attributes: Motivational perspective of the attainment of civic education desirable outcomes. In K. J. Kennedy, W. O. Lee, & D. L. Grossman (Eds.), Citizenship Education Pedagogies in Asia and the Pacific.Springer.

Liem, A. D., & McInerney, D. M. Best International Practice in Teaching and Learning. In D. M. McInerney & S. Van Etten (Eds.), (2008). Teaching and learning: International best practice. Vol. 8 in Research on sociocultural influences on motivation and learning. (pp. 3-21). Charlotte, NC: Information Age.

McInerney, D.M., & Liem, A. D. (2008). Motivation theory and engaged learning. In P. A. Towndrow, C. Koh, & H. C. Tan (Eds.), Motivation and Practice for the Classroom. The Netherlands; Sense Publishers.

McInerney, D. M., & Liem, A. D. (2008). Individualism/collectivism – fact or fiction? In D. Westen, L. Burton & R. Kowalski (Eds.), Psychology: Australian and New Zealand Edition (2nd ed.). Sydney: John Wiley & Sons.

McInerney, D. M. (2007) Personal investment, culture, and learning. Insights into the most salient influences on school achievement across cultural groups. In F. Salili & R. Hoosain (Eds.), Culture, Motivation and Learning: A multicultural perspective. Vol 6 in Research in Multicultural Education and International Perspectives. Greenwich, CT: Information Age Publishing.

McInerney, D. M. (2007) The motivational roles of cultural differences and cultural identity in self-regulated learning. (Invited) In D. Schunk & B. Zimmerman (Eds.), Motivation and Self-Regulated Learning: Theory, Research, and Applications. New York: Lawrence Erlbaum.

Green, J., Martin, A.J., Marsh, H.W., & McInerney, D. M. (2006). Academic motivation and engagement: Examining relations with key educational outcomes. In R.G. Craven., J. S. Eccles, & T. M. Ha (Eds.), Self-concept, Motivation, Social and Personal Identity for the 21st Century. Proceedings of the Fourth International Biennial SELF Research Conference, Ann Arbor, University of Michigan (ISBN 1 74108 148 3).

Green, J., Martin, A.J., Marsh, H.W., & McInerney, D. M. (2006). Gender and grade effects in the structure of academic motivation and engagement: A higher order confirmatory factor analysis approach. In R.G. Craven., J. S. Eccles, & T. M. Ha (Eds.), Self-concept, Motivation, Social and Personal Identity for the 21st Century. Proceedings of the Fourth International Biennial SELF Research Conference, Ann Arbor, University of Michigan (ISBN 1 74108 148 3).

McInerney, D. M. (2006). Educational psychology – Theory, research, and teaching: A 25-year retrospective. In K. Wheldall (Ed.), Developments in Educational Psychology. How far have we come in 25 years? London: Routledge.
 

Chapters in Books (Self-edited)

King, R. B., Datu, J. A., & McInerney, D. M. (2018). Personal investment theory: A crosscultural framework for the study of student motivation. In G. A. D. Liem & D. M. McInerney (Eds.). Big Theories Revisited (2nd Ed.). (pp. 69-88). Charlotte, NC: Information Age.

Splitter, L. J., & McInerney, D. M. (2015). Motivation: A philosophical and psychological synthesis. In F. Guay, H. Marsh, D. M. McInerney & R. G. Craven (Eds.), Self-concept, Motivation and Identity: Underpinning Success with Research and Practice. Advances in Self Research (Vol. 5). Charlotte, NC: Information Press.

King, R.B., & McInerney, D.M. (2013). Seeing the forest beyond the trees: A multilevel perspective on school motivation. In D.M. McInerney, H.W. Marsh., R.G. Craven, & F. Guay (Eds.), International advances in self research: Vol.4. Theory driving research: New wave perspectives on self-processes and human development (pp. 287-310). Charlotte, NC: Information Age Publishing.

McInerney, D. M, Walker, R. A., & Liem, G. A. D. (2011). Sociocultural Theories of Learning and Motivation. Looking back, looking forward. In D. M. McInerney, R. A. Walker, R. A., & G. A. D. Liem. Sociocultural Theories of Learning and Motivation. Looking back, looking forward. In D. M. McInerney (Ed.) Research on Sociocultural Influences on Motivation and Learning. Vol. 10. Charlotte, NC: Information Age.

Brown, G., McInerney, D. M, & Liem, G. A. D. (2009). Student perspectives of assessment: Considering what assessment means to learners. In D. M. McInerney, G. Brown, & G. A. Liem, G. A. D. (Eds.), Research on Sociocultural Influences on Motivation and Learning. Vol. 9 Student Perspectives on Assessment: What Students Can Tell Us about Assessment for Learning.Charlotte, NC: Information Age.

Liem, A. D., & McInerney, D. M. (2008). Best International Practice in Teaching and Learning. In D. M. McInerney & S. Van Etten (Eds.), Teaching and learning: International best practice. Vol. 8 in Research on Sociocultural Influences on Motivation and Learning. Charlotte, NC: Information Age.

Da Silva, D., & McInerney, D. M. (2008). Motivational and self-goals of female students in contemporary Japan. In O. S. Tan, D. M. McInerney, A. D. Liem, & A-G. Tan (Eds.), What the West can learn from the East: Asian perspectives on the psychology of learning and motivation, Research on Multicultural Education and International Perspectives Series (Vol. 7). Charlotte, NC.: Information Age Publishing.

McInerney, D.M., Liem, A. D., Ortiga, Y. P. Y., Lee, J. Q., & Manzano, A. S. (2008). Future goals and self-regulated learning among Singaporean Chinese students: The mediating role of utility values of schooling, perceived competence, academic self-concept and academic motivation. In O. S. Tan, D. M.

McInerney, A. D. Liem, & A-G. Tan (Eds.), What the West can learn from the East: Asian perspectives on the psychology of learning and motivation, Research on Multicultural Education and International Perspectives Series (Vol. 7). Charlotte, NC: Information Age Publishing.

Tan, O. S., McInerney, D. M., Liem, A. D., & Tan, A. G. (2008). West-East and East-West learning: Some psychological and cultural Insights. In O. S. Tan, D. M. McInerney, A. D. Liem & A.-G. Tan (Eds.), What the West Can Learn from the East: Asian Perspectives on the Psychology of Learning and Motivation. Vol. 7 in Research on Multicultural Education and International Perspectives Series. Charlotte, NC: Information Age Publishing

McInerney, D. M., Marsh, H. W., & Craven, R. G. (2008). Self-processes, learning, and enabling human potential. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), Advances in Self Research. Vol. 3. Self-Processes, Learning, and Enabling Human Potential: Dynamic New Approaches. Charlotte, NC: Information Age Publishing.

 

Refereed Journal Publications

Chao, C. N. G, McInerney, D. M., & Bai, B. (2019). Self-efficacy and self-concept as predictors of language learning achievements in an Asian bilingual context. The Asia- Pacific Education Researcher, 28, 139-147. https://doi.org/10.1007/s40299-018-0420-3. SCImago Q2, H Index 18.

McInerney, D. M. (2019). Motivation. Educational Psychology: An International Journal of Experimental Educational Psychology.10.1080/01443410.2019.1600774. IF 1.344.

King, R. B., McInerney, D. M., & Pitliya, R. J. (2018). Envisioning a culturally imaginative educational psychology. Educational Psychology Review, 30, 1031-1065. https://doi.org/10.1007/s10648-018-9440-z. SCImago Q1, H Index 90, IF 4.707 5 Yr IF 5.244 SCImago Journal Rank 2.204.

McInerney, D. M., Korpershoek, H., Wang, H., & Morin, A. J. S. (2018). Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions.  Teaching and Teacher Education, 71, 145-158. https://doi.org/10.1016/j.tate.2017.12.020. SCImago Q1, H Index 93, IF 2.473 5 Yr IF 3.335 SCImago Journal Rank 1.501.

Litalien, D., Morin, A. J. S., & McInerney, D. M. (2017). Generalizability of achievement goal profiles across five cultural groups: More similarities than differences. Contemporary Educational Psychology. 51, 267-283. DOI 10.1016/j.cedpsych.2017.08.008. SCImago Q1, H Index 86, IF 3.356 5 Yr IF 4.130 SCImago Journal Rank 2.319.

Morin, A.J.S., Boudrias, J.-S., Marsh, H.W., McInerney, D.M., Dagenais-Desmarais, V., & Madore, I. (2017). Complementary variable- and person-centered approaches to exploring the dimensionality of psychometric constructs: Application to psychological wellbeing at work. Journal of Business and Psychology, 32, 395-419. DOI 10.1007/s10869-9448-7 [ISI 2014: 2.075; Scopus 2014: Q1 in applied Psychology; Business and International Management; Business, Management and Accounting (misc.); Psychology (misc.)].

King, R. B., McInerney, D. M., & Nasser, R. (2017). Different goals for different folks: a cross-cultural study of achievement goals across nine cultures. Social Psychology of Education, on line) 1 July, 2017. DOI 10.1007/s11218-017-9381-2.

Litalian, D., Morin, A. J. S., and McInerney, D. M. (2017). Achievement goal profiles among adolescent males and females. Developmental Psychology, 52, 731-751. DOI: 10.1037/dev0000288 SCImago Q1, H Index 159, IF 3.116 5 Yr IF 4.289 SCImago Journal Rank 2.585 

Ryan, T., Allen, K. A., Gray, D. L., McInerney, D. M. (2017). How social are social media? A review of online social behaviour and connectedness. Journal of Relationships Research, 8, e8, 1-8. doi 10.1017/jrr.2017.13.

McInerney, D. M., & Flowerday, T. (2016). Indigenous issues in education and research: looking forward. Contemporary Educational Psychology, 47, 1-3. SCImago Q1, H Index 71, IF 2.49 5 Yr IF 3.378 SCImago Journal Rank 1.426  http://dx.doi.org/10.1016/j.cedpsych.2016.05.001

King, R. B., & McInerney, D. M. (2016). Do goals lead to outcomes or can it be the other way around?: Causal ordering of mastery goals, meta-cognitive strategies, and achievement. British Journal of Educational Psychology. DOI:10.1111/bjep.12107. SCImago Q1, H Index 59. IF 2.25 5Yr IF 2.6

King, R. B., & McInerney, D. M. (2016). Culturalizing motivation research in educational psychology. British Journal of Educational Psychology, 86, 1-7. DOI: 10.1111/bjep.12106 I Q1, H Index 59. IF 2.25 5Yr IF 2.6 F 2

Martin, A.J., Collie, R.J., Mok, M.M.C., & McInerney, D.M. (2016). Personal best (PB) goal structure, individual PB goals, engagement, and achievement: A study of Chinese- and English-speaking background students in Australian schools. British Journal of Educational Psychology, 86, 75-91. DOI:10.1111/bjep.12092 SCImago Q1, H Index 59. IF 2.25 5Yr IF 2.6

McInerney, D. M., Ganotice, F., King, R. B., Marsh, H. W., & Morin, J. S., (2015). Exploring commitment and turnover intentions among teachers: What we can learn from Hong Kong teachers. Teaching and Teacher Education. 52, 11-23. DOI 10.1016/j.tate.2015.08.004 .  SCImago Q1, H Index 67. IF 1.413 5Yr IF 1.684

Morin, A. J., Meyer, J. P., McInerney, D. M., Marsh, H. W., & Ganotice F. (2015). Profiles of dual commitment to the occupation and organization: Relations to well being and turnover intentions. Asia Pacific Journal of Management, 32, 717-744. DOI 10.1007/s10490-015-9411-6. SCImago Q1, H Index 44. IF 2.091 5Yr IF 1.684

King, R. B., McInerney, D. M., Ganotice, F. A., & Villarosa, J. (2015). Positive affect catalyzes academic engagement: Cross-sectional, longitudinal, and experimental evidence. Learning and Individual Differences, 39, 64-72. http://dx.doi.org/10.1016/j.lindif.2015.03.005  SCImago Q1, H Index 57. IF 3.361 5Yr IF 4.071.

Korpershoek, H., Xu, J. K., Mok, M. M. C., McInerney, M. D., & Van der Werf, M. P. C. (2015). Testing the multidimensionality of the Inventory of School Motivation in a Dutch student sample. Journal of Applied Measurement, 16, 41-59. SCImago Q3, H Index 22. IF NA.

Mok, M. M. C., McInerney, D. M., Zhu, J., & Or, A. (2015). Growth in mathematics cognitive and content domains: A 6-year longitudinal study. Assessment & Learning, 3, 129-159. NA

Mok, M. M. C., McInerney, D. M., Zhu, J., & Or, A. (2015). Growth trajectories of mathematics achievement: Longitudinal tracking of territory-wide student academic progress. British Journal of Educational Psychology, 85, 154-171. DOI:10.1111/bjep.12060. SCImago Q1, H Index 51. IF 2.25 5Yr IF 2.6

Liem, G. A. D., McInerney, D. M., & Yeung, A. S. (2015) Academic Self-Concepts in Ability Streams: Considering Domain Specificity and Same-Stream Peers. Journal of Experimental Education. 83, 83-89. DOI: 10.1080/00220973.876227. http://dx.doi.org/10.1080/00220973.2013.876227. SCImago Q1-2, H Index 29. IF 0.72 5Yr IF 1.64

Nasser, R., & McInerney, D. M. (2014). Achievement-oriented beliefs and their relation to academic expectations and school achievement among Qatari students. Educational Psychology: An International Journal of Experimental Educational Psychology, DOI:10.1080/01443410.2014.993928. SCImago Q1, H Index 29. IF 1.031 5Yr IF NA.

Herbert, J., McInerney, D. M., Fasoli, L., Stephenson, P., Ford, L. (2014). Indigenous secondary education in the NT: Building the future. Australian Journal of Indigenous Education, 43, 85-95. doi:10.1017/jie.2014.17 NA

Magson, N. R., Craven, R. G., Nelson, G. F., Yeung, A. S., Bodkin-Andrews, G. H., & McInerney, D. M. (2014). Motivation matters: Profiling Indigenous and non-Indigenous students’ motivational goals. The Australian Journal of Indigenous Education, 43, 96-112. Doi 10.1017/jie.2014.19. NA

King, R. B., McInerney, D. M. (2014). Culture’s consequences on student motivation: Capturing universality and variability through personal investment theory. Educational Psychologist, 49, 175-198. http://dx.doi.org/10.1080/00461520.2014.926813. SCImago Q1, H Index 80. IF 4.844 5Yr IF 4.161

Yeung, A. S., McInerney, D. M., & Ali, J. (2014). Asian students in Australia: Sources of the academic self. Educational Psychology: An International Journal of Experimental Educational Psychology, 34, 598-618. DOI: 10.1080/01443410.2014.915928). SCImago Q1, H Index 29. IF 1.031 5Yr IF NA

Allen, K.A., Ryan, T., Gray, D. L., Waters, L. E., & McInerney, D. M. (2014). Social media use and social connectedness in adolescents: The positives and the potential pitfalls. Australian Educational and Developmental Psychologist, 31, 18-31. DOI: http://dx.doi.org/10.1017/edp.2014.2. SCImago Q4, H Index 3. IF NA

King, R. B., & McInerney, D. M. (2014). Mapping changes in students’ English and math self-concepts: A latent growth model study Educational Psychology: An International Journal of Experimental Educational Psychology, 34, 581-597. DOI: 10.1080/01443410.2014.909009. SCImago Q1, H Index 29. Impact Factor 1.031 5Yr IF NA

Cheng, R. W-y., McInerney, D. M., & Mok, M. M. C. (2014). Does Big-Fish-Little-Pond Effect always exist? Investigation of Goal Orientations as Moderators in the Hong Kong context. Educational Psychology: An International Journal of Experimental Educational Psychology. 34, 561-580.  http://dx.doi.org/10.1080/01443410.2014.898740. SCImago Q1, H Index 29. IF 1.031 5Yr IF NA.

McInerney, D. M., Ganotice, F., King, R. B., Morin, A. J. S., & Marsh, H. W. (2014) Teachers’ commitment and psychological well-being: Implications of self-beliefs for teaching in Hong Kong. Educational Psychology: An International Journal of Experimental Educational Psychology. 35, 926-945. DOI: 10.1080/01443410.2014.895801. SCImago Q1, H Index 29. IF 1.031 5Yr IF NA

King, R.B., McInerney, D.M. (2014). The work avoidance goal construct: Examining its structure antecedents, and consequences. Contemporary Educational Psychology, 39, 42-58. http://dx.doi.org/10.1016/j.cedpsych.2013.12.002. SCImago Q1, H Index 56. IF 2.347 5Yr IF 3.159.

Ali, J., McInerney, D. M., Craven, R., Yeung, A., & King, R. B. (2014). Socially-oriented motivational goals and academic achievement: Similarities between Native and Anglo Americans. The Journal of Educational Research. 107 (2), 123-137. http://dx.doi.org/10.1080/00220671.2013.788988. SCImago Q1, H Index 42. IF NA 5Yr IF 1.282

Peters, B., & Forlin, C., McInerney, D., & Maclean, R.  (2013). Social interaction and cooperative activities: Drawing plans as a means of increasing engagement for children with ASD. International Journal of Whole Schooling, 9(2), 61-88. NA

King, R.B., McInerney, D.M., & Watkins, D. A. (2013). Examining the role of social goals in school: A study in two collectivist cultures. European Journal of Psychology of Education. DOI 10.1007/s10212-013-0179-0  SCImago Q2, H Index 27. IF 0.800 5Yr IF 0.89

Liem, G. A. D., Marsh, H. W., Martin, A. J., McInerney, D. M., & Yeung, A. S. (2013). The big-fish-little-pond effect and a national policy of within-school ability streaming: Alternative frames of reference. American Educational Research Journal, 50(2), 326-370. SCImago Q1, H Index 64. IF 2.275  5Yr IF 3.09

King, R. B., McInerney, D. M., & Watkins, D. A. (2012). Studying for the sake of others: Examining the role of social goals on academic engagement. Educational Psychology: An International Journal of Experimental Educational Psychology, 32, 749-776 SCImago Q1, H Index 29. IF 1.031 5Yr IF NA

Green, J., Liem, G.A.D., Martin, A.J. Colmar, S., Marsh, H.W., & McInerney, D.M. (2012). Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective. Journal of Adolescence, 35, 1111-1122.  SCImago Q1, H Index 69. IF 1.638 5Yr IF 2.288

McInerney, D. M., Cheng, R. W-y., Mok, M. M. C., & Lam, A. K. H. (2012). Academic self-concept and learning strategies: Direction of effect on student academic achievement. Journal of Advanced Academics. 23(3), 248-268. SCImago NA IF 0.750

King, R. B., McInerney, D. M., & Watkins, D. A. (2012). How you think about your intelligence determines how you feel in school: The role of theories of intelligence on academic emotions. Learning and Individual Differences, 22, 814-819. SCImago Q1, H Index 36. IF 1.565 5Yr IF 2.158

King, R. B., Ganotice, F. A., & McInerney, D. M. (2012) Cross-cultural validation of the Sense of Self Scale in Chinese and Filipino settings. Child Indicators Research, 5, 719-734. SCImago Q2, H Index 6. IF 1.038 5Yr IF NA

McInerney, D. M. (2012). Conceptual and methodological challenges in multiple goal research among very remote Indigenous Australian students. Applied Psychology: An International Review, 61(4), 634-668. SCImago Q1, H Index 51. IF 2.098 5Yr IF 3.02

King, R. B., McInerney, D. M., & Watkins, D. (2012). Competitiveness is not that bad…at least in the East: Testing the hierarchical model of achievement motivation in the Asian setting. International Journal of Intercultural Relations, 36, 446-457. SCImago Q1, H Index 41. IF 1.216 5Yr IF 1.555

King, R.B., McInerney, D.M., & Watkins, D.A. (2010). Can social goals enrich our understanding of students' motivational goals? Journal of Psychology in Chinese Societies, 10, 1-16. NA

Lee, J. Q., McInerney, D.M., Liem, G. A. D., & Ortiga, Y. Y. (2010). The relationship between future goals and achievement goal orientations: An intrinsic-extrinsic motivation perspective. Contemporary Educational Psychology, 35, 264-279. SCImago Q1, H Index 56. IF 2.00, 5-Yr IF 3159.

 

Keynote and invited addresses

McInerney, D. M. (2018). Teacher commitment: Are there essential characteristics that ensure engagement and longevity in the teaching profession. University of Auckland, New Zealand, March 6th.

McInerney, D. M. (2018). What makes effective cross-cultural research in education and psychology. University of Auckland, New Zealand, March 7th.

McInerney, D. M. (2018). Motivation of Chinese secondary students in Australia. University of Auckland, New Zealand, March 21st .

McInerney, D. M. (2018). Approaches to classroom motivation. University of Auckland, New Zealand, March 21st .

McInerney, D. M. (2016). Conducting valid research in cross-cultural settings - essential theoretical, methodological, measurement, and applied principles.  Aristotle University, Thessaloniki, Greece, 30th November 2016.

McInerney, D. M., (2015). Giftedness as a sociocultural concept. Invited paper given at the Third International Semi-Conference of the International Research Association for Talent Development and Excellence (IRATDE) entitled ‘Cutting-edge research on talent development’. October 23-25, Novotel Nurenberg Centre Ville, Germany.

McInerney, D. M. (2014). Enhancing learning in classrooms through motivation. Hong Kong Learning and Teaching Expo (LTE) Hong Kong Convention and Exhibition Centre. “Enhancing teaching efficiency with diversity”, 11th to 13th  December, 2014.

McInerney, D. M. (2014). The many faces of Identity: Is it a relevant construct for understanding and enhancing learning. International Academic Forum, Seventh Asian Conference on Education, Osaka, Japan, October 28 – November 2, 2014.

McInerney, D. M. (2014). Social goals and motivation for college students. The Philippine Educational Measurement and Evaluation Association (PEMEA) International Conference on Education Measurement and Evaluation 2014 (ICEME 2014), Manila, 20th September, 2014.

McInerney, D. M. (2013). Engaging students in effective learning: The essential role of motivation. Invited keynote at the First International Conference on Teacher Education – Focusing on Teaching Materials and Methods Course. Ministry of Education and National Taiwan Normal University together with the Association of Normal Education R. O. C and National Taichung University of Education. November 29.

McInerney, D. M. (2013). The many faces of teacher commitments. Nature and consequences for psychological well-being. Invited keynote at the joint 7th SELF Biennial International Conference and the ERAS Conference, 9th to 11th September, Singapore.

McInerney, D. M. (2013). Harnessing the power of social forces for healthy self development and successful engagement in education. Invited paper for the International Academic Forum Third Asian Conference on Psychology and the Behavioral Sciences, Osaka, Japan, March 28th to March 31st.

McInerney, D. M. (2013). Strategies to motivate learners. Invited workshop for CELC-Temasek Foundation-Rajabhat Universities-Thai Ministry of education Collaboration “Development of Curriculum, Methodologies and Materials for English Language Lecturers and Teacher-Trainers of Rajabhat Universities, January 3rd, 2013.

McInerney, D. M. (2013). Monitoring and Evaluating Effectiveness of Motivational Strategies. Invited workshop for CELC-Temasek Foundation-Rajabhat Universities-Thai Ministry of education Collaboration “Development of Curriculum, Methodologies and Materials for English Language Lecturers and Teacher-Trainers of Rajabhat Universities, January 5th , 2013.

McInerney, D. M. (2012). Designing culturally valid research. Keynote address at the 5th Annual Conference on Educational Research (ICER): Challenging Education for Future Change. September 8th – 9th, 2012 Khon Kaen Thailand.

McInerney, D. M. (2011). The way forward. Gifted and talented education. Paper presented at the Giftedness in East-Asia Symposium, Explorations in the Actiotope Model of Giftedness, 1st- 2nd August, The Hong Kong Institute of Education, Hong Kong, China.

McInerney, D. M. (2011). Classroom applications of contemporary motivation theories. Paper presented at the 1st Annual Conference on Educational Reform Initiatives for Best Practices. QATAR University, March 26th.

McInerney, D. M. (2010). Is it success for all? Hong Kong. Paper presented at the Optimizing talent: Closing educational and social mobility gaps worldwide. Salzburg Global Seminar, October 3rd – October 7th, Salzburg.

McInerney, D. M. (2010). Motivation for engaged learning. Synthesising across theoretical perspectives. Paper presented the first Educator’s Congress “Pushing the Frontiers in Knowledge and Education,” De La Salle University, Manila, Philippines, September 30- October 1, 2010.

McInerney, D. M. (2010). The relationship between future goals and achievement goal orientations: An intrinsic-extrinsic motivation perspective. Paper presented at the Quantitative Special Interest Group, Department of Education, Oxford University, 24th May, 2010.

McInerney, D. M. (2010). The role of sociocultural factors in shaping student engagement in Hong Kong: An ethnic minority perspective. Keynote address at the Chair Professor Lecture. The Hong Kong Institute of Education, 2nd March. Tai Po.

McInerney, D.M. (2010). The motivational profiles and perceptions of schooling of Asian students in Australia. Presentation made at the Centre for Educational Research, University of Western Sydney, Australia, 22nd March.

McInerney, D. M. (2009). Teaching Standards: professional knowledge, professional practice, professional engagement and values: Best Practice. Ministry of Education, Negara Brunei Darussalam, 19th Teachers’ Day Celebration, 9th-11th Nov.

McInerney, D. M. (2009). Western oriented research with very remote Indigenous minorities. Can it work? : An analysis of theoretical, methodological and logistical issues related to measuring self-constructs among very remote Indigenous students in Australia. Keynote Address at the Fifth SELF Biennial Conference: Enabling Human Potential: The Centrality of Self and Identity: Al Ain UAE – January 13-15, 2009.

McInerney, D. M., & Liem, A. D. (2008). Applications of contemporary motivational theory to enhance engagement in learning of students and learners in industry in culturally diverse and technologically rich educational environments. Keynote address at the International Conference on Learning Competency ICLC, Seoul, Korea, January 16-18, 2008.

 

Conference presentations and other publications

Litalien, D., Morin, A. J. S., & McInerney, D. M. (July 2017). Generalizability of achievement goal profiles across students from various cultural backgrounds. 36th Interamerican Congress of Psychology, Mérida, Mexico.

Chao, C. N. G., McInerney, D. M., & Bai, B. (2017) Self-efficacy and self-concept as predictors of language learning achievements in an Asian bilingual context. Paper presented at the Annual Meeting of the American Educational Research Association. 27th April to 1st May, San Antonio, Texas, USA.

McInerney, D. M., Ganotice, F. A., & King, R. B. (2015). Exploring the synergies between distal future and proximal achievement goals and metacognition in academic achievement. Paper presented at the Annual Meeting of the American Educational Research Association. 16th April to 20th April, Chicago, USA.

McInerney, D. M. (2013, November). Engaging students in effective learning: The essential role of motivation. Invited keynote at the First International Conference on Teacher Education – Focusing on Teaching Materials and Methods Course. Paper presented at Ministry of Education and National Taiwan Normal University, Taiwan.

Liem, G. A. D., McInerney, D. M., & Yeung, A. S. (2013, September). Academic self-concepts of students in ability streams: Do same-stream peers matter?. Paper presented at the joint 7th SELF Biennial International Conference and the ERAS Conference, Singapore.

McInerney, D. M. (2013, September). The many faces of teacher commitments. Nature and consequences for psychological well-being. Invited keynote at the joint 7th SELF Biennial International Conference and the ERAS Conference, Singapore.

Yang, L., Watkins, D., & McInerney, D. M. (2013, September). Enhancing the domain-specific self-concept of low-achieving secondary students in China’s TVET: Why it matters?. Paper presented at the joint 7th SELF Biennial International Conference and the ERAS Conference, Singapore.

McInerney, D. M., King, R. B., & Lam, J. (2013, August). Multiple goals and educational outcomes in the Chinese cultural context: A person-centered analysis. Paper presented at the 15th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI), Munich.

McInerney, D. M., King, R.B., & Lam, J. (2013, August). Does student motivation really decline? Re-examining motivational change in the Chinese cultural context. Paper presented at the 15th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI), Munich.

McInerney, D.M., & King, R.B. (2013, July). Exploring the synergies between distal future and proximal achievement goals in academic achievement. Paper presented at the 121st Annual Convention of the American Psychological Association (APA), Hawaii.

McInerney, D.M., & King, R.B. (2013, July). Teacher commitment and psychological well-being. Paper presented at the 121st Annual Convention of the American Psychological Association (APA), Hawaii.

McInerney, D. M. (2013, April). TALCK provocations. Paper presented at the APA Div. 15 sponsored Provocation on Teacher Beliefs about Educational Activities. Panel 2. The relationship of TALCK beliefs to practice and achievement, Hotel Rex, San Francisco.

McInerney, D.M., & King, R.B. (2013, April). Do mastery goals lead to enhanced metacognition and learning strategies or is it the other way around?. Paper presented at the 13th Annual Meeting of the American Educational Research Association, San Francisco, USA.

McInerney, D. M. (2013, March). Harnessing the power of social forces for healthy self development and successful engagement in education. Paper presented at the International Academic Forum Third Asian Conference on Psychology and the Behavioral Sciences, Osaka, Japan.

McInerney, D. M. (2013, January). Monitoring and Evaluating Effectiveness of Motivational Strategies. Paper presented at the workshop for CELC-Temasek Foundation-Rajabhat Universities-Thai Ministry of education Collaboration “Development of Curriculum, Methodologies and Materials for English Language Lecturers and Teacher-Trainers of Rajabhat Universities, Thailand.

McInerney, D. M. (2013, January). Strategies to motivate learners. Paper presented at the workshop for CELC-Temasek Foundation-Rajabhat Universities-Thai Ministry of education Collaboration “Development of Curriculum, Methodologies and Materials for English Language Lecturers and Teacher-Trainers of Rajabhat Universities, Thailand.

McInerney, D.M., & King, R.B. (2012, December). Do teacher competency frameworks reflect best practices from educational psychology research?. Paper presented at the 3rd East Asian International Conference on Teacher Education Research, Shanghai, P.R. China.

McInerney, D. M. (2012, September). Designing culturally valid research. Paper presented at the 5th Annual Conference on Educational Research (ICER): Challenging Education for Future Change, Khon Kaen, Thailand.

McInerney, D. M., & Nasser, R. (2012, August). Segregated schooling for girls and boys in Qatar: Effects on peer relationships, motivation, and achievement. Paper presented at the 2012 American Psychological Association Convention, Orlando, Florida.

McInerney, D. M., Marsh, H. W., & Morin, A. (2012, August). Teacher commitment, motivation and attributes: effects on job satisfaction, psychological health, and wellbeing. Paper presented at the 2012 American Psychological Association Convention, Orlando, Florida.

McInerney, D. M. (2012, April). Parents, teachers and peers: Who has most influence on student motivation and achievement?. Paper presented as part of a symposium at the American Educational Research Association 2012 Annual Meeting, Vancouver, Canada.

King, R.B., & McInerney, D.M. (2012, March). What you think about your IQ determines what you feel and how you feel in school. Paper presented at the Oxford University STORIES Faculty of Education conference, Oxford, UK.

McInerney, D. M. (2011, August). The way forward. Gifted and talented education. Paper presented at the Giftedness in East-Asia Symposium, Explorations in the Actiotope Model of Giftedness, HKIEd, Hong Kong, China.

Cheng, R. W-y., McInerney, D. M., Mok, M. M. C., & Lam, A. K. H. (2011). Does the Big-Fish-Little-Pond Effect always exist? Investigating of moderators in the Hong Kong context. Paper presented at the Sixth Self Biennial International Conference, June 19-22, 2011, Quebec City, Canada. : UGC/GRF Grant

King, R. B., Ganotice, F. A., McInerney, D. M., & Watkins, D. A. (2011). Exploring the cross-cultural validity of the Sense of Self (SoS) scale in Hong Kong and the Philippines. Paper presented at the Sixth Self Biennial International Conference, June 19-22, 2011, Quebec City, Canada.

McInerney, D. M., Mok, M. M. C, Cheng, R, W., & Lam, A. K. H. (2011). Academic self-concept and learning strategies: Direction of effect on student academic achievement. Paper presented at the American Educational Research Association 2011 Annual Meeting, 8-12 April. : UGC/GRF Grant.

McInerney, D. M. (2011, March). Classroom applications of contemporary motivation theories. Paper presented at the 1st Annual Conference on Educational Reform Initiatives for Best Practices, QATAR University, Qatar.

McInerney, D M. (2010, September). Motivation for engaged learning. Synthesising across theoretical perspectives. Paper presented the first Educator’s Congress “Pushing the Frontiers in Knowledge and Education”, De La Salle University, Manila, Philippines.

McInerney, D. M., & Lam, A. K. H. (2011). A longitudinal study of student motivation in high school. Does it really decline? Paper presented at the American Educational Research Association 2011 Annual Meeting, 8-12 April.

McInerney, D. M. (2010). Building the future for remote indigenous students in Australia: An examination of future goals, motivation, learning and achievement in cultural contexts. Paper presented at the International Conference on Education Research (ICER) 2010, Khon Kaen, Thailand, September 10-September 11, 2010.

McInerney, D. M. (2010). Building the future for remote indigenous students in Australia: An examination of future goals, motivation, learning and achievement in cultural contexts. Paper presented at an Invited Key Forum at the GARMA Festival, Gulkula, Northern Territory, Australia, 6th – 10th August, 2010.

McInerney, D. M. (2010). Conceptual and methodological challenges in achievement motivation and self-construct research among very remote indigenous Australian students. Paper presented at the 7th Conference of the International Test Commission. Challenges and Opportunities in Testing Assessment in a Globalized Economy. July 19-21, Hong Kong.

McInerney, D. M., Yeung, S. Y. & Liem, G. A. D. (2010). Facilitating conditions of learning: Stability and relationships of personal constructs and significant others in and out of school. Paper presented at the 27th International Congress of Applied Psychology, 11-16 June, Melbourne, Australia.

McInerney, D. M. (2010, May). The relationship between future goals and achievement goal orientations: An intrinsic-extrinsic motivation perspective. Paper presented at the Quantitative Special Interest Group, Department of Education, Oxford University, Oxford, UK.

McInerney, D. M. (2010, March). The role of sociocultural factors in shaping student engagement in Hong Kong: An ethnic minority perspective. Keynote speech presented at Chair Professor Lecture Series, The Hong Kong Institute of Education, Hong Kong.

McInerney, D.M. (2010, March). The motivational profiles and perceptions of schooling of Asian students in Australia. Paper presented at the Centre for Educational Research, University of Western Sydney, Austrialia.

McInerney, D. M. (2009, November). Teaching Standards: professional knowledge, professional practice, professional engagement and values: Best Practice. Keynote speech presented at 19th Teachers’ Day Celebration, Ministry of Education, Negara Brunei Darussalam,Mala.

McInerney, D. M. (2009, January). Western oriented research with very remote indigenous minorities. Can it work? An analysis of theoretical, methodological and logistical issues related to measuring self-constructs among very remote indigenous students in Australia. Paper presented at the 5th SELF Biennial Conference, "Enabling Human Potential: The Centrality of Self and Identity", Al Ain, UAE.

Liem, G. A. D, Marsh, H. W., Martin, A. J., McInerney, D. M. & Yeung, A. S. (2010). Islands in the stream and streams in the island: Ability streaming and the Big-Fish-Little-Pond Effect in Singapore. Paper presented at the 27th International Congress of Applied Psychology, 11-16 June, Melbourne, Australia.

McInerney, D. M., Lee, J. Q, Liem, G. A. D. & Ortiga, Y. (2009, August). Future goals and achievement goals: Expanding the horizons of goal theory. Paper presented at the EARLI 13th Biennial Conference Fostering communities of learners, Amsterdam, the Netherlands.

Liem, A. D., & McInerney, D. M. (2008, March). Socioculturally-rooted antecedents of achievement goal orientations. Paper presented at the annual meeting of the American Educational Research Association (AERA), New York, USA.

Liem, A. D., & McInerney, D. M. (2008, March). The journey is important, but it is the destination that motivates me to study: The relationship of future goals to values, self-concept, and achievement goals. Paper presented at the annual meeting of the American Educational Research Association (AERA), New York, USA.

Martin, A.J. Green, J., McInerney, D.M., Marsh, H.W., & Colmar, S. (2008, March). The impact of motivation, engagement, and self-concept on academic ‘process’ and ‘product’ outcomes: Key findings from the Australian Real Educational ACHievement (REACH) Project. Paper presented at Invited Presidential Symposium on Innovation in Teaching, Learning, and Assessment, American Educational Research Association (AERA) Annual Meeting, New York, USA.

McInerney, D. M., & Liem, A. D. (2008, March). The relationship between valued future goals ,achievement goals, instrumental value of school, perceived competence, learning strategies, self-regulation and school achievement for Chinese Singaporean students. Paper presented at the annual meeting of the American Educational Research Association (AERA), New York, USA.

Liem, A. D., & McInerney, D. M. (2008, July). Mapping values and achievement goals using smallest space analysis. Paper presented at the XXIX International Congress of Psychology (ICP), Berlin, Germany.

McInerney, D. M., & Liem, A. D. (2008, July). Cultural perspective on school motivation: The relevance and application of goal theory within individualist and collectivist societies. Paper presented at the XXIX International Congress of Psychology (ICP), Berlin, Germany.

McInerney, D. M., & Liem, A. D. (2008, July). How do future goals affect students’ motivation and learning? A qualitative study with Singaporean students. Paper presented at the XXIX International Congress of Psychology (ICP), Berlin, Germany.

Lee, J. Q., McInerney, D. M., Liem, A. D., Ortiga, Y. Y., & Manzano, A. A. (2008, July). What do you tell you students what school is for and how does it affect his motivation?: A study in the Singaporean context. Paper presented at the XXIX International Congress of Psychology (ICP), Berlin, Germany.

Ortiga, Y. Y., McInerney, D. M., Liem, A. D., Manzano, A. A., & Lee, J. Q. (2008, July). Future goals and the utility value of schooling for students in Singapore’s lower streams. Paper presented at the XXIX International Congress of Psychology (ICP), Berlin, Germany.

McInerney, D. M., & Liem, A. D. (2008, July). Are there cultural differences in achievement motivation between the collectivists and the individualists? Etic and emic analyses of motivational goals. Paper presented at the XIX international congress of the International Association for Cross-Cultural Psychology, Bremen, Germany.

Liem, A. D., & McInerney, D. M. (2008, July). How do Indonesian students learn in their Civic Education class? The relationships of motivational beliefs, perceived competence, self-regulation and academic performance. Paper presented at the XIX international congress of the International Association for Cross-Cultural Psychology, Bremen, Germany.

McInerney, D. M., & Liem, A. D. (2008, July). Gender and developmental analyses of value priorities: Evidence from two Southeast Asian countries. Paper presented at the XIX international congress of the International Association for Cross-Cultural Psychology, Bremen, Germany.

Marsh, H.W., Martin, A.J., Melmberg, L-E., O’Mara, A., McInerney, D.M., Levacic, R., & Green, J. (2007). Synergy between quantitative methods and substantive research. Symposium at the Annual British Educational Research Association Conference, London, Great Britain.

Martin, A.J. Marsh, H.W., McInerney, D.M., & Green, J. (2007). The role of teacher-student relationships in high school students’ motivation and engagement at school: A construct validity approach. Paper presented at the Annual British Educational Research Association Conference, London, Great Britain.

Martin, A.J. Marsh, H.W., McInerney, D.M., & Green, J. (2007). Methodological extensions to the study of teacher-student relationships and high school students’ academic outcomes. Paper presented at Department of Education Quantitative Methods Special Interest Group, University of Oxford, Great Britain.

Martin, A.J. Marsh, H.W., McInerney, D.M., & Green, J. (2007, peer reviewed). The role of teacher-student relationships in high school students’ motivation and engagement at school: A construct validity approach. Paper presented at the Annual British Educational Research Association Conference, London, Great Britain

Brickman, S. J., Miller, R. B., McInerney, D. M. & Dowson, M. (2006). Values, interests and perceptions of instrumentality in a school context. Paper presented at the American Psychological Association Annual Conference.

McInerney, D. M. (2006, July). Personal investment, culture and learning: Insights into the most salient influences on school achievement cross cultural groups. Paper presented at the 26th International Congress of Psychology, Athens, Greece.

McInerney, D. M. (2006, July). Motivational beliefs about personal and other academic success: Are there cultural difference? Paper presented at the 4th Biennial SELF Conference, Ann Arbor, Michigan.

McInerney, D. M. (2006, July). Predictors of intention to go on to University: Are these the same across cultures? Paper presented at the 4th Biennial SELF Conference, Ann Arbor, Michigan.

Ali, J., McInerney, D. M. & Craven, R. (2006). Paper presented at the 4th Biennial SELF Conference, 23rd -27th July, Ann Arbor, Michigan.

Da Silva, D. & McInerney, D. M. (2006). Paper presented at the 4th Biennial SELF Conference, 23rd -27th July, Ann Arbor, Michigan.

Nelson, G Paper presented at the 4th Biennial SELF Conference, 23rd -27th July, Ann Arbor, Michigan.

Barker, K. L., Dowson, M., & McInerney, D. M. (2006, July). Unifying the literature on students’ academic motivation: A multidimensional and hierarchical representation of students’ goals and academic self-concept. Paper presented at the 4th Biennial SELF Conference, Ann Arbor, Michigan.

Nelson, G. F., Green, J., McInerney, D. M., Dowson, M., & Schauble, A. C. (2006). Education in Cross-Cultural Settings: Psychological Underpinnings of Achievement in Papua New Guinea. Paper presented at 18th International Congress of the International Association for Cross-Cultural Psychology, Spetses, Greece.

Green, J., Nelson, G. F., McInerney, D. M., & Dowson, M. (2006). Education and Learning in Papua New Guinea: A Psychometric Investigation. Paper presented at 18th International Congress of the International Association for Cross-Cultural Psychology, Spetses, Greece.

Nelson, G. F., McInerney, D. M., Craven, R., & Dowson, M. (2006). Psychological Influences of Student Achievement in Developing Countries: A Psychometric Study of Future Goals. Paper Presented at 4th International Biennial SELF Research Conference, Michigan, USA.

Nelson, G. F., McInerney, D. M., Craven, R., Dowson, M., & Schauble, A. C. (2006). Finding Hope in Hopelessness: Future Goals and Aspirations of Papua New Guinean Students. Paper Presented at 4th International Biennial SELF Research Conference, Michigan, USA.

屈偉豪博士

榮譽副教授


waihowat@gmail.com

屈偉豪博士
榮譽副教授
https://www.eduhk.hk/sec/files/thumbnail7/department/sec/staff/Dr_Benjamin_Wat_Wai_Ho.png
waihowat@gmail.com

Ph.D. in Marriage and Family Therapy in School of Psychology, Fuller Theological Seminary (1994)
M.A. in Marriage and Family Therapy in School of Psychology, Fuller Theological Seminary (1989)
M.Div. in Hong Kong Baptist Theological Seminary (1983)

 

Professional Membership

  • Licensed California Marriage and Family Therapist: MF 30985 (1993 - )
  • Clinical member of the America Association of Marriage and Family Therapy (1992 - )
  • Approved Supervisor of the America Association of Marriage and Family Therapy (1996 - )
  • Approved Supervisor of the Hong Kong Professional Counseling Association (2004 - )
  • Fellow of the Hong Kong Professional Counseling Association (2014- )
  • Diplomate of the College of Pastoral Supervision and Psychotherapy (2007- )

 

Academic Awards

  • 1993-1994 Minority Fellowship of the American Association of Marriage and Family Therapy
  • Who‘s Who among Students in American Universities & Colleges, 1994
  • Faculty Award (for the student with the most outstanding academic and clinical performance of that year) of the Graduate School of Psychology, Fuller Theological Seminary, 1991
  • Jaff Balswick Memorial Awards (for the student with the most outstanding cross-cultural integration of that year) of the Graduate School of Psychology, Fuller Theological Seminary, 1990
  • Jaff Balswick Memorial Awards (for the student with the most outstanding cross-cultural integration of that year) of the Graduate School of Psychology, Fuller Theological Seminary, 1989
  • Kwok Shun Wong Memorial Awards (for the student with the most outstanding academic and ministerial performance of that year) of the Hong Kong Baptist theological Seminary, 1983

 

Working Experiences

  • Director, senior trainer & therapist of the Love Song Family Counseling & Training Association. (2000 - )
  • Executive director of the Hong Kong Baptist Hospital (1995 - )
  • Program director of the Master of Christian Marriage and Family Therapy program of the Bethel Bible Seminary (2001 - )
  • Adjunct professor in the Department of Applied Social Science, Hong Kong Polytechnic University (2003 - 2013)
  • Clinical supervisor of the Praying Hearts Counselor Center (2004 - 2007)
  • Program consultant, Counseling Center of the Hong Kong Chinese Family for Christ (2004 - 2010)
  • Academic registrar, Master of Pastoral Counseling degree program director, and assistant professor in practical theology in Hong Kong Baptist Theological Seminary (1994 - 2000)

 

Publications

  • 屈偉豪.「網絡沉溺-家長救兒手冊 3rd ed」,皇冠出版社、2015。
  • 屈偉豪.「家庭成長歷程 2nd ed」,飛躍網絡出版社,2006。
  • 屈偉豪.「同性戀者的教牧關顧」.山道期刊,卷二、第二期,1999.
  • 屈偉豪、屈黎懿堅.「可愛到白頭 CD」,卓越使團,2004。
  • 屈偉豪、屈黎懿堅.「還是有點距離好 CD」,卓越使團,2004。
  • 屈偉豪.「萬事聖意 CD」,卓越使團,2004。
  • 屈偉豪、屈黎懿堅.「婚姻質素對夫婦影響及兒童成長 CD」,卓越使團,2004。
  • 屈偉豪、屈黎懿堅.「處理夫婦衝突及同心管教子女 CD」,卓越使團,2004。
  • 屈偉豪.「親親密密,尶尶尬尬 CD」,卓越使團,2003。
  • 屈偉豪.「相伴過幽谷—危機輔導原則與技巧 CD」,卓越使團,2002。
  • 屈偉豪.「鰜鰈情不再—嚴重矛盾與離婚的處理 CD」,卓越使團,2002。
  • 屈偉豪.「希望在人間—自殺徵兆與防治 CD」,卓越使團,2002。
  • 屈偉豪.「生死有誰知—重病喪亡的處理 CD」,卓越使團,2002。
  • 屈偉豪.「忙碌失婦的親密 CD」,卓越使團,2001。
  • 屈偉豪.「後現代與教牧輔導」.教牧分享,2000。
  • 屈偉豪、屈黎懿堅.「戀愛迷宮 CD」,卓越使團,2000。
  • 屈偉豪、屈黎懿堅.「教青少年妙法 CD」,卓越使團,2000。
  • 屈偉豪、屈黎懿堅.「親親密密,尷尷尬尬 CD」,卓越使團,2000。
  • 屈偉豪、屈黎懿堅.「如何與子女談性 CD」,卓越使團,2000。
  • 屈偉豪等.「再做新男人 CD」,突破出版社,2000。
  • 屈偉豪,「情牽兩代心 CD」,卓越出版社,1999。
  • 屈偉豪,「教兒妙法 CD」,卓越出版社,1995。
  • 屈偉豪.「廿一世紀的教牧輔導」.浸神通訊,9/1999.
  • 屈偉豪.「書評--記憶治療--心靈治療的禱告」.山道期刊,卷二、第一期,1999, p.164-166.
  • 屈偉豪、屈黎懿堅.「鞏固婚姻關係」.播道月報,6/1999.
  • 屈偉豪.「離婚的立場」.浸聯會刊,10/1998.
  • 屈偉豪.「離婚的立場與持守」.教牧分享,3/1998.
  • 屈偉豪.「預防婚外情的方法」.浸聯會刊,9/1997.
  • 屈偉豪.「此情不渝--慎防婚外試探」.今日華人教會,11/1996.

教學人員 (半職)

姓名 職位 電話 電郵
李驊倫先生 客席講師
張浩原先生 客席講師 cheunghy@eduhk.hk
張麗雲女士 客席講師 olivia@eduhk.hk
Ms CHIANG Tin Wai 客席講師 tinwaichiang@gmail.com
蔡博麒先生 客席講師 pkchoi@eduhk.hk
鍾志源博士 客席講師 chungcy@eduhk.hk
何福全博士 客席講師 fcho@eduhk.hk
何碧盈博士 客席講師
Ms HO Yuk Kit, Kitty 客席講師 hohs@eduhk.hk
許嘉茵女士 客席講師
葉永強先生 客席講師 iwingkeung@eduhk.hk
簡諾敏小姐 客席講師
羅啟康先生 客席講師
林浩鏇先生 客席講師 jhslam@eduhk.hk
李健瑤女士 客席講師 kinyiu@eduhk.hk
李文偉博士 客席講師 bmwlee@eduhk.hk
梁美琪博士 客席講師 leungmk@eduhk.hk
梁盈盈女士 客席講師 kleung@eduhk.hk
龍精亮博士 客席講師 cllung@eduhk.hk
吳嘉慧女士 客席講師 kawaing@eduhk.hk
曾銀嬋女士 客席講師 nstsang@eduhk.hk
黃寶儀小姐 客席講師 poyee@eduhk.hk
Mr WU Sze Yeung, Philip 客席講師 psywu@eduhk.hk
葉靜雯博士 客席講師 yipcm@eduhk.hk
阮文昌先生 客席講師 mcyuen@eduhk.hk

行政及研究人員

姓名 職位 電話 電郵
陳寶雲女士 二級文書主任 (852) 2948 7793 wpwchan@eduhk.hk
陳思慧女士 行政助理 (852) 2948 8949 szewai@eduhk.hk
鄭琇慧女士 二級行政主任 (852) 2948 8816 swcheng@eduhk.hk
張允琪女士 研究助理 (852) 2948 8558 ckatewan@eduhk.hk
甘鎮堅先生 項目主任 [MA(EC)] (852) 2948 7683 kchunkin@eduhk.hk
孫綺婷女士 行政助理 (852) 2948 8676 ytsuen@eduhk.hk
曾慧雲女士 項目主任 [MSc(ESLPLD)] (852) 2948 8674 wwtsang@eduhk.hk
黃詠琳女士 項目助理 [MSc(ESLPLD)] (852) 2948 7689 wwinglam@eduhk.hk
吳曉瑩女士 高級研究助理 (852)2948 7914 xywu@eduhk.hk
何倩萱博士 高級研究助理 (852) 2948 8685 mshho@eduhk.hk
胡燁 研究助理 (852) 2948 8725 yhu@eduhk.hk
彭子晴女士 研究助理 (852) 2948 8626 pchiching@eduhk.hk
范晉邦先生 研究助理 (852) 2948 7907 mcpfan@eduhk.hk
黃詩明女士 研究助理 (852) 2948 8193 isihuang@eduhk.hk
莫梓萱女士 項目主任 (852) 2948 8306 sthmok@eduhk.hk
博士後研究員 (852) 2948 8812 shahid@eduhk.hk
林聲愷先生 高級研究助理 (852) 2948 7687 marcuslam@eduhk.hk
劉爽女士 研究助理 (852) 2948 8449 lshuang@eduhk.hk
魏穎琳女士 研究助理 (852) 2948 7416 swlngai@eduhk.hk
許崢烨女士 博士後研究員 (852) 2948 8832 zaxu@eduhk.hk
譚鉦熙先生 研究助理 (852) 2948 6433 tchinghei@eduhk.hk

行政人員 (BAT 課程)

姓名 職位 電話 電郵
林佩君女士 助理項目經理 (852) 2948 8893 kpklam@eduhk.hk
蔡穎芝女士 項目主任 (852) 2948 7465 choywc@eduhk.hk
劉庄妍女士 項目主任 (852) 2948 8938 lzhuangyan@eduhk.hk
盧家恩女士 項目主任 (852) 2948 6232 lkylo@eduhk.hk
陳善善女士 項目主任 (852) 2948 8691 chanss@eduhk.hk
鄧雅庭女士 項目助理 (852) 2948 8820 yteng@eduhk.hk
張淑文女士 項目主任 (852) 2948 8710 cheungshukman@eduhk.hk
冼嘉希女士 項目助理 (852) 2948 7538 ckhsin@eduhk.hk
譚朗睿先生 項目主任 (852) 2948 7465 raoultam@eduhk.hk

行政人員 (SENCO課程)

姓名 職位 電話 電郵
鄭玥明女士 助理項目經理 (852) 2948 7645 ymcheng@eduhk.hk
劉少云女士 研究助理 I (852) 2948 8642 mswlau@eduhk.hk
鄧景芳女士 項目助理 (852) 2948 7212 tangkf@eduhk.hk
林莉莉女士 項目助理 (852) 2948 7211 lamll@eduhk.hk
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