Research Projects and Publications in CUHK- Education

Research Projects


  • Assistant Principals in Secondary Schools of Hong Kong: Their Work Lives and Preparation for the Principalship - A Longitudinal Investigation

  • WALKER Allan David, DIMMOCK Clive*, KWAN Yu-Kwong*, LEE Chi Kin John (Dept of Curriculum & Instruction)
    30 September 2003
    Research Grants Council (Earmarked Grants)

    The current educational reform environment in Hong Kong and elsewhere substantiates the importance of leadership in schools while, at the same time, expressing concern about the quantity, quality, preparation and development of future principals. Despite such concerns about the next generation of school leaders, empirical investigation and substantive theories into the worklives, motivations and learning of assistant (vice) principals (APs) remains inadequate. This is particularly so in Hong Kong where research into APs, and particularly those who aspire to the principalship, is virtually nonexistent. Given this void, this project proposes to investigate the worklives of APs in secondary schools in Hong Kong, and particularly those who openly aspire to the principalship. The study therefore also targets the important area of what APs consider is appropriate preparation for the principalship and how the conceive the relationship been the APs and the principalship itself. The study will combine qualitative and quantitative methods to compare career APs with assistant/aspiring principals and to track a group of the latte over a two-year period. Together, the survey and longitudinal data will represent a theoretical and methodological contribution to the field of Educational Leadership in a central but neglected area, especially in Hong Kong. Findings will also lead to improved understanding of the nexus between system policy and leadership preparation and our understanding of the transition from AP to principal. The study also has the potential to inform policy makers of the development needs, career aspirations, beliefs and motivations of APs and future principals, and the transition between the two positions. (CU03289)



  • Attractiveness of Hong Kong Undergraduate Education to Chinese Mainland Students: A Study of Sustainability from the Perspective of Students’ Realized Choices in Five Universities

  • CHEN Shuangye
    1 April 2008
    CUHK Research Committee Funding (Direct Grants)

    The past enrollment practice in Mainland China by Hong Kong universities has been an increasingly heated issue. Undergraduate education in Hong Kong has been said to be a strong rival against Mainland universities. Elite students have been creamed off either by a handsome of scholarship or by different style of undergraduate education in Hong Kong. What work to attract those students in Hong Kong? Will those factors, if there are, be sustainable to attract the cream of the crop and the financially capable in the future confronted by more fierce competition from other countries? The proposed research would focus on the institutional factors from individual realized choices to discuss what factors in Hong Kong universities are attractive to Mainland applicants and analyze the sustainability. On the one hand the research would like to interview Mainland freshmen in more Hong Kong universities, on the other side the interviewed population will be extended to those had declined offers from Hong Kong but stay in Mainland universities. This research is expected to contribute theoretically to the literature of students’ choice and students’ flow in overseas education. On the policy-wide, findings from this research will closely address policy concerns in Hong Kong to strengthen the positioning as regional education hub and attract young talents from outside of Hong Kong. (ED07397)



  • Blue Skies – A Professional Learning Programme for Beginning Principals

  • WALKER Allan David, QUONG Terrence*
    1 February 2005
    Education & Manpower Bureau, HKSAR Government

    This project aims to develop a new, integrated approach to the needs assessment and ongoing professional learning for Beginning Principals [BPs, formally referred to as Newly Appointed Principals (NAPs)] in primary, secondary and special schools in Hong Kong. As such, we will develop a more comprehensive programme, one which aims to help BPs start their principalship ‘on the right foot’, clarify what's important to them about the principalship and their school, socialise them in the principles of ongoing profession learning, encourage the development of self-awareness and questioning habits, and encourage them to access networks for learning. The Blue Skies programme package will include three major parts - a pre-analysis component, a workshop-day component and an ongoing or rolling component (running over approximately a year). Whereas we will develop and structure this rolling process as part of the overall programme, to be implemented, it would require the support of principal networks, mentors and the EMB.
    At the conclusion of the Blue Skies programme Beginning Principals will:
    1. Be committed to the principles of lifelong learning.
    2. Have an accurate picture of who they are as people and leaders and ways to make sense of their jobs.
    3. Have developed a realistic image of the principalship and the reality of leading schools in Hong Kong today.
    4. Feel more confident in their work and better prepared to cope with and lead change and school improvement.
    5. Be better equipped to manage the problems and dilemmas of working in the school as an organization
    6. Understand better how to cope with problems individually and as part of a support network.
    7. Have a better feeling of wellbeing and greater resilience to face the tasks associated with their job. (ED04418)



  • Blue Skies: A Professional Learning Programme for Beginning Principals 2006/07

  • WALKER Allan David
    13 May 2006
    Education and Manpower Bureau, HKSAR Government

    This programme aims to refine a cutting edge, innovative professional learning structure and ongoing professional learning for Beginning Principals in primary, secondary and special schools in Hong Kong. A comprehensive programme, one which aims to help BPs start their principalship .on the right foot., clarify what.s important to them about the principalship and their school, socialise them in the principles of ongoing profession learning, encourage the development of self-awareness and questioning habits, and encourage them to access networks for learning. The Blue Skies programme will include three major parts - a pre-analysis component, a workshop-day component and an ongoing or rolling component (running over approximately a year). At the conclusion of the Blue Skies programme Beginning Principals will:
    1. Be committed to the principles of lifelong learning.
    2. Have an accurate picture of who they are as people and leaders and ways to make sense of their jobs.
    3. Have developed a realistic image of the principalship and the reality of leading schools in Hong Kong today.
    4. Feel more confident in their work and better prepared to cope with and lead change and school improvement.
    5. Be better equipped to manage the problems and dilemmas of working in the school as an organisation
    6. Understand better how to cope with problems individually and as part of a support network. 7. Have a better feeling of wellbeing and greater resilience to face the tasks associated with their job. (ED05673)



  • Blue Skies: An Ongoing Structured Support Programme for Beginning Principals

  • WALKER Allan David
    1 September 2005
    Education and Manpower Bureau, HKSAR Government

    The Programme aims to implement a professional learning (and support) programme for Beginning Principals [hereby known as blue skies] which is built around a personalised, contextualised learning scheme and aims at securing high quality leadership for effective school based management and school improvement.
    At the conclusion of the blue skies programme Beginning Principals will:
    1. Be committed to the principles of lifelong learning.
    2. Have an accurate picture of who they are as people and leaders and ways to make sense of their jobs.
    3. Have developed a realistic image of the principalship and the reality of leading schools in Hong Kong today.
    4. Feel more confident in their work and better prepared to cope with and lead change and school improvement.
    5. Be better equipped to manage the problems and dilemmas of working in the school as an organization.
    6. Understand better how to cope with problems individually and as part of a support network.
    7. Have a better feeling of wellbeing and greater resilience to face the tasks associated with their job. (ED05810)



  • Building and Evaluating an Item Bank of English Language Listening Test Items

  • CONIAM David John
    1 January 2002
    CUHK Research Committee Funding (Direct Grants)

    This project aims to establish and evaluate an item bank of English language listening items. Through contacts with the Hong Kong Examinations Authority (HKEA), I will be permitted access to a considerable amount of .good. items which the HKEA has piloted and subsequently run in their public examinations. The testing of listening is complicated and time-consuming. The development of an item bank consisting of good, calibrated items will have potential for the school and educational communities as a whole. Properly calibrated, such an item bank can be a very powerful tool. Its significance lies in the manner in which the test-independent nature of IRT-calibrated items, together with an item bank of good, calibrated test material can be used for a variety of diagnostic, evaluative and comparative purposes in different English language assessment situations. (ED01852)



  • Case Studies: The In-Service Secondary School Teachers’ Conceptions of Liberal Studies Curriculum

  • LAM Ka Ka
    1 January 2008
    CUHK Research Committee Funding (Direct Grants)

    Title of the project: "Case studies: The in-service secondary school teachers' conceptions of Liberal Studies curriculum". The learning and teaching approach for Liberal Studies is structured around enquiry into a range of life and social issues. Teachers are asked to guide students to appreciate the changing, complex and controversial nature of the issues and encourage them to ask questions and find answers actively. The teachers' conceptions of curriculum or teachers' belief systems will affect how the teachers operationalize the curricula in schools. In this research, the researcher will place emphasis on one of the core subjects in the senior education ------ Liberal Studies, as well as examine how and why the in-service teachers in Hong Kong perceive the LS curriculum in such ways. Since there is no rigid boundary of LS curriculum, and the teachers who teach LS may have their autonomy to choose the issues, design the teaching and learning processes according to their students needs. Hence, the teachers' conceptions of LS curriculum possibly affect what and how they teach this subject. On the other hand, most of the in-service teachers with various academic backgrounds or disciplines who are not experienced at teaching LS are preparing for teaching this new subject in the senior forms. It provides an opportunity for the researcher to explore the relationships between the academic backgrounds of teachers and the teachers' conceptions of curriculum in the certain context. (ED07789)



  • A Comparative Study of External Environment and Canadian School Organizational Learning

  • LAM Yee Lay Jack
    15 November 2000
    CUHK Research Committee Funding (Direct Grants)

    As an extended study of the principal investigator's summer research grant and his recent RGC grant looking into the relationship between external environment and school organizational learning, the present project attempts to further clarify the intricate relationship between the two in the Canadian setting. Throughout the past efforts, the present principal investigator has accumulated a rich and important cross-cultural pool of data, containing comparable data from Taiwan, Australia, and Hong Kong. The sample to be collected from the present project will constitute the last set in formulating the basis for proposing some universal phenomena reflecting the public schools' capability of coping and surviving in different socio-cultural setting when confronted with comparable challenges brought about by education reform. As well, differential internal working conditions such as leadership, school cultural norms and structure will be scrutinized and compared. Their relative impact on the collective learning process in school will be examined. (ED00867)



  • Conceptual Mapping of a Locally-relevant School Violence-prevention Program

  • TAM Wai Ming Frank, LAM Yee Lay Jack
    1 April 2004
    CUHK Research Committee Funding (Direct Grants)

    Recent media coverage of incidences of school violence in Hong Kong reaffirms a well-known fact that anti-social behaviors of students are world-wide phenomena (Royer, & Debarbieux, 2003). Despite the proliferation of literature on this topic, no consensus has been reached in preventing or dealing with these thorny problems. In part, the complexity, types and origins of the violent behaviors vary considerably from case to case. In part, the socio-cultural contexts in which these problems arise defy some neatly devised categorization. All these raise the doubt whether some universal panacea will ever be found.
    In this context, efforts of conceptually developing a locally relevant violence-prevention program for Hong Kong schools become urgent. The present proposal represents the one of the attempts to undertake some conceptual construction by a mixed methodology of using both case study approach and a comparative analysis. Through a series of intensive training workshops conducted by the researchers in a targeted school, the staff will work out a prototype violence prevention program under the supervision and guidance of the researchers. This program will put into practice and its effects on students’ general behaviors will be observed and assessed. It is expected that through modification and revision, a more successful program of prevention will be created. This will complete Phase One of the project. Phase Two will begin with a few more trial of the developed program for schools running into similar problems. If effects are satisfactory, features of the programs will be integrated and organized into a locally relevant conceptual model for wider adoption. In the last stage, relationship between intra-school factors and students’ misbehaviors will be compared with models generated elsewhere. Findings should further enrich an area currently dominated by Western-specific information and data. (ED03496)



  • Conditions of Professional Practices in Hong Kong Secondary Schools: Does Subject Pedagogy Matter at all?

  • YEUNG Sau Chu Alison, LAM Chi Chung, MAN Yee Fun Evelyn
    1 April 2003
    CUHK Research Committee Funding (Direct Grants)

    This proposed project is shaped by a broad question: What are the conditions of professional practices in Hong Kong secondary schools and how do these conditions affect teaching and learning? We plan to answer the specific research question of how subject teachers build on the strength of their subject pedagogy and how they find their subject pedagogy relevant to teaching assignment outside their specialization. In other words, we want to know whether and how teachers display different teaching styles in their own specialized subject and non-specialized subject. This close relationship between teaching assignment and subject pedagogy is crucial to the conditions of teaching effectiveness and quality in Hong Kong secondary schools. As teacher educators, we want to address problems of real classroom situations in Hong Kong and we believe a qualitative research methodology will allow us to engage in deeper reflection and thorough discussion. We therefore plan to observe, video-tape lessons by twenty teachers specializing either in languages and humanities, and then interview them on the relationship between teaching styles and “pedagogical content knowledge” they develop in different subjects. This exploratory study is our first step toward a more comprehensive research project on teaching effectiveness in Hong Kong secondary schools. (ED02988)



  • Consultancy Study on the Promotion of Parent Education

  • TAM Wai Ming Frank, CHENG Hon Man Roger, HO Sui Chu, LAM Ching Man (Dept of Social Work), MA Lai Chong (Dept of Social Work)
    1 April 2001
    Education Department, Hong Kong SAR Government

    Understanding that parents are the earliest and closest mentors of their offspring and that their views, values and attitudes would produce great impact on children's development, promoting parent education has been accorded high priority by the Hong Kong SAR Government. The emphasis of the education reform on cultural changes and parental participation accentuates the urgency of the task.
    The (present) study is conducted to obtain information to make recommendations to the government on the contents, direction, policy of parent education as well as the mechanism to bring all community resources together for its promotion.
    The objectives of the study are as follows:
    (1) To take stock of how parent education is promoted in Hong Kong at present;
    (2) To find out the underlying rationale and focus of the organizations providing parent education in Hong Kong at present;
    (3) To find out the needs of parents with offspring from 0 to 15 years of age for parent education, including the contents, format, timing, arrangement, etc.;
    (4) To look for effective practices in neighboring countries which are adaptable in Hong Kong; and
    (5) To make recommendations, based on the findings of the study, on the contents, direction, policy of parent education as well as the mechanism to bring all community resources together for its promotion. (SS20015)



  • Consultancy Study on the Status and Development of Hong Kong Education City Limited

  • LEE Chi Kin John, WU Kam Wah
    1 January 2003
    Hong Kong Education City Limited

    The aims of the consultancy study are:
    (1) To collect and assess various stakeholders’ views related to the usefulness and effectiveness of the HK Education City web-site as an IT (information technology) for education platform; and
    (2) To provide indicative pointers and suggestions for the further development of the HK Education City based on literature review and analyses of results obtained above.
    Literature review, surveys for teachers, students and parents as well as focus group interviews will be conducted. (ED02515)



  • Convergence across Hong Kong and Mainland China: Education Requirements for Hong Kong People’s Employment in Mainland China

  • HUNG Fan Sing, CHUNG Yue Ping Stephen, TAM Man Kwan
    14 December 2001
    CUHK Research Committee Funding (Direct Grants)

    This research project aims to investigate the impacts of China.s economic development on education in Hong Kong. With China.s rapid economic growth over the past two decades and entry into WTO in 2001, employment opportunities in mainland China for Hong Kong people are emerging rapidly. Education and training requirements for such opportunities are opening up new horizons for education in Hong Kong. Such horizons include the following questions:
    (1) Are people in Hong Kong aware of economic changes in Hong Kong and China? How do they interpret such changes? How do they interpret the past?
    (2) What are the opportunities that Hong Kong people may benefit from China.s rapid economic development? How does education in Hong Kong cope with such opportunities? (ED02551)



  • Coping Strategies and Psychological Well-being of Gifted Students in Hong Kong

  • CHAN Wai Ock David
    1 March 2002
    CUHK Research Committee Funding (Direct Grants)

    This proposed study aims to find out how gifted students cope with their being gifted, or problems they face as a result of their high abilities. Specifically, this study has two parts. The first part will cover the construction of an instrument to measure gifted students. social coping strategies . such as denial, hiding of talent, conformity, extracurricular involvement, and fear of failure . based on the work of Swiatek (1998). The second part will investigate gifted students. adjustment problems, coping strategies, and their psychological well-being, and the relationships among adjustment problems, coping strategies and psychological well-being.
    The findings of this study will inform us on how gifted students in our sample usually cope with adjustment problems, and whether or not they experience significant levels of psychological symptoms. This information may help shed light on how best to help promote psychological well-being of gifted students through coping skills training and preventive interventions. (ED01935)



  • Creative Media/Artistic Education for Culture/Media Industries: A Comparative Policy Study of Korea, Hong Kong, China and Singapore

  • LIN Mei Yi
    1 October 2005
    Asia-Pacific Educational Policy Research Initiative/Korean Educational Development Institute

    The proposed study responds to the increasing importance of the culture and media industries in national economic and cultural developments in Asian Pacific countries. In contrast to the Hong Kong cinema industry which is faced with its worst winter in 2004, the media industries in South Korea and Mainland China are reaping steady success. One important and under-investigated area is the role played by the development and accumulation of human resources and cultural capital linked to cultural education policies in the development of a nation.s culture and media industries; i.e., cultural capital and creative media/artistic education are needed to groom a nation of sophisticated creative culture/media workers as well as highly culturally literate consumers to sustain the continuous development of these highly value-added culture and creative media industries. (ED05945)



  • Critical Thinking among Chinese Students: Characteristics, Assessment, and Relationship with Dispositional Factors

  • HAU Kit Tai, HO Irene T.*, HALPERN Diane*
    1 September 2004
    Research Grants Council (Earmarked Grants)

    Recently in Hong Kong, as well as around the world, education reforms emphasized the need to help students learn how to learn, and that critical thinking is an essential generic skill to be nurtured. At least on the surface, this movement does not seem to fit comfortably with the alleged rote-learning tradition in Chinese education. The present research attempts to examine the critical thinking of Chinese students and develop appropriate assessment tools for use in the local context. Four phases of work will be carried out in collaboration with the Curriculum Development Institute under the Education and Manpower Bureau. In Phases 1 and 2, a recent critical thinking assessment instrument, developed by Professor Diane Halpern (President-elect, American Psychological Association, 2003), is translated and administered. Its psychometric properties and suitability for local use will be extensively studied. In Phase 3, the characteristics of critical thinking among Chinese students are examined, including (i) the internal factorial structure, (ii) the relationship with demographic and other background variables (verbal ability, numeric ability, academic achievement), and (iii) the relationship with dispositional factors (need for cognition, conscientiousness, thinking disposition). In Phase 4, a new assessment tool, suitable for high school students, is constructed. Culture-specific characteristics will be examined both qualitatively and statistically (e.g., differential item function). This research provides the necessary foundation for the large scale launching of critical thinking skills training and assessment for high school and tertiary students in Hong Kong. (CU04118)



  • Critical Thinking Package for Senior Secondary School Students in Hong Kong

  • HAU Kit Tai, HO Irene T.*, HALPERN Diane*
    1 October 2006
    Education and Manpower Bureau, HKSAR Government

    In curriculum reform endeavors around the world aimed at preparing students for the knowledge age, educators emphasize the need to help students think critically and learn how to learn rather than impossibly feeding them with long lists of skills and knowledge. The ability to think critically and other generic skills have been accorded high priorities for school and university education. In the present research, a training package on critical thinking will be developed for high school students. We will concentrate on a few domains/topics of critical thinking by adapting courseware original developed by Diane Halpern. The courseware will be tested with students and ready for adoption by teachers who are trained in using the package. (ED06830)



  • Critical Thinking Skills Instruction in Hong Kong Secondary Schools: A Pilot Study

  • HAU Kit Tai, HO Irene T.*
    1 November 2005
    CUHK Research Committee Funding (Direct Grants)

    In the new Hong Kong senior secondary school curriculum to be launched in 2009, the teaching of critical thinking will be an essential feature of the subject .Liberal Studies., which is compulsory for all students. It has been proposed that the issue-enquiry approach should be adopted for this purpose, with the belief that students learn best through ample practices utilizing various thinking tasks. However, there are researchers who propose that critical thinking is most effectively fostered through direct instruction of relevant generic skills and subsequent transfer of such skills to different domains of academic studies or everyday problems. The present proposal, as a pilot study of a much larger RGC research, is a preliminary qualitative investigation examining the benefits of a combined skills instruction and issue-enquiry approach to critical thinking education for school students as compared to a sole emphasis on the issue-enquiry approach. We will examine and compare different approaches to critical thinking education for senior secondary school students. In particular, we investigate whether there will be additional benefits for students with direct instruction of critical thinking skills, based on the assumption that (i) identifiable and definable skills exist, and (ii) if these skills are recognized and applied, the students will be more effective thinkers (Halpern, 2003). The results will have significant theoretical and practical implications for critical thinking education, at the same time promoting evidence-based practices in Hong Kong. (ED05794)



  • Cross-cultural Comparisons of Processes and Stages of Organizational Learning

  • LAM Yee Lay Jack
    1 March 2002
    CUHK Research Committee Funding (Direct Grants)

    The proposed project is a follow-up of the previous works funded by Direct Grants as well as a RGC grant. Concerns for major sources that motivate schools to undertake adjustment and changes in the present movement of school reforms, through organizational learning in Hong Kong, Taiwan, Central Canada and Western Australia pinpoint peculiar patterns of adaptation. Some environmental factors exerted considerable constraints on school organizations, triggered collective learning process and attained tangible outcomes. Other forces with equal disruptive impacts created little or no concerted responses from schools. A case in point was the growing severity of student problems, which, in large measure, reflect societal and family problems. And yet, there is an unusual universal non-action on the part of the schools as far as organizational learning is concerned. One of the schools of organizational studies, i.e., the .strategic choice. school highlights the initiative of leadership as the determinant for organizational action and adaptation. The purpose s of this research therefore are threefold: (1) to locate the motives and rationale of school leadership in taking or not taking any collective means of resolving the issues on hand. (2) to trace the specific processes and stages of organizational learning related to different issues. (3) to understand any differences in rationale, perspectives, and strategies of school leadership



  • Developing a Knowledge Base for Teaching Liberal Studies

  • Edith Lai
    1 June 2008
    CUHK Research Committee Funding (Direct Grants)

    The new senior secondary Liberal Studies curriculum will be implemented in 2009 in Hong Kong. The curriculum creates new demands on teachers' knowledge. At the forefront of this challenge are questions concerning the knowledge that Liberal Studies teachers bring to their work and how this knowledge must develop if they are to manage the demands of the curriculum. The present study aims to look into how content knowledge and pedagogical content knowledge develop in a group of Liberal Studies pre-service teachers and how these two types of knowledge play out in their lesson planning. The study will be conducted in the context of the full-time, one-year Postgraduate Diploma in Education programme offered by the Faculty of Education. Data will be collected from two classes of PGDE students: the 2007-08 cohort and the 2008-09 cohort, using semi-structured indepth interviews conducted individually with the participants. The main body of data will be collected with the 2008-09 cohort at three key points throughout their studies, with a view to finding how their thinking changes as their initial teacher training course goes on. Lesson plans and reflective essays submitted by the 2008~09 cohort will be analyzed to provide additional insights into how they acquire and use content knowledge and pedagogical content knowledge in preparing to teach Liberal Studies. The Miles and Huberman Framework for Qualitative Data Analysis will be adopted to analyze the collected data. The study is expected to generate knowledge of practical significance to the professional preparation of Liberal Studies teachers and knowledge of theoretical significance to research on teaching. (ED07992)



  • Developing and Conducting a Review into the Support Services Offered to Schools

  • WONG Hin Wah, LIN Mei Yi, MAK CHAN Shuk Yin, NG Mau Yuen Eric, LAU Kit Ling
    1 February 2006
    Education and Manpower Bureau, HKSAR Government

    To strengthen the professional capacity of the language teachers, SCOLAR recommended the setting up of a task force to provide support to schools. This task force of experienced teachers and language experts was to focus on supporting schools to implement curriculum reform, with particular respect to language learning and teaching. This project is to evaluate the effectiveness of the support services offered by the Task Force on Language Support to primary and secondary schools in Hong Kong. The objectives of the study are (a) to review the effectiveness of support provided to schools by the Task Force; (b) to identify critical factors at the system level which lead to various changes including positives ones; (c) to assess and track improvements in various domains and (d) to identify practices and conceptualize the multiple factors that contributed to these performances. (ED05535)



  • Developing and Evaluating a Chinese Cognitive Strategy Instruction Program for Junior Secondary Students in Hong Kong

  • CHAN Wai Ock David, LAU Kit Ling*
    1 March 2002
    CUHK Research Committee Funding (Direct Grants)

    This proposed study aims to introduce a new reading instruction model, Cognitive Strategy Instruction (CSI) model, to Chinese language teachers and to develop a Chinese CSI program for junior secondary students in Hong Kong. Derived from the information processing perspective, the CSI model emphasizes the importance of using cognitive and metacognitive strategies during the reading process. It is believed that applying the CSI model in Chinese language teaching can train students to become strategic learners as well as helping teachers to implement measures in line with the current curriculum reform. Four to six schools will be invited to participate in this study. Training workshops will be provided for the Chinese language teachers and the program will be tailored to meet the needs of each school. The program will last for four to six weeks. A reading comprehension test, strategy use and reading motivation questionnaire will be used to assess students. reading ability and motivation before and after the program. The effectiveness of the program for enhancing students. reading comprehension and motivation will be evaluated based on the above quantitative data as well as other qualitative information, including meeting records, classroom observation reports and interviews with teachers. (ED01566)



  • Developing Schools through Self-evaluation

  • PANG Sun Keung Nicholas
    1 October 2001
    A Group of Aided Primary & Secondary Schools in Hong Kong 2001 - 2002 A Group of Aided Primary & Secondary Schools in Hong Kong 2002 - 2004

    The project aims to help schools develop their own models of school-based management, institutionalize a self-evaluation framework in daily practices and cultivate a climate of educational change in the schools. A self-renewal strategy will be institutionalized in the schools through establishing a self-evaluation framework and using school-based performance indicators in self-evaluation. The self-renewal strategy will allow schools to inculcate a quality culture and to improve continuously. Both quantitative and qualitative data of the schools. performance will be collected and analyzed, the results of which will be reported to the schools concerned. In-services and consultancy will be provided to each school regarding to their further development in the process of continuous improvement. The primary, ultimate purpose of the self-renewal strategy is to improve the learning of students when the schools. effectiveness is improved and when there is a quality culture in the schools. Parents and the wider community will be benefited because the school self-evaluation process leads to annual reports containing fair, reliable and objective information about the schools. These reports ensure that schools are accountable to parents. (ED01672)



  • The Development Assessment of Newly-Appointed Principals in Hong Kong 2004

  • WALKER Allan David
    11 November 2004
    Education & Manpower Bureau, HKSAR Government

    This research and development project continues an established form of principalship training. Participation in the needs assessment exercise will provide newly appointed principals with a comprehensive assessment of their current stage of development and, as such, allow them to plan a meaningful and relevant approach to their professional development during the first two years of their principalship. Aggregated data will be valuable to professional development providers in conceptualising and planning relevant professional development for newly appointed principals and for researching the principalship in Hong Kong. Participation in the needs assessment exercise will, in itself, be an extremely worthwhile professional development exercise for all involved and will cement the strong tripartite relationship established between the Education and Manpower Bureau, the organisers and practising principals. (ED04881)



  • Development of an Information Literacy Framework for Hong Kong Students

  • LEE Fong Lok, PUN Sai Wing, CHAN Yuen Yan (Information Engineering), IP Wai Hung (Hong Kong Institute of Educational Research)
    1 September 2004
    Quality Education Division, Education and Manpower Bureau

    To develop an “Information Literacy” framework for primary and secondary students based on the Information Technology Learning Targets for primary and secondary education so that teachers and students have a clearer picture on the learning targets of using IT in education. (ED04744)



  • Development of Language Across the Curriculum for English-medium Education

  • MAN Yee Fun Evelyn, CONIAM David, CHUN Ka Wai Cecilia, MAK CHAN Shuk Yin
    4 April 2004
    Education & Manpower Bureau, HKSAR Government

    This project aims to explore how language across the curriculum (LAC) can be more effectively implemented in English-medium (EMI) schools in Hong Kong through professional development of both English teachers and subject content teachers. Based on a teacher development course “ESL in the Mainstream” developed in South Australia, the project seeks to research and evaluate how a peer training and sharing model of teacher development can enhance the delivery skills of English and subject content teachers, improve their teaching strategies and affect the curriculum and culture of an English-medium school. The project seeks to identify the conditions necessary for the successful implementation of a language across the curriculum approach in school, with the aim of making policy recommendations for promoting such an approach in local EMI classrooms. In addition, the project aims to make recommendations for the development of a structured teacher education programme that would enhance teaching and learning effectiveness for English-medium education. (ED03854)



  • Development of Support Measures for Student Adaptation to English-Medium Schools

  • MAN Yee Fun Evelyn, CONIAM David John, Christine Anne BRUCE, LEE Kit Bing Icy (Hong Kong Institute of Educational Research) CHEUNG Yuet Yau* TAM Wai Kwan Cecilia*
    10 July 2001
    Education Department, Hong Kong SAR Government

    This project proposes to provide a range of support measures for EMI schools to help Secondary 1 students adapt to the English-medium learning environment in secondary schools. The support measures, which have multiple focuses, are conceptualized on the premise that a single focused approach such as a bridging programme is unlikely to reap long-term benefits for Secondary 1 students studying in EMI schools. The project seeks to enhance the effectiveness of English-medium education for Form 1 students by providing ongoing language enrichment and support measures from three perspectives-for the school, the teachers, and the students. These may be conceptualised as follows:
    (1) For the school - The project puts forward proposals to help the school create a language-rich environment for students to use English, mainly through establishing an English culture in school.
    (2) For the teachers - The project proposes to provide teacher training workshops and packages of materials to help both English language teachers and content subject teachers to enhance their professional competence as EMI teachers by providing them with specific strategies and materials to cope with English-medium teaching especially at S1 level. The project also proposes a mentoring programme for teachers, which consists of ongoing teacher education workshops, face-to-face feedback sessions, classroom visits, and a support network through electronic conferencing.
    (3) For the students - The project proposes additional help by providing them with a self-access language enrichment package specifically designed for EMI students, apart from a summer bridging programme for S1 students. Such a self-access package allows S1 students, especially the less proficient ones to work at their own pace and to develop autonomy in learning. (ED01576)



  • The Developmental Assessment of Newly-appointed Principals in Hong Kong

  • WALKER Allan David, LEUNG Seung Ming (Dept of Educational Psychology)
    1 September 2001
    Education Department, Hong Kong SAR Government

    This project aims to further institutionalise the needs assessment component of a broader programme of Continuing Professional Development (CPD) for newly-appointed principals in Hong Kong. Earlier stages of the project involved the development and application of developmental assessment mechanisms and the collection of data on individual participants and cohorts of newly appointed principals. It also involved the establishment of a close professional relationship between the Education Department, CUHK academics and groups of experienced principals. This project aims to continue and refine and further evaluate the NAFPhk process. Outcomes of the project will include meaningful professional development for a group of 100 principals and valuable additions to the research base on the beliefs and needs of school leaders in Hong Kong. (ED01514)



  • Education for Sustainable Development in Early Childhood Education

  • LEE Chi Kin John, AU Yuet Ying (Ctr for University & School Partnership), CHAN Shuk Yee*, KWAN Siu Kau*, KWOK Chi Tai*, LI Mi Ying Natalia (Ctr for University & School Partnership), MA Hing Tong (Hong Kong Institute of Educational Research), YIP Din Yan
    1 January 2008
    Sustainable Development Fund, HKSAR Government

    Education for sustainable development or sustainability education has been an important orientation of environmental education in the 1990s. The UN has declared 2005 to 2014 as the Decade on Education for Sustainable Development (DESD). It is notable that the primary school years are the period for the formation of fundamental environmental knowledge, attitudes and behaviours. The objectives of the project are: (a) to design and develop web-based teaching and learning resources to support the school-based curriculum development framework for sustainable development education in early childhood education (at pre-school and junior primary levels) proposed by the Curriculum Development Institute of the Education Bureau; (b) to heighten the awareness and increase the knowledge of teachers, students, parents and community helpers on issues related to sustainable development education and principles of the Earth Charter; and (c) to facilitate pre-school and junior primary pupils’ interest and commitment in personal lifestyle changes and environmental improvement. It is planned that twenty-five project primary schools would be participated involving their teachers, students and parents. Partnership will also be fostered between schools and university. Collaboration with the government, the Council for Sustainable Development and other non-governmental organizations would be sought. Within the Chinese University of Hong Kong, colleagues from the Faculty of Education, Social Science and Science would work together and university students from different faculties would be encouraged to participate in the Project by acting as tutors and coaches for students in primary schools. (ED07897)



  • Education for Sustainable Development: A Comparative Analysis of Educational Policies and Practices in Primary Schools in Japan, China and Hong Kong

  • LEE Chi Kin John, HUANG Yu*, Michael Williams*, Yutaka Kwamoto*, Manabu Kimura*
    1 March 2007
    Sumitomo Foundation

    This study is intended to offer an in-depth presentation of contemporary aspects of education for sustainability and education for sustainable development comparing Japan, China and Hong Kong. Our comparative focus will be on the interaction between environmental education and important cultural characteristics in the selected countries. We also focus on young learners at the primary (elementary) stage of schooling, while much of the existing literature is concerned specifically with the learning of adolescents in secondary schools. The findings from this study have the potential to inform policymakers and curriculum developers about education for sustainable development at the primary level in Japan, China and Hong Kong as well as teacher educators about future framing and development needs. (ED06975)



  • The Effect of Medium-of-Instruction Policy on Education Advancement in HKSAR Society

  • TSANG Wing Kwong
    1 September 2006
    Public Policy Research Funding Scheme

    This project is a follow-up research of a five-year longitudinal study, which evaluates the policy effects of the Medium of Instruction Guidance for Secondary Schools (Guidance) (ED, 1997) on Hong Kong students’ developments. As the policy measures stipulated in the Guidance had been implemented in the school year 1998/99 and accordingly HK secondary schools had been streamed into schools using English or Chinese as MOI (EMI or CMI), EMB issued two invitations to tender for research in 1999 and 2002 consecutively. The principal investigator of this proposal had won both tenders and subsequently completed a five-year longitudinal study tracing the academic and personal developments of a sample of students throughout their secondary-school years (Form 1-Form 5). The subjects of the two studies are two cohorts of students in 100 secondary schools. The two cohorts of students, each of which consists of about 15,000 students, are Form-1 intakes of the sampled schools in 1998 (98-cohort) and 1999 (99-cohort), i.e. the first two cohorts of students entered into secondary schools after the implementation of the Guidance. The academic and social developments of these two cohorts of students have been analyzed thoroughly throughout their secondary-school years. These development outcomes have also been accounted for with a comprehensive conceptual framework, which consists of data and variables at individual, classroom, school and socio-cultural levels. In this proposed study, the academic developments and mobility chances of sub-samples of the two cohorts of students, who entered into Six-Form study in 2003/04 and 2004/05, will be traced and studied. Their Hong Kong Advanced Level (HKAL) examination results will be obtained from the Hong Kong Examination and Assessment Authority and, if possible, data of their admissions into local universities will also be obtained from the Joint University Program Admission System (JUPAS). With these two sets of data and the data accumulated from the five-year longitudinal study, this study will be able to map out the mobility paths of the sampled students from secondary to university educations. It can also assess how socioeconomic backgrounds, MOI streams, school climate and socio-cultural environment affect students’ chances of educational advancements in HKSAR society. (ED06495)



  • The Effect of Spiral Bianshi Mathematics Curriculum on Students’ Cognitive and Affective Outcomes: A Case Study of “Statistics” in Primary 5

  • LAM Chi Chung, WONG Ngai Ying
    20 December 2006
    CUHK Research Committee Funding (Direct Grants)

    The research aims to explore the effect of spiral bianshi mathematics curriculum on the teaching of statistics" for Primary 5 students in Hong Kong, including the facets of cognitive learning outcomes, affective learning outcomes, conceptions of mathematics and problem solving abilities. Spiral bianshi mathematics curriculum is adapted from bianshi mathematics teaching developed by Gu (1981) in Shanghai. Spiral bianshi mathematics curriculum comprises four types of bianshi problems, the inductive bianshi, the broadening bianshi, the deepening bianshi and the applicative bianshi. It is argued that spiral bianshi curriculum can provide systematic introduction of variations of mathematics problems.
    Based on the theoretical framework of spiral bianshi curriculum, sample lesson plans, together with teaching material, on the teaching of statistics for Primary 5 students will be developed. The concepts, knowledge and skills covered will be based on Hong Kong mathematics curriculum
    A quasi-experimental design is adopted in this research. The teaching materials will be tried out in three local (Hong Kong) primary schools. A pre-test and post-test of academic performance will be administered to monitor changes in the students’ understanding of the concepts that are taught, their ability to tackle the mathematical problems covered in the curriculum, their competence in tackling open-ended questions, their learning approaches and their sense of self-efficacy towards mathematics. Three schools with similar student intakes will be invited to be the reference group. (ED06654)



  • Effects of Culture Specific Factors on Career Choice and Career Decision-Making Difficulties of Chinese University Students

  • LEUNG Seung Ming, Alvin Itamar GATI*, HOU Zhi Jin*
    1 January 2006
    Research Grants Council (Earmarked Grants)

    Culture exerts an important influence on the career development and choices of individuals. Three general themes related to the effects of culture on the career development of Chinese are examined in this proposed study. First, we intend to examine the effects of cultural value orientation, in terms of traditionality (affiliated with traditional Chinese culture) and modernity (affiliation with Western culture), on career choice and career decision-making difficulties. Second, we intend to test the effects of perceived parental expectations on career choice and decision-making difficulties, given that familial and collective values are important in a Chinese cultural context. We expect, however, that the effects of parental expectation on career choice and decision-making difficulties would vary depending on one.s cultural value orientation (in terms of traditionality and modernity). Third, we intend to explore whether there are differences in how career interest is perceived and organized among individuals with different cultural value orientations. In order to maximize divergence in individual cultural value orientations, participants of this study will be university students in three regions (Hong Kong, Beijing, and Wuhan) representing varying histories and degree of economic modernization as well as contact with the Western world. (CU05623)



  • Emotional Intelligence, Social Coping and Psychological Distress among Gifted Students in Hong Kong

  • CHAN Wai Ock David
    1 March 2003
    CUHK Research Committee Funding (Direct Grants)

    In Hong Kong, with the provision of a growing number of gifted programs in schools, educators are increasingly concerned with the social and emotional needs of gifted students, their adjustment to being gifted or being labeled gifted, and the development of preventive interventions to help these students with such difficulties. Since some of the adjustment problems of gifted students are associated to varying degrees with their heightened sensitivities to emotions that demand accurate appraisal as well as appropriate regulation, one could surmise that gifted students who are more emotionally intelligent might cope with such problems more adaptively, which might in turn lead to their reduced vulnerability to psychological distress.
    The primary objectives in this proposed study are to explore gifted students’ emotional intelligence, their social coping strategies, their psychological distress, and the relationships among these variables. The findings of this study will inform us on how gifted students in our sample usually cope with adjustment problems, and whether or not they experience significant levels of psychological symptoms. This information may help shed light on how best to help gifted students cope with the problems they face especially those as a result of their high abilities. Such findings would have important implications for the provision of preventive interventions and the development of counseling services for gifted students in Hong Kong. (ED02700)



  • English Language Teaching Rap Ambassadors Programme

  • LIN Mei Yi, CONIAM David
    1 February 2007
    Language Fund, Standing Committee on Language Education & Research, HKSAR Government

    ELT Rap in Town: An Innovative ELT Project (Dec 5, 2006)
    Workshop One (Centralized): ELT Rap
    - Hip-hop culture and the components (MC-ing, breaking, graffiti, DJ-ing)
    - Importance of timing in ELT Rap, i.e. rhythm and beats
    - Basic phonics (letter-sound relationship, phonemic awareness, 26 letter sounds, vowels and consonants)
    - Importance of rhyming in ELT Rap, i.e. rhyming techniques
    Workshop Two (School-based): English Rap Lyrics Creation
    - Sampling of existing poems, riddles, idioms, song lyrics
    - Introducing poetic metaphors, synonyms, antonyms, metonyms, acronyms, figures of speech
    - Applying repetition, substitution and other techniques in the creation of lyrics based on unique features of schools and students
    Workshop Three (Centralized): Showcase
    - Appreciate classic hip-hop rap lyrics, e.g. “Rapper’s Delight”
    - Interact with artists to obtain feedback on students’ rap lyrics and rapping techniques
    - Showcase students’ learning outcomes Project Synopsis
    The “ELT Rap in Town” project integrates rap lyrics, hip hop music and language arts as means for promoting Englih language acquisiton among teenagers. The proposed activities for English Festival 2007 organized by SCOLAR include teacher workshops, student workshops and production of audio-visual teaching pack, as well as an interactive website for all secondary school students and teachers in Hong Kong. (ED06332)



  • "Enhancement of Students’ Mathematics Problem Solving Abilities by the Systematic Introduction of Variations"

  • WONG Ngai Ying, LAM Chi Chung, LEUNG Shuk Kwan Susan#, MARTON Ference*, WONG Ka Ming Patrick, LEUNG Shuk Kwan Susan*
    1 August 2001
    Research Grants Council (Earmarked Grants)

    Hong Kong students, while found in international comparative studies to outperform their Western counterparts in computational problems, perform less brilliantly in non-conventional, non-routine mathematical problems. Research revealed that local students generally held narrow views about mathematics. To them, mathematics is a set of rules for computation, and solving mathematical problems is the search for appropriate routine procedures by identifying the problem type. In fact, students approaches to mathematical problems are greatly influenced by their views of mathematics, which are, in turn, largely shaped by their experiences in learning, task demands, and classroom environment. In our view, the most critical aspect of learning is the kind of classroom tasks given, because they define for the students what counts as learning and what mathematics is. This project, which involves eight Secondary One classes for one academic year, is an experimental attempt to enable students to deal with mathematical problems in more flexible manners, by way of widening their learning experience through the introduction of systematic variations of critical features of classroom examples and tasks. Participating teachers’ understanding of the theory and practice of more novel, open-ended mathematical problems will be developed. Tasks given to students will largely be drawn from a collective pool developed by these teachers. At the end of the project, students’ problem-solving abilities will be evaluated. Changes in the views of mathematics and of mathematics learning among participating teachers and students will also be investigated. Phenomenography offers a theoretical framework and a natural methodological means for this investigation. (ED01333)



  • Enhancing English Proficiency through School-based Learning

  • LAM Yee Lay Jack
    1 October 2001
    Quality Education Fund, HKSAR Government

    Sensing that there has been many problems associated with the current NET program, (e.g. disorientation on the part of the recruited native English teachers, the mismatch between the recruits and the employing schools, and the huge expenses involved in putting the program in practice), the current project provides an alternative by utilizing the student-teachers in the last stage of graduate studies in Australia and Canada to come to Hong Kong schools for completing their field experiences. In so doing, it is hoped that with the presence of international student-teachers in Hong Kong schools, they can generate the same amount of excitement in facilitating students in learning English, in promoting professional exchange with teachers with minimum cost. Principals will have student-teachers, having had the enriching experiences of working in foreign school system will decide whether the new environment is inductive to their professional growth. Both parties may decide to extend their working relationship or terminate further partnership without any legal or financial obligations. (ED01985)



  • Ensuring Enhancement of English Language across the Curriculum through Professional Teacher Development

  • MAN Yee Fun Evelyn
    1 September 2001
    Education Dept Funding from Qualtiy Education Fund

    The project aims to enhance the English language proficiency of students through providing professional training to both English and subject content teachers in developing and promoting an English-across-the-curriculum approach in English-medium schools. A model of professional development and support based on the international training programme ’ESL in the Mainstream’ developed in Australia will be used. The curriculum and related teaching materials will be adapted to meet the local needs of Hong Kong teachers and students. A whole-school approach is advocated in which all teachers have the responsibility for the English language development of students. Teachers coach one another in teaching approaches and strategies through a peer training programme, and help each another to reflect on his or her own classroom practice. The professional development of the teacher as a self-evaluator is a key feature of the project. (ED01455)



  • Ensuring the Future of School Leadership in Hong Kong: Principal Recruitment, Selection and Appointment

  • WALKER Allan David, KWAN Yu-Kwong*, DIMMOCK Clive*, CHEUNG Man Biu Robin*, Howard STEVENSON*, LO Man Piu*
    1 October 2005
    Research Grants Council (Earmarked Grants)

    The current educational reform environment in Hong Kong and elsewhere substantiates the importance of principal leadership while, at the same time, expresses concern about the quantity, quality, preparation and development of future principals. Expressions of concern about how principals are recruited and appointed to their positions and the efficacy of the process form an important part of this discussion both locally and globally. Given the widely acknowledged (direct and indirect) influence of the principal over school outcomes, principal recruitment, selection and appointment (RSA) are inseparably linked to issues of principal preparation and quality. How principals are recruited, selected and appointed may be particularly pertinent in Hong Kong given the presence of so many diverse hiring agencies, the fact that principals tend to remain in the one school for most of their career and that little is known about those responsible for making appointments. Research into the principal RSA process is missing in Hong Kong and this is becoming increasingly problematic given the current dearth of good applicants for principal positions and the destructive perceptions held by many of the criteria and the processes involved. This research investigates from a number of important angles the efficacy, effectiveness and legitimacy of the principal RSA in Hong Kong. The study will collect perceptions from those on both sides of the process in order to both inform theory and improve policy and practice through the identification of the most effective approaches to RSA. Using a four-phase, multi-method research design this study slots neatly into a longer term agenda which aims both to better understand and further develop educational leadership in Hong Kong schools. (CU05619)



  • Estimating the Cost of Class Size Reduction in Secondary Schools in Hong Kong Under Different Class Size Alternatives

  • HUNG Fan Sing
    1 March 2001
    CUHK Research Committee Funding (Direct Grants)

    The purpose of this project is to provide estimates of the operational and capital costs of implementing class size reduction (CSR) in public-sector secondary schools in Hong Kong. Specifically, the project will estimate the quantity of additional classes required, the additional operational costs, and the additional capital costs for the reduction of class size in Forms 1-5 to three class size alternatives, i.e. a maximum of 38, 36, or 34 students permitted in each class, in one of the following years from 2001-2002 to 2010-2011. Reducing class size seems to be an increasing concern of teachers since this measure is believed to release teachers' more time and effort to deal with learning of individual students better. However, reducing class size is very costly as compared with other alternatives to improve student achievement, such as school restructuring, school reallocation of resources, and school-based management reform. Whether reducing class size is a good policy in addressing student achievement improvement requires a full accounting of its costs and benefits, including a comparison with alternative policies. Based on these data, the researchers will be able to assess the cost-effectiveness of class size reduction by comparing with its benefits to be estimated, and also to compare its cost-effectiveness with other policy alternatives in improving student achievement. Further, the project will highlight the future fiscal commitments on the part of the society and/or government in the coming decade. (ED00574)



  • Export Potential of Hong Kong Education Services

  • HUNG Fan Sing, SHIVE Glenn Landes, DIU Chin Kee (School of Continuing and Professional Studies), WANG Xiaohua*, CHUI Ching Ying (Curriculum & Instruction), MAK CHAN Shuk Yin (Curriculum & Instruction)
    1 August 2004
    Hong Kong Trade Development Council

    This study aims to assess the export potential of Kong Kong’s education services on a commercial basis, particularly with mainland China as the primary market and with higher education as the primary export of education services, while recognizing the competition from other education-exporting economies. The exports can be in the form of establishing schools or offering educational courses/programmes in markets outside Hong Kong (outbound mode) or enrolling non-resident students to study in Hong Kong’s educational institutions, schools and universities (inbound mode). The study also aims to recommend marketing priorities and strategies for Hong Kong as a whole and education services providers in particular in promoting Hong Kong’s exports of education services. Policy recommendations and institutional adjustments will also be made based on the findings of the study. The study is significant to the future development of Hong Kong in terms of the importance of education exports to the economy as a whole, the development opportunities of the education sector in Hong Kong, and the international importance of Hong Kong in the educational and cultural exchange.
    Specific research questions to be addressed in this study include the competitive advantages and disadvantages of Hong Kong’s exports of education services on a commercial basis; the student profiles of the potential market for Hong Kong’s exports of education services, particularly with mainland China as the primary market; the relevant, cost-effective marketing priorities and strategies for education services providers in Hong Kong; and the recommendations on policy and institutional arrangement of Hong Kong in promoting the exports. Methods of this study include literature review, questionnaire and interviews surveys in Beijing, Shanghai, Xi’an, Guangzhou, Donnggong, and Shenzhen cities in mainland China, interview surveys in Hong Kong, and case studies in Hong Kong. Findings from these 4 methods of survey will be analyzed holistically, applying the SWOT approach and a 3-dimension (costs and benefits, short- and long-term, society’s and education services provider’s point of view) frame of analysis.
    It is hoped that the results of this study can help education services providers identify the potential market segments and formulate their marketing priorities and strategies, while making relevant policy recommendations to the government and promotion recommendations to the Hong Kong Trade Development Council. (ED04382)



  • Factors Affecting the Use of Putonghua to Teach Chinese Language in Hong Kong Primary & Secondary Schools

  • TONG Choi Wai
    1 February 2004
    Language Fund, Standing Committee on Language Education & Research, HKSAR Government

    To extract the factors affecting the use of Putonghua as the medium of instruction for Chinese Language, this study is to conduct the first round interview with school heads & teachers for a total number of 16 primary & secondary schools. Those factors extracted will provide a framework for further investigation and their correlation with students’ performance on Chinese literacy. (AL03455)



  • Family Environment and Talent Development Among Chinese Gifted Students in Hong Kong

  • CHAN Wai Ock David
    1 March 2004
    CUHK Research Committee Funding (Direct Grants)

    The important role of families in the development of talents and potentials of gifted children has long been recognized in studies of parenting, education and training in North America. The accumulating body of evidence seems to suggest that family environmental variables, when combined in a variety of ways, may contribute to outcomes that are more or less supportive of academic achievement, creativity, talent development, and mental health. This proposed study aims to explore the relationships between family environmental variables and talent development of Chinese gifted students in Hong Kong.
    Gifted students’ perceptions of their family environments and their perceived talents in academic skills and creativity will be assessed. Letters will be sent to all local secondary schools inviting principals/teachers to nominate gifted and talented students in their respective schools. The researcher will then send out the scale to the students, who will be asked to return the scale to the researcher upon completion. Completion of the scale is voluntary and the students will remain anonymous. The findings will have important implications in informing educators and parents whether family environmental variables related to Chinese cultural values might enhance or impede the development of specific talents in their children. (ED03495)



  • The First Year: Personal Needs Assessment for Newly Appointed Principals

  • WALKER Allan David
    1 January 2002
    Education Department, Hong Kong SAR Government

    The project aims to collect data from all principals newly appointed to Hong Kong schools during the 2002 and 2003 school years. Data will be collected through a purpose-designed needs assessment scheme that began operation in 2000. Data will be collected through structured questionnaires, personal reflection and report instruments, a psychometric instrument, structured vignettes, direct observation and a personal development plan. Date will be analyzed by period and year of appointment, and then aggregated with 2000 and 2001 data to form a comprehensive understanding of the needs, perceptions and skills of newly appointed principals in Hong Kong. The context of the research is the challenge of school-based management and school improvement, and the multiple leadership issues related to a rapidly shifting educational environment. Aggregated data will be valuable for theory building and assisting professional development providers in conceptualizing and planning relevant professional development opportunities. Also included in the project is the running of two assessment exercises and two assessor-training exercises. Participation in the needs assessment exercise by both participants and assessors will, in itself, be an extremely worthwhile professional development exercise for those involved. (ED01688)



  • Global Learning Community among Primary Education Through 3-I Project Learning

  • LEE Fong Lok  PUN Sai Wing  TSE Wing Cheung Alex (Hong Kong Institute of Educational Research)
    1 September 2005
    Quality Education Fund, HKSAR Government

    “3-I” stands for Interdisciplinary, Inter-school, and International. Funded by the Quality Education Fund, the project will be conducted from September 2005 to August 2006. It is aimed to promote interdisciplinary learning and higher order thinking skills through interdisciplinary project learning and cross-facilitation. 81 primary schools from Hong Kong and the Mainland China were engaged in the project to form a large community for project learning. Through their participation in the Web-based Project Learning, which is the core event of this project, participants work towards common objectives and share what they have learnt with one another. In the process of interaction, participants were able to understand themselves and the community better. The project is regarded as a new learning model which services as a good example of utilizing IT in education. To take a step further, it is expected that a global learning community will be created so as to apply the model at an international level. (ED05658)



  • Grooming of Talents for Curriculum Policy-Making: Constructing Curriculum Forum as Professional Communicative Sphere

  • FOK Ping Kwan
    2 May 2007
    CUHK Research Committee Funding (Direct Grants)

    This research aims to investigate factors for grooming of political talents in educational advisory committees and explore the possibility of setting principles for exploiting talents. As Hong Kong is an authoritarian political system that governed through gaining opinions from various stakeholders in the society. Government assures that collecting opinions through consultation should be carried out as thoroughly, sincerely and genuinely as possible, when making any public policy. Yet, there is a claim to put talents or professionals in the core of consultations. It is obvious that government tries to stress its role in creating channel for the grooming of political talents.
    Educational reform is a wave all over the world. There has been a great deal of public concern about the reforms in Hong Kong. This study aims to address the significance of collecting opinions from professional / academics in educational policymaking, which is fundamental and crucial as it is an issue that aroused interest of the public. This project will focus on attempting to groom educational talents for policymaking by setting up professional communicative sphere. Firstly, various documents and literatures relating to consultative committees of Hong Kong education will be critically reviewed. Then, with the concepts of public sphere, communication action theory, agency theory and elitist theory applying to educational and curriculum advisory bodies, a new theoretical framework for interpreting the collection and analysis of opinions will provide new lights on the features of advisory committees. Finally, practical suggestions for government action on re-structuring the advisory committees for educational policymaking will be made. (ED06730)



  • Handwriting and Learning to Read Chinese: Psychology and Pedagogy

  • SHIU Ling Po, CHENG Pui Wan
    1 November 2004
    Research Grants Council (Earmarked Grants)

    Copying a character by hand many times is a traditional and presumably effective way of learning to read Chinese. However, the effectiveness of this method and the psychological process and mechanism involved have not been scrutinized by modern scientific methods. Instead, most research in the last few decades focused on the phonological aspects of the learning process. Our proposed studies are an entirely new attempt to address these questions by two approaches. Firstly, we adopt a pedagogical approach to evaluate the effectiveness of copying by hand in a school context. Primary schools in Hong Kong vary in the way reading is taught. Some use copying without any phonics instruction. Some teach Pinyin, a phonetic script for Chinese, together with some or little copying. Thus, they provide a natural setting for us to assess the value of copying as a learning activity, and its long-term impact on students' reading achievement. Secondly, we adopt an experimental approach to investigate the psychological process and mechanism involved in copying by hand. Specifically, we will test three hypotheses: (1) copying produces a motor representation of the character to facilitate retrieval and recognition; (2) copying produces a unitized orthographic representation of the character; and (3) copying is a strategy to tackle new characters (i.e., a “word-attack” strategy). The results of our proposed studies should have important implications for both theories of reading acquisition and teaching of reading. (CU04121)



  • Heroes and Heroines in the History of Hong Kong and Modern China: Voices of Hong Kong Teenage Students

  • YEUNG Sau Chu Alison
    1 March 2001
    CUHK Research Committee Funding (Direct Grants)

    The project aims to re-think the direction of history education and to rejuvenate the classroom teaching of Chinese history in Hong Kong junior secondary schools. It will provide us with empirical evidence for a more grounded discussion on the role of Chinese history in the transmission of political knowledge and formation of national identity, which was resulted from the holistic review of school curriculum proposed by the Curriculum Development Council in Oct 1999.
    Based on a belief that students are interested in how the present-day Hong Kong has been evolved from a fishing village in the last hundred year, this project has designed an innovative junior secondary Chinese history curriculum framework for experimentation in a collaborating school. The S1 curriculum will focus on how historical figures shaped the course of history of Hong Kong and modern China. The S2 curriculum will trace the origins of civilization through archaeological finds. S3 curriculum will work with the notion of change and continuity in imperial China. The experimentation will contribute to further discussion and wider dissemination of alternative approaches to Chinese history. This school-based Chinese history curriculum also includes activities so that the voices of S1 students on how they understand the historical figures crucial to the history of Hong Kong and Modern China can be taped. (ED00570)



  • “Hong Kong Young Writer” Teaching Aid

  • HO Man Koon AU Pui Kuen*
    1 July 2000
    Quality Education Fund, HKSAR Government

    "The Hong Kong Star" project aims to provide computerized based editing Chinese composition service for Form 2 (F.2) students (checking on words and grammar).
    Objectives: This software provides assistance in word usage after the composing process. Chinese writing to F.2 students in Hong Kong.
    Targets: 40 F.2 students in Hong Kong
    Methods: (1) to produce teaching compact discs based on theories on cognitive psychology. (2) to demonstrate the effectiveness of the software through studies on students.
    Process: (1) An error analysis will be done on secondary school F.2 students' compositions. (2) A database will be compiled based on the characteristics of the Chinese lexicon, and theories in modern Chinese grammar and cognitive psychology. (3) Results on the studies will be publicized in public seminars. (4) A project report will be written.
    Evaluation: The teaching effectiveness of the product can be guaranteed through studies and monitoring by experts and experienced language teachers. (ED20005)



  • The Hong Kong-PISA Project: Monitoring the Quality of Education in Hong Kong from an International Perspective

  • HO Sui Chu, CHUNG Yue Ping Stephen, TSANG Wing Kwong, CHUN Ka Wai Cecilia (Dept of Curriculum & Instruction), SZE Man Man Paul (Dept of Curriculum & Instruction), YIP Din Yan (Dept of Curriculum & Instruction), MAN Yee Fun Evelyn (Dept of Curriculum & Instruction), CHIU Ming Ming (Dept of Educational Psychology), WONG Ka Ming*, HO Wai Kit (Dept of Curriculum & Instruction)
    1 November 2000
    Quality Education Fund, HKSAR Government

    Monitoring the quality of education by tracking students' achievement is a major issue in the current education reform. Program for International Student Assessment (PISA) is an international assessment of the skills and knowledge of 15-year-olds conducted by The Organization for Economic Cooperation and Development (OECD) in thirty-two countries. It aims to assess how far students approaching the end of compulsory education have acquired the knowledge and skills that are essential for full participation in study, work, and society. Implementing PISA in Hong Kong allows creation of a new monitoring system from an international perspective. The proposed project will parallel the first cycle of the PISA study. This international study can extend our knowledge on the effectiveness of Hong Kong basic education by establishing a timely, longitudinal, and multilevel database.
    The objectives of the project are:
    (1) include Hong Kong in the network of international student assessment projects;
    (2) promote collaboration among governments on assessment policy;
    (3) monitor students' achievement in reading, mathematics and science;
    (4) investigate the effectiveness of basic schooling;
    (5) provide a baseline profile of the knowledge and skills of Hong Kong students at the end of compulsory education;
    (6) report results of education system's quality; and
    (7) train education evaluators and practitioners in monitoring school performance. (ED20023)



  • How to Help Teachers Change: An Exploratory and Comparative Study of the Impact of Teacher Change Agency Partnerships on Teacher Professional Development in Beijing and Hong Kong

  • CHU Ka Wing
    23 June 2008
    CUHK Research Committee Funding (Direct Grants)

    This research aims at investigating the impact of teacher-change agency partnerships (i.e., school-university partnership) on teacher professional development in two different regions-Beijing and Hong Kong. Qualitative approach will be used in this exploratory and comparative study. The focus will be laid on two school university projects in Beijing and Hong Kong. Altogether ten interviewees from the school as well as the university will be approached for at least once for the interview respectively. The research findings will be expected to enrich the academic literature on impact of external change-agency partnerships on teacher professional development and generate relevant practical recommendation to teacher learning policy both in Hong Kong and in Beijing. (ED07807)



  • Images of Good Children: Moral Education Curriculums at Primary Level in the Great China

  • TSE Kwan Choi
    1 November 2003
    CUHK Research Committee Funding (Direct Grants)

    The growing concern over moral education in the Greater China Region (Mainland China, Taiwan, Hong Kong and Macau) indicates the significance and necessity of conducting a comparative, rigorous and systematic study of the current state of moral education in their schools. Since the Chinese language and social subjects are the major sources of moral education to students, they are selected for analysis with regard to the ideological bearing of the curricular objectives, scope, distribution of topics, differences in emphasis, treatment of pedagogy and assessment, and the composite image of ‘good children’ to be transmitted.
    The project will begin in early November 2003 and finish in late-October 2005. Document analysis as well as in-depth interview will be utilized to collect data for studying each society’s moral education curricular. This study aims to offer a detailed content and textual analysis of the syllabuses and textbooks of Chinese language, morality and related social subjects which are widely used in the primary schools in the four Chinese Societies.
    In light of a critical sociological perspective, the objective is to determine the very nature of morality represented and transmitted by the current formal curricular (syllabuses and textbooks) in the following aspects: 1) To examine the social, historical and institutional contexts for moral education curricular in these four societies; 2) To investigate the current objectives, contents of the formal moral education curricular at primary levels in each society; 3) To reveal the similarities and differences in the syllabuses and textbooks in terms of the very nature of morality.
    Based on these findings about the contents of the Chinese language and social subjects syllabuses and textbooks in the four Chinese societies, recommendation could be made for curriculum development and planning. (ED03776)



  • The Impact of Wearing a Face Mask in a High-Stakes Oral Examination: A Hong Kong Post - SARS Study

  • CONIAM David
    15 November 2004
    CUHK Research Committee Funding (Direct Grants)

    This talk describes a study which emerged from the SARS crisis, the aftermath of which was that all personnel in all educational institutions in Hong Kong were compelled to wear face masks for the period April-August 2003. Consequently, the Grade 11 HKCEE English language oral test was conducted with all test takers and oral examiners wearing face masks. The proposed study will therefore examine the effect that wearing a face mask has on a test taker’s oral test score. The study will be conducted by administering two versions of a past HKCEE oral test to the whole cohort of Grade 11 students in a mid-ability-band school in Hong Kong. The study’s two hypotheses are that firstly, the wearing of a face mask will influence raters’ judgments in the oral test. Test takers sitting the oral test with face masks will score significantly lower than when not wearing a face mask. This will be investigated through the test data results. The second hypothesis relates to the extent to which the alterations in signals affect raters’ judgments in that their ratings are the wearing of a face mask causes both audibility problems and to restricted understanding of test takers’ emotions. This will be investigated by questionnaire and interview data. If these two hypotheses are proven, the significance of the study lies in public examination bodies having to seriously to consider the conditions under which oral tests may be administered - if such tests are to provide reliable results. (ED04819)



  • Indication and Prevention of Aggressive and Withdrawn Behaviours in Primary School Children

  • CHANG Lei, MCBRIDE Catherine Alexandra (Dept of Psychology)
    1 January 2001
    Quality Education Fund, HKSAR Government

    The purpose of this study is to:
    (1) classify different types of withdrawn and aggressive behaviors in Hong Kong elementary school children so that such a profile can be used to guide future intervention efforts beyond the period of this study;
    (2) identify behavioral as well as etiological correlates of these social-emotional problems and use indicators to monitor children's peer relationship and affect development for an extended period of time beyond the completion of this study; and
    (3) develop and implement a social skills training program for anxious withdrawn boys who are most vulnerable to falling victims of school bullying and aggression. If successful, the training will continue after the completion of this study. (SS20005)



  • Information Technology in Education Refresher Training Courses for School Teachers (2005-2006): Developing Interactive eBooks to Promote e-Learning in Schools

  • LEE Fong Lok
    17 May 2005
    Education & Manpower Bureau, HKSAR Government

    The Faculty of Education and the Hong Kong Institute of Educational Research of The Chinese University of Hong Kong were commissioned by the Education Manpower Bureau to offer the Information Technology in Education Refresher Training Courses for School Teachers (2005-2006). After finishing the course, teacher participants should:
    a) Realize how eBooks could be best made use of to promote e-learning in different subjects;
    b) Learn how to develop interactive eBooks with eBook development software;
    c) Know how eBooks could be published on common e-learning platforms to support student learning. (ED04986)



  • Initiating Organizational Change via School Self-evaluation

  • PANG Sun Keung Nicholas
    1 September 2003
    Schools of the Hong Kong Buddhist Association and Other Hong Kong Schools

    Evidence-based organizational change has become a very recent trend in the school reform and improvement movement, in which school self-evaluation (SSE) plays an important role. School self-evaluation allows school leaders to successful institutionalize a self-renewal framework in daily managerial practices as well as to lead and manage change effectively and efficiently. Due to various hindrances at both the system level and the school organizational level, most of Hong Kong schools have not established a self-evaluation framework and the culture of self-renewal is weak in many schools. The project aims to help schools initiate organizational change via self-evaluation of performance and research into the factors that facilitate and hinder the implementation of school self-evaluation. School self-evaluation together with the use of performance indicators would allow the schools to explore their strengths and weaknesses at the school, teacher and student levels and therefore allow them to initiate organizational change that leads to school improvement. The research into the factors that determine the success and failure of implementing school self-evaluation would shed light to other schools in initiating change for school development and improvement. Both quantitative and qualitative data of the schools’ performance will be collected and analyzed, the results of which will be the feedback to the schools concerned. In-service and consultancy will also be provided to these schools concerning the direction of change and development in the process of continuous improvement. Stakeholders of the schools, for example, students, parents and teachers, will all be benefited, since the quality of education is assured through the implementation of school self-evaluation. (ED03329)



  • Inquiry into Sources of Moral Education in Hong Kong from a British Colony to a Chinese Special Administrative Region: Stage (I) Studies on Personal Narratives of Moral Values (1974-2003)

  • CHENG Hon Man Roger
    16 March 2004
    CUHK Research Committee Funding (Direct Grants)

    This project aims to research into the sources of moral education in Hong Kong in transition from a British Colony to a Chinese Special Administration Region, taking two new approaches. Firstly, it focuses on “ storied morality ” by studying personal narratives of moral values within recent thirty years (1974-2003). Secondly, it locates moral education within the background of values education, which is a relatively new area of research and development in Hong Kong. Moral education and civic education have been assigned as one of the four key tasks in education reform and curriculum reform on Hong Kong since 1997. But how should moral education be conducted after 1997? What are the sources of moral education for those educational practitioners who aspire to become values educators, in which moral values play an important part?
    This project conducts threefold qualitative study into a targeted group of 90 participants. Firstly, 90 will be requested to reply a pilot questionnaire (expecting 50 returns or more). Secondly, based on the analysis of the replies, 20 to 25 would be invited to attend focus group interviews. It tries to understand sources of moral education in Hong Kong (1974-2003) through their personal narrative and their “storied morality” centering on the research problem: “How have sources influenced their moral lives (in which the identity of moral educator plays an important part)?” This narrative inquiry into the aspiring moral educators will throw light on and prepare foreground for further research on moral education in Chinese societies (taking Hong Kong as the initial case). (ED03564)



  • In-service Teacher Development Courses on Project Learning in Personal, Social and Humanities Education (PSHE)

  • LEE Chi Kin John, CHENG Kin Yee Daniel (Faculty Office of Education), CHEUNG Wai Chun (Faculty Office of Education)#, CHOW Chun Yi (Ctr For University & School Partnership), FUNG Yee Wang (Faculty Office of Education), KO Mo Lin Regina (Faculty Office of Education), LAM Wing Po (Ctr For University & School Partnership), SHIU Lai Hung (Faculty Office of Education)#, MA Hing Tong (Faculty Office of Education), TUNG Man Chi (Ctr For University & School Partnership), CHEUNG Yuet Sai Louisa (Faculty Office of Education)
    9 February 2002
    Education Department, Hong Kong SAR Government

    The objectives of the courses are:
    (1) to enable teachers to acquire a through understanding of the theoretical basis of project learning, its impact on students’ learning, its application in the Key Learning Area (KLA) of Personal, Social and Humanities Education (PSHE) and school-based implications;
    (2) to provide teachers with the basic knowledge and skills in the design, conduct and assessment of project learning; and
    (3) to motivate teachers and prepare them to play a more active role in collaborating with their colleagues in promoting learning in school.
    Special features of the course content and mode:
    (1) In addition to lectures, experience-sharing and discussion activities, field study will be used to provide participants with some first-hand experience and help them to apply the ideas learnt in the course in a school-based setting.
    (2) An individual assignment will be used to help participants plan the design and implementation of project learning in their own school-based context. Feedback will be given to the participants. (ED01980)



  • An Instrument for Measuring Teacher Concerns about School-based Curriculum Development

  • CHEUNG Sin Pui
    1 March 2003
    CUHK Research Committee Funding (Direct Grants)

    The Hong Kong government has poured millions of dollars into the curriculum reform with intent to prepare students for the challenges of globalization and a knowledge-based society. Implementing school-based curriculum development (SBCD) is one of the foci of the current reform. However, most teachers experience a number of problems when they implement SBCD, such as lack of time, expertise and finance, externally imposed restriction, and a threatening school climate. Because the Curriculum Development Council has been planning to promote SBCD, knowledge of primary and secondary school teachers’ concerns is critical. Unfortunately, the concerns of Hong Kong teachers about implementing SBCD have not been systematically investigated. This project aims at designing a questionnaire to measure teacher concerns about implementing SBCD. Cheung’s (2002) 6-stage model of teacher concerns about educational innovations will be used as a conceptual framework for designing the questionnaire items. (ED02836)



  • Investigating Computerised Essay-Scoring in the Hong Kong English Language Public

  • CONIAM David
    1 April 2006
    CUHK Research Committee Funding (Direct Grants)

    The background to the current study lies in the computerisation of approaches to assessment. The Hong Kong Examinations and Assessment Authority (HKEAA) has, for some time, been investigating procedures and processes related to computerisation in terms of systemic and professional applications of computers. In the field of English language, systemically, the HKEAA has been investigating computerising certain aspects of the marking process. Professionally, there has been the development of the computer-based Basic Competency Assessment system.
    A further initiative that the HKEAA is interested in investigating concerns the use of computerised essay-scoring programs. And it is toward this objective - in the Hong Kong context - that the current project is focused. The study will be examining the hypotheses firstly, that a computerised essay-scoring program; discriminates test takers into grade levels as reliably as do human raters; secondly, that the grades produced by a computerised essay-scoring program correlate highly with those of a human rater; thirdly, that a computerised essay-scoring program grades are not affected by the topic a test taker may have selected
    Although computerised essay-scoring programs are still in their infancy, especially with the rating of second-language writing, this project will contribute significantly in enabling the HKEAA to consider their stance vis-á-vis computerising assessment. (ED05339)



  • An Investigation into the Attitudes of Pre-service and Serving Teachers of English Towards the English Language Proficiency Assessment and Their Language Needs in the Training Courses

  • MAK CHAN Shuk Yin< br /> 1 November 2000
    CUHK Research Committee Funding (Direct Grants)

    This study aims at investigating the attitudes of preservice and serving teachers of English towards the establishment of minimum English language standards in Hong Kong. It also tries to solicit teachers' views on the test and task types included in the English Language Proficiency Assessment. A further aim of the study is to identify the language needs of these teachers. It is hoped that findings could contribute to the design of language training course so that teachers and in turn, the community at large, can benefit from these courses and the benchmark initiative. (ED00415)



  • Investigation of Chinese Language Teachers’ Conceptions and Practices of Reading Instruction under the Implementation of New Chinese Language Curriculum

  • LAU Kit Ling
    15 March 2006
    CUHK Research Committee Funding (Direct Grants)

    Due to the curriculum reform, teaching of Chinese language in Hong Kong secondary schools has experienced dramatic changes in recent years. This proposed study aims to investigate Hong Kong Chinese language teachers. conceptions and practices of reading instruction under the implementation of new Chinese language curriculum. Different from previous studies in this research area, this study specifically chooses the domain of reading instruction, focuses on its implementation on senior secondary grades, and combines the use of quantitative and qualitative methods. Based on the research on module-based teaching and metacognition theory, this study will investigate whether the instructional and assessment techniques of Chinese language teachers are consistent with the principles of developing students. higher-order reading ability. Moreover, due to the important role of teacher in curriculum reform, this study will also explore whether Chinese language teachers agree with the conceptions of reading instruction suggested in the new curriculum and how teachers. background affects their conceptions and practices of reading instruction. Findings of this study will provide useful directions for educational practitioners to improve their reading instruction and for policymakers to reflect how to achieve successful implementation of the new instructional approach by increasing teachers. acceptance. (ED05533)



  • An Investigation of the Human Resource Management Systems in Hong Kong Schools – An Exploratory Study

  • KWAN Yu Kwong Paula
    1 June 2007
    CUHK Research Committee Funding (Direct Grants)

    Although human element has been widely recognized in the literature as a crucial component in determining school success, a review in the literature reveals that there is a dearth of study on the topic of school human resource management. The result of a recent large-scale quantitative study on the workload of vice-principals in Hong Kong undertaken by the applicant reveals that, amongst many other things, “staff management' is the area to which the vice-principals have devoted most of their time and yet attached the least importance to the success of their schools. The disproportionate time spent by the respondents is also found to be a major source affecting their job satisfaction. As the main focus of the previous study is on the various work dimensions of vice-principals and amongst which staff management is only one of the many factors, the findings cannot inform more than the existence of an increasing workload in the staff management area. Therefore, it is worthwhile to initiate a research that primarily focuses on the increased workload in staff management and its impact on schools. Given that vice-principals are middle managers in schools whose “staff management” responsibilities often entangle with the human resource issues of teachers, this study attempts to investigate the Human Resource (HR) practices in schools from the perspective of school teachers and to explore the link of their perceived effectiveness of the system to their job satisfaction using a quantitative methodology. The project aims to achieve the following objectives through a survey on 400 teachers of much diversified background:
    a. to explore the current HR systems in Hong Kong as perceived by teachers;
    b. to identify the effectiveness of HR systems from the perspective of teachers;
    c. to investigate the link between the HR systems and the job satisfaction of teachers; and
    d. to provide guidance for school managers in implementing an effective HR system in schools. (ED06614)



  • Language Enhancement and Educational Development Project (LEED) for New Method College

  • LEE Chi Kin John, CHEUNG Yuet Sai Louisa (Ctr for University & School Partnership), MA Hing Tong (Hong Kong Institute of Educational Research), LI Mi Ying Natalia (Ctr for University & School Partnership), LAW Sin Yee Angelina*, LAU Man Yee*, KO Mo Lin Regina*
    17 July 2006
    Mr. Eddie Wang, Supervisor of New Method College - Donation

    The Language Enhancement and Educational Development Project (LEED) for New Method College aims to maximize opportunities and achievements of students in language development and provide language teachers, especially new employed teachers, with professional support through workshops, cluster sharing, school visits and collegial lesson planning. This project runs during July 2006 to August 2007. A series of language enhancement programs and activities are delivered to students of the New Method College during the project. Language teachers of the New Method College are also provided with professional support through workshops, collegial lesson planning, classroom observations etc. Mentoring support in the form of workshops and activities are particularly conducted for new teachers. The Project also helps to widen students’ global exposure through overseas study tour. Students’ work and their gains from the study tour will be published for dissemination at the end of the project. (ED06850)



  • LEAD: Leading Through Engineering, Art and Design Pilot Project

  • LEE Chi Kin John, XU Yangsheng (Auto. & Computer-Aided Engin.), MAK Se Yuen, PUN Sai Wing, LEE Ka Keung Caramon (Auto. & Computer-Aided Engin.)
    2 February 2005
    The Hong Kong Federation of Youth Groups via The Hong Kong Special Administrative Region Government

    This project is launched by The Hong Kong Federation of Youth Groups (HKFYG), in collaboration with Massachusetts Institute of Technology (MIT) Media Laboratory and Faculties of Engineering and Education at The Chinese University of Hong Kong (CUHK). The aim of this special project is to make learning through technology a fundamental part of education. It will help establish a foundation of creativity based on new technologies, encouraging young people to explore the world of design and invention through imagination, realization, experimentation, feedback and evaluation.
    Objectives of the Project:
    1. Introduction of MIT Media Laboratory Innovative Technologies to Hong Kong
    2. Advocacy of the Application of Innovative Technologies in Hong Kong
    3. Paving the Way for Future Research, Development and Application in Hong Kong
    The LEAD Pilot Project is introduced to 7 primary and 6 secondary schools, and 2 community-based HKFYG Youth S.P.O.T.s. This 5-month Project began in February 2005 and consists of training programs for local teachers and youth workers by MIT Media Laboratory researchers and collaborators, as well as experimental workshops for students using MIT training materials. It is expected that students’ cognitive development will benefit and their analytical abilities, creative and communication skills will improve.
    A LEAD Seminar-cum-Showcase will be held to introduce this Pilot Project to the wider community, using actual Project outcomes, from the workshops, to demonstrate how technologies from abroad can be applied to the local context. (EE04445)



  • Leading Upstream: A Learning Programme for Front-Line Leaders in International Schools 2006/07

  • WALKER Allan David
    1 September 2006
    English Schools Foundation

    Leading Upstream is an exciting new Programme designed specifically for mid-level leaders in international schools in Hong Kong. It targets heads of subjects, heads of year, heads of house, heads of faculty and other leaders in English Schools Foundation (ESF) schools. Leading Upstream engages participants in an intensive professional learning Programme over a fourteen-month period aimed at developing their leadership as well as the leadership capacity of ESF schools.
    Leading Upstream integrates necessary management skills with leadership concepts and themes in order to develop well-rounded school leaders. In addition to clarifying their own leadership values, participants will develop interpersonal skills, management techniques, partnership skills, action research capabilities, and self-assessment capabilities. Leading Upstream is built around an experiential learning approach and emphasises collaboration and professional sharing. Participants will have considerable flexibility, but within a structured array of stimulus activities and a collaborative network of international educators. Activities will be delivered in electronic and face-to-face modes. During the Programme participants will:
    - Achieve higher standards of student learning and development.
    - Enhance their employability in the international school sector.
    - Explore new and innovative ideas designed to enhance leadership and school effectiveness, and achieve school improvement.
    - Assess their leadership through reflection, collection of evidence and feedback on the leadership within their schools.
    - Connect with fellow international educators to discuss, debate and learn ways to improve leadership in their schools.
    - Work through an Action Learning approach to come up with solutions to real school issues.
    - Realise their individual leadership potential.
    - Discover ways to improve their day-to-day school leadership and balance their work and personal lives.



  • Leading Upstream: A Learning Programme for Front-Line Leaders in International Schools 2007/08

  • WALKER Allan David
    21 September 2007
    English Schools Foundation

    Leading Upstream is an exciting Programme designed specifically for mid-level leaders in international schools in Hong Kong. It targets heads of subjects, heads of year, heads of house, heads of faculty and other leaders in English Schools Foundation (ESF) schools. Leading Upstream engages participants in an intensive professional learning Programme over a fourteen-month period aimed at developing their leadership as well as the leadership capacity of ESF schools. Leading Upstream integrates necessary management skills with leadership concepts and themes in order to develop well-rounded school leaders. In addition to clarifying their own leadership values, participants will develop interpersonal skills, management techniques, partnership skills, action research capabilities, and self-assessment capabilities. Leading Upstream is built around an experiential learning approach and emphasises collaboration and professional sharing. Participants will have considerable flexibility, but within a structured array of stimulus activities and a collaborative network of international educators. Activities will be delivered in electronic and face-to-face modes. During the Programme participants will:
    • Achieve higher standards of student learning and development;
    • Enhance their employability in the international school sector;
    • Explore new and innovative ideas designed to enhance leadership and school effectiveness, and achieve school improvement;
    • Assess their leadership through reflection, collection of evidence and feedback on the leadership within their schools;
    • Connect with fellow international educators to discuss, debate and learn ways to improve leadership in their schools;
    • Work through an Action Learning approach to come up with solutions to real school issues;
    • Realise their individual leadership potential;
    • Discover ways to improve their day-to-day school leadership and balance their work and personal lives; and
    • Engage closely with others on projects relevant to their own school context and broader ESF milieu. (ED07882)



  • Life Histories: The National Identities Construction and Life Chances of Two Students in a Patriotic School and Overseas Chinese School in Hong Kong (1950 - 1970’s)

  • LAM Ka Ka
    1 July 2005
    CUHK Departmental Funding

    1. To explore the relationship between schooling and national identity construction in a certain period in HK;
    2. To explore the relationship between schooling and life chances in a certain period in HK. (ED05795)



  • Literacy Performance of Hong Kong Secondary Schools: The Trial Study of OECD/PISA2006

  • HO Sui Chu YIP Din Yan (Dept of Curriculum & Instruction) KWONG Wai Leung (Hong Kong Institute of Educational Research)
    1 March 2004
    CUHK Research Committee Funding (Direct Grants)

    The Programme for International Student Assessment (PISA) is a new regular survey of 15-year old assessing their preparedness for adult life. The PISA programme was launched in 1997 by the OECD with the objective to develop regular, reliable and policy relevant indicators on student achievement. The data strategy defines three cycles of the project: PISA 2000 focusing on reading literacy, PISA 2003 focusing on mathematical literacy and finally PISA 2006 focusing on scientific literacy. HKPISA 2000 and HKPISA 2003 were successfully implemented by the HKPISA Centre, the Hong Kong Institute of Educational Research, of the Chinese University of Hong Kong. PISA 2006 constitutes the third cycle of the project, which will be conducted in 2004-2006. The purpose of the HKPISA 2006 trial study is to continue the investigation of HKPISA2000 and HKPISA2003 and develop a longitudinal database for the study of several problems confronting the youth in Hong Kong secondary schools. The study will parallel the third cycle of PISA study conducted by the OECD in over 40 countries. This international study can extend our knowledge on the effectiveness of Hong Kong basic education by establishing a timely, longitudinal, and multilevel database. The full project can provide direction for schools’ instructional efforts and for students’ leaning as well as insights into curriculum strengths and weaknesses. They also provide tools for central authorities to monitor achievement levels especially when administration is devolved and schools are being run in partnership with communities. The fund requested in this application are for a trial study to accomplish the following steps: (1) construct the sample design,; (2) translation of questionnaires and assessments; (3) field test the student questionnaire and assessment in 30 schools; and (4) prepare for the main study of HKPISA 2006. Following this pilot study, funds from QEF and RGC will be sought to the full study. (ED03577)



  • A Longitudinal Study of Peer Relations in Chinese Children in Hong Kong and China: Instrument Development and Explorations of Social Withdrawn Behaviors

  • CHANG Lei
    31 December 2001
    Research Grants Council (Earmarked Grants)

    The proposed study will employ primarily quantitative methods to explore the processes of peer relations in primary school children from Hong Kong and China. Longitudinal data will be collected to understand how children and parents conceptualize and perceive different types of withdrawn and solitary as well as aggressive behaviors and how these behaviors are related to other aspects of children’s social-emotional development. One aspect of children’s social emotional development is the development of their communication skills and styles. These longitudinal data will help identify developmental predictors and outcomes contributing to the affect and social development of Chinese children. Developmental characteristics of the only children in China will also be observed and compared with the non-onlies in Hong Kong. (ED01339)



  • Making Personal and Critical Connections to History: A Reading Research Project in Hong Kong Secondary

  • YEUNG Sau Chu Alison
    2 March 2002
    CUHK Research Committee Funding (Direct Grants)

    This proposed research is guided by a major question of how Hong Kong secondary school students can break away from thin textbook coverage by making more personal and critical connections to history through reading multiple sources. This qualitative research is inspired by a growing amount of research projects in English speaking regions where text-centered and source-based history has been introduced to enhance the level of critical literacy in history instruction. In order to study the effects of reading history fiction and non fiction in the development of historical understanding, this exploratory study will adopt an empirical research method. That includes a survey of library holdings of 15 participating schools, interviews of teachers and students, and textual analysis of reading reports collected from a summer reading scheme. It is hoped that this project will serve as a ground work for further research on the use of multiple sources both inside and outside history classrooms in the development of historical thinking among teachers and students in Hong Kong. (ED01357)



  • Measuring Attitudes of Students Toward School Chemistry

  • CHEUNG Sin Pui
    1 January 2007
    CUHK Research Committee Funding (Direct Grants)

    Central to attitude research is the availability of instruments which can provide valid and reliable data. Many researchers have measured students’ attitudes toward school science. However, most past studies are methodologically weak. The aim of this study is to develop an instrument which can provide valid and reliable data on students’ attitudes toward chemistry taught in secondary schools. The study will also investigate the relationships among attitude, grade level, and gender in Hong Kong. Specifically, the study will focus on the following three research questions:
    1. Can the instrument provide valid and reliable data?
    2. Do students’ attitudes toward school chemistry decline as a function of increasing grade level?
    3. Are there any gender differences in students’ attitudes toward school chemistry? (ED06637)



  • Modeling Students’ Sense of Belonging at School (SOBAS) in Hong Kong

  • CHIU Ming Ming
    1 December 2007
    CUHK Research Committee Funding (Direct Grants)

    The social fabric of a nation depends in part on whether its people feel a sense of belonging to the society. Schools can help (or hinder) children’s integration into society through their interactions with teachers and schoolmates. Thus, in addition to academic achievement, we must measure the success of a school system through students’ sense of belonging at school (SOBAS). In a recent international study (OECD-PISA), Hong Kong students showed high academic achievement, but they had the lowest SOBAS among 43 countries. This study extends this line of research by examining the effects of a student’s and schoolmates’ family resources, teachers, and student factors on SOBAS in Hong Kong students. Furthermore, we test whether these effects differ across school contexts within Hong Kong. We analyze these processes using questionnaire responses from a representative sample of 193,073 students from 41 countries, including 4,405 students from 140 schools in Hong Kong. Using advanced statistical methods, we examine how family, school, teacher, and student properties affect SOBAS at the student and school levels. A better understanding of these processes can guide Hong Kong government’s and schools’ educational and social policies to improve students’ SOBAS. By doing so, schools can aid our students’ integration into the social fabric of our Hong Kong society. (ED07704)



  • Moral and Civic Education (MCE) School-based Curriculum to Develop Students' Five Priority Values in Hong Kong Primary Schools

  • LEE Chi Kin John, TSE Kwan Choi (Dept of Educational Administration & Policy), CHOW Chiu Woo, KO Mo Lin Regina (Ctr for University & School Partnership)
    1 September 2003
    Education & Manpower Bureau, HKSAR Government

    The project oral and Civic Education (MCE) School-based Curriculum to develop Students’ Five Priority Values in Hong Kong Primary schools” is an action research project which aims to find out how primary schools in Hong Kong help students develop the five priority values through MCE school based curriculum.
    The foci of the project are:
    1. To identify the key factors in designing an effective MCE school based curriculum contributing to developing students’ five priority areas (5 p.v.) namely Perseverance, Respect for others, Responsibility, National Identity and Commitment.
    2. To trace the impact of the MCE activities on students with respect to how students develop the 5 p.v. through participating in these activities. In this action research project, it is envisaged that there will be a tripartite partnership and collaboration between the 7 primary schools, the Chinese University of Hong Kong and the Education and Manpower Bureau (EMB). (ED03418)



  • Motivation of Chinese Students in Hong Kong: Do They Have Too Much or Too Little Confidence?

  • HAU Kit Tai, YU Yanhong*
    1 January 2008
    CUHK Research Committee Funding (Direct Grants)

    Different hypotheses, including the mobility theory and Confucianism have been put forward to explain Asian's superior examination performance. As self-concept, self-esteem and confidence is largely based on academic achievement, it is expected that Chinese students should have high self-concept or confidence. Various studies (e.g., Leung, 2002) actually found the contrary, suggesting Chinese students did not evaluate themselves as positively as their western counterparts who had similar academic performance. Due to the differences in the scaling, instruments and other methodological issues, these findings did not provide a clear picture whether Chinese students have too much or too little confidence. Using a special research design in which students are comparing themselves with peers in their own class and with each class as the unit of analyses, the present study will examine whether Chinese students are over- or under-confident in judging their various domains of achievement.
    Specifically, the present study attempts to address and provides answers to:
    • Do Chinese students have too much or too little confidence in their academic performance?
    • Does this kind of too much or too little confidence generalize across different domains (such as physical self-concept, relations with peers, etc.)?
    • Does this over- or under-confidence relate to their collectivistic orientation? (ED07731)



  • Multiple Intelligences and Learning Styles of Gifted Students in Hong Kong

  • CHAN Wai Ock David
    1 March 2005
    CUHK Research Committee Funding (Direct Grants)

    According to Gardner’s theory of multiple intelligences and Renzulli’s conception of learning styles, different individuals have different strengths and weaknesses along eight intelligences, and likes and dislikes of different learning styles respectively. It is important for teachers to gear their instructional modes to accommodate students’ multiple intelligences profile and learning styles to suit both the talent development and the learning needs of their students, especially gifted students who may need to be identified and nurtured in the most effective way. The primary purpose of this study, therefore, is to assess both the multiple intelligences profiles and the learning styles of gifted students, and explicate the relationship between the two. (ED04873)



  • A NAFPhk Research-Based Training and Professional Development Programme – Needs Analysis for Aspiring Principals in Hong Kong 2004-2006

  • WALKER Allan David
    1 September 2004
    Education & Manpower Bureau, HKSAR Government

    This research based project is for the continued implementation of a scheme specifically designed to identify and communicate a developmental needs analysis strategy for Aspiring Principals. The needs analysis strategy is an integral component of a broader policy designed to improve both the performance and preparedness of future school leaders in Hong Kong. The needs analysis strategy assumes that future leaders will be charged with implementing school-based management leading to school improvement and be dedicated to the notion of life-long learning. The scheme will be implemented under the NAFPhk[AP] name and will be formally known as “Needs Analysis for Aspiring Principals”. The overall aim of NAFPhk[AP] is to provide aspiring principals with an initial gauge of their strengths and developmental needs so that they can assess their own suitability for principalship, and design a meaningful personal professional development plan geared toward achieving leadership potential.
    More specifically, the objectives of NAFPhk[AP] are to identify the leadership potential of participants interested in becoming principals, to help participants to develop their leadership potential and to contribute to the leadership preparedness of participants seeking the principalship. (ED04536)



  • Narrative Inquiry into Aspiring Values Educators in Hong Kong (Stage II Study): From Storied Lives to Inspired Practices of Values Education in a Chinese Society

  • CHENG Hon Man Roger
    1 March 2003
    CUHK Research Committee Funding (Direct Grants)

    Values education is a relatively new area of research and development in Hong Kong. But the significance of the fact that values permeate education in multiple ways has been ever more clearly shown in education reform and curriculum reform in Hong Kong since 1997. Thus, this generates a need of training for values educators. But why would educational practitioners aspire to become values educators? This project conducts a narrative inquiry into a sub-group of 6 to 12 aspiring values educators from within a class of fifty, in relation to the three most concerned values: autonomy, altruism and responsibility. It tries to understand their aspiration as well as their inspired forms of practice through the following four research questions:
    (Q1): What values / attitudes / qualities they are most concerned with in their aspiration to becoming values educators?
    (Q2): How have they been nurtured (by inspiring values educators) in the values / attitudes / qualities that they are most concerned with in telling their own stories of formation?
    (Q3): How would they in practice nurture the values / attitudes / qualities that they are most concerned in their values educators (target-clients) in conceiving themselves as values educators?
    (Q4): How have they lived their lives in which the identity of values educators plays an important part (and by which the answers to the above three questions are unified)?
    This narrative inquiry into the aspiring values educators is expected to show that the ways the aspiring values educators have their values / attitudes / qualities nurtured by some other values educators as their formative sources could and would inspire their educational practice of nurturing values / attitudes / qualities in their prospective values educands (for their “respiration”). It will throw light on further research on values education in Chinese societies (taking Hong Kong as the initial case). (ED02455)



  • Needs Analysis for Aspiring Principals 2006/07

  • WALKER Allan David
    1 September 2006
    Education and Manpower Bureau, HKSAR Government

    Leading Upstream is an exciting new Programme designed specifically for mid-level leaders in international schools in Hong Kong. It targets heads of subjects, heads of year, heads of house, heads of faculty and other leaders in English Schools Foundation (ESF) schools. Leading Upstream engages participants in an intensive professional learning Programme over a fourteen-month period aimed at developing their leadership as well as the leadership capacity of ESF schools.
    Leading Upstream integrates necessary management skills with leadership concepts and themes in order to develop well-rounded school leaders. In addition to clarifying their own leadership values, participants will develop interpersonal skills, management techniques, partnership skills, action research capabilities, and self-assessment capabilities. Leading Upstream is built around an experiential learning approach and emphasises collaboration and professional sharing. Participants will have considerable flexibility, but within a structured array of stimulus activities and a collaborative network of international educators. Activities will be delivered in electronic and face-to-face modes. During the Programme participants will:
    1. Achieve higher standards of student learning and development;
    2. Enhance their employability in the international school sector;
    3. Explore new and innovative ideas designed to enhance leadership and school effectiveness, and achieve school improvement;
    4. Assess their leadership through reflection, collection of evidence and feedback on the leadership within their schools;
    5. Connect with fellow international educators to discuss, debate and learn ways to improve leadership in their schools;
    6. Work through an Action Learning approach to come up with solutions to real school issues;
    7. Realise their individual leadership potential;
    8. Discover ways to improve their day-to-day school leadership and balance their work and personal lives; and
    9. Engage closely with others on projects relevant to their own school context and broader ESF milieu. (ED06827)



  • OECD Programme for International Student Assessment (PISA): The Hong Kong Trial Study of PISA 2003

  • HO Sui Chu, WONG Ka Ming Patrick (Dept of Curriculum & Instruction), LAM Chi Chung (Dept of Curriculum & Instruction)
    1 March 2002
    CUHK Research Committee Funding (Direct Grants)

    The Programme for International Student Assessment (PISA) is a new regular survey of 15-year olds assessing their preparedness for adult life. The PISA programme was launched in 1997 by the OECD with the objective to develop regular, reliable and policy relevant indicators on student achievement. The data strategy defines three cycles of the projects: PISA 2000 focusing on reading literacy, PISA 2003 focusing on mathematical literacy and finally PISA 2006 focusing on scientific literacy. HKPISA 2000 is being successfully implemented by the Hong Kong Institute of Educational Research, of the Chinese University of Hong Kong. PISA 2003 constitutes the second cycle of the project, which will be conducted in 2002-2004.
    The purpose of the HKPISA 2003 trial study is to continue the investigation of HKPISA2000 and develop a longitudinal database for the study of several problems confronting the youth in Hong Kong secondary schools. Specifically, the study attempts to investigate: (1) relationships between student performance (including reading literacy, mathematics literacy and science literacy) and school factors such as the quality of the school.s human and social resources, funding and decision making mechanisms; (2) differences in achievement patterns within countries; between schools as well as the extent to which schools influence the relationship between students. performance and the economic, social and cultural capital of their families.
    The study will parallel the second cycle of PISA study conducted by the OECD in over 40 countries. This international study can extend our knowledge on the effectiveness of Hong Kong basic education by establishing a timely, longitudinal, and multilevel database. The full project can provide direction for schools instruction efforts and for students. learning as well as insights into curriculum strengths and weaknesses. They also provide tools for central authorities to monitor achievement levels especially when administration is developed and schools are being run in partnership with communities. The fund requested in this application are for a trial study to accomplish the following steps: (1) construct the sample design,: (2) translation of questionnaires and assessments; (3) field test the student questionnaire and assessment in 30 schools; and (4) prepare for the main study of HKPISA2003. Following this pilot study, funds from QEF and RGC will be sought to the full study. (ED01768



  • The Organization for Economic Cooperation and Development (OECD) Programme for International Student Assessment (PISA): The Hong Kong Pilot Study

  • HO Sui Chu
    1 November 2000
    CUHK Research Committee Funding (Direct Grants)

    OECD Programme for International Student Assessment (PISA) is a new regular survey of 15- year olds assessing their preparedness for adult life. The purpose of the Hong Kong pilot study is to conduct the preliminary steps on the development of a longitudinal database for the study of several problems confronting the youth in Hong Kong secondary schools. Specifically, the study will address problem concerning students basic knowledge and skills in reading, mathematics and science, school segregation, school bullying, home and school collaboration, and decentralization policies.
    The study will parallel the first cycle of PISA study conducted by the OECD in thirty-two countries in 2000. This international study can extend our knowledge on the effectiveness of Hong Kong basic education by establishing a timely, longitudinal, and multilevel database. The full project can provide direction for schools instructional efforts and for students' learning as well as insights into curriculum strengths and weaknesses. They also provide tools for central authorities to monitor achievement levels especially when administration is devolved and schools are being run in partnership with communities.
    The funds requested in this application are for a pilot study to accomplish the following steps: (1) construct the sample design, including acquiring permission to the school principals, teachers, students and their parents; (2) piloting of questionnaires (3) field test the student questionnaire and assessment in five schools; and (4) explore the possibility of merging the student questionnaire data with other data bases on student achievement. With these experiences of analyzing international database of TIMSS and NELS, the researcher was invited to participate in the first PISA meeting in early October 2000 to discuss her current work and this proposal. The staffs from OECD have indicated interest to provide technical and consultative support. (ED00849)



  • Organizational Values and Cultures of Schools in Mainland China and Hong Kong

  • PANG Sun Keung Nicholas
    1 October 2005
    Research Grants Council (Earmarked Grants)

    Since the handover of Hong Kong to China in 1997, the Hong Kong Special Administrative Region (HKSAR) and Mainland China have been increasingly interrelated socially, culturally, economically and politically. A comparative investigation of organizational values and cultures of schools in Shanghai and Hong Kong is proposed in this study. Shanghai and Hong Kong, as large metropolitan areas in China, share many comparable features consequently they can learn much from each other in school administration and in the quest for quality school education. A theoretical framework assessing organizational values and cultures of schools and two self-created instruments have been successfully developed in the contexts of both Hong Kong and mainland China separately and at different times. This study will explore cross-cultural commonalities and differences in organizational culture of schools in Shanghai and those in Hong Kong and will examine the effects of organizational cultures on school processes and outcomes in different contexts. A comparative study of the two education systems would allow the revelation of their strengths and weaknesses and offer opportunities of learning from each others for continuous development and in the ways in which they tackle challenges and difficulties created from environmental change. The findings of this study will seek to provide policy advice and to improve school administration in both mainland China and Hong Kong. (CU05616)



  • "Parental Involvement in Children’s Education: What Works and How It Works"

  • HO Sui Chu, KWONG Wai Man*
    1 December 2001
    Research Grants Council (Earmarked Grants)

    The decentralization policy and school-based management elevated the issue of home-school cooperation to the agenda of educational reform, and has since fueled a growing interest in promoting parental involvement as one of the strategies to enhance children’s education and to improve the accountability of schools to the community. However, a number of studies suggest that Asian parents are only prepared to support children’s learning at home, not in school, and that school administrators and teachers are generally not receptive toward parental participation in school. It appears that the meaning of ’parental involvement’ varies with people, and that there is a limit to the ways that parents can be involved and to the level of involvement they are prepared to undertake. Yet, we know very little about how schools, teachers, and parents understand the meaning and value of ’parental involvement’. Nor have we profiled and accounted for the diverse forms of parental involvement in our schools, yet we speculate that a constellation of individual and school-based factors may be at work to determine its success or failure. The present project seeks to investigate these issues by first exploring the complexity of the phenomenon through a series of ethnographic case studies, followed by a multilevel and longitudinal survey to look for patterns and causal relationships that account for what/how parental involvement works in Hong Kong primary schools. (ED01335)



  • Perception Survey on Changes in Teaching and Learning as Well as Student Performance in Secondary Schools Subsequent to the Reform of the Secondary School Places Allocation (SSPA) System

  • TAM Wai Ming Frank, LAI Man Hong, LAM Ka Ka
    1 March 2003
    Education & Manpower Bureau, HKSAR Government

    As recommended by the Education Commission in its Report on Reform Proposals for the Education System in Hong Kong published in 2000, a short-term SSPA mechanism has been introduced as from the 2000/01 school year. The major features of the short-term mechanism include abolition of the Academic Aptitude Test (AAT), using the average of each primary school’s AAT results in the past three years to scale students’ school internal assessment results for the purpose of determining their allocation bands, reduction of the allocation bands from 5 to 3 and increase of the percentage of Secondary One discretionary places from 10 to 20. the short-term SSPA mechanism was intended to enable the various stakeholders in the education sector such as school heads, teachers, students, parents to adapt to the changes and to enable to Government to learn from the experiences gained from the early stage of implementation of the short-term SSPA mechanism to review and refine the SSPA System. In order to assess the perception of the stakeholders on the short-term mechanism, the Government has appointed the Chinese University of Hong Kong to conduct a “Perception Survey on Changes in Teaching and Learning as well as Student Performance in Secondary Schools Subsequent to the Reform of the Secondary School Places Allocation System”. (ED02907)



  • Positive and Negative Perfectionism and Subjective Well-Being Among Chinese Gifted Students in Hong Kong

  • David W. CHAN
    1 May 2007
    CUHK Research Committee Funding (Direct Grants)

    Perfectionism has been recognized as a major characteristic that influences the emotional wellbeing of gifted children and can be defined along two broad dimensions, positive or healthy perfectionism and negative or unhealthy perfectionism. As current assessments of perfectionism contain a strong negativity bias, there is a need to develop an instrument which can be used to measure and assess positive and negative perfectionism. An instrument will initially be developed to measure gifted students’ positive and negative perfectionism. It will then be used to measure positive and negative perfectionism in Chinese gifted students in Hong Kong. It is anticipated that the findings will help dispel the myth that pathological perfectionism may be more prevalent among the gifted and simultaneously, used to promote healthy perfectionism as a positive characteristic of this population. (ED06361)



  • Preparation for Principalship Course

  • LAM Yee Lay Jack
    30 October 2002
    Education & Manpower Bureau, HKSAR Government

    The objective of this service is to conduct a designated course now known as ‘Preparation for Principalship Course’, which is one of the three parts of the ‘Certification for Principalship (CFP) process for aspiring principals, according to the design specified by the Education Department now known as Education and Manpower Bureau (EMB) of the Hong Kong Special Administration Region. (ED02972)



  • Preparation for Principalship Course for Aspiring Principals of Primary Schools (2006-07)

  • PANG Sun Keung Nicholas, WALKER Allan David
    1 November 2006
    Education and Manpower Bureau, HKSAR Government

    The objective of this service is to conduct a designated course now known as “Preparation for Principalship Course for Aspiring Principals of Primary Schools (2006-2007)”, which is one of the three parts of the ”Certification for Principalship (CFP) process for aspiring principals, according to the design (the “Design” hereinafter specified by the Education and Manpower Bureau of the Hong Kong Special Administration Region. (ED06543)



  • Preparation for Principalship Course for Aspiring Principals of Secondary Schools (2006-07)

  • PANG Sun Keung Nicholas, WALKER Allan David
    1 November 2006
    Education and Manpower Bureau, HKSAR Government

    The objective of this service is to conduct a designated course now known as “Preparation for Principalship Course for Aspiring Principals of Secondary Schools (2006-2007)”, which is one of the three parts of the “Certification for Principalship (CFP) process for aspiring principals, according to the design (the “Design” hereinafter specified by the Education and Manpower Bureau of the Hong Kong Special Administration Region. (ED06995)



  • Preparing for the Principalship: The Development Needs of Aspiring Principals in Hong Kong

  • WALKER Allan David
    1 November 2001
    Education Department, Hong Kong SAR Government

    The project aims to research, trial and develop a needs assessment scheme for aspiring school principals in Hong Kong as they contemplate the challenge of leading schools in the future. The project will involve reviewing existing approaches to principal assessment internationally; working with a focus group to research the state of aspiring principals in Hong Kong and then develop an empirically based scheme. The focus of the research and development project is on future leadership for school-based management and school improvement. A related aim is to ensure a cadre of future leaders for Hong Kong Primary and Secondary schools. As well as providing valuable data into school leadership, the project will have at least three other outcomes. First aggregated data resulting from the process will assist providers of professional development in conceptualizing and planning relevant professional development for aspiring principals. Second, participation in the needs assessment exercise will, in itself, be an extremely worthwhile professional development exercise for those involved. And third, the needs assessment package for aspiring principals will be developed so that it articulates neatly with the existing needs assessment package for newly appointed principals and also with a mind to a possible scheme for serving principals. (ED01775)



  • Principalship Development Through Assessment - Needs Assessment for Newly Appointed Principals

  • WALKER Allan David, LEUNG Seung Ming (Dept of Educational Psychology)
    1 September 2000
    Education Department, Hong Kong SAR Government

    This project aims to further develop and institutionalise the project "Needs Assessment for Principals (Hong Kong) [NAFPhk]" for newly appointed principals within the context of schoolbased management and school improvement. The first phase of the project involved the development of assessment mechanisms and accompanying organisational structure, and the conduct, trialing and evaluation of an innovative needs assessment mechanism for newly appointed principals. It also involved the establishment of a close professional relationship between practising principals, the Education Department and academics and the training and involvement of a group of assessors drawn from the ranks of experienced principals. The project was viewed as a positive step toward handing greater control of their own professional development to principals themselves. This project aims to continue, refine, organise, apply and further evaluate the NAFPhk process. Participation in the needs assessment exercise will be an extremely worthwhile professional development exercise for all involved and will cement the strong tripartite relationshp established between the Education Department, the developers and organisers and practising principals. The project aims to establish a research base on the beliefs and needs of school leaders in Hong Kong and to form the basis for original and ongoing research. (ED20021)



  • Professional Development Course for Secondary School Graduate Teachers 2003-2004

  • WONG Hin Wah
    1 October 2003
    Education & Manpower Bureau, HKSAR Government

    The Faculty of Education and the Hong Kong Institute of Educational Research of The Chinese University of Hong Kong were commissioned by the Education Manpower Bureau to offer the Professional Development Course for Secondary School Graduate Teachers in 2003/2004 school year. The primary aims of the one-year part-time Course are to provide graduate schools teachers with up-to-date methods of teaching and learning in secondary schools, and to equip them with basic knowledge and skills in action research and mentoring support in schools through action learning projects.
    The Course is designed:
    to update teachers on new developments and innovations in their major subject discipline; to introduce teachers to the up-to-date theories and practice of mentoring support in schools; to provide theoretical knowledge and practical skills on Action Research;
    to widen teachers’ perspectives in student guidance, counseling and discipline in schools; to provide training in management skills so as to prepare teachers to assume the role as a mid-leave leader; and to update teachers on developments and current issues in curriculum, teaching and school education. (ED03975)



  • Professional Enhancement Programme on Environmental Education for Primary School Teachers

  • LEE Chi Kin John, WU Kam Wah, LAM Kin Che (Dept of Geography & Resource Management), SIU Lai Ping Teresa, YIP Din Yan, FUNG Yee Wang (Faculty Office of Education), MAK CHAN Shuk Yin, CHUI Ching Ying, LAI Man Hong (Dept of Educational Administration & Policy), LAM Wing Po (Ctr For University & School Partnership), MA Hing Tong (Faculty Office of Education), TANG Yiu Nam, CHEUNG Tsui Man (Faculty Office of Education)#, Tang Mei Sin*, LAI Tak Fai Larry*, Prof Moira Chan-Yeung*, Dr Daniella TILBURY*, WONG Hin Wah
    1 December 2001
    Education Department, Hong Kong SAR Government

    This project aims at providing a pioneering professional enhancement programme on environmental education for the Curriculum Development Institute of the Education Department, HKSAR. The aims of the project are:
    (1) To empower teachers to become curriculum leaders in environmental education with a view to enhancing their competency and confidence to develop school-based curriculum programmes relating to environmental education in the context of moral and civic education;
    (2) To enhance teachers’ motivation, capacity and skills in using the life event approach; and
    (3) To develop teachers’ action research skills. The project team will develop web-based self-access materials and provide face-to-face sessions including seminars, workshops, field studies and laboratory work. Participants are required to submit an action research report. Assessment of the participants will also be conducted upon the completion of the programme. (ED01686)



  • Programme for International Student Assessment (PISA) 2006 in Hong Kong

  • HO Sui Chu, LO Nai Kwai Leslie, CHUNG Yue Ping Stephen, TSANG Wing Kwong, YIP Din Yan (Curriculum & Instruction), CHEUNG Sin Pui (Curriculum & Instruction), KWONG Wai Leung (Hong Kong Institute of Educational Research), WONG Ka Ming Patrick (Curriculum & Instruction), LAW Huk Yuen (Curriculum & Instruction), MAN Yee Fun Evelyn (Curriculum & Instruction), NG Mau Yuen Eric (Curriculum & Instruction), CHUN Ka Wai Cecilia (Curriculum & Instruction), SZE Man Man Paul (Curriculum & Instruction), TONG Choi Wai (Hong Kong Institute of Educational Research), CHIU Ming Ming (Educational Psychology)
    11 October 2004
    Education & Manpower Bureau, HKSAR Government

    The Programme for International Student Assessment (PISA) is a new regular survey of 15-year olds assessing their preparedness for adult life. The PISA programme was launched in 1997 by the OECD with the objective to develop regular, reliable and policy relevant indicators on student achievement. The data strategy defines three cycles of the project: PISA 2000 focusing on reading literacy, PISA 2003 focusing on mathematical literacy and finally PISA 2006 focusing on scientific literacy. HKPISA 2000 and HKPISA 2003 were successfully implemented by the HKPISA Centre, the Hong Kong Institute of Educational Research of me Chinese University of Hong Kong. PISA 2006 constitutes the third cycle of the project, which will be conducted in 2004-2006. The purpose of the HKCPISA 2006 study is to continue the investigation of HKPISA2000 and HKPISA2003 and develop a longitudinal database for the study of several problems confronting the youth in Hong Kong secondary schools. The study will parallel the third cycle of PISA study conducted by the OECD in over 40 countries. This international study can extend our knowledge on the effectiveness of Hong Kong basic education by establishing a timely, longitudinal, and multilevel database. The full project can provide direction for school reform and for students’ learning as well as insights into strengths and weaknesses. They also provide tools for central authorities to monitor achievement levels especially when administration is devolved and schools are being run in partnership with communities. (ED04383)



  • Programme for International Student Assessment 2003 in Hong Kong

  • HO Sui Chu, LO Nai Kwai Leslie, CHUNG Yue Ping Stephen, TSANG Wing Kwong, WONG Ka Ming Patrick (Dept of Curriculum & Instruction), LAM Chi Chung (Dept of Curriculum & Instruction), YIP Din Yan (Dept of Curriculum & Instruction), CHIU Ming Ming (Dept of Educational Psychology), CHUN Ka Wai Cecilia (Dept of Curriculum & Instruction), SZE Man Man Paul (Dept of Curriculum & Instruction), MAN Yee Fun Evelyn (Dept of Curriculum & Instruction)
    1 April 2002
    Education Department, Hong Kong SAR Government

    The programme for International Student Assessment (PISA) is a regular survey of 15-year olds assessing their preparedness for adult life. The OECD, with the objective to develop regular, reliable and policy relevant indicators on student achievement, launched the PISA programme in 1997. There are three cycles of the project: PISA 2000 focusing on reading literacy, PISA 2003 focusing on mathematical literacy and finally PISA 2006 focusing on scientific literacy. HKPISA 2000 is being successfully implemented in Hong Kong by the Hong Kong Institute of Educational Research of The Chinese University of Hong Kong. HKPISA 2003 constitutes the second cycle of the project, which is supported by The Chinese University of Hong Kong in preparing the field trial in 2002. The HKPISA 2003 study will be conducted in 2003-2006 in over forty countries. The purpose of the HKPISA 2003 study is to develop a longitudinal database for the study of several problems confronting 15-year old youths in Hong Kong secondary schools. The result of the study will extend our understanding of the cumulative yield of the education system for students who will nearly finish their basic compulsory education in Hong Kong. Moreover, the cross-cultural, multilevel and longitudinal design of the study will extend the literature on school effectiveness and will be useful to policy-makers, school administrators, teachers, parents and students. (ED01712)



  • Programme for International Student Assessment 2009 in Hong Kong

  • HO Sui Chu, CHUNG Yue Ping Stephen, TSANG Wing Kwong, MAN Yee Fun Evelyn (Curriculum & Instruction), CHUN Ka Wai Cecilia (Curriculum & Instruction), LAU Kit Ling (Curriculum & Instruction), NG Mau Yuen Eric (Curriculum & Instruction), YIP Din Yan (Curriculum & Instruction), CHEUNG Sin Pui (Curriculum & Instruction), KWONG Wai Leung (Hong Kong Institute of Educational Research), WONG Ka Ming Patrick*, WONG Ka Lok*, LO Nai Kwai Leslie, CHIU Ming Ming (Educational Psychology), HUNG Fan Sing (Hong Kong Institute of Educational Research)
    11 September 2007
    Education Bureau

    The Programme for International Student Assessment (PISA) is developed by the Organization for Economic Co-operation and Development (OECD). It aims at assessing how well students aged 15 near the end of compulsory education have acquired the knowledge and skills essential for participation in society. Operationally the literacy domains of reading, mathematics, and science are assessed. Background data are also collected using questionnaires. Based on the findings, educational indicators are developed to help governmental bodies and policy makers examine, evaluate, and monitor the effectiveness of the education system at both national and school levels. The study takes place every 3 years starting from 2000, with each of the literacy domains in turn to be the major domain and subjected to deeper investigation. PISA 2009 will have Reading as the major domain and reading of electronic text will also be assessed. The purpose of the PISA 2006 in Hong Kong is to continue the investigation of previous PISA cycles (2000, 2003 and 2006) and develop a longitudinal database for the study of several problems confronting the youth in Hong Kong secondary schools. The study will simultaneously carried out in about 60 countries or regions. This international study can extend our knowledge on the effectiveness of Hong Kong basic education by establishing a timely, longitudinal, and multilevel database. The full project can provide direction for school reform and for students earning as well as insights into strengths and weaknesses. They also provide tools for central authorities to monitor achievement levels especially when administration is devolved and schools are being run in partnership with communities. (ED07310)



  • Project-based Learning with Learning Villages among Schools in the Mainland, Hong Kong and the USA

  • LEE Fong Lok, LEE Ho Man Jimmy (Computer Science and Engineering), PUN Sai Wing, IP Wai Hung (Hong Kong Institute of Educational Research)#, TSE Wing Cheung Alex (Hong Kong Institute of Educational Research)
    1 September 2006
    Quality Education Fund, HKSAR Government

    The project is to promote project-based learning among students in Hong Kong, Mainland and the USA by using a virtual learning community. In this learning community, students can role-play as villagers in different villages, each of which representing an interesting topic to be discussed. Within each village, any villager can build a house by initiating an issue to be discussed. Other villagers who are interested in that issue can go into that house to join the discussion. The more discussion within a house, the larger its size will be. Though students may be geographically separated, with this learning community, they can share their own experiences, and discuss with others. The role-playing and task-finishing motivate students and the reputation-gaining system continuously motivates students to achieve their best. The learning environment therefore provides opportunities for students to learn by finishing projects and to collaborate with others. (ED06996)



  • Promoting the Mastery of Investigative Skills in Junior Secondary Science Students

  • YIP Din Yan, CHEUNG Sin Pui
    15 March 2004
    CUHK Research Committee Funding (Direct Grants)

    The present junior science curriculum of Hong Kong emphasises the development of investigative skills through an inquiry-based approach. However, the practice in schools is counter to the achievement of this goal, as most practical activities are highly prescriptive and students are seldom provided with the opportunities to conduct independent and open-ended scientific investigations.
    The proposed study aims to improve the quality of science teaching and learning by developing a strategy that fosters the mastery of investigative skills in junior science students. It also aims to promote understanding of the nature of science, which is an essential element of scientific literacy. The study involves the use of historical episodes in science and a written task that help students develop understanding of the nature of science and the methods of scientific inquiry. Students are then guided to apply these ideas in investigative work. As students become more proficient and confident in carrying out investigations, they will perform more open-ended and independent investigations, including project work related to scientific investigation. The effects of the intervention will be assessed by a Pre-test/Post –test design, and by interviews and questionnaire surveys of teachers and students. (ED03429)



  • Promotion of Putonghua

  • HO Wai Kit, WU Weiping (New Asia Yale-in-China Chinese Language Centre), LAM Kin Ping Majors
    1 August 2002
    Language Fund, HKSAR Government

    The Standing Committee on Language Education and Research (SCOLER) and the Hong Kong Association of Promoting Putonghua organize the “Putonghua month 2002” from 15th September to 13th October. The CUHK is invited by the SCOLER to provide the following activities in “Putonghua month”
    (1) Putonghua One Minute
    (2) Interview with celebrities on Putonghua
    (3) Putonghua Proficiency Test for Fun
    (4) Putonghua Student Ambassadors Training Scheme
    The main purpose of above activities are to across public awareness of the importance of Putonghua, to kindle their interest in Putonghua and to provide more opportunities for learning, practicing and speaking Putonghua. (AL02653)



  • Provision of Research Service for 2004 Summer Reading Programmes

  • CHUI Ching Ying
    1 November 2003
    Leisure & Cultural Services Department, HKSAR Government

    Provision of research service to study on the published children literature to develop text-based materials for organizing a large scale exhibition which is one of the major events of the 2004 Summer Reading Programme for Hong Kong Public Libraries and to deliver a full research report on the subject. (AL03473)



  • Provision of Services by External Agencies for Conducting External School Reveiws 2007

  • LEE Chi Kin John, CHEUNG Yuet Sai Louisa (Ctr for University & School Partnership), LAW Hing Lun*, KO Mo Lin, Regina*, LAW Sin Yee Angelina*, MAK CHAN Shuk Yin, LO Chuk Ching (Ctr for University & School Partnership), MA Hing Tong (Hong Kong Institute of Educational Research), NG Ka Kit Clement (Ctr for University & School Partnership)#, CHENG Kin Yee Daniel (Ctr for University & School Partnership), LI Mi Ying Natalia (Ctr for University & School Partnership)
    28 February 2007
    Education and Manpower Bureau, HKSAR Government

    In this project the Centre for University and School Partnership (CUSP) as a contractor, will provide services for conducting External School Reviews in secondary/primary schools in Hong Kong and compile relevant reports to schools and the Government of the Hong Kong Special Administrative Region. The External School Review is tasked to validate the school self-assessment, to review the school self-evaluation mechanism and process and give strategic advice to school on sustainable development A Review Team composed of Lead School Reviewers, School Reviewers and External Reviewers will totally conduct five Reviews in 1 long Kong during the period of 28 February 2007 to 28 February 2008. Two Reviews will be conducted in secondary schools and three in primary schools. (ED06708)



  • Provision Services for Conducting the “Study on the Curriculum Reform 2008”

  • FOK Ping Kwan, LO Nai Kwai Leslie (Educational Administration & Policy), WONG Hin Wah (Hong Kong Institute of Educational Research), CHAN To, CHU Ka Wing, HA Sau Ching Amy (Sports Science & Physical Education), HAU Kit Tai (Educational Psychology), LAU Kit Ling, Edith Lai, LEUNG Yat Ming (Ctr for University & School Partnership), NG Pun Hon, TANG Kwok Chun*, TANG Lai Yiu Eunice, WONG So Lan*, XU Huixuan (Office of University General Education)
    6 June 2008
    Education Bureau

    The study aims at exploring the views of stakeholders concerning the curriculum reform in the past few years, with three specific objectives (Education Bureau, 2008, pp.1-2):
    1. In the report entitled Learning to Learn: The Way Forward in Curriculum Development, 2001, the Curriculum order to inform the way forward for curriculum reform for 2012 and beyond. As the baseline snapshot at the beginning of the medium-term phase of the reform, the information collected would provide the basis for tracking the development of the curriculum reform in basic education (Primary 1- Secondary 3) and the impact on students in medium-term phase;
    2. In the 2005 report entitled The New Academic Structure for Senior Secondary Education and Higher Education: Action Plan for Investing in the Future of Hong Kong, the blueprint for a new academic structure which comprises a 3-year school curriculum at senior secondary level and a 4-year undergraduate programme at university, and the road map for introducing the new academic structure were laid out. The Study is to solicit views from secondary school heads/deputy heads, middle managers and teachers on curriculum planning and preparation as they migrate towards the New Senior Secondary (NSS) curriculum, as well as to collect baseline data from students for evaluating the impact of the NSS. The information collected would also help the Bureau to identify and address critical issues and concerns as we approach the launch of the NSS curriculum in 2009; and
    3. The information collected from students will form baseline data for evaluation of the impact of the medium-term curriculum reform in basic education and the NSS curriculum on students. (ED07400)



  • Provision Services for the English Enhancement Scheme

  • MAK CHAN Shuk Yin Barley, CONIAM David
    1 September 2007
    Caritas Wu Cheng-chung Secondary School

    The Chinese University of Hong Kong is submitting a proposal to the Carita Wu Cheng –chung Secondary School in response to the Tender for the purchasing service for the English Enhancement Scheme. The main characteristic of this proposal is the adoption of a whole-school approach to develop a holistic and coherent plan of consolidating existing school resources and practices to ensure a significant and sustainable impact on student learning outcome in English. Under the whole school approach, it is designed to address needs and concerns of three major groups which form the skeleton of the school; teachers, content and curriculum, and students. Under each group, the Consultancy team will design a specific sub-system to cater for their individual needs. The three sub-systems are: a) professional development for teachers; b) school-based curriculum instruction and design; and c) students activities to promote their academic attainment. All these three sub-systems are closely knitted and formed the main structure of the language enhancement program in the proposal. (ED07595)



  • Provision Services for the English Enhancement Scheme

  • MAK CHAN Shuk Yin Barley, CONIAM David
    1 September 2007
    Caritas Chaiwan Marden Foundation Secondary School

    The Chinese University of Hong Kong is submitting a proposal to the Caritas Chaiwan Marden Foundation Secondary School in response to the tender for the purchasing service for the English Enhancement Scheme. (ED07902)



  • Provision Services for the English Enhancement Scheme

  • MAK CHAN Shuk Yin Barley, CONIAM David
    1 September 2007
    Caritas Chong Yuet Ming Secondary School

    The Chinese University of Hong Kong is submitting a proposal to the Carita Chong Yuet Ming Secondary School in response to the Tender for the purchasing service for the English Enhancement Scheme. (ED07990)



  • Quality School Improvement Project

  • LO Nai Kwai Leslie, CHIU Chi Shing (Curriculum & Instruction), WONG Hin Wah (Curriculum & Instruction), CHUNG Yue Ping Stephen
    1 December 2004
    The Permanent Secretary for Education and Manpower Incorporated

    The Hong Kong Institute of Educational Research was commissioned by the Education and Manpower Bureau to provide site based professional support for principals and teachers in Hong Kong commencing in November 2004. The title of the project is “Quality School Improvement Project” (QSI), the duration of the project is for five years.
    The QSI is a consolidation of the invaluable experiences from the Accelerated Schools for Quality Education Project (HK-ASP) 1998-2001, Quality Schools Project (QSP) 2001-2003 and Quality Schools in Action (QSA) 2003-2004.
    The QSI takes an integrated, interactive and organic approach in working collaboratively with the school practitioners. The goals are (1) to create an environment conducive to school improvement and to promote quality of school education; (2) to facilitate school-based development and provide students learning environment so that each and every one of them can have all-round and unique development; (3) to help schools transform into learning organizations, emphasizing teaching and learning effectiveness, in institutions where synergy and professional responsibilities are established. The objectives are (1) to help school develop an ever-going self-inquiry process with strong evidence-based knowledge and professional responsibilities; (2) to enhance teachers’ capacity through collaborative effort in promoting effective learning; (3) to advise, construct, design and implement appropriate and effective curriculum, action plans and staff development programmes; (4) to establish quality networks in system, key learning areas and personal level; and (5) to cultivate students' life-long learning interest and abilities.
    The QSI adopts the concept of “evaluation of”, “evaluation for” and “evaluation as” school improvement. (ED04743)



  • Quality Schools in Action

  • LO Nai Kwai Leslie, CHIU Chi Shing (Dept of Curriculum & Instruction), CHUNG Yue Ping Stephen, WONG Hin Wah (Dept of Curriculum & Instruction)
    1 September 2003
    Quality Education Fund, HKSAR Government

    Since 1998, the Hong Kong Institute of Educational Research, in collaboration with the Centre for University & Partnership of the Chinese University of Hong Kong, has participated in a number of school improvement development and research projects funded by the Quality Education Fund, HKSAR. We have awarded grants that accumulated to over 100 million (1998 to present). These school improvement projects include Accelerated Schools for Quality Education Project (HK-ASP 1998-2002), Quality Schools Project (QSP 2001-2003) and the Quality Schools in Action Project (2002-2004)
    The objectives of the school improvement projects are to enhance the quality school education through an innovative and dynamic university-school partnership model of comprehensive school change. Through these projects, knowledge on school change and improvement are generated. The Hong Kong Institute of Educational Research and the Faculty of Education, The Chinese University of Hong Kong has gradually built up a Hong Kong research base on hat works in Hong Kong schools”. These research findings shred lights to future reform policy and practice in Hong Kong primary and secondary schools.
    The Quality Schools in Action Project focus on (1) enhancing teachers’ professional abilities for continuous developments; (2) establishing network among schools; and (3) coaching some staffs of the regional education offices of Education & Manpower Bureau for school improvement endeavor. (ED03904)



  • Quality Schools Project

  • CHUNG Yue Ping Stephen, CHIU Chi Shing, LO Nai Kwai Leslie, WONG Hin Wah (Dept of Curriculum & Instruction), LEE Chi Kin John (Dept of Curriculum & Instruction)
    1 August 2001
    Quality Education Fund, HKSAR Government

    The Quality Schools Project (QSP) is a new school improvement project consolidated from the experience gained from the Accelerated Schools for Quality Education Project (originated from ASP, Professor Henry Levin). It aims at helping 40 full-model schools, 20 support schools and 30 associate schools in Hong Kong to become a workplace of full learning capacity with inspiring environment. The QSP will focus on the domain of "teaching and learning" especially on English language learning, project learning and learning programs for "the gifted" and the "underachievers" such as mathematics, thinking and problem-solving skills, creativity, multiple abilities and other generic skills.
    The action plan designed for full-model schools includes (1) paradigm shifting activities; (2) collaborative demonstration and implementation of programs / activities (for technical know-how transfer); (3) teacher internalization / consolidation programs and (4) teacher empowerment activities (for dissemination of good practices). The QSP will provide support to selected teachers in support schools to try out innovative curriculum programs. In return, teachers in support school will disseminate good school practices to full-model schools and associate schools. Support schools will take the lead in forming district school networking. The QSP will perform the match-making role, networking associate schools with full-model schools and support schools to form quality circles. The Hong Kong Institute of Educational Research will provide a sound research back up (both quantitative and qualitative) for the QSP. Cross-schools study and case study approach will be employed to understand the change process of schools and to develop an accelerated school transformation model. (ED01326)



  • Refining a Stage Model for Studying Teacher Concerns About Educational Innovations

  • CHEUNG Sin Pui
    1 November 2000
    CUHK Research Committee Funding (Direct Grants)

    Many attempts at educational change fail. There are a lot of reasons why an innovation fails to be adopted or implemented by schools, but one important reason is that teachers' concerns about the advocated innovation are not monitored and addressed throughout the process of change. To assess concerns of teachers adopting or implementing an innovation, Hall, George and Rutherford’s (1977) 7- Stage Concern Model is probably the most wellknown model found in the literature. However, research by Cheung, Ng and Hattie (2000) has demonstrated that the 7-stage simplex model does not fit real data. Consequently, Cheung (2000) measured a sample of teachers' concerns about school-based assessment in Hong Kong by an open-ended questionnaire and found that an additional stage of teacher concerns should be added. This research project builds upon the work done by Cheung (2000). The purpose of the research is to develop a Stages of Concern Questionnaire based on the new 6-stage model hypothesized by Cheung (2000) and to test whether the six stages of concerns really form a simplex structure. The concerns of Hong Kong teachers regarding school-based assessment as a component of the public examination system will be used as the context for research. (ED00315)



  • Refresher Training Courses (2005-2006): Using WebQuest and Concept Map Tool to Facilitate Students’ Self-Learning in Primary and Secondary Schools

  • LEE Fong Lok
    23 September 2005
    Education and Manpower Bureau, HKSAR Government

    The Faculty of Education and the Hong Kong Institute of Educational Research and its Centre for the Advancement of Information Technology at The Chinese University of Hong Kong were commissioned by the Education and Manpower Bureau to offer the Refresher Training Course (2005.2006): Using WebQuest and Concept Map Tool to facilitate students. self-learning in Primary and Secondary schools in 2005/2006 school year. In this course, participants will learn how to design and develop a WebQuest in their subject area(s), locate useful information on the Web, work collaboratively with other teachers, and evaluate complex achievement of their students. After finishing the course, participants are able to:
    a) choose a topic appropriate for teaching with a Web-based inquiry approach over a period of two to four weeks;
    b) use templates and a Web editor to create a personal home page and a set of Web pages to communicate with students and other teachers;
    c) use a concept map tool to design and develop a WebQuest;
    d) explain the conceptual underpinning of the WebQuest approach, including information literacy, situated cognition, task-based learning, cooperative learning and scaffolding; and
    e) nurture stronger information literacy in schools. (ED05455)



  • Refresher Training Courses for School Teachers - Using WebQuest and Concept Map Tool in Project-Based Learning for Primary and Secondary School Teachers

  • LEE Fong Lok
    20 November 2004
    Education & Manpower Bureau, HKSAR Government

    The Faculty of Education and the Hong Kong Institute of Educational Research of The Chinese University of Hong Kong were commissioned by the Education Manpower Bureau to offer the Refresher Training Courses for School Teachers: Using WebQuest and Concept Map Tool in Project-based Learning for Primary and Secondary School Teachers in 2004/2005 school year. In this course, participants will learn how to design and develop a WebQuest in their subject area(s), locate useful information on the Web, work collaboratively with other teachers, and evaluate complex achievement of their students. After finishing the course, participants are able to:
    a) choose a topic appropriate for teaching with a Web-based inquiry approach over a period of two to four weeks;
    b) use templates and a Web editor to create a personal home page and a set of Web pages to communicate with students and other teachers;
    c) use a concept map tool to design and develop a WebQuest;
    d) explain the conceptual underpinning of the WebQuest approach, including information literacy, situated cognition, task-based learning, cooperative learning and scaffolding; and
    e) nurture stronger information literacy in schools. (ED04699)



  • Relationship between Overexcitabilities and Giftedness among Hong Kong Primary School Children

  • SIU Fung Ying Angela
    1 May 2008
    CUHK Research Committee Funding (Direct Grants)

    The purpose of this study is to explore the cross-cultural evidence of the relationship between overexcitabilities and giftedness. The study should provide better understanding of the personality characteristics that contribute to one’s giftedness. In the long run, the result of this study will provide further ideas for using ovrexcitability scores, together with other assessment methods, for the identification of gifted children. (ED07814)



  • Research & Development of Pamphlets on Conceptualized Findings of an Evaluation Study on Implementing the New Secondary Chinese Language Curriculum at School Level in the School Years of 2002/03 & 2003/04

  • WONG Hin Wah, TONG Choi Wai (Hong Kong Institute of Educational Research), NG Mau Yuen Eric
    1 October 2005
    Education and Manpower Bureau, HKSAR Government

    The Chinese University of Hong Kong shall provide services in research and development of nine pamphlets, based on conceptualizing findings of a completed study - Evaluation Study on Implementing the New Secondary Chinese Language Curriculum at School Level in the School Years of 2002/03 and 2003/04, conducted by The Chinese University of Hong Kong and commissioned by the EMB. The pamphlets shall be developed for EMB.s printing for dispatch to Secondary schools of Hong Kong. The target readers of the pamphlets shall be mainly local Secondary Chinese Language teachers. However, other related educators and the wider public shall find the pamphlets have a high readability. (ED05688)



  • A Research Based Training and Development Programme on 'Needs Analysis for Aspiring Principals'

  • WALKER Allan David, CHAN Anissa*, CHAN Kin Hung*, CHAN Wing Kwong*, CHEUNG Man Biu Robin*, WONG Yeuk Han Cecilia*
    25 January 2003
    Education & Manpower Bureau, HKSAR Government

    The overall aim of this project is to provide aspiring principals with an initial gauge of their strengths and development needs so that they can assess their own suitability for principalship, and design a meaningful personal professional development plan geared toward achieving leadership potential. More specifically, its objectives are to identify the leadership potential of participants interested in becoming principals, to help participants to develop their leadership potential and to contribute to the leadership preparedness of participants seeking the principalship. By completing the Needs Analysis process, Aspiring Principals will:
    (1) Receive feedback indicating their current strengths and weaknesses in relation to the context of school leadership in Hong Kong.
    (2) Develop a greater personal awareness of their leadership capability and potential.
    (3) Reflect critically on the quality of their leadership within school-based management.
    (4) Reflect critically on their motivation and desire to become a principal.
    (5) Identify what they need to do in order to be better prepared for the principalship.
    (6) Decide an appropriate professional development and personal pathway that leads from where they are currently to attainment of the principalship. (ED02619)



  • Research on the Theories and Practices of Basic Education Reform in Hong Kong

  • LEE Chi Kin John, TSE Kwan Choi (Educational Administration & Policy), LAM Ka Ka (Educational Administration & Policy)
    1 August 2005
    Institute of Schooling Reform and Development, East China Normal University

    This project is part of the Significant Project (重大課 題攻關項目) in Philosophy and Social Sciences Research .Research on the Reconstruction of Theories of Basic Education Reform and Chinese Education. (基礎教育改革與中國教育學理論重建 研究) approved by the Ministry of Education and housed under the East China Normal University in the Chinese Mainland.
    The project, based on primarily literature review of past research and analysis of policy documents, will focus on educational policy agenda, examine issues related to basic education curriculum and education reforms in Hong Kong, such as equity, democratic participation and diversity as well as consolidate experiences of school and curriculum reform projects since the late 1990s. (ED05593)



  • Resources, Distribution, School Autonomy and Student Achievement: Modeling Direct Subsidy Scheme (DSS) Effects

  • CHIU Ming Ming, CHOW Wing Yin, LI Yuk Yung (Educational Administration & Policy)
    30 September 2006
    Public Policy Research Funding Scheme

    Equal educational opportunities tend to improve students’ academic outcomes. We will examine how student achievement is affected by resources (of a student’s family, schoolmates, teachers, and school), their distribution (degree of inequality), and principals’ and teachers’ autonomy to use school resources in Hong Kong. The Progress in International Reading Literacy Study (PIRLS) data include reading test scores of 5,050 representative primary 4 students in 147 Hong Kong schools, and questionnaires completed by the students, parents, teachers, and principals. Applying advanced statistical techniques to this data, we will estimate the effects of student, family, schoolmate, and school resources, distribution, and autonomy on reading scores.
    These results can inform education policy, notably the Direct Subsidy Scheme (DSS) expansion to more schools. DSS sought to improve education quality by giving schools more autonomy over use of their resources, tuition, and selection of incoming students. Critics claim that DSS increases inequality and lowers student achievement because DSS schools have more resources and more autonomy than other schools. A conventional comparison study of DSS vs. non-DSS student scores would fail to consider the system-wide impact of changing non-DSS schools to DSS schools. For example, the fall in non-DSS student scores might exceed the rise in DSS student scores, yielding lower overall scores. Hence, we must model changes in the entire school system. We will first mathematically model school system changes due to DSS expansion (to 10%, 25%, 50%, 75% or 100% of Hong Kong schools). Using the above HK-PIRLS estimated effects, we compute and compare the expected reading scores of all students (DSS and non-DSS), under different DSS expansion scenarios. In addition to evaluating DSS expansion policy, this study introduces a general model for evaluating how policy changes affect an entire school system. (ED06833)



  • School Decentralization and Parental Involvement in Children's Education: A Comparative Case Study

  • HO Sui Chu
    1 July 2004
    Fulbright Hong Kong Scholar Programme

    The global tendency of school systems to decentralize their curricular, personnel, and organizational decision making is widely noted in the literatures of sociology and public administration. This tendency toward decentralization, including Hong Kong’s recent education reforms, has implications for the ways that parents involve themselves in their children’s schools. There are also implications for parental involvement in the counter-tendency, seen in many U.S. states, to re-centralize control and accountability through the use of state-wide testing. Based mainly on U.S. data, and reflecting its still-largely decentralized control of schooling, scholars have shown the different ways in predominantly Cantonese society such as Hong Kong. (SS03530)



  • School Decentralization and Parental Involvement in Children's Education: A Comparative Case Study

  • HO Sui Chu
    1 July 2004
    Fulbright Hong Kong Scholar Programme

    The global tendency of school systems to decentralize their curricular, personnel, and organizational decision making is widely noted in the literatures of sociology and public administration. This tendency toward decentralization, including Hong Kong’s recent education reforms, has implications for the ways that parents involve themselves in their children’s schools. There are also implications for parental involvement in the counter-tendency, seen in many U.S. states, to re-centralize control and accountability through the use of state-wide testing. Based mainly on U.S. data, and reflecting its still-largely decentralized control of schooling, scholars have shown the different ways in which parents seek to participate. Some researchers document parents’ roles in school management, while other investigations emphasize the ways that decentralization may lead to parental involvement at home, in school and in the community.
    What are the implications of these cumulative findings for the current reform of Hong Kong’s education system? Previous researchers have focused on Western school systems, but in Asia there are very different organizational and cultural traditions affecting schooling (Lee, 1996; Watkins & Biggs, 1996; Lam, Ho & Wong, 2002). In general, Asian educational systems remain highly centralized. However, Hong Kong’s recent education reforms have developed decisions on staffing and budgeting to the school level (Ho, 1999). This creates uncertainly in the minds of school administrators about how and whether parents should join in the education of their children. Although parental levels of education have improved dramatically in recent years, many principals in Asian nations still regard parents as “learners” who need to be educated, rather than equal “partners” who share their power in decision-making. And many teachers in Asian educational system is to create an acceptance for all the stakeholders in the schools, and thus to fulfill the potential of decentralization by increasing parental involvement in students’ learning and school effectiveness. Such involvement indirectly enriches civil society by creating a greater sense of ownership of public institutions. (ED04657)



  • School Self-Evaluation, External Review and Sustainability

  • PANG Sun Keung Nicholas
    1 August 2005
    A Coalition of Hong Kong Schools

    Since 2003, the Education and Manpower Bureau (EMB) has initiated a School Development and Accountability (SDA) Framework to assure the quality of school education in Hong Kong and has adopted a two-pronged approach in the quality assurance mechanism, which includes internal school self-evaluation and external school review. This project is initiated and designed to help schools institutionalize a self-evaluation framework in daily practices and acquire the skills and techniques of school self-evaluation (SSE) as well as to learn about external school review, including its aims, processes and functions. The ultimate aims of the project are to allow school personnel to understand the importance of sustainable development in complex environments and to enhance schools. capacity of self-managing and organizational learning. Through the well organized training programs, in-services and consultancy offered in this project, schools will be more able to identify how to further the development of sustainable change and improvement in their own workplaces. (ED05777)



  • School Self-Evaluation: Optimization of School Management

  • PANG Sun Keung Nicholas
    3 September 2007
    A Group of 58 KIndergartens in Hong Kong

    The project aims to promote the practice of self-evaluation in early childhood institutions in Hong Kong and to enhance the effectiveness of institutional management and long-term development. After joining the project, the participants should be able:
    1. To learn about the theoretical framework of school self-evaluation (SSE) and to acquire the skills and techniques of SSE;
    2. To acquire the skills and techniques of developing school-based performance indicators for assessing specific areas of interest for continuous improvement;
    3. To promote teaching and learning through enhanced reflective practice by teachers and through peer observation in teaching; and
    4. To enhance the capability of self-renewal and to establish a quality culture in the institutions.
    In sum, through a series of training programs specifically designed for the participating institutions, the principals, middle managers and teachers will work collaboratively and effectively to build a total quality management in their daily running of these institutions. (ED07840)



  • Standard-setting Study on Percentage of Students Reaching the Minimum English Competence to Learn Through the English Medium of Instruction

  • HAU Kit Tai, CHANG Lei, WEN Zhonglin (Dept of Psychology)
    16 February 2004
    Education & Manpower Bureau, HKSAR Government

    There are different methods to determine the percentage of students who are suitable for EMI instruction. The present research uses a standard setting approach to find the minimum standard and hence the percentage of S1 students in Hong Kong who can learn:
    (1) in English in most subjects (Math, Science, Geography, History, EPA), similar to those in the current EMI schools;
    (2) in English in Mathematics and Science;
    (3) in English in Social and Cultural subjects (e.g. Geography, History, EPA);
    Specifically, in several rounds of in-depth discussion using the Angoff’s method, parents and experienced teachers are asked to judge the minimum English competence required for S1 students in each of the above modes of instruction.
    In a subsidiary Contrast-Group standard setting study, teachers are asked to identify among their S1 students those who have the language competence at a level marginally above and below that required to learn in English for most subjects [mode (1) above]. Through the examination of these students’ performance in the HKAT, we are able to estimate the percentage of Hong Kong students who meet the minimum language standard to study in EMI schools. This serves to provide convergent information for the results from the earlier study using the Angoff’s approach. (ED03407)



  • Strengthening School Leadership: Identifying the Development Needs of Serving Principals in Hong Kong

  • WALKER Allan David, QUONG Terrence*
    1 May 2003
    Education & Manpower Bureau, HKSAR Government

    The project aims to design and trial a user-friendly needs analysis package for serving principals in Hong Kong as they face the challenge of leading their schools to a better future. The focus of the package is on future leadership for school-based management and school improvement. Use of the needs analysis package will assist experienced principals in three interrelated ways. First, it will reaffirm their dedication to ongoing personal and professional learning. Second, the needs analysis will provide opportunities for principals to collect insights from various sources about their current leadership and stage of learning. Third, engagement in the package will offer them the opportunity to plan and implement a meaningful, and ongoing Continuing Professional Development Action Plan (a CPD Action Plan). The package design will acknowledge the experience, qualifications, knowledge and skills principals currently hold and also their right to determine their own level of involvement in the needs analysis process. (ED02990)



  • Structured Needs Assessment and Development for Hong Kong School Principals – Group 2

  • WALKER Allan David, LEUNG Seung Ming (Dept of Educational Psychology)
    1 October 2000
    Education Department, Hong Kong SAR Government

    The project aims to develop, trial and implement a practical needs assessment package for aspiring, newly selected, newly appointed and practising (new and experienced) school principals in Hong Kong as they accept the challenge of school-based management and school improvement. Participation in the needs assessment exercise will provide principals with a comprehensive assessment of their current stage of development and, as such, allow them to plan a meaningful and relevant approach to their professional development. Aggregated data will be valuable to professional development providers in conceptualising and planning relevant professional development for principals at different stages of their career and development. Participation in the needs assessment exercise will, in itself, be an extremely worthwhile professional development exercise for those involved. (ED20015)



  • A Study of Demand for Higher Education with Reference to Educational Finance in Hong Kong and Mainland China

  • CHUNG Yue Ping Stephen, LU Gen Shu*
    1 September 2002
    Research Grants Council (Earmarked Grants)

    With the emerging of the knowledge society, economic development depends more on human capital and less on land and machines (World Bank, 2000). Expansion in higher education has become the most important strategy for the accumulation of human capital at the higher end. From the year 1985 to 1995, gross enrollment rate to higher education grew from 37% to 58% in high-income countries and from 7% to 10% in medium to low-income countries. There is a strong economic motive for the state/government to invest directly and to facilitate private investment in higher education. From the individual perspective, higher education participation is affected, however, by the ability to pay and the willingness to pay for education (Chung, Gong % Min, 2000). Investment in higher education could be motivated by the desire to acquire social capital as well as human capital, and in response to government policies in educational finance. A study on the demand for higher education will provide important information for the formulation of expansion policy for higher education. The results of the study will contribute to policy-making in higher education finance and to the discourse on social capital and human capital in the demand for higher education. (CU02209)



  • A Study of the Conception and Practice of Teacher Community as Sustainable Professional Development among ESL Teachers in Hong Kong

  • MAK CHAN Shuk Yin, PUN Shuk Han
    1 January 2005
    CUHK Research Committee Funding (Direct Grants)

    Professional development in form of workshop, coursework and teacher exchange has been practiced among teachers of English as second language (ESL) in Hong Kong as a way of improving the quality of teaching for a while. Yet, there have not been any systematic studies that examine how ESL teachers learn and, thus, make instructional shifts which help enhance student learning outcomes. Building on a reflective and collaborative model of teacher community, the proposed study aims to conduct focus group discussions among ESL teachers to explore the concept of teacher community as sustainable professional development. Specifically, it plans to uncover how important it is for them to share diverse teaching strategies and experiences in meeting the needs of students, parents, school administrators and policy makers under the current education reform. Views from serving teachers on the kind of structural or organizational arrangements needed to help establish a community of teachers will be gathered through a questionnaire survey. Participants in focus-group discussions will be recruited among students enrolled for Post-graduate courses offered by the Faculty of Education at CUHK and survey respondents will come all primary and secondary schools in Hong Kong. Information gathered will facilitate a comprehensive understanding about how ESL teachers define professional development, their experience and the process by which they translate knowledge into instructional strategies which is essential to the formulation of any policies that aim to elevate teachers’ self-efficacy in taking up and trying out new teaching strategies in spite of various human and structural barriers. (ED04621)



  • A Study of the Motivational Structure of Primary Schools in Hong Kong

  • TAM Wai Ming Frank
    1 November 2000
    CUHK Research Committee Funding (Direct Grants)

    Since the implementation of compulsory education in Hong Kong in 1975, the Hong Kong Government has been taking the responsibility of financing public sector education, from primary school up to university. According to the statistics provided to the public, there are over 22,000 teachers serving in Government, Aided and private primary schools. Remuneration and up-grading of teachers have taken up a significant portion of the Government's expenditure in education. As one of the measures to upgrade the teaching force in primary schools, the Government accepted the Education Commission's recommendation in its Report No. 5 in 1992 that about 35% of the primary school teaching posts should be upgraded to graduate level by 2007. Later, this target date was further advanced to 2002 in the 1997 Policy Address. This policy is deemed to have significant effect in attracting qualified candidates to join the teaching force and motivating the existing teachers in the primary schools, but it has also been criticized as being piecemeal and narrow in scope. The purpose of the present project is to study the motivational structure of primary teachers in Hong Kong and find out how their personal characteristics, the existing monetary incentives, staff development policies, organizational factors, etc., have contributed to the effectiveness of their work. (ED00550)



  • A Study of Vocabulary Size of Hong Kong Students and the Nature of English Vocabulary Input from Textbooks

  • TANG Lai Yiu Eunice
    1 December 2002
    CUHK Research Committee Funding (Direct Grants)

    The project is a study of the vocabulary size of the primary and junior secondary school students and the nature of English vocabulary input available in the English textbooks for acquisition.
    Research objectives:
    (1) To measure the vocabulary size of the Hong Kong primary and junior secondary school students
    (2) To build up a corpus of English words available in textbooks for acquisition
    (3) To investigate the nature of vocabulary input from the English textbooks, in terms of frequency and type
    This project aims to be an initial study for a research on the study of the English lexical environment in the Hong Kong classroom which plans to give a coherent picture of vocabulary size of the Hong Kong students at different levels of schooling and the English vocabulary input from print and speech. (ED02866)



  • Study on Good Practices in Primary and Secondary Schools to Support Non-Chinese Speaking (NCS) Students

  • HAU Kit Tai, HUI Heung Hung#
    15 December 2007
    Education Bureau

    The proposed research involves a multi-phase process to identify the good practices of enhancing non-Chinese speaking students’ (NCSs) learning in the primary and secondary schools of Hong Kong. In Phase One, a maximum of 20 schools (primary, secondary) selected by the research team or nominated by EDB will be invited to participate. Past academic performances (examination performance) on major subjects of study, over a number of years (e.g., from P.1 to P.6, from S.1 to S.5), of the NCS students and their Chinese-speaking counterparts (other students at the same educational level in the same school) will be gathered. The schools which are shown to add the most positive value to the NCS students’ education (i.e., those schools with NCS students making the greatest incremental progress in examination performance across years) will be identified. School personnel (principals, guidance officer, etc.) in-charge of additional service for NCS students will also be briefly interviewed.
    In Phase Two, the value-added results from the examination of students’ examination performance and the information gathered from the interview will be used to narrow down our target list to 10 to 15 schools. Further information will be gathered from these schools with more in-depth interviews with related school personnel (such as subject teachers, guidance officers).
    In Phase Three, with further information provided from phase Two, the school list will be further narrowed down to 6 to 10 schools. For each of these schools (6 to 10 in number) identified in Phase Two, in-depth interviews with principals, teachers, students, school social workers, parents and other stake holders will be conducted to identify specific good practices in place and the factors contributing to their successful delivery. In addition to self-report data provided via interviews, classroom teaching and after-class activities will also be observed to gather more objective information on the content and delivery of good practices that enhance NCS students’ learning in schools. (ED07680)



  • Subjective Meaning of Depression, Anxiety, Anger among Children and Their Help-seeking Behavior

  • LAM Ka Nei
    1 April 2002
    CUHK Research Committee Funding (Direct Grants)

    News reports of childhood suicide related to worries about academic performance, childhood bullying and violence, and research findings of elevated scores on mental health instruments make evident that Hong Kong schoolchildren experience high levels of symptoms related to depression, anxiety and anger. This study aims to (1) increase understanding of children.s subjective experience of depression, anxiety and anger; (2) investigate children.s subjective meaning of help-seeking behaviors; (3) incorporate this information into a classroom-administered videotape intervention; and (4) evaluate the effectiveness of this videotape intervention in increasing appropriate help-seeking behavior. Stage 1 will collect and content analyze qualitative data from 200 students on how they experience depression, anxiety, and anger; how they perceive responses to their problems by parents, teachers and counselors; and how they would like to be helped. Stage 2 will integrate Stage 1 findings to create a videotapes in which children approach parents, teachers and counselors for emotional problems and receive help consistent with their needs and preferences. Stage 2 data will be collected from 200 students, 100 of whom will view the intervention videotape, and 100 of whom will view an attentional control condition videotape unrelated to emotional problems or help-seeking. Data will include (1) baseline student self-report of likelihood of seeking help for emotional problems, and (2) post-videotape student self-report at one-week follow-up. (SS01373)



  • Successful Leadership Development Programme

  • CHAN Wai Ock David, CHEUNG Ping Chung, CHENG Pui Wan
    9 March 2002
    Education Department, Hong Kong SAR Government

    This project aims to enhance the leadership ability and quality of the exceptionally gifted students, and to develop their potential. The program focuses on students’ personal and leadership skills development, and provides opportunities for participating students to demonstrate their leadership ability in serving their schools and the community. Target students will be about 100 senior secondary students identified by the Fung Hon Chu Gifted Education Centre as being exceptionally gifted. These students should have been nominated by their schools as students who have demonstrated outstanding potential or performance in leadership. The leadership training will consist of a series of intensive university-based training held at the Chinese University of Hong Kong, followed by a practicum component in the form of school / community services. Participants will finally report on their training and service at the end of the program. (ED01812)



  • Teacher Development for Students with Specific Learning Difficulties

  • CHENG Pui Wa
    1 September 2006
    The Hong Kong Jockey Club Charities Trust

    This project aims to develop a comprehensive model of teacher development for students with specific learning difficulties. Four key components of the teacher development model are: (1) knowledge of specific learning difficulties (SLD); (2) language essentials for Chinese language teaching; (3) Chinese language teaching for SLD students; and (4) counseling skills. It also attempts to put theories into practice by providing high-quality professional development to teachers to improve the success of educational interventions for students with literacy difficulties. The scope of teacher training will be sizable: between six to eight Chinese language teachers from each primary school in Hong Kong will take part in the training and more than 5,000 teachers will be trained in the five-year period. The effectiveness of the teacher development model will be examined through participant evaluations, focus group discussions, follow-up surveys and case observations. (ED06839)



  • Teachers’ and Students’ Perspectives on Assessment, Teaching and Learning in the Secondary Writing Classroom

  • Icy Lee
    1 January 2008
    CUHK Research Committee Funding (Direct Grants)

    The project seeks to contribute to our understanding of Hong Kong secondary teachers’ and students’ views of and attitudes to assessment, teaching and learning in writing, particularly the role of assessment in supporting teaching and learning (i.e., assessment for learning) in the writing classroom. The term “assessment for learning” emphasizes that the goal of assessment within classrooms is to facilitate and improve teaching and learning. In L2 writing assessment, however, previous research has largely focused on assessment of learning. Assessment for learning remains an under-explored concept. Specifically little has been done to find out the views of teachers and students on assessment as it relates to teaching and learning in the writing classroom. This study thus fills an important gap in our knowledge. It will adopt a questionnaire survey approach, followed up by focus group interviews. The participants will be teachers and students from secondary schools of different bandings. The study will make a contribution to the educational community by uncovering teachers’ current understandings of assessment, learning and teaching in writing and indicate the gaps, I any, in their knowledge of assessment for learning. It will also shed light on students’ motivation in their learning of writing and their perspectives on teachers’ assessment practices. In the long term, the findings of the study will provide useful contextual information to guide future studies that investigate the implementation and impact of assessment for learning in the writing classroom. (ED07729)



  • Teaching Critical Thinking in Hong Kong Secondary Schools: Skills Instruction, Independent Enquiry, and Transfer across Domains

  • HAU Kit Tai, HO Tak Fong Irene*, HALPERN Diane*
    1 January 2007
    Research Grants Council (Earmarked Grants)

    Instruction designed to enhance critical thinking has been emphasized in educational reforms around the world. In the new Hong Kong senior secondary school curriculum to be launched in 2009, the teaching of critical thinking will be an essential feature of the subject Liberal Studies, which will be compulsory for all students. It has been proposed that the Independent Enquiry Study method should be adopted for teaching this subject, with the belief that students develop thinking skills through ample practices with thinking tasks. However, there are researchers who propose that critical thinking is most effectively fostered by direct instruction of relevant generic skills and subsequent transfer of such skills to different domains of academic study or everyday problems. The present study examines the relative effects of the skills instruction and independent enquiry approaches to critical thinking education for school students. The effects of these two approaches on transfer of learning and performance in different thinking tasks will also be explored. The results will have significant theoretical and practical implications for critical thinking education in Hong Kong, and will at the same time be promoting evidence-based educational practices. An additional outcome of the project will be the development of useful instructional materials for critical thinking education in local secondary schools. (CU06714)



  • Teaching Critical Thinking: Professional Development Courses for Secondary School Teachers

  • HAU Kit Tai, HO Irene*
    1 January 2008
    Education Bureau

    A critical thinking teaching package based on Professor Diane Halpern's theoretical model has been prepared. The present proposal aims at training teachers through lectures and practicum to effectively use the package in the Hong Kong secondary school context. The project also aims to polish and revise the training package after the whole study/training program. (ED07880)



  • A Test Construction Support System for Chemistry Teachers

  • CHEUNG Sin Pui, LEE Fong Lok, Wong Kwong Wai Raymond*
    1 September 2000
    Quality Education Fund, HKSAR Government

    Research has revealed that chemistry students often have misconceptions of chemical concepts even after teacher instruction. Although researchers have successfully identified students' misconceptions in a number of chemistry topics such as chemical bonding and electrochemistry, chemistry teachers in Hong Kong are generally unaware of these important research findings. The project aims at building a bridge across the gulf between researchers and school teachers by developing a computer-based support system called Test Construction Support System (TCSS). Secondary school chemistry teachers will be trained to use the TCSS to improve the quality of their classroom assessment and chemistry teaching. The TCSS is intended to provide a multimedia environment within which chemistry teachers can perform a number of tasks: to access information about student misconceptions reported by researchers; to learn general guidelines for construction of quality multiple-choice items; to practice how to construct effective multiple-choice items; to learn how information about students' misconceptions can be incorporated into the design of distractors for multiple-choice items; to generate a test paper automatically by the support system; and to allow students to self-assess their understanding of chemical concepts by interacting with an electronic test paper. The TCSS contents will be written in English. The system will be distributed to chemistry teachers in Hong Kong in the form of a CD-ROM, and it will also be put on the Internet so that the databases can be updated periodically. (ED20009)



  • The Missing Link - School Leadership and Student Outcomes in Hong Kong Secondary Schools

  • WALKER Allan David, KWAN Yu Kwong Paula*, CHEN Shuangye, PUNCH Keith*, DAY Christopher*
    1 January 2008
    Research Grants Council (Earmarked Grants)

    Although the educational reform environment in Hong Kong remains crowded, two key issues are never far from the centre of debate. These are the quality and place of school leadership and the improvement in student outcomes. This study is based on the premise that if school leadership is to hold real meaning it must be framed predominantly in terms of student outcomes, and it brings together these two issues for the first time in research in Hong Kong. Drawing on a current landmark project in the UK, and on previous research into school leadership in Hong Kong, the study investigates the complex relationship between school leadership and a range of student outcomes in Hong Kong secondary schools. Specifically, it will determine the extent to which variation in student outcomes –both formal achievement and affective outcomes – is associated with variation in how leadership is conceptualized and practiced. It will also determine both the direct and indirect influence of leadership on in-school factors and student outcomes. A mixed method approach will combine quantitative and qualitative methods to provide both a comprehensive picture of the relationship across Hong Kong secondary schools as well as rich descriptions drawn from selected case study schools. Outcomes of the research are expected to enhance theoretical understanding of school leadership generally and expand knowledge of leadership effects specifically in Hong Kong. Findings can be subsequently used to inform education policy makers and hold tremendous potential for future school leadership development programmes in Hong Kong. (CU07514)



  • Transforming Schools into Learning Organizations

  • PANG Sun Keung Nicholas
    1 September 2004
    Quality Education Fund, HKSAR Government

    In order to survive in an ever-changing environment, Hong Kong schools have no exception and required to transform themselves into learning organizations. This school development and research project aims to allow principals and teachers to acquire the skills and techniques in the five disciplines of organizational learning and to transform schools into learning organizations. When schools are learning organizations, they are more able to (i) shift their paradigms in daily managerial and teaching practice; (ii) initiate organizational change for continuous development; (iii) cope with the challenges created by recent educational reforms; and (iv) provide quality education for their students and quality services for stakeholders concerned. A sample of 10 primary schools and 10 secondary schools will be adopted in this project from September 2004 to August 2006. A “fan” approach of organizational change will be adopted in these schools, in which concepts of organizational learning will first be initiated at senior management. Afterwards, changes and transformation will spread through to middle management and gradually throughout the entire school organization when the project is implemented. Intensive training programs for the members of School Development and Evaluation Committees (SDECs) –the senior/middle management will be provided. Four half-day workshops will also be conducted for each school within the two years. Changes and transformations should occur not only at the managerial level, but also the teacher/classroom level. The workshops will invite the participation of all staff members of a school and to adopt a whole-school approach to initiate change. (ED04352)



  • University of School Partnership for Quality Education (USPQE)

  • LEE Chi Kin John, CHUNG Yue Ping Stephen (Dept of Educational Administration & Policy), LO Nai Kwai Leslie (Dept of Educational Administration & Policy), WONG Hin Wah
    1 September 2000
    Quality Education Fund, HKSAR Government

    The project aims at fostering a university-school partnership and provides a school improvement model for schools to refine their self-renewal and self-evaluation capacities, and for key stakeholders to work together to enhance the quality of education. It focuses on basic education and attempts to address special school improvement. The objectives of the project are:
    (1) to assist school community members to develop teaching activities, school-based curricula and programmes which help realise the aims of education (to enjoy learning, to enhance effectiveness communication, to develop creativity, and to foster a sense of commitment);
    (2) to help school principals and teachers develop the capacity to identify their own unique challenges, search out solutions, develop action plans, implement these plans and continually evaluate the outcomes;
    (3) to enable school students to develop more positive attitudes towards learning and themselves as well as more positive feelings towards the school, gain more varied learning experiences and enhance their own performance;
    (4) to identify and help schools to reach out to community education resources for quality education; and
    (5) to establish a university-school partnership model in the context of Hong Kong. The project involves full-time school development officers who run school-based and school-wide workshops, assist school participants to engage in school-based inquiry and facilitate school community members to initiate and sustain educational changes. (ED20008)



  • Virtual Interactive Student-Oriented Learning Environment (VISOLE)---Extending the Frontier of WEB-Based Learning

  • LEE Fong Lok, LEE Ho Man Jimmy (Dept of Computer Science and Engineering), LEUNG Yee (Dept of Geography & Resource Management), CHAU Kwai Cheong (Dept of Geography & Resource Management)
    1 December 2002
    Research Grants Council (Earmarked Grants)

    WEB-based teaching is one of the new directions for education. The approach aims at using the WEB, being a networked, anytime, interactive, high-capacity and content-rich environment, to enhance and facilitate independent learning and teacher-student communication.
    This goal has only been partially fulfilled since existing WEB-based teaching systems use the WEB more as a publishing medium, without utilizing the available immense computing power. In this project, we propose the Virtual Interactive Student-Oriented Learning Environment (VISOLE) approach to WEB-based teaching and learning. The aim of the VISOLE project is to study how the full functionality of the WEB can be exploited to help students learn from (near) real-life experiences and from social construction of knowledge. Students will learn directly from the immersion experience. Teachers, closely monitoring the progress of the development of the virtual world, can extract useful scenarios for classroom discussions.
    Briefly speaking, VISOLE encompasses the creation of a virtual interactive world modeled upon a set of selected and related subject areas on the WEB, and allows students to participate as "citizens" who take part in shaping the development of this virtual world. By involving in the VISOLE environment, students learn to analyse problem situations, devise problem solving strategies, solve problems and evaluate consequences. All these are considered high-order abilities required in this new era.
    We propose to construct a virtual environment based on the subjects of geography and urban planning using the VISOLE approach. The environment will be tested among schools in Hong Kong and possibly other regions. Results of the evaluation can be used to direct WEB-based research activities in the future. (CU02200)



  • Voices under Patriarchy and Capitalism: Life Histories of Women Garment Workers in HK, 1950-2000

  • CHOI Po King Dora, YIP Hon Ming (Dept of History), PUN Ngai*, WONG Yuk Lin Renita*
    15 November 2003
    CUHK Research Committee Funding (Direct Grants)

    This project sets out to collect and analyze the life histories of women workers in the garment industry in Hong Kong over the last half-century. Garment-making was one of the two most important industries in Hong Kong’s post-war economic success. Now that industrial production has declined, a documentation of the life histories of these workers will reveal important transformations in the social history of Hong Kong, and will also serve as an important corrective to existing structural accounts of economic changes. Despite being the mainstay of industrial production, women workers have been grossly neglected in local labour history, and our project hopes to fill in this gap. Furthermore, we would like to highlight the role of gender in the formation of capitalistic relations of production, as well as the specific mode of interaction between patriarchy and capitalism in a predominantly Cantonese society such as Hong Kong. (SS03530)



  • Why Do They Choose to Study in Hong Kong? An Exploratory Study of Newly Enrolled Mainland Undergraduates in a Hong Kong University

  • CHEN Shuangye, LO Nai Kwai Leslie
    1 January 2007
    CUHK Research Committee Funding (Direct Grants)

    This research aims at investigating the realized university choice of the first-year Mainland students in one Hong Kong university. With the higher education policy being oriented to establish Hong Kong as the regional education hub, universities in Hong Kong have increased their enrollment in the Chinese Mainland and intensified enrolment competition with Mainland universities, especially with the elite universities like Beijing University and Tsinghua University. No study has been found yet to investigate the realized choice of Mainland undergraduate students in Hong Kong, under the Hong Kong context of developing into the regional educational hub. How attractive of Hong Kong universities to Mainland students and how sustainable the attractiveness are worth a thorough study from the perspective of digging into their individual choice-making of higher education in Hong Kong. The major research questions are: 1) Why and how did they choose to study in Hong Kong? 2) What Mainland universities would they choose if they could not be admitted by the present Hong Kong university? And why? 3) How do they view their choice now?
    This research would interview 10 students for data collection and qualitative analysis. With deep understanding of individual realized choice of Mainland undergraduates in Hong Kong, the research would explore factors of their choice and help develop a survey questionnaire in the future study and help compare the attractive factors of Hong Kong universities with their Mainland counterparts. The research finding will be expected to enrich the academic literature on students' choice for overseas higher education and generate relevant policy recommendation to the Hong Kong higher education policy. (ED06610)



  • Workshop on Curriculum Development and Catering for Student Diversity

  • LEE Chi Kin John, CHENG Kin Yee Daniel (Faculty Office of Education), CHEUNG Wai Chun (Faculty Office of Education)#, CHEUNG Yuet Sai Louisa (Faculty Office of Education), CHOW Chun Yi (Ctr For University & School Partnership), CHUI Chau Sui (Faculty Office of Education), FUNG Yee Wang (Faculty Office of Education), KO Mo Lin Regina (Faculty Office of Education), MA Hing Tong (Faculty Office of Education), TUNG Man Chi (Ctr For University & School Partnership)
    6 February 2002
    Education Department, Hong Kong SAR Government

    The main objective of the workshop is to heighten junior secondary school teachers’ awareness of issues related to curriculum and education reforms approaches in catering for student diversity. The features of the workshops include:
    (1) An inside or inside-out perspective: involvement of frontline middle managers and teachers to provides insights and share experiences on how secondary school can handle recent changes in curriculum reforms as well as adopt varied teaching approaches in catering for student diversity.
    (2) An outside-in perspective: involvement of curriculum specialists and School Development Officers (SDOs) to provide insights on how secondary school practitioners can handle recent changes in curriculum reforms and adopt varied teaching approaches in catering for student diversity.
    (3) A mixed approach delivery: including lectures, constructivistic activities, and group discussions. (ED01982)



  • Young People Career Development: A Survey of Career Progression Patterns and Interventions

  • WONG Yuk Shuen, Ishiyama Ishu*, Young Richard*
    15 November 2004
    CUHK Research Committee Funding (Direct Grants)

    Career development of young people is a complex human resource issue to be addressed in Hong Kong (Cheung, 2004; Ip, 2004). Annual expenses of the Youth Pre-employment Training Program and the Youth Work Experience and Training Scheme programs targeting young people amount to HKS300 million (Cheung, 2004). Most approaches to youth career development involve an immediate aim to solve the problem and a developmental aim to enhance competence. Career problem solving program that produces little attitude and behavioural change is not going to be successful (Freeman, 2004; Social and Economic Policy Institute, 2002). A successful career program needs to develop a sense of agency and competence in the participants (Kush & Cochran, 1993). This project consists of two parts: (a) a survey and (b) and a small sample of follow-up interviews. The objective is to identify the career situation of young people in Hong Kong regarding barriers and needs for support interventions. The survey will help us go beyond numbers and address family, social, cultural, and personal barriers to career development among young people. The results of the study will help us offer practical recommendations for effectively addressing issues such as career progression, career stagnation at the family and systemic levels and for implementing preventative and educational interventions. The study will identify both successful and problematic career development patterns which require constructive support to maximize potential. The final output will be a report that will be shared with all the participants, the family, the school administrators and education policy makers. (ED04835)



  • 協助小學中國語文教師建立專業學習社群計劃 (Helping Chinese Language Teachers in Primary Schools to Build Up Professional Learning Communities)

  • 李子建 LEE Chi Kin John, KO Mo Lin Regina*, 崔晶盈 CHUI Ching Ying, CHOW Hon Kwong*, Leung Chun Wai*, LEUNG Po Ching (Ctr for University & School Partnership), 區婉儀 AU Yuen Yee Mandy (Faculty Office of Education), TSUI Kwai King*
    1 March 2008
    Education Bureau

    課程目標:
    讓學員透過本地中文科師資培訓專家及學者的講 授與支援,並連繫內地學者及本地學校網絡,學員 能:
    1. 學習教學內容(課程與教材)的管理及教學行 為(過程與方法)的管理,全面提升中文科的學 與教效能;
    2. 了解內地語文科改革的經驗,以作為香港小 學中文科課程改革的借鏡;
    3. 進行校本課程與教材的調適及行動研究,以 提升教學效能;
    4. 建立學校領導層與中層教師在校本改革中的 新角色,加強中文科的協作,以建立專對學 習社群;
    5. 與他校交流及分享行動研究的經驗與成果, 訂定未來校本中文科教學計劃。
    計劃內容:
    一. 第一階段課程,課程分為六個教節:包括上課、小組討論、工作坊。
    1. 首兩次為校長、副校長及科主任而設的 課程,每次三小時。
    2. 其他四次為科主任及教師而設的工作 坊,每次三小時。
    3. 上課的時間可以安排在放學後、假期或 星期六。
    二. 階段內地交流(以粵語方言區為主)。
    三. 到校支援及協助教師進行研究(由香港中文大 學 教育學院 大學與學校夥伴協作中心學校 發展主任負責進行訪校、參與共同備課及進 行觀課)。
    (ED07682)



  • 「香港文學教育:香港文學欣賞教材套」研究與發 展計劃 (Teaching and Learning of Hong Kong Literature: An Education Kit for Project: An Education Kit for Promoting the Appreciation of Hong Kong Literature)

  • 崔晶盈 CHUI Ching Ying, 趙明明 CHIU Ming Ming (Dept of Educational Psychology), 李子建 LEE Chi Kin John, 黃顯華 WONG Hin Wah, 盧乃桂 LO Nai Kwai Leslie (Dept of Educational Administration & Policy), 余迺永 YU Nae Wing
    1 January 2003
    Hong Kong Arts Development Council

    此計劃旨在配合中國語文教育領域的課程改革以 及教與學的理論﹐就加強文學元素、單元教材編選 設計、資訊科技輔助教學等方面﹐研究開發香港文 學教學軟件。 計劃同時希望透過系統的編選﹐從點 到面﹐整體而概括地呈現香港文學的發展面貌﹐以期 在校園內提倡及推廣香港文學教育。軟件設計將會 著重發揮個別化學習的功能﹐照顧學習者的差異﹐務 求達致高效能的教與學。 (ED02384)



  • 從閱讀到教學- 教師及教學專家交流閱讀、寫作 與課程設計經驗工作坊及出版計劃 (Workshop on Teacher, Writer and Educator: Reading, Writing & Curriculum Design Experience Exchange)

  • 崔晶盈 CHUI Ching Ying
    22 November 2001
    Hong Kong Arts Development Council

    計劃分為兩大部分:教師文學培訓課程及《香港文 學的閱讀與教學》一書的出版。 教師文學培訓課 程細分兩個部分,第一部分為「認識當代香港文學 庭談會」,簡介當代香港文學的發展概況及重要的 作家作品;第二部分為「香港文學的閱讀與教學工 作坊」﹐透過作家發教學專家出席工作坊,與參與 的教師交流閱讀、寫作和教學設計的經驗,希望提 高教師欣賞及設計香港文學教材的能力。
    《香港文學的閱讀與教學》一書內容主要分為「認 識當代香港文學」,以及「散文工作坊」、「新詩 工作坊」、「小說工作坊」四個部分。
    「認識當代香港文學」包括概論文章一篇及陳智 德、許迪鏘、關夢南、顏純鉤四位的主講內容,有 縱向概述文學發展、文壇概況,也有橫向論介重要 作家及作品。
    「散文」、「新詩」及「小說」三個工作坊,分別 由作家陶傑、胡燕青、黃國彬、王良和、董啟章、 陳寶珍等自述創作經驗、作品特色等,並由高慕 蓮、周漢光、楊熾均、崔晶盈及何惠靈就不同文體 的特色、教學重點、教學設計等方面引導參與教師 作深入的討論。
    (AL01842)




Research Publications


  • CHAN Anna Mei-yan; LAM Chi Chung and WONG Ngai Ying. "The effects of spiral bianshi curriculum: a case study of the teaching of speed for Primary 6 students in Hong Kong.". Paper presented in the 4th East Asia Regional Conference on Mathematical Education, organized by Universiti Sains Malaysia, pp.6. Penang, Malaysia, 2007.06.



  • CHAN Stephen; YUEN Mantak and LAU Siu Ying Patrick. "The Effects of a Group Guidance Programme on the Self Esteem of Newly Arrived Children from the Chinese Mainland to Hong Kong". Asia Pacific Journal of Education vol.23 no.2, pp.171-182. Singapore: Nanyang Technological University & National Institute of Education, 2003.09.



  • CHAN To and WONG Wan Chi. "Exploring the Acculturation of Young New Arrivals in Hong Kong via the Reconstruction of Life Space: an Application of Lewinian Field Theory." Paper presented in the XXIXth International Congress of Psychology, organized by International Union of Psychological Science , Berlin, Germany, 2008.



  • CHAN Wai Ock David. "Adjustment Problems and Emotional Intelligence Among Gifted and Talented Students in Hong Kong." Gifted and Talented vol.7 no.1 (March 2003), pp.6-10



  • CHAN Wai Ock David. "Adjustment Problems and Multiple Intelligences among Gifted Students in Hong Kong: the Development of the Revised Student Adjustment Problems Inventory." High Ability Studies vol.14 no.1 (2003), pp.48-54.
    (CUHK Library Call No: CC Periodical LC3991 .H5; Also Available Online)



  • CHAN Wai Ock David. "Assessing Adjustment Problems of Gifted Students in Hong Kong: The Development of the Student Adjustment Problems Inventory." Gifted Child Quarterly vol.47 no.2 (2003), pp.107-117
    (CUHK Library Call No: CC Periodical LC3991 .G54; Also Available Online)



  • CHAN Wai Ock David. "Assessing Gifted of Chinese Secondary Students in Hong Kong: A Multiple-intelligences Perspective." High Ability Studiesvol.12(2001), pp.215-234. 2001.
    (CUHK Library Call No: CC Periodical LC3991 .H5; Also Available Online)



  • CHAN Wai Ock David. "Assessing Ideational Fluency in Primary Students in Hong Kong." (co-authored with Cheung Ping Chung; Lau Sing; Wu Y. H. William; Kwong M. L. Jenny and Li Wing Ling) Creativity Research Journal (Lawrence Erlbaum Associates, Inc.) vol.13 no.3 & 4 (2000), pp.359-365
    (CUHK Library Call No: UL Periodical BF408 .C75; Also Available Online)



  • CHAN Wai Ock David. "Assessing Leadership Among Chinese Secondary Students in Hong Kong: The Use of the Roets Rating Scale for Leadership." Gifted Child Quarterly vol.44 no.2 (2000), pp.115-122.
    (CUHK Library Call No: CC Periodical LC3991 .G54; Also Available Online)



  • CHAN Wai Ock David. "Assessment of Leadership Characteristics of Chinese Secondary Students in Hong Kong: The Development of the Scaled Version of the Roets Rating Scale for Leadership." Progress in Education vol.III (2001), pp.299-312
    (CUHK Library Call No: CC Periodical LA201 .P76)



  • CHAN Wai Ock David. "Beyond Lifelong Learning and Learning to Learn: What More Could Be Achieved through Education Reform in Hong Kong?" Educational Research Journal vol.16 no.1 (2001), pp.1-12.
    (CUHK Library Call No: UL HK Studies Periodical LB1028.E36; CC Periodical LB1028 .E36)



  • CHAN Wai Ock David. "Brief Intervention for School Problems: A Practical Approach for Hong Kong Teachers." Asian Journal of Counselling vol.7 no.1 (2000), pp.65-83
    (CUHK Library Call No: UL HK Studies Periodical LB1028.E36; CC Periodical LB1028 .E36)



  • CHAN Wai Ock David. "Characteristics and Competencies of Teachers of Gifted Learners: The Hong Kong Teacher Perspective." Roeper Review vol.23 (2000), pp.197-202
    (CUHK Library Call No: CC Periodical LC399 .R64; Also Available Online)



  • CHAN Wai Ock David. "Coping with Disaster and Trauma Reactions: Are Hong Kong Mental Health Practitioners Prepared?" Hong Kong Journal of Mental Health vol.30 no.1 (2001), pp.2-9
    (CUHK Library Call No: UL Periodical W1 .H56; UL HKS Periodical W1 .H56; MD Periodical W1 .H56)



  • CHAN Wai Ock David. "Counseling Gifted Students in Hong Kong: A Critical Need." Education Journal vol.27 no.2 (1999), pp.145-154
    (CUHK Library Call No: Available Online)



  • CHAN Wai Ock David. "Creative Potential of School Children in Hong Kong: Norms of the Wallach-Kogan Creativity Tests and Their Implications." (co-authored with Cheung Ping Chung; Lau Sing; and Yu Y.H. William) Creativity Research Journal vol.16 no.1 (2004), pp.69-78
    (CUHK Library Call No: UL Periodical BF408 .C75; Also Available Online)



  • CHAN Wai Ock David. "Developing the Creative Leadership Training Program for Gifted and Talented Students in Hong Kong." Roeper Review vol.22 no.2 (2000), pp.94-97
    (CUHK Library Call No: CC Periodical LC399 .R64; Also Available Online)



  • CHAN Wai Ock David. "Developmental Dyslexia in Hong Kong: An Overview and Lessons from an International Perspective". Chinese University Educational Journal vol.30 no.2 (2002), pp.1-19
    (CUHK Library Call No: CC Periodical L64.C4734; Also Available Online)



  • CHAN Wai Ock David. "Dimensionality of Hardiness and Its Role in the Stress-Distress Relationship among Chinese Adolescents in Hong Kong." Journal of Youth and Adolescence (Plenum Publishing Corporation) vol.29 (2000), pp.147-161
    (CUHK Library Call No: CC Periodical HQ796 .J625; Also Available Online)



  • CHAN Wai Ock David. "Dimensions of Emotional Intelligence and Their Relationships with Social Coping among Gifted Adolescents in Hong Kong". Journal of Youth and Adolescence vol.32 no.6 Dec 2003), pp.409-418.
    (CUHK Library Call No: CC Periodical HQ796 .J625; Also Available Online)



  • CHAN Wai Ock David. "'Education for the Gifted' and 'Talent Development': What Gifted Education can Offer Education Reform in Hong Kong." Education Journal vol.28 no.2 (2000), pp.1-13
    (CUHK Library Call No: Available Online)



  • CHAN Wai Ock David. "Education Reform and Special Education in Hong Kong: Reflections and Concerns." Helping Students with Learning Difficulties (2000), pp.3-15
    (CUHK Library Call No: UL HK Studies LC4706. H85 H35 1998; CC Reserve 3 days LC4706. H85 H35 1998; CUTW-Book Collection (Restricted to CUTW users only) LC4706. H85 H35 1998)



  • CHAN Wai Ock David. "Evaluating the Chinese University Summer Gifted Program for Junior Secondary Students in Hong Kong". Journal of Secondary Gifted Education vol.XI no.3 (2000), pp.136-143
    (CUHK Library Call No: Available Online)



  • CHAN Wai Ock David. "Evaluating the Implementation of a Chinese Reading Strategy Instruction Program in Hong Kong Secondary Schools." (co-authored with Lau Kit Ling) Chinese University Educational Journal Vol.31 No.1 (2003), pp.177-190
    (CUHK Library Call No: CC Periodical L64.C4734; Also Available Online)



  • CHAN Wai Ock David. "Exploring Identification Procedures of Gifted Students by Teacher Ratings, Parent Ratings and Student Self-reports in Hong Kong." High Ability Studies vol.11 no.1 (2002), pp.69-82
    (CUHK Library Call No: CC Periodical LC3991 .H5; Also Available Online)



  • CHAN Wai Ock David. "Fostering Creativity in Schools in Hong Kong: Issues and Challenges from a Systems Perspective." Chinese University Educational Journal vol.30 no.1 (2002), pp.1-14
    (CUHK Library Call No: CC Periodical L64.C4734; Also Available Online)



  • CHAN Wai Ock David. "Gifted Education and Educational Psychology: The Expanding Roles of Educational Psychologists in Hong Kong." Journal of Psychology in Chinese Societies vol.4 no.1 (2003), pp.103-120.
    (CUHK Library Call No: UL Periodical DS701 .J69; UL HKS Periodical DS701 .J69)



  • CHAN Wai Ock David. "Gifted Education in Hong Kong: Issues and Challenges in the New Millennium." Australasia Journal of Gifted Education vol.10 no.1 (2001), pp.5-12



  • CHAN Wai Ock David. "Giftedness, Adjustment Problems, and Psychological Distress Among Chinese Secondary Students in Hong Kong." Journal for the Education of the Gifted vol.26 no.1 (2002), pp.6-24
    (CUHK Library Call No: CC Periodical LC3993.9 .J68; Also Available Online)



  • CHAN Wai Ock David. "Global and Specific Self-Concepts of Gifted Adolescents in Hong Kong." Journal for the Education of the Gifted vol.24 no.4 (2001), pp.344-364
    (CUHK Library Call No: CC Periodical LC3993.9 .J68; Also Available Online)



  • CHAN Wai Ock David. "Hardiness and Its Role in the Stress-burnout Relationship among Prospective Chinese Teachers in Hong Kong." Teaching and Teacher Education vol.19 (2003), pp.381-395.
    (CUHK Library Call No: CC Periodical LB1025.2.T412; Also Available Online)



  • CHAN Wai Ock David. Helping students with learning difficulties, Hong Kong : Chinese University Press, 1998
    (CUHK Library Call No: UL HK Studies LC4706. H85 H35 1998; CC Reserve 3 days LC4706. H85 H35 1998; CUTW-Book Collection (Restricted to CUTW users only) LC4706. H85 H35 1998)



  • CHAN Wai Ock David. "Hong Kong Mental Health in the New Millennium: On the Shoulders of Professor P.M. Yap." Hong Kong Journal of Mental Health vol.28 (1998), pp.3-8
    (CUHK Library Call No: UL Periodical W1 .H56; UL HKS Periodical W1 .H56; MD Periodical W1 .H56)



  • CHAN Wai Ock David. "Identification of Underachievers in Hong Kong: Do Different Methods Select Different Underachievers." (co-authored with Lau Kit Ling) Educational Studies vol.27 no.2 (2001), pp.187-200
    (CUHK Library Call No: CC Periodical L16 .E48; Available Online)



  • CHAN Wai Ock David. "Identifying Gifted and Talented Students in Hong Kong." Roeper Review vol.22 no.2 (1998), pp.88-93
    (CUHK Library Call No: CC Periodical LC399 .R64; Also Available Online)



  • CHAN Wai Ock David. "Implicit Theories of Creativity: Teachers' Perception of Student Characteristics in Hong Kong." (co-authored with CHAN Lai Kwan) Creativity Research Journal (Lawrence Earlbaum and Associates) vol.12 no.3 (1999), pp.185-195
    (CUHK Library Call No: UL Periodical BF408 .C75; Also Available Online)
  • CHAN Wai Ock David. "Leadership Skills Training for Chinese Secondary Students in Hong Kong: Does Training Make a Difference?" Journal of Secondary Gifted Education (Prufrock Press) vol.XIV no.3 (2003), pp.166-174
    (CUHK Library Call No: Available Online)


  • CHAN Wai Ock David. "Learning and Teaching through the Multiple-intelligences Perspective: Implications for Curriculum Reform in Hong Kong." Educational Research Journal vol.15 no.2 (2000), pp.187-201.
    (CUHK Library Call No: UL HK Studies Periodical LB1028.E36; CC Periodical LB1028 .E36)



  • CHAN Wai Ock David. "Learning Styles of Gifted and Nongifted Secondary Students in Hong Kong." Gifted Child Quarterly vol.45 no.1 (2001), pp.35-44
    (CUHK Library Call No: CC Periodical LC3991 .G54; Also Available Online)



  • CHAN Wai Ock David. "Meeting the Special Needs of the Gifted through the Summer Gifted Programme at the Chinese University of Hong Kong". (co-authored with Cheung Ping Chung and Yeung Pik Wah Patricia) Gifted Education International vol.14 (2000), pp.254-263. 2000.
    (CUHK Library Call No: CC Periodical LC3991 .G55)



  • CHAN Wai Ock David. "Mental Health Services and Research: Challenges for Hong Kong Health Care Reform in the 21st Century." Hong Kong Journal of Mental Health vol.29(2000), pp. 70-76
    (CUHK Library Call No: UL Periodical W1 .H56; UL HKS Periodical W1 .H56; MD Periodical W1 .H56)



  • CHAN Wai Ock David. "Misconceptions and Attitudes Toward Suicide Among Teachers and Prospective Teachers in Hong Kong." Omega: Journal of Death and Dying (Baywood Publishing) vol.45 no.4 (2002), pp.361-379
    (CUHK Library Call No: Available Online)



  • CHAN Wai Ock David. "Motivational Characteristics of Under-achievers in Hong Kong." (co-authored with Lau Kit Ling) Educational Psychology (Carfax Publishing, Taylor and Francis Group) vol.21 no.4 (2001), pp.417-430
    (CUHK Library Call No: CC Periodical LB1051 .E358; Available Online)



  • CHAN Wai Ock David. "Multiple Intelligences and Perceived Self-Efficacy Among ChineseSecondary School Teachers in Hong Kong." Educational Psychology vol.23 no.5 (Dec 2003), pp.521-533
    (CUHK Library Call No: CC Periodical LB1051 .E358; Available Online)



  • CHAN Wai Ock David. "Multiple Intelligences of Chinese Gifted Students in Hong Kong: Perspectives from Students, Parents, Teachers, and Peers." Roeper Review
    (CUHK Library Call No: CC Periodical LC399 .R64; Also Available Online)



  • CHAN Wai Ock David. "Narrative Means to Educational Ends: Introducing the Narrative Approach to Hong Kong Schools." Educational Research Journal vol.19 no.1 (2004), pp.1-15
    (CUHK Library Call No: UL HK Studies Periodical LB1028.E36; CC Periodical LB1028 .E36)



  • CHAN Wai Ock David. "Parenting Gifted and Talented Children: An Overview and Some Practical Considerations for Hong Kong Chinese Parents." Journal of Basic Education vol.9/10 (2000), pp.37-51
    (CUHK Library Call No: UL HK Studies Periodical LB1501.C55; CC Periodical LB1501.C55; Also Available Online)



  • CHAN Wai Ock David. "Perceived Competence of Students with Learning Difficulties in Hong Kong." Helping Students with Learning Difficulties (1998), pp.135-148
    (CUHK Library Call No: UL HK Studies LC4706. H85 H35 1998; CC Reserve 3 days LC4706. H85 H35 1998; CUTW-Book Collection (Restricted to CUTW users only) LC4706. H85 H35 1998)



  • CHAN Wai Ock David. "Perceived Domain-Specific Competence and Global Self-Worth of Primary Students in Hong Kong." School Psychology International (Sage Publications) vol.23 no.3 (2002), pp.355-368
    (CUHK Library Call No: CC Periodical LB1051.S36; Also Available Online)



  • CHAN Wai Ock David. "Perceived Emotional Intelligence and Self-Efficacy Among Chinese Secondary School Teachers in Hong Kong." Personality and Individual Differences vol.36 (2004), pp.1781-1795
    (CUHK Library Call No: UL Periodical BF698.A1P475; Also Available Online)



  • CHAN Wai Ock David. "Reading Strategy Use and Motivation among Chinese Good and Poor Readers in Hong Kong." (co-authored with Lau Kit Ling) Journal of Research in Reading (Blackwell Publishing Ltd.) vol.26 no.2 (2003), pp.177-190
    (CUHK Library Call No: CC Periodical LB1050.6 .J68; Available Online)



  • CHAN Wai Ock David. "Reading-Related Behavioral Characteristics of Chinese Children with Dyslexia: The Use of the Teachers' Behavior Checklist in Hong Kong." (co-authored with Ho Suk-han Connie; Tsang Suk-man; Lee Suk-han and Chung K.h. Kelvin) Annals of Dyslexia vol.53 (2003), pp.300-323
    (CUHK Library Call No: CC Periodical WM475.6 .A5; Available Online)



  • CHAN Wai Ock David. "Rethinking Scholarship in Education in Hong Kong: Implications for Educational Research." Educational Research Journal vol.13 no.2 (1998), pp.141-149
    (CUHK Library Call No: UL HK Studies Periodical LB1028.E36; CC Periodical LB1028 .E36)



  • CHAN Wai Ock David. "Reversing Underachievement: Can We Tap Unfulfilled Talents in Hong Kong?" Educational Research Journal vol.14 no.2 (1999), pp.177-190
    (CUHK Library Call No: UL HK Studies Periodical LB1028.E36; CC Periodical LB1028 .E36)



  • CHAN Wai Ock David. "Screening for Chinese Children with Dyslexia in Hong Kong: The use of the Teachers' Behaviour Checklist." (co-authored with Ho Suk-han Connie; Tsang Suk-man; Lee Suk-han and Chung K.h Kevin) Educational Psychology vol.24 no.6 (Dec 2004), pp.811-824
    (CUHK Library Call No: CC Periodical LB1051 .E358; Available Online)



  • CHAN Wai Ock David. "Social Coping and Psychological Distress Among Chinese Gifted Students in Hong Kong." Gifted Child Quarterly vol.48 no.1 (2004), pp.30-41
    (CUHK Library Call No: CC Periodical LC3991 .G54; Also Available Online)



  • CHAN Wai Ock David. "Stress, Coping Strategies, and Psychological Distress Among Secondary School Teachers in Hong Kong". American Educational Research Journal vol.35 no.1 (1998), pp.145-163
    (CUHK Library Call No: CC Periodical L11 .A66; Also Available Online)



  • CHAN Wai Ock David. "Stress, Self-Efficacy, Social Support, and Psychological Distress Among Prospective Chinese Teachers in Hong Kong." Educational Psychology vol.22 no.5 (2002), pp.557-569
    (CUHK Library Call No: CC Periodical LB1051 .E358; Available Online)



  • CHAN Wai Ock David. "Stress, Support, and Psychological Symptoms among Guidance and Non-Guidance Secondary School Teachers in Hong Kong." (co-authored with Hui E.K.P.) School Psychology International vol.19 no.2 (1998), pp.169-178
    (CUHK Library Call No: CC Periodical LB1051.S36; Also Available Online)



  • CHAN Wai Ock David. "Stressful Life Events, Cognitive Appraisals, and Psychological Symptoms Among Chinese Adolescents in Hong Kong." Journal of Youth and Adolescence vol.27 no.4 (1998), pp.455-470
    (CUHK Library Call No: CC Periodical HQ796 .J625; Also Available Online)



  • CHAN Wai Ock David. "The Development of Mentorship Programs at the Chinese University of Hong Kong." Roeper Review vol.23 (2000), pp.85-88
    (CUHK Library Call No: CC Periodical LC399 .R64; Also Available Online)



  • CHAN Wai Ock David. "The TALENT Approach: An Integrated Model for Promoting Quality Education in Hong Kong". Chinese University Educational Journal vol.28 no.1 (2000), pp.1-12
    (CUHK Library Call No: CC Periodical L64.C4734; Also Available Online)



  • CHAN Wai Ock David. "University-school Collaboration and Needs Assessment in the Training of Student Leadership and Peer Support in Hong Kong". Roeper Review vol.22 pp.263-266. 2000.
    (CUHK Library Call No: CC Periodical LC399 .R64; Also Available Online)



  • CHAN Wai Ock David. "Vision, Task, and Hope: The Hong Kong Education Reform Movement in the 21st Century." Educational Research Journal vol.15 no.1 (2000), pp.1-8
    (CUHK Library Call No: UL HK Studies Periodical LB1028.E36; CC Periodical LB1028 .E36)



  • CHANG Lei. Chinese, English and Mathematics Minimum Competency Standards for Primary and Secondary School Students in Hong Kong. (co-authored with Hau Kit Tai) Consultancy Report to HK Education Department, 2000



  • CHANG Lei. "Gender Role Egalitarian Attitudes in Beijing, Hong Kong, Florida, and Michigan." Journal of Cross-Cultural Psychology (Bellingham, WA, USA: Western Washington University) vol.30 no.6 (Nov 1999), pp.722-741
    (CUHK Library Call No: UL Periodical BF728 .J65)



  • CHANG Lei. "Marital Quality, Maternal Depressed Affect, Harsh Parenting and Child Externalizing in Hong Kong Chinese Families." (co-authored with Lansford E. Jennifer; Schwartz David and Farver M. Joann) International Journal of Behavioral Development vol.28 (2004), pp.311-318
    (CUHK Library Call No: UL BF378.S54 D48 1994)



  • CHANG Lei. "Setting Minimum Competency Putonghua Standard for Hong Kong Putonghua Speakers." (co-authored with Yang Zhiming; Hau Kit Tai; Ho Wai Kit; Lam K. P. and Wang Y. G.) Educational Research Journal vol.15 (2000), pp.301-316.
    (CUHK Library Call No: UL HKS Periodical LB1028 .E36; CC Periodical LB1028 .E36)



  • CHEN Shuangye. "Flexibility within structure: Leader development in Hong Kong."(co-authored with WALKER Allan David) UCEA Review (Texas, USA: UCEA) vol.XLIX no.3 (2008), pp.22-24.



  • CHEN Shuangye. "Realized choice of higher education outside Mainland China: A case study of newly enrolled Mainland undergraduates in a Hong Kong university." Paper presented in the 52nd Annual Conference of Comparative and International Education Society organized by Teachers College, Columbia University, New York, United States of America, March 2008



  • CHENG Hon Man Roger. "Moral education in Hong Kong Confucian-parental, Christian-religious and liberal-civic influences". Journal of Moral Educatio n vol.33 no.4, Carfax Publishing, Taylor and Francis Group, 2004.12. pp.533-551.



  • CHENG Pui Wan; LUK Sau Ha; CHIU Lai Yi Elsa and CHAN Ching King. "Teaching Hong Kong Teachers to Teach Students with Specific Learning Difficulties". F.O.C.U.S. Conference: Unleashing Potential: Helping Youth Cope with Learning and Attention Disorders Hong Kong SAR, 2008.02.29.



  • CHEUNG Derek and YIP Din Yan. "How Science Teachers' Concerns about School-based Assessment of Practical Work Vary with Time: The Hong Kong Experience". Research in Science & Technological Education vol.22 no.2, pp.153-169. United Kingdom: Carfax Publishing, Taylor and Francis Ltd., 2004.



  • CHEUNG Derek. "Analyzing the Hong Kong Junior Secondary Science Syllabus Using the Concept of Curriculum Orientations". Educational Research Journal vol.15 no.1, pp.69-94. Hong Kong, 2000.



  • CHEUNG Derek. "Implementing Inquiry-based Chemistry Experiments in Secondary Schools: The Hong Kong Experience". The 19th International Conference on Chemical Education Seoul, Korea, South, 2006.08.



  • CHEUNG Derek. "Science Teachers' Concerns About School-based Curriculum Development". Hong Kong Science Teachers’ Journal vol.22 no.2, pp.1-7. Hong Kong SAR: Hong Kong Association for Science and Mathematics Education, 2005.06.



  • CHEUNG Man-biu, Robin and WALKER Allan David. "Inner worlds and outer limits: The formation of beginning school principals in Hong Kong". Journal of Educational Administration vol.44 no.4, pp.389-407. Emerald, 2006.08.



  • CHEUNG Ping Chung; LAU Sing; CHAN Wai Ock David and YU Y.H. William. "Creative Potential of School Children in Hong Kong: Norms of the Wallach-Kogan Creativity Tests and Their Implications". Creativity Research Journal vol.16 no.1, pp.69-78. 2004.



  • CHIU Ming Ming and HO Sui Chu. "Family Effects on Student Achievement in Hong Kong". Asia Pacific Journal of Education vol.26 no.1, pp.21-35. Routledge Taylor & Francis Group, 2006.05.



  • CHIU Ming Ming. "Architectures of mathematics beliefs: Individual and school-level differences among Hong Kong Primary 6 students." (co-authored with WONG Ngai Ying; LAM Chi Chung; WONG Ka Ming Patrick; LEUNG Ks Frederick and MOK Ac Ida.) Educational Research Journal (Hong Kong) vol.20 no.1 July 2005), pp.27-55
    (CUHK Library Call No: UL HKS Periodical LB1028 .E36; CC Periodical LB1028 .E36)



  • CHIU Ming Ming. "Family Effects on Student Achievement in Hong Kong." (co-authored with HO Sui Chu) Asia Pacific Journal of Education (Routledge Taylor & Francis Group) vol.26 no.1 (May 2006), pp.21-35
    (CUHK Library Call No: Available Online)



  • CHIU Ming Ming. "Hong Kong Student Achievement in OECD-PISA Study: Gender Differences in Science Content, Literacy Skills and Test Item Formats." (co-authored with YIP Din Yan; and HO Sui Chu) International Journal of Science and Mathematics Education (National Science Council, Taiwan) vol.2 no.1 (2004), pp.91-106
    (CUHK Library Call No: CC Periodical Q181.A1 I56; Available Online)



  • CHIU Ming Ming. "Leadership for social justice in Hong Kong Schools: Addressing mechanisms of inequality." (co-authored with WALKER Allan David) Journal of Educational Administration (Emerald,) vol.45 no.6 (2007), pp.724-739
    (CUHK Library Call No: CC Periodical LB2806 .J6; Available Online)



  • CHIU Ming Ming. "A statistical approach to second language grammar knowledge: A longitudinal, cross-sectional study of Hong Kong students".(co-authored with CONIAM David; and TANG Lai Yiu Eunice) Educational Research Journal (Hong Kong SAR) vol.34 no.2 (2006), pp.195-215
    (CUHK Library Call No: UL HKS Periodical LB1028 .E36; CC Periodical LB1028 .E36)



  • CHOI Po King Dora. "A Critical Evaluation of Education Reforms in Hong Kong: Counting Our Losses to Economic Globalisation". International Studies in Sociology of Education vol.15 no.3, United Kingdom: Triangle Journals Ltd., 2005. pp.237-256.



  • CHOI Po King Dora. "The Hegemony of English and Academic Capitalism: Language controversy in The Chinese University of Hong Kong". Paper presented in the Fifth International Conference on New Directions in the Humanities organized by Common Ground. 2007.07.19.



  • CHOI Po King Dora. "The Politics of Identity: The Women's Movement in Hong Kong', reprinted from Chinese Sociology and Anthropology ". The International Library of Social Change in Asia Pacific - Hong Kong ed. by Benjamin K.P. Leung. pp.459-468. England: Ashgate Publishing Ltd., 2003. pp. 65-74.



  • CHOI Po King Dora. "‘The Best Students Will Learn English’: Ultra-Utilitarianism and Linguistic Imperialism in Education in Post-1997 Hong Kong". Journal of Education Policy vol.18 no.6, 2003. pp.673-694.



  • CHOI Po King Dora. Introduction to “Special Section: Education Policy in Hong Kong” . Journal of Education Policy vol.18 no.6, 2003.



  • CHUN Ka Wai. "First Language Reading Literacy Assessment in PISA and Second Language Reading Curriculum and Instruction in Hong Kong". (co-authored with SZE Man Man Paul) Curriculum and Instruction: The Journey of Research and Practice ed. by Fok, P. K,, Yu, J.Y., Xu, H.X. and Chu, K.W.. China, 2008.06.



  • CHUN Ka Wai. "Hong Kong Primary English Teachers’ Selection of Coursebooks". (co-authored with LEE Chi Kin John and SZE Man Man Paul) Journal of Basic Education vol.10 no.2/vol.11 no.1, Hong Kong: Hong Kong Institute of Educational Research, 2001. p.47-72.
    (CUHK Library Call No: UL HKS Periodical LB1501.C55 v.9-11, 1999-2002; CC Periodical LB1501.C55 v.9-11, 1999-2002)



  • CHUN Ka Wai. "Reading Performance of Hong Kong’s 15-Year-Old Students in PISA 2000". (co-authored with TONG Choi Wai and SZE Man Man Paul) Education Journal vol.31 / 32 no.2 / 1, Hong Kong, 2003. p.57-89.
    (CUHK Library Call No: CC Periodical L64.C4734 v.31-32, 2003-04)



  • CHUN Ka Wai. "Reading Performance of Hong Kong's 15-year-old Students in PISA". (co-authored with TONG Choi Wai and SZE Man Man Paul) Paper presented in the PISA International Conference: What do the PISA results tell us about education quality and equality in the Pacific Rim, organized by OECD, EMB HKSAR, CUHK. Hong Kong, 2003.11.



  • CHUNG Yue Ping. "A comparison of demand for overseas higher education among high school students in Mainland China and Hong Kong SAR". (co-authored with LU Genshu) Paper presented in the CIES Annual Conference. 2005.03.



  • CHUNG Yue Ping. Education Reform and the Quest for Excellence: The Hong Kong Story. (co-authored with HO L S and PAUL Morris) Hong Kong SAR: Hong Kong University Press, 2005.
    (CUHK Library Call No: UL HK Studies LA1134.H6 E385 2005; CC Reserve 1 day LA1134.H6 E385 2005 c.2)



  • CHUNG Yue Ping. The Student Loans Scheme in Hong Kong. Bangkok, Thailand: UNESCO, 2003.



  • CHUNG Yue Ping. "Teacher Supply in Hong Kong: Educational Qualifications and Growth". (ao-authored with HUNG Fan-Sing) Paper presented in the 2001 Comparative and International Education Society (CIES) Annual Conference. Washington, DC, 2001.03.



  • CONIAM David. "Assessor Training in a High-Stakes Test of Speaking: The Hong Kong English Language Benchmarking Initiative". (co-authored with FALVEY Peter) Melbourne Papers in Language Testing 2nd ed., vol.8, 1999. p.1-19.



  • CONIAM David. "Continuing Education Reform in Hong Kong: Issues of Contextualization". (co-authored with DOWSON Chris, BODYCOTT Peter and WALKER Allan David) Educational Policy Analysis Archives vol.11 no.5 2003.02.
    (CUHK Library Call No: Available Online)



  • CONIAM David. "Diversity in Language Standards in Hong Kong: Concern Over Language Standards and Measures Taken to Improve Standards, with Particular Reference to Benchmarks for English Language Teachers". Educational Challenges in the New Millennium Loo, S.P. (Ed.) vol.1, Malaysia, 1999. p.45-49.



  • CONIAM David. "Education Reform in Hong Kong: Issues of Consistency, Connectedness and Culture". (co-authored with DOWSON Chris; BODYCOTT Peter and WALKER Allan) Education Policy Analysis Archives vol.8 no.24, USA, 2000. p.1-16.
    (CUHK Library Call No: Available Online)



  • CONIAM David. "English Language Grammatical Development in Lower Secondary School Students in Hong Kong". Curriculum Forum vol.10 issue 2, Hong Kong, 2001. p.1-16.
    (CUHK Library Call No: UL HKS Periodical LB2806.15 .C88 v.9-10, 1999-2001; CC Periodical LB2806.15 .C88 v.10, no.2, 2001)



  • CONIAM David. "Establishing Writing Benchmarks for Primary and Secondary English Language Teachers in Hong Kong". (co-authored with FALVEY Peter ) Hong Kong Journal of Applied Linguistics vol.5 no.1, Hong Kong, 2000. p.128-159.
    (CUHK Library Call No: CC Periodical P129 .H65 v.5, 2000; Available Online)



  • CONIAM David. "Helping Students to Adapt to an English Medium of Instruction Environment in Hong Kong Secondary Schools". (co-authored with MAN Yee Fun Evelyn and LEE Kit Bing Icy) Education Journal vol.30 no.2, 2002. p.63-81.
    (CUHK Library Call No: UL HKS Periodical L64.C4734 v.30-32, 2002-04; CC Periodical L64.C4734 v.30, 2002)



  • CONIAM David. "The impact of wearing a face mask in a high-stakes oral examination: An exploratory post-SARS study in Hong Kong". Language Assessment Quarterly vol.2 no.4, Mahwah, United States of America: Lawrence Erlbaum Associates, 2005. p.235-262.
    (CUHK Library Call No: CC Periodical P53.4 .L355 v.2, 2005; Available Online)



  • CONIAM David. "IT Use in the English Language Classroom in Hong Kong: How Far is Government Policy Being Achieved?". Education Journal vol.30 no.2, 2002. p.21-39.



  • CONIAM David. "A longitudinal study of grammar gain in English medium of instruction schools in Hong Kong". Hong Kong Journal of Applied Linguistics vol.11 no.1, Hong Kong SAR, 2008. p.1-16.
    (CUHK Library Call No: Available Online)



  • CONIAM David. "The Relevance and Applicability of Cloze in English Language Benchmarking in Hong Kong". (co-authored with FALVEY Peter) New Horizons in Education vol.42, Hong Kong, 2000. p.1-10.
    (CUHK Library Call No: UL HKS Periodical L71 .C44 no.40-42, 2000; CC Periodical L71 .C44 no.40-42, 1999-2000)



  • CONIAM David. "Selecting Models and Setting Standards for Teachers of English in Hong Kong ". (co-authored with FALVEY Peter) Journal of Asian Pacific Communication vol.12 no.1, John Benjamins, Amstardam, 2002. p.13-37.
    (CUHK Library Call No: UL Periodical P87 .J58 v.12, 2002; Available Online)



  • CONIAM David. "A statistical approach to second language grammar knowledge: A longitudinal, cross-sectional study of Hong Kong students". (co-authored with CHIU Ming Ming and TANG Lai Yiu Eunice) Educational Research Journal vol.34 no.2, Hong Kong SAR, 2006. p.195-215.



  • CONIAM David. "Using wikis to promote authentic writing among secondary school students in Hong Kong". (co-authored with MAK CHAN Shuk Yin Barley) Invited talk by School of Foreign Studies, Nanjing University. Hong Kong SAR: Department of Curriculum and Instruction, Faculty of Education, CUHK, 2008.04.17.



  • David W. Chan and CHAN L. "Creativity and drawing abilities of Chinese students in Hong Kong: Is there a connection?". New Horizons in Education vol.55 no.3, pp.77-94. 2007.



  • David W. Chan. "Adjustment Problems. Self-Effica;cy, and Psychological Distress among Gifted Students in Hong Kong". Roeper Review vol.28 pp.203-209. United States of America, 2006.



  • David W. Chan. "Assessing multiple intelligences of Chinese gifted students in Hong Kong: Self-perceived abilities, preferences, and intelligence-related activities.". Gifted and Talented vol.11 pp.18-25. 2007.



  • David W. Chan. "Assessing visual arts talents of Hong Kong Chinese gifted students: The development of the Impossible Figures Task.". Journal for the Education of the Gifted vol.31 pp.364-384. 2008.



  • David W. Chan. "Burnout, self-efficacy, and successful intelligence among Chinese prospective and in-service school teachers in Hong Kong.". Educational Psychology vol.27 pp.33-49. 2007.



  • David W. Chan. "Components of leadership giftedness and multiple intelligences among Chinese gifted students in Hong Kong.". High Ability Studies vol.18 pp.155-172. 2007.



  • David W. Chan. "Conceptions of Counseling among Chinese Secondary School Teachers in Hong Kong". International Journal for the Advancement of Counselling vol.27 pp.311-322. The Netherlands, 2005.



  • David W. Chan. "Creative teaching in Hong Kong schools: Constraints and challenges.". Educational Research Journal vol.22 pp.1-12. 2007.



  • David W. Chan. "Dimensions of teacher self-efficacy among Chinese secondary school teachers in Hong Kong". Educational Psychology vol.28 pp.181-194. 2008.



  • David W. Chan. "Emotional intelligence, self-efficacy, and coping among Chinese prospective and in-service teachers in Hong Kong.". Educational Psychology vol.28 pp.397-408. 2008.



  • David W. Chan. "Emotional Intelligence, Social Coping, and Psychological Distress among Chinese Gifted Students in Hong KongV". High Ability Studies vol.16 pp.163-178. United Kingdom, 2005.



  • David W. Chan. "Family Environment and Talent Development of Chinese Gifted Students in Hong Kong". Gifted Child Quarterly vol.49 pp.211-221. United States of America, 2005.



  • David W. Chan. "Gender differences in spatial ability: Relationship to spatial experience among Chinese gifted students in Hong Kong". Roeper Review vol.29 no.4, pp.277-282. 2007.



  • David W. Chan. "General, collective, and domain-specific teacher self-efficacy among Chinese prospective and in-service teachers in Hong Kong.". Teaching and Teacher Education vol.24 pp.1057-1069. 2008.



  • David W. Chan. "Giftedness of Chinese students in Hong Kong: Perspectives from different conceptions of intelligences". Gifted Child Quarterly vol.52 pp.40-54. 2008.



  • David W. Chan. "Goal orientations and achievement among Chinese gifted students in Hong Kong.". High Ability Studies vol.19 pp.37-51. 2008.



  • David W. Chan. "In Search of Musical Talent in Schools in Schools in Hong Kong". Educational Research Journal vol.21 pp.1-14. Hong Kong, 2006.



  • David W. Chan. "Leadership competencies among Chinese gifted students in Hong Kong: The connection with emotional intelligence and successful intelligence.". Roeper Review vol.29 pp.183-189. 2007.



  • David W. Chan. "Liberalizing Liberal Studies in Pre-University Education in Hong Kong". Educational Research Journal vol.20 pp.1-14. Hong Kong SAR, 2005.



  • David W. Chan. "Multiple Intelligences, Creativity, and Leadership of Chinese Gifted Students in Hong Kong". Gifted and Talented vol.8 pp.14-19. United Kingdom, 2004.



  • David W. Chan. "Musical aptitude and association responses in music listening among Chinese gifted students in Hong Kong: Is there a connection?". Roeper Review vol.29 no.5, pp.30-36. 2007.



  • David W. Chan. "Musical aptitude and multiple intelligences among Chinese gifted students in Hong Kong: Do self-perceptions predict abilities?". Personality and Individual Differences vol.43 pp.1604-1615. 2007.



  • David W. Chan. "Perceived Multiple Intelligences across Male and Female Chinese Gifted Students in Hong Kong". Gifted Child Quarterly vol.50 pp.325-338. United States of America, 2006.



  • David W. Chan. "Perceived Multiple Intelligences and Learning Preferences among Chinese Gifted Students in Hong Kong". Journal for the Education of the Gifted vol.29 pp.187-212. United States of America, 2005.



  • David W. Chan. "Perfectionism among Chinese gifted students in Hong Kong: Relationships to coping strategies and teacher ratings". Gifted Education International vol.23 pp.289-300. 2007.



  • David W. Chan. "Positive and negative perfectionism among Chinese gifted students in Hong Kong: Their relationships to general self-efficacy and subjective well-being.". Journal for the Education of the Gifted vol.31 pp.77-102. 2007.



  • David W. Chan. "Self-Perceived Creativity, Family Hardiness, and Emotional Intelligence of Chinese Gifted Students in Hong Kong". Journal of Secondary Gifted Education vol.16 pp.47-56. United States of America, 2005.



  • David W. Chan. "Self-Perceived Creativity, Family Hardiness, and Emotional Intelligence of Chinese Gifted Students in Hong Kong". The Journal of Secondary Gifted Education vol.16 pp.47-56. United States of America, 2005.



  • David W. Chan. "The Structure of Social Coping among Chinese Gifted Children and Youths in Hong Kong". Journal for the Education of the Gifted vol.29 pp.8-29. United States of America, 2005.



  • David W. Chan; CHEUNG Ping Chung; CHENG Pui Wan and YEUNG Pik Wah Patricia. Educational and Emotional Needs of Gifted and Talented Students in Hong Kong. Final Research Report submitted to Research Grants Council of Hong Kong. Hong Kong SAR, 2001



  • David W. Chan; HO C. S-h; TSANG S.; LEE S. and CHUNG K H.h. "Estimating incidence of developmental dyslexia in Hong Kong: What differences do different criteria make? ". Australian Journal of Learning Difficulties vol.13 pp.1-16. 2008.



  • David W. Chan; HO C.S.; TSANG S.; LEE S. and CHUNG K.K.H. "Prevalence, gender ratio, and gender differences in reading-related cognitive abilities among Chinese children with dyslexia in Hong Kong". Educational Studies vol.33 pp.249-265. 2007.



  • David W. Chan; HO Connie; TSANG Suk-man; LEE Suk-han and CHUNG Kevin. "Exploring the Reading-Writing Connection in Chinese Children with Dyslexia in Hong Kong". Reading and Writing vol.19 pp.543-561. The Netherlands, 2006.



  • DOWSON Chris; BODYCOTT Peter; WALKER Allan and CONIAM David. "Education Reform in Hong Kong: Issues of Consistency, Connectedness and Culture". Education Policy Analysis Archives vol.8 no.24, pp.1-16. USA, 2000.



  • DOWSON Chris; BODYCOTT Peter; WALKER Allan David and CONIAM David. "Continuing Education Reform in Hong Kong: Issues of Contextualization". Educational Policy Analysis Archives vol.11 no.5 2003.02.



  • FALVEY Peter and CONIAM David. "Establishing Writing Benchmarks for Primary and Secondary English Language Teachers in Hong Kong". Hong Kong Journal of Applied Linguistics vol.5 no.1, pp.128-159. Hong Kong, 2000.



  • GAMAGE D. T. and PANG Sun Keung Nicholas. "Facing the Challenges of the 21st Century: Prepartation of School Leaders in Australia and Hong Kong". Paper presented in the 59th NCPEA Conference, 36 pgs. 2005.07.



  • GAMAGE David and PANG Sun Keung Nicholas. "A Study of Profiles and Perspectives on Professional Development of Schools Principals in Australia and Hong Kong". Paper presented in the 12th World Congress of Comparative Education Society on Education and Social Justice, 25-29 October 2004., 30 pgs. Havana, Cuba, 2004.10.



  • GUO, A. and CHANG, L. "Emotional Autonomy and School Achievement in Hong Kong Children". Psychological Exploration vol.20, pp.54-58. 2000.



  • HAU Kit Tai. "Attribution of Examination Result - Chinese Primary School Students in Hong Kong". (co-authored with SALILI Farideh) Psychologia: International Journal of Psychology in the Orient vol.32 (1989), pp.163-171.



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  • HAU Kit Tai. "Causal Attributions and Achievement Goals of Hong Kong Primary School Students." Educational Research Journal vol.4 (1989), pp.69-76.
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  • HAU Kit Tai. "Childhood Obesity Gender Actual-Ideal Body Image Discrepancies and Physical Self-concept in Hong Kong Children: Cultural Differences in the Value of Moderation." (co-authored with Marsh, Herbert W.; SUNG Yn Tz Rita and YU C W.) Developmental Psychology (United States of America) vol.43 no.3 (2007), pp.647-662



  • HAU Kit Tai. Chinese, English and Mathematics Minimum Competency Standards for Primary and Secondary School Students in Hong Kong. (co-authored with CHANG Lei) Consultancy Report to HK Education Department, 2000.



  • HAU Kit Tai. "Education Reforms in Taiwan and Hong Kong: Convergence and Differences in Aims and Strategies." Paper presented in Chinese American Educational Research and Development Association 2005 International Conference, 2005.



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  • HAU Kit Tai. "Judicial Review of Sexual Discrimination in Hong Kong Secondary School Place Allocation: Legal, Educational and Psychometrical Debates." Hong Kong Journal of Social Sciences vol.20 (Spring 2001), pp.57-85
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  • HAU Kit Tai. "Late Immersion and Language of Instruction (English vs. Chinese) in Hong Kong High Schools: Achievement Growth in Language and Nonlanguage Subjects." (co-authored with MARSH W Herbert and KONG Chit-kwong) In Perspectives on Language Literacy: Beyond the here and Now, ed. by S. W. Beck & L. N. Olah. pp.247-287. Cambridge, MA, USA: Harvard Educational Review, 2001.
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  • HAU Kit Tai. "Moral Development of Chinese Students in Hong Kong". (co-authored with LEW JF William.) International Journal of Psychology vol.24 (1989), pp.561-569.
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  • HAU Kit Tai. "Multilevel Causal Ordering of Academic Self-concept and Achievement: Influence of Language of Instruction (English vs. Chinese) for Hong Kong Students." (co-authored with MARSH W Herbert and KONG Chit-kwong) American Educational Research Journal vol.39 no.3 (2002), pp.727-763.
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  • HAU Kit Tai. "Physical Self-concept, Actual-ideal Body Image Discrepancies and Obesity in Hong Kong School Children: Cultural Differences in the Value of Moderation." (co-authored with MARSH W H; SUNG Yn Tz Rita and YU C. W.) Paper presented in the Australian Association for Research in Education Conference, Sydney, Australia, 27 Nov 2005



  • HAU Kit Tai. "Self-concept and Academic Motivation of Chinese students in Hong Kong." (co-authored with MARSH W H; HO T I and SEATON M.) Paper presented in the Australian Association for Research in Education Conference, Sydney, Australia, 27 Nov 2005



  • HAU Kit Tai. "Setting Minimum Competency Putonghua Standard for Hong Kong Putonghua Speakers". (co-authored with CHANG Lei; YANG Zhiming; HO Wai Kit; LAM K. P. and WANG Y. G.) Educational Research Journal vol.15 (2000), pp.301-316.
    (CUHK Library Call No: UL HKS Periodical: LB1028 .E36 v.15-16; CC Periodical: LB1028 .E36 v.15-16)



  • HAU Kit Tai. "Setting Minimum Language Competence Standard in Hong Kong Primary and Secondary Schools." (co-authored with Poon Chung-Shing and Wen Jian-Bing) Paper presented in the 27th International Congress of Psychology, Stockholm, Sweden, July 2000



  • HAU Kit Tai. "Structure and Semantic Differential Placement of Specific Causes: Academic Causal Attributions by Chinese Students in Hong Kong." (co-authored with SALILI Farideh) International Journal of Psychology (The Netherlands) vol.26 no.2 (1991), pp.175-193.
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  • HAU Kit Tai. "Suicide in Hong Kong 1971-1990: Age Trend, Sex Ratio, and Method of Suicide." Social Psychiatry and Psychiatric Epidemiology (Germany) vol.28 (1993), pp.23-27.
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  • HAU Kit Tai. "Suicides in Hong Kong in the 1970's and 1980's." In Samaritan 30th Anniversary Publication. Hong Kong, China: Samaritan Befrienders Hong Kong, 1991.
    (CUHK Library Call No: UL Oversize HV6548.H6 H67 1991; UL HK Studies HV6548.H6 H67 1991)



  • HAU Kit Tai. "The Concept of Intelligence of Hong Kong Primary School Students." (co-authored with馮家正、鄧薇先 及張志鴻) Educational Research Journal (Hong Kong) vol.5 (1990), pp.113-117
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  • HENRI James; KONG Siu Cheung; LEE Fong Lok and LI Siu Cheung, Sandy. "An information literacy framework for schools: The Hong Kong experience". Paper presented in the World Library and Information Congress: 72nd IFLA General Conference and Council, p.1-14. 2006.



  • HO Sui Chu. "Accomplishment and Challenges of Hong Kong Education System: What We Have Learned from PISA". Education Journal Winter 2003. vol.31 no.2, 2004. pp.1-30.
    (CUHK Library Call No: CC Periodical L64.C4734 v.31-32, 2003-04; Available Online)



  • HO Sui Chu. "Assessment of scientific literacy of Hong Kong students in PISA 2000". (co-authored with YIP Din Yan) Education Journal vol.31 no.1, Hong Kong, 2004.08. pp.117-132.
    (CUHK Library Call No: Available Online)



  • HO Sui Chu. "Association Between Self-related Cognition and Mathematics Performance: The Case in Hong Kong 自我認知與數學表現的關係:香港個案研究". Education Journal vol.35, no.2. Hong Kong SAR: Hong Kong Institute of Educational Research, CUHK, 2007. pp.59-76.
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  • HO Sui Chu. Can basic education system in Hong Kong be equal and excellent : results from PISA2000+. Education policy studies series ; no. 57. Hong Kong: Faculty of Education, Hong Kong Institute of Educational Research, The Chinese University of Hong Kong, 2005.
    (CUHK Library Call No: UL HK Studies LA1134.H6 H445 2005; CC LA1134.H6 H445 2005 c.3; CC Reserve 1 day LA1134.H6 H445 2005 c.2)



  • HO Sui Chu. "Effect of Family Involvement and Family Investment in Student's Achievement: The Case of Hong Kong". Paper presented in the American Educational Research Association, 2006 Annual Conference, organized by American Educational Research Association 2006.04.



  • HO Sui Chu. "Effect of School Decentralization and School Climate on Student Mathematics Performance: The Case of Hong Kong". Educational Research for Policy and Practice vol.4 no.1, Springer Science and Business Media B.V., 2005.04. pp.47-64.
    (CUHK Library Call No: Available Online)



  • HO Sui Chu. "Family Effects on Student Achievement in Hong Kong". (co-authored with CHIU Ming Ming) Asia Pacific Journal of Education vol.26 no.1, Routledge Taylor & Francis Group, 2006.05. pp.21-35.
    (CUHK Library Call No: Available Online)



  • HO Sui Chu. The first HKPISA report. Hong Kong : HKPISA Centre, 2003.
    (CUHK Library Call No: UL HK Studies LB3058.H6 F57 2003; UL HK Studies LB3058.H6 F57 2003 summary)



  • HO Sui Chu. "High-stakes testing and its impact on students and schools in Hong Kong: What we have learned from the PISA studies". KEDI Journal of Educational Policy vol.3 no.1, Korea, South: Korean Educational Development Institute, 2006.05. pp.69-87.



  • HO Sui Chu. "Hong Kong Student Achievement in OECD-PISA Study: Gender Differences in Science Content, Literacy Skills and Test Item Formats". (co-authored with YIP Din Yan and CHIU Ming Ming) International Journal of Science and Mathematics Education vol.2 no.1, National Science Council, Taiwan, 2004. pp.91-106.
    (CUHK Library Call No: CC Periodical Q181.A1 I56 v.2, 2004; Available Online)



  • HO Sui Chu. "Nature and Impact of Educational Decentralization in Three Asian Societies: Japan, Korea and Hong Kong". Paper presented in the 50th CIIES Conference, organized by Comparative and International Education Society. 2006.03.14.



  • HO Sui Chu. "The Nature and Impact of Social Capital in Three Asian Educational Systems -Singapore, Korea, and Hong Kong". International Journal of Educational Policy, Research and Practice vol.1 no.2, USA, 2000. pp.171-189.
    (CUHK Library Call No: CC Periodical L11 .I588 v.1, 2000; Available Online)



  • HO Sui Chu. "Parental Involvement in Primary Schools: Zone of Acceptance of Teachers and Principals in Hong Kong". Paper presented in the Annual Meeting of American Educational Research Association, organised by the American Educational Research Association. New Orleans, USA, 2002.04.



  • HO Sui Chu. "Parents’ Beliefs and Practices in Education in Confucian Heritage Culture: The Hong Kong Case". (co-authored with WONG Ngai Ying and LAM Chi Chung) Journal of Southeast Asian Education vol.3 no.1, 2002.06. pp.99-115.



  • HO Sui Chu. "The Promotion of Parent Education in Hong Kong". (co-authored with TAM Wai Ming Frank, LAM Ching Man, CHENG Hon Man Roger and MA Lai Chong) A consultancy study final report. Hong Kong SAR: Board of Education, HKSAR, 2001.



  • HO Sui Chu. "Relationship between Reading Habits, Reading Attitudes and Literacy Performance of 15-year-old Students in Hong Kong and Finland". (co-authored with SZE Man Man Paul) Paper presented in the PISA International Conference: What do the PISA results tell us about the education quality and equality in the Pacific Rim, organized by OECD, EMB HKSAR, and CUHK. Hong Kong SAR, 2003.11.



  • HO Sui Chu. The second HKPISA report : PISA 2003. Hong Kong : HKPISA Centre, 2005.
    (CUHK Library Call No: UL HK Studies LB3058.H6 F57 2005; UL HK Studies LB3058.H6 F57 2005 summary; CC LB3058.H6 F57 2005 c.2; CC LB3058.H6 F57 2005 summary c.2)



  • HO Sui Chu. "Self-regulated Learning and Academic Achievement of Hong Kong Secondary School Students". Education Journal Winter 2004. vol.32 no.2, 2004. pp.87-108.
    (CUHK Library Call No: Available Online)



  • HO Sui Chu. "Social Disparity of Family Involvement in Hong Kong: Effect of Family Resources and Family Network". The School Community Journal vol.16 no.2, Hong Kong SAR: Academic Development Institute, USA, 2006.11.29. pp.7-26.
    (CUHK Library Call No: Available Online)



  • HO Sui Chu. Student performance in Chinese medium-of-instruction (CMI) and English medium-of-instruction (EMI) schools : what we learned from the PISA study. (co-authored with Evelyn Yee-fun Man) Hong Kong: Faculty of Education, Hong Kong Institute of Educational Research, The Chinese University of Hong Kong, 2007.
    (CUHK Library Call No: UL HK Studies LB3058.H6 H4 2007; CC LB3058.H6 H4 2007 c.2)



  • HO Sui Chu. "Teachers' View Educational Decentralization towards Parental Involvement in an Asian Educational System: The Hong Kong Case". International Studies in Educational Administration vol.31 no.3, United Kingdom: The Education Publishing Company Limited, 2003. pp.58-75.
    (CUHK Library Call No: CC Periodical LB2979 .S77 v.31, 2003; Available Online)



  • HO Sui Chu. The third HKPISA report : PISA 2006. Hong Kong : HKPISA Centre, 2008.
    (CUHK Library Call No: CC Reserve 1 day LB3058.H6 F57 2008; CC Reserve 1 day LB3058.H6 F57 2008 summary)



  • HO Sui Chu. "Transformability and Transferability of Social Capital: Lesson We Learned from the Home School Collaboration Project in Hong Kong". Paper presented in the Annual Meeting of American Educational Research Association, organised by the American Educational Research Association. Seattle, LA., USA, 2001.04.14.



  • HO Sui Chu. "Women Leadership in Educational Decentralization and Parental Involvement: The case of Hong Kong". Paper presented in the UCEA International Women’s Leadership Conference, organized by UCEA, Duquesne University and AASA. 2007.07.25.



  • HUI Kp Eadaoin; WATKINS David; WONG Ngai Ying and SUN Cf Rachel. "Religion and forgiveness from a Hong Kong Chinese perspective". Pastoral Psychology vol.55 pp.183-195. 2006.



  • HUNG Fan Sing. "Background and Significance of Hong Kong's Export Potential Services". Paper presented in the Internationalization of Lifelong Education, Policy and Issues, organized by Federation of Continuing Education of Hong Kong. Hong Kong SAR, 2004.12.03.



  • HUNG Fan Sing. "The Flow of Educated Labor Across Hong Kong and Mainland China". Paper presented in the 48th Annual Conference 2004 of Comparative and International Education Society, organized by Comparative and International Education Society, Salt Lake City, USA, 9-12 March 2004. 2004.03.



  • HUNG Fan Sing. "Potential for Export of Hong Kong Higher Education to Mainland China". Paper presented in the CIES Annual Conference, organized by Comparative and International Education Society. Hong Kong SAR, 2005.03.22.



  • HUNG Fan Sing. Private and social rates of return on investment in education in Hong Kong. Hong Kong : Chinese University of Hong Kong, 1982.
    (CUHK Library Call No: UL Thesis LC67.H6 H86; CC Thesis LC67.H6 H86 c.2)



  • HUNG Fan Sing. A Report on Export Potential of Hong Kong's Education Services: A Consultancy Study for Hong Kong Trade Development Council. (co-authored with SHIVE Glenn Landes; WANG Xiaohua and DIU Chin Kee). Hong Kong SAR: Hong Kong Institute of Educational Research and Hong Kong America Centre, 2005.04.30.



  • Icy Lee. "Keynote Speech: Issues and Challenges in Teaching and Learning EFL Writing: The Case of Hong Kong". Symposium on Second Language Writing Purdue University, USA, 2008.06.



  • Icy Lee. "Understanding Teachers' Written Feedback Practices in Hong Kong Secondary Classrooms". Journal of Second Language Writing vol.17 no.2, pp.69-85. 2008.



  • Icy Lee. Feedback in Hong Kong Secondary Writing Classrooms: Ideal versus Reality Symposium on Second Language Writing Japan, 2007.09.



  • JONES Jennifer and MCNAUGHT Carmel Marie. "Using learning object evaluation: Challenges and lessons learned in the Hong Kong context.". Paper presented in the ED-MEDIA 2005, the 17th annual World Conference on Educational Multimedia, Hypermedia & Telecommunications, Montreal, Canada, 27 June - 2 July., organized by Association for the Advancement of Computers in Education, p.3580-3585. Montreal, Canada, 2005.



  • KIRSI A Tirri; MARY K. Tallent-runnels; AIDA M. Adams; YUEN Man Tak and LAU Siu Ying Patrick. "Cross-Cultural Predictors of Teachers' Attitudes Toward Gifted Education: Finland, Hong Kong, and the United States". Journal for the Education of the Gifted vol.26 no.2, pp.112-131. The Association for the Gifted, Reston, 2002.



  • KO Chi-chung Andre and LEE Chi Kin John. "Teachers' Perceptions of Teaching Environmental Issues within the Science Curriculum: A Hong Kong Perspective". Journal of Science Education and Technology vol.12 no.3, pp.187-204. New York, United States of America: Plenum Press, 2003.09.



  • KONG Siu Cheung; LEE Fong Lok; LI Siu Cheung, Sandy and HENRI James. "A Study of the Development of an Information Literacy Framework for Hong Kong Students". Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences. ed. by Looi C. K., Jonassen D., Ikeda M. pp.156-163. 2005.



  • KWAN Yu Kwong. "An investigation of human resource management system in Hong Kong schools". Paper presented in the Chinese American Educational Research and Development Association Annual Conference, 25 pgs. 2008.03.23.



  • KWAN Yu Kwong. "Positing Organisational Effectiveness as a Second-order Construct in Hong Kong Higher Education Institutions". (co-authored with WALKER Allan David) Research in Higher Education vol.44 no.6, pp.705-726. 2003.12.
    (CUHK Library Call No: Available Online)



  • KWAN Yu Kwong. "Vice-principalship in Hong Kong: Aspirations, Competencies, and Satisfaction" (co-authored with WALKER Allan David) School Effectiveness and School Improvementvol.19 no.1, pp.73-97. 2008.03.
    (CUHK Library Call No: Available Online)



  • KWAN Yu Kwong. "Vice-principals in Hong Kong secondary schools: their worklives and preparation for the principalship". HKIER Newsletter vol.23 no.7-8, Hong Kong SAR, 2007.



  • LAI Man Hong. "Approaches to teacher development in China: Hong Kong and Shanghai". Paper presented in the 34th Annual Conference of the Australia and New Zealand Comparative and International Education Society, organized by Australia and New Zealand Comparative and International Education Society, 23. 2006.12.01.



  • LAI Man Hong. "Caught between fantasy and reality: Confucian values and dilemmas of education reform confronting Hong Kong's secondary teachers". (co-authored with TAM Wai Ming Frank and LAM Ka Ka) International Journal of Educational Reform vol.16 no.1, Maryland, USA: Rowman and Littlefield Education, 2007. pp.10-26.
    (CUHK Library Call No: Available Online)



  • LAI Man Hong. "Teacher Professionalism in educational reform: the experiences of Hong Kong and Shanghai". (co-authored with LO Nai Kwai Leslie) Compare vol.37 no.1, United Kingdom: Routledge (Taylor & Francis Group), 2007.01.03. pp.53-68.
    (CUHK Library Call No: Available Online)



  • LAM Chi Chung. "Architectures of mathematics beliefs: Individual and school-level differences among Hong Kong Primary 6 students". (co-authored with CHIU Ming Ming, WONG Ngai Ying, WONG Ka Ming Patrick, LEUNG Ks Frederick and MOK Ac Ida) Educational Research Journal vol.20 no.1, Hong Kong, 2005.07. pp.27-55.



  • LAM Chi Chung. "Changing the Curriculum: The Impact of Reform on Primary Schooling in Hong Kong" (in Chinese),《基礎教育學報》,麥肖玲編,第9卷/第10卷,第2期/第1期,香港:香港中文大學香港教育研究所,2000,頁149-150。



  • LAM Chi Chung. "The effects of spiral bianshi curriculum: a case study of the teaching of speed for Primary 6 students in Hong Kong.". (co-authored with CHAN Anna Mei-yan and WONG Ngai Ying) Paper presented in the 4th East Asia Regional Conference on Mathematical Education, organized by Universiti Sains Malaysia, Penang, Malaysia, 2007.06. pp.6.



  • LAM Chi Chung. Geography Fieldwork Guide. (co-authored with Yeung Pun Ki and Yeung Kam Chuen) Hong Kong: Hong Kong Geographical Association, 2003.



  • LAM Chi Chung. "Hong Kong Geographical Educational Research in Teacher Education". (co-authored with LEE Chi Kin John) International Research in Geographical and Environmental Education vol.12 no.3, Clevedon, Great Britain: Channel View Publications, 2003.12. pp.263-267.
    (CUHK Library Call No: CC Periodical G72 .I58 v.12, 2003; Available Online)



  • LAM Chi Chung. "How do Hong Kong Students Think about Mathematics". (co-authored with WONG Ngai Ying, WONG Ka Ming Patrick, LEUNG Koon Shing and MOK Ah Chee) EduMath vol.16. Hong Kong, 2003.06. pp.7-21.
    (CUHK Library Call No: CC Periodical QA14.H6 S47 no.14-17, 2002-03)



  • LAM Chi Chung. "How Do Hong Kong Students Think about the Mathematics Curriculum and Teaching". (co-authored with WONG Ngai Ying, WONG Ka Ming Patrick, LEUNG Frederick Koon-shing and MOK Ida Ah-chee) EduMath vol.15 Hong Kong SAR, 2002.12.
    (CUHK Library Call No: CC Periodical QA14.H6 S47 no.14-17, 2002-03)



  • LAM Chi Chung. "Implementation of Geographic Information System (GIS) in secondary geography curriculum in Hong Kong: Current situations and future directions". (co-authored with Edith Lai and WONG Lai-yin Janice) International Research in Geographical and Environmental Education., 2008.



  • LAM Chi Chung. "The malfunctioning of the curriculum policy-making system in Hong Kong: A case study of curriculum integration ". (co-authored with YEUNG Sze Yin Shirley) International Journal of Educational Reformvol.15 no.3, 2006. pp.400-423.
    (CUHK Library Call No: CC Periodical L11.I63 v.15, 2006)



  • LAM Chi Chung. "Parents’ Beliefs and Practices in Education in Confucian Heritage Culture: The Hong Kong Case". (co-authored with WONG Ngai Ying and HO Sui Chu) Journal of Southeast Asian Education vol.3 no.1, 2002.06. pp.99-115.



  • LAM Chi Chung. "The Romance and Reality of Policy-making and Implementation: A Case Study of the Target Oriented Curriculum in Hong Kong". Journal of Education Policy vol.18 no.6, The United Kingdom: Taylor & Francis, 2003.12. pp.641-655.
    (CUHK Library Call No: CC Periodical LC73 .J68 v.18, 2003; Available Online)



  • LAM Chi Chung. "Teachers’ cultural differences: Case studies of geography teachers in Brisbane, Changchun and Hong Kong". (co-authored with LIDSTONE John) Asia Pacific Education Review vol.8 no.2, Korea, South: Seoul National University, 2007.08. pp.178-193.
    (CUHK Library Call No: Available Online)



  • LAM Chi Chung. "Toward Online Learning: The Hong Kong Perspective". (co-authored with LEE Fong Lok)Education Technology vol.XLIII no.3, Englewood Cliffs, USA, 2003.05. pp.16-22.



  • LAM Chi Chung. "The use of IT in secondary geography teaching in Hong Kong". Paper presented in the Symposium Proceedings of IGU Commission on Geographical Education: Expanding horizons in a shrinking world, 269-274 pgs. Glasgow, U.K, 2004.



  • LAM Ka Ka. "Caught between fantasy and reality: Confucian values and dilemmas of education reform confronting Hong Kong's secondary teachers". (co-authored with TAM Wai Ming Frank and LAI Man Hong) international journal of educational reform vol.16 no.1, pp.10-26. Maryland, USA: Rowman and Littlefield Education, 2007.



  • LAM Ka Ka. "The Power Relationships between "left-wing" school and the Hong Kong Colonial Government". The International Conference on Interdisciplinary Social Sciences Granada, Spain, 2007.07.



  • LAM Yee Lay. "Balancing Stability and Change: Implications for Professional Preparation and Development of Principals in Hong Kong". Reshaping the Landscape of School Leadership Development: a global perspective ed. by Philip Hallinger. The Netherlands: Swets & Zeitlinger Publishers, 2003. pp.175-190.



  • LAM Yee Lay. "Language Proficiency Controversy: Touching on the Very Core of School Reforms in Hong Kong". Canadian and International Education vol.30 no.2, Toronto: University of Toronto Press, 2001.12. pp.89-108.



  • LAM Yee Lay. "The Relative Effects of Environmental, Internal and Contextual Factors on Organizational Learning: The Case of Hong Kong Schools under Reforms". (co-authored with PANG Sun Keung Nicholas) Paper presented in the Hong Kong Educational Research Association 2002 International Conference on “Globalization: New Horizons for Educational Change”, December 20-21, 2002. Hong Kong, 2002.12.



  • LAU Kit Ling. "The effects of cognitive strategy instruction on Chinese reading comprehension among Hong Kong low achieving students". (co-authored with David W. Chan) Reading and Writing vol. 20. Springer Netherlands, 2007. p. 833-857.
    (CUHK Library Call No: CC Periodical LB1050 .R399 v.20, no.5-9, 2007; Available Online)



  • LAU Kit Ling. "Examining Hong Kong students’ achievement goals and their relations with students’ perceived classroom environment and strategy use.". (co-authored with LEE Chi Kin John.) Educational Psychology vol.28 no.4, Routledge (Taylor & Francis Group), 2008. pp.357-372.
    (CUHK Library Call No: Available Online)



  • LAU Kit Ling. "Evaluating the Implementation of a Chinese Reading Strategy Instruction Program in Hong Kong Secondary Schools". (co-authored with陳維鄂) Chinese University Educational Journal 第31卷 第1期, 頁177-190. 2003.



  • LAU Kit Ling. "Identification of Underachievers in Hong Kong: Do Different Methods Select Different Underachievers". (co-authored with CHAN Wai Ock David) Educational Studies vol.27 no.2, 2001. pp.187-200.
    (CUHK Library Call No: CC Periodical L16 .E48 v.27, 2001; Available Online)



  • LAU Kit Ling. "Motivational Characteristics of Under-achievers in Hong Kong". (co-authored with CHAN Wai Ock David)Educational Psychology vol.21 no.4, Carfax Publishing, Taylor and Francis Group, 2001. pp.417-430.
    (CUHK Library Call No: CC Periodical LB1051 .E358 v.21, 2001; Available Online)



  • LAU Kit Ling. "Reading Strategy Use and Motivation among Chinese Good and Poor Readers in Hong Kong". (co-authored with CHAN Wai Ock David) Journal of Research in Reading vol.26 no.2, Blackwell Publishing Ltd., 2003. pp.177-190.
    (CUHK Library Call No: CC Periodical LB1050.6 .J68 v.26, 2003; Available Online)



  • LAU Sing; CHEUNG Ping Chung; HUI Anna and CHU Dennis. "A Norming Study of the Creative Potential of Hong Kong School Children with the Electronic Wallach-Kogan Creativity Tests". Paper presented in the 1st International Conference on Creativity: A Multifaceted View, organized by Institute of Psychology, Russian Academy of Sciences AND Eurotalent, European Committee for the Education of Gifted Children and Adolescents, 1 pgs. Moscow, Russia, 2005.09.



  • LAU Siu Ying. "Confirmatory Factor Analysis and Reliability of The Chinese Version of A Revised Teacher Efficacy Scale Among Guidance Teachers in Hong Kong". (co-authored with YUEN Man Tak, SHEK Tan Lei Daniel, LAM Man Ping and CHAN Mow Chiu Raymond) Psychologia vol.46. 2003. pp.67-78.



  • LAU Siu Ying. "Development of a Positive Youth Development Program in Hong Kong: Project P.A.T.H.S (Positive Adolescent Training Through Holistic Social Programs)". (co-authored with SHEK Tan Lei Daniel) Journal of Basic Education vol.15 no.1, 2006. pp.141-157.



  • LAU Siu Ying. Teacher burnout in Hong Kong secondary schools [microform]. 2002.
    (CUHK Library Call No: UL Thesis LB2840.2 .L3788 2002; Available Online)



  • LEE Chi Kin John and LO Nai Kwai Leslie. "The Accelerated Schools for Quality Education Project: experiences of school change in Hong Kong". Improving Schools vol.10 no.2, pp.180-198. United States of America: Sage Publications, 2007.09.



  • LEE Chi Kin John and MA Hing Tong. "Early Childhood Environmental Education: A Hong Kong example". Applied Environmental Education and Communication vol.5 no.2, pp.83-94. United States of America: Routledge (Taylor & Francis Group), 2006.10.



  • LEE Chi Kin John, SZE Man Man Paul and CHUN Ka Wai Cecilia. "Hong Kong Primary English Teachers’ Selection of Coursebooks". Journal of Basic Education vol.10 no.2/vol.11 no.1, pp.47-72. Hong Kong: Hong Kong Institute of Educational Research, 2001.



  • LEE Chi Kin John. "Further Analysis of Professional Learning Communities: Case studies in Hong Kong". Paper presented in the 19th International Congress for School Effectiveness and Improvement (ICSEI), organized by International Congress for School Effectiveness and Improvement (ICSEI), 20 pgs. Flordia, United States of America, 2006.01.



  • LEE Chi Kin John. "Green Primary Schools in Hong Kong: An Exploratory Study". American Educational Research Association Annual Conference. Montreal, Canada: American Educational Research Association, 2005.04.



  • LEE Chi Kin John. "Hong Kong: Accelerated Schools for Quality Education Project (ASQEP) experiences". School Improvement: International Perspectives ed. by LEE Chi Kin John and WILLIAMS Michael. 1st ed. pp.159-174. New York, United States of America: Nova Science Publishers, Inc., 2006.10.



  • LEE Chi Kin John. "Professional Learning Communities in Hong Kong: An Exploratory Study". American Educational Research Association Annual Conference. Montreal, Canada: American Educational Research Association, 2005.04.



  • LEE Chi Kin John. "Student Views of School Conditions: A Hong Kong Study". ICSEI Conference 2005 Barcelona, Spain: International Congress for School Effectiveness and Improvement, 2005.01.



  • LEE Chi Kin John. "Youth, Home and Leisure Study: A Hong Kong Perspective". Young People, Leisure and Place: Cross Cultural Perspective ed. by Margaret Robertson and Michael Williams. 1st ed. pp.141-157. New York: Nova Science Publishers, Inc., 2004.12.



  • LEE Chi Kin John; LAM Wing Po and LI Yuk Yung Charlotte. "Teacher Evaluation and Effectiveness in Hong Kong: Issues and Challenges". Journal of Personnel Evaluation in Education vol.17 no.1, pp.41-65. Netherlands: Kluwer Academic Publishers, 2003.



  • LEE Chi Kin John; LEE Frances Lai-mui and WONG Hin Wah. "Development of a Classroom Environment Scale in Hong Kong". Educational Research and Evaluation vol.9 no.4,pp.317-344. Netherlands, 2003.11.



  • LEE Chi Kin John; LEVIN Henry and SOLER Pilar. "Accelerated Schools for Quality Education: A Hong Kong Perspective". The Urban Review: Issues and Ideas in Public Education vol.37 no.1, pp.63-81. Netherlands: Springer, 2005.03.



  • LEE Chi Kin John; LIN Peiying and KWAN Yim Lin Tammy. "Environmental and geographical education for sustainability in Hong Kong and China: Trends and issues". Environmental and Geographical Education for Sustainability: Cultural contexts ed. by LEE Chi Kin John and WILLIAMS Michael. 1st ed. pp.229-245. New York, United States of America: Nova Science Publishers, Inc., 2006.10.



  • LEE Chi Kin John; WONG Hin Wah and LO Nai Kwai Leslie. "Education for Sustainability in Primary Schools in Hong Kong: Rhetoric and Practice". Education 3-13: The Professional Journal for Primary Education vol.28 no.2, pp.40-45. UK, 2000.06.



  • LEE Chi Kin, John. "Pre-School Environmental Education in Hong Kong: An Exploratory Study". Australian Journal of Environmental Education vol.17, pp.25-33. Australia: Australian Association for Environmental Education, 2001.



  • LEE Chi Kin John and HUNG Fan-Sing. A Brief Report on the "Enhancing the Integration of the Newly Arrived Children (NAC) from Mainland China in Mainstream Schools in Hong Kong Through a 'Setting-off' Curriculum". (Research and Development Project) Centre for University and School Partnership, Faculty of Education, The Chinese University of Hong Kong 30 pgs. 2000.08.



  • LEE Fong Lok. Analysis of cognitive strategies of problem solving process in mathematics and physics. Hong Kong : Chinese University of Hong Kong, 1981.
    (CUHK Library Call No: UL Thesis QA63.L5; CC Thesis QA63.L5 c.2)



  • LEE Fong Lok. "Application of Education-Specific Intranet in Secondary Schools of Hong Kong (in Chinese)". Paper presented in the Seminar on Use of Intranet in Schools, organized by Education Department. Hong Kong, 1998.11.18.



  • LEE Fong Lok. "Computer Games in Education: A Comparative Study between Hong Kong and Beijing". (co-authored with SHANG JUNJIE, JONG Morris S.y. and LEE Ho Man Jimmy) Paper presented in the International Conference on E-learning and Games, organized by Zhejiang University, Hangzhou, China, 8 pgs. Hangzhou, China, 2006.04.16.



  • LEE Fong Lok. Electronic homework : an intelligent tutoring system in mathematics Hong Kong : Chinese University of Hong Kong, 1996.
    (CUHK Library Call No: UL Thesis QA20.C65 L43 1996; CC Thesis QA20.C65 L43 1996 c.2)



  • LEE Fong Lok. "An information literacy framework for schools: The Hong Kong experience". (co-authored with HENRI James, KONG Siu Cheung and LI Siu Cheung Sandy) Paper presented in the World Library and Information Congress: 72nd IFLA General Conference and Council, 2006. p.1-14.



  • LEE Fong Lok. "Learning with Interactive Whiteboard —the Hong Kong Experience". (co-authored with PUN Sai Wing, LI Siu Cheung Sandy, KONG Siu Cheung and IP Wai Hung, Christy) Paper presented in the 2007 Annual Meeting of American Educational Research Association, organized by American Educational Research Association, . pgs. 2007.



  • LEE Fong Lok. "A Study of the Development of an Information Literacy Framework for Hong Kong Students". (co-authored with KONG Siu, CheungLI Siu Cheung Sandy and HENRI James) Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences. ed. by Looi C. K., Jonassen D., Ikeda M. pp.156-163. 2005.



  • LEE Fong Lok. "Toward Online Learning: The Hong Kong Perspective". (co-authored with LAM Chi Chung) Education Technology vol.XLIII no.3, Englewood Cliffs, USA, 2003.05. pp.16-22.



  • LEE Fong Lok. "Using Interactive Whiteboards (IWB) in Enhancing Learning and Teaching in Hong Kong Schools". (co-authored with PUN Sai Wing, LI Siu Cheung Sandy, KONG Siu Cheung and IP Wai Hung, Christy) Learning By Effective Utilization of Technologies: Facilitating Intercultural Understanding ed. by Mizoguchi R., Dillenbourg P., Zhu Z.. pp.439-442. 2006.



  • LEUNG Seung Ming. " Career counseling in Hong Kong: Meeting the social challenges". Career Development Quarterly vol.50. United States of America: National Career Development Association, 2002. pp.237-245.
    (CUHK Library Call No: UL Periodical HF5381.A1V55 v.50, 2001-02; Available Online)



  • LEUNG Seung Ming. "Concurrent validity of the 1994 Self-Directed Search for school students in Hong Kong" (co-authored with HOU Zhi-jin ). Journal of Career Assessment vol.9. CA, United States of America: Sage Publication, 2001. pp.283-296.
    (CUHK Library Call No: Available Online)



  • LEUNG Seung Ming. "Counseling Psychology in Hong Kong: A Germinating Discipline." (co-authored with CHAN C. C. and LEAHY T.). Applied Psychology: An International Review vol.56, 2007. pp.51-68.
    (CUHK Library Call No: UL Periodical BF636.A1 I53 v.56, 2007)



  • LEUNG Seung Ming. "Counseling training in Hong Kong: Challenges and possibilities". Asian Journal of Counselling vol.10. Hong Kong SAR: Hong Kong Institute of Educational Research, the Chinese University of Hong Kong, 2003. pp.235-248.
    (CUHK Library Call No: CC Periodical BF637.C6 A78 v.10-11, 2003-04; Available Online)



  • LEUNG Seung Ming. "The development of counselling in Hong Kong: Searching for professional identity". Asian Journal of Counselling vol.6, Hong Kong SAR: Hong Kong Institute of Educational Research, the Chinese University of Hong Kong, 1999. pp.77-95.
    (CUHK Library Call No: CC Periodical BF637.C6 A78 v.6-7, 1999-2000; Available Online)



  • LEUNG Seung Ming. "Ethical counseling practice: A survey of counseling teachers in Hong Kong secondary schools." (co-authored with LEUNG K. M. and CHAN P. O.). Asian Journal of Counselling vol.10, Hong Kong SAR: Hong Kong Instutute of Educational Research, 2003. pp.71-94.
    (CUHK Library Call No: CC Periodical BF637.C6 A78 v.10-11, 2003-04; Available Online)



  • LEUNG Seung Ming. "International Publishing in Counseling Psychology: The Case of Hong Kong". International Counseling Psychology Conference. Chicago, United States of America, 2008.03.



  • LI, D. C. S.; LIN, A. M. Y. and TSANG, W. K.. ed. Language and Education in Post-colonial Hong Kong. 356 pgs. Hong Kong SAR: Linguistic Society of Hong Kong, 2000.



  • LIN, A. M. Y.. "Beyond Linguistic Purism in Language-in-education Policy and Practice: Exploring Bilingual Pedagogies in a Hong Kong Science Classroom". Language and Education vol.20 no.4, pp.287-305. 2006.



  • LIN, A. M. Y. "Drawing on Popular Cultural Resources and Music Genres for English Language Education: ELT Rap and Language Arts for Hong Kong Student". Paper presented in the CLaSIC 2006 Conference on "Processes and Process-Orientation in Foreign Language Teaching and Learning", organized by National University of Singapore, 35 pgs. Singapore, 2006.12.



  • LIN, A. M. Y. and KWAN, B. S. C.. "The Dilemmas of Modern Working Women in Hong Kong: Women's Use of Korean TV Dramas". Asian Communication Research vol.2 no.2, pp.23-42. 2005.



  • LIN, A. M. Y. and MAN, E. Y. F.. "Code-switching as a Resource in Bilingual Education: Exploring Bilingual Pedagogies in a Hong Kong Science Classroom". Paper presented in the (Plenary Paper) Forum on Canadian Immersion Education and Bilingual Instruction in China, organized by Jiao Tong University, Shanghai, 42 pgs. 2006.06.



  • LIN, A. M. Y. and TONG, A.. "Co-constructing a ‘Good Place’ (‘eu-topia’) in the Virtual Space: The Social Imaginary of the Hong Kong Youth-initiated Dae Jang-guem (Da Chang-jin) TV Drama web-based Fangroup Forum". Paper presented in the International Conference on Cultural Space and Public Sphere in Asia, organized by Hallym University, 42 pgs. South Korea, 2006.03.



  • LIN, A. M. Y. and TONG, A.. "Co-constructing a ‘Good Place’ (‘eu-topia’) in the Virtual Space: The Social Imaginary of the Hong Kong Youth-initiated Dae Jang-guem (Da Chang-jin) TV drama Web-based Fangroup Forum". Paper presented in the International Conference on Digital Cultures, organized by Institute of Ethnology, 32 pgs. Taipei, Taiwan, 2005.07.



  • LIN, A. M. Y. and TONG, A.. "Constructing Cultural Self and Other in the Internet Discussion of a Korean Historical TV drama: A Discourse Analysis of Weblog Messages of Hong Kong Viewers of Dae Jang Geum". Paper presented in the International Sociolinguistics Symposium, organized by Guangdong University of Foreign Studies, 40 pgs. PRC, 2005.12.11.



  • LIN, A. M. Y. and TONG, A.. "Text-messaging Cultures of College Girls in Hong Kong: Linguistic Styles, Social Relations and Communicative Features associated with SMS Practices". Paper presented in the International Conference on Girls' Mobile Cultures, organized by Incheon University, 36 pgs. Seoul, South Korea, 2005.11.04.



  • LIN, A. M. Y. Contexts of English-in-Education Policy and Practice in Postcolonial Hong Kong. Asian Journal of English Language Teaching vol.16 25-44. 2006.09.



  • LIN, A. M. Y. "Beyond Linguistic Purism in Language-in-education Policy and Practice: Exploring Bilingual Pedagogies in a Hong Kong Science Classroom". Paper presented in the Sociolinguistics Symposium 16, organized by Sociolinguistics Symposium 16, 38 pgs. Ireland, Limerick, 2006.07.



  • LIN, A. M. Y.. "Colonization of Higher Education by Global Management Discourses and Systems: Impact on Academic Culture in Hong Kong". Paper presented in the Inter-Asia Cultural Studies Conference: Emerging Subjectivities, Cultures and Movements, organized by Korea National University of Arts, 37 pgs. Seoul, South Korea, 2005.07.



  • LIN, A. M. Y.. "Doing verbal play: Creative work of Cantonese working class schoolboys in Hong Kong". Internationalizing Cultural Studies: An Anthology ed. by Abbas, A., & Erni, J.. pp.317-329. Oxford: Blackwell, 2005.



  • LIN, A. M. Y.. "Genres of Symbolic Violence: Beauty Contest Discourse Practices in Hong Kong". Discourses In Search of Members ed. by Li, D. C. S. . New York: American University Press, 2002.



  • LIN, A. M. Y.. "Hip Hop in Hong Kong: Cantonese Verbal Art in the Articulation of Youthful Defiant Voices and Identities". Paper presented in the International Conference on Inter-Asian Culture, Communication, Conflict and Peace, organized by University of Chulalongkorn, 45 pgs. Thailand, Bangkok, 2006.07.



  • LIN, A. M. Y.. "New Youth Digital Literacies and Mobile Connectivity: Text Messaging among Hong Kong College Students". Fibreculture vol.6 2005.



  • LO Nai Kwai. "The Accelerated Schools for Quality Education Project: experiences of school change in Hong Kong" (co-authored with LEE Chi Kin John). Improving Schools vol.10 no.2, United States of America: Sage Publications, 2007.09. pp.180-198.



  • LO Nai Kwai. "Curriculum Reform, Standards, and the Teachers of the Chinese Mainland and Hong Kong". Paper presented in the 47th World Assembly of International Council on Education for Teaching, "Teacher Education and the Achievement Agenda", in Amsterdam, 3-7 July 2002 (Keynote address), 2002.07.



  • LO Nai Kwai. "Education for Sustainability in Primary Schools in Hong Kong: Rhetoric and Practice" (co-authored with LEE Chi Kin John and WONG Hin Wah). Education 3-13: The Professional Journal for Primary Education vol.28 no.2, UK, 2000.06. pp.40-45.



  • LO Nai Kwai. Partnership and change : toward school development. (co-authored with John Chi-kin Lee and Allan Walker) Hong Kong : Chinese University Press : Hong Kong Institute of Educational Research, 2004.
    (CUHK Library Call No: UL HK Studies L573.H7 P37 2004)



  • LO Nai Kwai. Research and endeavours in moral and civic education. (co-authored with Man Si-wai) Hong Kong : Hong Kong Institute of Educational Research, The Chinese Univeristy of Hong Kong, 1996.
    (CUHK Library Call No: UL HK Studies LC268 .R47 1996 c.2; CC LC268 .R47 1996 c.3; CC Reserve 4 hours LC268 .R47 1996 c.5)



  • LO Nai Kwai. "Teacher Professionalism in educational reform: the experiences of Hong Kong and Shanghai" (co-authored with LAI Man Hong). Compare vol.37 no.1, United Kingdom: Routledge (Taylor & Francis Group), 2007.01.03. pp.53-68.



  • MA Hing Keung; SHEK T.L. Daniel; CHEUNG Ping Chung and LAM Oi Bun Christina. "Parental, Peer, and Teacher Influences on the Social Behavior of Hong Kong Chinese Adolescents". The Journal of Genetic Psychology vol.161, pp.65-78. 2000.



  • MAK CHAN Shuk Yin. "The Summer institute—the Hong Kong experience". Chicago Area Writing Project Hong Kong SAR: Department of Curriculum and Instruction, Faculty of Education, CUHK, 2008.06.24. p.1-5.



  • MAK CHAN Shuk Yin. "Using wikis to promote authentic writing among secondary school students in Hong Kong" (co-authored with CONIAM David). Invited talk by School of Foreign Studies, Nanjing University Hong Kong SAR: Department of Curriculum and Instruction, Faculty of Education, CUHK, 2008.04.17.



  • MAN Yee Fun. "Additive Bilingualism - The Teachers' Perspective of What's Missing and What's Needed in the Case of Hong Kong". Paper presented in Conference Presentation of Plurilingual Hubs in the New Millennium, organized by University of Brussels, University of Brussels & Hong Kong Polytechnic University. Hong Kong, 2001.01.11.



  • MAN Yee Fun. "The Context and Development of Language Policy in the Universities of Hong Kong: Impact on Academic Culture in Hong Kong". Paper presented in the Language Issues in English-medium Universities: A Global Concern, organized by University of Hong Kong. Hong Kong SAR, 2008.06.18.



  • MAN Yee Fun. "Helping Students to Adapt to an English Medium of Instruction Environment in Hong Kong Secondary Schools" (co-authored with LEE Kit Bing Icy and CONIAM David). Education Journal vol.30 no.2, 2002. pp.63-81.
    (CUHK Library Call No: UL HKS Periodical L64.C4734 v.30-32, 2002-04; CC Periodical L64.C4734 v.30, 2002)



  • MAN Yee Fun. "The Motivation of Primary School Pupils to Learn English in Hong Kong". Nor One Less: Dealing with Individual Differences ed. by Wong Hin Wah and Chu Ka Wing. Taiwan: Taiwan Normal University Press, 2002.



  • MAN Yee Fun. "Teachers' Perspectives towards Language Across the Curriculum Initiatives for English-medium Schools in Hong Kong". Curriculum and Instruction: The Journey of Research and Practice ed. by 霍秉坤、于澤元、徐慧璇、朱嘉穎. Chongqing, China: Chongqing University Press, 2008.06.29. pp.383-390.



  • MARSH Herbert W.; HAU Kit-Tai and KONG Chit-Kwong. "Late Immersion and Language of Instruction (English vs. Chinese) in Hong Kong High Schools: Achievement Growth in Language and Nonlanguage Subjects". Harvard Educational Review vol.70, pp.302-346. USA, 2000.



  • MARSH W H; HAU Kit Tai; SUNG Yn Tz Rita and YU C. W.. "Physical Self-concept, Actual-ideal Body Image Discrepancies and Obesity in Hong Kong School Children: Cultural Differences in the Value of Moderation". Paper presented in the Australian Association for Research in Education Conference, 10 pgs. Sydney, Australia, 2005.11.27.



  • MARSH W Herbert; HAU Kit Tai and KONG Chit-kwong. "Late Immersion and Language of Instruction (English vs. Chinese) in Hong Kong High Schools: Achievement Growth in Language and Nonlanguage Subjects". Perspectives on Language Literacy: Beyond the here and Now ed. by S. W. Beck & L. N. Olah. pp.247-287. Cambridge, MA, USA: Harvard Educational Review, 2001.



  • MARSH W Herbert; HAU Kit Tai and KONG Chit-kwong. "Multilevel Causal Ordering of Academic Self-concept and Achievement: Influence of Language of Instruction (English vs. Chinese) for Hong Kong Students". American Educational Research Journal vol.39 no.3, pp.727-763. 2002.



  • Marsh, Herbert W.; HAU Kit Tai; SUNG Yn Tz Rita and YU C W. "Childhood Obesity Gender Actual-Ideal Body Image Discrepancies and Physical Self-concept in Hong Kong Children: Cultural Differences in the Value of Moderation". Developmental Psychology vol.43 no.3, pp.647-662. United States of America, 2007.



  • Marsh, Herbert W.; Kong Chit-Kwong and Hau Kit-Tai. "Longitudinal Multilevel Modeling of the Big Fish Little Pond Effect on Academic Self-Concept: Counterbalancing Social Comparison and Reflected Glory Effects in Hong Kong High Schools". Journal of Personality and Social Psychology vol.78, pp.337-349. USA, 2000.



  • MCNAUGHT Carmel Marie and LAM Lai Chuen. "Building an evaluation culture and evidence base for e-learning in three Hong Kong universities". British Journal of Educational Technology vol.36 no.4, pp.599-614. 2005.



  • MCNAUGHT Carmel Marie. "From diagnostic feedback to university policy: Programme-level evaluation at a Hong Kong university". Paper presented in the Communicating evaluation outcomes: Issues and approaches, organized by 2004 Evaluation Forum, 96-106. Melbourne, Australia, 2005.



  • MCNAUGHT Carmel Marie. "Using narrative to understand the convergence of distance and campus-based learning during the time of SARS in Hong Kong". Educational Media International vol.41 no.3, pp.183-193. 2004.



  • MCNAUGHT Carmel Marie; STOREY Colin and LEUNG WONG Chiu Wing. "Embedding information literacy into the curriculum: A case study of existing practice and future possibilities at a Hong Kong university". Journal of Library & Information Science vol.30 no.1, pp.5-13. 2004.



  • NG Pun Hon and ZHANG Yuefeng Ellen. "An Action Research Science Case in Hong Kong: Inferring the Relationship between Action and Reaction Based on the Observations from Some Linear Motion Experiments". Conference of Asian Science Education, CASE2008 Kaohsiung, Taiwan, 2008.02.21.



  • NG Pun Hon and ZHANG Yuefeng Ellen. A Learning Study Science Case in Hong Kong – “ Action And Reaction " The World Association of Lesson Studies International Conference 2007 Hong Kong SAR, 2007.11.30.



  • NG Pun Hon. <香港的一個院校協作教研活動:課堂學習研究 (Learning Study) >. 《物理學科教 育分論壇 -- 暨全國高等物理教育研究會第十一屆學術交流與教師教育專業發展研討會》中國 Shanghai, 2008.04.13.



  • NGAN Ming Yan; LI Kai Ming and LEE Chi Kin John. "Teachers' perspectives on information technology education: Case studies from Hong Kong". Information Technology, Education and Society vol.8 no.1, pp.25-47. Australia: James Nicholas Publishers, 2007.12.



  • NGAN Ming-Yan and LEE Chi-Kin John. "A Study of the Relationships Between the Receptivity of Teachers and the School Cultural Changing on the Contexts of the Curriculum Changes in Hong Kong". Paper presented in the European Conference on Educational Research, organized by the European Educational Research Association of the Scottish. Edinburgh, UK, 2000.09.



  • PANG Sun Keung. "A Comparative Study of Continuing Professional Development of School Principals in New South Wales, Australia and Hong Kong" (co-authored with GAMAGE D. T.). Comparative Education Bulletin no.8, 2005.04. pp.29-35.



  • PANG Sun Keung. "A Comparative Study of Continuing Professional Development of School Principals in New South Wales, Australia and Hong Kong" (co-authored with GAMAGE David). Comparative Education Bulletin no.8, Hong Kong SAR: The Comparative Education Society of Hong Kong, 2005.07. pp.29-35.



  • PANG Sun Keung. "A Comparative Study of Organizational Cultures of Schools in Hong Kong and Shanghai". Paper presented in the XIII World Congress of Comparative Education Societies, Sarajevo, Bosnia & Herzegovina, 3-7 September 2007.



  • PANG Sun Keung. "The continuing professional development of principals in Hong Kong SAR, China". Frontiers of Education in China vol.2 no.4, Higher Education Press, co-published with Springer-Veriag GmbH, 2008.06.02. pp.605-619.



  • PANG Sun Keung. "The Continuing Professional Development of Principals in Hong Kong". International Forum on Teacher Education (2nd) 2006 Shanghai, China, 2006.10. 27. pp.103-112.



  • PANG Sun Keung. "The Development of School Self-Evaluation in Hong Kong". International Workshop on Development of School Management, 18-21 November, 2002. Hanoi, Vietnam, 2002.11.



  • PANG Sun Keung. "Educational Evaluation and Quality Assurance: The Case of Hong Kong". Paper presented in the Forum for Educational Evaluation in East Asia: Emerging Issues and Challenges, October 20-21, 2007 organized by The Center for Research on Educational Evaluation and Development, National Taiwan Normal University, 2007.10.21. pp. 114-125.



  • PANG Sun Keung. "Educational Evaluation for Sustainable School Development: Hong Kong Experience". Paper presented in the Conference on Assessment Knowledge, Celje, Slovenia, March 12-13, 2008.



  • PANG Sun Keung. "Facing the Challenges of the 21st Century: Prepartation of School Leaders in Australia and Hong Kong" (co-authored with GAMAGE D. T.). Paper presented in the 59th NCPEA Conference, 2005.07.



  • PANG Sun Keung. "The Future of School Self-Evaluation in Hong Kong: Bright or Dim?" (co-authored with LEUNG Lok-Fung). Paper presented in the International Conference of Rejuvenating Schools Through Partnership, organized by the Faculty of Education, The Chinese University of Hong Kong. p.26. Hong Kong, 2001.05.



  • PANG Sun Keung. Hong Kong : Faculty of Education, Hong Kong Institute of Education Research, Chinese University of Hong Kong, 2008.
    (CUHK Library Call No: UL HK Studies LB1060 .P36 2008; CC LB1060 .P36 2008 c.2)



  • PANG Sun Keung. "Hong Kong Students' Performance in International Studies". Paper presented in the Conference on Assessment Knowledge, Celje, Slovenia, March 12-13, 2008, organized by National Education Institute for the Republic of Slovenia. 2008.03.12.



  • PANG Sun Keung. "The Leadership Forces within Educational Organizations in Hong Kong". The 9th Global Leadership Forum: Leadership for Human Development organized by The Siberian Academy for Public Administration. Novosibirsk, Russia, 2007.05.02.



  • PANG Sun Keung. "The Learning Capacity of Primary Schools in Hong Kong" (co-authored with CHEUNG Mary). Partnership and Change: Toward school development ed. by John Chi-kin Lee, Leslie Nai-kwai Lo and Allan Walker. Hong Kong SAR: Hong Kong Institute of Educational Research and the Chinese University Press, 2004.11. pp.269-294.



  • PANG Sun Keung. "Learning Capacity of Primary Schools in Hong Kong". Paper presented in the International Conference of Rejuvenating Schools Through Partnership, organized by the Faculty of Education, The Chinese University of Hong Kong. Hong Kong, 2001.05.



  • PANG Sun Keung. The practice of assessment for learning and metacognitive teaching in Hong Kong classrooms. Hong Kong : Faculty of Education, Hong Kong Institute of Education Research, Chinese University of Hong Kong, 2008.
    (CUHK Library Call No: UL HK Studies LB1060 .P36 2008; CC LB1060 .P36 2008 c.2)



  • PANG Sun Keung. "The Relative Effects of Environmental, Internal and Contextual Factors on Organizational Learning: The Case of Hong Kong Schools under Reforms" (co-authored with LAM Yee Lay Jack). Paper presented in the Hong Kong Educational Research Association 2002 International Conference on “Globalization: New Horizons for Educational Change”, December 20-21, 2002. Hong Kong, 2002.12.



  • PANG Sun Keung. "The Relative Effects of Environmental, Internal and Contextual Factors on Organizational Learning: the Case of Hong Kong Schools under Reforms" (co-authored with LAM Yee Lay Jack). The Learning Organization vol.10 no.2. Bradford, United Kingdom: Emerald, 2003. pp.83-97.



  • PANG Sun Keung. Self-evaluation and school development. (co-authored with John MacBeath and Archie McGlynn) Hong Kong : Faculty of Education, Hong Kong Institution of Education Research, Chinese University of Hong Kong, 2004.
    (CUHK Library Call No: UL HK Studies LB2822.8 .P46 2004 c.2; CC LB2822.8 .P46 2004)



  • PANG Sun Keung. "The strategic thinking of school leaders in Hong Kong" (co-authored with PISAPIA John). Paper presented in the AERA 2007 Annual Convention, organized by American Educational Research Association. Chicago, United States of America, 2007.04.13.



  • PANG Sun Keung. "A Study of Profiles and Perspectives on Professional Development of Schools Principals in Australia and Hong Kong" (co-authored with GAMAGE David). Paper presented in the 12th World Congress of Comparative Education Society on Education and Social Justice, 25-29 October 2004. Havana, Cuba, 2004.10.



  • PANG Sun Keung. "Towards ‘School Management Reform’: Organizational Values of Government Schools in Hong Kong". Globalization and Education: The Guest for Quality Education in Hong Kong. ed. by MOK Ka-ho Joshua. Hong Kong: Hong Kong University Press, 2002. pp.171-194.



  • PERRY Bob; WONG Ngai Ying and HOWARD Peter. "Beliefs about Mathematics, Mathematics Learning and Mathematics Teaching: A Comparison of Views from Primary and Secondary Mathematics Teachers in Hong Kong and Australia". Pre-conference proceedings of ICMI Comparative Study Conference pp.151-158. Hong Kong SAR, 2002.10.



  • PERRY Bob; WONG Ngai Ying and HOWARD Peter. "Comparing primary and secondary mathematics teachers' beliefs about mathematics, mathematics learning and mathematics teaching in Hong Kong and Australia". mathematics education in different cultures ed. by F.K.S. Leung, G-D Graf, & F.J. Lopez-Real. pp.435-448. New York, USA: 2003 Springer-Verlag New York Inc., 2006.



  • SHANG JUNJIE; JONG Morris S.y.; LEE Fong Lok and LEE Ho Man Jimmy. "Computer Games in Education: A Comparative Study between Hong Kong and Beijing". Paper presented in the International Conference on E-learning and Games, organized by Zhejiang University, Hangzhou, China, 8 pgs. Hangzhou, China, 2006.04.16.



  • SIU Fung Ying Angela. "A Prevalence Study on Internalizing Problems among Primary School Children in Hong Kong". Journal of Child and Family Studies 2008.01.23.



  • SUN XUHUA 及黃毅英. <影響香港男女生對數學喜歡程度的因素與路徑分析>. 《數學教育學 報》 第48 卷 頁10-13. 中國天津, 2005.03.



  • SUN XUHUA 及黃毅英. <影響香港男女生數學成績的潛變量差異>. 《數學教育學報》 第13 卷 第 4 期, 頁72-74. 中國天津, 2004.12.



  • SZE Man Man. "First Language Reading Literacy Assessment in PISA and Second Language Reading Curriculum and Instruction in Hong Kong" (co-authored with CHUN Ka Wai Cecilia). Curriculum and Instruction: The Journey of Research and Practice ed. by Fok, P. K,, Yu, J.Y., Xu, H.X. and Chu, K.W.. 19 pgs. China, 2008.06.



  • SZE Man Man. "Hong Kong Primary English Teachers’ Selection of Coursebooks" (co-authored with LEE Chi Kin John and CHUN Ka Wai Cecilia). Journal of Basic Education vol.10 no.2/vol.11 no.1. Hong Kong: Hong Kong Institute of Educational Research, 2001. pp.47-72.
    (CUHK Library Call No: UL HKS Periodical LB1501.C55 v.9-11, 1999-2002; CC Periodical LB1501.C55 v.9-11, 1999-2002)



  • SZE Man Man. "Individual Differences and the Hong Kong English Curriculum for Schools". Not One Less: Dealing with Individual Differences ed. by Wong, H.W. & Chu, K.W. Shanghai, China: Shanghai Scientific and Technological Education Publishing House, 2003. pp.314-332.



  • SZE Man Man. "An online peer observation platform for English Language teachers in Hong Kong". Paper presented in the CLaSIC 2006 Conference on "Processes and Process-Orientation in Foreign Language Teaching and Learning", organized by Centre for Language Studies, National University of Singapore. Singapore, 2006.12.08.



  • SZE Man Man. "Reading Performance of Hong Kong’s 15-Year-Old Students in PISA 2000" (co-authored with CHUN Ka Wai Cecilia and TONG Choi Wai). Education Journal vol.31 / 32 no.2 / 1, Hong Kong, 2003. pp.57-89.
    (CUHK Library Call No: CC Periodical L64.C4734 v.31-32, 2003-04; Available Online)



  • SZE Man Man. "Relationship between Reading Habits, Reading Attitudes and Literacy Performance of 15-year-old Students in Hong Kong and Finland" (co-authored with HO Sui Chu). Paper presented in the PISA International Conference: What do the PISA results tell us about the education quality and equality in the Pacific Rim, organized by OECD, EMB HKSAR, and CUHK, 10 pgs. Hong Kong SAR, 2003.11.



  • TAM Choi Fung. <香港高中語文課程組織的省思>. 《Curriculum and Teaching》 Association for Curriculum and Instruction. 第11 卷第 2 期, 頁155-172. 台灣, 2008.04.01.



  • TAM Wai Ming. "Bullying among girls in Japan and Hong Kong: An examination of the frustration-aggression model" (co-authored with TAKI Mitsuru). Educational Research and Evaluation vol.13 no.4, pp.373-399. London: Routledge (Taylor & Francis Group), 2007.08.
    (CUHK Library Call No: Available Online)



  • TAM Wai Ming. "Bullying as a defence against anxiety: New evidences from Hong Kong and Shenzhen". Fourth World Conference on "Violence at School and Public Policies". 2008.06.22.



  • TAM Wai Ming. "Caught between fantasy and reality: Confucian values and dilemmas of education reform confronting Hong Kong's secondary teachers" (co-authored with LAI Man Hong and LAM Ka Ka). International Journal of Educational Reform vol.16 no.1, Maryland, USA: Rowman and Littlefield Education, 2007. pp.10-26.



  • TAM Wai Ming. "Community Partnership for Family Empowerment: The Hong Kong Model" (co-authored with LAM Ching Man). Paper presented in the Fifth National Parenting Conference, Melbourne, Australia, 2002.11.



  • TAM Wai Ming. "Consultancy study on the promotion of parent education for economically disadvantaged and hard-to-reach families." (co-authored with LAM Ching Man and LEUNG Tse Fong Terry). Conference on strengthening Hong Kong’s families - Awareness, Commitment and Action Hong Kong SAR: H K Government, 2006.09. pp.68.



  • TAM Wai Ming. "The effect of peer victimization on learning: Evidence from Hong Kong". Journal of School Violence vol.7 no.1, New York, Binghamtom: The Haworth Press, 2008.03. pp.43-63.



  • TAM Wai Ming. "Knowledge Management in the School Sector in Hong Kong". International Congress on School Effectiveness and Improvement Network Newsletter 2004.01.



  • TAM Wai Ming. “The Promotion of Parent Education in Hong Kong”. (co-authored with LAM Ching Man, HO Sui Chu, CHENG Hon Man Roger and MA Lai Chong)A consultancy study final report. Hong Kong SAR: Board of Education, HKSAR, 2001.



  • TAM Wai Ming. "Rethinking school and community relations in Hong Kong". International Journal of Educational Management vol.21 no.4, Bradford, United Kingdom: Emerald Group Publishing Limited, 2007. pp.350-366.
    (CUHK Library Call No: Available Online)



  • TANG Lai Yiu. "Teaching Vocabulary in Two Chinese Classrooms: Schoolchildren's Exposure to English Words in Hong Kong and Guangzhou". Language Teaching Research vol.7 no.1, United Kingdom: Arnold, 2003.01. pp.65-97.
    (CUHK Library Call No: CC Periodical PB35 .L35 v.7-8, 2003-04 )



  • TSANG Wing Kwong. Class structure and social mobility in Hong Kong : an analysis of the 1981 census data. Hong Kong : Chinese University of Hong Kong, 1990.
    (CUHK Library Call No: UL Thesis HN755.2.S6 T7)



  • TSANG Wing Kwong. The class structure in Hong Kong. Hong Kong : Hong Kong Institute of Asia-Pacific Studies, Chinese University of Hong Kong, 1992.
    (CUHK Library Call No: UL H62.5.H6H62 no.17; UL HK Studies H62.5.H6H62 no.17 c.2)



  • TSANG Wing Kwong. Educational and early socioeconomic status attainment in Hong Kong. Hong Kong : Hong Kong Institute of Asia-Pacific Studies, Chinese University of Hong Kong, 1993.
    (CUHK Library Call No: UL H62.5.H6 H62 no.23; UL HK Studies H62.5.H6 H62 no.23 c.3)



  • TSANG Wing Kwong. "Evaluation of the Effects of the Medium of Instruction on Science Learning of Hong Kong Secondary Students: Students’ Self-Concept in Science." (co-authored with YIP Din Yan). International Journal of Science and Mathematics Education Netherlands: Springer, 2006. 09.



  • TSANG Wing Kwong. "Evaluation of the Effects of Medium of Instruction on the Science Learning of Hong Kong Secondary Students: Performance on the Science Achievement Test" (co-authored with YIP Din Yan and CHEUNG Sin Pui). Bilingual Research Journal vol.27 no.2. United States of America: National Association for Bilingual Education, 2003.07. p.295-331.



  • TSE Kwan Choi. "A Critical Review of the Quality Education Movement in Hong Kong". Globalization and Education the Quest for Quality Education in Hong Kong ed. by MOK Ka-ho and CHAN Kin-keung. Hong Kong: The Hong Kong University Press, 2002.01. pp.143-169.



  • TSE Kwan Choi. "Discourses of Citizenship Compared: Junior Secondary School Knowledge in Mainland China, Hong Kong and Taiwan". Paper presented in the Third Conference of the Asia Pacific Network for Moral Education, organized by Centre for Citizenship and Moral Education, Beijing Normal University. 2008.04.19.



  • TSE Kwan Choi. "No Easy Choice: Value Dilemmas of Education Reform and Economic Rationalism in Hong Kong". International Journal of Educational Reform Winter Issue. vol.14 no.1. Rowman & Littlefield Education, 2005.09. p.112-128.



  • TSE Kwan Choi. The poverty of political education in Hong Kong secondary schools.Hong Kong : Hong Kong Institute of Asia-Pacific Studies, Chinese University of Hong Kong, 1997.
    (CUHK Library Call No: UL H62.5.H6 H62 no.69; UL HK Studies H62.5.H6 H62 no.69 c.2; CC Reserve 4 hours H62.5.H6 H62 no.69)



  • TSE Kwan Choi. "Quality Education in Hong Kong: The Anomalies of Managerialism and Marketization".Education Reform and the Quest for Excellence: The Hong Kong Story ed. by Lok Sang Ho, Paul Morris and Yue-ping Chung. Hong Kong SAR: Hong Kong University Press, 2005.11. pp.99-123, 224-227, 238-240.



  • TSE Kwan Choi. "Remaking Chinese identity: hegemonic struggles over national education in post-colonial Hong Kong". Routledge International Studies in Sociology of Education. vol.17 no.3. 2007.09. pp.231-248.



  • TSE Kwan Choi. "Representation of Citizenship in the Junior Secondary School Curriculum: The Cases of Hong Kong and Macau". Values Education for Citizens in the New Century ed. by Roger H. M. Cheng, John C. K. Lee and Leslie N. K. Lo.. Hong Kong SAR: Hong Kong Institute of Educational Research and the Chinese University Press, 2006. pp.287-318



  • TSE Kwan Choi. "Whose Citizenship Education? Hong Kong from a spatial and cultural politics perspective". Discourse: Studies in the Cultural Politics of Education vol.28 no.2. Routledge (Taylor & Francis Group), 2007.06.16. pp.159-177.



  • WALKER Allan and DIMMOCK Clive. "Leadership Dilemmas of Hong Kong Principals: Sources, Perceptions and Outcomes". Australian Journal of Education vol.44, pp.5-25. Australia, 2000.



  • WALKER Allan David and CHEN Shuangye. "Flexibility within structure: Leader development in Hong Kong.". UCEA Review vol.XLIX no.3, pp.22-24. Texas, USA: UCEA, 2008.



  • WALKER Allan David and DIMMOCK Clive. "Key Qualities for the Principalship in Hong Kong". Hong Kong: Hong Kong Centre for the Development of Educational Leadership, 2001.



  • WALKER Allan David and DIMMOCK Clive. Preparing leaders, preparing learners: The Hong Kong experience Developing School Leaders: An International Perspective ed. by Mark Brundrett and Megan Crawford. pp.112-137. Oxon, United Kingdom: New York & London: Routledge, 2008.



  • WALKER Allan David and DIMMOCK Clive. "香港校長的重要素質". 《在職校長專業發展需要分析課程》 Hong Kong: Hong Kong Centre for the Development of Educational Leadership, 2005.10.



  • WALKER Allan David and DIMMOCK Clive. "Preparing leaders, preparing learners: The Hong Kong Experience.". School Leadership and Management vol.26 no.2, pp.125-147. London, United Kingdom: London: Routledge, 2006.04.



  • WALKER Allan David and Kenneth Stott. "Making Induction a Coherent Developmental Process: Insights from England, Hong Kong and Singapore". Asia Pacific Journal of Education vol.18 no.2 pp.52-63. Singapore, 1998.



  • WALKER Allan David and TAM Man Kwan. "Module (Teaching Materials): Strategic Direction and Policy Environment for Designated Course of Aspiring Principals in Hong Kong". Module One of the Preparation for Principalship Course, Commissioned by EMB, HKSAR. Hong Kong: Hong Kong Institute of Educational Research, 2002.



  • WALKER Allan David. "Constitution and Culture: Exploring the Deep Leadership Structures of Hong Kong Schools". Discourse: Studies in the Cultural Politics of Education vol.25 no.1, pp.75-94. Taylor & Francis Ltd., 2004.03.



  • WALKER Allan David. "Contextualising Educational Reform in Hong Kong: Professional Development of Principals". Paper presented in the 2nd iAPED International Conference on Eduaction Research, organised by the iAPED. Seoul, South Korea, 2001.10.



  • WALKER Allan David. "Divided they stand united they fall: Reform disconnection in Hong Kong.". Paper presented in the Making Educational Reform Happen: Learning from Asian Experience and Comparative Perspectives, organized by Burapha University, 30 pgs. Bangkok, Thailand, 2004.09.



  • WALKER Allan David. "Hong Kong Centre for the Development of Eductional Leadership Update - (leading above the) Blue Line: A Professional Learning Body for Serving Principals". HKIER Newsletter no.22 Page 8 pgs. Hong Kong, 2007.05.



  • WALKER Allan David. "Hong Kong principals - from wanting to being.". Invited paper presented in the Faculty of Education, CUHK 40th Anniversary Conference. organized by Faculty of Education, CUHK , 35 pgs. Hong Kong, 2005.12.



  • WALKER Allan David. "Hong Kong Principals' Dilemmas". School Leadership and Administration: Adopting a Cultural Perspective ed. by A. Walker and C. Dimmock. pp.205-222. New York, United States of America: RoutledgeFalmer, 2002.



  • WALKER Allan David. "Keynote presentation: From Policy Imposition to real learning: New Approaches to leader growth in Hong Kong". Paper presented in the International Conference on Principal Learning, 30 pgs. Taichung, National Taichung University of Education, 2007.05.



  • WALKER Allan David. "Keynote presentation: From Policy imposition to real learning: New approaches to leader growth in Hong Kong". Paper presented in the International Conference on Principal Learning: Concepts, Contents, Methods and Outcomes, organized by National Taipei University of Education, 25 pgs. Taipei, Taiwan, 2007.05.



  • WALKER Allan David. "The Developmental Assessment of Newly-Appointed Principals in Hong Kong - Final Report". 69 pgs. Hong Kong SAR: Hong Kong Centre for the Development of Educational Leadership, 2001.12.



  • WALKER Allan David. Developmental Needs Analysis for Aspiring Principals in Hong Kong - Report on the Ninth and the Tenth Cycles. 65 pgs. Hong Kong: Hong Kong Centre for the Development of Educational Leadership, 2007.05.



  • WALKER Allan David. The Development Assessment of Newly Appointed Principals in Hong Kong (Oct/Nov 2002) - Final Report. Submitted to the Education and Manpower Bureau, HKSAR. 89 pgs. Hong Kong: Hong Kong Centre for the Development of Educational Leadership, 2003.



  • WALKER Allan David; CHEUNG Man-biu Robin; WONG She-lai Shirley; CHAN Wing-kwong, Daniel and WONG Yeuk-han, Cecilia. "The Principalship in Post-Handover Hong Kong.". The Queensland Secondary Principals’ Association Conference 2005: SHINE pp.25. Brisbane, Australia, 2005.06.



  • WAN Kin-Kwok and LAM Chi-Chung. "Hong Kong Design and Technology Education and Technology Education: Paving the Way Ahead". Paper presented in the International Conference on Technology Education in the Asia-Pacific Region (ICTE 01), organized by Chungnam University, South Korea. Daejon, South Korea, 2001.10.30.



  • WATKINS David; WONG Lap Wai and WONG Ngai Ying. "Cognitive and affective outcomes of person-environment fit to a critical constructivist learning environment: a Hong Kong environment". Constructivist Foundations vol.1 pp.49-55. 2006.



  • WONG Ka Ming. "Architectures of mathematics beliefs: Individual and school-level differences among Hong Kong Primary 6 students" (co-authored with CHIU Ming Ming, LAM Chi Chung, WONG Ka Ming Patrick, LEUNG Ks Frederick and MOK Ac Ida). Educational Research Journal vol.20 no.1, pp.27-55. Hong Kong, 2005.07.



  • WONG Ka Ming. "Mathematical Literacy of Hong Kong's 15-Year-Old Students in PISA.". CUHK Education Journal vol.32 no.1, pp.91-120. Hong Kong, Hong Kong: Hong Kong Institute of Educational Research, CUHK, 2005.03.07.



  • WONG Ka Ming. "How do Hong Kong Students Think about Mathematics" (co-authored with LAM Chi Chung, WONG Ka Ming Patrick, LEUNG Koon Shing and MOK Ah Chee). EduMath vol.16 pp.7-21. Hong Kong, 2003.06.



  • WONG Ka Ming. "How Do Hong Kong Students Think about the Mathematics Curriculum and Teaching" (co-authored with LAM Chi Chung, WONG Ka Ming Patrick, LEUNG Frederick Koon-shing and MOK Ida Ah-chee). EduMath vol.15 Hong Kong SAR, 2002.12.



  • WONG Ngai Ying. "Architectures of mathematics beliefs: Individual and school-level differences among Hong Kong Primary 6 students" (co-authored with CHIU Ming Ming, LAM Chi Chung, WONG Ka Ming Patrick, LEUNG Ks Frederick and MOK Ac Ida.). Educational Research Journal vol.20 no.1, pp.27-55. Hong Kong, 2005.07.



  • WONG Ngai Ying. "Beliefs about Mathematics, Mathematics Learning and Mathematics Teaching: A Comparison of Views from Primary and Secondary Mathematics Teachers in Hong Kong and Australia". (PERRY Bob and HOWARD Peter)Pre-conference proceedings of ICMI Comparative Study Conference pp.151-158. Hong Kong SAR, 2002.10.



  • WONG Ngai Ying. "Cognitive and affective outcomes of person-environment fit to a critical constructivist learning environment: a Hong Kong environment" (co-authored with WATKINS David and WONG Lap Wai).Constructivist Foundations vol.1 pp.49-55. 2006.



  • WONG Ngai Ying. "Comparing primary and secondary mathematics teachers' beliefs about mathematics, mathematics learning and mathematics teaching in Hong Kong and Australia". (PERRY Bob and HOWARD Peter)mathematics education in different cultures ed. by F.K.S. Leung, G-D Graf, & F.J. Lopez-Real. pp.435-448. New York, USA: 2003 Springer-Verlag New York Inc., 2006.



  • WONG Ngai Ying. "The Conception of Mathematics among Hong Kong Students and Teachers". Proceedings of the MAVI-9 European Workshop pp.103-108. Duisburg,Germany,2000.



  • WONG Ngai Ying. "The effects of spiral bianshi curriculum: a case study of the teaching of speed for Primary 6 students in Hong Kong.".( co-authored with CHAN Anna Mei-yan andLAM Chi Chung) Paper presented in the 4th East Asia Regional Conference on Mathematical Education, organized by Universiti Sains Malaysia, pp.6. Penang, Malaysia, 2007.06.



  • WONG Ngai Ying. "Hong Kong teachers' view of effective mathematics teaching and learning". Zentralblatt fuer Didaktik der Mathematik vol.39 no.4, pp.301-314. 2007.07.



  • WONG Ngai Ying. "How do Hong Kong Students Think about Mathematics". (co-authored with LAM Chi Chung,WONG Ka Ming Patrick, LEUNG Koon Shing and MOK Ah Chee) EduMath vol.16 pp.7-21. Hong Kong, 2003.06.



  • WONG Ngai Ying. "How Do Hong Kong Students Think about the Mathematics Curriculum and Teaching" (co-authored with LAM Chi Chung, WONG Ka Ming Patrick, LEUNG Frederick Koon-shing and MOK Ida Ah-chee). EduMath vol.15 Hong Kong SAR, 2002.12.



  • WONG Ngai Ying. "Parents’ Beliefs and Practices in Education in Confucian Heritage Culture: The Hong Kong Case". (co-authored with LAM Chi Chung and HO Sui Chu). Journal of Southeast Asian Education vol.3 no.1, pp.99-115. 2002.06.



  • WONG Ngai Ying. "The positioning of algebraic topics in the Hong Kong elementary school mathematics curriculum". Zentralblatt fuer Didaktik der Mathematik vol.37 no.1, pp.23-33. germany, 2005.



  • WONG Ngai Ying. "Religion and forgiveness from a Hong Kong Chinese perspective".( co-authored with HUI Kp Eadaoin, WATKINS David and SUN Cf Rachel) Pastoral Psychology vol.55 pp.183-195. 2006.



  • YEUNG Sau Chu. "Making Personal and Critical Connections to History: How Subject-based Reading Enhances Learning in Hong Kong Secondary Schools". Paper presented in the Hong Kong Educational Research Association 2002 International Conference on "Globalization: New Horizons for Educational Change", December 20-21, 2002, organized by The Hong Kong Educational Research Association; Faculty of Education, The Chinese University of Hong Kong; Hong Kong Institute of Educational Research, The Chinese University of Hong Kong; Hong Kong Teachers' Centre, p.AB257. Hong Kong Special Administrative Region, 2002.12.20.



  • YEUNG Sze Yin Shirley and LAM Chi Chung. "The malfunctioning of the curriculum policy-making system in Hong Kong: A case study of curriculum integration ". International Journal of Educational Reformvol.15 no.3, pp.400-423. 2006.



  • YIP Din Yan. "Assessment of scientific literacy of Hong Kong students in PISA 2000". (co-authored with HO Sui Chu) Education Journal vol.31 no.1, pp.117-132. Hong Kong, 2004.08.
    (CUHK Library Call No: Electronic Resource)



  • YIP Din Yan. "Evaluation of the Effects of Medium of Instruction on the Science Learning of Hong Kong Secondary Students: Performance on the Science Achievement Test". (co-authored with TSANG Wing Kwong and CHEUNG Sin Pui) Bilingual Research Journal vol.27 no.2, pp.295-331. United States of America: National Association for Bilingual Education, 2003.07.
    (CUHK Library Call No: CC Periodical LC3701 .N33 v.27, 2003)



  • YIP Din Yan. "Evaluation of the Effects of the Medium of Instruction on Science Learning of Hong Kong Secondary Students: Students’ Self-Concept in Science.". (co-authored with TSANG Wing Kwong) International Journal of Science and Mathematics Education Netherlands: Springer, 2006. 09.



  • YIP Din Yan. "Hong Kong Student Achievement in OECD-PISA Study: Gender Differences in Science Content, Literacy Skills and Test Item Formats". (co-authored with CHIU Ming Ming and HO Sui Chu) International Journal of Science and Mathematics Education vol.2 no.1, pp.91-106. National Science Council, Taiwan, 2004.
    (CUHK Library Call No: CC Periodical Q181.A1 I56 v.2, 2004)



  • YIP Din Yan. "Hong Kong Student Achievement in OECD-PISA Study: Gender Differences in Science Content, Literacy Skills, and Test Items Formats". International Journal of Science and Mathematics Education vol.2 pp.91-106. National Science Council, Taiwan, 2004.05.
    (CUHK Library Call No: CC Periodical Q181.A1 I56 v.2, 2004)



  • YIP Din Yan. "How Science Teachers' Concerns about School-based Assessment of Practical Work Vary with Time: The Hong Kong Experience". (co-authored with CHEUNG Derek) Research in Science & Technological Education vol.22 no.2, pp.153-169. United Kingdom: Carfax Publishing, Taylor and Francis Ltd., 2004.
    (CUHK Library Call No: CC Periodical Q181.A1 R47 v.22-23, 2004-05)



  • YIP Din Yan. "Science Teacher Education in Hong Kong". Journal of the Korean Association for Research in Science Education vol.22 no.5, pp.1044-1070. Seoul, Korea: Korean Association for Research in Science Education, 2002.12.



  • YIP Din Yan. "Scientific Literacy of Hong Kong Students and Instructional Activities in Science Classrooms". (co-authored with CHEUNG Derek) Education Journal vol.32 no.2, pp.109-121. Hong Kong SAR: Hong Kong Institute of Educational Research, the Chinese University of Hong Kong, 2004.
    (CUHK Library Call No: Electronic Resource)



  • YUEN Man Tak; CHAN Mow Chiu Raymond; LAU Siu Ying Patrick; GYSBERS Norman C and SHEA Man Kee Peter. "Comprehensive Guidance and Counselling Programmes in the Primary Schools of Hong Kong: Teachers' Perceptions and Involvement". Pastoral Care vol.25 no.4, pp.17-24. Blackwell Publishing Ltd., 2007.12.



  • YUEN Man Tak; LAU Siu Ying Patrick; SHEK Tan Lei Daniel and LAM Man Ping. "Confirmatory Factor Analysis and Reliability of the Chinese Version of the Maslach Burnout Inventory Among Guidance Teachers in Hong Kong". Psychological Reports vol.91 pp.1081-1086. U.S.A., 2002.



  • 孔繁盛:〈香港幼兒教育資源分配的公平性研究〉(與占盛麗合編),《香港幼兒學報》,第5卷第2期,香港特別行政區:香港教育學院,2006.11.13,頁23-32。



  • 孔繁盛:〈香港地區高等教育學生貸款的經驗與啟示〉(與占盛麗、雷萬鵬及鍾宇平合編),《比較教育研究》,第3期 (總第154期),中國北京:北京師範大學出版社,2003.03,頁23-29。



  • 孔繁盛:〈香港地區學生貸款:貸款機構的視角〉(與鍾宇平、雷萬鵬及占盛麗合編),《高等教育研究》,第24卷第1期(總第107期),中國武漢:國家教育部,華中科技大學及全國高等教育學研究會,2003.01,頁45-52。
    (CUHK Library Call No: CC Periodical LB2300 .G36 v.24, 2003)



  • 孔繁盛:〈香港地區學生貸款研究〉(與鍾宇平、雷萬鵬及占盛麗合編),論文發表於《2002年中國教育經濟學會年會學術研討會》,中國雲南省昆明,2002.09。



  • 孔繁盛:〈香港高等教育政策: 趨向及發展〉,《上海財經大學『行政管理幹部研修班』》, 2006.01.17。



  • 孔繁盛:〈香港高等教育政策: 趨勢及發展〉,《北京師範大學領導培訓計劃》,2006.01.19.



  • 孔繁盛:〈香港高等教育發展〉,論文發表於《中華海外聯誼會香港市場經濟與管理研討班》,香港特別行政區:香港中文大學學術交流處,2003.11.14。



  • 孔繁盛:〈香港教育制度與政策〉,論文發表於《上海財經大學行政管理幹部研修班》,香港特別行政區:香港中文大學學術交流處,2003.08.22。



  • 孔繁盛:〈香港教育服務的出口潛力〉,演講於華中師範大學教育科學學院,2005.06.01。



  • 孔繁盛:〈香港教育資源的調配:公共教育開支〉,《廿一世紀教育藍圖?香港特區教育改革議論》,曾榮光編,香港特別行政區:中文大學出版社、香港教育研究所,2006.01,頁85-110。



  • 孔繁盛:〈香港教育資源的調配:公共教育開支〉,《教育政策研討系列》,第37 期,香港:香港中文大學教育學院及香港教育研究所,2000.09。



  • 孔繁盛:〈香港與內地之經濟結合與人力資本流動〉,論文發表於《滬港發展聯合研究所2004年學術年會—滬港教育改革的探索》,香港,2004.11.06。



  • 孔繁盛:〈香港與內地之經濟結合與教育優勢〉,演講於西安交通大學高等教育研究所,2004.11.30。



  • 孔繁盛:《香港學校敎育私營化 : 敎育券方案》,香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LB2806.36 .H86 1999 c.2; CC LB2806.36 .H86 1999 c.3; CC Reserve 4 hours LB2806.36 .H86 1999)



  • 孔繁盛:《香港職業技術敎育的發展路向探索》(與黎萬紅及鍾宇平合編),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LC1047.H7 L5 1999 c.2; CC LC1047.H7 L5 1999)



  • 孔繁盛:《香港敎育資源的調配 : 公共敎育開支》,香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2000。
    (CUHK Library Call No: UL HK Studies LB2826.6.H6 H85 2000 c.5; CC LB2826.6.H6 H85 2000)



  • 孔繁盛:〈從學生視角看大學生貸款的成本―收益――香港個案研究〉(與鍾宇平、雷萬鵬及占盛麗合編),《教育研究》,第24卷第6期(總第281期),中國北京:中華人民共和國教育部及中央教育科學研究所,2003.06,頁61-67。



  • 孔繁盛:《課程發展與教師專業發展的夥伴協作》(與黃顯華合編),香港:中文大學出版社,2003。
    (CUHK Library Call No: UL LB2806.15 .K33 2003 c.2; CC LB2806.15 .K33 2003)



  • 何瑞珠:《香港和澳門學前教育的比較》(與葉蓁蓁合編),香港:香港中文大學教育學院:香港中文大學香港教育研究所,2009。
    (CUHK Library Call No: UL HK Studies LB1140.25.H6 Y44 2009 c.2;CC LB1140.25.H6 Y44 2009)



  • 何瑞珠:〈香港家長教育:學校、社區與政府的協作〉,《【海峽兩岸社區教育研討會】論文集》,中國瀋陽:全國社區教育委員會和瀋陽市教育局,2002.09.20,頁155-164。



  • 何瑞珠:〈香港學生在PISA2003中的解難能力表現及啟示〉(與林智中合著),《教育研究》 2006年,第一期,中國北京:教育研究雜誌社,2006.01,頁78-83。



  • 何瑞珠:《家長參與敎育的空間》,香港:香港中文大學敎育學院香港敎育硏究所,2000。
    (CUHK Library Call No: CC LC225.33.H6 H59 2000)



  • 何瑞珠:《家庭與學校合作 : 政策及理論剖析》,香港:香港中文大學敎育學院:香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK StudiesLC225.33.H6 H6 1999 c.2; CC LC225.33.H6 H6 1999)



  • 何瑞珠:《家庭學校與社區協作 : 從理念硏究到實踐》,香港:中文大學出版社,2002。
    (CUHK Library Call No: UL HK Studies LC225.33.H6 H5 2002; CC Reserve 2 hours LC225.33.H6 H5 2002 c.2)



  • 何瑞珠:〈從PISA 剖析香港中學生的學習策略與學習成效的關係〉 (The Nature and Impact of Self-regulated Learning on students' Achievement: What We Have Learned from the First Cycle of PISA),《教育政策研討系列》,國際教育素質評估系列,第55期,2004.11,頁23。



  • 何瑞珠:《從PISA看香港中學生的閱讀表現、習慣及態度》,香港:香港中文大學教育學院:香港中文大學香港教育硏究所,2007。
    (CUHK Library Call No: UL Z1003.5.H6 H4 2007 c.2; UL HK Studies Z1003.5.H6 H4 2007; NA Z1003.5.H6 H4 2007 c.3)



  • 何瑞珠:《從PISA剖析香港中學生的學習策略與學習成效的關係》,香港:香港中文大學教育學院:香港中文大學香港教育硏究所,2004。
    (CUHK Library Call No: UL HK Studies LB1060 .H38 2004; CC LB1060 .H38 2004 c.2)



  • 何瑞珠:〈從國際視域剖析香港教育的素質與均等〉 (Understanding the Quality and Equality of Hong Kong Education System from an International Perspective),《教育政策研討系列》,國際教育素質評估系列,第54期,2004.10,頁23。



  • 何瑞珠:《從國際視域剖析香港教育的素質與均等》,香港:香港中文大學教育學院:香港中文大學香港教育硏究所,2004。
    (CUHK Library Call No: UL HK Studies LA1134.H6 H53 2004; CC LA1134.H6 H53 2004 c.3; CC Reserve 1 day LA1134.H6 H53 2004 c.2)



  • 何瑞珠:《學校氣氛與公民敎育成效之關係硏究》(A study of the relationship between school climate and the effectiveness),1990。
    (CUHK Library Call No: UL Thesis JQ679.A2 H6; CC Thesis JQ679.A2 H6 c.3)



  • 何瑞珠:《敎育改革與家長參與》,香港:香港中文大學敎育學院:香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LC225.33.H6 H62 1999;CC LC225.33.H6 H62 1999 c.2)



  • 李子建:《大學與學校夥伴協作共創優質敎育計劃總結報告》(與鍾宇平合編),香港:香港中文大學敎育學院,2002。
    (CUHK Library Call No: UL HK Studies LB2822.84.H6 D3 2003; CC LB2822.84.H6 D3 2003 c.2)



  • 李子建:《中国语文课程与教学 : 理论、实践和研究》,北京:人民教育出版社,2005。
    (CUHK Library Call No: UL HK Literature PL1068.H6 Z66 2005; NA PL1068.H6 Z66 2005 c.2)



  • 李子建:《幼儿环境教育 : 校本课程的经验》(與马庆堂及黃群英合編),南京市:南京师范大学出版社,2005。
    (CUHK Library Call No: UL HK Studies GE90.H65 L433 2005)



  • 李子建:《我們走過的通識路》(與林德成及劉瑤紅合編),香港:大學與學校夥伴協作中心,2002。
    (CUHK Library Call No: UL HK Studies LC988.H6 W58 2007; UL HK Studies LC988.H6 W58 2007 CDROM; CC LC988.H6 W58 2007 c.2; CC LC988.H6 W58 2007 CDROM c.2)



  • 李子建:《香港小学中国语文课程与教学硏究》(與梁振威合編),北京:语文出版社,2003。
    (CUHK Library Call No: UL HK Studies LB1577.C5 L474 2003 c.2; CC LB1577.C5 L474 2003)



  • 李子建: <香港可持續發展教育的現狀與進展>,論文發表於「環境與永續發展通識教育」國際學術研討會,主辦機構為台灣教育部、中華民國環境教育學會、國立台灣師範大學、環境教育研究所,台北,2001.11.30。



  • 李子建: <香港地理教學:回顧與前瞻>,《走進二十一世紀的中國地理教育》,中國教育學會地理教學研究會編,中國北京:人民教育出版社,2003.10,頁237-246。



  • 李子建:<香港課程與教學改革:邁向可持續發展的學校環境> (與高慕蓮及張翠敏合著),《廿一世紀中國課程研究與改革》,中國北京:人民教育出版社,2001,頁499-508。



  • 李子建: <香港學校界別的知識管理平台>(與譚偉明及高慕蓮合著),Journal of Basic Education 譚偉明、李子健及高慕蓮編,第13卷,第1期,香港:Hong Kong Institution of Educational Research,2004,頁163-180。



  • 李子建: <香港學校課程統整的理念與實施:檢討與展望>,論文發表於課程統整國際學術研討會,主辦機構為中華民國教材研究發展學會,台灣台北,2001.12。



  • 李子建: <「香港躍進學校計劃」促進家校合作的初步個案經驗> (與張月茜及馬慶堂合著),《優質學校教育學報》,第1 期,香港,2001.03,頁59-70。



  • 李子建:《香港躍進學校計劃與優質敎育》,香港:香港中文大學敎育學院:香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LB2822.84.H6 H75 1999 c.2; CC LB2822.84.H6 H75 1999)



  • 李子建:《校本行動硏究的理論與實踐》,香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2002。
    (CUHK Library Call No: UL HK Studies LB1028.24 .X53 2002; CC LB1028.24 .X53 2002 c.2)



  • 李子建:<從目標為本課程看香港教育變革的誤區和轉型>(與馮生堯合著),《華南師范大學學報》 (社會科學版) 第135卷,第1期,中國廣州:華南師范大學,2002.02,頁82-86。



  • 李子建:《課程 : 範式, 取向和設計》(與黃顯華合著),香港:中文大學出版社,1994。
    (CUHK Library Call No: CC LB2806.15 .L44 1994)



  • 李子建:《課程、敎學與學校改革 : 新世紀的敎育發展》,香港:中文大學出版社,1994。
    (CUHK Library Call No: UL HK Studies LA1134.H6 L389 2002 ; CC LA1134.H6 L389 2002 c.2)



  • 李子建:《課程統整 : 校本課程發展》(與張翠敏及張月茜合編),香港:大學與學校夥伴協作中心,2002。
    (CUHK Library Call No: UL HK Studies LB2806.15 .K422 2002)



  • 李子建: <課程與教學研究的回顧與前瞻:大陸與香港>,論文發表於《第十屆課程與教學論壇》,主辦機構為國立台灣師範大學、中華民國課程與教學學會,香港,2004.06。</li>


  • 李子建:《學校改革與廿一世紀香港特區敎育》,香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LA1134.H6 L39 1999 c.2; CC LA1134.H6 L39 1999)



  • 李子建:《學習困難、補償與輔導敎育 : 尋找《改革方案》的理論基礎》,香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,20002。
    (CUHK Library Call No: UL HK Studies LC4706.H85 L44 2000 c.5; CC LC4706.H85 L44 2000)



  • 李子建:《優化課堂學與教核心元素的探討》(與梁一鳴合編),香港:香港中文大學教育學院:香港中文大學香港教育研究所,2006。
    (CUHK Library Call No: UL HK Studies LB1025.3 .L434 2006; CC LB1025.3 .L434 2006 c.2)



  • 李子建:<檢視香港當前課程改革成敗的框架> (與顏明仁及鍾澤合著),《香港學校的課程改革》,羅耀珍、李偉成編,香港:現代教育研究社,2004,頁18-33。
    (CUHK Library Call No: UL HK Studies LB2806.15 .X525 2004; CC LB2806.15 .X525 2004 c.2)



  • 李子建:《躍進學校計劃與學校發展 : 邁向自我完善》,香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2002。
    (CUHK Library Call No: UL HK Studies LB2822.84.H6 Y84 2002; CC LB2822.84.H6 Y84 2002 c.2)



  • 李可儀、林智中、楊本基、楊錦泉. 《香港地理人》. 第17 卷 第2 期, 16 頁. 香港: Hong Kong Geographical Association, 2001.02.



  • 李可儀、林智中、楊錦泉.編. 《香港地理人》. 第17 卷 第1 期, 16 頁. 2000.11.



  • 周昭和及 黃毅英. <香港課外活動的演變、定位與前瞻>. 《課外活動:探究與管理》 曾永康、洪楚英、朱惠玲編. 頁141-172. 香港: 香港中文大學教育學院香港教育研究所, 2006.



  • 尚俊傑; JONG Morris S.y.; LEE Fong Lok and LAW Huk Yuen. " Computer Games in Education: A Comparative Study between Hong Kong and Beijing". Paper presented in the Edutainment 2006- International Conference on E-learning, organized by Zhejiang University, 6 pgs. Hangzhou, China, 2006.04.17.



  • 林建平:〈「三級六等」與香港人普通話水平〉,《語文教學》(雙月刊) 第6 期,香港,2000.10,頁13-15。



  • 林建平:〈香港粵語句調的初步考察〉,論文發表於《第八屆國際粵方言研討會》,主辦機構為暨南大學,中國廣州,2001.12。



  • 林建平:〈香港粵語陰平調值商榷〉,《第七屆國際粵方言研討會論文集》,北京:商務印書館,2000.12,頁172-179。



  • 林智中:《目標為本課程 : 一個遥不可及的理想》(與香港中文大學香港敎育硏究所合編),香港:香港中文大學香港敎育硏究所,1996。
    (CUHK Library Call No: UL HK Studies LB2806.15 .L5 1996)



  • 林智中:《目標為本課程 : 設計與實施》,香港:天地圖書有限公司,1997。
    (CUHK Library Call No: CC LB2806.15 .M8 1997)



  • 林智中:《全語文課程發展與評鑑報告》(與蘇國平合編),香港:語文敎育及硏究常務委員會,1997。
    (CUHK Library Call No: UL Gov Document LB1139.5.L35 L55 1997)



  • 林智中:《如此也可敎》,香港:進一步多媒體有限公司,2000。
    (CUHK Library Call No: UL HK Studies LB1607.53.H85 L56 2000 c.2; CC LB1607.53.H85 L56 2000 c.3; CC Reserve 4 hours LB1607.53.H85 L56 2000)



  • 林智中:《自由之路 : 一間傳統名校的學習生活》,香港:進一步多媒體有限公司,2004。
    (CUHK Library Call No: UL HK Studies LB3605 .L65 2004; CC Reserve 4 hours LB3605 .L65 2004 c.2; CC Reserve 1 day LB3605 .L65 2004 c.3)



  • 林智中:《活學地理》(與葉劍威及黃錦輝合著),香港:牛津大學出版社(中國)有限公司,1999。
    (CUHK Library Call No: CC G128 .Y44 1999 v.1; CC G128 .Y44 1999 v.2; CC G128 .Y44 1999 v.3 c.3)



  • 林智中:〈香港小學生的數學觀〉 (與黃毅英、黃家鳴及羅浩源合著),《小學數學教師》 第172卷,中國上海,2004.05,頁69-72。



  • 林智中:《香港地理人》(與李可儀、楊本基及楊錦泉合編),第17卷第1期,2000.11。



  • 林智中:《香港地理人》(與李可儀、楊本基及楊錦泉合編),第17卷第2期,香港: Hong Kong Geographical Association, 2001.02.



  • 林智中:〈香港初中地理課程設計的前瞻性〉(與張銳明合著),《地理教學》,2002年九月號,中國上海:中國教育學會地理教學研討會,2002.09,頁8-10。



  • 林智中:〈香港教師數學觀的研究〉 (與韓繼偉、黃毅英、黃家鳴及王倩婷合著),《「香港數學教育會議-02」論文集》,香港:中文大學及香港數學教育學會,2002.06.25。 /li>


  • 林智中:《香港課程改革 : 新時代的需要硏討會論文集》,香港:香港中文大學課程與敎學學系:香港敎育署課程發展處,1994。
    (CUHK Library Call No: UL HK Studies LB1564.H6 C67 1994)



  • 林智中:〈從建議的高中地理課程看香港課程改革〉,《現代教育通訊》,第56 期,香港,2000.12,頁21-22。



  • 林智中:《通識教育與心靈教育 : 兩個風馬牛不相及的概念?》,香港:香港教育學院宗教教育與心靈教育中心,2008。
    (CUHK Library Call No: UL HK Studies LC273.C5 L55 2008)



  • 林智中:《評「香港課程改革2001--《學會學習》」》(與鄭鈞傑合編),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2002。
    (CUHK Library Call No: UL HK Studies LB2806.15 .Z56 2002 c.2; CC LB2806.15 .Z56 2002)



  • 林智中:〈照顧個別差異—香港與英格蘭的經驗〉(與馬雲鵬合著),《課程研究》 總第29期(2001年第3期),中國北京:中央教育科學研究所,2001.10,頁12-14。



  • 林智中:《對《敎統會第七號報告書》的回應》(與侯傑泰及陳玉楷合著),香港:香港中文大學香港敎育硏究所,1997。
    (CUHK Library Call No: UL HK Studies LA1134.H6 H68 1997 c.3; CC LA1134.H6 H68 1997)



  • 林智中:《課程統整效能的研究 : 批判性的文獻回顧》(與張爽,合著),香港:香港中文大學教育學院:香港中文大學香港教育硏究所,2004。
    (CUHK Library Call No: UL HK Studies LB2806.15 .Z55 2004; CC Reserve 4 hours LB2806.15 .Z55 2004 c.2; CC Reserve 1 day LB2806.15 .Z55 2004 c.3)



  • 林智中:《變式課程設計原理 : 數學課程改革的可能出路》(與黃毅英及孫旭花合著),香港:香港中文大學教育學院:香港中文大學香港教育研究所,2006。
    (CUHK Library Call No: UL QA14.H6 H8 2006; UL HK Studies QA14.H6 H8 2006 c.4)



  • 侯傑泰:《 「批判性思考能力的學與教」 教材套 (高中) 》 與顧伊麗、何德芳聯合製作; [顧問及原作者:Diane F. Halpern] ,香港:教育局課程發展處個人、社會及人文教育組, 2009
    (CUHK Library Call No: UL Gov Document: BF441 .P515 2009; CC Gov Document: BF441 .P515 2009)



  • 侯傑泰:《 「批判性思考能力的學與教」 教材套 (高中) 》[電子資源] 與顧伊麗、何德芳聯合製作; [顧問及原作者:Diane F. Halpern] ,香港:教育局課程發展處個人、社會及人文教育組, 2009
    (CUHK Library Call No: UL Gov Document: BF441 .P515 2009b; UC CDROM: BF441 .P515 2009b)



  • 侯傑泰:《靑少年自殺:特徵、防止及危機處理》,香港:中華書局(香港)有限公司,1993
    (CUHK Library Call No: UL HV6546.H63 1993; UL HK Studies HV6546.H63 1993; CC HV6546.H63 1993; UC General Education HV6546.H63 1993)



  • 侯傑泰:《香港人的性格發展 : 個案選集》與呂俊甫、潘詠棠及李潔貞合編,香港:廣角鏡出版社:發行華風書局, 1989
    (CUHK Library Call No: UL BF723.P4 H72; UL HK Studies BF723.P4 H72; CC Reserve BF723.P4 H72)



  • 侯傑泰:〈香港人普通話水平合格標準的釐定〉與張雷、楊志明、何偉傑、林建平、王渝光合著,見《教育研究學報》vol.15 no.2 (2000) ,頁301-316
    (CUHK Library Call No: UL HKS Periodical: LB1028 .E36 v.15-16; CC Periodical: LB1028 .E36 v.15-16)



  • 侯傑泰:〈香港與台灣的教育改革:目標及策略的異同〉,見《文教新潮》[New Waves - Educational Research and Development] 第10卷,第3期 (2005) ,頁16-20


  • 侯傑泰:《專題研究手冊 初級版》,香港:朗文香港教育,2004
    (CUHK Library Call No: CC LB1047.3 .H683 2004; CC Primary Textbook LB1530 .L362 2004)



  • 侯傑泰:《專題研究手冊 進階版》,香港:朗文香港教育,2004
    (CUHK Library Call No: CC LB1047.3 .H684 2004; CC Secondary Textbook H85 .L34 2004)



  • 侯傑泰:《對〈敎統會第七號報告書〉的回應》與林智中、陳玉楷合著,香港:香港中文大學香港敎育硏究所,1997
    (CUHK Library Call No: UL HK Studies: LA1134.H6 H68 1997; CC: LA1134.H6 H68 1997)



  • 侯傑泰:《避免由火坑掉進深淵 : 對升中能力測驗的一些建議》,香港:香港中文大學香港敎育硏究所,1997
    (CUHK Library Call No: UL HK Studies: LB3059.H6 H68 1997; CC: LB3059.H6 H68 1997; CC Reserve LB3059.H6 H68 1997)



  • 崔晶盈:《香港文學的閱讀與敎學》(與廖志强合编),香港:香港藝術發展局,2002。
    (CUHK Library Call No: UL HK Literature PL3032.H6 X5165 2002; NA PL3032.H6 X5165 2002 c.2)



  • 崔晶盈:〈香港文學欣賞教材套:小說篇〉,互動光碟,香港特別行政區: 香港中文大學香港教育研究所,2004.12。
    (CUHK Library Call No: UL HK Literature PL3032.H6 X543 2004 CDROM 1; UL HK Literature PL3032.H6 X543 2004 CDROM 2; UL HK Literature PL3032.H6 X543 2004 CDROM 3)



  • 崔晶盈:〈香港文學欣賞教材套:散文篇〉,互動光碟,香港特別行政區: 香港中文大學香港教育研究所,2004.12。
    (CUHK Library Call No: UL HK Literature PL3032.H6 X543 2004 CDROM 1; UL HK Literature PL3032.H6 X543 2004 CDROM 2; UL HK Literature PL3032.H6 X543 2004 CDROM 3)



  • 崔晶盈:〈香港中國語文教育新課程中的實用文類寫作教材的分析〉,論文發表於《第七屆現代應用文國際研討會》,主辦機構為香港大學教育學院,2003.10.23。



  • 崔晶盈:〈香港、澳門、大陸政府公文的發展和現狀〉,《寫作》,武漢大學,2003.12,頁33-36。
    (CUHK Library Call No: CC Periodical PN109 .H77 2003)



  • 崔晶盈:〈淺談香港教育改革過程中語文教師的角色〉,論文發表於《海峽兩岸中國語文教育學術研討會》,主辦機構為武漢大學,2004.04.13。



  • 張炳松:“Gifted Education in Hong Kong (香港的資優教育)”,《Gifted Education Quarterly》 (資優教 育季刊). 第90 期, 頁24-37. 中國台灣台北: 中華民國特殊教育學會, 2004.



  • 張善培. <香港九年義務教育的課程設計>. 《課程研究》 第27 期, 頁46-54. 北京, 中國,2000.11.



  • 張善培. <香港學校本位課程的概念與實際>. 論文發表於兩岸三地「學校本位」課程之比較 研究, 主辦機構為國立台北師範學院、人民教育出版社、香港中文大學. 台北, 2001.01.11.



  • 張雷:《安全上學, 快樂成長 : 如何防止校園欺凌與克服社交退縮》與馮有方、王燕合著,香港:中文大學出版社,2004
    (CUHK Library Call No: UL HK Studies LB3013.34.H6 Z43 2004; CC LB3013.34.H6 Z43 2004)



  • 張雷:《香港人普通話水平合格標準的釐定》與楊志明、侯傑泰、何偉傑、林建平、王渝光合著,〈教育研究學報〉第15卷,第2期 (2000年) ,頁301-316
    (CUHK Library Call No: UL HKS Periodical LB1028.E36)



  • 張雷:《香港兒童攻擊性行為的個案研究》與黃明發、黎冠麟、陳玉華、郭愛妹合著,華人心理學報第1卷,第1期 (2000年) ,頁57-69
    (CUHK Library Call No:UL Periodical DS 701 .J69)



  • 許慧珠、譚偉明及余可茵:〈香港家長為子女選擇小學的考慮因素〉,《Journal of Basic Education》,第14卷第1 期, The Hong Kong Institute of Educational Research,CUHK,2005,頁1-22。



  • 彭新強:《中國上海基礎教育改革的趨勢和挑戰》(與田愛麗合編),香港:香港中文大學教育學院:香港中文大學香港教育研究所,2007。
    (CUHK Library Call No: UL HK Studies LA1134.S45 P35 2007 c.3; CC LA1134.S45 P35 2007)



  • 彭新強:《元認知 : 學會學習的核心》(與李傑江合編),香港:香港中文大學教育學院:香港中文大學香港教育研究所,2008。
    (CUHK Library Call No: UL HK Studies LB1060 .P37 2008; CC LB1060 .P37 2008 c.2)



  • 彭新強:《建構學校為學習型組織》,香港:香港中文大學教育學院:香港中文大學香港教育硏究所,2006。
    (CUHK Library Call No: UL HK Studies LB2965.H6 P44 2006; CC LB2965.H6 P44 2006 c.2)



  • 彭新強:《香港幼稚園的組織學習能力》(與潘淑儀合編),香港:香港中文大學教育學院:香港中文大學香港教育研究所,2008。
    (CUHK Library Call No: UL HK Studies LB1438.H6 P35 2008 c.2; CC LB1438.H6 P35 2008)



  • 彭新強:《香港幼稚園的組織學習能力》(與潘淑儀合著),香港教育改革系列之45,香港特別行政區:香港中文大學教育學院與香港教育研究所,2008.03。



  • 彭新強: 《香港高中化學科課程改革 : 應試敎育轉向素質敎育》,香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2000。
    (CUHK Library Call No: UL QD49.H6 P45 2000 c.2; UL HK Studies QD49.H6 P45 2000; CC QD49.H6 P45 2000 c.4)



  • 彭新強: <香港學校教育質素保證架構發展的評論>,《教育學報》,第33卷,第1-2期,香港特別行政區:中文大學教育學院,香港教育研究所,2005,頁89-108。



  • 彭新強: 《香港學校管理改革 : 回顧與展望》,香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LB2965.H6 P45 1999 c.2; CC LB2965.H6 P45 1999)



  • 彭新強: <香港學校管理體制改革新趨勢>,《澳門教育如何邁進新紀元教育研討會論文集》,中國澳門:澳門大學教育學院,澳門教育暨青年局,2001.04,頁171-186。



  • 彭新強: <香港學校管理改革:回顧與展望>,《廿一世紀教育藍圖?香港特區教育改革議論》,曾榮光編,香港特別行政區:香港中文大學教育學院及香港教育研究所,2006.01,頁259-284。



  • 彭新強: <香港學校質素保証機制的發展>,《教學與管理》,第191卷,第10期,中國太原:教學與管理雜誌社,2003.04,頁11-15。



  • 彭新強:<香港學校質素保證機制的發展>,論文發表於「第六屆教育管理學術年會--新世紀的教育管理」,主辦機構為中國教育學會教育管理學科專業委員會,(2002年9月19-22日舉行) ,中國上海,2002.09。



  • 彭新強: <香港辦學體制發展新趨向>,《第四屆粵港澳台教育論壇--"新世紀學校模式研究》,中國廣東順德:廣州華南師範大學國際與比較教育研究所,2000.12。



  • 彭新強: <香港優質學校教育的發展>,論文發表於「知識經濟與教育發展」國際學術研討會,主辦機構為中國教育學會、中華民國師範教育學會、中華民國比較教育學會、中國視聽教育學會、中國工業職業教育學會及台灣教育社會學會等六個學會聯合舉辦,台灣,2001.12。



  • 彭新強:<香港優質學校教育發展的長遠策略>,《「學校自我評估與校本表現指標」計劃通訊》,第1期,香港:香港中文大學教育學院,2002.01,頁1-2。



  • 彭新強:<「校本管理」在香港之發展>,《全國教育管理學科專業委員會第五屆學術年會——“世紀之交:我國教育管理學的回顧與展望”》,中國西安:中國全國教育管理學科專業委員會, 2000.09,頁30。



  • 彭新強: 《學校如何面對敎育制度改革方案的挑戰?》(與林怡禮合編),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2000。
    (CUHK Library Call No: UL HK Studies LA1134.H6 P4297 2000 c.5; CC LA1134.H6 P4297 2000 c.2; CC Reserve 2 hours LA1134.H6 P4297 2000)



  • 彭新強: 《學校自我評估與組織變革》,香港:香港中文大學教育學院:香港中文大學香港教育硏究所,2005。
    (CUHK Library Call No: UL HK Studies LB2822.75 .P46 2005; CC LB2822.75 .P46 2005 c.2)



  • 彭新強:《學校發展的要素和策略分析》(與張兆芹合編),香港:香港中文大學教育學院:香港教育硏究所,2005。
    (CUHK Library Call No: UL HK Studies LB2805 .Z43 2005; CC LB2805 .Z43 2005 c.2)



  • 彭新強: 《「優質學校敎育」應是革新抑或是改進?》,香港:香港中文大學香港敎育硏究所,1997。
    (CUHK Library Call No: UL HK Studies LA1134.H6 P43 1997 c.2; CC LA1134.H6 P43 1997)



  • 彭新強:《敎育質素、質素文化與躍進學校計劃》,香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LA1134.H6 P429 1999; CC LA1134.H6 P429 1999 c.2)



  • 曾榮光:《廿一世紀教育藍圖? : 香港特區教育改革議論》,香港:中文大學出版社:香港教育研究所,2006。
    (CUHK Library Call No: UL HK Studies LA1134.H6 T7416 2006 c.2; CC Reserve 4 hours LA1134.H6 T7416 2006; CC Reserve 1 day LA1134.H6 T7416 2006 c.3)



  • 曾榮光:《平等、公平、歧視 : 剖析平等機會委員會《中學學位分配辦法正式調查報告》的謬誤》,香港:香港中文大學敎育學院香港敎育硏究所,2000。
    (CUHK Library Call No: UL HK Studies LC212.83.H6 T73 2000 c.5; CC LC212.83.H6 T73 2000 c.2; CC Reserve 1 day LC212.83.H6 T73 2000)



  • 曾榮光:《英中學額分配政策的匱乏與不均等 : 香港中學敎學語言政策的再思》,香港:香港中文大學香港敎育硏究所,1998。
    (CUHK Library Call No: UL HK Studies LC201.7.H6 T72 1998 c.2; CC Reserve 4 hours LC201.7.H6 T72 1998)



  • 曾榮光:《香港特區敎育的再發展 : 論董特首的第二份施政報告》(與盧乃桂合編),香港:香港中文大學香港亞太硏究所,1999。
    (CUHK Library Call No: UL H62.5.H6 H62 no.101; UL HK Studies H62.5.H6 H62 no.101 c.2; CC H62.5.H6 H62 no.101 c.4)



  • 曾榮光:《香港敎育政策分析 : 社會學的視域》,香港:三聯書店(香港)有限公司,1998。
    (CUHK Library Call No: UL HK Studies LA1134.H6 T75 1998 c.3; CC Reserve 4 hours LA1134.H6 T75 1998 c.2; CC Reserve 1 day LA1134.H6 T75 1998)



  • 曾榮光:《從哪裏來? 往哪裏去? : 尋找《敎育改革建議》的實徵基礎》,香港:香港中文大學敎育學院:香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LA1134.H6 T743 1999; CC LA1134.H6 T743 1999 c.2; CC Reserve 4 hours LA1134.H6 T743 1999 c.3)



  • 曾榮光:《從排斥性精英主義到分隔性精英主義 : 香港九年強迫敎育發展的深層結構》,香港:香港中文大學敎育學院香港敎育硏究所,1997。
    (CUHK Library Call No: CC LC136.H6 T73 1997 c.3; CC Reserve 4 hours LC136.H6 T73 1997)



  • 曾榮光:《尋找香港高中通識教育的意義》,香港:香港中文大學敎育學院:香港中文大學敎育硏究所,2006。
    (CUHK Library Call No: UL HK Studies LC988.H6 T73 2006; CC LC988.H6 T73 2006 c.3; CC Reserve 4 hours LC988.H6 T73 2006 c.2)



  • 曾榮光:《新精英主義與新直接資助計劃 : 對侵蝕香港特區敎育資本的批判》,香港:香港中文大學敎育學院:香港中文大學敎育硏究所,2002。
    (CUHK Library Call No: UL HK Studies LA1134.H6 T76 2002; CC Reserve 4 hours LA1134.H6 T76 2002 c.2)



  • 曾榮光:《算是甚麼樣的專上敎育機會? : 《增加專上敎育機會》政策的批判》,香港:香港中文大學敎育學院:香港中文大學敎育硏究所,2001。
    (CUHK Library Call No: UL HK Studies LA1134.H6 T742 2001; CC LA1134.H6 T742 2001 c.4; CC Reserve 4 hours LA1134.H6 T742 2001 c.3)



  • 曾榮光:《精英主義與均等主義之間 : 尋找《敎育改革建議》的理論基礎》,香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LA1134.H6 T73 1999 c.2; CC LA1134.H6 T73 1999; CC Reserve 4 hours LA1134.H6 T73 1999 c.4)



  • 曾榮光:《敎育表現指標的誤用與誤解 : 表現指標與排名榜膜拜文化的批判》,香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2000。
    (CUHK Library Call No: UL HK Studies LC94.H6 T73 2000 c.5; CC LC94.H6 T73 2000; CC Reserve 4 hours LC94.H6 T73 2000 c.3)



  • 曾榮光:《《敎統會第七號報告書》的深層意義 : 市場效率的膜拜》,香港:香港中文大學香港敎育硏究所,1997。
    (CUHK Library Call No: UL HK Studies LA1134.H6 T74 1997 c.2; CC LA1134.H6 T74 1997)



  • 湯才偉. 《香港中小學以普通話教授中國語文科所需條件之研究計劃之校訪報告》. 22頁. 香港, 2004.06.10.



  • 馮生堯、李子建. <從目標為本課程看香港教育變革的誤區和轉型>. 《華南師范大學學報》 (社會科學版) 第135卷 第1期, 頁82-86. 中國廣州: 華南師范大學, 2002.02.



  • 黃明發、黎冠麟、陳玉華、張雷、郭愛妹. 《香港兒童攻擊性行為的個案研究》. Journal of Psychology in Chinese Societies vol.1 no.1, pp.57-69. Hong Kong: Chinese University Press, 2000.



  • 黃素蘭、張善培. <香港美術科教師的課程取向>. 《教育研究學報》 第17期, 頁137-160. 香港: The Hong Kong Institute of Educational Research, CUHK, 2002.



  • 黃毅英:<另一種一題多解--賀香港數理教育學會成立四十周年>. 《香港數理教育學會會刊》 第21 卷 第1 期,香港,2004.11,頁84-86。



  • 黃毅英:《迎接新世紀 : 重新檢視香港數學教育 : 蕭文強教授榮休文集》,Xianggang : Xianggang shu xue jiao yu xue hui, 2005。
    (CUHK Library Call No: UL HK Studies QA14.H6 Y56 2005; CC QA14.H6 Y56 2005 c.2)



  • 黃毅英:<香港小學生的數學觀> (與黃家鳴、林智中及羅浩源合著),《小學數學教師》,第172卷,中國上海,2004.05.,頁69-72。



  • 黃毅英:《香港近半世紀漫漫「數敎路」 : 從「新數學」談起》,香港:香港數學敎育學會,2001。
    (CUHK Library Call No: UL HK Studies QA14.H6 X53 2001; CC QA14.H6 X53 2001 c.2)



  • 黃毅英:<香港教師數學觀的研究> (與韓繼偉、黃毅英、林智中、黃家鳴及王倩婷合著),《「香港數學教育會議-02」論文集》,香港:中文大學及香港數學教育學會,2002.06.25,頁11。



  • 黃毅英:<香港數學教育另類報告2000——山仍是山的課程改革>,《香港數學教育會議 2000 論文集》香港:香港數學教育學會,2000.07.13.,頁90-99。



  • 黃毅英:<香港數學教育史系列:本港數學教育學會沿革(個人經歷)-賀《數學教育》第十期刊行>,《數學教育》第10期,香港, 2000.07.,頁2-7。



  • 黃毅英:<香港數學教育問題隨筆>,《數學教育》 第16卷. 香港,2003.06,頁85-87。



  • 黃毅英:《香港數學教育專業知識基礎的集體追求》,香港:香港數學教育學會,2009。
    (CUHK Library Call No: UL HK Studies QA14.H6 X58 2009)



  • 黃毅英:《香港數學敎育實地觀察. II, 無無謂謂聽書記》,香港:香港數學敎育學會,1998。
    (CUHK Library Call No: UL QA14.H6 H832 2002 c.2; UL HK Studies QA14.H6 H832 2002)



  • 黃毅英:<香港課外活動的演變、定位與前瞻> (與周昭和合著),《課外活動:探究與管理》,曾永康、洪楚英、朱惠玲編,香港:香港中文大學教育學院香港教育研究所,2006,頁141-172。



  • 黃毅英:< 「香港戰後數學教育大事年表」整理後記>,《數學教育》第15卷,香港特別行政區,2002.12.。



  • 黃毅英:<香港戰後數學教育大事年表> (與列志佳合編),《香港近半世紀漫漫「數教路」:從新數學談起》 黃顯英編. 頁115-143. 香港: 香港數學教育學會,2001.09。



  • 黃毅英:<從內地與香港教學交流談到「香港學習者悖論」>,《香港教師中心學報》,第6卷,香港,2007,頁 75-79。



  • 黃毅英:<從半世紀香港小學數學課程發展看當前數學課程改革的前景>(與鄧國俊、霍秉坤、顏明仁及黃家樂合著),《基礎教育學報》第16 卷,香港,2007.10.,頁115-131。



  • 黃毅英:《從課外活動「持分」失衡看敎育產品指標化的權力展現》,香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2000。
    (CUHK Library Call No: UL HK Studies LB3605 .Z46 2000 c.5; CC LB3605 .Z46 2000)



  • 黃毅英:<第三份香港數學教育另類報告——天翻地覆教改話滄桑>,《香港數學教育研討會―2004論文集》,鄧幹明、黃家樂、李文生、莫雅慈編,香港,2004.06.,頁8-29。



  • 黃毅英:<影響香港男女生對數學喜歡程度的因素與路徑分析> (與SUN XUHUA合著),《數學教育學報》第48 卷,中國天津, 2005.03.,頁10-13。



  • 黃毅英:<影響香港男女生數學成績的潛變量差異> (與SUN XUHUA合著),《數學教育學報》第13卷第4期,中國天津,2004.12.,頁72-74。



  • 黃毅英:《數學內外:數學敎育文集》,香港:天地圖書有限公司,1999。
    (CUHK Library Call No: UL HK Studies QA12 .S58 1999; CC QA12 .S58 1999 c.2)



  • 黃毅英:《數學敎育會議:生活、現實情境、數學論文集》,香港:香港中文大學課程與敎學學系,2003。
    (CUHK Library Call No: UL Oversize QA14.H6 S475 2003 c.2; UL HK Studies QA14.H6 S475 2003)



  • 黃顯華:《中學敎育:課程發展》,香港:商務印書館(香港)有限公司,1993。
    (CUHK Library Call No: UL HK Studies LB2806.15.C53 1993 c.3; CC LB2806.15.C53 1993)



  • 黃顯華:《在改革的路上不斷跨越挑戰 : 新修訂中學中國語文課程實施個案研究》(與李玉蓉合編),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2006。
    (CUHK Library Call No: UL HK Literature PL1068.H6 H797 2006; CC PL1068.H6 H797 2006 c.2; NA PL1068.H6 H797 2006 c.4)



  • 黃顯華:《在協作文化中釋放學生潛能 : 新修訂中學中國語文課程實施個案研究》(與李玉蓉合編),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2006。
    (CUHK Library Call No: UL HK Literature PL1068.H6 H798 2006; CC PL1068.H6 H798 2006 c.2; NA PL1068.H6 H798 2006 c.4)



  • 黃顯華:<香港中學實施中國語文科新課程研究計划(初步報告)> (與吳茂源合著),論文發表於香港中文教育學會第四屆中文課程教材教法國際研討會,主辦機構為香港中文教育學會,香港, 2001.12.05。



  • 黃顯華:<香港推動課程改革實務經驗的兩個個案:兩所小學處理個別差異、課程領導的培育之一個都不能少:小學生學習動機與模式發展與研究計劃> ,《課程改革實務經驗分享》,由屏東教育大學主辦, 2006.04.26。



  • 黃顯華:<香港課程改革 ─ 背景與理論基礎的再思>,第六屆「兩岸三地課程理論研討會」之課程改革的再概念化,台灣:中華民國教材研究發展學會,2003.07.24, 頁137-158。



  • 黃顯華:<香港課程改革>,論文發表於《「學術交流合作備忘錄」簽署儀式》,香港特別行政區,2003.01.24。



  • 黃顯華:<香港課程改革的教師專業發展:理論、政策與實踐>,《第四屆京港課程發展交流會議暨普通高中新課程實驗工作現場研討會》,中國:國家教育部基礎教育司,2005.03.28。



  • 黃顯華:<香港課程研究與發展的現況與展望>,《國立台灣師範大學科技學院專題演講專輯 (2002年)》,台灣台北市:國立台灣師範大學科技學院,2002.12. 頁155-190。



  • 黃顯華:<香港課程發展的性質:過程與成果>,《課程比較國際研討會》主題演講,由臺北市立教育大學主辦,台灣台北,2006.04.21,頁7-34。



  • 黃顯華:《香港課程發展的知識基礎: 理論、參與和專業》,香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LB2806.15 H82 1999 c.2; CC LB2806.15 H82 1999)



  • 黃顯華:《香港敎育:邁向 2000年》(與戴希立合編),香港:商務印書館,1993。
    (CUHK Library Call No: UL HK Studies LA1134.H6H7165 1993 c.3; CC LA1134.H6H7165 1993; CC Reserve 2 hours LA1134.H6H7165 1993 c.2)



  • 黃顯華:《強迫普及學校敎育:制度與課程》,香港:中文大學出版社,1997。
    (CUHK Library Call No: UL LC136.H6 H83 1997 c.3; UL HK Studies LC136.H6 H83 1997; CC LC136.H6 H83 1997 c.2)



  • 黃顯華:《從課程設計角度剖析中學中文科教師對新修訂中學中國語文課程的意見》 (與吳茂源合著),香港:香港中文大學教育學院:香港中文大學香港教育研究所,2006。
    (CUHK Library Call No: UL HK Literature PL1068.H6 W75 2006; CC PL1068.H6 W75 2006 c.2; NA PL1068.H6 W75 2006 c.4)



  • 黃顯華:《教師對新修訂中學中國語文課程的關注程度》 (與湯才偉合著),香港:香港中文大學教育學院:香港教育硏究所。
    (CUHK Library Call No: UL HK Literature PL1068.H6 T353 2006; CC Reserve 2 hours PL1068.H6 T353 2006 c.4; NA PL1068.H6 T353 2006 c.2)



  • 黃顯華:《理解「理解」 : 為「理解」的教學》,香港:香港中文大學教育學院:香港中文大學香港教育研究所,2008。
    (CUHK Library Call No: UL HK Studies LB1025.3 .W66 2008; CC LB1025.3 .W66 2008 c.2)



  • 黃顯華:《尋找課程與敎學的知識基礎 : 香港中小學中文科課程與敎學硏究》,香港:中文大學出版社。:香港敎育硏究所,2000。
    (CUHK Library Call No: UL PL1068.H6 H79 2000; CC PL1068.H6 H79 2000 c.3; NA PL1068.H6 H79 2000 c.2; NA Special Collection PL1068.H6 H79 2000 c.4)



  • 黃顯華:《新修訂中學中國語文課程下的學科課程領導:角色、風格、所遇困難、解難策略和專業成長》(與李玉蓉合編),香港:香港中文大學教育學院:香港教育硏究所,2006。
    (CUHK Library Call No: UL HK Literature PL1068.H6 H788 2006; NA PL1068.H6 H788 2006 c.2)



  • 黃顯華:《新修訂中學中國語文課程下的學生學習經驗》(與李玉蓉合編),香港:香港中文大學教育學院:香港中文大學香港教育研究所,2006。
    (CUHK Library Call No: UL HK Literature PL1068.H6 H7883 2006; NA PL1068.H6 H7883 2006 c.2)



  • 黃顯華:《新修訂中學中國語文課程下教師工作文化的轉變》(與李玉蓉合編),香港:香港中文大學教育學院:香港教育硏究所,2006。
    (CUHK Library Call No: UL HK Studies LB2832.4.H6 H78 2006; CC LB2832.4.H6 H78 2006 c.3; CC Reserve 2 hours LB2832.4.H6 H78 2006 c.2)



  • 黃顯華:《新修訂中學中國語文課程下學習材料的選用和調適》,香港:香港中文大學教育學院:香港中文大學香港教育研究所,2006。
    (CUHK Library Call No: UL HK Literature PL1068.H6 H7884 2006; CC Reserve 2 hours PL1068.H6 H7884 2006 c.3; NA PL1068.H6 H7884 2006 c.2)



  • 黃顯華:《影響敎師參與課程改革的因素 : 以中文科新課程試行計劃為例的質性硏究》,香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2002。
    (CUHK Library Call No: UL HK Literature PL1068.H6 C24 2002 c.2; CC Reserve 2 hours PL1068.H6 C24 2002; NA PL1068.H6 C24 2002 c.3)



  • 黃顯華:《課程:範式,取向和設計》(與李子建合編),香港:中文大學出版社,1996。
    (CUHK Library Call No: UL HK Studies LB2806.15 .L44 1996 c.2; CC Reserve 3 days LB2806.15 .L44 1996)



  • 黃顯華:<課程改革:香港和上海的比較研究> (與朱嘉穎合著),《教育學報》,第33卷第1-2期,香港特別行政區:香港中文大學教育學院香港教育研究所,2006,頁25-50。



  • 黃顯華:<課程改革:香港和上海的比較> (與朱嘉穎合著),《滬港教育改革探索研討會》,復旦大學及香港中文大學,中國上海,2004.11.06。



  • 黃顯華:<課程研究在香港:課程設計、決定、實施與評鑑的知識基礎>,論文發表於《課程研究國際化學術論壇》,主辦機構為首都師範大學,中國,2005.05,頁28-55。



  • 黃顯華:<課程研究在香港:課程發展的知識基礎> ,《西北師範大學學術座談會》 中國:西北師範大學,2005.06.06。



  • 黃顯華:《課程發展與教師專業發展的夥伴協作》(與孔繁盛合編),香港:中文大學出版社,2003。
    (CUHK Library Call No: UL LB2806.15 .K33 2003 c.2; CC LB2806.15 .K33 2003)



  • 黃顯華:< 課程實施評鑒:香港初中中國語文科課程改革研究>,《全球教育展望》 第35卷,第10期,中國上海:華東師範大學主辦,2006.10,頁41-46。



  • 黃顯華:< 課程實施評鑒:香港初中中國語文科課程改革研究>,第八屆兩岸三地課程專家論壇論文集,中國杭州,2006.10.26,頁262-271。



  • 黃顯華:《課程領導:挑戰、行動、反思與專業成長》,香港:香港中文大學教育學院:香港中文大學香港教育硏究所,2003。
    (CUHK Library Call No: UL HK Studies LB2806.15 .K345 2003 c.2; CC LB2806.15 .K345 2003)



  • 黃顯華:《課程範式:意涵、應用和爭議》(與霍秉坤合編),香港:香港中文大學教育學院:香港中文大學香港教育硏究所,2004。
    (CUHK Library Call No: UL HK Studies LB1570 .H9 2004 c.2; CC LB1570 .H9 2004)



  • 黃顯華:《學生的經驗可以告訴我們甚麼 : 中學中文科新課程下的學生學習經驗》(與李玉蓉合編),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2002。
    (CUHK Library Call No: UL HK Literature PL1068.H6 L4883 2002 c.2; CC PL1068.H6 L4883 2002; NA PL1068.H6 L4883 2002 c.3)



  • 黃顯華:《學校私營化 : 理論、效果與抉擇》(與鍾宇平合編),香港:小島文化事業出版公司,1988。
    (CUHK Library Call No: UL HK Studies LB2826.6.H6 H78 1988; CC LB2826.6.H6 H78 1988 c.2)



  • 黃顯華:《學校試行新修訂中學中國語文課程的經驗》(與李玉蓉合編),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2006。
    (CUHK Library Call No: UL HK Literature PL1068.H6 H7888 2006; NA PL1068.H6 H7888 2006 c.2)



  • 黃顯華:《篩選敎育與普及敎育下師生敎與學本質的初步分析》(與韓孝述及趙志成合編),香港:香港中文大學香港敎育硏究所,1997。
    (CUHK Library Call No: UL HK Studies LB14.7 .H85 1997 c.2; CC LB14.7 .H85 1997)



  • 黃顯華:《敎育改革的核心問題 : 學習的性質 : 從主流小學到國際小學》 (與連文嘗合著),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LA1134.H6 L5458 1999 c.2; CC LA1134.H6 L5458 1999)



  • 黃顯華:《敎育改革的橋樑 : 大學與學校夥伴合作的理論與實踐》 (與王建軍合著),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LB2331.53 W35 2001; CC LB2331.53 W35 2001 c.2)



  • 黃顯華:《敎育質素及其有關政策的協調性》,香港:香港中文大學香港敎育硏究所,1997。
    (CUHK Library Call No: UL HK Studies LA1134.H6 H826 1997 c.2)



  • 楊秀珠:<90年代教科書—告訴我們什麼樣的香港故事?>,《中學歷史教學參考》 第3期,中國西安: 陝西師範大學雜誌社,1999,頁4-6。



  • 楊秀珠:《老師談敎學. 歷史敎學篇》,香港:中華書局(香港)有限公司,2003。
    (CUHK Library Call No: UL HK Studies DS734.95 .L36 2003 c.2; CC Reserve 4 hours DS734.95 .L36 2003)



  • 楊秀珠:<香港九七前後的歷史課程改革>,《課程研究(季刊)》 第1期,中國北京:中央教育科學研究所,1999,頁27-28。



  • 楊秀珠:<尋找本土的故事:香港教師的歷史觀> ,《教育學報》 第30卷 第2期,香港特別行政區:香港中文大學教育學院香港教育研究所,2002.12,頁41-62。



  • 楊秀珠:<歷史思維與對話—香港史初中課程的實施情況>,《歷史教學問題(雙月刊)》 第4期,中國上海:華東師範大學,1999,頁64及36。
    (CUHK Library Call No: CC Periodical D1.L52 1999)



  • 楊秀珠:<歷史教師的歷史觸覺——請聽我心中的香港故事>,《澳門大學學術研討會論文之四跨世紀學科教育—中國語文、歷史與地理教學研討會論文集》,澳門:澳門大學教育學院/澳門教育暨青年局/澳門大學澳門研究中心,2000,頁157-166。



  • 劉國強:〈從儒家心性之學看道德教育成效之內在基礎〉,《變革中的兩岸德育與公民教育》,劉國強、謝均才編,香港:中文大學出版社,2004.04,頁89-109。



  • 劉國強:<新亞書院—一個文化教育夢、一個中國夢>,《新亞生活月刊》 第三十四卷 第四期,香港特別行政區: 香港中文大學新亞書院, 2006.12.07,頁20-22。



  • 劉國強:〈論價值教育與香港教育改革 ─ 一個建基於哲學與文化的反省〉,《廿一世紀教育藍圖?香港特區教育改革議論》,曾榮光編,香港特別行政區:中文大學出版社、香港教育研究所,2006.01,頁53-70。



  • 劉潔玲:〈香港中文科教師的閱讀教學觀和教學模式的關係〉,論文發表於 《Asia-Pacific Educatiional Research Association International Conference, 2006 》, 主辦機構為Asia-Pacific Educatiional Research Association,香港特別行政區,2006.11.30。



  • 劉潔玲:〈香港中文科教師對閱讀策略教學的觀感與實施情況: 兩個校本個案〉,《Educational Research Journal》 第21 卷 第2 期,香港特別行政區,2006,頁259-282。



  • 劉潔玲及陳維鄂:〈檢討在香港中學中文科實施閱讀策略教學的成效〉,《Education Journal》 第31卷 第1期,香港特別行政區: Hong Kong Institute of Educational Research, 2003. 頁59-94.



  • 蔡寶瓊:《九十年代香港家庭:矛盾與出路:一九九一年兩性角色交流會》與區潔珍合編,香港:香港中文大學香港亞太硏究所性別硏究計劃,1992。
    (CUHK Library Call No: UL HQ687.C54; UL HK Studies HQ687.C54)



  • 蔡寶瓊:《工作環境中的性騷擾》與區潔珍合編,香港:香港中文大學香港亞太硏究所性別硏究計劃,1993。
    (CUHK Library Call No: UL HD6060.5.H6 L48 1992; UL HK Studies HD6060.5.H6 L48 1992)



  • 蔡寶瓊:《千針萬線:香港成衣工人口述史》成衣業, 文職及零售業職工總會策劃;蔡寶瓊主編;王曉鑫等作者,香港:進一步多媒體有限公司,2008。
    (CUHK Library Call No: UL Reserve HD9940.H62 Q53 2008; UL HK Studies HD9940.H62 Q53 2008; UC Special Language Collection HD9940.H62 Q53 2008)



  • 蔡寶瓊:《我很蠢,但我教書》,香港:進一步多媒體有限公司,2007。
    (CUHK Library Call No: UL HK Studies LA2383.H62 C25 2007; CC LA2383.H62 C25 2007; UC General Education LA2383.H62 C25 2007)



  • 蔡寶瓊:《性敎育再思:敎育工作者參考手册》與文思慧合編,香港:香港中文大學香港敎育硏究所,1997
    (CUHK Library Call No: UL HQ56 .H7 1997; UL HK Studies HQ56 .H7 1997; CC Reserve HQ56 .H7 1997)



  • 蔡寶瓊:《厚生與創業 : 維他奶五十年 (一九四〇年至一九九〇年)》,香港:香港荳品有限公司,1990。
    (CUHK Library Call No: UL HD9349.S734 V568 1990)



  • 蔡寶瓊:《姨媽姑爹論盡敎改》與黃家鳴合編,香港:進一步多媒體有限公司,2002
    (CUHK Library Call No: UL HK Studies LA1134.H6 Y49 2002; CC Reserve LA1134.H6 Y49 2002)



  • 蔡寶瓊:《敎育社會學觀察》,香港:廣角鏡出版社有限公司,1987。
    (CUHK Library Call No: UL HK Studies LA1134.H6T69; CC LA1134.H6T69; CC Reserve LA1134.H6T69)



  • 蔡寶瓊:《晚晚6點半:七十年代上夜校的女工》蔡寶瓊統籌;江瓊珠執行編輯,香港:進一步多媒體有限公司,1998。
    (CUHK Library Call No: UL HD6203 .W35 1998; UL HK Studies HD6203 .W35 1998; UL HKS Closed Stack HD6203 .W35 1998; CC Reserve HD6203 .W35 1998)



  • 蔡寶瓊:《邂逅天水圍的孩子》,蔡寶瓊, 李小慧, 黃寶文編輯,香港:出版者不詳,2004。
    (CUHK Library Call No: UL HK Literature PL3032.H62 X525 2004)



  • 鄭鈞傑及林智中:《評「香港課程改革2001―《學會學習》」》,香港中文大學香港教育研究所,2002.10。



  • 鄧國俊、黃毅英、 霍秉坤、顏明仁及黃家樂:〈從半世紀香港小學數學課程發展看當前數學課程改革的前景〉,《基礎教育學報》,第16卷,香港,2007.10,頁 115-131。



  • 鄧幹明、黃家樂、李文生及莫雅慈:《香港數學教育會議 - 2004 論文集》,香港特別行政區:香港數學教育學會,2004.06。



  • 黎萬紅:《全球化情境下的權力下放與教育改革 : 中國內地中央政府、地方政府及學校角色的探討》(與盧乃桂合編),香港:香港中文大學教育學院:香港中文大學香港教育硏究所,2004。
    (CUHK Library Call No: UL HK Studies LC94.C5 L53 2004; CC LC94.C5 L53 2004 c.3; CC Reserve 2 hours LC94.C5 L53 2004 c.2)



  • 黎萬紅:《香港職業技術敎育的發展路向探索》(與鍾宇平及孔繁盛合編),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LC1047.H7 L5 1999 c.2; CC LC1047.H7 L5 1999)



  • 黎萬紅:《滬港兩地教育改革下的教師專業性》(與盧乃桂合編),香港:滬港發展聯合研究所:香港亞太研究所,2005 。
    (CUHK Library Call No: UL H62.5.H6 O3 no.11 c.2; UL HK Studies LB1779 .L54 2005)



  • 盧乃桂:《全球化情境下的權力下放與教育改革 : 中國內地中央政府、地方政府及學校角色的探討》(與黎萬紅合編),香港:香港中文大學教育學院:香港中文大學香港教育硏究所,2004。
    (CUHK Library Call No: UL HK Studies LC94.C5 L53 2004; CC LC94.C5 L53 2004 c.3; CC Reserve 2 hours LC94.C5 L53 2004 c.2)



  • 盧乃桂:《香港特區敎育的再發展 : 論董特首的第二份施政報告》(與曾榮光合著),香港:香港中文大學香港亞太硏究所,1999.。
    (CUHK Library Call No: UL H62.5.H6 H62 no.101; UL HK Studies H62.5.H6 H62 no.101 c.2; CC H62.5.H6 H62 no.101 c.4)



  • 盧乃桂:《特區政府敎育政策的評估 : 香港市民的觀點》(與王卓祺及狄志遠合著),香港:香港中文大學香港亞太硏究所,2002。
    (CUHK Library Call No: UL H62.5.H6 H62 no.120 c.3; UL HK Studies H62.5.H6 H62 no.120 c.2; CC H62.5.H6 H62 no.120)



  • 盧乃桂:<基礎教育課程改革對中國內地和香港教師的挑戰>,《教育發展研究》,第四期,中國上海,2002,頁22-29。



  • 盧乃桂:<教育改革及香港和中國大陸的教師專業發展> (與黎萬紅及許慶豫合著),《教育研究集刊》 第45期,台北,2000.07,頁85-112。



  • 盧乃桂:《滬港兩地教育改革下的教師專業性》,香港:滬港發展聯合研究所:香港亞太研究所,2005。
    (CUHK Library Call No: UL H62.5.H6 O3 no.11 c.2; UL HK Studies LB1779 .L54 2005)



  • 盧乃桂:<權力下放與教師的專業自主:港台兩地教育改革的經驗與思考>(與黎萬紅合著),《教育研究集刊》,第48卷第4期,台灣:國立台灣師範大學教育學系,2002.12,頁53-74。



  • 盧乃桂:《敎育分流 : 敎育技術功能理論的視角--90年代中國敎育分流現象的一種理論分析》(與許慶豫合編),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2003。
    (CUHK Library Call No: UL HK Studies LB3061 .X79 2003; CC LB3061 .X79 2003 c.2)



  • 賴靈恩、黃麗賢及 林智中:〈香港中學地理科推行GIS 的現狀及前景〉,《兩岸四地地理教育研討會》,2006.11。



  • 謝均才: 《我們的地方 我們的時間:香港社會新編》,香港:香港大學亞洲研究中心和香港牛津出版社(中國)有限公司,2002.11。
    (CUHK Library Call No: UL Reserve 4 hours DS796.H757 W585 2002; UL HK Studies DS796.H757 W585 2002 c.2; CC Reserve 1 day DS796.H757 W585 2002 c.3)



  • 謝均才:〈政府、公民社會與公民教育:香港的經驗〉,《兩岸四地的公民教育》劉阿榮、王佳煌、鄧毓浩、洪泉湖編,台灣台北:師大書苑,2007,頁127-145。



  • 謝均才:〈香港的公民教育:從殖民地到特區〉,《新世紀公民教育的發展與挑戰》,張秀雄編,台灣台北:師大書苑,2004.02,頁21-70。



  • 謝均才:〈香港的公民教育課程:小學常識科和初中公民科初探〉,《公民教育國際研討會》鄭州大學公民教育中心主辦,2008.05.09,頁10。



  • 謝均才:〈從「普及教育」到「優質教育」:教育政革在香港〉,《龍之躍:中港台社會發展比較》,莫家豪、古允文編,香港:香港人文科學出版社,2000.07,頁203-223。



  • 謝均才:〈「教育質素」何價?香港教育改革的矛盾、弔詭和效果〉,《香港社會科學學報》第20期,香港:香港城市大學出版社,2001.11,頁1-55。



  • 謝均才:〈滬港兩地基礎教育階段的德育改革:回顧與前瞻〉,《教育學報》,第33卷,第1-2期,香港特別行政區:中文大學出版社、香港教育研究所,2005,頁149-168。



  • 謝均才:《變革中的兩岸德育與公民教育》(與劉國強合編),香港:中文大學出版社,2004.04。
    (CUHK Library Call No: UL LC315.C6 L58 2004b)



  • 謝均才:《敎育機會差異在香港 : 現狀和硏究議題評述》,香港:香港中文大學香港敎育硏究所,1998。
    (CUHK Library Call No: UL HK Studies LC213.3.H6 H75 1998; CC Reserve 4 hours LC213.3.H6 H75 1998 c.2)



  • 鍾宇平:《大學與學校夥伴協作共創優質敎育計劃總結報告》University and school partnership for quality education project : final report(與硏究員李子建合編),香港:香港中文大學敎育學院,2002。
    (CUHK Library Call No: UL HK Studies LB2822.84.H6 D3 2003; CC LB2822.84.H6 D3 2003 c.2)



  • 鍾宇平:〈香港地區高等教育學生貸款的經驗與啟示〉(與占盛麗、雷萬鵬及孔繁盛合著),《比較教育研究》,第3期(總第154期),中國北京:北京師範大學出版社,2003.03,頁23-29。
    (CUHK Library Call No: CC Periodical L64.W29 v.24, no.1-6, 2003)



  • 鍾宇平:〈香港地區學生貸款:貸款機構的視角〉(與孔繁盛、 雷萬鵬及占盛麗合著),《高等教育研究》,第24卷,第1期(總第107期),中國武漢:國家教育部,華中科技大學及全國高等教育學研究會,2003.01,頁45-52。



  • 鍾宇平:〈香港地區學生貸款研究〉(與孔繁盛、雷萬鵬及占盛麗合著),論文發表於 《2002年中國教育經濟學會年會學術研討會》,中國雲南省昆明,2002.09。



  • 鍾宇平:〈香港職業技術教育的發展路向探索〉(與黎萬紅及孔繁盛合著),《廿一世紀教育藍圖?香港特區教育改革議論》,曾榮光編,香港特別行政區:中文大學出版社、香港教育研究所,2006.01,頁349-368。
    (CUHK Library Call No: UL HK Studies LA1134.H6 T7416 2006 c.2; CC Reserve 4 hours LA1134.H6 T7416 2006; CC Reserve 1 day LA1134.H6 T7416 2006 c.3)



  • 鍾宇平:《香港職業技術敎育的發展路向探索》(與黎萬紅及孔繁盛合編),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LC1047.H7 L5 1999 c.2; CC LC1047.H7 L5 1999)



  • 鍾宇平:〈香港職業教育的發展路向探索〉(與黎萬紅及孔繁盛合著),《教育政策研討系列》,香港特別行政區:香港中文大學香港教育研究所,1999。



  • 鍾宇平:《香港敎育硏究分類目錄, 1946-1982 : 附題解》,香港新界沙田:中文大學出版社,1991。
    (CUHK Library Call No: UL Z5815.H6 H7 c.3; UL Reference Z5815.H6 H7; UL HK Studies Z5815.H6 H7; CC Z5815.H6 H7 c.5; CC Reference Z5815.H6 H7; UC Reference Z5815.H6 H7 c.2)



  • 鍾宇平:《高科技、效益、筹资与改革 : 敎育決策与管理中的重大问题》(與亨利・莱文著;曾滿超、钟宇平、萧今编译),北京:人民日报出版社,1995。
    (CUHK Library Call No: CC LC65 .L4712 1995)



  • 鍾宇平:〈從學生視角看大學生貸款的成本―收益――香港個案研究〉(與孔繁盛、雷萬鵬及占盛麗合著),《教育研究》,第24卷,第6期(總第281期),中國北京:中華人民共和國教育部及中央教育科學研究所,2003.06,頁61-67。



  • 鍾宇平:《學校私營化 : 理論、效果與抉擇》(與黃顯華合編),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LB2826.6.H6 H78 1988; CC LB2826.6.H6 H78 1988 c.2)



  • 鍾宇平:《敎育產出與優質敎育 : 一個經濟學的分析》,香港:香港中文大學香港敎育硏究所,1997。
    (CUHK Library Call No: UL HK Studies LC67.H6 C5 1997 c.2; CC LC67.H6 C5 1997)



  • 韓繼偉、黃毅英、林智中、黃家鳴及王倩婷: 〈香港教師數學觀的研究〉,《「香港數學教育會議-02」論文集》,香港: 中文大學及香港數學教育學會,2002.06.25。



  • 顏明仁、 李子建及鍾澤:〈檢視香港當前課程改革成敗的框架〉,《香港學校的課程改革》,羅耀珍、李偉成編,香港: 現代教育研究社, 2004. 頁18-33。



  • 譚偉明:〈香港家長為子女選擇小學的考慮因素〉(與許慧珠及余可茵合著),Journal of Basic Education第14卷,第1期,The Hong Kong Institute of Educational Research, CUHK, 2005,1-22。



  • 譚偉明: 〈香港學校界別的知識管理平台〉(與李子建及高慕蓮合著), Journal of Basic Education第13卷,第1期,香港:Hong Kong Institution of Educational Research,2004,163-180。



  • 譚偉明:《硏究方法》,香港:香港浸會大學持續進修學院:香港大學專業進修學院:香港敎育學院,1996。
    (CUHK Library Call No: UL HK Studies LB1028 .Y35 1996)
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