MAN Yee Fun Evelyn 文綺芬

Research Projects


  • 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)


  • 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)


  • 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)


  • 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)


  • 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)



Research Publications


  • "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.



  • "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.



  • "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)



  • "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.



  • "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.


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