LAU Kit Ling 劉潔玲

Research Projects

  • 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)

  • 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)

  • 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)

Research Publications

  • "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)

  • "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)

  • "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.

  • "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)

  • "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)

  • "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)

* Name of external researcher
# Name of staff who has left the University