HO Sui Chu 何瑞珠

Research Projects


  • 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)


  • 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)


  • 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)


  • 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)


  • 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)



Research Publications


  • "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)



  • "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)



  • "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.
    (CUHK Library Call No: Available Online)



  • 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)



  • "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.



  • "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)



  • "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)



  • 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)



  • "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.



  • "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)



  • "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.



  • "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)



  • "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.



  • "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.



  • "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.



  • "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.



  • 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)



  • "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)



  • "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)



  • 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)



  • "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)



  • 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)



  • "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.



  • "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.



  • 《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)



  • 〈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。



  • 〈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。



  • 《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)



  • 《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)



  • 《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)



  • 〈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。



  • 《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)



  • 《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)



  • 〈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。



  • 《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)



  • 《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)



  • 《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)


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