EDUCATION FACULTY

Researcher : Andrews SJ



Project Title:

The good lanugage teacher - case-studies of the language awareness of proficient L2 teachers

Investigator(s):

Andrews SJ, McNeill A.

Department:

Curriculum & Educational Studies

Source(s) of Funding:

Other Funding Scheme

Start Date:

12/2001

 

Abstract:

To examine the language awareness of three L2 teachers operating in different contexts, all of whom have been certified as being of Distinction level in their classroom practice; to investigate the extent to which 'Good' language teachers all: a) possess highly developed levels of declarative knowledge of the language systems, b) exhibit highly developed levels of language awareness in their pedagogical practice; to invite the subjects to introspect on the nature and origins of their language awareness.

 

Project Title:

Proposal for constituent theme funding for "Language, Media and Communication" from the Centre for Language in Education and Assessment Research (CLEAR)

Investigator(s):

Andrews SJ, Au TKF, Berry VE, Bruce NJ, Day JR, Lam TP

Department:

Education Faculty

Source(s) of Funding:

Seed Funding for Strategic Research Theme

Start Date:

07/2005

 

Abstract:

The proposed Centre for Language in Education and Assessment Research will bring together researchers, higher-degree students and others at the University of Hong Kong and in the wider community involved in policy development, research, and scholarship in language in education and language assessment and/or in the use of these languages for teaching and learning purposes in the Hong Kong biliterate trilingual multi-modal educational community. CLEAR aims to provide an opportunity for researchers to share information; initiate and respond to policy and research development; initiate and undertake collaborative research activities of relevance to the centre, and to explore the role of language and learning in the full range of educational contexts, including the university level.

 

List of Research Outputs

 

Andrews S.J., Editorial Board, Language Awareness. Clevedon, UK, Multilingual Matters, 2006.

 

Andrews S.J., The Evolution of Teachers' Language Awareness, Language Awareness. Clevedon, UK, Multilingual Matters, 2006, 15: 1-19.

 

Researcher : Bray TM



Project Title:

Theories and methods in comparative education research

Investigator(s):

Bray TM

Department:

Education

Source(s) of Funding:

Other Funding Scheme

Start Date:

01/1996

 

Abstract:

To examine historical trends and contemporary diversity in comparative education research. It is cataloguing the relative merits of different approaches and identifying appropriate strategies for projects of different types. Comparative education has been defined to include intranational as well as international studies.

 

Project Title:

Education and political transition in Hong Kong and Macau

Investigator(s):

Bray TM, Koo R.

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

11/2003

Completion Date:

10/2005

 

Abstract:

To update and extend analysis on education and political transition in Hong Kong and Macau.

 

Project Title:

Education and political transition in Hong Kong and Macau

Investigator(s):

Bray TM

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

11/2004

Completion Date:

03/2006

 

Abstract:

To follow the changes in higher education in the two territories since the publication of those reports, nothing in particular the diversification and the development of links with mainland China.

 

Project Title:

Strategic Research Areas Constitutent Theme: Comparative Education

Investigator(s):

Bray TM, Chan CKK, Bodomo AB, Postiglione GA, Cheng KM, Leung FKS

Department:

Education Faculty

Source(s) of Funding:

Seed Funding for Strategic Research Theme

Start Date:

05/2005

 

Abstract:

The Comparative Education Research Centre (CERC) within the Faculty of Education will provide the infrastructure for the programme. Specific strategies: 1) established Academics and Practitioners; 2) Younger scholars; 3) Research students; 4) Projects; 5) conferences and Workshops

 

List of Research Outputs

 

Bray T.M., Associate Editor, Asia Pacific Education Review. South Korea, Seoul National University, 2005.

 

Bray T.M., Associate Editor, International Studies in Educational Administration. London, UK, Commonwealth Council for Educational Administration, 2005.

 

Bray T.M., Comparative Education and Allied Fields: A Perspective from the World Council of Comparative Education Societies (WCCES) - in Russian, In: E. Fedotova (ed.), Comparative and International Education in the 21st Century. Tomsk, Russia, Tomsk State Pedagogical University, 2005, 180-184.

 

Bray T.M. and Manzon M.I.E., Comparative Education and Teacher Education in Singapore and Hong Kong: Comparisons over Time as well as Place, CESHK Comparative Education Bulletin. Hong Kong, 2005, 8: 13-28.

 

Bray T.M., Comparative Education in the Era of Globalisation: Evaluation, Missions and Roles, In: Pang, N.S.K (ed.), Globalization: Educational Research, Change and Reform. Hong Kong, The Chinese University Press, 2006, 51-71.

 

Bray T.M., Comparative Education: Continuing Traditions, New Challenges, and New Paradigms (in Hungarian). Budapest, Hungarian Pedagogic Society, 2006, 269pp.

 

Bray T.M., Comparative Education: Continuing Traditions, New Challenges, and New Paradigms (in Italian). Catania, Cooperativa Universitaria Editrice Catanese di Magisterio, 2006, 298pp.

 

Bray T.M., Comparative Education: Continuing Traditions, New Challenges, and New Paradigms (in Japanese). Tokyo, Japan, Toshindo, 2005, 361pp.

 

Bray T.M., Editorial Advisor, Hong Kong Teachers' Centre Journal. Hong Kong, Hong Kong Teachers' Centre, 2005.

 

Bray T.M., Editorial Advisory Board, International Journal of Educational Reform. Lanham, MD, USA, Scarecrow Education, 2005.

 

Bray T.M., Editorial Board, Educational Administration Research. 2005.

 

Bray T.M., Editorial Board, KEDI Journal of Educational Policy. 2005.

 

Bray T.M., Editorial Board, Perspectives in Education. India, Gujarat, 2005.

 

Bray T.M., Editorial Board, Policy Futures in Education. Oxford, UK, Triangle Press, 2005.

 

Bray T.M., Editorial Board, Prospects: Quarterly Review of Comparative Education. Dordrecht, Netherlands, Kluwer, 2005.

 

Bray T.M. and Koo R., Education and Society in Hong Kong and Macao: Comparative Perspectives on Continuity and Change (in Chinese). Beijing, People's Education Press, 2006, 359pp.

 

Bray T.M., International Advisory Board, Asia Pacific Journal of Education. Singapore, National Institute of Education, 2005.

 

Bray T.M., International Advisory Board, Compare: A Journal of Comparative Education. Oxford, 2005.

 

Bray T.M., International Advisory Board, Current Issues in Comparative Education. New York, USA, Teachers College, Columbia University, 2005.

 

Bray T.M., International Advisory Board, Mediterranean Journal of Educational Studies. Malta, University of Malta, 2005.

 

Bray T.M., International Advisory Board, Peadbody Journal of Education. USA, Vanderbilt University, 2005.

 

Bray T.M., International Editorial Board, Comparative and International Education Review. Athens, 2005.

 

Bray T.M., International Panel of Editorial Consultants, World Studies in Education. Melbourne, Australia, James Nicholas Publishers, 2005.

 

Bray T.M., Investigating the Shadows: Comparative Perspective on Private Tuition, Asian Network of Training and Research Institutions in Educational Planning (ANTRIEP) Newsletter. New Delhi, 2006, 11 (1): 3 - 5.

 

Bray T.M., Keynote speech: 'The Evolving Field of Comparative Education: Scholarly Societies and Global Collaboration', Second Worldwide Forum on Comparative Education, Beijing Normal University, Beijing, China, 22 August 2005. 2005.

 

Bray T.M. and Jiang K., Secondary Education in Asia, In: Bottani, Norberto, Magnin, Charles & Zottos, Eléonore (eds.), Secondary Education Worldwide: Assessments and Perspectives. Geneva, Switzerland, International Bureau of Education, 2005, 133-145.

 

Bray T.M., The Control of Education: Issues and Tensions in Centralization and Decentralization, Eduactional Research (in Chinese). Beijing, China National Institue for Educational Research, 2006, 27 (6): 21-28.

 

Manzon M.I.E. and Bray T.M., The Comparative and International Education Society (CIES) and the World Council of Comparative Education Societies (WCCES): Leadership, Ambiguities and Synergies, Current Issues in Comparative Education. New York, USA, Teachers College, Columbia Univ., 2006, 8(2): 69-83.

 

Yamato Y. and Bray T.M., Economic Development and The Market Place for Education: Dynamics of The International Schools Sector in Shanghai, China, Journal of Research In International Education. Thousand Oaks, CA, SAGE Publications, 2006, 5 (1): 57 - 82.

 

Researcher : Bunton DR



List of Research Outputs

 

Bunton D.R., The Structure of Ph.D Conclusion Chapters, Journal of English for Academic Purposes. Pergamon /Elsevier Science, 2005, 4(3): 207-224.

 

De Chazal E., Atabas H.G., Bunton D.R., Skinner J. and Dayioglu S., Symposium on academic writing, In: B.Beaven, IATEFL 2005: Cardiff Conference Selections. Canterbury, UK, IATEFL, 2005, 89-91.

 

Researcher : Carless DR



Project Title:

Perceptions of the suitability of task-based teaching for the Hong Kong secondary school context

Investigator(s):

Carless DR

Department:

Education Faculty

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

02/2006

 

Abstract:

This study focuses on teachers' perspectives of a curriculum innovation, supplemented by views of teacher educators. Teachers in many parts of the world are faced with implementing multiple innovations, yet this reform activity is often symbolic rather than having expectations that fundamental change will arise (Cuban, 1990) and there is often a mismatch between curriculum intentions and classroom realities (Morris, 1996). An upshot is that many well-intentioned curriculum plans fail to have much impact on schools because various issues have not been addressed, such as teacher readiness, teacher understanding and teacher attitudes. Bailey (2000) argues that change processes might be more effective if "researchers, policymakers and administrators worked with teachers rather than on them" (p.113), underpinning the focus of this study on teachers' perceptions.The aim of this study is to gauge teachers' and teacher educators' (identified as key stakeholders) viewpoints on task-based teaching, a key component of current English language teaching (ELT) syllabuses in Hong Kong. Task-based teaching represents a current orthodoxy within contemporary ELT, falls within the general umbrella of communicative language teaching and can be seen as a development from it. The main rationale for carrying out task-based teaching is that the process of carrying out tasks is hypothesized as triggering language acquisition through the communicative interaction stimulated by the task (Skehan, 1998). More pragmatically, tasks can provide motivating opportunities for students to put language into use. But how effectively do stakeholders perceive that tasks are carried out in the Hong Kong secondary school context?Task-based teaching has its origins predominantly in Anglo-American contexts (Ellis, 2003) and often with adults in English as a Second Language contexts. The extent to which communicative or task-based teaching is suitable for schools in Asian contexts has been questioned (Carless, 1999, Ellis, 1996, Li, 1998). To gauge its feasibility for Hong Kong secondary schools, it is necessary to probe how teachers interpret task-based teaching, what their understandings are and what are their attitudes towards it. These are crucial issues impacting on the implementation of the task-based syllabus.The objectives of the current study are:o to develop an in-depth understanding of the key issues in the implementation of task-based teaching in Hong Kong secondary schools as articulated by stakeholders;o to gauge stakeholders' views on the suitability of task-based teaching for the Hong Kong secondary school context;o to work towards the development of a version of task-based teaching which seems most suitable for the Hong Kong secondary school context. ReferencesBailey, B. (2000). The impact of mandated change on teachers. In N. Bascia & A. Hargreaves (Eds.), The sharp edge of educational change: Teaching, leading and the realities of reform. London and New York: Falmer.Carless, D. (1999). Perspectives on the cultural appropriacy of Hong Kong's Target-Oriented Curriculum (TOC) initiative. Language, Culture and Curriculum, 12, 238-254.Cuban, L. (1990). Reforming again, again and again. Educational Researcher, 19(1), 3-13.Ellis, G. (1996). How culturally appropriate is the Communicative Approach? ELT Journal, 50, 213-218.Ellis, R. (2000). Task-based research and language pedagogy. Language teaching research, 4, 193-200.Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press. Li, D. (1998). "It's always more difficult than you plan and imagine": Teachers' perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32, 677-697.Morris, P. (1996). The Hong Kong school curriculum. Hong Kong: Hong Kong University Press.Skehan, P. (1998). Task-based instruction. Annual Review of Applied Linguistics 18, 268-286.

 

List of Research Outputs

 

Carless D.R., A Ten-year Perspective on the Journey of an Innovative Teacher, Chinese University of Hong Kong 40th Anniversary Conference, December 2, 2005.

 

Carless D.R., Differing Perceptions in the Feedback Process, Studies in Higher Education. Oxford, UK, Routledge, 2006, 31 (2): 219 - 233.

 

Carless D.R., Editorial Board Member, Asian EFL Journal. University of Auckland, 2006.

 

Carless D.R., Editorial Board Member, English Teaching (The Journal of the Korean Association of Teachers of English). Korea, 2006.

 

Carless D.R., Grammar: The Pre-emptive Strike, English Teaching Professional. 2006, 43: 57 - 59.

 

Carless D.R., Issues in the Implementation of Communicative Activities, 3rd IATEFL China Conference, August 6, 2005.

 

Carless D.R., Pre-emptive Formative Assessment, 32nd Annual IAEA Conference, Singapore, May 23, 2006.

 

Carless D.R., Reforms Sit Between Cynicism and Hope, South China Morning Post, January 21, 2006. 2006.

 

Carless D.R., Reforms at Risk in Watered-down SBA, South China Morning Post, April 22, 2006. 2006.

 

Carless D.R., SBA and the Challenge of Integrating Formative and Summative Assessment, HKU Teachers' Conference: Enhancing Effective English Language Assessment in Secondary Schools: Integrating Theory and Practice, April 22, 2006.

 

Carless D.R., Task-supported Teaching in Chinese Contexts: Principles and Practice, 3rd IATEFL China Conference, Tonghua, China, August 6, 2005. 2005.

 

Carless D.R., Task-supported Teaching: Making Tasks Viable, Asia TEFL Conference, Beijing, November 4, 2005.

 

Researcher : Chan CKK



Project Title:

Developing knowledge-building communities among Chinese learners in Hong Kong classrooms

Investigator(s):

Chan CKK

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

11/2002

 

Abstract:

To design a learning environment premised on knowledge building to foster learning, understanding and collaboration; to assess the effects of the learning environment on students' growth and teachers' conceptual change; to investigate cognitive and social processes related to the growth of knowledge-building communities among Chinese learners.

 

Project Title:

Developing a knowledge building community: promoting scientific understanding and health education on SARS through knowledge forum

Investigator(s):

Chan CKK, Law YK, van Aalst J.

Department:

Education Faculty

Source(s) of Funding:

VCO SARS Research Fund

Start Date:

07/2003

 

Abstract:

To design, implement, and evaluate a learning environment that fosters students' development in scientific, health, and ethical understanding related to SARS; to examine how students in Hong Kong and Canada understand the SARS epidemics and to cultivate inter-cultural understanding; to develop a knowledge building community amongst students, teachers, parents, health professionals, and scientistis on learning about SARS.

 

Project Title:

Constructive alignment of learning and assessment: electronic portfolios in assessing and fostering student learning in computer-supported collaborative environments

Investigator(s):

Chan CKK

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

11/2003

 

Abstract:

To develop and examine an educational approach for assessing student learning in computer-supported collaborative learning environments premised on the principle of constructive alignment of learning and assessment. Specifically, includes (a) To design and implement the use of electronic portfolios in assessing and fostering student learning in computer-based discussion; (b) To characterize student's collaborative process of learning using electronic portfolios; (c) To investigate the effects of electronic portfolios on students' conceptual understanding and beliefs about learning.

 

Project Title:

The role of phonological awareness in learning English for young children in Hong Kong

Investigator(s):

Chan CKK, Siegel LS

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

11/2004

 

Abstract:

To examine the roles of phonological processing in the development of language and reading skills for young children in Hong Kong. Specially, our goal is to examine the effects of an English programme involving training in phonological awareness in rich language contexts for improving children's language and reading skills.

 

Project Title:

Designing Social-Constructivist Assessments in Fostering Collaborative Inquiry in Knowledge Forum

Investigator(s):

Chan CKK

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

04/2006

 

Abstract:

Objectives. Educational and curriculum reforms have now placed much emphasis on new forms of learning including collaboration, information technology, and assessment for learning. This proposed project examines the question of how collaboration in computer-supported environments can be assessed, and specifically, how assessment can be designed to foster collaborative inquiry. Our objectives include: (a) To design an approach using principles of formative and embedded assessments for promoting collaborative inquiry; (b) To investigate the roles and effects of the assessment approach in fostering students' collaboration, inquiry, and domain understanding, and (c) To characterize the process and dynamics of collaborative inquiry in computer discussion. Perspectives. Whereas networked computer discussion is becoming increasingly popular for promoting collaboration, many challenges and difficulties exist pertaining to the quality and variability in student participation. It is common to hear teachers wonder how to encourage students to write, how to assess student participation, and how to respond to the many notes. Research has shown that asking student to discuss on computer forums does not necessarily lead to high-quality discourse(Hewitt, 2003; Lipponen et al., 2003). Misalignments between learning and assessment often exist -- Computer forums encouraging inquiry and collaboration are advocated but assessment continues to be competitive and content-focused (Chan & van Aalst, 2004; Reeve, 2000). How can students best learn about inquiry and collaboration when engaging in computer-supported discourse? How can classroom assessments tap into the theoretical nature of collaborative process while providing pedagogical support in scaffolding student understanding? Currently, much interest has been given to "assessment for learning" -- Assessment is seen not only to measure but also to provide positive backwash effects to foster student learning. Emphasis has been given to constructive alignment of learning and assessment, setting rubrics, making criteria transparent, and self- and peer assessments (Biggs, 1995; Gipps, 2004; Shepard, 2000). Accordingly, this project aims to design a social-constructivist assessment approach that turns the responsibility to students in evaluating their own progress guided by criteria in the context of Knowledge Forum, a computer-supported environment (Scardamalia & Bereiter, 2003). My earlier research has examined the roles of electronic portfolio; this project continues this line of research refining the design and extending the assessment approach to incorporate both quantitative and qualitative strategies of assessments.Background & Related Work The PI is an international collaborator of the OISE/U of Toronto Knowledge-Building Team (IKIT); knowledge building work spans over 20 countries. Her research on assessment in computer-supported knowledge building has led to international recognition including publication, dissemination of exemplary work among IKIT, and a Research paper award at an International conference on computer-supported learning, 2005. This proposed project continues her program of research on portfolio assessments now extending to designing more comprehensive strategies.

 

List of Research Outputs

 

Chan C.K.K., Cognitive processing and reading in Chinese and English for young children in Hong Kong, Paper presented at the First Reading Conference on Chinese Dyslexia, South China Normal University. 2006.

 

Chan C.K.K. and van Aalst J., Computer-supported knowledge building in teacher education: Experience from Hong Kong and Canadian teachers, Teaching Education. Routledge, 2006, 17: 7-26.

 

Chan C.K.K., Editorial Board Member, Educational Research Review. Springer, 2005.

 

Chan C.K.K., Member of Editorial Board, Exceptional Children. 2006.

 

Chan C.K.K. and Pang M.F., Special Issue: Teacher Collaboration in Learning Communities , Teaching Education. UK, Routledge, 2006, 17 (1): 1-90.

 

Chan C.K.K. and Pang M.F., Teacher Collaboration in Learning Communities , Teaching Education. UK, Routledge, 2006, 17(1): 1-5.

 

Chan C.K.K., Lee Y.C.E. and van Aalst J., Towards the assessment of collective knowledge advances in knowledge-building classrooms, Paper presented at the Biennial Meeting of the European Association of Learning and Instruction. Cyprus, 2005.

 

Ho K.C.M. and Chan C.K.K., Effects of cognitive-based reading strategies on higher-order comprehension of academically low-achieving children, Paper presented at the Education Conference on Special Education. 2006.

 

Lafferiere T., Lamon M. and Chan C.K.K., Trends and models of e-learning in teacher education, Teaching Education. Routledge, 2006, 17: 75-90.

 

Lee Y.C.E., Chan C.K.K. and van Aalst J., Most Usable Research Paper Award, Centre for Educational Technologies, The NASA-Sponsored Classroom of the Future . 2006.

 

Lee Y.C.E., Chan C.K.K. and van Aalst J., Students assessing their own collaborative knowledge building , International Journal of Computer-Supported Collaborative Learning. Springer, 2006, 1: 277-307.

 

Tse S.K., Kwong S.M., Chan C.K.K., Li H. and Leung S.O., Gender differences and classifiers of oral language development of preschool children in Hong Kong, 香港學前兒童的口語發展:性別和量詞, In: Tse, S.K., The oral language development of Hong Kong preschool children. 香港幼兒口語發展, Hong Kong, Hong Kong University Press, 2006, 87-106.

 

Tse S.K., Chan C.K.K. and Kwong S.M., Lexical development of Hong Kong pre-school children, 香港學前兒童口語詞類的發展, In: Tse, S.K., The Oral Language Development of Hong Kong Preschool Children. 香港幼兒口語發展, Hong Kong, Hong Kong University Press, 2006, 53-69.

 

Tse S.K., Kwong S.M. and Chan C.K.K., The oral syntactic structure development of Hong Kong pre-school children, 香港學前兒童的口語句法發展, In: Tse, S.K., The oral language development of Hong Kong preschool children. 香港幼兒口語發展, Hong Kong, Hong Kong University Press, 2006, 71-86.

 

Researcher : Chan KMK



Project Title:

Developing Synthesized Stimuli for Training Hypernasality

Investigator(s):

Chan KMK, Ciocca V, Whitehill TL, Yiu EML

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Education Faculty Research Fund

Start Date:

09/2005

 

Abstract:

To synthesize Cantonese connect speech with hypernasality.

 

List of Research Outputs

 

Chan K.M.K. and Yiu E.M.L., A comparison of two perceptual voice evaluation training programs for naive listeners., Journal of Voice. 2006, 20: 229-241.

 

Chan K.M.K., Li M., Ciocca V. and Yiu E.M.L., The Effectiveness of Feedback in Perceptual Voice Evaluation Training, The Voice Foundation 35th Annual Symposium: Care of the Professional Voice, Philadelphia, May 31 - June 4, 2006.

 

Researcher : Chan PM



List of Research Outputs

 

Chan P.M., Knowledge Building Using a Network-based Platform: Towards a Pedagogy for Environmental Eduation in Hong Kong Secondary School - Design Issues, In: Katyal, K, Lam, H.C. & Ding, X, Research Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 115 - 124.

 

Researcher : Chan SY



List of Research Outputs

 

Kwan T.Y.L. and Chan S.Y., Children's Preferential Modes of Spatial Communication, In Proceedings to Joint ICA Commissions Seminar on Internet-based Cartographic Teaching and Learning, Universidad Politécnica de Madrid, Spain, July 6 - 8, 2005.

 

Researcher : Chan YC



List of Research Outputs

 

Leung A.Y.L. and Chan Y.C., Exploring necessary and sufficient conditions in dynamic geometry environment, International Journal for Technology in Mathematics Education. 2006, 13(1): 37-44.

 

Researcher : Chan YM



List of Research Outputs

 

Researcher : Chen DPW



List of Research Outputs

 

Ciocca V., Chen D.P.W., Lee A.S.Y. and Whitehill T.L., Acoustic Correlates of Hyper Nasality in Consonants, 5th International Conference on Speech Motor Control. Nijmegen, Netherlands, 2006, 1pp.

 

Researcher : Cheng C



Project Title:

Cultural differences in adaptation to the changing environment: A cultural-moderational model of coping flexibility

Investigator(s):

Cheng C, Tong YY

Department:

Psychology

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

01/2005

 

Abstract:

To expand the scope of the current conceptualization of coping flexibility from an intra-personal to an interpersonal perspective; to formulate a new conceptual model to explicate cultural differences in coping flexibility and why such cultural differences exist; to develop and validate the various constructs of the proposed model; to adopt a multimethod approach for testing the assumptions and hypotheses of the new model with sophisticated methods.

 

List of Research Outputs

 

Researcher : Cheng KM



List of Research Outputs

 

Cheng K.M., Fundraising How fundraising could come into the? Institutional Advancement - Keynote, World Bank Conference on Alternative Funding to Invited Education, Seoul, September 4, 2005. 2005.

 

Researcher : Cheng MW



List of Research Outputs

 

Cheng M.W., Yung B.H.W. and Wong A.S.L., Gender differences in students' performance, In: B.H.W. Yung, Learning from TIMSS: Implications for Teaching and Learning Science at the Junior Secondary Level. Hong Kong, EMB, HKSAR, 2006, 51-74.

 

Cheng M.W., Yung B.H.W. and Wong A.S.L., Gender differences in students’ performance, in B.H.W. Yung (ed.) Learning from TIMSS: Implications for Teaching and Learning Science at the Junior Secondary Level, 51-74. Hong Kong: Education Bureau, The Government of the Hong Kong Special Administrative Region. , 2006.

 

Wong A.S.L., Yung B.H.W., Day J.R. and Cheng M.W., Enhancing senior secondary students' understanding of the nature of science and the interconnection between science, technology and socieity through innovative teaching and learning activities, Conference on Research and Practices in Science Education (Hong Kong), Dec 16-17, 2005.

 

Wong A.S.L., Yung B.H.W., Cheng M.W. and Hodson D., Setting the stage for developing pre-service teachers' conceptions of good science teaching: the role of classroom videos, International Journal of Science Education. 2006, 28 (1): 1-24.

 

Yung B.H.W., Wong A.S.L. and Cheng M.W., Exploring issues on gender differences in science achievement: A case study of Hong Kong, The First International Conference on Asian Comparative Education: The Outcomes of TIMSS/PIRLS and their Contextual Meaning, Taiwan Normal University. 2005.

 

Yung B.H.W., Wong A.S.L., Cheng M.W. and Hodson D., Tracking Changes in Student Teachers' Conception of Good Science Teaching: Progressive Reflection on the Same Videos, Paper presented at National Association for Research in Science Teaching (NARST) Annual Meeting (San Francisco, United States), 3rd-6th April 2006. 2006.

 

Yung B.H.W., Wong A.S.L., Cheng M.W., Hui C.S. and Hodson D., Tracking changes in student teachers' conception of good science teaching: Progressive reflection on the same videos , National Association for Research in Science Teaching (NARST) Annual Meeting (San Francisco, United States), 3-6 April 2006.

 

Researcher : Cheung CK



Project Title:

Investigating and meeting the professional development needs of business teachers

Investigator(s):

Cheung CK

Department:

Curriculum Studies

Source(s) of Funding:

INSTEP

Start Date:

12/2000

Completion Date:

07/2005

 

Abstract:

To investigate the professional development needs of business teachers in Hong Kong.

 

Project Title:

Facilitating the learning and teaching of media education through media production: a Hong Kong case

Investigator(s):

Cheung CK

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

11/2004

 

Abstract:

To identify the role of media production in the learning and teaching of media education; to see how media production is implemented in schools; to see the effectiveness of implementing media production in schools as a means of media education; to identify the reasons of implementing media production in schools.

 

Project Title:

The implementation of media education in secondary curriculum: reasons, means, and impact.

Investigator(s):

Cheung CK

Department:

Education Faculty

Source(s) of Funding:

Incentive Award for RGC CERG Fundable But Not Funded Projects

Start Date:

07/2005

Completion Date:

06/2006

 

Abstract:

N/A

 

Project Title:

Entrepreneurship education in Hong Kong secondary schools: perceptions, positions, and directions

Investigator(s):

Cheung CK

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

01/2006

 

Abstract:

Key issues and prblems addressed Historically, Hong Kong emerged from an entrepot in 1841 and today, it has become one of the world’s leading financial and business center for the Asia-Pacific region, performing a ‘hub’ role as the gateway for China; entrepreneurs have been crucial to the success of its economic development. Despite the abrupt changes in the global economic downturn in recent years, Hong Kong still excels and continues to prosper; this is partly because there is a pool of entrepreneurial talents and enterprises who work untiringly to meet the changing economic situation. As the result of globalization, Hong Kong economic activities are becoming complicated and there is a rapid rise in the number of small-to-medium-sized organizations (SMEs). At present small and medium-sized enterprises represent 98 percent of all local enterprises. It is true to say that entrepreneurs are important to the sustainable economic development in Hong Kong. Despite this, a recent survey conducted by Hugh Thomas, Associate Professor of Finance at CUHK, which helped conduct the survey for the Global Entrepreneurship Monitor noted that only 3 out of every 100 people in Hong Kong started their own business in the previous 42 months – ranking the city third last among the 35 economies surveyed. This is stunning for the economy of Hong Kong holds its significance by relying on thousands of small business and hundreds of corporation in operation. and it is no exaggeration to say that entrepreneurs are one of the territory’s most important assets. As entrepreneurs are so important to our economy and the success of small business depends very much on entrepreneurship training (Ladzani & Van Vuuren 2002:158), should schools be responsible for cultivating students with suitable entrepreneurial spirit and skills? Unfortunately, existing curriculum in Hong Kong secondary schools lacks significant programs in either small business management or entrepreneurship. Business education was first introduced in the form of vocational training for people who looked for technical and secretarial training. Later, business curriculum was introduced in the secondary school but was only limited to a few subjects such as business fundamentals, commerce, business studies and principals of accounts. Only until recent years, IT and English Business Communication subjects have been added in the secondary curriculum. Entrepreneurial training in secondary school is scant to pave the way for students to pursue their future career planning and is unable to match the needs of the future society. Nowadays, realizing the benefit of the opportunities for exposure to the business environment, some institutions start to organize entrepreneurial projects in secondary schools, such as kiosk in the Chinese New Year’s Market or a student-operated stall at school, etc. students can go through the process of real world business situation. Perhaps, this would be the first step to commence entrepreneurship education in secondary education. Purpose of the proposed project The researcher finds there is a gap in literature and practical application of entrepreneurship education in secondary schools in Hong Kong. The purpose of this study is to investigate the development and implementation of entrepreneurship education in Hong Kong secondary schools, even when entrepreneurship education is not officially part of the secondary curriculum. This study will look at the reasons and the means of different organizations and institutions in providing entrepreneurial activities in schools (positions). The views of business educators will be sought after to see the kind and level of entrepreneurship education has been done in schools and the significance of it (perceptions). Then what can be done to further promote entrepreneurship education in schools will be explored (directions). In sum, this study will address the following key issues: i. To identify the place of entrepreneurship education in secondary curriculum in Hong Kong ii. To see how entrepreneurship education is implemented in schools iii. To investigate the present situation of entrepreneurship education in schools. iv. To identify the reasons of implementing entrepreneurship education in schools Ladzani, W.M. & Van Vuuren, J.J. (2002) Entrepreneurship training for emerging SMEs in South Africa, Journal of Small Business Management, 40)2), 154-161.

 

List of Research Outputs

 

Cheung C.K., Evidence and More Evidence-Lessons Learned from Media Education in Hong Kong Schools, Communications University of China, October 15 - 21, 2005. 2005.

 

Cheung C.K., From Information to Formation: The Use of Media Education in the Learning and Teaching of Civic Education in the Transformation of Students, Symposium on Civic Education, Committee on the Promotion of Civic Education, Hong Kong, June 17 - 18, 2006. 12pp.

 

Cheung C.K., From Theory to Practice-Developing and Implementing Media Education in Hong Kong, Communications University of China, October 15 - 21, 2005. 2005.

 

Cheung C.K. and Wong A.K.C., Implementation Of The Career Oriented Curriculum In The Business Curriculum For Senior Secondary Schools In Hong Kong: A Pilot Study, Journal Of Vocational Education & Training. UK, Routledge, 2006, 58: 99-114.

 

Cheung C.K., Issues and Themes in the Development of Media Education - An International Perspective, Communications University of China, October 15 - 21, 2005. 2005.

 

Cheung C.K., Running A Small Business By Students In A Secondary School: Its Impact On Learning About Entrepreneruship, Isatt Conferenece: Challenges For The Profession, Perspectives And Directions For Teachers, Teaching And Teacher Education 2-6 July, Sydney, Australia. 2005.

 

Cheung C.K., The Relevance of Media Education in Primary Schools in Hong Kong in the Age of New Media - a case study, Educational Studies. 2005, 31: 361-374.

 

Cheung C.K., The Relevance of Media Education in Primary and Secondary Schools in Hong Kong, Hawaii International Conference on Education, Honolulu, Hawaii, January 6 - 9, 2006.

 

Researcher : Cheung KW



Project Title:

Social and political conditions of educational policy process in Hong Kong

Investigator(s):

Cheung KW

Department:

Education Faculty

Source(s) of Funding:

Other Funding Scheme

Start Date:

05/2003

 

Abstract:

To give an overview of the conditions in which the recent educational reform is designed and implemented.

 

Project Title:

Chinese private school legislation

Investigator(s):

Cheung KW

Department:

Education

Source(s) of Funding:

Other Funding Scheme

Start Date:

05/2003

 

Abstract:

To facilitate and inform legislation on minban schools.

 

List of Research Outputs

 

Cheung K.W. and Pan S., "Cong Xingzheng Wenze Dao Kuoda Shehui Lianmeng: Xianggang Zhengfu Zai Jiaoyu Gaige Zhong De Celue Bianhua" (From Inspection to Broadening Alliance-Building: The Change of Strategy by Government to Reform Education in Hong Kong) , 从行政问责到扩大社会联盟:香港政府在教育改革中的策略变化, In: Education Office, National People's Congress, Beijing Academy of Educational Sciences & Centre of Research on Education in China, HKU, Reports on Compulsory Education Provision in China No.1. 中國義務教育發展研究報告, Beijing, China, China Democracy and Legal Press, 2006, 1: 372-386.

 

Cheung K.W., From Inspection to Broadening Alliance-Building: The Change of Strategy by Government to Reform Education in Hong Kong), Second International Seminar on Universal Compulsory Education: Access, Quality and Equity, Beijing, China, Nov 24 - 26, 2005.

 

Cheung K.W., From School Inspection to School Review, 從視學到學校評估:香港教育質素保證機制演變的啟示, In: Shanghai Academy of EDucational Sciences, Exploring Education Development. 教育发展研究, China, Shanghai, 2006, March, 2006.

 

Cheung K.W., Reports on Compulsory Education Provision in China No.1 - 4, 中國義務教育發展研究報告, In: Education Office, National People's Congress, Beijing Academy of Educational Sciences & Centre of Research on Education in China, HKU, Beijing, China, China Democracy and Legal Press, 2006, 1-4.

 

Cheung K.W., State Governance and Education Policy, 国家管治 · 教育政策, Invited lecture to Graduate School Education, Peking Unversity. 2006.

 

Cheung K.W., The New Age of Educational Evaluation: Experience from Hong Kong, 2005 International Education Conference on School Accreditation and Improvement . Shanghai, China, 2005.

 

Cheung K.W. and Yan M.C., The Politics of Indigenization: A Case Study of Development of Social Work in China, Journal of Sociology and Social Welfare. 63-83, 2006, 33, Nnumber 2.

 

Cheung K.W., Understanding Chinese Individuals, Peking University the First International Conference of Sociology of Education. China, Peking, 2006.

 

Researcher : Chi J



Project Title:

Parental beliefs about education and children's attainment: contextual variation among families in China

Investigator(s):

Chi J

Department:

Education Faculty

Source(s) of Funding:

Sik Sik Yuen Education Research Fund

Start Date:

03/2004

 

Abstract:

To study parental beliefs about education and children's attainment: contextual variation among families in China.

 

List of Research Outputs

 

Researcher : Chik PMP



List of Research Outputs

 

Lo M.L., Chik P.M.P., Ko P.Y., Leung A.Y.L., Pong W.Y., Lo-Fu Y.W. and Ng F.P., Learning Studies: Development and Impact, In: Lo, M.L., Pong, W.Y. and Chik, P.M. (Eds.), For Each And Everyone: Catering For Individual Differences Through Learning Studies. Hong Kong, HKU Press, 2005, 41-73.

 

Lo M.L., Chik P.M.P. and Pang M.F., Patterns of variation in teaching the colour of light to Primary 3 students, Instructional Science. The Netherlands, Springer, 2006, 34: 1-19.

 

Researcher : Choi YCN



List of Research Outputs

 

Choi Y.C.N. and McPherson D.B., Noise Levels in Hong Kong Primary Schools: Implications for Classroom Listening, International Journal of Disability, Development and Education. Abingdon, UK, Routledge, 2005, 52: 345-360.

 

Researcher : Chow C



List of Research Outputs

 

Law N.W.Y., Kankaanranta M. and Chow C., Technology-supported educational innovations in Finland and Hong Kong: A tale of two systems, Human Technology. 2005, 1(2): 176-201.

 

Researcher : Chow LPY



List of Research Outputs

 

Yiu E.M.L., Verdolini K. and Chow L.P.Y., Electromyographic Study of Motor Learning for a Voice Production Task, Journal Of Speech, Language And Hearing Research. Rockville, USA, Amer Speech Language Hearing Assoc, 2005, 48 (6): 1254-1268.

 

Researcher : Chu CY



List of Research Outputs

 

Francis A.L., Ciocca V., Wong N.K.Y., Leung H.Y. and Chu C.Y., Extrinsic Context Affects Talkers Normalization of Lexical Tone, The Journal of the Acoustical Society of America. New York, USA, American Institute of Physics, 2006, 119 (3): 1712-1726.

 

Researcher : Chu SKW



List of Research Outputs

 

Chu S.K.W. and Law N.W.Y., Development of Information Search Expertise: Research Students' Knowledge of Databases, Online Information Review. Bradford, MCB University Press, 2005, 29 (6): 621-642.

 

Wong G., Chan D. and Chu S.K.W., Assessing the Enduring Impact of Library Instruction Programs, Journal of Academic Librarianship. US, Elsevier, 2006, 32 (4): 384-395.

 

Researcher : Chun JC



List of Research Outputs

 

Chun J.C. and Whitehill T.L., The Relationship Between Acoustic Analysis and Perceptual Judgement of Lingual Stops in Speakers with Cleft Palate, 4th International EPG Symposium, Edinburgh, Sept 29 - 30, 2005.

 

Researcher : Chung ALS



Project Title:

Web-based learning and teaching support (WLTS) materials for the student assessment of the basic competency assessments (BCA) in the key learning area of Chinese language at key stages 1 and 2

Investigator(s):

Chung ALS, Ki WW, Lam HC

Department:

Education Faculty

Source(s) of Funding:

Education and Manpower Bureau - General Award

Start Date:

12/2002

 

Abstract:

To provide web-based learning and teaching support materials for the student assessment of the basic competency assessments in the key learning area of Chinese language at key stage 1 (listening) and key stage 2 (listening and reading).

 

List of Research Outputs

 

Ki W.W., Chung A.L.S. and Lau E.C.C., What do we do in the Learning Center?, Hong Kong International IT in Education Conference 2006. EMB, Hong Kong SAR. . 2006, 10.

 

Researcher : Chung HK



List of Research Outputs

 

Chung H.K. and Leung M.T., A Theory-driven Treatment For Chinese Developmental Dyslexic Children: Preliminary Results on the Training of Metalinguistic Awareness, Hong Kong Special Education Forum. Hong Kong, Hong Kong Special Education Society, 2006, 8: 1-20.

 

Chung H.K. and Leung M.T., Data Analysis of Chinese Characters in Primary School Corpora of Hong Kong and Mainland China: Preliminary Theoretical Interpretations, The 11th Meeting of the International Clinical Phonetics and Linguistics Association, Dubrovnik, Croatia, May 31 - June 4, 2006.

 

Chung H.K. and Leung M.T., Treatment of Development Dyslexia in Chinese Children: Preliminary Results of Weekly Training on Metalinguistic Awareness, The 3rd International Multilingualism and Dyslexia Conference, Limassol, Cyprus, July 14 - 16, 2005. 6pp.

 

Researcher : Chung KKH



Project Title:

Temporal processing and cognitive processing in Chinese dyslexic children: behavioral and electrophysiological investigation

Investigator(s):

Chung KKH, Penney TB, McBride-Chang CA, Ho CSH, Cheung H

Department:

Education Faculty

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

09/2005

 

Abstract:

To evaluate the role of perceptual processing via auditory and visual temporal processing and cognitive processing play in the development of reading difficulties; to investigate the extent to which the auditory and visual temporal processing are related to visual/orthographic and phonological/morphological processing in dyslexic children; identify the profiles of developmental dyslexia in Chinese language; to use electrophysiological measures (event-related potentials - ERPs) to investigate various perceptual and cognitive aspects of the attentive and pre-attentive processes that underlie dyslexia.

 

Project Title:

Dyslexia in learning English as a second language

Investigator(s):

Chung KKH, Ho Suk-Han

Department:

Education Faculty

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

01/2006

 

Abstract:

The present project is the first one to focus on how Chinese dyslexics learn English as L2. The main purpose of the present study concerns the following questions: 1) Do Chinese dyslexic children have difficulties in learning to read and write English as L2? 2) To what extent are the underlying cognitive and linguisitc skills in L1 and L2 different? 3) What are the typical profiles of Chinese dyslexic learners learning L2? and 4) How learners' affective and socio-contextual factors including home literacy support and practices affect both L1 and L2 acquisition success and failure?

 

List of Research Outputs

 

Chan D.W., Ho C.S.H., Tsang S.M., Lee S.H. and Chung K.K.H., Exploring the reading-writing connection in Chinese children with dyslexia in Hong Kong, Reading and Writing. 2006, 19: 543-561.

 

Chung K.K.H. and Tam Y.H., Effects of cognitive based instruction on mathematical problem solving by learners with mild intellectual disabilities, Journal Of Intellectual & Developmental Disability. 2005, 30: 207-216.

 

Chung K.K.H., Learner Knowledge And Second Language Vocabulary Instruction, Hawaii International Conference on Education. 2006.

 

Ho C.S.H., Chan D.W., Tsang S.M., Lee S.H. and Chung K.K.H., World learning deficit among Chinese dyslexic children, Journal of Child Language. 2006, 33: 145-161.

 

Wong E.Y.F., Ho C.S.H., Chung K.K.H., Tsang S.M. and Lee S.H., The Hong Kong Learning Behaviour checklist for Preschool Children (Parent Version), Hong Kong Specific Learning Difficulties Research Team. Hong Kong, 2006.

 

Researcher : Churchill D



Project Title:

Design of Effective Interactive Learning Objects for Pocket PC delivery

Investigator(s):

Churchill D

Department:

Education Faculty

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

05/2005

 

Abstract:

The aim of this project is to develop a strategy that enhances the design of learning objects for Pocket PC mode of delivery. This will be achieved through understanding the limitations of this environment for effective visualization and interactivity (Bederson and Shneiderman, 2003; Fraser, 1999; Nardi, 1997; Tufte, 1983). Once developed the strategy will be useful as heuristics for individuals engaged in the design of learning objects for delivery in Pocket PC environments. These individuals might be teachers or multimedia designers engaged in preparation of educational resources. This understanding will also be useful as a guideline to teachers who intend to use such technology with their students, providing information on the limitations as well as the kinds of support necessary to ensure effective learning. Learning objects are most effective when designed as interactive visual representations of data, information and knowledge (Jonassen and Churchill, 2004; Churchill, 2004). Such interactive and visual representations allow learners to examine data, retrieve information, generalize, experiment, practice, test assumptions (Churchill, 2003). Use of an effective interactive learning object potentially leaves a residue in a form of a cognitive resource which adds to overall intellectual capacity of learners (Churchill, 2005). This understanding of learning objects is in line with contemporary theories of learning which confirm that it is important to plan for technology integration in support of learners' engagement in an activity where they conduct inquiries, solve problems, innovate and collaborate (Engeström, 1987; Jonassen, and Carr, 2000; Jonassen and Rohrer-Murphy, 1999; Salomon, Perkins, and Globerson, 1991). We have very limited guidelines in relation to effective design of interactive learning objects for Pocket PC mode of delivery (Luchini, Quintana, and Soloway, 2004) Most of the interactive learning objects have been designed for delivery over standard computers. There are rare attempts by designers to create learning objects for the Pocket PC environment. Most attempts to design education content for this mode of delivery are reduced to creating e-books as a scrollable text with some illustrations and very limited interactivity. Squeezing a lot of text and images in limited screen space is clearly a problem for a consumer of this material.

 

List of Research Outputs

 

Churchill D., Beyond learning objects: from tools in the world to capacity in the mind. , ED-MEDIA 2005: World Conference on Educational Multimedia, Hypermedia & Telecommunications, June 27 - July 2, 2005, Montreal. 2005.

 

Churchill D., Education via PDA technology: designing effective learning objects, In: Ravi Gupta, Digital Learning. India, Center for Science, Development and Media Studies, 2006, 2(6): 10-13.

 

Churchill D., Emerging ICT technologies and challenges for education, Media and Society in Asia: Transformations and Transitions, 14th AMIC Annual Conference, Beijing, July 18 - 21, 2005.

 

Churchill D., Learning object: an interactivie representation and a mediating tool in a learning activity, In: John Hedberg, Educational Media International. UK, International Council for Educational Media, 2005, 42(4): 331-347.

 

Churchill D., Moving towards student centered learning environments, NTU Teaching and Learning Seminar 2006, Singapore. 2006.

 

Churchill D., Pedagogically sound learning objects, Information Leadership in a Culture of Change, 34th Annual IASL Conference, July 8-12, 2005, Hong Kong. 2005.

 

Churchill D., Teachers’ private theories and their design of technology-based learning, In: Nick Rushby, British Journal of Educational Technology. UK, Britich Educational Communications and Technology Agency, 2005, 37(4): 559-576.

 

Churchill D., Understanding Design of Learning Objects for Educational Application via PDA Technology (paper nominated for award), SITE 2006--17th annual conference of the Society for Information Technology and Teacher Education. USA, 2006.

 

Researcher : Ciocca V



Project Title:

The role of tonal context on the learning of lexical tone categories by speakers of tonal and nontonal languages

Investigator(s):

Ciocca V, Francis A.L.

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

09/2003

Completion Date:

09/2006

 

Abstract:

To investigate the effect of tonal context on the learning of new lexical tone categories; to investigate the effect of previous knowledge of lexical tone categories on the learning of new tone categories; to investigate the changes in the mental representations of tone categories and in tone normalization ability at different stages of learning.

 

Project Title:

The role of tonal context on the learning of lexical tone categories by speakers of tonal and nontonal languages

Investigator(s):

Ciocca V, Francis A.L.

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Merit Award for RGC CERG Funded Projects

Start Date:

09/2003

 

Abstract:

N/A

 

List of Research Outputs

 

Chan K.M.K., Li M., Ciocca V. and Yiu E.M.L., The Effectiveness of Feedback in Perceptual Voice Evaluation Training, The Voice Foundation 35th Annual Symposium: Care of the Professional Voice, Philadelphia, May 31 - June 4, 2006.

 

Ciocca V., Chen D.P.W., Lee A.S.Y. and Whitehill T.L., Acoustic Correlates of Hyper Nasality in Consonants, 5th International Conference on Speech Motor Control. Nijmegen, Netherlands, 2006, 1pp.

 

Ciocca V., Wong A.M.Y. and Yung S., Perception of tonal contrasts by Cantonese children with Specific Language Impairment, the International Clinical Phonetics and Linguistics Association, Dubrovnik, Croatia. 2006.

 

Ciocca V., Vandali A.E., Wong L.L.N., Luk B., Ip V.W.K., Murray B. and Yu H.C., Pitch perception by cochlear implants users, 5th Asia Pacific Symposium on Cochlear Implants and Related Sciences, Hong Kong. 2005.

 

Ciocca V., Ma J.K.Y., Ho D.S.L., Kwan Chen L.L.Y., Yu K.K.M. and Whitehill T.L., Relationship Between the Process of Learning and Clinical Performance, Conference on Problem-Based Learning in Speech-Language Pathology Programmes. Linköping, Sweden, 2006.

 

Francis A.L., Ciocca V., Wong N.K.Y., Leung H.Y. and Chu C.Y., Extrinsic Context Affects Talkers Normalization of Lexical Tone, The Journal of the Acoustical Society of America. New York, USA, American Institute of Physics, 2006, 119 (3): 1712-1726.

 

Khouw E. and Ciocca V., Acoustic and Perceptual Study of Cantonese Tones Produced by Profoundly Hearing-Impaired Adolescents, Ear and Hearing . PA, USA, 2006 Lippincott Williams & Wilkins, 2006, 27 (3): 243-255.

 

Khouw E. and Ciocca V., An Acoustic and Perceptual Study of Final Stops Produced by Profoundly Hearing Impaired Adolescents, Journal of Speech, Language, and Hearing Research. Rockville Maryland, USA, EBSCO Publishing, 2006, 49 (1): 172-185.

 

Lee A.S.Y., Whitehill T.L. and Ciocca V., Perceptual and Instrumental Measures of Hypernasality, 10th International Congress on Cleft Palate and Related Craniofacial Anomalies, Durban, South Africa, Sept 2 - 8, 2005.

 

Ma J.K.Y., Ciocca V. and Whitehill T.L., Contextual Effect on Perception of Lexical Tones in Cantonese, 9th European Conference on Speech Communication and Technology (Interspeech 2005), Lisbon, Sept 4 - 8, 2005.

 

Ma J.K.Y., Ciocca V. and Whitehill T.L., Perceoption of Intonation in Cantonese, Proceedings of the Second International Conference on Tonal Aspects of Languages (TAL 2006). La Rochelle, France, 2006, 93-96.

 

Ma J.K.Y., Ciocca V. and Whitehill T.L., Quantitative Analysis of Intonation Patterns in Statement and Questions in Cantonese, Proceedings of the Third International Conference on Speech Prosody. Dresden, Germany, 2006, 277-280.

 

Samson F., Mottron L., Jemel B., Belin P. and Ciocca V., Can Spectro-Temporal Complexity Explain the Autistic Pattern of Performance on Auditory Tasks?, Journal of Autism and Developmental Disorders. Netherlands, Springer, 2006, 36 (1): 65-76.

 

Vandali A.E., Ciocca V., Wong L.L.N., Luk B., Ip V.W.K. and Murray B., Pitch coding for cochlear implants, 5th Asia Pacific Symposium on Cochlear Implants and Related Sciences, Hong Kong. 2005.

 

Whitehill T.L., Ciocca V., Chan C.T. and Samman N., Acoustic Analysis Of Vowels Following Glossectomy, Clinical Linguistics and Phonetics. 2006, 20: 135-140.

 

Wong L.L.N., Ciocca V., Vandali A.E., Luk B., Ip V.W.K., Murray B., Yu H.C. and Chung I., Speech intelligibility using various cochlear implant speech coding strategies, 5th Asia Pacific Symposium on Cochlear Implants and Related Sciences, Hong Kong. 2005.

 

Researcher : Davison CM



Project Title:

Summative oral school-based assessment in secondary ESL in Hong Kong

Investigator(s):

Davison CM, Andrews SJ, Tang RWY, Hamp-Lyons L.

Department:

Education Faculty

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

10/2004

 

Abstract:

To identify, develop and trial and evaluate a range of content and context-appropriate oral school-based summative assessment activities, instruments and procedures for senior secondary subject English; to analyze senior secondary English language teachers' existing assessment orientations, including the factors that influence and shape their assessment decisions in their classroom, in order to identify how best to achieve valid and reliable school-based assessments; to identify and describe the range and type of teacher support needed for the effective introduction of summative school-based assessment in senior secondary English in Hong Kong.

 

Project Title:

Summative oral school-based assessment in secondary ESL in Hong Kong

Investigator(s):

Davison CM

Department:

Education Faculty

Source(s) of Funding:

Merit Award for RGC CERG Funded Projects

Start Date:

01/2005

 

Abstract:

N/A

 

List of Research Outputs

 

Bruce N.J., Davison C.M. and Poon S., Language Policies and Practices at the University of Hong Kong , Paper given at the Invitational Symposium on Language Issues in English-medium Universities across Asia, 8-9 June . 2006.

 

Davison C.M., Aligning High-stakes Assessment With Curriculum Reform: School-based Assessment in Hong Kong, Keynote Address - The 8th Academic Forum On English Language Testing In Asia (AFELTA), Hong Kong, Nov 25 - 26, 2005. 2005.

 

Davison C.M., Aligning High-stakes Assessment with Curriculum Reform: School-based Assessment in Hong Kong, Proceeding of The 8th Academic Forum on English Language Testing in Asia (AFELTA), Hong Kong, Nov 25 - 26, 2005. 36-58.

 

Davison C.M., Changing Tests For Teachers: English Language School-based Assessment In Hong Kong, Faculty of Education, The University of Hong Kong, Hong Kong, Dec 19, 2005. 2005.

 

Davison C.M., Collaboration Between ESL and Content Teachers: How Do We Know When We Are Doing It Right?, International Journal of Bilingual Education and Bilingualism. Bath, UK, Multilingual Matters, 2006, 9 (4): 454-475.

 

Davison C.M. and Hamp-Lyons E.M., Different Interpretations, Different Uses: Assessment Criteria and School-based Assessment Reform in Hong Kong English, Monthly Seminar Series on English Language School-based Assessment: Integrating Research and Practice, The University of Hong Kong, May 9, 2006. 2006.

 

Davison C.M., Editorial Board, Assessing Writing. UK, Elsevier, 2006.

 

Davison C.M., Editorial Board, TESOL in Context. Australian Council of TESOL Associations, 2006.

 

Davison C.M., Learning Your Lines: Negotiating Language and Content in Subject English, Linguistics and Education. New York, NY, Elsevier, 2005, 16 (2): 219-237.

 

Davison C.M. and Hamp-Lyons E.M., Longitudinal Study on the Implementation of the School-based Assessment Component of the 2007 HKCE English Language Examination, Hong Kong Examinations and Assessment Authority. 2006.

 

Davison C.M., Member of Editorial Board, Australian Review of Applied Linguistics. Caulfield East, Victoria, Monash University Printing Services, 2006.

 

Davison C.M. and Hamp-Lyons E.M., Professional Development for Teachers in Preparation for School-based Assessment in the 2007 HKCE English Language Examination, Part 1 & 2, Hong Kong Examinations and Assessment Authority. 2006.

 

Davison C.M. and Hamp-Lyons E.M., Research And Development For Professional Development Courses For Teachers In Preparation For The School-based Assessment Component of The 2007 HKCE English Language Examination, Hong Kong Examinations and Assessment Authority . 2006.

 

Davison C.M., Teacher's Use of Assessment Criteria, Joint American Association of Applied Linguistics and Canadian Applied Linguistics Conference, Montreal, Canada, Jun 17 - 20, 2006. p. 57, 130.

 

Davison C.M., Through The Looking Glass: Meeting The Needs of International Students in Hong Kong and Australia, Featured Symposium Speaker - Applied Linguistics Association of Australia Conference, Melbourne, Australia, Sept 25 - 28, 2005. 2005.

 

Davison C.M., Towards More Effective Assessment in Hong Kong Secondary Schools: Findings From The Chalkface, Enhancing Effective English Language Assessment in Secondary Schools: Integrating Theory and Practice, Teacher Conference, Sponsored by Faculty of Education/HKU/QEF/HKEAA, Apr 22, 2006. 2006.

 

Gao X. and Davison C.M., Questions and answers: Research about learning style , TESOL Research SIG Newsletter . Alexandria, USA, TESOL Publications, 2006, 13(1).

 

Researcher : Day JR



Project Title:

Health related behaviour of school students in Hong Kong

Investigator(s):

Day JR

Department:

Curriculum Studies

Source(s) of Funding:

Other Funding Scheme

Start Date:

09/2001

 

Abstract:

To inform Curriculum Developers Resource Providers and Cares about students behaviours which may be beneficial or detrimental to their health in order to develop more relevant curriculum or intervention programmes.

 

List of Research Outputs

 

Wong A.S.L., Yung B.H.W., Day J.R. and Cheng M.W., Enhancing senior secondary students' understanding of the nature of science and the interconnection between science, technology and socieity through innovative teaching and learning activities, Conference on Research and Practices in Science Education (Hong Kong), Dec 16-17, 2005.

 

Researcher : Ding XJ



Project Title:

Play with power: revealing the discrepancy between policy of Minban education and its implementation in Shanghai

Investigator(s):

Ding XJ

Department:

Education Faculty

Source(s) of Funding:

Sik Sik Yuen Education Research Fund

Start Date:

03/2004

 

Abstract:

To study play with power through revealing the discrepancy between policy of Minban education and its implementation in Shanghai.

 

List of Research Outputs

 

Ding X.J., Why are the Policies on Private Education Twisted in Mainland? A Case of Shanghai, In: Katyal, K, Lam, H.C. & Ding, X, Research in Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 10 - 21.

 

Katyal Roy K., Lam H.C. and Ding X.J., Editor, Research Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 295pp.

 

Researcher : Edwards TG



Project Title:

The receptivity of PSHE teachers in secondary schools to curriculum reform in Hong Kong

Investigator(s):

Edwards TG, Stimpson PG, Kwan TYL

Department:

Curriculum Studies

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

02/2002

 

Abstract:

To investigate the initial response to the reform proposals of teachers who will be responsible for the organization and teaching of the Personal, Social and Humanities Education KLA.

 

Project Title:

Learning in Communities of practice in school-university partnership

Investigator(s):

Edwards TG, Tsui ABM, Lopez-Real FJ

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

09/2005

 

Abstract:

Since the early eighties, various models of partnership between university and schools have emerged and studies of such models have been reported in the literature. However, these studies have largely focused on the institutional dimension of partnership. Few have investigated partnership from the perspective of multiple forms of, and contexts for, professional learning that are afforded by partnership. This volume examines the opportunities for learning afforded by school-university partnership from the perspective of a social theory of learning which sees participation in social practice as fundamental to the process of learning and knowing; it not only shapes one’s experience but also the community in which one participates (Lave, 1988, Lave and Wenger, 1991, Wenger, 1998). Wenger argues that only a community in which practice is the source of coherence can be considered a “community of practice”, and he outlines three dimensions in which practice brings about coherence in a community: mutual engagement, the negotiation of a joint enterprise and the development of a shared repertoire (p. 73). Using the above theory of learning as social participation and the concept of communities of practice as a framework, the book examines the communities of practice that were brought about by partnership established between The University of Hong Kong and schools in Hong Kong. It analyses the learning that takes place as the participants, that is, the student-teachers, mentor teachers, and university supervisors, mutually engage in the joint enterprise of improving teaching and learning in schools, develop shared practices, and create new communities of practice. The relations that are developed as communities of practice interact will also be explored. The book concludes by identifying the conditions that are necessary to bring about learning in communities of practice.

 

List of Research Outputs

 

Edwards T.G., Beyond the Separate Subjects: Towards a Post-disciplinary Approach to Environmental Education , In: Lee, J. & Williams, M. (Eds.), Environmental and Geographical Education for Sustainability: Cultural Contexts. New York, Nova Science Publishers, 2006, 109-121.

 

Edwards T.G., Editorial Board Member , Early Years - An International Journal of Research and Development. FalmerRoutledge, 2006.

 

Edwards T.G., Reconceptualizung Teacher Education to Meet the Challenges of Systemic Education Reform, Preparing Teachers for a Changing Context, Institute of Education, London, 3 - 6 May, 2006.

 

Researcher : Evers CW



List of Research Outputs

 

Chitpin S. and Evers C.W., Teacher Professional Development as Knowledge Building: A Popperian Analysis, Teachers and Teaching: Theory and Practice. London, UK, Taylor & Francis, 2005, 11(4): 419-433.

 

Evers C.W. and Wu E.H., On Generalizing from Single Case Studies: Epistemological Reflections, The European Educational Research Association Annual Conference, Dublin, Ireland, September 7 - 9, 2005.

 

Researcher : Fairbrother GP



Project Title:

A study of provincial-level implementation of citizenship education policy in China

Investigator(s):

Fairbrother GP

Department:

Education Faculty

Source(s) of Funding:

Merit Award for RGC CERG Funded Projects

Start Date:

01/2006

 

Abstract:

N/A

 

Project Title:

A study of provincial-level implementation of citizenship education policy in China

Investigator(s):

Fairbrother GP, Postiglione GA, Cheng KM

Department:

Education Faculty

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

01/2006

 

Abstract:

To investigate the process by which Chinese provincial-level educational administrators plan the implementation of cental government-formulate policy guidelines on citizenship education in a societal context of educational decentralization and flexible policy implementation.

 

List of Research Outputs

 

Researcher : Fan W



Project Title:

A case study of the development of thinking styles in the hypermedia environment among university students

Investigator(s):

Fan W

Department:

Education Faculty

Source(s) of Funding:

Sik Sik Yuen Education Research Fund

Start Date:

03/2004

 

Abstract:

To carry out a case study on the development of thinking styles in the hypermedia environment among university students.

 

List of Research Outputs

 

Fan W., Could University Students' Academic Achievements be Predicted by Thinking Styles in the Hypermedia Environment?, In: Katyal, K, Lam, H.C. & Ding, X, Research Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 125 - 135.

 

Researcher : Fok CW



List of Research Outputs

 

Fok C.W. and Lian J.M., Teacher Stress and Professional Development of Special Educators Amidst Educational Reforms in Hong Kong, CASE International Conference on Special Education, Centre for Advancement in Special Education, Hong Kong, Jun 2 - 3, 2006.

 

Researcher : Fox RMK



Project Title:

Building innovative pedagogical communities of practice online

Investigator(s):

Fox RMK, Siu FLC, Henri J, Kwan ACM, Lee SM, So TKK, Trinidad SG

Department:

Ctr for Inform Tech in (Sch&Teacher) Edu

Source(s) of Funding:

Small Project Funding

Start Date:

11/2003

Completion Date:

10/2005

 

Abstract:

To identify the characteristics and motivation factors of full-time teachers undertaking part-time tertiary study; to trial a range of innovative and flexible pedagogies in selected modules to determine their effect on academic performance and participation; to compare the efficacy of flexible learning with traditional face-to-face instructional approaches; to determine other factors that influence learning progress; to design/pilot an instrument that will enable instructors to gain information on motivation and lifestyle factors; to provide preliminary data for a monograph for return-to-study teachers in Hong Kong.

 

Project Title:

Educational practice and change: beyond technology

Investigator(s):

Fox RMK, Yuen HK, Law NWY

Department:

Ctr for Inform Tech in (Sch&Teacher) Edu

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

10/2004

 

Abstract:

To assess the impact of Information and Communication Technologies (ICT) on schools, curricula, teachers, and students since the initial implementation of the Hong Kong government's plan stated in the Information Technology for Learning in a New Era: Five-year Strategy 1998/99 to 2002/03 document (EMB, 1998).

 

Project Title:

Digital environments: a lever for change in higher education practices?

Investigator(s):

Fox RMK, Yuen HK, Evers CW

Department:

Ctr for Inform Tech in (Sch&Teacher) Edu

Source(s) of Funding:

Small Project Funding

Start Date:

11/2004

Completion Date:

10/2006

 

Abstract:

To examine the more complex issues, undestandings, challenges and opportunities the new information and communication technologies (ICTs) provide.

 

Project Title:

Educational practice and change: beyond technology

Investigator(s):

Fox RMK

Department:

Ctr for Inform Tech in (Sch&Teacher) Edu

Source(s) of Funding:

Merit Award for RGC CERG Funded Projects

Start Date:

01/2005

 

Abstract:

N/A

 

Project Title:

Mobile technology affordances for learning support in higher education

Investigator(s):

Fox RMK

Department:

Ctr for Inform Tech in (Sch&Teacher) Edu

Source(s) of Funding:

Small Project Funding

Start Date:

12/2005

 

Abstract:

Proposal objectives: to investigate how undergraduate Mainland China students use mobile technology to support their learning at the university of Hong Kong.This research will focus on context-aware mobile technology affordances in learning. In addition, the project also lays emphasis on how the technology supports just-in-time learning, and how students may receive context-appropriate information or complete a task at the most appropriate moment. The result of the project intends to inform researchers, students and educators of opportunities mobile technology can offer learning in specific contexts.

 

List of Research Outputs

 

Fox R.M.K., In: Editorial Board: Robert Fox, ALT-Journal. Association for Learning Technology. London, Taylor & Francis Group, 2006.

 

Fox R.M.K. and Trinidad S., Assessment driving the learning, technology supporting the process, Staff and Educational Development International. 2006, 10(1): 25-33.

 

Fox R.M.K., Associate Editor 2004 - present, International Journal of Knowledge, Culture and Change Management. Australia, Common Ground, 2005.

 

Fox R.M.K., Editor-in-chief, In: Fox, R, and others, Information, Technology and Educational Change (ITEC) an e-journal of the Centre for Information Information Technology in Education, the Faculty of Education, the University of Hong Kong. Hong Kong, CITE, HKU, 2005.

 

Fox R.M.K., Editorial Board member. Service period 2004 - present, Asia-Pacific Cybereducation Journal. Korea, APEC, 2005.

 

Fox R.M.K. and Trinidad S., Modelling Community Building Through Working Online, Information Technology in Education Conference HKITEC 2006 Capacity building for learning through IT. Hong Kong, EMB, Hong Kong Government, 2006, 11pp.

 

Fox R.M.K., Technology and teacher practice and change, International Journal of Knowledge, Culture and Change Management. Common Ground, Australia, 2005, 4: 11p.

 

Song Y. and Fox R.M.K., Integrating M-technology into web-based ESL vocabulary learning for working adult Learners, In: H. Ogata, M. Sharples, Kinshuk, Y. Yano, IEEE International Workshop on Wireless and Mobile Technologies in Education WMTE 2005. Tokyo, IEEE Compter Society, 154-158.

 

Trinidad S. and Fox R.M.K., Using pedagogical practices in an online learning environment to enhance motivation and self-directed learning of part-time students, In: H. Dreher S. Quinton, Journal of Universal Science and Technology of Learning. Graz University and Curtin University, 2006, 0(0): 48-60.

 

Researcher : Fuente Contreras AN



Project Title:

Auditory damage caused by organic solvent exposure. From early detection to rehabilitative strategies

Investigator(s):

Fuente Contreras AN

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Sik Sik Yuen Education Research Fund

Start Date:

03/2004

 

Abstract:

To study auditory damage caused by organic solvent exposure, from early detection to rehabilitative strategies.

 

List of Research Outputs

 

Fuente Contreras A.N. and McPherson D.B., Normalización de la prueba de "Random Gap Detection" para poblaciones nativas hispanoparlantes, Revista Chilena de Fonaudiología. Santigao, Chile, University of Chile, 2005, 6 (1): 19-28.

 

Researcher : Gu M



Project Title:

Learners' motivation in NS-NNS interaction - the Mainland China EFL context

Investigator(s):

Gu M

Department:

Education Faculty

Source(s) of Funding:

Sik Sik Yuen Education Research Fund

Start Date:

03/2004

 

Abstract:

To study learners' motivation in NS-NNS interaction - the Mainland China EFL context.

 

List of Research Outputs

 

Gu M., Imagined Communities, Identity and English Language Learning in the People's Republic of China (PRC), In: Katyal, K, Lam, H.C. & Ding, X, Research Studies in Education. Hong Kong, Faculty of Research, The University of Hong Kong, 2005, 3: 22 - 33.

 

Researcher : Hamp-Lyons EM



List of Research Outputs

 

Davison C.M. and Hamp-Lyons E.M., Different Interpretations, Different Uses: Assessment Criteria and School-based Assessment Reform in Hong Kong English, Monthly Seminar Series on English Language School-based Assessment: Integrating Research and Practice, The University of Hong Kong, May 9, 2006. 2006.

 

Davison C.M. and Hamp-Lyons E.M., Longitudinal Study on the Implementation of the School-based Assessment Component of the 2007 HKCE English Language Examination, Hong Kong Examinations and Assessment Authority. 2006.

 

Davison C.M. and Hamp-Lyons E.M., Professional Development for Teachers in Preparation for School-based Assessment in the 2007 HKCE English Language Examination, Part 1 & 2, Hong Kong Examinations and Assessment Authority. 2006.

 

Davison C.M. and Hamp-Lyons E.M., Research And Development For Professional Development Courses For Teachers In Preparation For The School-based Assessment Component of The 2007 HKCE English Language Examination, Hong Kong Examinations and Assessment Authority . 2006.

 

Researcher : Harfitt GJ



List of Research Outputs

 

Harfitt G.J., Overcoming Learner Anxiety in English Speaking Lessons and Assessments: A Case Study from a Hong Kong Secondary School, 2nd Cam-TESOL Conference in Phnom Penh, Cambodia, Feb 25 - 26, 2006.

 

Lo M.M. and Harfitt G.J., Promoting a Collaborative Culture in an English Department: Case Studies of Two Secondary Schools in Hong Kong, The 3rd ASIA-TEFL Conference in Beijing, Nov 4 - 6, 2005.

 

Researcher : Henri J



Project Title:

Innovative pedagogical practice online (IPPO)

Investigator(s):

Henri J, Siu FLC, Kwan ACM, Lee SM, Chieng ASL, Trinidad SG

Department:

HKU SPACE

Source(s) of Funding:

School of Professional and Continuing Education - General Award

Start Date:

09/2002

 

Abstract:

To identify the characteristics and motivation factors of full-time teachers undertaking part-time tertiary study; to trial a range of innovative and flexible pedagogies in selected modules to determine their effect on academic performance and participation; to compare the efficacy of flexible learning with traditional face-to-face instructional approaches; to determine other factors that influence learning progress; to design and pilot an instrument that will enable instructors to gain information on motivation and lifestyle factors; to provide preliminary data for monograph for return-to-study teachers.

 

List of Research Outputs

 

Henri J., Information Literacy Framework For Hong Kong: Building The Capacity of Learning To Learn In The Information Age. Hong Kong, EMB, 2005, 65pp.

 

Henri J., Information Literacy, The NVB Annual Conference, Ede, The Netherlands, November 24, 2005. .

 

Henri J., Lee S. and Chan A., Information Policy For Hong Kong Schools: The Case of the Missing Chopsticks, School Libraries Worldwide. 2006, 12 (1): 81-93.

 

Henri J. and Lee S., Information Policy and Hong Kong Schools: A Review of the Literature and Preliminary Benchmarking of Practice, IASL Reports, 2005: Information Leadership in a Culture of Change, Jul 8 - 12, 2005. Hong Kong, IASL, [CD Rom].

 

Henri J., Leadership in Teacher Librarianship Award, International Association of School Librarianship and Hong Kong Teacher Librarians Association. 2005.

 

Henri J., Learning and Assessing in the Information Literate School: A Social Constructivist Perspective, In: In K. Bonanno and P. Nibbs (Eds.), Visions of learning: ASLA Online II Conference proceedings, Australian School Library Association, Zillmere, Australia, May 8 - 26, 2006. 10pp.

 

Henri J., Library Management: Trends and Opportunities, In: R. L. Raina, D. K. Gupta, & R. C. Gaur (Eds.), Information and Leadership: Enabling Meaning within a Culture of Change. Naraina, New Delhi, Excel Books, 2005, 176-194.

 

Henri J., Member of Editorial Board, School Libraries Worldwide. International Association of School Librarianship (IASL), 2006.

 

Henri J., Overview of Information Literacy Education and Vision for Information Literate Societies, The Development of Information Literacy through School Libraries in South-East Asian Countries: Proceeding of the Final Workshop, UNESCO: Bangkok, Thailand, Sept 19 - 22, 2005.

 

Kong S.C., Lee F.L., Li S.C. and Henri J., A Study of The Development of An Information Literacy Framework For Hong Kong Students, In: C.K. Looi, D. Jonassen, & M. Ikeda , Towards Sustainable and Scalable Educational Innovations Informed By The Learning Sciences . Amsterdam, IOS press, 2005, 156-163.

 

Warning P.B., Henri J., Chan A. and Lee S., And a Mixed Multitude Went Up: Report on the IASL 2005 Conference Survey, Access. 2006, 20 (2): 21-26.

 

Researcher : Ho DSL



List of Research Outputs

 

Ciocca V., Ma J.K.Y., Ho D.S.L., Kwan Chen L.L.Y., Yu K.K.M. and Whitehill T.L., Relationship Between the Process of Learning and Clinical Performance, Conference on Problem-Based Learning in Speech-Language Pathology Programmes. Linköping, Sweden, 2006.

 

Researcher : Ho MW



List of Research Outputs

 

Ho M.W., 中國語文科新課程--強調思維發展的課程, 涓涓江河:面向中學中國語文, 香港, 教育署課程發展處, 2006, 169-205.

 

Researcher : Ho SY



List of Research Outputs

 

Ho S.Y. and Poon A.W.M., Application of Readers Theatre in Advanced Chinese Language Courses, Journal of the Chinese Language Teachers Association. USA, 2006, 41.2: 23-43.

 

Ho S.Y., Chan W.K., Poon A.W.M. and Law Y.K., Reflections on the teaching of Chinese Literature Described in the Curriculum Reforms in Hong Kong from 1974 to 2006, In: Beijing Normal University, International Conference on the Teaching of Literature under Curriculum Reforms, Beijing. 2006.

 

Ho S.Y., The Integration of Mathematics and Writing in Teaching, Language Monthly. Guangzhou, South China Normal University, 2005, 10: 24-25.

 

Ho S.Y., The Use of Readers Theatre in the Teaching of Poetry, Educational Research Journal. Hong Kong, Chinese University of Hong Kong, 2005, 20.1: 101-119.

 

Researcher : Hodson D



List of Research Outputs

 

Wong A.S.L., Kwan J., Hodson D. and Yung B.H.W., Developing teachers’ understanding of the nature of science through a case study on the scientific research in Severe Acute Respiratory Syndrome (SARS), National Association for Research in Science Teaching (NARST) Annual Meeting (San Francisco, United States), April 3-6, 2006.

 

Wong A.S.L., Yung B.H.W., Cheng M.W. and Hodson D., Setting the stage for developing pre-service teachers' conceptions of good science teaching: the role of classroom videos, International Journal of Science Education. 2006, 28 (1): 1-24.

 

Yung B.H.W., Wong A.S.L., Cheng M.W. and Hodson D., Tracking Changes in Student Teachers' Conception of Good Science Teaching: Progressive Reflection on the Same Videos, Paper presented at National Association for Research in Science Teaching (NARST) Annual Meeting (San Francisco, United States), 3rd-6th April 2006. 2006.

 

Yung B.H.W., Wong A.S.L., Cheng M.W., Hui C.S. and Hodson D., Tracking changes in student teachers' conception of good science teaching: Progressive reflection on the same videos , National Association for Research in Science Teaching (NARST) Annual Meeting (San Francisco, United States), 3-6 April 2006.

 

Researcher : Hoye LF



Project Title:

A dictionary of pragmatics

Investigator(s):

Hoye LF

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

11/2003

 

Abstract:

To provide a comprehensive survey of the terms/concepts relating to linguistic-oriented pragmatics and socially-oriented pragmatics; to provide accessible and concise explanations of terms, movements, and proper names central to the field, and thereby to offer an overall picture of the nature and aims of pragmatics; to profile past and present trends in pragmatic research and related methodological issues, also with reference to pragmatics and language education; to contextualize pragmatics in relation to theoretical and applied linguistics, language education, anthropological linguistics, ethnomethodology, the philosophy of linguistics, language philosophy, psycholinguistics and language learning, media languages and communication; to address the interests and enquiries of a specialist and broad readership, and to offer this readership a ready and accessible reference to the terms and concepts central to the discipline of pragmatics.

 

List of Research Outputs

 

Hoye L.F., Applying Pragmatics, Encyclopedia of Language & Linguistics (2nd Edition). London & New York, Elsevier, 2005, 1: 406 - 409.

 

Hoye L.F., Linguistic Anthropology and Pragmatics, Journal of Pragmatics. Amsterdam, Elsevier, 2006, 38 (6): 944-967.

 

Hoye L.F. and Kaiser R., The Migration and Reconstruction of a Symbol: An Exploration in the Dynamics of Context and Meaning Across Cultures, 31st International LAUD - Symposium - Intercultural Pragmatics, University of Koblenz-Landau, Landau, Germany, Mar 27 - 30. 2006, 29pp.

 

Hoye L.F. and Kaiser R., The Migration and Reconstruction of a Symbol: An Exploration in the Dynamics of Context and Meaning Across Cultures, LAUD, Linguistic Agency. Germany, Universität Duisburg-Essen, 2006, A-662: 1 - 29.

 

Hoye L.F., You may think that; I couldn't possibly comment! Modality studies: Contemporary research and future directions - Part I , Journal of Pragmatics. Amsterdam, New York, Elsevier, 2005, 37 (8): 1295-1321.

 

Hoye L.F., You may think that; I couldn't possibly comment! Modality studies: Contemporary research and future directions - Part II, Journal of Pragmatics. Amsterdam, New York, Elsevier, 2005, 37 (9): 1481-1506.

 

Researcher : Huang J



List of Research Outputs

 

Huang J., Understanding Approaches to Learning: Learning Strategies, Styles, and Tasks in the Chinese English as a Foreign Language (EFL) Classroom, In: Katyal, K, Lam, H.C. & Ding, X, Research Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 219 - 233.

 

Researcher : Huang R



List of Research Outputs

 

Huang R. and Leung F.K.S., Deconstructing Teacher-Centeredness and Student-Centeredness Dichotomy: A Case Study of a Shanghai Mathematics Lesson, The Mathematics Educator. The University of Georgia, US, Mathematics Education Student Association, 2005, 15 (2): 35 - 41.

 

Researcher : Hui CS



List of Research Outputs

 

Yung B.H.W., Wong A.S.L., Cheng M.W., Hui C.S. and Hodson D., Tracking changes in student teachers' conception of good science teaching: Progressive reflection on the same videos , National Association for Research in Science Teaching (NARST) Annual Meeting (San Francisco, United States), 3-6 April 2006.

 

Researcher : Hui EKP



Project Title:

A research on forgiveness education with Hong Kong Chinese Adolescents

Investigator(s):

Hui EKP

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

02/2004

Completion Date:

01/2006

 

Abstract:

To examine the application of forgiveness as a moral and character education programme with Hong Kong adolescents; to investigate the effects of the forgiveness programme on adolescents' concept of forgiveness, willingness to forgive, self-efficacy to forgive, self-esteem, and hope; to examine adolescents' perceptions and evaluation of the forgiveness programme; to tie in this study with other forgiveness intervention research in US; to examien forgiveness education from a cross cultural perspective.

 

Project Title:

Hong Kong Students' Perception of School Satisfaction

Investigator(s):

Hui EKP, Sun

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

02/2006

 

Abstract:

Purpose of the Research ProjectThe overarching goal of this research is to examine Hong Kong Chinese students' perception of school satisfaction, and its relationships with their intrapersonal factors, that is, academic and social self-efficacy, self-esteem, hope, and the school contextual factors, that is teacher support, peer support, and peer victimization. Key issues to be addressedRecently, increased research attention has been given to children's and adolescents' perceived life satisfaction (e.g. Huebner et al., 2004 in USA; Park, 2005 in Korea; Chang et al., 2003, in HK). Schooling is an important aspect of life for young people. This experience, satisfying or not, is bound to affect their quality of life, and their psychological well-being. School dissatisfaction has been found to be related to poor academic performance, increased behavioural difficulties, and school drop-out (see Barker et al., 2003). However, research on school satisfaction is scarce and is limited to studies in western settings. Grounded in Deiner's theory of subjective well-being (see Deiner, 1984), these studies have defined school satisfaction as 'a cognitive-affective evaluation of overall satisfaction with one's school experience' (Huebner, et al. 2001, p. 168). Findings have suggested that high school students did not rate school life as satisfying (Huebner et al., 2001), and school satisfaction was not related to demographic variables such as gender and grade. There was an interrelationship among life experiences, academic self-efficacy, locus of control, and school satisfaction though (Huebner & McCullough, 2000; Huebner et al., 2001). In addition, school environmental variables, such as supportive school climate and classroom context for example, were found to be related to school satisfaction (Baker, 1999; Verkuyten & Thijs, 2002). Other determinants of school satisfaction include students' educational performance and peer victimization, which were mediated by perceived scholastic competence and social self-esteem (Verkuyten & Thijs, 2002). These findings, though significant, need to be validated and extended to non-western settings. People's views of their quality of life and subjective well-being differ culturally (see Diener et al., 1999). Chinese culture emphasizes learning and academic achievement. Academic performance is perceived as a major concern for Hong Kong students (Hui, 2000a). In a society like Hong Kong, school adjustment will have an even greater impact on young people's perceived quality of life. Hence, the first objective of this study is to investigate Hong Kong students' perceived school satisfaction and its relationship with their perceived quality of life. The influences of gender and age on school satisfaction will be also examined. In our review of literature, we have found that there has been a dominant line of research on poor mental health, and that suicide behaviours were found to be inversely related to life satisfaction (Valois et al., 2004). Some of these studies adopted Bronfenbrenner's human ecological approach (1979) to examine adolescent suicidal ideation, and showed that this outcome variable was significantly predicted by both the contextual and psychological variables, such as parent-child conflict, poor school environment, negative peer relationship, worthlessness, hopelessness and depression (Perkins & Hartless, 2002; Shagle & Barber, 1995). In a recent Hong Kong study by Sun et al. (in press), a sense of school belonging and peer support were found to be significant contextual factors buffering against adolescent suicide ideation. Their finding pointed to the role of school as a sub-system in contributing to young people's psychological well-being. Hence, the second aim of this research is to extend our previous study to an investigation of determinants leading to school satisfaction and perceived life satisfaction. Such a shift is in line with the recent positive psychology movement, which focuses on studying human strengths, virtues and thriving rather than psychological problems and ill-being (Seligman & Csikszentmihalyi, 2000).This research will use a developmental-ecological perspective proposed by Baker et al (2003) as the theoretical framework for explaining school satisfaction. Based on Bronfenbrenner's human ecological approach (1979), children are perceived as active agents, who construct meaning about themselves and others through their interaction within the school system. The characteristics of the school affect children's appraisal of their schools, their school attitudes and behaviours. Schools which are able to meet the developmental needs of the children will contribute to their positive development. This is also in line with the self-determination theory (Deci & Ryan, 1985) which posits that the three basic psychological needs -- that is, the need for relatedness, for competence and for autonomy - must be met in order to ensure children's optimal development. School satisfaction will follow when children perceive these psychological needs being fulfilled. Based on this social cognitive perspective, the third objective of this research is to investigate the relationship of the intrapersonal variables and contextual variables with school satisfaction.Most research on school satisfaction is exploratory in nature. Huebner et al (2001) developed a path model, incorporating contextual variables (life events) and intrapersonal (locus of control) variables to explain school satisfaction among adolescents. School contextual factors, such as teacher support, peer support and peer victimization, which previous studies found significant, were not investigated. For intrapersonal factors, Huebner's model included only academic self-efficacy but not self-esteem. Hope as a character strength was found substantially related to life satisfaction with adults (Park et al., 2004), but no research has been conducted with adolescents and children. Hence, the fourth objective of this research is to develop and test a predictive model of school satisfaction, with social and academic self-efficacy, self-esteem and hope as intra-personal variables, and teacher support, peer support, and peer victimization as contextual variables.(898 words)

 

List of Research Outputs

 

Sun C.F., Hui E.K.P. and Watkins D.A., Towards A Model of Suicidal Ideation for Hong Kong Chinese Adolescents, Journal of Adolescence. Netherlands, Elsevier, 2006, 29 (2): 209-224.

 

Yuen M.T., Hui E.K.P., Gysbers N.C., Lau P.S.Y., Chan R.M.C., Leung T.K.M. and Shea P.M.K., Teacher perceptions of the level of implementation of comprehensive guidance and counseling programs: A Hong Kong primary schools study , 2006 International Conference on Counselling. . Hong Kong, China, 2006.

 

Researcher : Hyland F



List of Research Outputs

 

Hyland F. and Lo M.M., Examining Interaction in the Teaching Practicum: Issues of Language, Power and Control, Mentoring and Tutoring. Oxford, UK, Routledge, 2006, 14 (2): 163-186.

 

Hyland F., Out-of-class English Language Learning: Three Case Studies, 14th World Congress of Applied Linguistics, Madison, USA, July 24 - 29, 2005.

 

Researcher : Jiang K



List of Research Outputs

 

Bray T.M. and Jiang K., Secondary Education in Asia, In: Bottani, Norberto, Magnin, Charles & Zottos, Eléonore (eds.), Secondary Education Worldwide: Assessments and Perspectives. Geneva, Switzerland, International Bureau of Education, 2005, 133-145.

 

Researcher : Kan FLF



Project Title:

Chinese History in secondary schools in Hong Kong: from colonialism to decolonisation

Investigator(s):

Kan FLF

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

11/2003

Completion Date:

10/2005

 

Abstract:

To study the pattern of change in the content of 'Chinese History' in Hong Kong's secondary schools since 1946 when the School Leaving Certificate Examination was reintroduced after WWII.

 

Project Title:

Culture, Identity and Politics: Hong Kong's Chinese History Curriculum 1946-2005

Investigator(s):

Kan FLF

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

12/2005

 

Abstract:

This project aims at piecing together my previous studies of the Chinese History curriculum and generating a comprehensive interpretation of the curriculum that articulates with culture, identity and politics. In Hong Kong, Chinese History exists as a school subject alongside another subject called History, and of all the school subjects, Chinese History may be the most politically sensitive, and one which most reflects the culture and politics of Hong Kong. There have been several conflicting theories regarding the impact that colonialism has had on a country’s history curriculum, the most extreme and perhaps simplistic being the classic view put forward by scholars such as Altbach and Kelly (1978, 1984), and Said (1994), who tend to assume that colonial curricula invariably devalue and alienate ‘native’ history. It might be tempting to assume that this was the case with Chinese History in Hong Kong, as several commentators have done. Pennycook (1998), for example, sees Chinese History as having been distorted and devalued by the colonial authorities, while Luk (1991: p.650) refers to the Chinese cultural curriculum, including Chinese History, as fostering ‘…a sense of being at the periphery of both the Chinese and World worlds – which no doubt assists the consolidation of colonial rule’. However, those holding such negative views of the influence of colonialism on Chinese History in Hong Kong seem to overlook two important points: firstly, that Hong Kong was not a typical example of a colony; and secondly, that even if there had been restrictions on the content and scope of Chinese History, it might not have been due solely to the actions of the colonial government. Moreover, the claims have not been supported by in-depth studies, and therefore, although one might be tempted to draw such stereotypical conclusions about the effect of colonialism in Hong Kong, it is important to look at other factors which might have affected the nature of the curriculum. Two intimations that the situation might not be such a clear-cut example of cultural imperialism as these writers suggest, are firstly, the fact that successive colonial governments were willing for Chinese History to be used as a source of cultural renewal, and secondly, that Chinese History enjoyed an independent status as a subject during most of the colonial era. With regard to decolonisation, the tendency is for the political authorities to remove all signs of colonialism and to use education to build up a sense of patriotism and belonging in the newly independent state. Again, however, in the case of Hong Kong the situation is rather different, in that after 156 years under colonial rule, Hong Kong did not follow a typical pattern of decolonisation by becoming an independent state, but was ‘handed over’ to another sovereign state, becoming the ‘Special Administrative Region’ of the Peoples’ Republic of China. These unusual aspects of Hong Kong’s colonial past and decolonisation make the study of the development of the Chinese History curriculum in Hong Kong of special interest as it allows us to compare it with the practice in more typically colonial and post-colonial countries. In this way, it may broaden our understanding of colonial and post-colonial education. The project will examine how the aims, content, teaching, learning and assessment of the Chinese History curriculum have evolved over the past 60 years (1946-2005), and what have been the major influences involved. Some of the interesting questions the study attempts to answer are: to what extent, if any, has its development conformed to various theories of colonial and postcolonial curricula, and in particular, the ‘classic’ theories of colonial history curricula? How much has curriculum planning been determined by the government, and how much has it been in the hands of educational interest groups? How has the curriculum changed since the return of sovereignty to China? What part has the government of the PRC played? In particular, the motives and actions of those parties who were most closely involved in curriculum development are examined in detail.

 

List of Research Outputs

 

Vickers E., Kan F.L.F. and Morris P.J.T.F., Colonialism and the Politics of 'Chinese History' in Hong Kong's Schools, In: L.S. Ho, P. Morris & Y.P Chung (eds.), Education Reform And the Quest for Excellence. Hong Kong, Hong Kong University Press, 2005, 171-189.

 

Vickers E. and Kan F.L.F., Rééduquer Hong Kong, In: O. Daedalos, Outre-Terre - Revue Française de Géoplitique: Puissance Chine?. Paris, érès, 2006, 15: 357-369.

 

Researcher : Katyal Roy K



List of Research Outputs

 

Katyal Roy K., Lam H.C. and Ding X.J., Editor, Research Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 295pp.

 

Researcher : Ki WW



Project Title:

A Chinese story book writer for pupils

Investigator(s):

Ki WW, Chung ALS, Tse SK

Department:

Curriculum Studies

Source(s) of Funding:

University Research Committee / Committee on Research and Conference Grants - General Award

Start Date:

12/1988

 

Abstract:

To explore the use of computers as a supportive environment for creative activities and exploration of ideas by pupils (as opposed to the common use of computers for delivery of knowledge). In particular, this research intends to: 1) look into the process of creative writing to explore the desirable features of a computing environment for encouraging students to engage in creative writing and for enhancing students' powers of expression and language skills; 2) develop a computer based writing tool - a Chinese Storybook Writer for Pupils; 3) assess if there is any difference in the creative process gone through by the pupils, their acquisition of language skills and the quality of their written work whether the writing is done using the computer-based writing tool or not.

 

List of Research Outputs

 

Ki W.W., Chung A.L.S. and Lau E.C.C., What do we do in the Learning Center?, Hong Kong International IT in Education Conference 2006. EMB, Hong Kong SAR. . 2006, 10.

 

Shum M.S.K., Tse S.K. and Ki W.W., 應用文的語言‧語境‧語用, 香港, 香港教育圖書公司, 2006, 328.

 

Tse S.K., Ki W.W., Shum M.S.K., Tam J.P.Y. and Lau M.K.F., Applying Information Technology to Assist the Teaching of Practical Writing, 應用資訊科技輔助實用文教學, Chinese Practical Writings: Language, Contexts and Functions. 應用文的語境、語言、語用, Hong Kong, Hong Kong Educational Publishing Co., 2006, 251-266.

 

Tse S.K., Ki W.W., Shum M.S.K. and Lin X., Research on Teaching and Learning Developments of CKC Chinese Computer Input System. 縱橫漢字輸入法教學發展的研究, 中國廣東, 廣東高教育出版社, 2006, 321pp.

 

Tse S.K., Ki W.W., Shum M.S.K. and Lin X., The learning of CKC input system by kindergarten children and the aged, 縱橫輸入法在兒童和老年群體中學習個案研究, The Fifth CKC System Conference: Teaching and Learning Experience. 第五縱橫碼教學經驗交流會論文集, China, Su Zhou University, 2005, 236-257.

 

Researcher : Kong PH



List of Research Outputs

 

Kong P.H. and Law S.P., External validation of the Cantonese linguistic communication measure, 43rd Annual Meeting of the Academy of Aphasia, Amsterdam, the Netherlands. Brain and Language. Oxford, UK, Elsevier, 2005, 95: 197-199.

 

Law S.P., Wong W.S. and Kong P.H., Direct access from meaning to orthography in Chinese: A case study of superior written to oral naming, Aphasiology. Hove, UK, Psychology Press, 2006, 20: 565-578.

 

Researcher : Kwan ACM



Project Title:

Provision of services for an online e-learning training package on the revised AS-level Computer Applications (ASCA) and A-level Computer Studies (ALCS) curricula

Investigator(s):

Kwan ACM, Ki WW, Tam VWL

Department:

Education Faculty

Source(s) of Funding:

Education and Manpower Bureau - General Award

Start Date:

07/2005

 

Abstract:

To equip computer teachers with updated computer knowledge and to provide relevant learning and teaching materials for smooth implementation of the new ASCA and ALCS curricula.

 

List of Research Outputs

 

Researcher : Kwan J



List of Research Outputs

 

Wong A.S.L., Kwan J., Hodson D. and Yung B.H.W., Developing teachers’ understanding of the nature of science through a case study on the scientific research in Severe Acute Respiratory Syndrome (SARS), National Association for Research in Science Teaching (NARST) Annual Meeting (San Francisco, United States), April 3-6, 2006.

 

Researcher : Kwan TYL



Project Title:

Evaluation of the learning effectiveness of portfolio building in the new structure of the full time PGDF programme

Investigator(s):

Kwan TYL, Lopez-Real FJ, Pang MF

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

11/2004

 

Abstract:

To carry out systemic ongoing investigation and evaluation to see how student teachers benefit from the portfolio building during their course of study in the new PDGE programme.

 

List of Research Outputs

 

Kwan T.Y.L. and Chan S.Y., Children's Preferential Modes of Spatial Communication, In Proceedings to Joint ICA Commissions Seminar on Internet-based Cartographic Teaching and Learning, Universidad Politécnica de Madrid, Spain, July 6 - 8, 2005.

 

Kwan T.Y.L. and So M., Environmental Learning Through the Use of Problem-Based Learning in the Field: A Case Study of a Hong Kong, International Conference PBL 2006 ABP (Proceeding). Lima, Peru, Pontifica Universidad Catolica del Peru, 2006, CD-Rom.

 

Kwan T.Y.L. and Lopez-Real F.J., Mentors' Perceptions of their Roles in Mentoring Student Teachers, In: A. McMaugh, J. Sumsion, C. Symes & D. Saltmarsh, Asia-Pacific Journal of Teacher Education. London, Routledge, 2005, 33(3): 275-287.

 

Kwan T.Y.L. and Lopez-Real F.J., PGDE Full Time 2005-2006, Self-Directed Learning Guidebook. Hong Kong, Faculty of Hong Kong, HKU, 2005, 19pp.

 

Kwan T.Y.L. and Lopez-Real F.J., PGDE Part Time 2005-2007, Self-Directed Learning Guidebook. Hong Kong, Faculty of Education, HKU, 2005, 17pp.

 

Kwan T.Y.L. and Chan E., Young People and Cultural Change: The Stories of Three Young Chinese in Hong Kong, In: Lidstone, J. (ed.), Cultural Issues of Our Time. Melbourne, Australia, Cambridge University Press, 2006, 47-58.

 

Lee J., Lin P.Y. and Kwan T.Y.L., Environmental and Geographical Education for Sustainability in Hong Kong and China: Trends and Issues, In: Williams, M., Environmental and Geographical Education for Sustainability: Cultural Contexts. New York, USA, Nova Science Publisher, 2006, 229-245.

 

Researcher : Kwan Chen LLY



List of Research Outputs

 

Ciocca V., Ma J.K.Y., Ho D.S.L., Kwan Chen L.L.Y., Yu K.K.M. and Whitehill T.L., Relationship Between the Process of Learning and Clinical Performance, Conference on Problem-Based Learning in Speech-Language Pathology Programmes. Linköping, Sweden, 2006.

 

Researcher : Kwo OWY



Project Title:

Professional Leadership for Staff Development and Community-Building

Investigator(s):

Kwo OWY

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

10/2005

Completion Date:

09/2006

 

Abstract:

This project addresses two significant issues currently facing Hong Kong schools and educators. The first issue is the need for educators to respond in a meaningful manner to a series of curricular and structural changes being introduced by the Education & Manpower Bureau (EMB). The second issue emerges from the first and it relates to a series of questions about teachers’ professional development; in particular, how educators might respond to the Teacher Competencies Framework recommended by the Hong Kong Advisory Committee on Teacher Education & Qualifications (ACTEQ, 2003) to map dimensions and stages of teachers’ professional development. The impending changes are clearly articulated in the Foreword of the document Towards a Learning Profession (ACTEQ, 2003): In the nutshell, ACTEQ recommends that teacher education institutions should be constructed as learning communities favourable to developing teachers’ capacity for lifelong learning. ACTEQ also recommends an internship system in order to provide new teachers with a comprehensive environment conducive to their development in professionalism. In the realm of continuing professional development, ACTEQ recommends a system that recognizes and facilitates teachers’ efforts to continuously refresh and upgrade themselves, as is done in most major professions. With the move towards an adoption of a generic teacher competencies framework for initial teacher education, internship and continuing professional development, there is a need to address changes in the infrastructure of schools and teacher education institutions. A major challenge to teachers is the expectation to move beyond classroom teaching and learning for initiating changes in other domains on student development, school development, and professional relationships and services. It is intriguing to find out how the expected development can take place with intensification of teachers’ commitments. In observation of ‘balkanized’ cultures, where teachers worked neither in isolation, nor with most of their colleagues as a whole school, but in smaller sub-groups within the school community, Hargreaves (1994, p.226) highlighted the myth of changelessness amongst teachers, and concluded with a challenge to the organisational structures of schools to meet the needs of both students and staff (p.239). In facing new challenges of educational reforms, it is indeed vital not to focus on teachers exclusively as change agents, but to address the broader educational environment, specifically with recognition of the teachers’ workplace culture, and the differences in culture between the university and the school. This project addresses the cultural change amidst teachers’ continuing professional development, based on a philosophy of learning that addresses socio-cognitive and technological dimensions of knowledge-building (Scardamalia, 2002). It calls for a substantive construction of partnership in the creation of shared intellectual resources and generating a context for developing a ‘community of practice’ (Wenger, 1998; Wenger, McDermott & Synder, 2002). This construction process involves relationship-building and refinement of roles for various participant educators in various stages of research and development. Time is a major element to be built in for consideration of the scale of study. This project will prepare the way for bringing together frontline educators of participant schools for an investigation of how the intended curriculum changes can be paralleled with the development of sustained professional development of teachers known as ‘communities of practice’ (Wenger, 1998; Wenger, McDermott & Snyder, 2002). The participant schools are identified on the basis of the presence of a series of collaborative learning relationships amongst teachers, principals, and university-based educators. In order to overcome obstacles for curricular integration from a tradition in which many educators work in isolation, it is asserted that collaborative learning is central to all activities for professional development of teachers. The leadership role of the principal is pivotal for creating collaborative learning environments, while coping with accountability measures (ACTEQ 2003, 42-47). Whilst it is a major policy concern to provide appropriate support to teachers facing demands for changes, the nature of this support has to be grounded in an understanding of teachers’ needs, and delivered from a coherent framework of research and development. This project aims to prepare for a larger-scale project by embarking on an investigation of teachers’ needs, and extend understanding of educators’ learning processes within their respective workplace cultures. The research questions are framed along the dimension of learning orientation of educators as individuals • What challenges do the reform initiatives pose for teachers, principals, and university educators in their respective practices? • How do teachers, principals, and university educators perceive these challenges? • How do teachers, principals, and university educators cope with these challenges? • What have the participating educators learned from these experiences and challenges?

 

List of Research Outputs

 

Researcher : Kwong EYL



List of Research Outputs

 

Kwong E.Y.L. and Yiu E.M.L., Acupuncture for Voice Disorders, Poster Presentation - Sixth Pan European Voice Conference, London, August 31 - 3 September, 2005 . 2005.

 

Kwong E.Y.L., Yiu E.M.L., Xie H. and Lin Z., The Effectiveness of Acupuncture for Benign Vocal Pathologies: Preliminary Study, The Voice Foundation 35th Annual Symposium: Care of the Professional Voice, Philadelphia, May 31 - June 4, 2006.

 

Yiu E.M.L., Xu J.J., Murry T., Wei W., Yu M., Ma E.P.M., Huang W. and Kwong E.Y.L., A Randomized Treatment-placebo Study of the Effectiveness of Acupuncture for Benign Vocal Pathologies, Journal of Voice. St Louis, USA, Mosby, Inc, 2006, 20 (1): 144-156.

 

Researcher : Kwong YLE



List of Research Outputs

 

Kwong Y.L.E. and Yiu E.M.L., Acupuncture For Voice Disorders-best Poster Award, Sixth Pan-European Voice Conference, Sept 2005. 2005.

 

Researcher : Lai Au Yeung WYW



Project Title:

A tale of two cities - the impact of Cultural Values on Chinese Language education

Investigator(s):

Lai Au Yeung WYW, Fang XY, Leung WH, Tong HK

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

10/2005

 

Abstract:

Purpose of the research This research attempts to identify what are the cultural values included in the Chinese Language curriculum - the mother tongue curriculum of the Chinese in Hong Kong, a post colonial region and in China, as in the case of Guangzhou. The purpose is to provide information to front line education practioners of Hong Kong to help them to develop their school based Chinese Language curriculum. The background The mission of mother tongue language education is to develop students’ cultural identify as well as the love of their heritage culture other than the development of linguistic proficiency. Culture is most commonly viewed as that pattern of knowledge, skills, behaviours, attitudes, values and beliefs, as well as material artifacts etc. It is the sum total of what a particular group of people has created together, shared, and transmitted from one generation to another (Pai & Adler, 2001; Paige, Cohen, Kappler, Chi & Lassegard, 2002). In China, in a broad sense, the term ‘culture’ is commonly defined as all substances materialistic artifacts, institutional systems and spiritual values which are created and commonly accepted by a certain group of people; in a narrow sense, it refers mainly to spiritual values and behaviours which can be acquired through learning and are commonly possessed by a certain group of people (Zheng, 1996). The relationship between culture and language is well established (Kaplan, 2001). When language is used in contexts of communications, it is bound up with culture in multiple and complex ways (Kramsch, 1998). If language is seen as social practice, culture becomes the very core of language teaching, cultural awareness must then be viewed both as enabling language proficiency and as being the outcome of reflection on language proficiency (Kramsch, 1993). As the National Curriculum for English (Dept of Education and Employment & Qualifications and Curriculum Authority, 1999) suggested the learning of English can contribute to promoting pupils’ spiritual, moral, social and cultural development, then language learning should help pupils explore and reflect how language relates to national, regional and cultural identities. Chinese as a mother tongue language has also been assigned the mission to develop the students’ cultural identity as well as the love of their heritage culture other than the development of linguistic proficiency (Curriculum development Council, 2002). Based on the model proposed by Bachman (1990), and Bachman & Palmer (1996), a Four-Level Communications Model of Language Competency was proposed by Auyeung, Tong and Leung (2003) – the Principal and co-investigators of the proposed project – to explain the phenomenon. The problem In the recent curriculum reform in Hong Kong, culture has become one of the nine aspects of study of the Chinese Language curriculum (the nine areas are: the 4 skills – listening, reading, writing and speaking, thinking skills, culture, literature, moral education and self study). As far as the aims of study of culture is concerned, there is a big discrepancy between the old and new curriculum. In the old curriculum, which represents the Chinese Language curriculum under the colonial era, one of the aims stated in the Chinese Language curriculum was ‘to enhance students’ knowledge of Chinese culture, and enhance their sense of responsibility to society’ (Curriculum Development Council, HK, 1990) In the new curriculum developed after the return of sovereignty to China, the aim changed to ‘development of patriotic feelings’ (curriculum Development Council, HK, 2002). As majority of the teachers received their basic education under the colonial era, they have difficulty understanding and implementing what is expected from the new curriculum. Thus, by providing them with information about what has been taking place in China, as in the case of Guangzhou, a city very close to HK, will enable them to have some insight into what should be included in their school based curriculum. The key issues • This research will identify the cultural values, which may include both traditional Chinese values and the western values, stated in the official curriculum documents as well as those included in the teaching materials in the two cities; • Views of the teachers from Hong Kong and Guangzhou on the relevance and validity of these values in the Chinese Language curriculum will be sought; • Their views on the strategies to incorporate these values into the teaching will also be sought. Research Methodology The research methods to be used include literature review, questionnaire survey, interviews and document analysis.

 

List of Research Outputs

 

Researcher : Lam CM



List of Research Outputs

 

Lam C.M., Is Popper's Falsificationist Heuristic A Helpful Resource For Developing Critical Thinking, 34th Annual PESA (Philosophy of Education Society of Australasia) Conference Proceedings. Hong Kong, PESA Inc, 2005, 288-301.

 

Researcher : Lam HC



List of Research Outputs

 

Katyal Roy K., Lam H.C. and Ding X.J., Editor, Research Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 295pp.

 

Researcher : Lam JWI



List of Research Outputs

 

Lam J.W.I., Semantic System of "Regulations for Passenger" of Hong Kong Bus Vompany: An Application of Critical Discourse Analysis , 香港公共汽車〈乘客規則〉語義系統初探──批判話語分析的應用 (In Chinese.), The 8th International Conference on practical Writing in Chinese, Szechwan China, August 13, 2005 . 第八屆現代應用文國際研討會論文, 中國四川, August 13, 2005, 2005.

 

Lam J.W.I., 讀書報告的圖式結構, 應用文的語境、語言、語用, Hong Kong, Hong Kong Educational Publishing Co., 2006, 295-311.

 

Ng F.P. and Lam J.W.I., 建構與擬寫提綱的課堂研究 - 語文綜合能力的轉介, 應用文的語境、語言、語用, Hong Kong, Hong Kong Educational Publishing Co., 2006, 271-284.

 

Researcher : Lam RYH



Project Title:

Assessment of the fit of a factor analysis model to items

Investigator(s):

Lam RYH

Department:

Education

Source(s) of Funding:

University Research Committee / Committee on Research and Conference Grants - General Award

Start Date:

05/1990

 

Abstract:

To determine whether indices of fit of the factor analysis model will suggest a misleadingly poor fit even when the model fits the items well; to examine methods of overcoming the shortcomings of these indices.

 

List of Research Outputs

 

Researcher : Lau ECC



List of Research Outputs

 

Ki W.W., Chung A.L.S. and Lau E.C.C., What do we do in the Learning Center?, Hong Kong International IT in Education Conference 2006. EMB, Hong Kong SAR. . 2006, 10.

 

Researcher : Lau FK



List of Research Outputs

 

Lau F.K., Yuen H.K. and Lian J.M., Enhancing spoken vocabulary performance in children with autism in a multimedia-supported context, Hong Kong International Information technology in Education Conference. Hong Kong, 2006.

 

Lau F.K. and Lian J.M., Learning Styles and Language Intervention with Information Technology in Children with Autism, CASE International Conference on Special Education, Centre for Advancement in Special Education, Hong Kong, Jun 2 - 3, 2006.

 

Lau F.K. and Yuen H.K., Learning Styles and Language Intervention with Information Technology in Children with Autism, International Conference on Special Education 2006 (ICSE2006). Hong Kong, The University of Hong Kong, 2006.

 

Lau F.K., Spoken Vocabularies Development in Children with Austism through Multimedia-supported Instruction, In: Katyal, K, Lam, H.C. & Ding, X, Research Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 136 - 153.

 

Researcher : Lau FK



List of Research Outputs

 

Lau F.K., Yuen H.K. and Lian J.M., Enhancing spoken vocabulary performance in children with autism in a multimedia-supported context, Hong Kong International Information technology in Education Conference. Hong Kong, 2006.

 

Lau F.K. and Lian J.M., Learning Styles and Language Intervention with Information Technology in Children with Autism, CASE International Conference on Special Education, Centre for Advancement in Special Education, Hong Kong, Jun 2 - 3, 2006.

 

Lau F.K. and Yuen H.K., Learning Styles and Language Intervention with Information Technology in Children with Autism, International Conference on Special Education 2006 (ICSE2006). Hong Kong, The University of Hong Kong, 2006.

 

Lau F.K., Spoken Vocabularies Development in Children with Austism through Multimedia-supported Instruction, In: Katyal, K, Lam, H.C. & Ding, X, Research Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 136 - 153.

 

Researcher : Lau MKF



List of Research Outputs

 

Tse S.K., Ki W.W., Shum M.S.K., Tam J.P.Y. and Lau M.K.F., Applying Information Technology to Assist the Teaching of Practical Writing, 應用資訊科技輔助實用文教學, Chinese Practical Writings: Language, Contexts and Functions. 應用文的語境、語言、語用, Hong Kong, Hong Kong Educational Publishing Co., 2006, 251-266.

 

Researcher : Law NWY



Project Title:

Educating teachers for the information age

Investigator(s):

Law NWY, Day JR, Tao LPK, Blurton CG, Yuen HK

Department:

Curriculum Studies

Source(s) of Funding:

Action Learning Project

Start Date:

09/1997

 

Abstract:

To pilot a curriculum development and implementation project to integrate IT fully into the math and Science streams of the PCEd program so that teachers graduating from the program would be so used to employing IT in their own learning and professional activities that they cannot imagine life as a professional without IT. This is seen to be a fundamental requirement of teacher education programs if these were to have significant impact on the use of IT in schools. To explore the possibility of involving placement schools in a partnership on the use of IT in Science and Math education, where conditions permit.

 

Project Title:

An integrated approach to bridging the digital divide through supporting the development of e-Educational Leadership

Investigator(s):

Law NWY, Fox RMK

Department:

Education Faculty

Source(s) of Funding:

APEC Education Foundation - General Award

Start Date:

07/2001

 

Abstract:

To provide APEC member countries with the necessary knowledge and working methods to be able to develop national ICT policies and strategies that can be implemented at an institutional level.

 

Project Title:

Supporting conceptual change in science through knowledge building and collaborative iconic modelling

Investigator(s):

Law NWY

Department:

Education Faculty

Source(s) of Funding:

Incentive Award for RGC CERG Fundable But Not Funded Projects

Start Date:

07/2004

Completion Date:

08/2005

 

Abstract:

N/A

 

Project Title:

Establishing a Scalable Network of Knowledge Building Schools

Investigator(s):

Law NWY, Yuen HK

Department:

Education Faculty

Source(s) of Funding:

Quality Education Fund

Start Date:

09/2004

 

Abstract:

The main goal of this proposal is to build on the good foundation that has been laid to: (1) To promote and enhance primary and secondary school students’lifelong learning capacities through supporting schools and teachers in integrating computer-supported collaborative knowledge building activities in the school curriculum; (2) To provide opportunities for local teachers and students to interact with peers around the globe and to participate in collaborative knowledge building activities within and outside of their own classrooms to contribute towards the advancement of knowledge as participants in a global network; (3) To build up the resources necessary, including two online courses on knowledge building for teachers and students respectively, so as to facilitate effective dissemination of good practices to extend the network of schools engaged in knowledge building after the completion of this project; (4) Conduct research and development work through the process of achieving items 1, 2 & 3 above, to build up an international collaborative learning network and a model for the sustainable integration of computer-supported knowledge building in primary and secondary schools in Hong Kong such that the model for dissemination and support can be transferable to any agency or institution that is interested in providing such support structures.

 

Project Title:

Design, analysis and reporting for SITES 2006

Investigator(s):

Law NWY, Pelgrum H

Department:

Education Faculty

Source(s) of Funding:

International Association for the Evaluation of Educational Achievement (IEA) - General Award

Start Date:

01/2005

 

Abstract:

The Second Information Technology in Education Study 2006 (SITES 2006) is an international comparative study of ICT use in learning and teaching conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA). CITE, as represented by the Director Nancy Law, acting as the Principal Investigator, takes part in the International Study Consortium (ISC) formed by the University of Twente, the Data Processing Centre in Hamburg to undertake the contract research commissioned by IEA to design, analyze and report on the SITES 2006 study.

 

Project Title:

Pedagogical Use of IT and Learning Outcomes: SITES 2006

Investigator(s):

Law NWY, Yuen HK, Fox RMK

Department:

Education Faculty

Source(s) of Funding:

Quality Education Fund

Start Date:

09/2005

 

Abstract:

SITES 2006 is an international comparative study of pedagogical practices and use of ICT. The overarching goals of this project are to benchmark the implementation and outcomes of the Hong Kong IT in education policy against international data and to provide research-grounded insights for schools and teachers to evaluate their IT integration for teaching and learning. The specific objectives are: (i) to provide internationally benchmarked indicators on the extent of IT integration in schools and its impact on pedagogy and students’ learning outcomes in Hong Kong schools; (ii) to identify through an examination of the international data the strategic factors that are found to be most important in bringing about the effective integration of IT in education in different countries to provide input to policy-makers and school leadership for fine-tuning and improvement of policy and implementation strategies at the system and school level in Hong Kong; (iii) to evaluate students’ ability to make use of IT in complex problem solving. (iv) to disseminate the research findings in formats that would be most helpful to teachers, principals and policy-makes in the integration of IT in Hong Kong schools.

 

Project Title:

Supporting conceptual change in science through knowledge building

Investigator(s):

Law NWY

Department:

Education Faculty

Source(s) of Funding:

Merit Award for RGC CERG Funded Projects

Start Date:

01/2006

 

Abstract:

N/A

 

Project Title:

Supporting conceptual change in science through knowledge building

Investigator(s):

Law NWY

Department:

Education Faculty

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

01/2006

 

Abstract:

To explore whether engaging in computer-supported intentional learning is effective in helping students to overcome robust misconceptions in science and to contribute to the development of a theory of conceptual change.

 

List of Research Outputs

 

Chu S.K.W. and Law N.W.Y., Development of Information Search Expertise: Research Students' Knowledge of Databases, Online Information Review. Bradford, MCB University Press, 2005, 29 (6): 621-642.

 

Law N.W.Y., Developing Understanding for Ethical Behaviour in the Environment, First Asian Conference for the Science Educators. Manila, Philippines, 2006.

 

Law N.W.Y., Leveraging technology for educational reform and pedagogical innovation: Polices and practices in Hong Kong and Singapore, Research and Practice in Technology Education and Learning. World Scientific, 2006, 1(2): 163-170.

 

Law N.W.Y., Supporting Bricolage as Leadership for Systemic Pedagogical Innovations, Society for Information Technology and Teacher Education Annual Conference. 2006.

 

Law N.W.Y., Kankaanranta M. and Chow C., Technology-supported educational innovations in Finland and Hong Kong: A tale of two systems, Human Technology. 2005, 1(2): 176-201.

 

Lee Y., Yeung A.S.W., Yue K.W., Yuen H.K. and Law N.W.Y., Enhancing school leadership - a e-leadership pilot course in Hong Kong , HKITEC2006. Hong Kong.

 

Plomp T., Law N.W.Y. and Pelgrum W.J., SITES 2006 - International Comparative Survey of Pedagogical Practices and ICT in Education, World Conference on Computers in Education. Cape Town South Africa, 2005.

 

Yeung A., Yue R., Lee Y., Law N.W.Y. and Yuen H.K., Community building through the dissemination of good practices among schools, HKITEC2006. Hong Kong.

 

Yuen H.K., Lee Y., Yeung A.S.W., Yue K.W. and Law N.W.Y., Do we need e-leadership or just leadership , HKITEC2006. Hong Kong.

 

Yuen K.L.J. and Law N.W.Y., Functional Affordances for Research and Developments in Knowledge Building, Global Chinese Conference on Computers in Education. Beijing, 2006.

 

Researcher : Law SP



Project Title:

Lexical processing in Chinese with Cantonese-speaking acquired dyslexic and dysgraphic patients

Investigator(s):

Law SP, Leung MT

Department:

Speech & Hearing Sciences

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

09/2002

Completion Date:

09/2005

 

Abstract:

The project investigates the properties of the normal cognitive system underlying the recognition and production of spoken and written Chinese words. Inferences about how lexical items are represented and the connections among these representations will be made based on data from Cantonese brain-injured individuals. Detailed case studies of patients referred from local clinics and hospitals will be conducted.

 

Project Title:

An ortho-phonological cuing treatment for Cantonese brain-damaged individuals with word-finding difficulties

Investigator(s):

Law SP

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Merit Award for RGC CERG Funded Projects

Start Date:

09/2005

 

Abstract:

N/A

 

Project Title:

An ortho-phonological cuing treatment for Cantonese brain-damaged individuals with word-finding difficulties

Investigator(s):

Law SP, Chiu KMY

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

09/2005

 

Abstract:

To examine the efficacy of an ortho-phonological treatment for anomia on Hong Kong Cantonese aphasic individuals with moderate to severe word-finding difficulties; to discern possible relationships between tasks and deficits through applying the same treatment protocol to anomic individuals with different underlying impairments.

 

Project Title:

The loci of age of acquisiton effects in Chinese word processing

Investigator(s):

Law SP, Weekes B

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

03/2006

 

Abstract:

The age at which an individual acquires a word, i.e. age of acquisition (AoA), has been found to significantly influence lexical processing. AoA effects have been reported in various processing tasks using normal subjects, including word naming, picture naming, lexical decision, word-associate generation and semantic categorization (see Ghyselinck et al. (2004) for review). Not only have AoA effects been observed in reaction-time experiments, they also affect the accuracy of performance and error production of aphasic individuals in reading aloud, spelling-to-dictation, oral and written picture naming (e.g., Hirsh & Ellis, 1994; Nickels & Howard, 1995; Gerhand & Barry, 2000; Weekes et al., 2003).Although the phenomenon of AoA is widely established, its nature is not yet well understood. One key issue is concerned with its locus/loci in the lexical system. Brown and Watson (1987) proposed the phonological completeness hypothesis stating that AoA effects reside at the phonological (output) level. Late-acquired words are assumed to have more segmented phonological representations, compared with early-acquired words. A more recent account, similarly maintaining the locus of AoA effects at the lexeme level, focuses instead on the mapping between input and output representations (Ellis & Lambon-Ralph, 2000; Monaghan & Ellis, 2002). It is referred to as the arbitrary mapping hypothesis. The size of AoA effects is dependent on the predictability of the orthography-phonology mappings. AoA effects are prominent for unpredictable words but reduced in predictable lexical items. Ghyselinck et al. (2004) put forth an alternative view that the role of AoA lies in the organization of the semantic system. This is motivated by their findings of AoA effects in a semantic categorization task and lexical decision involving legal nonwords and pseudo-homophones.The aim of this study is to investigate into the loci of AoA effects in Chinese lexical processing through evaluating the aforementioned hypotheses. Several characteristics of the Chinese writing system lend itself well to this purpose. As pointed out in Zevin and Seidenberg (2002), the relatively high degree of regularity in orthography-to-phonology mappings in English does not provide a good context to study AoA effects on reading aloud. In contrast, the arbitrary relation between Chinese characters and their pronunciations may constitute better testing ground. However, for many Chinese characters, namely phonetic compound characters containing a phonetic radical component that provides a phonetic cue, the mapping between written form and sound is not entirely arbitrary. They vary in terms of predictability of pronunciation as measured by the degree of consistency across phonetic compound characters having the same phonetic radical component (Fang et al., 1986). This combination of arbitrariness and predictability allows us to assess the arbitrary mapping hypothesis in reading aloud. Another characteristic of the Chinese orthography is its extent of homophony. This affords us a great opportunity to examine the phonological completeness hypothesis through contrasting homophonic characters with early AoAs and late AoAs. Furthermore, the existence of homographic homophonic morphemes enables us to see if AoA also plays a role in the semantic system. Homographic morphemes are characters associated with unrelated meanings, such as 華 may mean 'Chinese' in 華僑 'overseas Chinese', or 'beauty' in 華麗'extravagant'. If the different meanings are acquired at different AoAs, any difference in the processing speed or accuracy of production of these characters may be taken as evidence for their influence at the semantic level.Although in most previous studies of AoA word naming and lexical decision tasks involve orthographic or auditory input and oral output, a distinction is often not made between spoken and written AoAs in the AoA estimates. When the distinction was made in Yamazaki et al. (1997), it was found that both contribute to naming latencies of Japanese Kanji characters. These findings imply that AoA effects may be modality specific. Cantonese is essentially a spoken language. As such, lexical items may differ in terms of their availability in spoken, written, or spoken as well as written forms. For instance, sai3lou6 'child' is strictly a colloquial form, which has no formal written representation; hau4zi2 猴子 'monkey' only appears in text but extremely rarely in spoken language; the word maa5lou6 馬路 'road' has the same spoken and written form. We focus on the last two types of words and refer to the former (the 'monkey' type) as formal words, and the latter as consistent words (the 'road' type). Generally speaking, a consistent word is assumed to have lower spoken AoA than written AoA, whereas a formal word is believed to have comparable spoken and written AoAs. In other words, if a formal item and a consistent item are matched on written AoA, the former is likely to have a higher spoken AoA. Conversely, if the pair is matched on spoken AoA, the formal word is likely to have lower written AoA than the consistent word. One may take advantage of this characteristic to explore the issue of modality specific AoA effects through contrasting visual and auditory lexical decision latencies of formal and consistent words.In summary, the proposed study intends to investigate the locus of AoA effects in the lexical system and whether the effects are specific to modality.ReferencesBrown, G. A. A., & Watson, F. L. (1987). First in, first out: Word learning age and spoken word frequency as predictors of word familiarity and word naming latency. Memory and Cognition, 15, 208-216.Ellis, A. W., & Lambon-Ralph, M. A. (2000). Age of acquisition effects in adult lexical processing reflects loss of plasticity in maturing systems: Insights from connectionist networks. Journal of Experimental Psychology: Learning, Memory and Cognition, 26, 1103-1123.Fang, S. P., Horng, R. Y., & Tzeng, O. J. L. (1986). Consistency effects in the Chinese character and pseudo-character naming tasks. In H. S. R. Kao and R. Hoosain (Eds.), Linguistics, Psychology, and the Chinese Language (pp. 11-21). Hong Kong: Center of Asian Studies, University of Hong Kong.Gerhand, S., & Barry, C. (2000). When does a deep dyslexic make a semantic error? The roles of age-of-acquisition, concreteness, and frequency. Brain and Language, 74, 26-47.Ghyselinck, M., Lewis, M. B., & Brysbaert, M. (2004). Age of acquisition and the cumulative-frequency hypothesis: A review of the literature and a new multi-task investigation. Acta Psychologica, 115, 43-67.Hirsh, K. W., & Ellis, A. W. (1994). Age of acquisition and lexical processing in aphasia: A case study. Cognitive Neuropsychology, 11, 435-458.Monaghan, J., & Ellis, A. W. (2002). What interacts with spelling-sound consistency in word naming. Journal of Experimental Psychology: Learning, Memory and Cognition, 28, 183-206.Nickels, L. A., & Howard, D. (1995). Aphasic naming: What matters? Neuropsychologia, 33, 1281-1303.Weekes, B., Davies, R., Parris, B., & Robinson, G. (2003). Age of acquisition effects on spelling in surface dysgraphia. Aphasiology, 17, 563-584.Yamazaki, M., Ellis, A. W., Morrison, C. M., & Lambon Ralph, M. A. (1997). Two age of acquisition effects in the reading of Japanese Kanji. British Journal of Psychology, 88, 407-421.Zevin, J. D., & Seidenberg, M. S. (2002). Age of acquisition effects in word reading and other tasks. Journal of Memory and Language, 47, 1-29.

 

List of Research Outputs

 

Kong P.H. and Law S.P., External validation of the Cantonese linguistic communication measure, 43rd Annual Meeting of the Academy of Aphasia, Amsterdam, the Netherlands. Brain and Language. Oxford, UK, Elsevier, 2005, 95: 197-199.

 

Law S.P., Wong W.S., Wong E., Hon J. and Sung F., A semantic treatment for naming disorders in Cantonese brain-injured individuals, 11th Conference on Processing Chinese and Other East Asian Languages (PCOEAL), Hong Kong. 2005.

 

Law S.P., Wong W.S. and Kong P.H., Direct access from meaning to orthography in Chinese: A case study of superior written to oral naming, Aphasiology. Hove, UK, Psychology Press, 2006, 20: 565-578.

 

Law S.P., Yeung O., Wong W.S. and Chiu K.M.Y., Processing of semantic radicals in writing Chinese characters: Data from a Chinese dysgraphic patient, Cognitive Neuropsychology. Hove, UK, Psychology Press, 2005, 22: 885-904.

 

Law S.P., Weekes B. and Wong W.S., Reading real and pseudo-characters with free-standing and non-free-standing phonetic radicals by Cantonese dyslexic individuals, Institute of Cognitive Neuroscience and Learning, Beijing Normal University and Tian'tan Hospital. 2006.

 

Law S.P., Wong W.S., Wong E., Hon J. and Sung F., Treatment for naming disorders in Cantonese aphasic individuals with different underlying impairments., 4th World Congress for NeuroRehabilitation. 2006.

 

Law S.P., Wong W.S. and Chiu K .M.-.Y., Whole-word phonological representations in the Chinese lexicon, 43rd Annual Meeting of the Academy of Aphasia, Amsterdam, the Netherlands. Brain and Language. Oxford, UK, Elsevier, 2005, 95: 215-216.

 

Law S.P., Wong W.S. and Chiu K.M.Y., Whole-word phonologicla representations of disyllabic words in the Chinese lexicon: Data from acquired dyslexia, Behavioural Neurology. The Netherlands, IOS Press, 2005, 16: 169-178.

 

Researcher : Law WW



Project Title:

Education for Multileveled Citizenship in Secondary Schools in Shanghai

Investigator(s):

Law WW

Department:

Education Faculty

Source(s) of Funding:

Wah Ching Centre of Research on Education in China - General Award

Start Date:

09/2002

 

Abstract:

The project is to study the meanings, practices and tensions in education for multileveled citizenship in Shanghai. The objectives are: (a) To study how the changes of official citizenship education are reflected in and translated into the official and hidden curriculums in school; (b) To investigate schools' meanings and interpretations of multileveled citizenship and practices for equipping students with multileveled citizenship identity particularly from the 1990s; and (c) To investigate difficulties and tensions between citizenship components (e.g. between local and national dimensions, between national and global dimensions, between local and global dimensions) faced by (i) schools in equipping students with multileveled citizenship identity, and (ii) students in practicing.

 

List of Research Outputs

 

Ho W.C. and Law W.W., Students' Music Experiences, Society and Culture: Music Education in Shanghai, China, In: Sarah Hennessy, Music Education Research. London, Routledge, 2006, 8: 47-64.

 

Ho W.C. and Law W.W., Values Education and Music Education in China in a Global Age, Education and Development Conference. Bangkok, Thailand, 2006.

 

Law W.W., Education Reform for National Competitiveness in a Global Age: The Experience and Struggle of China, In: Mazurek, Kas, and Winzer, Margret, Schooling Around the World: Debates, Challenges and Practices. Boston, MA, Pearson Allyn & Bacon, 2006, 68-103.

 

Researcher : Law YK



Project Title:

Cooperative learning in high engagement classrooms

Investigator(s):

Law YK

Department:

Education Faculty

Source(s) of Funding:

Education Faculty Research Fund

Start Date:

09/2005

 

Abstract:

To investigate how second-grade students learn to read in cooperative groups in high engagement classrooms.

 

List of Research Outputs

 

Ho S.Y., Chan W.K., Poon A.W.M. and Law Y.K., Reflections on the teaching of Chinese Literature Described in the Curriculum Reforms in Hong Kong from 1974 to 2006, In: Beijing Normal University, International Conference on the Teaching of Literature under Curriculum Reforms, Beijing. 2006.

 

Lam S.F. and Law Y.K., What Make Interns’ Teaching Motivating and Effective? , 18th annual convention of the American Psychological Society, New York, 2006.

 

Researcher : Lee AMS



List of Research Outputs

 

Lopez-Real F.J. and Lee A.M.S., Encouraging the Use of Technology in Problem Solving: Some Examples from an Initial Teacher Education Programme, The International Journal for Technology in Mathematics Education. UK, Research Information Ltd, 2006, 13(1): 23-29.

 

Lopez-Real F.J. and Lee A.M.S., Problem Solving and ICT: Experiences from an Initial Teacher Education Programme, In: Olivero, F. & Sutherland, R., 7th International Conference on Technology in Mathematics Teaching. Bristol, UK, University of Bristol, 2005, 1: 125-133.

 

Wong K.L., Lee A.M.S. and Tang K.C., Analyzing the Performance of Grade 6 Students in Dynamic Geometry Manipulative Tasks: A Quantitative Approach, Proceedings of the 10th Asian Technology Conference in Mathematics, Korea National University of Education, Cheong-Ju, South Korea, Dec 12 - 16, 2005. 145-154.

 

Wong K.L., Tang K.C. and Lee A.M.S., ICT and the Mathematics Curriculum in Hong Kong, Technology Adoption in Mathematics Education: Asian Technology Conference in Mathematics 10th Anniversary – A Commemorative Collection CD. Blacksburg, VA, USA, ATCM, Inc. Any2Any Technologies Ltd, 2005, 3pp.

 

Researcher : Lee ASY



List of Research Outputs

 

Lee A.S.Y., Whitehill T.L. and Ciocca V., Perceptual and Instrumental Measures of Hypernasality, 10th International Congress on Cleft Palate and Related Craniofacial Anomalies, Durban, South Africa, Sept 2 - 8, 2005.

 

Researcher : Lee KM



List of Research Outputs

 

Researcher : Lee SL



Project Title:

The role of knowledge estimation in social interaction

Investigator(s):

Lee SL, Law NWY, Chan CKK, Chiu CY

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

11/2004

 

Abstract:

To study how knowledge estimation mediates interpersonal communication and affects the effectiveness of team work.

 

List of Research Outputs

 

Researcher : Lee Y



List of Research Outputs

 

Lee Y., Yeung A.S.W., Yue K.W., Yuen H.K. and Law N.W.Y., Enhancing school leadership - a e-leadership pilot course in Hong Kong , HKITEC2006. Hong Kong.

 

Yeung A., Yue R., Lee Y., Law N.W.Y. and Yuen H.K., Community building through the dissemination of good practices among schools, HKITEC2006. Hong Kong.

 

Yuen H.K., Lee Y., Yeung A.S.W., Yue K.W. and Law N.W.Y., Do we need e-leadership or just leadership , HKITEC2006. Hong Kong.

 

Researcher : Lee YCE



List of Research Outputs

 

Chan C.K.K., Lee Y.C.E. and van Aalst J., Towards the assessment of collective knowledge advances in knowledge-building classrooms, Paper presented at the Biennial Meeting of the European Association of Learning and Instruction. Cyprus, 2005.

 

Lee Y.C.E., Chan C.K.K. and van Aalst J., Most Usable Research Paper Award, Centre for Educational Technologies, The NASA-Sponsored Classroom of the Future . 2006.

 

Lee Y.C.E., Chan C.K.K. and van Aalst J., Students assessing their own collaborative knowledge building , International Journal of Computer-Supported Collaborative Learning. Springer, 2006, 1: 277-307.

 

Researcher : Leung AYL



Project Title:

Assessing students' conceptions of geometry by means of manipulative tasks in a dynamic geometry environmnet

Investigator(s):

Leung AYL, Lee AMS, Wong KL

Department:

Education Faculty

Source(s) of Funding:

Education Faculty Research Fund

Start Date:

10/2004

Completion Date:

08/2005

 

Abstract:

This study will focus on using the dynamic geometry environment as an instrument to find out how students understand certain geometrical concepts, rather than on how students use the software to learn geometry.

 

Project Title:

Developing an Instrument to Assess Students' Conceptions of Geometry by Means of Manipulative tasks in a Dynamic Geometry Environment

Investigator(s):

Leung AYL, Lee AMS, Wong KL

Department:

Education Faculty

Source(s) of Funding:

Education Faculty Research Fund

Start Date:

10/2005

 

Abstract:

This project further refines an instrument to quantify students’ responses to certain manipulative tasks in a dynamic geometry environment, which can in turn reflect students’ understanding of geometry.

 

List of Research Outputs

 

Leung A.Y.L. and Chan Y.C., Exploring Necessary and Sufficient Conditions in Dynamic Geometry Environment , In: Frederica Olivero and Rosamund Sutherland, Proceedings of the 7th International Conference on Teachnology in Mathematics Teaching, Bristol, UK. Bristol, UK, University of Bristol, 2005, 1: 117-124.

 

Leung A.Y.L. and Chan Y.C., Exploring necessary and sufficient conditions in dynamic geometry environment, International Journal for Technology in Mathematics Education. 2006, 13(1): 37-44.

 

Lo M.L., Chik P.M.P., Ko P.Y., Leung A.Y.L., Pong W.Y., Lo-Fu Y.W. and Ng F.P., Learning Studies: Development and Impact, In: Lo, M.L., Pong, W.Y. and Chik, P.M. (Eds.), For Each And Everyone: Catering For Individual Differences Through Learning Studies. Hong Kong, HKU Press, 2005, 41-73.

 

Researcher : Leung CS



Project Title:

Mandarin development in non-ethnic Chinese children

Investigator(s):

Leung CS, Wong L.Y.F.

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Small Project Funding

Start Date:

11/2003

 

Abstract:

To examine the bilingual use of linguistic devices in describing events; to contribute to the growing body of knowledge about the Chinese development in bilingual children.

 

Project Title:

Talking about past events in Cantonese-English bilinguals

Investigator(s):

Leung CS

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Small Project Funding

Start Date:

11/2004

 

Abstract:

To examine the bilingual use of linguistic devices in describing past events; to contribute to the growing body of knowledge about development in Chinese-English children.

 

Project Title:

Teaching/learning aid for Cantonese child language development

Investigator(s):

Leung CS

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Run Run Shaw Research and Teaching Endowment Fund - Teaching Grants

Start Date:

02/2005

 

Abstract:

To provide teaching and learning resources on Cantonese child language development for students enrolled in courses in speech and language pathology and other related disciplines such as education, psychology and linguistics.

 

Project Title:

Learning to request in Cantonese by non-Cantonese-speaking learners

Investigator(s):

Leung CS

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Incentive Award for RGC CERG Fundable But Not Funded Projects

Start Date:

07/2005

Completion Date:

06/2006

 

Abstract:

N/A

 

List of Research Outputs

 

Leung C.S. and Chan S.I., Marking temporal events in child Cantonese stories, The 14th World Congress of Applied Linguistics (AILA 2005), Madison, USA, July24-29. Madison, USA, 2005.

 

So L.K.H. and Leung C.S., Phonological development of Cantonese-Putonghua bilingual children, In: Zhu, Hua Dodd, Barbara, Phonological Development And Disorders In Children: A Multilingual Perspective. Clevedon, UK, Multilingual Matters, 2006, 413-428.

 

Wong Y.F.L. and Leung C.S., Linguistic and education needs of newly arrived children in Hong Kong, Language Acquisition and Bilingualism:Consequences for a Multilingual Society (Toronto, May 4-7, 2006). Toronto,Canada, 2006.

 

Researcher : Leung FKS



Project Title:

Quality classroom practice in mathematics: an international collaborative study of the eighth grade

Investigator(s):

Leung FKS, Mok IAC, Lopez-Real FJ

Department:

Curriculum & Educational Studies

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

11/2002

 

Abstract:

This project examines learning and teaching in well-taught eighth grade mathematics classes from a data set generated by nine countries, including China (Hong Kong and Shanghai). The participating countries offer a very powerful set of comparative alternatives and will facilitate the comparison of quality mathematics teaching in China (Hong Kong and Shanghai) against the practices employed in other countries, by identifying similarities and differences in teaching practices.

 

Project Title:

An inquiry into the characteristics of East Asian mathematics classrooms through international comparison

Investigator(s):

Leung FKS, Park K.

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

11/2004

 

Abstract:

To identify the common features in the mathematics classrooms of China (Hong Kong and Shanghai), Japan and Korea in contrast to the non-East Asian countries in the Learner's Perspective Study project (Australia, Germany, Israel, the Philippines, South Africa, Sweden, and USA) that contribute to high achievement in accordance with Marton's theory of variation.

 

List of Research Outputs

 

Huang R. and Leung F.K.S., Deconstructing Teacher-Centeredness and Student-Centeredness Dichotomy: A Case Study of a Shanghai Mathematics Lesson, The Mathematics Educator. The University of Georgia, US, Mathematics Education Student Association, 2005, 15 (2): 35 - 41.

 

Leung F.K.S., Comparative Study of Mathematics Classrooms – What Can Be Learned from the TIMSS 1999 Video Study, Plenary Paper delivered at the APEC-Tsukuba Conference, Tokyo, Japan, January 16, 2006. 2006.

 

Leung F.K.S., Yung B.H.W. and Tso S.F., Digging below the surface: Secondary analysis of TIMSS data for Hong Kong and its implications for educational reform, Canadian Journal of Science, Mathematics and Technology Education. 2005, 5(3): 329-360.

 

Leung F.K.S. and Park K., Do Undergraduate Students Really Understand Elementary Mathematics?, The 3rd International Conference on the Teaching of Mathematics, Istanbul, Turkey, June 30 - July 5, 2006.

 

Leung F.K.S., Implications of TIMSS for Hong Kong and the Region, The First International Conference on Asian Comparative Education,. Taipei, 2005.

 

Leung F.K.S., In the Books There Are Golden Houses: Mathematics assessment in East Asia, The 3rd East Asia Regional Conference on Mathematics Education. Shanghai, 2005.

 

Leung F.K.S. and Park K., Is Mathematics Teaching in East Asia Conducive to Creativity Development? - Results from the TIMSS 1999 Video Study and the Learner's Perspective Study, Research in Mathematics Education. 2005, vol 9, no 3, issue 23: 203-231.

 

Leung F.K.S., Is Mathematics Teaching in East Asia Conducive to Creativity Development? – Results from the TIMSS 1999 Video Study and the Learners' Perspective Study, The 10th International Seminar of Mathematics Education on Creativity Development, Korea. 2005.

 

Leung F.K.S., Graf K.D. and Lopez-Real F.J., Mathematics Education in Different Cultural Traditions: A Comparative Study of East Asia and the West, The 13th ICMI Study. New York, Springer, 2006.

 

Leung F.K.S., Mathematics Education in East Asia and the West: Does Culture Matter?, In: Leung, F, Graf, K. and Lopez-Real, F. (eds.), Mathematics Education in Different Cultural Traditions: A Comparative Study of East Asia and the West, The 13th ICMI Study. New York, Springer, 2006, 21 - 46.

 

Leung F.K.S., Mathematics Lessons in Korea: Teaching with Systematic Variation, The LPS Project Conference, Melbourne, Australia. 2005.

 

Leung F.K.S., Some Characteristics of the East Asian Mathematics Classroom: Findings from the TIMSS 1999 Video Study, Educational Studies in Mathematics. 2005, 60, 2: 199-215.

 

Leung F.K.S. and Yuen Y.Y., Teaching and Learning Mathematics Through Lesson Study – An example from Hong Kong, Invited Paper to be presented at the APEC International Symposium on Innovation and Good Practice for Teaching and Learning Mathematics through Lesson Study, Khon Kaen, Thailand. 2006.

 

Leung F.K.S., The Impact of ICT Tools on Our Understanding of the Nature of Mathematics, For the Learning of Mathematics. 2006, 26 (1): 29 - 35.

 

Leung F.K.S., What is 'good' practice? - Mathematics teaching in Hong Kong, Invited Paper at the APEC – Tsukuba International Conference on Innovative Teaching Mathematics through Lesson Study, Tokyo, Japan. 2006.

 

Park K. and Leung F.K.S., A Comparison of the Mathematics Textbooks in China, Hong Kong, Japan, Korea, United Kingdom, and the United States?, In: Leung, F., Graf, K. and Lopez-Real, F. (eds.) , Mathematics Education in Different Cultural Traditions: A Comparative Study of East Asia and the West, The 13th ICMI Study. New York, Springer, 2006, 227 - 238.

 

Researcher : Leung HY



List of Research Outputs

 

Francis A.L., Ciocca V., Wong N.K.Y., Leung H.Y. and Chu C.Y., Extrinsic Context Affects Talkers Normalization of Lexical Tone, The Journal of the Acoustical Society of America. New York, USA, American Institute of Physics, 2006, 119 (3): 1712-1726.

 

Researcher : Leung MT



Project Title:

The effect of induced misarticulation on speech perception

Investigator(s):

Leung MT

Department:

Speech & Hearing Sciences

Source(s) of Funding:

Other Funding Scheme

Start Date:

01/1994

 

Abstract:

To investigate whether a tongue loading in the vertical plane will result in position perception shift and thus an articulation error; to study whether this induced articulation error would result in speech perception changes. The finding of this study will make interesting impact on the current arguement about the significance of "motor theory of speech perception" in the process of perceiving speech.

 

List of Research Outputs

 

Chung H.K. and Leung M.T., A Theory-driven Treatment For Chinese Developmental Dyslexic Children: Preliminary Results on the Training of Metalinguistic Awareness, Hong Kong Special Education Forum. Hong Kong, Hong Kong Special Education Society, 2006, 8: 1-20.

 

Chung H.K. and Leung M.T., Data Analysis of Chinese Characters in Primary School Corpora of Hong Kong and Mainland China: Preliminary Theoretical Interpretations, The 11th Meeting of the International Clinical Phonetics and Linguistics Association, Dubrovnik, Croatia, May 31 - June 4, 2006.

 

Chung H.K. and Leung M.T., Treatment of Development Dyslexia in Chinese Children: Preliminary Results of Weekly Training on Metalinguistic Awareness, The 3rd International Multilingualism and Dyslexia Conference, Limassol, Cyprus, July 14 - 16, 2005. 6pp.

 

Leung M.T. and Lee C.Y., A Pure Orthographic Stage in Processing Chinese Characters: Evidence From Data of Sub-morphemic Processing in Preschool Children, 3rd International Multilingualism and Dyslexia Conference, Limassol, Cyprus, July 14 - 16, 2005. 4pp.

 

Researcher : Leung SY



List of Research Outputs

 

Researcher : Li ESH



List of Research Outputs

 

Li E.S.H., VOICE in Chinese: A Systemic Functional Perspective, Functions of Language. Netherlands, John Benjamins Publishing Company, 2005, 12(2): 179-201.

 

Researcher : Li H



Project Title:

Promoting Multiple Literacies in Early Childhood: Teachers' Beliefs and Practices

Investigator(s):

Li H, Rao N

Department:

Education Faculty

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

06/2006

 

Abstract:

Purpose: Multiple literacies include both conventional (print) and new (e.g., computer, media) literacies that we assume that young children need to acquire. The purpose of this project is to investigate teachers' beliefs and practices relevant to multiple literacies in early childhood education. Specifically, we wish to explore teachers' notions about multiple literacies and how they promote children's acquisition of different literacies in the early years.Key Issues:Educational reforms in Hong Kong endeavour to better prepare children to meet the demands of a changing society. Hence, early years' teachers have had to move beyond focusing on pre-academic skills and the 3Rs. Today, young children are taught how to search for information using a variety of sources, encouraged to collaborate with peers for problem-solving and to use computers. Against this background, this study sets out to document how kindergartens and schools provide early education for multiple literacies. Research Questions: 1. What do preschool and early primary school teachers understand by the term "multiple literacy education"? 2. According to teachers, how do they think they promote the acquisition of multiple literacies in their classrooms? 3. What do classroom observations reveal about multiple literacy education?4. In what ways do kindergarten and primary school teachers differ in their beliefs and practices relevant to multiple literacy acquisition

 

List of Research Outputs

 

Li H. and Rao N., Curricular And Instructional Influences On Early Literacy Attainment: Evidence From Beijing, Hong Kong And Singapore, In: Iram Siraj-Blatchford , International Journal of Early Years Education. UK, Routledge, 2005, 13 (3): 235-253.

 

Li H., Development and Validation of the Preschool and Primary Chinese Literacy Scale, In: B. Kozuh, T. Beran, A. Kozioska and P.Bayliss, Measurement and Assessment in Educational and Social Research. Krakow, Poland, Oficyna Wydawnicza AFM, 2005, pp. 49-60.

 

Li H., School-Based Curriculum Development: An Interview Study of Chinese Kindergartens , In: Mary Renck Jalongo , Early Childhood Education Journal,. USA, Springer Science+Business Media, Inc, 2006, 33(4), February 2006: 223-229.

 

Tse S.K., Kwong S.M., Chan C.K.K., Li H. and Leung S.O., Gender differences and classifiers of oral language development of preschool children in Hong Kong, 香港學前兒童的口語發展:性別和量詞, In: Tse, S.K., The oral language development of Hong Kong preschool children. 香港幼兒口語發展, Hong Kong, Hong Kong University Press, 2006, 87-106.

 

Researcher : Li SF



List of Research Outputs

 

McPherson D.B., Li S.F., Shi B.X., Tang J. and Wong B., Evaluation of a Combined Tone-Burst/Click-Evoked Otoacoustic Emission Protocol, Ear & Hearing. Philadelphia, USA, Williams & Wilkins, 2006, 27 (3): 256-262.

 

Researcher : Li YC



Project Title:

On Zi-xu and Shang-Jin Fu

Investigator(s):

Li YC

Department:

Curriculum Studies

Source(s) of Funding:

Other Funding Scheme

Start Date:

06/2002

 

Abstract:

To explore the creativity and uniqueness of "Zi-xu" and "Shang-lin" Fus of the masterpieces of Su-ma-shang-ru, a famous Fu composers in Han dynasty, through linguistics approaches. The result may lead to the findings of what kind of techniques that he used and why he was so popular and famous in those days in the area of Chinese literature.

 

List of Research Outputs

 

Researcher : Lian JM



List of Research Outputs

 

Fok C.W. and Lian J.M., Teacher Stress and Professional Development of Special Educators Amidst Educational Reforms in Hong Kong, CASE International Conference on Special Education, Centre for Advancement in Special Education, Hong Kong, Jun 2 - 3, 2006.

 

Gilson C.L. and Lian J.M., An American Perspective on Transition Planning for Students With Disabilities, CASE International Conference on Special Education, Centre for Advancement in Special Education, Hong Kong, Jun 2 - 3, 2006.

 

Lau F.K., Yuen H.K. and Lian J.M., Enhancing spoken vocabulary performance in children with autism in a multimedia-supported context, Hong Kong International Information technology in Education Conference. Hong Kong, 2006.

 

Lau F.K. and Lian J.M., Learning Styles and Language Intervention with Information Technology in Children with Autism, CASE International Conference on Special Education, Centre for Advancement in Special Education, Hong Kong, Jun 2 - 3, 2006.

 

Lian J.M., Backgrounds and Efforts in Enhancing Inclusive Education in Hong Kong, Taiwan, and the United States, International Conference on Inclusive Education. 2005.

 

Lian J.M., Enhancing Inclusive Education for Learners with Special Education Needs in Hong Kong, The Asia-Pacific Journal of Inclusive Education. Korea, KISE, 2005, 2 (1): 91-119.

 

Lian J.M., Gilson C.L. and Yuan S., Hong Kong: Perspectives Across Three Decades of Parenting, Inclusion, and Postsecondary Education, Conference of the Association for Persons with Severe Handicaps (TASH), Milwaukee, Nov 9 - 12, 2005.

 

Lian J.M., Keynote Speech - Enhancing Instructional Effectiveness for Students with Multiple Disabling Conditions, China, Hong Kong, Macau and Taiwan Joint Conference on Programmes and Services for Persons with Intellectual Disabilities, Macau, Mar 6, 2006.

 

Lian J.M., Keynote Speech - Inclusive Education For Students with Learning Difficulties in Hong Kong, Taiwan, and The United States, International Conference of the China-UK Gansu Basic Education Project (GBEP), Lanzhou, Gansu, China, Oct 12, 2005.

 

Lian J.M., Tanaka Y., Kim Y.W., Wu W.T. and Kang G., Promising Practices for Inclusive Education in the Asian-Pacific Region, International Convention of the Council for Exceptional Children (CEC), Salt Lake City, UT, Apr 4 - 8, 2006.

 

Sit H.P., Tsang J. and Lian J.M., Student Activity Levels, Lesson Context, and Teacher Behavior in Physical Education: A Comparison of Active and Non-active Schools for Children with Mild Intellectual Disabilities, CASE International Conference on Special Education, Centre for Advancement in Special Education, Hong Kong, Jun 2 - 3, 2006.

 

Wong W.L. and Lian J.M., Effects of Computer-assisted Programmes in Enhancing Social Interaction Behaviours of Adults with Autistic Spectrum Disorder, CASE International Conference on Special Education, Centre for Advancement in Special Education, Hong Kong, Jun 2 - 3, 2006.

 

Researcher : Lin X



List of Research Outputs

 

Tse S.K., Ki W.W., Shum M.S.K. and Lin X., Research on Teaching and Learning Developments of CKC Chinese Computer Input System. 縱橫漢字輸入法教學發展的研究, 中國廣東, 廣東高教育出版社, 2006, 321pp.

 

Tse S.K., Ki W.W., Shum M.S.K. and Lin X., The learning of CKC input system by kindergarten children and the aged, 縱橫輸入法在兒童和老年群體中學習個案研究, The Fifth CKC System Conference: Teaching and Learning Experience. 第五縱橫碼教學經驗交流會論文集, China, Su Zhou University, 2005, 236-257.

 

Researcher : Lo MM



List of Research Outputs

 

Hyland F. and Lo M.M., Examining Interaction in the Teaching Practicum: Issues of Language, Power and Control, Mentoring and Tutoring. Oxford, UK, Routledge, 2006, 14 (2): 163-186.

 

Lo M.M. and Harfitt G.J., Promoting a Collaborative Culture in an English Department: Case Studies of Two Secondary Schools in Hong Kong, The 3rd ASIA-TEFL Conference in Beijing, Nov 4 - 6, 2005.

 

Researcher : Loh EKY



List of Research Outputs

 

Loh E.K.Y., Teaching and learning of Chinese reading, 中文閱讀教與學, Shatin Government Primary School (P.M.) . 沙田官立下午小學, 2006.

 

Loh E.K.Y., Teaching of Chinese reading comprehension for pupils with special education needs, 為特殊教育學童而設計的閱讀教學, Salvation Army Shek Wu School. Hong Kong, 2005.

 

Researcher : Lopez-Real FJ



Project Title:

The use of peer assessment in group-project assignments

Investigator(s):

Lopez-Real FJ, Chan RYP

Department:

Curriculum Studies

Source(s) of Funding:

Associates Programme

Start Date:

01/1997

 

Abstract:

To investigate a possible mechanism for assessment of group projects to take account of individual differences; to determine student perceptions of involvement in a peer assessment process.

 

List of Research Outputs

 

Kwan T.Y.L. and Lopez-Real F.J., Mentors' Perceptions of their Roles in Mentoring Student Teachers, In: A. McMaugh, J. Sumsion, C. Symes & D. Saltmarsh, Asia-Pacific Journal of Teacher Education. London, Routledge, 2005, 33(3): 275-287.

 

Kwan T.Y.L. and Lopez-Real F.J., PGDE Full Time 2005-2006, Self-Directed Learning Guidebook. Hong Kong, Faculty of Hong Kong, HKU, 2005, 19pp.

 

Kwan T.Y.L. and Lopez-Real F.J., PGDE Part Time 2005-2007, Self-Directed Learning Guidebook. Hong Kong, Faculty of Education, HKU, 2005, 17pp.

 

Leung F.K.S., Graf K.D. and Lopez-Real F.J., Mathematics Education in Different Cultural Traditions: A Comparative Study of East Asia and the West, The 13th ICMI Study. New York, Springer, 2006.

 

Lopez-Real F.J., A New Look at a Polya Problem, Mathematics Teaching. Derby, UK, Association of Teachers of Mathematics, 2006, 196: 12-15.

 

Lopez-Real F.J. and Lee A.M.S., Encouraging the Use of Technology in Problem Solving: Some Examples from an Initial Teacher Education Programme, The International Journal for Technology in Mathematics Education. UK, Research Information Ltd, 2006, 13(1): 23-29.

 

Lopez-Real F.J. and Lee A.M.S., Problem Solving and ICT: Experiences from an Initial Teacher Education Programme, In: Olivero, F. & Sutherland, R., 7th International Conference on Technology in Mathematics Teaching. Bristol, UK, University of Bristol, 2005, 1: 125-133.

 

Researcher : Luo W



List of Research Outputs

 

Luo W., How to Measure Self-Complexity: The Proposal of a New Approach, In: Katyal, K, Lam, H.C. & Ding, X, Research Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 34 - 43.

 

Researcher : Ma EPM



List of Research Outputs

 

Ma E.P.M. and Yiu E.M.L., Phonetographic Assessment of Comfortable Speaking Voice and Maximum Vocal Performance in Dysphonic Individuals, Abstract - Sixth Pan European Voice Conference, London, August 31 - 3 September, 2005.

 

Ma E.P.M. and Love A.L., The Effects of Age on Vocal Fold Vibratory Patterns in the Connected Speech - Laryngographic Speech Studio Analysis, The 7th Voice Symposium of Australia, Sydney, Sept 15 - 17, 2005.

 

Ma E.P.M., Voice Impairment and Functional Impacts Among Treatment-seeking Teachers and Other Occupations, The Voice Foundation's 35th Annual Symposium, Philadelphia, May 31 - Jun 4, 2006.

 

Ma E.P.M. and Yiu E.M.L., Voice-Related Quality of Life Among the Hong Kong Teaching Profession, Conference on Quality of Like Research In Asia, May 19 - 21, 2006.

 

Yiu E.M.L., Xu J.J., Murry T., Wei W., Yu M., Ma E.P.M., Huang W. and Kwong E.Y.L., A Randomized Treatment-placebo Study of the Effectiveness of Acupuncture for Benign Vocal Pathologies, Journal of Voice. St Louis, USA, Mosby, Inc, 2006, 20 (1): 144-156.

 

Researcher : Ma JKY



List of Research Outputs

 

Ciocca V., Ma J.K.Y., Ho D.S.L., Kwan Chen L.L.Y., Yu K.K.M. and Whitehill T.L., Relationship Between the Process of Learning and Clinical Performance, Conference on Problem-Based Learning in Speech-Language Pathology Programmes. Linköping, Sweden, 2006.

 

Ma J.K.Y., Ciocca V. and Whitehill T.L., Contextual Effect on Perception of Lexical Tones in Cantonese, 9th European Conference on Speech Communication and Technology (Interspeech 2005), Lisbon, Sept 4 - 8, 2005.

 

Ma J.K.Y., Ciocca V. and Whitehill T.L., Perceoption of Intonation in Cantonese, Proceedings of the Second International Conference on Tonal Aspects of Languages (TAL 2006). La Rochelle, France, 2006, 93-96.

 

Ma J.K.Y., Ciocca V. and Whitehill T.L., Quantitative Analysis of Intonation Patterns in Statement and Questions in Cantonese, Proceedings of the Third International Conference on Speech Prosody. Dresden, Germany, 2006, 277-280.

 

Researcher : Ma SF



List of Research Outputs

 

Kember D., Ma S.F. and McNaught C., Excellent University Teaching. Hong Kong, The Chinese University Press, 2006, 1-115.

 

Researcher : Ma SWK



List of Research Outputs

 

Ma S.W.K., Jointed Staff Development in Kindergartens, Eight Jointed Kindergartens. 2005.

 

Ma S.W.K., Jointed Staff Development in Kindergartens, Three Jointed Kindergartens. 2005.

 

Ma S.W.K., Staff Development in Special Child Care Centres, Heep Hong Society Alice Louey Centre. 2005.

 

Researcher : Manzon MIE



List of Research Outputs

 

Bray T.M. and Manzon M.I.E., Comparative Education and Teacher Education in Singapore and Hong Kong: Comparisons over Time as well as Place, CESHK Comparative Education Bulletin. Hong Kong, 2005, 8: 13-28.

 

Manzon M.I.E., A Dialectic of the Global and the Local: The Case of Singapore's School-Community Partnership Policy, The 2nd Worldwide Forum for Comparative Education, Beijing Normal University, Beijing, China, August 22 - 24, 2005.

 

Manzon M.I.E., Comparative Education Research: Changing Priorities and Paradigms and the WCCES Experience, An Ed.D. module on Comparative Education offered by University of Bristol in the City University of Hong Kong, April 29, 2006. 2006.

 

Manzon M.I.E. and Bray T.M., The Comparative and International Education Society (CIES) and the World Council of Comparative Education Societies (WCCES): Leadership, Ambiguities and Synergies, Current Issues in Comparative Education. New York, USA, Teachers College, Columbia Univ., 2006, 8(2): 69-83.

 

Researcher : Mason MB



List of Research Outputs

 

Mason M.B., A Justification, after the Postmodern Turn, of Universal Ethical Principles and Educational Ideals, Educational Philosophy and Theory. Oxford, UK, Blckwell, 2005, 37 (6): 799-815.

 

Mason M.B., Book Series Editor, CERC/Springer Studies in Comparative Education Series. Dordrecht, Netherlands, Springer, 2006.

 

Mason M.B., Complexity Theory and Educational Change, Complexity, Science and Society Conference. University of Liverpool, UK, 2005, 11pp.

 

Mason M.B., Critical Theory and Critical Pedagogy after Postmodernism: From the South African Experience, a Defence of Reason and Rationality, In: Gur-Ze'ev (Ed.) , Critical Theory and Critical Pedagogy Today: Toward a New Critical Language in Education. Haifa, Israel, University of Haifa, 2005, 300-316.

 

Mason M.B., Editor, Critical Thinking and Learning: Values, Concepts and Issues. Hong Kong, Philosophy of Education Society of Australasia, 2005, 497pp.

 

Mason M.B., How Is It That "Sincerity Itself Is Bullshit"? A review of H. Frankfurt, "On Bullshit", Journal of Philosophy of Education. Oxford, UK, Blackwell, 2005, 39 (4): 701-705.

 

Mason M.B., Member of Editorial Board, Ethics and Education. Routledge, 2006.

 

Mason M.B., Methodological Issues in Comparing Education Across Cultures, Third Roundtable Discussion on African Studies. Hong Kong, 2006, 16pp.

 

Mason M.B., Regional Editor: Asia and the Pacific, International Journal of Educational Development. Oxford, UK, Elsevier, 2006, 25 onwards.

 

Mason M.B., The Quality of Learning and Its Contribution to the Development of Equality and Democracy, Thirty-Second Annual Conference of the Kenton Education Association. Rhodes University, South Africa, 2005, 12pp.

 

Researcher : McPherson B


Project Title:

Neonatal hearing screening: improving OAE performance

Investigator(s):

McPherson DB, Tang J., Wong B.Y.K.

Department:

Speech & Hearing Sciences

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

10/2001

 

Abstract:

To investigate TBOAE screening in neonates and compare this to conventional TEOAE test results.

 

Project Title:

Prevalence of hearing loss in down syndrome children in Hong Kong

Investigator(s):

McPherson DB, Ng IHY, Driscoll C.

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Small Project Funding

Start Date:

11/2003

Completion Date:

10/2005

 

Abstract:

To examine the hearing status of local school children with DS, in order to estimate the prevalence of hearing impairment of different types in this population, as well as the possible causes of their hearing impairment, including but not limited to the impairment associated with otitis media.

 

Project Title:

Neonatal hearing screening: a tone-burst otoacoustic emission protocol

Investigator(s):

McPherson DB, Shi B.X., Wong B.Y.K.

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

01/2005

 

Abstract:

To develop an improved method to screen the hearing of newborn babies. Since the discovery of otoacoustic emissions (OAEs) by kemp in 1978 it has been possible to quickly detect most forms of neonatal hearing loss; to use a novel, combined transient otoacoustic emission (TEOAE) and tone-burst otoacoustic emission (TBOAE) screening procedure to reduce the often high levels of false positive results found in present TEOAE neonatal hearing screening programmes.

 

Project Title:

Neonatal hearing screening: a tone-burst otoacoustic emission protocol

Investigator(s):

McPherson DB

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Merit Award for RGC CERG Funded Projects

Start Date:

01/2005

 

Abstract:

N/A

 

List of Research Outputs

 

Researcher : McPherson DB



Project Title:

Neonatal hearing screening: improving OAE performance

Investigator(s):

McPherson DB, Tang J., Wong B.Y.K.

Department:

Speech & Hearing Sciences

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

10/2001

 

Abstract:

To investigate TBOAE screening in neonates and compare this to conventional TEOAE test results.

 

Project Title:

Prevalence of hearing loss in down syndrome children in Hong Kong

Investigator(s):

McPherson DB, Ng IHY, Driscoll C.

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Small Project Funding

Start Date:

11/2003

Completion Date:

10/2005

 

Abstract:

To examine the hearing status of local school children with DS, in order to estimate the prevalence of hearing impairment of different types in this population, as well as the possible causes of their hearing impairment, including but not limited to the impairment associated with otitis media.

 

Project Title:

Neonatal hearing screening: a tone-burst otoacoustic emission protocol

Investigator(s):

McPherson DB, Shi B.X., Wong B.Y.K.

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

01/2005

 

Abstract:

To develop an improved method to screen the hearing of newborn babies. Since the discovery of otoacoustic emissions (OAEs) by kemp in 1978 it has been possible to quickly detect most forms of neonatal hearing loss; to use a novel, combined transient otoacoustic emission (TEOAE) and tone-burst otoacoustic emission (TBOAE) screening procedure to reduce the often high levels of false positive results found in present TEOAE neonatal hearing screening programmes.

 

Project Title:

Neonatal hearing screening: a tone-burst otoacoustic emission protocol

Investigator(s):

McPherson DB

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Merit Award for RGC CERG Funded Projects

Start Date:

01/2005

 

Abstract:

N/A

 

List of Research Outputs

 

Choi Y.C.N. and McPherson D.B., Noise Levels in Hong Kong Primary Schools: Implications for Classroom Listening, International Journal of Disability, Development and Education. Abingdon, UK, Routledge, 2005, 52: 345-360.

 

Fuente Contreras A.N. and McPherson D.B., Normalización de la prueba de "Random Gap Detection" para poblaciones nativas hispanoparlantes, Revista Chilena de Fonaudiología. Santigao, Chile, University of Chile, 2005, 6 (1): 19-28.

 

McPherson D.B., Editor-at-Large, International Journal of Audiology. Abingdon, UK, Taylor & Francis, 2005.

 

McPherson D.B., Editorial Consultant, Australian and New Zealand Journal of Audiology. Brisbane, Australia, Australian Academic Press, 2006.

 

McPherson D.B., Li S.F., Shi B.X., Tang J. and Wong B., Evaluation of a Combined Tone-Burst/Click-Evoked Otoacoustic Emission Protocol, Ear & Hearing. Philadelphia, USA, Williams & Wilkins, 2006, 27 (3): 256-262.

 

Olusanya B., McPherson D.B., Swanepoel D.W., Shrivastav R. and Chapchap M., Globalization of Infant Hearing Screening: The Next Challenge Before JCIH?, Journal of the American Academy of Audiology. Reston, VA, USA, American Academy of Audiology, 2006, 17 (4): 293-295.

 

Researcher : Mcpherson DB



Project Title:

Neonatal hearing screening: improving OAE performance

Investigator(s):

McPherson DB, Tang J., Wong B.Y.K.

Department:

Speech & Hearing Sciences

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

10/2001

 

Abstract:

To investigate TBOAE screening in neonates and compare this to conventional TEOAE test results.

 

Project Title:

Prevalence of hearing loss in down syndrome children in Hong Kong

Investigator(s):

McPherson DB, Ng IHY, Driscoll C.

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Small Project Funding

Start Date:

11/2003

Completion Date:

10/2005

 

Abstract:

To examine the hearing status of local school children with DS, in order to estimate the prevalence of hearing impairment of different types in this population, as well as the possible causes of their hearing impairment, including but not limited to the impairment associated with otitis media.

 

Project Title:

Neonatal hearing screening: a tone-burst otoacoustic emission protocol

Investigator(s):

McPherson DB, Shi B.X., Wong B.Y.K.

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

01/2005

 

Abstract:

To develop an improved method to screen the hearing of newborn babies. Since the discovery of otoacoustic emissions (OAEs) by kemp in 1978 it has been possible to quickly detect most forms of neonatal hearing loss; to use a novel, combined transient otoacoustic emission (TEOAE) and tone-burst otoacoustic emission (TBOAE) screening procedure to reduce the often high levels of false positive results found in present TEOAE neonatal hearing screening programmes.

 

Project Title:

Neonatal hearing screening: a tone-burst otoacoustic emission protocol

Investigator(s):

McPherson DB

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Merit Award for RGC CERG Funded Projects

Start Date:

01/2005

 

Abstract:

N/A

 

List of Research Outputs

 

Choi Y.C.N. and McPherson D.B., Noise Levels in Hong Kong Primary Schools: Implications for Classroom Listening, International Journal of Disability, Development and Education. Abingdon, UK, Routledge, 2005, 52: 345-360.

 

Fuente Contreras A.N. and McPherson D.B., Normalización de la prueba de "Random Gap Detection" para poblaciones nativas hispanoparlantes, Revista Chilena de Fonaudiología. Santigao, Chile, University of Chile, 2005, 6 (1): 19-28.

 

McPherson D.B., Editor-at-Large, International Journal of Audiology. Abingdon, UK, Taylor & Francis, 2005.

 

McPherson D.B., Editorial Consultant, Australian and New Zealand Journal of Audiology. Brisbane, Australia, Australian Academic Press, 2006.

 

McPherson D.B., Li S.F., Shi B.X., Tang J. and Wong B., Evaluation of a Combined Tone-Burst/Click-Evoked Otoacoustic Emission Protocol, Ear & Hearing. Philadelphia, USA, Williams & Wilkins, 2006, 27 (3): 256-262.

 

Olusanya B., McPherson D.B., Swanepoel D.W., Shrivastav R. and Chapchap M., Globalization of Infant Hearing Screening: The Next Challenge Before JCIH?, Journal of the American Academy of Audiology. Reston, VA, USA, American Academy of Audiology, 2006, 17 (4): 293-295.

 

Researcher : Mok IAC



Project Title:

A comparison between the Mathematics Teachers' approach between Australia and Shanghai

Investigator(s):

Mok IAC

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

11/2004

 

Abstract:

To support further comparison of the Australian and Shanghai Learner's Perspective Study data via a specific framework which reveals the construal of the object of learning in terms of variation.

 

List of Research Outputs

 

Huang R. and Mok I.A.C., Repetition or Variation - "Practice" in the Mathematics Classrooms in Hong Kong and Shanghai, The Third East Asia Regional Conference on Mathematics Education EARCOME3, Shanghai, Nanjing and Hangzhou, People's Republic of China, Aug 7 - 12, 2005 . 2005, 8pp.

 

Mok I.A.C. and Park Y.H., Primary Mathematics Teachers' Pedagogical Content Knowledge of the Teaching of Quadrilaterals, European Association for Research on Learning and Instruction (EARLI) 11th Biennial Conference, Nicosia, Cyprus, Aug 23 - 27, 2005. 28pp.

 

Mok I.A.C., Teacher-Dominating" Lessons in Shanghai: A Triangulation from Three Perspectives, European Association for Research on Learning and Instruction (EARLI) 11th Biennial Conference, Nicosia, Cyprus, Aug 23 - 27, 2005. 12pp.

 

Mok I.A.C., Cai J. and Fung A.T.F., Teaching Mathematics through Problem Solving: Struggles A Hong Kong Teacher Faces, The Third East Asia Regional Conference on Mathematics Education EARCOME3, Shanghai, Nanjing and Hangzhou, People's Republic of China, Aug 7 - 12, 2005 . 2005, 8pp.

 

Runesson U. and Mok I.A.C., The Teaching of Fractions: A Comparative Study of a Swedish and a Hong Kong Classroom, Nordic Studies in Mathematics Education. Goteborg, Sweden, NCM, Goteborg Universitet, 2005, 10 (2): 1-15.

 

Researcher : Morris PJTF



List of Research Outputs

 

Vickers E., Kan F.L.F. and Morris P.J.T.F., Colonialism and the Politics of 'Chinese History' in Hong Kong's Schools, In: L.S. Ho, P. Morris & Y.P Chung (eds.), Education Reform And the Quest for Excellence. Hong Kong, Hong Kong University Press, 2005, 171-189.

 

Researcher : Ng FP



List of Research Outputs

 

Lo M.L., Chik P.M.P., Ko P.Y., Leung A.Y.L., Pong W.Y., Lo-Fu Y.W. and Ng F.P., Learning Studies: Development and Impact, In: Lo, M.L., Pong, W.Y. and Chik, P.M. (Eds.), For Each And Everyone: Catering For Individual Differences Through Learning Studies. Hong Kong, HKU Press, 2005, 41-73.

 

Ng F.P. and Lam J.W.I., 建構與擬寫提綱的課堂研究 - 語文綜合能力的轉介, 應用文的語境、語言、語用, Hong Kong, Hong Kong Educational Publishing Co., 2006, 271-284.

 

Researcher : Ng HM



List of Research Outputs

 

Ng H.M. and Zhang X., Thematic Study Visit – an Effective Model of Teacher Development., 專題考察: 教師專業發展的有效模式, Exploring Education Development. 教育發展研究, Shanghai, China, Exploring Education Development, 2005, 2005(12): 43-47.

 

Ng H.M., ‘Thematic Study Tour as an Effective Means of Professional Development for Educational Leaders’, In: Wong, K.C. and Evers, C., International Studies in Educational Administration. East Sussex, U.K., The Education Publishing Company Limited, 2005, 33(3).

 

Researcher : Ng IHY



List of Research Outputs

 

Wong L.L.N., Samman N., Ng I.H.Y. and Hui Y., Patulous Eustachian Tube after Le Fort I Osteotomy in a Cleft Palate Patient, Journal of Oral and Maxillofacial Surgery. 2005, 63: 1374-1376.

 

Researcher : Niu R



List of Research Outputs

 

Niu R., Pushed Output, Learning Conditions, and Second Language Vocabulary Acquisition, In: Katyal, K, Lam, H.C. & Ding, X, Research Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 234 - 244.

 

Researcher : Pan S



List of Research Outputs

 

Cheung K.W. and Pan S., "Cong Xingzheng Wenze Dao Kuoda Shehui Lianmeng: Xianggang Zhengfu Zai Jiaoyu Gaige Zhong De Celue Bianhua" (From Inspection to Broadening Alliance-Building: The Change of Strategy by Government to Reform Education in Hong Kong) , 从行政问责到扩大社会联盟:香港政府在教育改革中的策略变化, In: Education Office, National People's Congress, Beijing Academy of Educational Sciences & Centre of Research on Education in China, HKU, Reports on Compulsory Education Provision in China No.1. 中國義務教育發展研究報告, Beijing, China, China Democracy and Legal Press, 2006, 1: 372-386.

 

Researcher : Pang EYW



List of Research Outputs

 

Researcher : Pang MF



Project Title:

A study of the development of students' economic literacy through a learning study

Investigator(s):

Pang MF, Marton Ference

Department:

Education Faculty

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

01/2005

Completion Date:

08/2006

 

Abstract:

The aim of the proposed project will be to test a theory-based approach to developing secondary school students’ economic literacy, i.e. to enable them to handle economic reality in more powerful ways. The idea is that by becoming capable of seeing economic reality in more powerful ways, the students will become more capable of making economic decisions. According to Stigler (1970), economic literacy serves as a tool of understanding their economic world, and that this capability should be possessed by every person. The increasing rate of personal bankruptcies and credit card debts, people’s lack of awareness of the importance of saving and investment, and the inability to identify the consequences of important international economic events, amongst other factors, provide evidence that it is necessary and urgent to promote economic literacy among citizens (The National Council on Economic Education, 2003). As Ellison and Kallenbach (1996) argued, economic literacy is an important component of adult literacy, and without developing students’ awareness of the way in which economic decision-making takes place, educators have not fulfilled their brief of enabling “students to gain control over their lives”. Students needs to learn how to analyse the financial matters by making use of the relevant economic concepts and principles, such as the opportunity cost of financial decisions, the relationship between risk, return and liquidity, inflation and real value of return for investment, etc. However, the survey of economic literacy in Hong Kong commissioned by Securities and Futures Commission in 2002 shows that 91% of the potential investors considered their understanding of investment dealings insufficient. It is ironic to find that there are rather low levels of economic literacy in one of the world’s largest financial centres. Even local university students have commonly been found to manage their personal finance poorly, resulting in an ever-increasing number of bankruptcies. It seems that there is a strong and urgent need to raise standards of economic literacy for the young people. As Alan Greenspan (2002) emphasized, improving economic and financial education during secondary school years can provide a foundation for economic literacy, thereby helping high school leavers avoid poor financial decisions that can take years to overcome. In many parts of the world, despite the huge effort that has been devoted to teaching economic literacy, findings of students’ economic understanding have not been encouraging. For instance, in the US only 45% of high school seniors could give correct answers to questions about economic fundamentals in a 1998 study (Dahl, 1998). In Hong Kong, students’ performance in Economics has also been far from satisfactory. Over the years, around 40% of the candidates sitting the Hong Kong Certificate of Education Examination scored 30 marks or less, and the students have generally been described as having a “lack of a thorough understanding of basic economic concepts and principles” (Hong Kong Examinations and Assessment Authority, 2003, p. 82). Apparently, it is a rather difficult, though important, job to enable secondary school students to become economically literate. Thus, the key issue seems to be, “how can we help students develop economic literacy in an effective way?” As the foundation for the proposed project, Pang has undertaken a number of learning studies (Pang & Marton, 2003) grounded in variation theory (e.g. Marton & Booth, 1997; Pang, 2003) to investigate how to enhance student learning in economics. In Pang’s (2002) study, the object of learning was to help Grade 10 students to develop the capability of seeing the phenomenon of the incidence of a sales tax in an economic way: that is, to realize that the distribution of the tax burden between buyers and sellers depends on the relative elasticity of demand and supply. The study concluded that the use of a learning study that is informed by variation theory may be a more effective means of achieving students’ learning of intended objects of learning than a lesson study. In the classes of the lesson study group, fewer than 30% of the students developed a good grasp of the concept, compared to over 70% of the students in the learning study group (Pang & Marton, 2003; Lo, Marton, Pang & Pong, 2004). Recently, Marton and Pang (forthcoming) has done a further study on developing in students another fundamental economic concept, i.e. the effects of a simultaneous change in demand and supply on market price. A group of experienced secondary school teachers engaged in learning study and used the variation theory as a resource for planning and carrying out their teaching of this difficult concept. Their students’ mastery of this concept after a series of three lessons was compared with the mastery of the same concept by students who were taught by another group of teachers under the same conditions except for the use of the variation theory. The difference in learning outcomes in the post-test written task was striking. About 84.4% of the students who were taught by the learning study group showed that they managed to take into account the relative magnitude of change in demand and supply when looking at the price change. In the lesson study group, 22.8% of the students reached this level of understanding. Nonetheless, these studies are mainly concerned with helping students develop a powerful understanding of ‘independent’ economic concepts. Few studies have ever been conducted to investigate how to develop economic literacy among school students. This study thus represents a pioneering endeavour, which aims to build on our previous work done and address the key research question “how can teachers make use of a learning study grounded on the variation theory as a resource for developing students’ economic literacy?” and the specific research questions that follow are: 1. How can we develop among students the domain-specific generic capability of experiencing financial matters in an economic way 2. How can the variation theory be used as a tool to help teachers allow students to experience the objects of learning in a certain way? 3. How can the use of a learning study help teachers learn professionally and thereby enhance student learning?

 

Project Title:

The use of learning study to enhance students' domain-specific generic capability

Investigator(s):

Pang MF

Department:

Education Faculty

Source(s) of Funding:

Merit Award for RGC CERG Funded Projects

Start Date:

07/2005

 

Abstract:

N/A

 

Project Title:

The use of learning study to enhance students' domain-specific generic capability

Investigator(s):

Pang MF, Marton F

Department:

Education Faculty

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

07/2005

 

Abstract:

To try out a theory-based approach, the learning study, to enhancing secondary school students' domain-specific generic capability-financial literacy; to enabling them to make informed and independent financial decisions in more powerful ways.

 

Project Title:

An International Study of Academic Growth and Development of University Teachers

Investigator(s):

Pang MF

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

01/2006

 

Abstract:

Objectives of the study Over the years, there are growing concerns over the academic development and improvement in the performance of academics all over the world. This is partly due to the increasing concerns about the quality of university teaching as a cause of student failure and low achievement as well as rising societal concerns with accountability and evaluation of academic performance in the post-school education (e.g. Kogan et al., 1994; Lieberman & Wehlburg, 2001). However, most of the work done so far has been strongly focused on the teaching development of university teachers, without closely examining the understandings of the work of an academic in other areas such as research and community or professional services (e.g. Samuelowicz & Bain, 1992; Gow & Kember, 1993; Kember, 1997; Pratt & Assoc., 1998; Prosser & Trigwell, 1999, Martin et al., 2000, Trigwell & Prosser, 2003, Prosser et al., 2005) . More importantly, few studies have been conducted to study the experiences of university teachers on how they learn to become an academic throughout their academic career. In this connection, the present study attempts to consider the learning experiences of university teachers to become an academic holistically from the perspective of university teachers themselves. The point of departure is to investigate university teachers’ understandings of their own growth and development as an academic and to provide a dispassionate and objective analysis of the contributing and hindering factors to their growth and development in different parts of the world. During this beginning phase, this international study of the academic growth and development of university teachers will start with two in-depth case studies in two countries in the East and West. namely Japan and the United States. They are chosen as the object of research because both of them possess very distinctive social, economic and cultural backgrounds and their academic structures and systems are quite contrasting. The key research questions to be addressed in this study are: 1. What are the qualitatively different ways of experiencing growth and development as an academic in Japan and the United States? 2. In what ways do the university teachers learn to become an academic in Japan and the United States? 3. What are the factors that enhance or impede the growth and development of an academic in Japan and the United States? Gow, L. and Kember, D. (1993) Conceptions of teaching and their relationship to student learning, British Journal of Educational Psychology, Vol. 63, pp. 20-33. Kember, D. (1997) A reconceptualisation of the research into university academics’conceptions of teaching, Learning and Instruction, Vol. 7, pp. 255-275. Kogan, M., Moses, I. and El-Khawas, E (1994) Staffing Higher Education: Meeting New Challenges. London and Pennsylvania: Kingsley Publishers. Lieberman, D. and Wehlburg, C. (Eds) (2001) To Improve the Academy, Vol. 19, Anker Pub. Co.: Bolton, Massachusetts. Martin, E., Prosser, M., Trigwell, K., Ramsden, P. and Benjamin, J. (2000) What university teachers teach and how they teach it, Instructional Science, Vol. 28, pp. 287-412. Pratt, D. and Assoc. (1998) Five Perspectives on Teaching in Adult and Higher Education, Kreiger Pub. Co.: Florida. Prosser, M. , Martin, E., Trigwell, K., Ramsden, P. and Lueckenhausen, G. (2005). Academics experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning. Instructional Science, 33, 137-157. Prosser, M. and Trigwell, K. (1999) Understanding Learning and Teaching: The Experience in Higher Education, SRHE and OU Press, Buckingham UK. Samuelowicz, K. and Bain, J. (1992) Conceptions of teaching held by academic teachers, Higher Education, Vol. 24, pp. 93-112. Trigwell, K. and Prosser, M. (2003). Qualitative Differences in University Teaching. In M. Tight (ed), Access and Exclusion, (185-216) Oxford: JAI Elsevier.

 

List of Research Outputs

 

Chan C.K.K. and Pang M.F., Special Issue: Teacher Collaboration in Learning Communities , Teaching Education. UK, Routledge, 2006, 17 (1): 1-90.

 

Chan C.K.K. and Pang M.F., Teacher Collaboration in Learning Communities , Teaching Education. UK, Routledge, 2006, 17(1): 1-5.

 

Lo M.L., Lo Fu Y.W., Chik P.P.M. and Pang M.F., Two Learning Studies, For Each and Everyone: Catering for Individual Difference Through Learning Studies. Hong Kong, Hong Kong University Press, 2005, 75-116.

 

Lo M.L., Chik P.M.P. and Pang M.F., Patterns of variation in teaching the colour of light to Primary 3 students, Instructional Science. The Netherlands, Springer, 2006, 34: 1-19.

 

Marton F. and Pang M.F., On Some Necessary Conditions of Learning, 11th European Association for Research on Learning and Instruction Conference Nicosia, Cyprus, Aug 23 - 27, 2005.

 

Marton F. and Pang M.F., On some necessary conditions of learning, The Journal of the Learning Sciences. Lawrence Erlbaum Associates Inc., 2006, 15: 193-220.

 

Pang M.F., Linder C. and Fraser D., Beyond Lesson Studies And Design Experiments: Using Theoretical Tools In Practice And Finding Out How They Work, In: Prof Peter Davies & Prof Ross Guest, International Review Of Economics Education. U.K., Economics Network, 2006, 5 (1): 28-45.

 

Pang M.F., Editorial Board, Educational Research Review (An Official Journal of EARLI). UK, Elsevier, 2006.

 

Pang M.F., Editorial Board, Higher Education Research and Development. Abingdon, Oxforshire, Carfax Publishing, 2006.

 

Pang M.F., Invited Lecture, "Making Learning Possible: The Paradox of Pedagogy", Uppsala University, Sweden, August 2005. 2005.

 

Pang M.F., Invited Lecture: Phenomenography, Variation Theory and Learning Study, Phenomenography Symposium, University of Sydney, Sydney, Australia, December 2005. 2005.

 

Pang M.F. and Marton F., Learning Theory as Teaching Resource: Another Example of the Radical Enhancement of Students' Understanding of the Economic Aspects of the World Around Them, 11th European Association for Research on Learning and Instruction Conference Nicosia, Cyprus, Aug 23 - 27, 2005.

 

Pang M.F. and Marton F., The Paradox of Pedagogy, 11th European Association on Learning and Instruction Conference, Nicosia, Cyprus, Aug 23 - 27, 2005.

 

Pang M.F., The use of learning study to enhance teacher professional learning in Hong Kong, Teaching Education. Australia, Routledge, 2006, 17: 27-42.

 

Researcher : Park YH



List of Research Outputs

 

Mok I.A.C. and Park Y.H., Primary Mathematics Teachers' Pedagogical Content Knowledge of the Teaching of Quadrilaterals, European Association for Research on Learning and Instruction (EARLI) 11th Biennial Conference, Nicosia, Cyprus, Aug 23 - 27, 2005. 28pp.

 

Researcher : Pearson HJ



Project Title:

Evaluating E-learning environments: improving quality teaching and learning processes

Investigator(s):

Pearson HJ, Trinidad SG, Fraser B.

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

11/2003

Completion Date:

02/2006

 

Abstract:

To determine the reliability and validity of the Online Learning Environment Survey (OLES), including factor structure, internal consistency reliability, and ability to differentiate between different learning environments; to further develop OLES based on the above results so that it becomes an immediate feedback tool for university educators to use to improve the quality of teaching and learning processes; to compare Hong Kong university e-learning environments to international university e-learning environment.

 

List of Research Outputs

 

Pearson H.J., Computers: Empowerment or Disempowerment for Teachers and Students?, Curriculum Controversies. Point and Counterpoint 1980-2005. Canberra, Australia, ASCA, 2005, 470-472.

 

Pearson H.J., Evaluating e-learning environments using the Online Learning Environment Survey., Paper presentated at the 8th IFIP World Conference on Computers in Education, University of Stellenbosch, Cape Town, South Africa, July 4 - 7, 2005. 8pp.

 

Pearson H.J. and Trinidad S., OLES: An Instrument for Refining the Design of E-learning Environments, Journal of Comupter Assisted Learning. London, UK, Blackwell, 2005, 21(6): 396-404.

 

Researcher : Pei M



Project Title:

Exploring the teachers' follow-up move in teacher-fronted whole-class interaction with the students in Chinese English immersion classrooms

Investigator(s):

Pei M

Department:

Education Faculty

Source(s) of Funding:

Sik Sik Yuen Education Research Fund

Start Date:

03/2004

 

Abstract:

To explore the teachers' follow-up move in teacher-fronted whole-class interaction with the students in Chinese English immersion classrooms.

 

List of Research Outputs

 

Pei M., How Teachers Scaffold Student Participation in the Classroom, In: Katyal, K, Lam, H.C. & Ding, X, Reseach Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 245 - 259.

 

Researcher : Pong WY



Project Title:

Catering for individual differences - building on variation (CID (v))

Investigator(s):

Pong WY, Ng FP, Pang MF, Leung AYL, Lo M.L., Ko P.Y., Lo-Fu P.Y.W.

Department:

Education Faculty

Source(s) of Funding:

Education and Manpower Bureau - General Award

Start Date:

06/2000

 

Abstract:

To study the professional development of teachers in analysing what is going on in their own classrooms, in particular the nature of and hence better ways to cater for individual differences.

 

List of Research Outputs

 

Researcher : Poon AWM



List of Research Outputs

 

Ho S.Y. and Poon A.W.M., Application of Readers Theatre in Advanced Chinese Language Courses, Journal of the Chinese Language Teachers Association. USA, 2006, 41.2: 23-43.

 

Ho S.Y., Chan W.K., Poon A.W.M. and Law Y.K., Reflections on the teaching of Chinese Literature Described in the Curriculum Reforms in Hong Kong from 1974 to 2006, In: Beijing Normal University, International Conference on the Teaching of Literature under Curriculum Reforms, Beijing. 2006.

 

Researcher : Poon S



List of Research Outputs

 

Bruce N.J., Davison C.M. and Poon S., Language Policies and Practices at the University of Hong Kong , Paper given at the Invitational Symposium on Language Issues in English-medium Universities across Asia, 8-9 June . 2006.

 

Researcher : Postiglione GA



Project Title:

A study of community college development in Hong Kong and Shanghai

Investigator(s):

Postiglione GA, Townsend B., Zhou J.S.

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

11/2002

 

Abstract:

To examine and compare Hong Kong's and Shanghai's cultural adaption of American community college models to determine policy implications of six issues facing Hong Kong's and Shanghai's higher education institutions.

 

Project Title:

A study of inland boarding schools for ethnic minorities in China

Investigator(s):

Postiglione GA, Zhang LF, Cheng KM, Goldstein M.C., Ben J.

Department:

Curriculum & Educational Studies

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

12/2002

 

Abstract:

To examine results of the policy that sends Tibetan students to secondary schools across China. Emphasis is placed on what and how students learn and the extent to which what they have learned is relevant to the development of the Tibetan Autonomous Regions (TAR), especially as teachers in rural schools.

 

Project Title:

A comparative study of the academic profession in Hong Kong and Mainland China

Investigator(s):

Postiglione GA

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

11/2004

 

Abstract:

To examine the impact of economic globalization on the academic profession in two Chinese university systems. It will also analyze the implications of this for university governance.

 

Project Title:

The second international study of the academic profession: the Hong Kong and Chinese mainland components

Investigator(s):

Postiglione GA

Department:

Education Faculty

Source(s) of Funding:

Merit Award for RGC CERG Funded Projects

Start Date:

01/2006

 

Abstract:

N/A

 

Project Title:

The second international study of the academic profession: the Hong Kong and Chinese mainland components

Investigator(s):

Postiglione GA, Zhang LF

Department:

Education Faculty

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

01/2006

 

Abstract:

To examine the academic profession in these two Chinese systems, and will also analyze the implications for university reform and governance. There are four parts to the research: an examination of academic staff patterns across the tertiary sector from 1994-2005; an analysis of the effects of economic globalization on the academic profession, including working conditions, professional practice (teaching, research and service), privatization of higher education, an internationalization; an analysis of the attitudes and attributes of the academic profession throughout the period; and ; an analysis of the implications of the interactions between the two uniersity systems for the academic profession.

 

List of Research Outputs

 

Postiglione G.A., Asia Pacific Journal of Education, Questioning Centre - Periphery Platforms. Singapore, Oxford University Press, 2005, 25 (2): 209-224.

 

Postiglione G.A., Book Series General Editor, Education in China: Reform and Diversity. Hong Kong, Hong Kong University Press, 2005.

 

Postiglione G.A., Book Series General Editor, Emerging Perspectives in Education in China. New York, Lexington Books, 2005.

 

Postiglione G.A., China Goes To College - In A Big Way, Quoted in Christian Science Monitor. 2005.

 

Postiglione G.A., China Needs Science Rebels, Quoted in South China Morning Post, June 17, 2006. 2006.

 

Postiglione G.A., Co-editor, Chinese Education and Society. New York, M.E. Sharpe Inc., 2006.

 

Postiglione G.A., Editor, Education and Social Change in China: Inequality in a Market Society. New York, M.E. Sharpe Inc., 2006, 207pp.

 

Postiglione G.A., Editoral Board, Soical Transforamtions in Chinese Societies. Hong Kong, Hong Kong Sociological Associate, 2006.

 

Postiglione G.A., Editorial Board, Diasporas, Migration and Ethnic Minority Education. 2006.

 

Postiglione G.A., Editorial Board, Educational Studies. UK, Routledge, 2006.

 

Postiglione G.A., Education and Society Change in China: Inequality in a Market Economy, China's Educational Inequality. New York, M.E. Sharpe Inc., 2006, 3-24.

 

Postiglione G.A., Education in Limbo Between State and Market, China Development Briefs, Beijing, June 12, 2006. 2006.

 

Postiglione G.A., Finance and Governance in Southeast Asian Higher Education, In: UNESCO Global Uiversity Network for Innovation, Higher Education in the World 2006. New York, Palgrave MacMillan, 2006, 187-192.

 

Postiglione G.A., Framing Education and Social Change in China, Senate Room, University of Hong Kong, April 26, 2006, 2006.

 

Postiglione G.A., Guested Editors, The Aacdemic Profession I and II, Chinese Eduation and Society. New York, M.E. Sharpe Inc., 2005.

 

Postiglione G.A., Keynote Speaker, Massification of Higher Education in Asia-Pacific: Policy Reforms, Institutional Restructuring, and Innovative Practices, UNESCO Asia and Pacific, Third Session of the Regional Follow-up Committee for the 1998 World Conference on Higher Education, Seoul, Republic of Korea, Jul 5 - 6, 2005. 2005.

 

Postiglione G.A., No Peasant Left Behind, Quoted in BusinessWeek Magazine, August 2005. 2005.

 

Postiglione G.A., Questioning Centre–Periphery Platforms, Asia Pacific Journal of Education. Singapore, 2005, 25: 2: 209–224.

 

Postiglione G.A., Schooling and Inequality in China, In: Gerard A. Postiglione, Education and Social Change in China: Inequality in a Market Economy. New York, M.E. Sharpe, 2006.

 

Postiglione G.A., Series General Editor, Hong Kong Becoming China. New York, M.E. Sharpe Inc., 2006.

 

Postiglione G.A., Series General Editor, Hong Kong Culture and Soceity. Hong Kong, Hong Kong University Press, 2006.

 

Postiglione G.A., The Academic Profession in Hong Kong, In: Welsh, A. (ed.), The Professoriate: Profile of a Profession. Springer Press, 2005, 193-204.

 

Postiglione G.A., The Evolution of the Higher Education Systems in Hong Kong and the Mainland, In: Liu, H (ed.), Higher Education Reforms in China. Xiamen, Fujian Higher Education Press, 2005.

 

Zhao Z. and Postiglione G.A., Ethnic Identity at University: Mongolian Students in Beijing, 大學校園中的民族認同感:北京的蒙古族學生, Chinese Cross Currents. 神州交流, Aomen, Aomen Li shi xue she, 2005, 2 (3): 76-89.

 

Researcher : Rao N



Project Title:

Promoting early development in rural india: the critical role of the integrated child development services scheme

Investigator(s):

Rao N, Cheng KM

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

11/2004

 

Abstract:

To analyze the relationship between trajectories of human development indicators and contemporaneous social policy over the past decade, a time during which programmes for young children increased significantly; to evaluate the Integrated Child Development Services by assessing aspects of the programme (access, enrolment, child and family outcomes for children); and has identified challenges and areas for improvement of the ICDS.

 

Project Title:

Increasing girls' participation in rural areas in China and India: what works and why?

Investigator(s):

Rao N, Cheng KM

Department:

Education Faculty

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

12/2004

 

Abstract:

To examine the efficacy of policies and programmes developed to enhance girls' participation in education in rural areas in China and India; to compare actual beliefs and practices relevant to girls' education in China and India.

 

Project Title:

Increasing girls' participation in rural areas in China and India: what works and why?

Investigator(s):

Rao N

Department:

Education Faculty

Source(s) of Funding:

Merit Award for RGC CERG Funded Projects

Start Date:

01/2005

 

Abstract:

N/A

 

List of Research Outputs

 

Li H. and Rao N., Curricular And Instructional Influences On Early Literacy Attainment: Evidence From Beijing, Hong Kong And Singapore, In: Iram Siraj-Blatchford , International Journal of Early Years Education. UK, Routledge, 2005, 13 (3): 235-253.

 

Pearson E. and Rao N., Early Childhood Education Policy Reform in Hong Kong: Challenges in effecting change in practices, Childhood Education. MD, USA, Association for Childhood Education International, 2006, 82 (6): 363-369.

 

Rao N., Children's Rights to Survival, Development and Early Learning in India: The Critical Role of the Integrated Child Development Services Program, International Journal of Early Childhood. Sweden, OMEP, 2005, 37(3): 15-31.

 

Rao N., Early Childhood Education in Hong Kong: Policy, Curriculum and Pedagogy, Invited Speech, International Symposim on "Early Childhood Education in Different Contexts" a the OMEP World Annual Conference, Havana, Cuba. 2005.

 

Rao N., Quality Matters: Early Childhood Education Policy in Hong Kong. , Shanghai Educational Forum. Shanghai, China . 2006.

 

Rao N., The Culture of Early Pedagogy: Observations From Hong Kong Kindergartens, Keynote Speech, OMEP China International Conference, Hangzhou, China. 2005.

 

Rao N., The Culture of Early Pedagogy: Observations from Hong Kong Kindergartens. , Early Childhood Education (Educational Science Edition),(in Chinese) HangZhou, China, Zhejiang Normal University, 2006, 1 (1): 23-28.

 

Researcher : Robinson CG



Project Title:

The summer institute: collaborative project between CAUT, Faculty of Education and Swedish Council for the renewal of higher education

Investigator(s):

Robinson CG

Department:

Education Faculty

Source(s) of Funding:

The University of Hong Kong Foundation Seed Grant

Start Date:

04/2003

 

Abstract:

To provide an opportunity for young local academics to develop leadership expertise within a collegial and challenging environment.

 

List of Research Outputs

 

Researcher : Shum MSK



Project Title:

Comparing the linguistic features of English and Chinese subject-specific genres in secondary school education

Investigator(s):

Shum MSK, Ki WW, Tse SK, Christie F.

Department:

Education Faculty

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

09/2004

 

Abstract:

To identify the differences and commonalities in terms of linguistic features of subject-specific genres of some secondary school subjects in both English and Chinese, namely Chemistry, Physics and Economics; to analyze students' problems and difficulties encountered in their use of English and Chinese in performing academic tasks, with special reference to subject-specific genres; To recommend teaching strategies which help in overcoming the problems and difficulties identified.

 

Project Title:

Comparing the linguistic features of English and Chinese subject-specific genres in secondary school education

Investigator(s):

Shum MSK

Department:

Education Faculty

Source(s) of Funding:

Merit Award for RGC CERG Funded Projects

Start Date:

01/2005

 

Abstract:

N/A

 

List of Research Outputs

 

He K.K. and Shum M.S.K., The Study of Psychological Model and Teaching Approaches, Teaching Writing in Chinese Speaking Areas. New York, Springer, 2005, 109-130.

 

Shum M.S.K., Effects of Four Methods of Evaluation of Chinese Composition in Hong Kong Secondary Schools, Teaching Writing in Chinese Speaking Areas. New York, Springer, 2005, 199-212.

 

Shum M.S.K. and Zhang D.L., Introduction: Teaching Writing in Chinese Speaking Areas, Teaching Writing in Chinese Speaking Areas. New York, Springer, 2005, 1-6.

 

Shum M.S.K., Peer Checklist Evaluation Of Chinese Composition: Research and Practice. 作文量表互改研究與實踐, Hong Kong, Hong Kong Educational Publishing Co., 2005, 305pp.

 

Shum M.S.K., Teaching Chinese Report Writing: Melbourne and Hong Kong, Teaching Writing in Chinese Speaking Areas. New York, Springer, 2005, 7-27.

 

Shum M.S.K., The Application of Functional Linguistics - Learning to Write Practical Writing on Web, 功能語言學的應用 - 網下實用文學習, Chinese Practical Writings: Language, Contexts and Functions. 應用文的語境、語言、語用, Hong Kong, Hong Kong Educational Publishing Co., 2006, 133-144.

 

Shum M.S.K., Tse S.K. and Ki W.W., 應用文的語言‧語境‧語用, 香港, 香港教育圖書公司, 2006, 328.

 

Tse S.K., Ki W.W., Shum M.S.K., Tam J.P.Y. and Lau M.K.F., Applying Information Technology to Assist the Teaching of Practical Writing, 應用資訊科技輔助實用文教學, Chinese Practical Writings: Language, Contexts and Functions. 應用文的語境、語言、語用, Hong Kong, Hong Kong Educational Publishing Co., 2006, 251-266.

 

Tse S.K., Ki W.W., Shum M.S.K. and Lin X., Research on Teaching and Learning Developments of CKC Chinese Computer Input System. 縱橫漢字輸入法教學發展的研究, 中國廣東, 廣東高教育出版社, 2006, 321pp.

 

Tse S.K., Ki W.W., Shum M.S.K. and Lin X., The learning of CKC input system by kindergarten children and the aged, 縱橫輸入法在兒童和老年群體中學習個案研究, The Fifth CKC System Conference: Teaching and Learning Experience. 第五縱橫碼教學經驗交流會論文集, China, Su Zhou University, 2005, 236-257.

 

Researcher : Sidorko PE



List of Research Outputs

 

Sidorko P.E., ICT and Library Collaboration: HKALL and Shared Storage Case Studies, Joint Universities Computer Centre 35th Anniversary IT Conference on Campus Informatization: Challenges and Opportunities. Hong Kong, 2005.

 

Researcher : Sim SH



List of Research Outputs

 

Sim S.H., 從網上寫作看新加坡中學生的中文寫作, In: Katyal, K, Lam, H.C. & Ding, X, Research Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 260 - 271.

 

Sim S.H., The Teaching of Chinese Composition in Singapore Secondary School: Past, Present and Future, Teaching Writing in Chinese Speaking Areas. Netherlands, Kluwer Academic Publishers, 2005, Studies in Writing, 16: 245-258.

 

Researcher : Sim SH



List of Research Outputs

 

Sim S.H., 從網上寫作看新加坡中學生的中文寫作, In: Katyal, K, Lam, H.C. & Ding, X, Research Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 260 - 271.

 

Sim S.H., The Teaching of Chinese Composition in Singapore Secondary School: Past, Present and Future, Teaching Writing in Chinese Speaking Areas. Netherlands, Kluwer Academic Publishers, 2005, Studies in Writing, 16: 245-258.

 

Researcher : Siu ACK



List of Research Outputs

 

Siu A.C.K., Causes of Teacher-student Conflict and Handling Strategies, Counselling Cases: Illustrations and Insights. Hong Kong, McGraw-Hill Education (Asia), 2006, 83-90.

 

Siu A.C.K., Teacher Stress Management, Counselling Cases: Illustrations and Insights. Hong Kong, McGraw-Hill Education (Asia), 2006, 119-124.

 

Researcher : Siu FLC



Project Title:

Storytelling with interactive multimedia: an intervention strategy or children with developmental phonological impairment

Investigator(s):

Siu FLC

Department:

HKU SPACE

Source(s) of Funding:

Other Funding Scheme

Start Date:

04/2000

 

Abstract:

To investigate multimedia enhanced CAL as a mode of learning and interaction to enhance delivery of treatment service to children with developmental phonological impairment by speech language-clinicians.

 

List of Research Outputs

 

Researcher : So LKH



Project Title:

The effect of ambient languages on the variability in bilingual phonological acquisition

Investigator(s):

So LKH

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

05/2005

 

Abstract:

The main objective of this project is to investigate the effect of the ambient languages pair on the phonological acquisition of Cantonese-Putonghua bilingual children. The variability of error patterns exhibited by children with different language dominance will be explored.

 

Project Title:

Assessment and diagnosis of bilingual children with phonological disorders

Investigator(s):

So LKH

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Incentive Award for RGC CERG Fundable But Not Funded Projects

Start Date:

07/2005

Completion Date:

06/2006

 

Abstract:

N/A

 

List of Research Outputs

 

So L.K.H. and Leung C.S., Phonological development of Cantonese-Putonghua bilingual children, In: Zhu, Hua Dodd, Barbara, Phonological Development And Disorders In Children: A Multilingual Perspective. Clevedon, UK, Multilingual Matters, 2006, 413-428.

 

Researcher : Song Y



Project Title:

Beliefs of PRC teachers of English at tertiary level about medium of instruction

Investigator(s):

Song Y

Department:

Education Faculty

Source(s) of Funding:

Sik Sik Yuen Education Research Fund

Start Date:

03/2004

 

Abstract:

To study beliefs of PRC teachers of English at tertiary level about medium of instruction.

 

List of Research Outputs

 

Song Y. and Fox R.M.K., Integrating M-technology into web-based ESL vocabulary learning for working adult Learners, In: H. Ogata, M. Sharples, Kinshuk, Y. Yano, IEEE International Workshop on Wireless and Mobile Technologies in Education WMTE 2005. Tokyo, IEEE Compter Society, 154-158.

 

Song Y., Integrating Short message Service (SMS) into Web-based English as Secondary Language (ESL) Vocabulary Learning for Adults, In: Katyal, K, Lam, H.C. & Ding, X, Research Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 288 - 295.

 

Song Y., Teachers' Beliefs about the Use of First Language (L1) in Foreign Language (L2) Teaching: A Case Study in a University in China, In: Katyal, K, Lam, H.C. & Ding, X, Research Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 272 - 287.

 

Researcher : Song Y



List of Research Outputs

 

Song Y. and Fox R.M.K., Integrating M-technology into web-based ESL vocabulary learning for working adult Learners, In: H. Ogata, M. Sharples, Kinshuk, Y. Yano, IEEE International Workshop on Wireless and Mobile Technologies in Education WMTE 2005. Tokyo, IEEE Compter Society, 154-158.

 

Song Y., Integrating Short message Service (SMS) into Web-based English as Secondary Language (ESL) Vocabulary Learning for Adults, In: Katyal, K, Lam, H.C. & Ding, X, Research Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 288 - 295.

 

Song Y., Teachers' Beliefs about the Use of First Language (L1) in Foreign Language (L2) Teaching: A Case Study in a University in China, In: Katyal, K, Lam, H.C. & Ding, X, Research Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 272 - 287.

 

Researcher : Song Y



List of Research Outputs

 

Song Y. and Fox R.M.K., Integrating M-technology into web-based ESL vocabulary learning for working adult Learners, In: H. Ogata, M. Sharples, Kinshuk, Y. Yano, IEEE International Workshop on Wireless and Mobile Technologies in Education WMTE 2005. Tokyo, IEEE Compter Society, 154-158.

 

Song Y., Integrating Short message Service (SMS) into Web-based English as Secondary Language (ESL) Vocabulary Learning for Adults, In: Katyal, K, Lam, H.C. & Ding, X, Research Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 288 - 295.

 

Song Y., Teachers' Beliefs about the Use of First Language (L1) in Foreign Language (L2) Teaching: A Case Study in a University in China, In: Katyal, K, Lam, H.C. & Ding, X, Research Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 272 - 287.

 

Researcher : Stimpson PG



Project Title:

Earth science education in Hong Kong schools

Investigator(s):

Stimpson PG, Wan K.K.

Department:

Curriculum Studies

Source(s) of Funding:

Other Funding Scheme

Start Date:

06/1993

 

Abstract:

To describe the intended earth science curriculum as set out in curriculum guides; to assess the nature of the implemented curriculum by examining expressions of the earth science curriculum in tests and the beliefs of teachers about how earth science to taught in schools; to assess the achievement of pupils at P4, S2 and S6 in respect of earth science topics; to examine the inter-relationship of the above.

 

Project Title:

Teacher educators' conceptualisations of teaching teachers (TECTT)

Investigator(s):

Stimpson PG, Lopez-Real FJ, Pang MF

Department:

Education Faculty

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

02/2005

 

Abstract:

In this study we ask: 1a. what factors underpin teacher educators' views of how they themselves teach? 1b. what differences do they identify between their own teaching of student-teachers and teaching in schools? 1c. what beliefs do they have concerning their own teaching as a "model" of best practice for student-teachers? 2a. what conceptualisations of PCK do teacher educators hold in relation to the process of training student-teachers? 2b. how do the factors and beliefs identified in questions 1a-c fit into their personal conceptualisations of PCK?

 

List of Research Outputs

 

Stimpson P.G., Assessment and School Improvement, In: J.C.K. Lee and M. Williams, School Improvement: International Perspectives. New York, Nova Science, 2005, 68-81.

 

Stimpson P.G., Changing Assessment, In: J. Lidstone and M. Williams, International Changes in Geographical Education: Past, Present and Future. Dordrecht, Sringer/Kluwer, 2006, 73-84.

 

Stimpson P.G., Orientations and approaches to Environmental Education for Sustainability, In: J.C.K. Lee and M. Williams, Environmental and Geographical Education for Sustainability: Cultural Contexts. New York, Nova Science, 2005, 65-76.

 

Stimpson P.G., Professional Development for Liberal Studies' Teachers in Hong Kong: ideology and pragmatism, Preparing Teachers for a Changing Context. 2006.

 

Researcher : Sun CF



List of Research Outputs

 

Sun C.F., Hui E.K.P. and Watkins D.A., Towards A Model of Suicidal Ideation for Hong Kong Chinese Adolescents, Journal of Adolescence. Netherlands, Elsevier, 2006, 29 (2): 209-224.

 

Researcher : Tam JPY



List of Research Outputs

 

Tse S.K., Ki W.W., Shum M.S.K., Tam J.P.Y. and Lau M.K.F., Applying Information Technology to Assist the Teaching of Practical Writing, 應用資訊科技輔助實用文教學, Chinese Practical Writings: Language, Contexts and Functions. 應用文的語境、語言、語用, Hong Kong, Hong Kong Educational Publishing Co., 2006, 251-266.

 

Researcher : Tavares NJ



List of Research Outputs

 

Tavares N.J., Planning Lessons with Teachers - A Dialogic, Collaborative and Reflective Approach, Third Asia TEFL International Conference - TEFL for Asia: Unity within Diversity, Beijing, China, November 4 - 6, 2005.

 

Researcher : To KS



List of Research Outputs

 

To K.S., Development of Reference in Cantonese, Xth International Congress for the Study of Child Language. 2005.

 

Researcher : Trent JG



List of Research Outputs

 

Trent J.G., Investing in Classroom Discourse: Constraints, Enablements and Capital Accumulation, In: Katyal, K, Lam, H.C. & Ding, X, Research Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 44 - 55.

 

Researcher : Tse SK



Project Title:

The dissemination of new whole language writing approach

Investigator(s):

Tse SK, Kwan C.Y.

Department:

Curriculum Studies

Source(s) of Funding:

Education and Manpower Bureau - General Award

Start Date:

03/2000

 

Abstract:

To study on the effective teaching of Chinese writing.

 

Project Title:

The dissemination of creative Chinese writing

Investigator(s):

Tse SK

Department:

Curriculum Studies

Source(s) of Funding:

Education and Manpower Bureau - General Award

Start Date:

08/2000

 

Abstract:

To study on the effective teaching of creative Chinese writing.

 

Project Title:

The current state of Chinese and English reading literacy at primary 4 in Hong Kong, and approaches and strategies towards enhancing the quality of the teaching and learning of reading

Investigator(s):

Tse SK, Lam RYH, Lam JWI

Department:

Education Faculty

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

11/2003

Completion Date:

08/2005

 

Abstract:

To conduct large-scale reading comprehension test to measure the level of reading literacy in English and Chinese in feeder schools, non-feeder schools and international schools; to compare the Chinese and English reading literacy of Primary 4 pupils in feeder schools, non-feeder schools and international schools; to compare the Chinese reading literacy of pupils using Cantonese or Putonghua as the MOI; to conduct 6 case studies in these schools so as to identify and compare both distant and proximal factors that influence pupils' Chinese and English reading literacy; to investigate factors (including pupils' reading behaviour and attitudes, learning environment and teachers' teaching methods) that influence pupils' reading achievement in English and in Chinese.

 

Project Title:

The current state of Chinese and English reading literacy at primary 4 in Hong Kong, and approaches and strategies towards enhancing the quality of the teaching and learning of reading

Investigator(s):

Tse SK, Lam RYH, Lam JWI

Department:

Education Faculty

Source(s) of Funding:

Merit Award for RGC CERG Funded Projects

Start Date:

11/2003

 

Abstract:

N/A

 

Project Title:

Progress in International Reading Literacy Study 2006

Investigator(s):

Tse SK, Lam Joseph, Lam Y.H.R. Lam

Department:

Education Faculty

Source(s) of Funding:

Education and Manpower Bureau - General Award

Start Date:

06/2004

 

Abstract:

(1) Many educators have advocated that the language proficiency of pupils in HK is declining. The findings of PIRLS 2001 indicate that pupils performed quite well in the study. The present study is to compare the findings of 2001 and 2006, and to look at the progress of pupils' reading literacy. (2) This study aims to examine the quality of learning of reading in Chinese at primary school level. This is also a project that seeks to promote innovative methods to improve the quality of teaching and learning of reading in HK. (3) This study aims to investigate changes in the issues and problems associated with pupils' acquisition of reading literacy in HK (after the 2001 study), and to seek ways to solve the problems. The Reading Literacy Test included in the project will be used to investigate pupils' reading literacy achievement in HK. (4) The project focuses on changes in the reading experiences of pupils at home and in school in learning to read. The study will collect data that provide valuable comparative international information about levels of children's reading literacy that may be used to improve learning and instruction in HK. (5) The study will also conduct an in-depth study of a small number of schools performing well on the IEA tasks. The aim is to examine both distant and proximal factors that may explain Chinese reading/literacy. The findings may help in designing appropriate reading materials and strategies for instruction in Chinese reading/literacy.

 

Project Title:

A two-year follow-up study of English and Chinese reading literacy at primary 4 in Hong Kong, and approaches and strategies towards enhancing the quality of the teaching and learning of reading

Investigator(s):

Tse SK

Department:

Education Faculty

Source(s) of Funding:

Incentive Award for RGC CERG Fundable But Not Funded Projects

Start Date:

07/2005

Completion Date:

06/2006

 

Abstract:

N/A

 

List of Research Outputs

 

Shum M.S.K., Tse S.K. and Ki W.W., 應用文的語言‧語境‧語用, 香港, 香港教育圖書公司, 2006, 328.

 

Tse S.K., Ki W.W., Shum M.S.K., Tam J.P.Y. and Lau M.K.F., Applying Information Technology to Assist the Teaching of Practical Writing, 應用資訊科技輔助實用文教學, Chinese Practical Writings: Language, Contexts and Functions. 應用文的語境、語言、語用, Hong Kong, Hong Kong Educational Publishing Co., 2006, 251-266.

 

Tse S.K., Chinese Character Education (綜合高效識字法), Chinese character education: Scientific teaching methods (識字教育科學化方法). China, China Light Industry Press, 2006, 145-162.

 

Tse S.K., Chinese Language Education Reform in Hong Kong (Keynote speaker), Conferenece on"Shanghai-Hong Kong Curriculum Reform of Chinese Language Education". Shanghai, 2005.

 

Tse S.K., Comprehensive and Effective Teaching and Learning of Chinese Character, 綜合高效識字法, The Second International Conference on Chinese Character Education. 第二届現代中文識字教育國際研討會, Beijing, China, 2006.

 

Tse S.K., Educational Research Journal. Hong Kong, Hong Kong Educational Research Association, 2006.

 

Tse S.K., Emergence of reading and writing, In: Tse, S.K., The oral language development of Hong Kong preschool children. 香港幼兒口語發展, Hong Kong, Hong Kong University Press, 2006, 107-114.

 

Tse S.K., Kwong S.M., Chan C.K.K., Li H. and Leung S.O., Gender differences and classifiers of oral language development of preschool children in Hong Kong, 香港學前兒童的口語發展:性別和量詞, In: Tse, S.K., The oral language development of Hong Kong preschool children. 香港幼兒口語發展, Hong Kong, Hong Kong University Press, 2006, 87-106.

 

Tse S.K., Integrated and effective approach in teaching Chinese characters, 綜合高效識字法, In: Dai, R. Q., Chinese character education: Scientific teaching method. 識字教育科學化方法選粹, China, China Light Industry Press, 2006, 145-162.

 

Tse S.K., International Study on Reading Abilities (國際上關於閱讀及閱讀能力的研究), In: Nie W., Tse, S.K. (Eds), Chinese Language New Curriculum and Teaching Theories (新編語文課程與教學論) . China, Gao Deng Shi Fan Yuan Xiao Jiao Cai, 2006, 143-165.

 

Tse S.K., L1-Educational Studies in Language and Literature (Sub-Editor) . Germany, Sprinker, 2005.

 

Tse S.K., Chan C.K.K. and Kwong S.M., Lexical development of Hong Kong pre-school children, 香港學前兒童口語詞類的發展, In: Tse, S.K., The Oral Language Development of Hong Kong Preschool Children. 香港幼兒口語發展, Hong Kong, Hong Kong University Press, 2006, 53-69.

 

Tse S.K., Mother tongue and learning Chinese characters (母語與漢字學習), In: Dai, R. Q. (Ed), Chinese character education: Scientific learning theories. China, China Light Industry Press, 2006, 35-41.

 

Tse S.K., Ki W.W., Shum M.S.K. and Lin X., Research on Teaching and Learning Developments of CKC Chinese Computer Input System. 縱橫漢字輸入法教學發展的研究, 中國廣東, 廣東高教育出版社, 2006, 321pp.

 

Tse S.K., The Impact of PIRLS 2001: A Catalyst for Reading Reform in the Hong Kong SAR, The First International Conference on Asian Comparative Education: The Outcomes of TIMSS/PIRLS and Their Contextual Meaning. Taiwan, National Taiwan Normal University, 2005, 24pp.

 

Tse S.K., Ki W.W., Shum M.S.K. and Lin X., The learning of CKC input system by kindergarten children and the aged, 縱橫輸入法在兒童和老年群體中學習個案研究, The Fifth CKC System Conference: Teaching and Learning Experience. 第五縱橫碼教學經驗交流會論文集, China, Su Zhou University, 2005, 236-257.

 

Tse S.K., The oral language development of Hong Kong preschool children, 香港幼兒口語發展, Hong Kong, Hong Kong University Press, 2006, 161 pp.

 

Tse S.K., Kwong S.M. and Chan C.K.K., The oral syntactic structure development of Hong Kong pre-school children, 香港學前兒童的口語句法發展, In: Tse, S.K., The oral language development of Hong Kong preschool children. 香港幼兒口語發展, Hong Kong, Hong Kong University Press, 2006, 71-86.

 

Tse S.K., The processes and strategies of teaching Chinese literature: Imagery, association, imagination and fantancy, 文學教學的過程和策略:利用誦讀建構影像、聯想、想像與幻想, National Conference on Chinese Literature Education. Beijing, China, 2006, 5 pp.

 

Researcher : Tso SF



List of Research Outputs

 

Leung F.K.S., Yung B.H.W. and Tso S.F., Digging below the surface: Secondary analysis of TIMSS data for Hong Kong and its implications for educational reform, Canadian Journal of Science, Mathematics and Technology Education. 2005, 5(3): 329-360.

 

Researcher : Tsui ABM



Project Title:

The study on good practices in secondary schools for enhancing students' English language proficiency

Investigator(s):

Tsui ABM, Lam RYH, Andrews SJ, Tong AKK, Lo MM, Hyland F, Tavares NJ, Harfitt GJ

Department:

Education Faculty

Source(s) of Funding:

Education and Manpower Bureau - General Award

Start Date:

02/2003

 

Abstract:

To identify, on evidence-base, the measures and practices adopted by CMI and EMI schools that are effective in enhancing the English language proficiency of students; to find out how and what have made the identified measures work effectively in the schools concerned; to write up, based on the findings, exemplars of good practices for distribution and sharing among secondary schools.

 

Project Title:

Co-operative learning in on-line communities of practice

Investigator(s):

Tsui ABM, Lo MM, Legutke M.

Department:

Education Faculty

Source(s) of Funding:

Germany/Hong Kong Joint Research Scheme

Start Date:

01/2004

Completion Date:

12/2005

 

Abstract:

To investigate the forms of co-operative learning and their effectiveness in on-line communities of primary language teachers; to investigate the effectiveness of the forms of on-line and electronically supported learning in enhancing teacher learning.

 

Project Title:

Talking mathematics: an investigation into the learning of mathematics through English and Chinese

Investigator(s):

Tsui ABM

Department:

Education Faculty

Source(s) of Funding:

Incentive Award for RGC CERG Fundable But Not Funded Projects

Start Date:

07/2005

Completion Date:

06/2006

 

Abstract:

N/A

 

List of Research Outputs

 

Tsui A.B.M., Associate Editor, The Journal of Asia TEFL. Seoul, South Korea, Asia TEFL, 2006.

 

Tsui A.B.M., Confucianism and Confusion: Negotiating EFL Teaching Identity (Plenary Paper), Plenary Speaker, 41st RELC International Seminar, Singapore, April 24 - 26, 2006. 2006.

 

Tsui A.B.M., ESL Teachers' Questions and Corpus Evidence, International Journal of Corpus Linguistics. Amsterdam, The Netherlands, John Benjamins Publishing Co, 2005, 10 (3): 335-356.

 

Tsui A.B.M., Editor-in-Chief, Asia TEFL Applied Language Studies Series. Seoul, South Korea, Asia TEFL, 2006.

 

Tsui A.B.M., Editorial Advisory Board, Pedagogies: An International Journal. Mahwah, NJ, USA, Lawrence Erlbaum Associates, Inc, 2006.

 

Tsui A.B.M., Editorial Advisory Board, Reflections on English Language Teaching. Singapore, CELC, National University of Singapore, 2006.

 

Tsui A.B.M., Editorial Board, Asian Journal of English Language Teaching. Hong Kong, English Language Teaching Unit, The Chinese University of Hong Kong, 2006.

 

Tsui A.B.M., Editorial Board, English for Specific Purposes. New York, USA, ScienceDirect, 2006.

 

Tsui A.B.M., Editorial Board, Information Technology, Education and Society. Albert Park, Australia, James Nicholas Publishers, 2006.

 

Tsui A.B.M., Editorial Board, Journal of Asian Pacific Communication. Amsterdam, The Netherlands, John Benjamins Publishing Co., 2006.

 

Tsui A.B.M., Editorial Board, Linguistics and the Human Sciences. London, UK, Equinox Publishing Ltd, 2006.

 

Tsui A.B.M., Expertise in Teaching: Perspectives and Issues, In: Johnson, K (Ed.), Expertise in Second Language Learning and Teaching. Houndmills, Basingstoke, Hampsphire, Palgrave: Mcmillan, 2005, 167-189.

 

Tsui A.B.M., Globalization and Challenges to EFL Teacher Education, Opening Plenary, First National Symposium Foreign Language Teacher Education and Development, Beijing, China, September 23 - 25, 2005. 2005.

 

Tsui A.B.M., Globalization and Language Policy Responses in Asian Contexts, Plenary Speaker, Invitational Symposium - Language Issues in English-Medium Universities Across Asia, The University of Hong Kong, June 8 - 9, 2006. 2006.

 

Tsui A.B.M., Language Policy and the Social Construction of National Cultural Identity, Opening Plenary, KOTESOL 2005 International Conference, Seoul, South Korea, October 15 - 16, 2005. 2005.

 

Tsui A.B.M., Language Policy, Culture and Identity in the Era of Globalization (Plenary Paper), In: Beaven, B (Ed.), IATEFL 2005 Cardiff Conference Selections. Canterbury, Kent, UK, IATEFL, 2005, 41-51.

 

Tsui A.B.M., Learning as Boundary-crossing in School-University Partnership (Plenary Paper), In: Cooper, M (Ed.), Teacher Education: Local and Global - Proceedings of the 33rd Annual Australian Teacher Education Conference. Australian Teacher Education Association, Australia, July 6 - 9, 2005, 3-14.

 

Researcher : Wang L



List of Research Outputs

 

Wang L., Rural Migration, Education and Social Stratification in Beijing, China, In: Katyal, K, Lam, H.C. & Ding, X, Research Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 56 - 71.

 

Researcher : Wang W



List of Research Outputs

 

Wang W., A Case Study of the Implementation of an English Language Curriculum in China: Some Preliminary Findings, In: Katyal, K, Lam, H.C. & Ding, X, Research Studies in Education. Hong Kong, Faculty of Education, The University of Hong Kong, 2005, 3: 72 - 82.

 

Researcher : Warning PB



List of Research Outputs

 

Lee S., Warning P.B., Singh D., Howe E., Farmer L. and Hughes S., IASL Reports : Selected Papers From The 34th Annual Conference Of The International Association Of School Librarianship And The 9th International Forum On Research In School Librarianship. Hong Kong, IASL, 2005.

 

Warning P.B., Henri J., Chan A. and Lee S., And a Mixed Multitude Went Up: Report on the IASL 2005 Conference Survey, Access. 2006, 20 (2): 21-26.

 

Researcher : Watkins DA



Project Title:

Academic competition in Hong Kong: comparative and developmental perspectives

Investigator(s):

Watkins DA

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

11/2002

 

Abstract:

To find out the nature of competition as viewed by HK secondary school students of different ages; to compare the views of the nature of competition fostered in HK schools with those expressed by like-aged students in the Philippines, Nepal, and South Africa (both black and white samples).

 

Project Title:

Personality correlates of forgiveness in Nepal

Investigator(s):

Watkins DA, Hui EKP, Regmi M.

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

11/2003

Completion Date:

10/2005

 

Abstract:

To study the proposition that in a very different collectivist society, such as Nepal, the world's only Hindu Kingdom, forgiveness will be more in the interests of group harmony than individualistic personality traits or beliefs.

 

Project Title:

Student perceptions of competition in mainland Chinese secondary schools

Investigator(s):

Watkins DA

Department:

Education Faculty

Source(s) of Funding: