EDUCATION FACULTY

Researcher : Andrews SJ



Project Title:

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

Investigator(s):

 

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.

 

Project Title:

An impact study of a high-stakes ESL assessment innovation in Hong Kong secondary schools

Investigator(s):

Andrews SJ, Davison CM

Department:

Education Faculty

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

09/2006

 

Abstract:

This study aims to investigate the impact of the introduction of standards-referenced school-based assessment (SBA) in a high-stakes English as a Second Language (ESL) teaching context, the Hong Kong secondary school, where there has been a long tradition of norm-referenced external assessment. The specific aims of the project are to examine critically: the rationale and strategies of the educational authorities in implementing the SBA innovation; the reactions to the SBA innovation in the wider community in Hong Kong; the influence of mediators (SBA trainers, teacher educators, tutorial schools) on the dissemination of the innovation; the proecsses by which the SBA innovation is implemented at the school level; attitudes within the school community towards the SBA innovation, and the impact of the innovation upon the attitudes and practices of teachers and students; in order to identify the factors within schools and the wider community which facilitate or inhibit the successful implementation of the innovation.

 

List of Research Outputs

 

Andrews S.J., Developing the Language Awareness of Novice Teachers of English, 42nd Annual IATEFL International Conference and Exhibition, Exeter, UK, 7 - 11 April 2008.

 

Andrews S.J., Member of Editorial Board, Journal of Asia TEFL. Seoul, Korea, Asia TEFL, 2008.

 

Andrews S.J., Member of Editorial Board, Language Awareness. Clevedon, UK, Multilingual Matters, 2008.

 

Andrews S.J., Review of Llurda, E (ed.) (2005) Non-native Language Teachers: Perceptions, Challenges and Contributions to the Profession, Language Awareness. Clevedon, UK, Multilingual Matters, 2007, 16 (3): 239-242.

 

Andrews S.J., Teacher Language Awareness. Cambridge, UK, Cambridge University Press, 2007, 228pp.

 

Andrews S.J., Teacher Language Awareness and the 'Good' Language Teacher, Teachers' Conference 2008, Guangzhou, China, 8 January 2008. 2008.

 

Andrews S.J., Teacher Language Awareness, In: J. Cenoz and N. Hornberger (Eds.), Encyclopedia of Language and Education, Vol. 6, Knowledge about Language. New York, USA, Springer, 2008, 287-298.

 

Andrews S.J., The Development of Teacher's Language Awareness in Teacher Education, 9th International Conference of the Association for Language Awareness, The University of Hong Kong, Hong Kong, 26 - 29 June 2008.

 

Cheng L., Yu Y. and Andrews S.J., Impact and Consequences of School-based Assessment in Hong Kong: Views from Students and Their Parents, Focusing on the Core: Justifying the Use of Language Assessments to Stakeholders, 30th Annual Language Testing Research Colloquium, Zhejiang University, Hangzhou, China, 23 - 28 June 2008.

 

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:

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

 

 

Researcher : Bryant DA



List of Research Outputs

 

Hennig B.B., Bryant D.A. and Gao F., Editorial Board of the academic journal "Research Studies in Education" / Faculty of Education/HKU, In: Barbara Hennig Darren Bryant Gao Fang Gilbert Lam, Research Studies in Education. Hong Kong, Faculty of Education - The University of Hong Kong, 2008, 5.

 


 

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.

 

Project Title:

The implementation of assessment for learning in primary school English language teaching

Investigator(s):

Carless DR, Hamp-Lyons EM

Department:

Education Faculty

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

09/2006

 

Abstract:

This project seeks to contribute to the enhancement of AfL in English language teaching (ELT) in Hong Kong primary schools through school-based research into the implementation of AfL. The primary school context is a crucially important site because it is the foundation stone for attempts to introduce AfL throughout the system. The key issue to be addressed is : how can AfL be implemented effectily in ELT in Hong Kong primary schools?

 

List of Research Outputs

 

Carless D.R., Conceptualizing pre-emptive formative assessment, Assessment in Education. UK, Routledge, 2007, 14(2): p.171-184.

 

Carless D.R., Developing productive synergies between formative and summative assessment processes, In: M.F. Hui & D. Grossman (Eds.), Improving Teacher Education Through Action Research. New York, Routledge, 2008, p.9-23.

 

Carless D.R., Formative and summative assessment relationships: Synergies or constraints, 12th Biennial Conference for Research on Learning and Instruction, European Association for Research on Learning and Instruction, Budapest, Hungary, 28 August - 1 September 2007.

 

Carless D.R., Tests as productive learning opportunities, Focusing on the Core: Justifying the Use of Language Assessments to Stakeholders, 30th Annual Language Testing Research Colloquium, Zhejiang University, Hangzhou, China, 23 - 28 June 2008.

 

Carless D.R., The PEAL project: Implementing formative assessment in primary schools, The British Educational Research Association (BERA) Annual Conference, London, 5 - 8 September 2007.

 

Carless D.R., The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong, System. New York, ScienceDirect, 2007, 35(4): p.595-608.

 

Carless D.R., Towards a version of task-based approaches suitable for schooling, 2nd International Conference on Task-Based Language Teaching, University of Manoa, Hawaii, 20 - 22 September 2007.

 

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

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

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.

 

Project Title:

Fostering Epistemological Beliefs and Conceptual Change through Computer-Supported Knowledge Building

Investigator(s):

Chan CKK

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

10/2006

 

Abstract:

Background & Objectives The goal of this study is to design and examine the roles of a computer-supported knowledge building environment (Knowledge Forum) in fostering students' epistemological beliefs and conceptual change. and in particular, to examine the reciprocal relations among epistemological beliefs, collaborative knowledge building, and conceptual change, as well as to track the trajectory of growth of beliefs and cognition in the context of high-school students learning chemistry on Knowledge Forum. A major strand of research in science education examines the nature of conceptual change and how it takes place (Driver & Oldham, 1986; Duit and Treagust, 2003). More recently, Sinatra and Pintrich (2003) introduced the notion of "intentional conceptual change" highlighting the role of student agency and ownership. They characterized intentional conceptual change as involving complex changes including cognitive, motivational and epistemological aspects primarily controlled and regulated by the learners. One particular area of interest is students' epistemological beliefs referring to their beliefs about the nature of learning and knowledge (e.g., certainty, simplicity, source of knowing and justification for knowing, Hofer, 2001; Hofer & Pintrich, 2003). Research on epistemological beliefs has examined how these beliefs influence students' learning approaches, reasoning modes, motivational beliefs, and academic achievement (e.g. Cano, 2005; Neber & Schommer-Aikins, 2002). Students having more sophisticated epistemological beliefs were shown to attain higher learning outcomes than those having more superficial views about the nature of learning and knowledge. The importance of examining and scaffolding student agency in scientific inquiry and understanding is now widely accepted. Much effort has been given to the design of learning environment to help students learn science using technology. A prominent example of an educational approach using computer technology is "knowledge building" that emphasizes knowledge as the accomplishment of a community, and that it is improvable by means of student discourse (Scardamalia and Bereiter, 2003). The knowledge building model uses the analogy of a community of scientists where students work together to inquire and to improve new knowledge for the community. The software most often used for supporting knowledge building is called Knowledge Forum (KF) designed to foster metacognition and knowledge co-construction. Similar to scientists engaging in inquiry, in knowledge-building communities, students make progress not only in improving their personal but also in developing collective knowledge (Bereiter & Scardamalia, 1996). The knowledge building model has been tested and examined in many classrooms in North America, Europe and Asia. More recently, the investigator and her colleagues (van Aalst & Chan, in press; Lee, Chan & van Aalst, 2006) have developed a portfolio assessment approach in fostering and assessing knowledge building providing examples of how the approach could work in the Hong Kong context.. Although there is much interest in scientific inquiry and epistemological beliefs, current work is mostly concerned with measuring the nature of beliefs and examining the relations of beliefs with student achievements in Western context. Although science researchers have generally proposed the importance of epistemological beliefs on conceptual change, empirical work is limited in particular those considering socio-cultural and contextual influences. For example, in a recent study, significant relationships between epistemological beliefs and conceptual change learning were obtained among American students, but no such relationships were found among their Chinese counterparts (Qian and Pan, 2002). More studies are needed to understand the nature of epistemological beliefs and its relations with conceptual change in different cultural contexts. Other major gaps also exist - Whereas much interest has been given to examining the nature of epistemological beliefs and its relations with achievement and other constructs, there is few work examining how epistemological beliefs might be fostered; how they can be changed; and in particular, how instructional interventions influence students' epistemological beliefs. I propose that knowledge-building pedagogy and environments emphasizing epistemic agency and metacognition would foster conceptual change and epistemological beliefs. When students collaborate on knowledge building environments, they would be better able to reflect on their beliefs and understanding as they compare others' beliefs and models with theirs. Conflictual views might be identified and resolved collaboratively when students are working as a community of learners and inquirers helping each others to improve their knowledge. Apparently, when knowledge is constructed through discourse among participants, students would have more opportunities to understand that knowledge is not handed down by authority; they would have opportunities to reflect on the nature of knowledge and justify its nature and sources. Although there is extensive work on knowledge building, thus far, few work has systematically examined relations of student beliefs with collaborative knowledge building and conceptual change. Accordingly, this project proposes to examine the roles of the knowledge building pedagogy in fostering epistemic beliefs, collaborative inquiry and conceptual change as well as to explore the dynamics and relations among these constructs. The following objectives are included: (a) To examine the roles of knowledge-building environment and to investigate if students with knowledge building instruction experience more shifts in epistemological beliefs and conceptual change; (b) To examine the relations and dynamics among epistemological beliefs, collaborative knowledge-building activities and conceptual change in knowledge building and regular classroom environments; and (c) To examine the developmental patterns and trajectories of changes in students' epistemological beliefs and knowledge building processes.

 

List of Research Outputs

 

Chan C.K.K. and van Aalst J.C.W., Collaboration, Inquiry and Knowledge Building in Networked Multi-Media Environment, In: J. Voogt & G. Knezek, International Handbook of Information Technology in Secondary and Primary Education. Dordrecht, The Netherlands, Springer, 2008.

 

Chan C.K.K. and van Aalst J.C.W., Designing and Fostering Knowledge Building using Embedded and Transformative Assessment, International Conference of Computer-Supported Collaborative Learning, Rutgers University, New Jersey. 2007.

 

Chan C.K.K., Editorial Board Member, Educational Research Review (An Official Journal of EARLI). 2008.

 

Chan C.K.K., Ma S.F. and Law N.W.Y., Knowledge Building Teacher Network (KBTN): Mission Possible?, Institute for Knowledge Innovation and Technology (IKIT), Summer Institute 2007, University of Toronto. 2007.

 

Chan C.K.K., Member of Editorial Board , Journal of the Learning Sciences. Lawerence Erlbaum/Taylor & Francis, 2008.

 

Chan C.K.K., Member of Editorial Board, Exceptional Children. 2008.

 

Chan C.K.K., Member of Editorial Board, Qwerty. 2008.

 

Chan C.K.K., van Aalst J.C.W. and Law N.W.Y., Principle-based understanding and knowledge building in a teacher community, Annual Meeting of the American Educational Research Association, New York. 2008.

 

Chan C.K.K., Ma S.F. and Law N.W.Y., Teachers’ Understanding of Knowledge Building in an Emerging Community , Institute for Knowledge Innovation and Technology (IKIT), Summer Institute 2007, University of Toronto. 2007.

 

Lam C.K. and Chan C.K.K., Facilitating conceptual and epistemological changes using knowledge building, International Conference of Learning Sciences, University of Utrecht, Netherlands. 2008.

 

Law N.W.Y., Yuen H.K. and Chan C.K.K., Certificate of Merit - Establishing a Scalable Network of Knowledge Building Schools, Quality Education Fund. 2008.

 

Law N.W.Y., Yuen H.K. and Chan C.K.K., Establishing a Scalable Network of Knowledge Building Schools, Certificate of Merit - Quality Education Fund (QEF) Outstanding Project Awards. 2008.

 

Law N.W.Y., Yuen H.K., Chan C.K.K., Yuen J.K.L., Pan N.F.C. and Lai M., New experiences, new epistemology and the pressures of change: The Chinese learner in transition, In: C. K. K. Chan & N. Rao, Revisiting the Chinese learner: Psychological and pedagogical perspectives. Hong Kong, CERC and Springer, 2008.

 

Law Y.K., Chan C.K.K. and Sachs J., Children’s beliefs about learning and self-regulated strategies in text comprehension, British Journal of Educational Psychology. England, The British Psychological Society, 2008, 78: 51–73.

 

Zhao K. and Chan C.K.K., Beliefs about learning and strategy use in project learning among international business students in China, International Conference of Learning Sciences, University of Utrecht, Netherlands. 2008.

 

Researcher : Chan KK



List of Research Outputs

 

Au T.K.F., Chan K.K., Chan T.K., Cheung M.W.L., Ho Y.S.J. and Ip G.W.M., Folkbiology Meets Microbiology: A Study Of Conceptual And Behavioral Change., Cognitive Psychology. Amsterdam, the Netherlands, Elsevier, 2008, 57: 1-19.

 

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.

 

Project Title:

The use of synthesized anchors and training for the perceptual evaluation of hypernasality

Investigator(s):

Chan KMK, Whitehill TL, Yiu EML

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Small Project Funding

Start Date:

01/2007

 

Abstract:

The objectives of this study are to (1) develop and validate a set of synthesized anchors representing a range of hypernasality; (2) investigate the effectiveness of anchors in improving the reliability in the perceptual evaluation of hypernasality; and (3) develop and investigate the effectiveness of a training program that focused on the perceptual evaluation of hypernasality.

 

List of Research Outputs

 

Chan K.M.K., The Power of the Amplifier, In: Behrman, A. and Haskell, J., Exercises for Voice Therapy. Plural Publishing, 2008.

 

Yiu E.M.L., Ho E.M., Chan K.M.K., McPherson D.B. and Ma E.P.M., Tele-Assessment Project-Voice Risk Calculator: Reducing the Risk of Developing Voice Problems in Teachers, Universitas 21 Annual Health Sciences Meeting. 2007.

 

Researcher : Chan MSK



List of Research Outputs

 

Yiu E.M.L. and Chan M.S.K., Effectiveness of a multimedia-based voice therapy program for teachers with voice disorders., 37th Voice Symposium of Voice Foundation.. 2008.

 

Researcher : Chan NK



List of Research Outputs

 

Pan N.F.C., Sun A.H.Y., Yuen H.K., Fox R.M.K., Chan N.K. and Deng L., Student Experiences in Using Course Management Systems in Higher Education, Enhancing Learning Through Technologies: Emerging Technologies and Pedagogies, 2007 International Conference on ICT in Teaching and Learning, Open University of Hong Kong, Hong Kong. 2007, 122-131.

 

Researcher : Chan SSY



List of Research Outputs

 

Chan S.S.Y., Grammatical consciousness-raising: Tasks for EFL secondary learners, Modern English Teacher. West Sussex, UK, Keyways Publishing, 2008, 17: p43-52.

 

Researcher : Chan SY



List of Research Outputs

 

Chan S.Y., Approaches to Second Language Grammar Instuction - Past and the Way Ahead, Research Studies in Education. Hong Kong, Faculty of Education, HKU, 2007, 5: 71-78.

 

Researcher : Chen ESL



Project Title:

Gender socialization in preschool children: evidence from family and school

Investigator(s):

Chen ESL

Department:

Education Faculty

Source(s) of Funding:

Sik Sik Yuen Education Research Fund

Start Date:

03/2004

 

Abstract:

To study gender socialization in preschool children: evidence from family and school.

 

List of Research Outputs

 

Chen E.S.L. and Rao N., Gender Construction in Kindergartens: A Proposed Model. , In: Anna Laura Comunian & Roswith Roth (Eds.)., International Perspective in Psychology.. Aachen, Germany, Shaker Verlag, 2007, 147-153.

 

Researcher : Chen Q



List of Research Outputs

 

Chen Q., Research Report: Teachers' Beliefs and Mathematics Curriculum Reform: A Comparative Study of Hong Kong and Chongqing, Research Studies in Education. Hong Kong, Faculty of Education, HKU, 2007, 5: 204-210.

 

Researcher : Cheng C



Project Title:

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

Investigator(s):

Cheng C

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.

 

Project Title:

The Role of Dialectical Thinking in Flexible Coping

Investigator(s):

Cheng C

Department:

Psychology

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

10/2006

 

Abstract:

Purpose of Proposed Project The proposed project will seek to explore the cognitive underpinning underlying flexible coping processes. Dialectical thinking style is proposed to be a cognitive mechanism underlying coping flexibility. Dialectical thinking is a cognitive style characterized by a set of principles related to dialectic perspectives on change, contradiction, and meaning of events (see e.g., Basseches, 1984; Peng, Spencer-Rodgers, & Nian, 2006). Two studies will be conducted to address this unexplored issue. The major aim of Study 1 will examine the hypothesized link between dialectical thinking and coping flexibility in a cross-sectional design. Study 2 will seek to clarify the direction of this link in an experimental setting. Key Issues and Problems Being Addressed Most previous studies examined the personality characteristics and psychological consequences related to coping flexibility, but not much effort has been made in exploring the cognitive underpinnings of coping flexibility. The mechanisms underlying flexible coping processes thus remained unknown. Exploring the thinking style that influences coping flexibility may help to distinguish flexible copers from inflexible ones, thus enhancing the explanatory and predictive power of findings. In addition, most existing studies have adopted only questionnaires in a cross-sectional design, thus leaving the direction of relationships among the variables unknown. The experimental approach can fill this gap by manipulating the cognitive variables and examining possible changes in behaviors in response to these manipulations. The cognitive variables that constitute such behavioral changes can be clarified in a laboratory setting. References Basseches, M. (1984). Dialectical thinking and adult development. Norwood, NJ: Ablex. Peng, K., Spencer-Rodgers, J., & Nian, Z. (2006). Naive dialecticism and the Tao of Chinese thought. In U. Kim, K. S. Yang & K. K. Hwang (Eds.), Indigenous and cultural psychology: Understanding people in context (pp. 247-262). New York: Springer Science & Business Media.

 

 

Researcher : Cheng MW



List of Research Outputs

 

Cheng M.W. and Gilbert J...K., Towards a Better Utilization of Diagrams in Science Educational Research, The European Science Education Research Association (ESERA) Conference, Malmö, Sweden, 21 - 25 August 2007. 10pp.

 

Wong A.S.L., Yung B.H.W. and Cheng M.W., Infusing the teaching about nature of science and the interconnection of science-technology-society-environment in the teaching of science, Conference of Asian Science Education 2008, Kaohsiung, Taiwan, 20 – 23 February 2008.

 

Wong A.S.L., Yung B.H.W., Day J.R., Cheng M.W., Mak S.Y. and Pun K.C., New Senior Secondary Curriculum Goals: Teaching of the Nature of Science (NOS) and Interconnections between Science, Technology, Society and the Environment through Innovative teaching and Learning Activities, Hong Kong Quality Education Fund. 2007.

 

Yung B.H.W., Wong A.S.L., Cheng M.W., Lo F.Y. and Hodson D., Preparing Students for Examination: A Divided View Between Teachers’ and Students’ Conceptions of Good Science Teaching., In: Y-J. Lee and A-L Tan , Science Education at the Nexus of Theory and Practice. . Netherlands: Rotterdam, Sense Publishers, 2008, 179-199.

 

Yung B.H.W., Wong A.S.L., Cheng M.W., Hui C...S. and Hodson D., Tracking Pre-service Teachers’ Changing Conceptions of Good Science Teaching: The Role of Progressive Reflection with the Same Video, Research in Science Education. Netherlands, Springer, 2007, 37(3): 239-259.

 

Researcher : Cheung CK



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:

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.

 

Project Title:

The implementation of media education in Hong Kong's secondary curriculum: reasons, means, and impact

Investigator(s):

Cheung CK

Department:

Education Faculty

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

07/2006

 

Abstract:

(1) Why do schools decide to adopt media education and how do they implement it? (2) What is the impact of media education on participating students' academic progress, engagement with learning, and attendance at school, and learning outcomes? (3) Will the answers to the first two questions reflect the experience of western countries, where Media Education originated, or will there be major differences?

 

Project Title:

How could one publish in leading educational journals: audience matters and a search for biases

Investigator(s):

Cheung CK

Department:

Education Faculty

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

01/2007

 

Abstract:

Section V Objectives of this study What motivates an author to publish? A common and natural answer to this seemingly simple question is that authors publish in order to obtain such benefits as fame and recognition, grants, promotion and tenure—or at the very least for academic survival. In the case of scientists, this intuitive (if somewhat cynical) notion has led many to conclude that the dominant consideration in a scientist’s choice of journal for publication is which journal will enable him/her to gain professional rewards. In his now classic 1971 book, Scientific Knowledge and its Social Problems, Ravetz argues for what Gordon (1984, p.27) has called “the reward maximization model of submission behavior”, contending that the mechanism of scientific journal publication is “competition for the limited supply of rewards available to individual scientists” (Ravetz, p.282), and that since “a paper appearing in a journal of high prestige has a much better chance of attracting attention than one in a journal of low prestige” (Ravetz, p.282), an author has a profound interest in seeing that his articles appear in the most prestigious journals possible. How about in the field of education? What do authors consider in selecting journals for their publications? The next logical question then is: what are the criteria for editors selecting articles for publication? Will there be any biases for editors in choosing which articles to publish? Concerns with fairness have led most refereed journals to adopt the blind review policy in order not to let the identity and institution of the author known to the reviewers. This practice is justified in that it forestalls real biases. For example, if reviewers are not blinded to the author’s personal information, they tend to give lower scores to authors with more previous publications (possibly due to professional jealousy) (Fisher et al., 1994), are less likely to recommend research reports of authors affiliated to lower ranked institutions (Garfunkel et al., 1994), and are more likely to produce reviews that are given low grades by the editor (McNutt et al, 1990). However, although blinding may be justified, it is by no means adequate. The fact is that identity and institution are not the only bases on which an author can be discriminated against, and biases can be found in the editor as well as in the reviewer. So, instead of a tendency to personally disfavor certain authors or institutions, a reviewer may be culturally and geographically biased against research conducted in foreign settings and unfamiliar cultural milieu. Moreover, the editor of a journal may prefer certain methodologies and research topics over others, making some prospective contributors hesitant to submit manuscripts. The geographical and cultural biases are more likely to occur in the reviewers, because common national and cultural backgrounds are more likely to manifest their influence at the group level. The methodological and topical biases are more likely to occur in the editor, because editors can easily make such preferences conspicuous by stating them explicitly in the journal itself. Similar research that involves identification and analysis of such biases has been done in various disciplines, including psychiatry (Patel & Sumathipala., 2001), bioethics (Borry et al. 2006), and social work (Greif, 2004), especially with regard to the national and geographical biases. It is therefore of interest to see whether these biases can also be found in educational journals, and if so, what are their causes and cures. In this study, I wish to attempt to find out the following: a. How one goes about selecting a journal, in the field of education, to which one can submit an article for consideration for publication? b. To identify and analyze if there are any biases in leading educational journals in the publication of articles. By identifying such biases, the paper hopes to provide information about current publication trends and patterns and thus help writers improve their publishing success. By analyzing such biases, the paper hopes to uncover problems in current editorial practices and point, tentatively perhaps, to their possible cure. Borry, P., Schotsmans, P., Dierickx, K. (2006). How international is bioethics? A quantitative retrospective study, BMC Medical Ethics, 7(1), 1-6 Fisher, M., Friedman, S.B., & Straus, B. (1994.) The effect of blinding on acceptance of research papers by peer review. JAMA, 272: 143-6. Garfunkel, J.M., Ulshen, M.H., Hamrick, H.J., & Lawson, E.E. (1994). Effect of institutional prestige on reviewers’ recommendations and editorial decisions. JAMA, 272:137-8. Gordon, M. (1984). How authors select journals: a test of the reward maximization model of submission behaviour. Social Studies of Science, 14(1), 27-43. Greif, G. (2004). How international is the social work knowledge base? Social Work, 49, 514 McNutt, R.A., Evans, A.T., Fletcher, R.H., & Fletcher, S.W. (1990). The effects of blinding on the quality of peer review: a randomized trial. JAMA, 263:1371-6. Patel, V. & Sumathipala, A. (2001). International representation in psychiatric literature. Survey of six leading journals. The British Journal of Psychiatry, 178, 406-409. Ravetz, J. (1971). Scientific knowledge and its social problems. London: Clarendon Press.

 

List of Research Outputs

 

Cheung C.K., Media Education Across The Seven Societies In The East And West, Alliance For A Media Literate America Research Summit. 2007.

 

Cheung C.K., Media Education In Hong Kong - A Genalogy Of Change, Curriculum Conference: Curriculum Theory And Curriculum Change. Taiwan, Taiwan Education University, 2007, 203-216.

 

Cheung C.K., Media Education and Teacher Training, UNESCO. 2008.

 

Cheung C.K., Practicing entrepreneurship education for secondary pupils through the operation of a new year stall in Hong Kong, In: Allan. B. I. Bernado, Asia-Pacific Education Researcher. Philippines, De La Salle University, 2008, 17(1): 15-31.

 

Lee W.O., Kennedy K., Law W.W. and Cheung C.K., International Civic and Citizenship Education Study: Hong Kong's Participation and the Prospect for an Asian Perspective, International Conference on Comparative Visions and Comparative Missions, hosted by the Comparative Education Society of Hong Kong, in Hong Kong. 2008.

 

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.

 

 

Researcher : Cheung PKE



List of Research Outputs

 

Cheung P.K.E., Transgenderism (invited lecture), City University, Hong Kong, 2007.

 

Cheung P.K.E., Ng E...M...L. and Leung J., 愛恨交纏:當跨性別遇上精神醫學 (invited panel discussion organized by Nutong Xueshe), Sha Tin Town Hall, Hong Kong, 2008.

 

Researcher : Cheung WM



Project Title:

Enhancing Student Creativity in Chinese Writing and Reading through the Systematic Use of Variation and Invariance in Teaching

Investigator(s):

Cheung WM, Tse SK

Department:

Education Faculty

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

04/2007

 

Abstract:

Key Issues being addressed Creativity is an important ability that students need to acquire in the 21st Century. Although creativity is valued in the Curriculum Reform in Hong Kong (Curriculum Development Council, 2001; 2004), ways to incorporate creativity into teaching by Chinese Language teachers are limited because Chinese language teachers lack the understanding of and practice with various creative writing strategies (Cheung, Tse, Tsang, 2003a). Research showing how creativity can be enhanced in the classroom has been scarce. Findings from previous studies on teachers’ effects on student creativity have been generally negative (Gowan & Olson, 1979; Parkhurst, 1999; Torrance, 1995; Torrance & Safter, 1986). Earlier studies were not based on systematic observations of classroom instruction. Schacter, Thum and Zifkin (2006) examined the relationship between creative teaching and elementary students’ achievements and demonstrated that the majority of teachers did not implement any teaching strategies which would foster student creativity. However research elsewhere has shown that creativity can be enhanced (Gardner, 1993; Guildford, 1975; Runco & Pritzker, 1999; Sternberg, 1985; Ward, Saunders, & Dodds, 1999).We intend in the present study to investigate how the learning Theory of Variation (Marton, Runesson & Tsui, 2004; Runesson & Marton, 2002) with a more controlled research design as applied to the teaching of Chinese Language can enhance student creativity. Purpose We intend to link our study to a way of writing and reading creatively as creativity does not occur in a vacuum (Csikszentmihalyi, 1990, 1996, 1999; Starko, 2005). This study focuses on creativity in the context of Chinese language classroom. Creativity in writing is defined as the production of variations where different patterns of variation help generate many ideas (fluency), different ideas (flexibility) and original ideas (originality). Reading creatively is to develop the students’ insight that the same expression can be understood in many, different and original ways. We plan to employ the Learning Study approach (Marton, 2001; Marton & Tsui, 2004; Marton & Pang, 2006) which may be regarded as a design experiment (Brown, 1992; Collins, 1992) with the teachers as the designers and the lesson study (Lewis & Tsuchida, 1998; Stigler & Hiebert, 1999) as the theoretically based, systematically grounded, and systematically evaluated tool. Learning study is underpinned by the Theory of Variation to improve teaching and learning. This theory originates from the phenomenographic approach (Marton & Booth, 1997) to learning, and emphasizes learning as a function of discernment on what is critical for learning to take place in the given learning situation. It presupposes experienced variation in these critical aspects by the learners. Cheung (2005; 2006) demonstrated that Learning Study is an effective tool to enhance creativity in Chinese writing leading to improved fluency and originality among students. Tse and Marton (2005) demonstrated that using the Theory of Variation leads to improvement in reading comprehension among Secondary school students. This study builds on the experience and evidence of the PI and the Co-Is by combining these two research applications to explore ways to develop primary school students’ capability of writing and reading and to enhance students’ creativity in both writing and reading. By analyzing lessons using the Theory of Variation, we examine the relationship between creative teaching and students’ learning outcomes. This approach, which focuses on the kinds of learning to be developed in learners making sense of what is being learned, provides a suitable framework for reasoning the classroom as a setting for the teaching and learning of creative Chinese writing and reading to take place. Aim This project aims to enhance student creativity in Chinese writing and reading by means of Learning Study and explore the relationship between the learning outcomes of students and the pattern of variation and invariance inherent in the sequence of lessons. It will identify the gaps in teachers’ knowledge of creativity in pedagogy and conduct Learning Study to boost teachers’ awareness, enable them to develop their own skills and resources, and evaluate their effectiveness in enhancing students’ creativity in Chinese reading and writing. The study includes an experimental trial in two primary schools in Hong Kong and tests the effectiveness of learning studies with multiple measures. This research intends to illustrate how applications of Learning Studies will lead to a richer and more comprehensive understanding of creativity in Chinese writing and reading. Objectives i. to discern critical features of enhancing creativity in Chinese writing and reading in the Learning Studies ii.to develop theoretical tools for enhancing creativity in Chinese Language teaching in the Learning Studies iii.to explore ways by which participating teachers handle the lessons to foster student creativity iv.to measure the effectiveness of learning studies in enhancing creativity in Chinese writing and reading

 

List of Research Outputs

 

Tse S.K., Loh E.K.Y., Lam J.W.I. and Cheung W.M., Chinese reading literacy at primary 4 in Hong Kong (invited speech), Ministry of Education of Chinese Taipei. Taipei, 2007.

 

Tse S.K., Loh E.K.Y., Lam J.W.I. and Cheung W.M., Chinese reading literacy at primary 4 in Hong Kong (invited speech), The Boys' and Girls' Clubs Association of Hong Kong. 2008.

 

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.

 

 

Researcher : Chigaeva S



List of Research Outputs

 

Chigaeva S., Language awareness in advanced academic reading, 9th International Conference of the Association for Language Awareness, University of Hong Kong. 2008.

 

Chigaeva S., Member of the editorial board , Journal of English for Academic Purposes . 2007.

 

Chigaeva S., Postgraduate students' academic reading practices and needs at an English-medium university, International Conference on Language Issues in English-medium Universities: A Global Concern, University of Hong Kong . 2008.

 

Chigaeva S., Review article: Connecting reading and writing in second language writing instruction, Hirvela, A., 2004, The University of Michigan Press., The Reading Matrix. http://www.readingmatrix.com/book_review, 2008, 8: 158-161.

 

Chigaeva S., The paradox of ‘purposeful reading’: In defense of law students’ reading practices. , English Centre, The University of Hong Kong. 2008.

 

Chigaeva S., What, why, and how of postgraduate reading , Department of English, The Hong Kong Polytechnic University. 2008.

 

Researcher : Chou PWY



List of Research Outputs

 

Chung A.L.S., Shum M.S.K., Law Y.K., Lam J.W.I., Poon A.W.M., Chu C.W.L. and Chou P.W.Y., Longitudinal Study on the School-based Assessment Component of the 2007 HKCE Chinese Language Examination (04/2006-08/2007), Hong Kong Examinations and Assessment Authority. 2007.

 

Researcher : Chow Y



List of Research Outputs

 

Law N.W.Y. and Chow Y., Pedagogical orientations in mathematics and science and the use of ICT, In: N. Law, W. J. Pelgrum & T. Plomp, Pedagogy and ICT in schools around the world: findings from the SITES 2006 study. Hong Kong, CERC and Springer, 2008.

 

Law N.W.Y. and Chow Y., Teacher Characteristics, Contextual Factors, and How these Affect the Pedagogical Use of ICT, In: N. Law, W. J. Pelgrum & T. Plomp, Pedagogy and ICT in schools around the world: findings from the SITES 2006 study. Hong Kong, CERC and Springer, 2008.

 

Researcher : Chu CWL



List of Research Outputs

 

Chung A.L.S., Shum M.S.K., Law Y.K., Lam J.W.I., Poon A.W.M., Chu C.W.L. and Chou P.W.Y., Longitudinal Study on the School-based Assessment Component of the 2007 HKCE Chinese Language Examination (04/2006-08/2007), Hong Kong Examinations and Assessment Authority. 2007.

 

Chung A.L.S., Law Y.K., Lam J.W.I., Poon A.W.M. and Chu C.W.L., In: Chung A.L.S., Law Y.K., Lam J.W.I., Poon A.W.M. and Chu C.W.L, Novel, Culture and Hong Kong- A book-based approach to integrated and deep learning of Chinese language . 小說、文化、香港--「以書為本」深層次語文綜合能力教學計劃, Hong Kong, CALCER, 2007, 222.

 

Researcher : Chu SKW



Project Title:

Examining strategies on improving primary school students' reading ability

Investigator(s):

Chu SKW, Tse SK

Department:

Education Faculty

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

08/2006

 

Abstract:

Introduction: Reading has been recognized as one of the most important academic skills that provides the foundation for students’ future success at school (Leppanen, Aunola & Nurmi, 2005; Stoltz & Fischel, 2003). However, according to studies conducted eight times from 1992 to 2005 in the USA, it was found that 36-41 percent of fourth graders in the States were reading below the basic level (National Center for Educational Statistics, 2005). U.S. fourth graders in fact ranked well (ranked 9th) in an international comparison of students’ reading abilities from 35 countries (PIRLS, 2001). Hong Kong students were ranked only 14th in the same study. No wonder reading is chosen as one of the recent four key emphases in local schools. How to assist students to become good readers is therefore becoming a great concern for schools. This study focuses on maximizing the provision of sources/databases (and the training in using them) that are relevant to students’ inquiry-based projects. Reading more might lead to a higher level of reading ability, and this study will investigate whether these two strategies will encourage students to read more during their research process. Literature review: Past research have identified various factors that influence students' reading ability. These include teaching behaviors, strong library support, parent-child reading strategies, reading summer day-camps, students' reading strategies, attitudes, motivation, habits, and others. This review focuses on the influences on students' reading ability through a strong library support. Studies have shown that schools with strong library support fare much better in students' reading ability than schools without a strong library support (Rodney, Lance., & Hamilton-Pennell, 2003; Smith, 2001). Smith found that on average, 89.3 percent of students in Texas schools in the U.S. with librarians met minimum Texas Assessment of Academic Skills expectations in reading, while only 78.4 percent in schools without librarians met the same standard. Rodney et al.'s (2003) found a wider gap in Michigan students' reading ability in the U.S. between schools that had and those did not have a school librarian. Schools with school librarians on average scored 35%, 23%, and 8% better than schools without school librarians for fourth, seventh, and eleventh grade levels respectively. The study found that fourth graders' reading scores tend to be higher for elementary schools whose libraries provide stronger support for their readers. For example, longer opening hours, library staff spending more time on motivating readers, larger collections of print volumes and video materials, more individual and group visits for information literacy instruction, and more computers in the library and throughout the school that link to library catalogs, licensed databases, and the World Wide Web. The above review of the literature shows that a strong library support can greatly enhance children's reading ability. These researches, though useful, are mostly descriptive. They lack the power of explaining the reasons behind the various phenomena. For example, why would secondary school students in Rodney et al.'s (2003) research benefited less from having a school librarian than primary school students? This present research will follow up on many of these issues.

 

List of Research Outputs

 

Chow K.C.K., Chu S.K.W., Ng S.H., Fong J.C.S., Kwan W.Y. and Leung A.A.T., WiseNews database for Primary 4 inquiry-based learning projects?, Conference on Integrated Learning, The Hong Kong Institute of Education, Hong Kong, 14 - 15 December., 2007.

 

Chu S.K.W., Tang Q., Chow K. and Tse S.K., A study on inquiry-based learning in a primary school through librarian-teacher partnerships, The 2007 IASL Conference, Internaional Association of School Librarianship (IASL), Taipei, Taiwan, 16 - 22 July 2007.

 

Chu S.K.W., Chow K., Tse S.K. and Kuhlthau C...C., Grade Four Students’ Development of Research Skills through Inquiry-based Learning Projects, School Libraries Worldwide. Canada, International Association of School Librarianship, 2008, 14(1): p.10-37.

 

Chu S.K.W. and Sullivan M., Let's Make a Zoo. Hong Kong, Longman Honng Kong Education, 2008.

 

Chu S.K.W. and Sullivan M., Let's Make a Zoo., Hong Kong: Longman Hong Kong Education.. 2008.

 

Chu S.K.W. and Sullivan M., My Pet Hamsters., Hong Kong: Longman Hong Kong Education. . 2008.

 

Chu S.K.W., Lo C., Chow K., Mak M., Ho E. and Tsang A., Primary Four Students' Development of Research Skills through Inquiry-based Learning Projects. 2007., The World Association of Lesson Studies International Conference 2007, The Hong Kong Institute of Education, Hong Kong. . 2007.

 

Chu S.K.W., Chow K., Yim Y.F., Chow J., Ha N. and Fung H.F., Primary Four Students' Development of writing ability through inquiry-based learning projects, Conference on Integrated Learning, The Hong Kong Institute of Education, Hong Kong, 14 - 15 December., 2007.

 

Chu S.K.W., TWiki for knowledge building and knowledge management, Department of Information Studies, the University of Sheffield. 2007.

 

Chu S.K.W. and Sullivan M., The Chocolate Boy. Hong Kong, Longman Hong Kong Education, 2008.

 

Chu S.K.W. and Sullivan M., The Chocolate Boy. , Hong Kong: Longman Hong Kong Education.. 2008.

 

Chu S.K.W. and Law N.W.Y., The Development of Information Search Expertise of Research Students, Journal of Librarianship and Information Science. 2008.

 

Chu S.K.W., Chow K., Luk W.Y., Cheung K. and Sit K.N., The Development of Primary Four students' information literacy and information technology skills., Conference on Integrated Learning, The Hong Kong Institute of Education, Hong Kong, 14 - 15 December.. 2007.

 

Chu S.K.W. and Sullivan M., Train without Wheels!. Hong Kong, Longman Hong Kong Education, 2008.

 

Chu S.K.W. and Sullivan M., Train without Wheels! , Hong Kong: Longman Hong Kong Education.. 2008.

 

Chu S.K.W. and Law N.W.Y., portal: Libraries and the Academy, Development of information search expertise: postgraduate students’ knowledge of search skills. 2007, 7(3): p.295-316.

 

Lo C. and Chu S.K.W., A Tale of Two Wikis: TWiki and Wikibooks, 14 - 15 December., Conference on Integrated Learning, The Hong Kong Institute of Education, Hong Kong.. 2007.

 

Sullivan M. and Chu S.K.W., A Scary Day. Hong Kong, Longman Hong Kong Education, 2008.

 

Sullivan M. and Chu S.K.W., A Scary Day., Hong Kong: Longman Hong Kong Education.. 2008.

 

Sullivan M. and Chu S.K.W., Let's Go. Hong Kong, Longman Hong Kong Education, 2008.

 

Sullivan M. and Chu S.K.W., Let's Go. , Hong Kong: Longman Hong Kong Education. . 2008.

 

Sullivan M. and Chu S.K.W., Music is Everywhere. Hong Kong, Longman Hong Kong Education, 2008.

 

Sullivan M. and Chu S.K.W., Music is Everywhere., Hong Kong: Longman Hong Kong Education. . 2008.

 

Sullivan M. and Chu S.K.W., Too Many Kites. Hong Kong, Longman Hong Kong Education, 2008.

 

Sullivan M. and Chu S.K.W., Too Many Kites., Hong Kong: Longman Hong Kong Education.. 2008.

 

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

 

Chung A.L.S., Shum M.S.K., Law Y.K., Lam J.W.I., Poon A.W.M., Chu C.W.L. and Chou P.W.Y., Longitudinal Study on the School-based Assessment Component of the 2007 HKCE Chinese Language Examination (04/2006-08/2007), Hong Kong Examinations and Assessment Authority. 2007.

 

Chung A.L.S., Law Y.K., Lam J.W.I., Poon A.W.M. and Chu C.W.L., In: Chung A.L.S., Law Y.K., Lam J.W.I., Poon A.W.M. and Chu C.W.L, Novel, Culture and Hong Kong- A book-based approach to integrated and deep learning of Chinese language . 小說、文化、香港--「以書為本」深層次語文綜合能力教學計劃, Hong Kong, CALCER, 2007, 222.

 

Ng F.P., Chung A.L.S. and Lam J.W.I., Curriculum Development and Strategies: Integrate Cantonese Opera in Chinese Language Education in Hong Kong, 15th International Conference on Learning. 2008.

 

Ng F.P., Chung A.L.S. and Lam J.W.I., Curriculum and Teaching Ideas, 課程和教學理念, Princess Chang Ping Classroom. 帝女花教室, Hong Kong, CACLER, 2008, 48-52.

 

Ng F.P., Chung A.L.S. and Lam J.W.I., In: Dr. Ng Fung Ping, Dr. Chung Ling Sung and Mr. Lam Wai Ip, Princess Chang Ping Classroom. 帝女花教室, Hong Kong, CACLER, 2008, 128.

 

Researcher : Chung HK



List of Research Outputs

 

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 , Clinical Linguistics and Phonetics. . 2007, 22: 379-389.

 

Researcher : Chung KKH



Project Title:

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

Investigator(s):

Chung KKH, Ho CSH

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

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?

 

 

Researcher : Chung SY



List of Research Outputs

 

Chung S.Y. and Yiu E.M.L., The Effectiveness of Chinese Herbal Medicine in treating chronic laryngitis: A case study. , 37th Voice Symposium of Voice Foundation.. 2008.

 

Chung S.Y. and Yiu E.M.L., Use of APM in evaluating subjects with chronic laryngitis treated with Chinese herbal medicine. , Special Session on Ambulatory Phonatory Monitor. 37th Voice Symposium of Voice Foundation. . 2008.

 

Researcher : Chung YB



List of Research Outputs

 

Yuen M.T., Li H., Siu A.C.K., Wong M.Y.P. and Chung Y.B., Understanding and guiding adolescent development , A website available at the World Wide Web: http://www.hku.hk/ugad/. Hong Kong, China, University of Hong Kong Faculty of Education, 2008.

 

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.

 

Project Title:

Pioneering Web 2.0 in Education

Investigator(s):

Churchill D

Department:

Education Faculty

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

04/2007

 

Abstract:

About the Project This project proposes an inquiry into pioneering educational application of Web 2.0 technologies around the world in order to answer the fundamental question: “How are Web 2.0 technologies used to support teaching and learning?” The project will involve identification and review of applications of Web2.0 in education. Social book-marking environment will be used to catalogue these applications. Subsequently, the study will involve developing contacts and collecting data form individuals that lead integration of these innovations in education. In the final stage of the study, small number of pioneering individuals will be visited for in-dept discussion and data collection at their location. Given the international focus of this study, some overseas travel will be required by the principal investigator to collect data in the field. What is Web 2.0? Increasingly, Web 2.0 has become a topic that dominates discussions related to advances in the Internet. But what is it exactly? It appears that Web 2.0 is at least a metaphor that signifies a number of novel technological possibilities that have emerged on the Internet, mostly since the dot-com bubble deflation in 2001. These novel applications under Web 2.0 constitute advances in a number of ways from the traditionally predominant uses of the Internet as an information delivery channel. Some of the major characteristics of innovative applications of Internet under Web 2.0 are: • Read-Write Web -- Web 2.0 applications often enable users not only to consume but also to create information and contribute to the sites by publishing content. Web 2.0 is also referred as to “read-write web” (Gillmor, 2004; Richardson, 2006), while applications that allow this to happen can be referred as to “infoware” (O’Reilly, 2005). The two types of such applications most widely used are Blog and Wiki systems. Gillmor (2004) suggests that Web 2.0 is also the world of “we, the media,” in which ordinary Internet users, not professional editors, decides what's important. • Subscribing to Information -- In Web 2.0, users subscribe to an information service and information is delivered to them when it becomes available. This is made possible through so called a “syndication feed” that allows information to be pushed to subscribers. Latest podcasts can also be automatically downloaded to our portable players (e.g., iPod) and in the morning all we have to do is to press the “play” button and listen to our chosen program on our way to work or school. • Social Spaces -- Web 2.0 applications are usually about engaging people in collective activities in a social space where they, for example, converse, exchange resources and ideas or simply have some fun. It is often suggested that in Web 2.0, individuals benefit from “harnessing the collective intelligence” of communities (O’Reilly, 2005). Resources sharing and referencing systems are another powerful form of Web 2.0 social spaces. It is often said that such information retrieval is amplified by the collective activities of all users of the system and such environments are spoken of places where individuals can harness the “wisdom of crowds” (Suriowecki, 2005). • The Internet as a Platform -- Web 2.0 also signifies a gradual transformation of the Internet into a platform that contains tools traditionally understood as being native to desktop computers. • Open Source -- There are now various applications offered for download and free use. Many applications are also provided in formats that allow others to enter source-codes and modify functionalities. Rather than being designed in strictly secretive and protected formats, Web 2.0 applications are designed for “hackability.” Another aspect of open source materials is “remixability.” What can we in education learn from Web 2.0 to design a technology integration strategy that leads to pedagogically more productive engagements meeting the profiles of our students, and being otherwise relevant to the world? Currently, little is known about how education might use ideas from Web 2.0 in productive ways. An indicator that something is already moving on out there is the emergence of terms such as “E-learning 2.0” (Nichani, 2006), increased use of blogging in classrooms (Huffaker, 2004), attempts to use podcasting in teaching and learning [e.g., Duke Digital Initiative (Duke University, n.d.)], some attempts to design learning management systems based on Web 2.0 (e.g., Nuvvo), and the emergence of the first book dedicated entirely to Web 2.0 in teaching and learning, entitled “Blogs, wikis, podcasts and other powerful Web tools for classrooms” (Richardson, 2006). Applications of Web 2.0 in teaching and learning might further promote: 1) New forms of assessment such as digital portfolios (e.g., students’ blogs that contain digital stories, interactive and visual representations, and other multimedia artifacts that demonstrate their learning); 2) Use of Internet-mediated social learning spaces (which build on ideas and experiences from social spaces such as MySpace), and new forms of collaborative learning (e.g., along the lines of wiki); 3) New models and methods for design of learning objects and other kinds of digital curriculum materials that utilize emerging forms of multimedia expressions, open source and remixing of data (mashups); 4) New models for resources sharing and support for technology integration of communities of teachers (e.g., along the lines of Youtube); and 5) New generations of learning management systems (LMS), or possibly no LMS at all, but rather, modular content and services management platforms that allow various Web 2.0 services to be selected and integrated into a customized solution (e.g., Drupal). Outcomes Final outcome of the study will include: (a) a set of recommendations for applications of Web 2.0 technologies in education, (b) recommendations for further research, and (c) a collection of cases of educational applications of Web 2.0. One additional idea behind this project is explore possibility for formation of a network of professionals with special interest in Web 2.0 in education. This could lead to further collaborative activities such as research, special issue of a journal and possible editorial book. On more concrete level, Web 2.0 is new stuff in education and as an innovation it represents attractive publishing possibilities.

 

List of Research Outputs

 

Churchill D., Blogs, other Web 2.0 technologies and their applications in education., Paper presented at the Learning 2.0 Conference: Communication, Collaboration, Connection. September 14-16, Shanghai, China. . 2007.

 

Churchill D., E-learning in higher education: concepts and issues for the developing world. , Maranatha Teaching and Learning International Conference, 24-25 October, 2007, Bandung, Indonesia. (Keynote) . 2007.

 

Churchill D., E-learning: concepts and issues for higher education, Paper presented at the ASAIHL Conference “Borderless education: challenges an opportunities for Southeast Asian universities” April 7-10, 2008, Bangkok, Thailand.. 2008.

 

Churchill D. and Churchill N., Educational Affordances of PDAs: A Study of a Teacher's Exploration of this Technology, Computers & Education. UK, 2008, 50(4): 1439-1450.

 

Churchill D. and Lim C. .P., Educational Media International Journal Editorship, In: Charalambos Vrasidas, Educational Media International. UK, Routledge, 2007, 44.

 

Churchill D., Learning Objects for Educational Applications via PDA Technology. , Journal of Interactive Learning Research, 19(1), 5-20.. USA, 2008, 19(1): 5-20.

 

Churchill D., Learning Objects, Learning Tasks and Handhelds, In: L. Lockyer, S. Bennett, S. Agostinho & B. Harper (Eds.), , Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies. . USA, Information Science Publishing, 2008.

 

Churchill D., Mental models., In: L. Tomei, Encyclopedia of Information Technology Curriculum Integration. USA, Idea Group Publishing., 2008.

 

Churchill D., Mobile technologies for learning, Acer E-learning 3rd Annual National Congress: Technology-Enhanced Learning Environments for Higher Education in Indonesia. 2007.

 

Churchill D. and Lim C.P., Reflection on educational technology: moving forward and beyond, In: Charalambos Vrasidas, Educational Media International. UK, Routledge, 2007, 44: 181-183.

 

Churchill D., Towards a useful classification of learning objects, Education Technology Research and Development. 2007, 55(5): 479-497.

 

Churchill D., Using blogs to support teaching and learning in a university. I, Paper presented at the International Council for Educational Media 2007: Educational Media and Innovative Practices, Challenges and Visions. September 20-22, Nicosia, Cyprus. . 2007.

 

Churchill D., Web 2.0 implications for education, Acer E-learning 3rd Annual National Congress: Technology-Enhanced Learning Environments for Higher Education in Indonesia. 2007.

 

Teo Y.H. and Churchill D., Using sentence openers to support students' argumentation in an online learning environment, In: Charalambos Vrasidas, Educational Media International. UK, Routledge, 2007, 44: 207-218.

 

Researcher : Ciocca V



List of Research Outputs

 

Lee K., Whitehill T.L. and Ciocca V., Speech motor abilities in Cantonese speaking children, The Speech Pathology Association Australia (SPA) National Conference, Auckland, 25 - 29 May 2008.

 

Researcher : Clarke MA



List of Research Outputs

 

Clarke M.A., Beyond antagonism? Discourse and identity in an EMI tertiary institution in the UAE, Langauge issues in English-medium universities: A global concern, Hong Kong, 18-20 June. University of Hong Kong, 2008.

 

Clarke M.A., Lo M.M. and Hogue T.A., Critical language awareness: Multiple skills, texts, and contexts, 9th International Conference of the Association for Language Awareness, Hong Kong, 26-29 June. 2008.

 

Clarke M.A. and Pounder J., In: James Pounder Matthew Clarke, Education, Business and Society: contemporary Middle Eastern Issues http://info.emeraldinsight.com/products/journals/journals.htm?PHPSESSID=97r7vepk0ls1ice5bqrg9dtcu6&id=ebs . Emerald Group Publishing Limited, 2008.

 

Clarke M.A. and Ying D., Identity as pedagogy: pedagogy as identity, International Conference on Language Teacher Education, Beijing, September. Beijing, 2007.

 

Clarke M.A., Language policy and language teacher education in the United Arab Emirates, In: Athelstan Suresh Canagarajah, TESOL Quarterly. 2007, 41/3.

 

Clarke M.A., Language teacher identities: Co-constructing discourse and community. Clevedon, Multilingual Matters, 2008.

 

Clarke M.A. and Gallagher K., Revitalizing curriculum: A United Arab Emirates perspective, In: David Hayes and Judy Sharkey, Revitalizing a curriculum for school-age learners. Alexandria, VA, TESOL, 2008, 11-30.

 

Clarke M.A., The ethico-politics of teacher identity, In: Michael peters, Educational philosophy and theory. 2008.

 

Clarke M.A., Towards non-indoctrinative critical literacies, American Association for Appplied Linguistics Conference, March 30-April 1. Washington DC, 2008.

 

Researcher : Davies GE



List of Research Outputs

 

Tavares N.J. and Davies G.E., In: Jane Lockwood, Syllabus Planning and Resources. Hong Kong, Longmans ELT Pedagogical Training Series, 2008.

 

Researcher : Davison CM



Project Title:

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

Investigator(s):

Davison CM, Andrews SJ, Tang RWY

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:

The use of summative oral school-based assessment for formative purposes in secondary ESL in Hong Kong

Investigator(s):

Davison CM, Andrews SJ

Department:

Education Faculty

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

09/2006

 

Abstract:

This collaborative action-research study aims: To analyze the existing beliefs and practices relating to feedback and the use of summative assessments for formative purposes for a representative range of Form 4 English lanuguage teachers and students; To investigate the ways in which summative assessments in the recently introduced Hong Kong Certificate of Education English Language school-based assessment component can be used formatively tro improve teaching and learning; To identify and describe the type of teacher and student support needed for the effective use of summative school-based assessment for formative purposes in senior secondary English in Hong Kong.

 

List of Research Outputs

 

Adamson B. and Davison C.M., English Language Teaching in Hong Kong Primary Schools: Innovation and Resistance, In: D.E. Murray (Ed.), Planning Change, Changing Plans: Innovations in Second Language Teaching. USA, University of Michigan Press, 2008, p11-25.

 

Arkoudis S. and Davison C.M., Chinese Students: Perspectives on their social, cognitive, and linguistic investment in English medium interaction, Journal of Asian Pacific Communication. USA, john Benjamins Publishing Company, 2008, 18(1): p3-8.

 

Arkoudis S. and Davison C.M., Guest Editors, Journal of Asian Pacific Communication - Special Issue - Chinese Students: Perspectives on their social, cognitive, and linguistic investment in English medium interaction. USA, John Benjamins Publishing Company, 2008, 18(1): 131pp.

 

Davison C.M., Aligning assessment with identity(ies): Using linguistic and cultural diversity as a resource in assessing English language development in international schools - Plenary Speaker, European Council of International Schools Conference, Geneva, March 2008. 2008.

 

Davison C.M., Assessment for learning: Building inquiry-oriented assessment communities. Featured speaker, The 42nd Annual TESOL Convention & Exhibit (TESOL 2008), International TESOL, New York, 2 - 5 April 2008. 2008.

 

Davison C.M. and Trent J.G., Contradictory discourses: Learning and Teaching In and Through English in an English-medium University in Asia, Special issue of Fremdsprachen Lehren und Lernen (FLuL) on Fremdsprache als Arbeitssprache in Schule und Universitat, [Using a foreign language as a working language in secondary and tertiary education]. 2007, No. 36: p200-216.

 

Davison C.M., Guest Editor, Special Issue of TESOL Quarterly. US, TESOL, 2008.

 

Davison C.M. and Hamp-Lyons E.M., Longitudinal study of the implementation of the school-based assessment component of the 2007 HKCE English Language Examination - Final report, Hong Kong Examination and Assessment Authority, Hong Kong. 2007.

 

Davison C.M., Member of Editorial Board, Asian Journal of English Language Teaching. Hong Kong, English Language Teaching Unit, CUHK, 2008.

 

Davison C.M., Member of Editorial Board, Assessing Writing. UK, Elsevier, 2008.

 

Davison C.M., Member of Editorial Board, Australian Review of Applied Linguistics. Caulfield East, Victoria, Monash University Printing Services, 2008.

 

Davison C.M., Member of Editorial Board, CamTESOL: Journal of Cambodian TESOL. 2008.

 

Davison C.M., Member of Editorial Board, Hong Kong Journal of Applied Linguistics. Hong Kong, English Centre, The University of Hong Kong, 2008.

 

Davison C.M., Outdated dichotomies? The use of summative assessment for formative purposes, The American Association for Applied Linguistics (AAAL) Annual Conference, Washington, 29 March - 1 Apri1 2008.

 

Davison C.M., Hamp-Lyons E.M. and Tavares N.J., Pre-Conference Workshop: Applying Assessment for Learning Principles in a Formal Examination System, Focusing on the Core: Justifying the Use of Language Assessments to Stakeholders, 30th Annual Language Testing Research Colloquium, International Language Testing Association, Hangzhou, China, 23 - 28 June 2008. 2008.

 

Davison C.M., School-based assessment in Hong Kong, Featured one day workshop. Focusing on the Core: Justifying the Use of Language Assessments to Stakeholders, 30th Annual Language Testing Research Colloquium, International Language Testing Association, Hangzhou, China, 23 - 28 June 2008. 2008.

 

Davison C.M., Using summative assessments for formative purposes: The ultimate justification for learners and teachers, Focusing on the Core: Justifying the Use of Language Assessments to Stakeholders, 30th Annual Language Testing Research Colloquium, International Language Testing Association, Hangzhou, China, 23 - 28 June 2008.

 

Zheng X...M. and Davison C.M., Changing Pedagogy: Analysing ELT Teachers in China. New York, Continuum Studies in Education, 2008, 220pp.

 

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., Cheng M.W., Mak S.Y. and Pun K.C., New Senior Secondary Curriculum Goals: Teaching of the Nature of Science (NOS) and Interconnections between Science, Technology, Society and the Environment through Innovative teaching and Learning Activities, Hong Kong Quality Education Fund. 2007.

 

Researcher : Deng L



List of Research Outputs

 

Deng L. and Yuen H.K., Building blog-supported Learning Community Among Pre-service Teachers, 2007 International Conference on ICT in Teaching and Learning. 2007.

 

Deng L. and Yuen H.K., Connecting adult learners with an online community: Challenges and opportunities, Research and Practice in Technology Enhanced Learning. US, World Scientific Publishing Company, 2007, 2(3): 195-212.

 

Deng L. and Yuen H.K., Exploring the role of weblogs in supporting learning communities: An integrative approach, ascilite Singapore 2007, Nanyang Technological University, Singapore, 2 – 5 December 2007. 193-202.

 

Pan N.F.C., Sun A.H.Y., Yuen H.K., Fox R.M.K., Chan N.K. and Deng L., Student Experiences in Using Course Management Systems in Higher Education, Enhancing Learning Through Technologies: Emerging Technologies and Pedagogies, 2007 International Conference on ICT in Teaching and Learning, Open University of Hong Kong, Hong Kong. 2007, 122-131.

 

Yuen H.K., Fox R.M.K., Sun A.H.Y. and Deng L., Student Experiences Of Course Management Systems in a Hong Kong Institution, In: Olney, I., Lefoe, G., Mantei, J. & Herrington, J. (Eds), Proceedings of the Second Emerging Technologies Conference 2008, University of Wollongong, Wollongong, 18 - 20 June 2008. 212-224.

 

Researcher : Deng L



List of Research Outputs

 

Deng L. and Yuen H.K., Building blog-supported Learning Community Among Pre-service Teachers, 2007 International Conference on ICT in Teaching and Learning. 2007.

 

Deng L. and Yuen H.K., Connecting adult learners with an online community: Challenges and opportunities, Research and Practice in Technology Enhanced Learning. US, World Scientific Publishing Company, 2007, 2(3): 195-212.

 

Deng L. and Yuen H.K., Exploring the role of weblogs in supporting learning communities: An integrative approach, ascilite Singapore 2007, Nanyang Technological University, Singapore, 2 – 5 December 2007. 193-202.

 

Pan N.F.C., Sun A.H.Y., Yuen H.K., Fox R.M.K., Chan N.K. and Deng L., Student Experiences in Using Course Management Systems in Higher Education, Enhancing Learning Through Technologies: Emerging Technologies and Pedagogies, 2007 International Conference on ICT in Teaching and Learning, Open University of Hong Kong, Hong Kong. 2007, 122-131.

 

Yuen H.K., Fox R.M.K., Sun A.H.Y. and Deng L., Student Experiences Of Course Management Systems in a Hong Kong Institution, In: Olney, I., Lefoe, G., Mantei, J. & Herrington, J. (Eds), Proceedings of the Second Emerging Technologies Conference 2008, University of Wollongong, Wollongong, 18 - 20 June 2008. 212-224.

 

Researcher : Deng Z



List of Research Outputs

 

Deng Z., Associate Editor (Nov 2007 - ), Journal of Curriculum Studies (SSCI). London, UK, Taylor & Francis, 2007.

 

Deng Z., Consulting Editor (Jan 2008 - ), Research Studies in Education. Hong Kong, Faculty of Education, University of Hong Kong, 2008.

 

Deng Z., Knowing the subject matter of a secondary school science subject, In: Ian Westbury, Journal of Curriculum Studies (SSCI). UK, Routledge, 2007, 39 (5).

 

Deng Z., Member of International Advisory Board (Feb 2008 - ), Asia-Pacific Journal of Eduation. UK, Routledge, 2008.

 

Deng Z., School subjects and academic disciplines: the differences, In: A.Luke, K. Weir, A. Woods & M. Moroney (Eds.), Development of a Set of Principles to Guide a P-12 Syllabus Framework. Queensland, Australia, Queensland Studies Authority, 2008, 90-100.

 

Deng Z., Scientific Literacy, Subject Matter and Curriculum Inquiry, The Canadian Society for the Study of Education, Vancouver May 31 - June 3, 2008 . 2008.

 

Deng Z., Scientific literacy as an issue of curriculum Inquiry, In: C. Linder, L.Östman & P.O. Wickman (Eds.), Promoting Scientific Literacy: Science Education Research in Transition: Proceedings of the Linnaeus Tercentenary 2007 Symposium. Uppsala, Sweden, Uppsala University, 2007, 134-139.

 

Deng Z. and Luke A., Subject matter: Defining and theorizing school subjects, In: F.M. Connelly, M. F. He, & J. Phillion, The Sage Handbook of Curriculum and Instruction. Thousand Oaks, CA, Sage, Sage Publications, Inc., 2008, 66-87.

 

Deng Z., Transforming the Subject Matter: Examining the Intellectual Roots of Pedagogical Content Knowledge, Curriculum Inquiry (SSCI). UK, Blackwell Publishing, 2007, 37 (3): 279-295.

 

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.

 

 

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., Reconceptualizing Teachers' Professional Learning: A Socio-Cultural Perspective, Provincial Association of Language Teachers' Conference, Lishui Teachers' College. 2007.

 

Researcher : Evers CW



Project Title:

Building Professional Knowledge Through "Popper Cycles"

Investigator(s):

Evers CW

Department:

Education Faculty

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

06/2007

 

Abstract:

The purpose of this research is to develop a model of professional learning from experience that can be both formulated in a general way and yet is sensitive to contexts and exigencies. Perhaps the best known attempt at this was the model of the reflective practitioner developed by Schon (1983). However, while this approach focussed on broad procedures for specifying the conditions under which reflecting on practice could flourish, it did not offer an epistemology of professional learning that was revealing of cognitive dynamics.In some joint work with Chitpin (see Evers and Chitpin, 2003; Chitpin and Evers, 2005) we attempted to improve on this situation by demonstrating in a series of case studies of teachers that their professional learning from experience could be fitted to a Popperian model of the growth of scientific knowledge. For Popper (1979), scientific knowledge grows as a series of conjectures and refutations that fits the follwing schema: P1=>TT1=>EE1=>P2. In this schema, P1 represents an intial problem, TT1 is the first tentative theory proposed to address or solve the problem, EE1 is the process known as error elimination, where the proposals in TT1 are tested against experience or the criticisms of others, and P2 is the new problem that arises out of error elimination. The schema then iterates. Rather surprisingly, when the teachers in our earlier study were interviewed in depth and the teaching portfolios they kept were analysed in detail, this Popperian schema emerged as a good fit for their professional learning regardless of their professional training, background, or prior experience. That is, it was the structure of the problems they faced and the desire to try out solutions that shaped the trajectory of their learning rather than the more individual oriented features one associates with constructivist construals of learning.Nevertheless, while seeing professional learning as as series of epistemically progressive Popper Cycles - the schema iterated by successive feedback of new problems into the inquiry process - was revealing, the model also raised a number of further questions that needed to be answered if it was to have greater explanatory and pedagogical utility.This research proposal aims to address these further questions. The first concerns the matter of how problems are identified, recognized or formulated. In this study a constraint satisfaction approach to problem specification will be adopted. (Robinson, 1993) The second concerns the origin, or source, of practitioners' theories - not necessarily their espoused theories but their theories-in-use. How do they identify their main assumptions and theoretical resources for dealing with problems? For example, are the constraints that specify a problem already embedded in a particular theoretical perspective? Third, how, exactly, are the empirical conditions for theory testing, or error elimination, determined, given that theories contain multiple empirical hypotheses and evidene can potentially come from almost anywhere? Presumably some priority rule applies that would be nice to know. And finally, how do the consequences of error elimination shape the constraints that specify the construction of the next problem apply? Chitpin, S., and Evers, C.W. (2005) 'Teacher professional development as knowledge building: a Popperian analysis', Teachers and Teaching: Theory and Practice, 11(4), 419-433. Evers, C.W. and Chitpin, S. (2003) 'From uncertainty to knowledge growth through individual reflection', in Crowther, F. (ed.) Teachers as Leaders in a Knowledge Society: Australian College of Educators Yearbook, Canberra, Australia: Australian College of Educators, pp. 36-46 Popper, K. (1979). Objective Knowledge, Oxford, UK: Oxford University Press.Robinson, V. (1993) Problem-Based Methodology, Oxford, UK: Pergamon Press.Schon, D. (1983) The Reflective Practitioner: How Professionals Think in Action, New York, NY: Basic Books.

 

List of Research Outputs

 

Evers C.W., Culture, cognitive pluralism and rationality, Educational Philosophy and Theory. Oxford, UK, Blackwell, 2007, 39(4): 364-382.

 

Evers C.W., Lifelong learning and knowledge: Towards a general theory of professional inquiry, In: David N. Aspin (Ed.), Philosophical Perspectives on Lifelong Learning. Dordrecht, Holland, Springer, 2007, 173-188.

 

Evers C.W. and Katyal K.R., Paradoxes of leadership: Contingencies and critical learning, South African Journal of Education. Silver Lakes, South Africa, EASA, 2007, 27(3): 377-390.

 

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:

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.

 

 

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

 

Zhang L.F. and Fan W., Do modes of thinking predict career interest types among Chinese university students? , Thinking Skills and Creativity. Elsevier, 2007, 2(2): 118-127.

 

Researcher : Fan W



List of Research Outputs

 

Zhang L.F. and Fan W., Do modes of thinking predict career interest types among Chinese university students? , Thinking Skills and Creativity. Elsevier, 2007, 2(2): 118-127.

 

Researcher : Fox RMK



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:

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.

 

Project Title:

ICT research in Hong Kong: identifying the gaps

Investigator(s):

Fox RMK

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

11/2006

 

Abstract:

The purpose of the proposed research is to prepare an annotated bibliography of publications relating to information and communication technologies (ICT) in educational settings (primary, secondary and tertiary) in Hong Kong, and to use this bibliography to review policy, implementation and outcomes in Hong Kong related to the field.

 

List of Research Outputs

 

Fox R.M.K. and Waugh T., A Review of Secondary Schools' Use of ICT in Hong Kong, In: Kwan, R., Fox, R., Chan, F.T. & Tsang, P. (Eds), Enhancing Learning Through Technology: Research on Emerging Technologies and Pedagogies. New Jersey, USA, World Scientific Publishing, 2008, 131-152.

 

Fox R.M.K., E-Learning and New Challenges, Invited Expert Panel Member on E-learning at the 3rd QS Asia Pacific Professional Leaders in Education Conference (QS 3rd APPLE), Hong Kong, 11 - 13 July 2007. 2007.

 

Fox R.M.K., Editor-in-Chief, Information, Technology and Educational Change. Hong Kong, CITE, The University of Hong Kong, 2008.

 

Fox R.M.K., Establishing Learning Communities in Using Technology to Support University Teaching and Learning, Enhancing Learning Through Technologies: Emerging Technologies and Pedagogies, 2007 International Conference on ICT in Teaching and Learning, Open University of Hong Kong, Hong Kong. 2007.

 

Fox R.M.K., Invited Guest Editor, International Journal of Innovation and Learning. Inderscience Enterprises Limited, 2008.

 

Fox R.M.K., Member of Editorial Board, AACE Journal. Association for the Advancement of Computing in Educational, 2008.

 

Fox R.M.K., Member of Editorial Board, Asia-Pacific Cybereducation Journal. Korea, Institute of APEC Collaborative Education, 2008.

 

Fox R.M.K., Member of Editorial Board, Contemporary Issues in Technology & Teacher Education (CITE). Association for the Advancement of Computing in Educational, 2008.

 

Fox R.M.K., Member of Editorial Board, Educational Media International. UK, Taylor & Francis, 2008.

 

Fox R.M.K., Member of Editorial Board, International Journal of Knowledge, Culture and Change Management. Australia, Common Ground Publishing, 2008.

 

Fox R.M.K., Member of Editorial Board, Journal of Education and Human Development. Scientific Journals International, 2008.

 

Fox R.M.K., Member of Editorial Board, The International Journal of Education and Development using Information and Communication Technology. EDICT, 2008.

 

Fox R.M.K. and Pearson J., Reviewing ICT Research Publications in Hong Kong Post-secondary Education, In: Kwan, R., Fox, R., Chan, F.T. and Tsang, P. (Eds), Enhancing Learning Through Technology: Research on Emerging Technologies and Pedagogies. New Jersey, USA, World Scientific Publishing, 2008, 167-182.

 

Fox R.M.K. and Pearson J., Reviewing Research into Technology in Hong Kong Higher Education, In: Olney, I., Lefoe, G., Mantei, J. & Herrington, J. (Eds), Proceedings of the Second Emerging Technologies Conference 2008, Australia, University of Wollongong, Wollongong, 18 - 20 June 2008. 64-75.

 

Fox R.M.K. and Waugh T., Schools Closedown and Lessons Learnt: A Study of International Secondary Schools' Use of ICT, Enhancing Learning Through Technologies: Emerging Technologies and Pedagogies, 2007 International Conference on ICT in Teaching and Learning, Open University of Hong Kong, Hong Kong. 2007, 704-714.

 

Fox R.M.K. and Trinidad S., Systemic Programme Research and Development Using Technology, Enhancing Learning Through Technologies: Emerging Technologies and Pedagogies, 2007 International Conference on ICT in Teaching and Learning, Open University of Hong Kong, Hong Kong. 2007.

 

Kwan R., Fox R.M.K., Chan F...T. and Tsang P., Enhancing Learning Through Technology: Research on Emerging Technologies and Pedagogies. New Jersey, USA, World Scientific Publishing, 2008, 277pp.

 

Pan N.F.C., Sun A.H.Y., Yuen H.K., Fox R.M.K., Chan N.K. and Deng L., Student Experiences in Using Course Management Systems in Higher Education, Enhancing Learning Through Technologies: Emerging Technologies and Pedagogies, 2007 International Conference on ICT in Teaching and Learning, Open University of Hong Kong, Hong Kong. 2007, 122-131.

 

Song Y. and Fox R.M.K., Affordances of PDAs: Undergraduate Student Perceptions, Journal of the Research Center for Educational Technology. US, Kent State University, 2008, 4(1): 19-38.

 

Song Y. and Fox R.M.K., Educational affordances of handheld devices: Undergraduate student perceptions , Proceedings of the 6th mLearn international conference . Melbourne, Australia, University of Melbourne, 2007, 228-237.

 

Song Y. and Fox R.M.K., Factors Influencing Student Attitude Towards Handheld Educational Uses, In: Ogata, H. & Song, Y. (Eds), Proceedings of the Second International Workshop on Mobile and Ubiquitous Learning Environments, University of Hong Kong, Hong Kong. 2007, 13-16.

 

Song Y. and Fox R.M.K., Student Acceptance of Handheld Devices in Higher Education, Enhancing Learning Through Technologies: Emerging Technologies and Pedagogies, 2007 International Conference on ICT in Teaching and Learning, Open University of Hong Kong, Hong Kong. 2007, 249-262.

 

Tsang P., White B., Fox R.M.K. and Kwok C...W., An Educational Guide to IEEE802.11 Wireless LAN Survey & Visualisation Experiments. Singapore, Pearson Prentice Hall, 2008, 62pp.

 

Yuen H.K., Fox R.M.K., Sun A.H.Y. and Deng L., Student Experiences Of Course Management Systems in a Hong Kong Institution, In: Olney, I., Lefoe, G., Mantei, J. & Herrington, J. (Eds), Proceedings of the Second Emerging Technologies Conference 2008, University of Wollongong, Wollongong, 18 - 20 June 2008. 212-224.

 

Researcher : Fuente CAN



List of Research Outputs

 

Fuente C.A.N. and McPherson D.B., Association between solvent exposure and auditory damage, Bulletin of the American Auditory Society. Scottsdale, AZ, American Auditory Society, 2008, 33(1).

 

Fuente C.A.N. and McPherson D.B., Central auditory damage induced by solvent exposure, International Journal of Occupational Safety and Ergonomics. Warsaw, Poland, CIOP, 2007, 13: 391-397.

 

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., Central auditory processing effects induced by solvent exposure, International Journal of Occupational Medicine and Environmental Health. Warsaw, Poland, Versita, 2007, 20: 271-279.

 

Fuente Contreras A.N. and McPherson D.B., Ośrodkowe procesy przetwarzania słuchowego: wprowadzenie i opis testów możliwych do zastosowania u pacjentów polskojęzycznych. [Central auditory processing: A brief introduction to the processes involved and the non-verbal behavioural tests that can be used with Polish-speaking patients], Otorynolayrngologia. Lodz, Poland, Mediton, 2007, 6(2): 66-76.

 

Researcher : Fung HF



List of Research Outputs

 

Chu S.K.W., Chow K., Yim Y.F., Chow J., Ha N. and Fung H.F., Primary Four Students' Development of writing ability through inquiry-based learning projects, Conference on Integrated Learning, The Hong Kong Institute of Education, Hong Kong, 14 - 15 December., 2007.

 

Researcher : Gao F



List of Research Outputs

 

Gao F., "Koreanness" as a Cultural Capital: Ethnic Educational Aspirations of Korean Families in Northeast China, Research Studies in Education . Hong Kong, Faculty of Education, 2007, 5.

 

Gao F., What It Means to Be a "Model Minority"? - Voices of Ethnic Koreans in China and the United States, Comparative and International Education Society (CIES) 52nd Annual Conference: Gaining Educational Equity Around the World (17-21/Mar/2008). New York, CIES, 2008.

 

Gao F., What it means to be a 'model minority': voices of ethnic Koreans in Northeast China, Asian Ethnicity. London, UK, Routledge, 2008, 9 (1): 55-67.

 

Hennig B.B., Bryant D.A. and Gao F., Editorial Board of the academic journal "Research Studies in Education" / Faculty of Education/HKU, In: Barbara Hennig Darren Bryant Gao Fang Gilbert Lam, Research Studies in Education. Hong Kong, Faculty of Education - The University of Hong Kong, 2008, 5.

 

Researcher : Gao M



List of Research Outputs

 

Gao M., Collaboration and Anxiety of Students in Oral English Assessments, Research Studies in Education. Hong Kong, Faculty of Education, HKU, 2007, 5: 79-84.

 

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.

 

 

Researcher : Guo J



List of Research Outputs

 

Guo J., Pang M.F. and Yang L...Y., Using Positive and Negative Examples in Concept Teaching (正反例在概念教學中的研究與應用), Journal of Educational Studies (教育學報). Beijing, China, Beijing Normal Uni., 2007, 3: 21-28.

 

Guo J. and Yang L...Y., Using examples and nonexamples in text writing on seventh-grade students’ acquisition of a geometry concept., The 2008 AERA Annual Meeting. New York, U. S., 2008.

 

Guo J., Using variation theory from phenomenography to improve text writing in Hong Kong New Senior Secondary Liberal Studies , The 12th European conference for research on learning and instruction: the Junior researchers of EARLI(JURE) conference. Budapest, Hungary, 2007.

 

Yang L...Y., Xiao F. and Guo J., Linking Chinese Mothers’ Perceptions of Parenting Stress to Early Behavioral Characteristics in Children with ASD, The 2008 AERA Annual Meeting. New York, U. S., 2008.

 

Researcher : Hamp-Lyons EM



List of Research Outputs

 

Davison C.M. and Hamp-Lyons E.M., Longitudinal study of the implementation of the school-based assessment component of the 2007 HKCE English Language Examination - Final report, Hong Kong Examination and Assessment Authority, Hong Kong. 2007.

 

Davison C.M., Hamp-Lyons E.M. and Tavares N.J., Pre-Conference Workshop: Applying Assessment for Learning Principles in a Formal Examination System, Focusing on the Core: Justifying the Use of Language Assessments to Stakeholders, 30th Annual Language Testing Research Colloquium, International Language Testing Association, Hangzhou, China, 23 - 28 June 2008. 2008.

 

Tavares N.J. and Hamp-Lyons E.M., Assessing Interactively - Finding the Right Moment and Using the Right Strategies, QEF Teacher Conference 'Aligning Assessment with Curriculum Reform in Junior Secondary English Language Teaching', Hong Kong SAR, 24 November 2007.

 

Tavares N.J. and Hamp-Lyons E.M., ESL Teachers Learning to Assess Interactively: The Challenges and Teacher Development Issues, Focusing on the Core: Justifying the Use of Language Assessments to Stakeholders, 30th Annual Language Testing Research Colloquium, International Language Testing Association, Hangzhou, China, 23 - 28 June 2008.

 

Tavares N.J. and Hamp-Lyons E.M., Teachers Learning to Assess Interactively - An Analysis of 'Interactive Assessment' Discourse, Teacher Constraints and The Need for Capacity Building, 2008 Conference of the American Association of Applied Linguistics (AAAL), Washington DC, USA, 29 March - 2 April 2008.

 

Researcher : Han N



List of Research Outputs

 

Han N., Wong L.L.N. and McPherson D.B., Test-retest reliability of a self-report questionniare to evalute the hearing aid outcome of Chinese Mandarin speakers, The 5th Asia Pacific Conference on Speech, Langauge and Hearing. Brisbane, Australia, 2007.

 

Researcher : Harfitt GJ



List of Research Outputs

 

Harfitt G.J., Class size differences and the selective development of participative identities: is there a link?, The Postgraduate Research Conference, Faculty of Education, The University of Hong Kong, 31 May 2008.

 

Harfitt G.J., Distinguished Teacher Award for 2006-2007, Faculty of Education, The Univesity of Hong Kong. 2007.

 

Harfitt G.J., Exploiting transcriptions of identical subject content lessons, ELT Journal. Oxford, Oxford University Press, 2008, 62(2): p173-181.

 

Harfitt G.J., Guest Lecturer, The Open University of Hong Kong for English Studies for Language Teaching (Literature and Language Arts in English), October - December 2007. 2007.

 

Harfitt G.J., Invited speaker - Classroom Interaction and Effective Questioning, A whole school staff workshop at ECF Saint Too Cannaan College, 1 February 2008. 2008.

 

Harfitt G.J., Invited speaker - The Teaching of Short Stories in the English Language Classroom, Workshop for English Panel at Carmel Bunnan Tong Memorial Secondary School, Tuen Mun, 1 March 2008. 2008.

 

Harfitt G.J., Invited speaker - Using Short Stories in ELT, Workshop for the English Panel of Tang King Po Secondary School, Kowloon, 12 June 2008. 2008.

 

Harfitt G.J., Strategies for Teaching Film in the Classroom, A workshop organised by the British Council for local secondary teachers as part of the British Council's UK Film Festival Programme, 20 October 2007. 2007.

 

Harfitt G.J. and Chen J., The Language Awareness and Language Use of Pre- and In-service Teachers of English, The 9th International Conference for the Association for Language Awareness at The Hong Kong University, 26 - 29 June 2008.

 

Researcher : Hazari AA



List of Research Outputs

 

Hazari A.A. and Webster B.J., Employing an English Language Learning Environment Survey (ELLES) to inform changes in teaching practices to improve the learning of science for english as second language learners, Conference on Integrated Learning: Research and Classroom Practices. 2007.

 

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. and Warning P.B., A Model For Reading And Library Service In Rural China, Read To Learn: School Library Development In China International Conference. 2007.

 

Henri J. and Chu W.H., Teacher librarians a tour de force for information literacy in Hong Kong schools: Reality or rhetoric? , 11th International Forum on Research in School Librarianship, July 16-20, 2007, Taipei, Taiwan. 2007.

 

Warning P.B., Henri J. and Leung Y.H., A Scalable Model For Developing Free Voluntary Reading Through School Libraries In Rural China, 2007.

 

Warning P.B., Toohey K.M. and Henri J., Key Olympic Issues In Academic Research & Publication, Sport In A Global World – Past, Present And Future: Ishpes & Issa World Congress International Society For The History Of Physical Education/international Sociology Of Sport Association, Copenhagen, July 31st – August 5th 2007.

 

Researcher : Ho EM



List of Research Outputs

 

Ho E.M. and Yiu E.M.L., Risk Assessment Model for Hyperfunctional Voice Disorders: Preliminary Data. , 37th Voice Symposium of Voice Foundation.. 2008.

 

Yiu E.M.L., Ho E.M., Chan K.M.K., McPherson D.B. and Ma E.P.M., Tele-Assessment Project-Voice Risk Calculator: Reducing the Risk of Developing Voice Problems in Teachers, Universitas 21 Annual Health Sciences Meeting. 2007.

 

Researcher : Ho SY



List of Research Outputs

 

Ho S.Y., An Analysis of the Theory and Practice of Panel Discussions Adopted in the Teaching of Literature, Journal of Chinese Language Education. Singapore, 2008, 11.

 

Ho S.Y., Distinguished Teacher Award for 2006-2007, Faculty of Education, The University of Hong Kong. 2007.

 

Ho S.Y., The Use of Panel Discussion as a Drama Technique in the Teaching of Literature, Sixth World Congress for International Drama/Theatre & Education Association, Hong Kong. 2007.

 

Researcher : Ho WL



List of Research Outputs

 

Ho W.L., 兒童言語發展及治療, Hong Kong, Speech Therapy Think Tank, 2007, 1: 205.

 

Researcher : Hodson D



List of Research Outputs

 

Wong A.S.L. and Hodson D., From the horse's mouth: What scientists say about scientific investigation and scientific knowledge, Science Education. New York, Wiley, 2008, on-line, DOI: 10.1002/sce.20290.

 

Wong A.S.L., Kwan J., Hodson D. and Yung B.H.W., Turning Crisis into Opportunity: Nature of science and scientific inquiry as illustrated in the scientific research on Severe Acute Respiratory Syndrome, Science & Education. Netherlands, Kluwer Academic, 2007, online, DOI 10.1007/s11191-007-9123-5.

 

Yung B.H.W., Wong A.S.L., Cheng M.W., Lo F.Y. and Hodson D., Preparing Students for Examination: A Divided View Between Teachers’ and Students’ Conceptions of Good Science Teaching., In: Y-J. Lee and A-L Tan , Science Education at the Nexus of Theory and Practice. . Netherlands: Rotterdam, Sense Publishers, 2008, 179-199.

 

Yung B.H.W., Wong A.S.L., Cheng M.W., Hui C...S. and Hodson D., Tracking Pre-service Teachers’ Changing Conceptions of Good Science Teaching: The Role of Progressive Reflection with the Same Video, Research in Science Education. Netherlands, Springer, 2007, 37(3): 239-259.

 

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.

 

Project Title:

Multimodal literacies: A pragmatic framework

Investigator(s):

Hoye LF

Department:

Education Faculty

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

01/2007

 

Abstract:

The project aims to develop a pragmatically-motivated framework for analyzing multimodal (mainly verbal-visual) texts from an intercultural perspective and to explore how these are used in educational and related settings. Until now, pragmatics has been primarily concerned with verbal communication, specifically language users, their uses of language, and the contexts in which they use language. As a contextually-motivated perspective on communication, pragmatics can purposefully be extended to deal with visual texts and the verbal-visual interface (multimodal texts). Of course, the study of visual and verbal-visual texts has been undertaken before: it is a central concern of visual semiotics. Much of that work has involved the adoption and adaptation of another powerful perspective on human (verbal) communication, namely Systemic Functional Linguistics (cf. Halliday 1985, 2004; Kress and van Leuween 1996, 2006; O'Toole 1994). However, the social semiotic models that underpin Systemic Functional approaches are essentially concerned with systems of choice and the various ways in which these can be categorised and defined. Pragmatics, on the other hand - which has as its key focus situated communication - is more attuned to an approach which focuses on the power of visual (and visual-verbal) texts and how these are USED by the 'author(s)' and USED by the 'reader(s)'. Multimodal texts can then be seen as instantiations of VISUAL PRAGMATIC ACTS, derived from Mey's theory of PRAGMATIC ACTS (2001). Their instantiation involves not just the 'producer' of a sign but the 'recipient' of that sign - it is on account of the implicit communicative contract between the two (or more) participants, and the synergies that arise in a given context, that communication becomes possible and meanings are made. The project aims to consider multimodal texts from a Western (US/UK) and non-Western (China/Asian) perspective and to assess what differences there may be in how these are read across cultures. The findings could have important implications for developing multimodal literacy skills in educational and related settings. In sum, the objectives of the project are to: *Extend the LINGUISTIC PRAGMATIC model to embrace multi-modal texts; *Adapt the concept of PRAGMATIC ACT and recast this as VISUAL PRAGMATIC ACT; *Explore multimodal texts in the Chinese and Western contexts and assess how visual perception may be culturally fashioned and the implications this may have in educational and related settings. Halliday, M.A.K., & Hasan, R. (1985). Language, context, and text: aspects of language in a social-semiotic perspective. Oxford: Oxford University Press. Halliday, M. A. K and Christian M. I. M. Matthiessen (2004) (3rd Edition) An Introduction to Functional Grammar. London: Hodder Arnold. Kress, Gunther and Theo van Leuween. (1996)(2006) (2nd edition). Reading images: The grammar of visual design. London: Routledge. Mey, Jacob L. (2001). Pragmatics: An Introduction. Oxford: Blackwell. O'Toole, Michael. (1994). The language of displayed art. Leicester: Leicester University Press.

 

List of Research Outputs

 

Hoye L.F., Branding or Blanding Pragmatics: Whose b(l)rand/blend?, In: Bruce Fraser, Studies in Pragmatics: Future Directions of Pragmatics. Amsterdam, Elsevier, 2007, xxxx.

 

Researcher : Hu Q



List of Research Outputs

 

Hu Q. and Law N.W.Y., Designing Online Peer Assessment System in Learning Programming: an Adaptive Scaffolding Framework and Architecture, World Conference on Educational Multimedia, Hypermedia and Telecommunications (ED-MEDIA 2008). Chesapeake, VA, USA, AACE, 2008.

 

Researcher : Hui DWY



List of Research Outputs

 

Hui D.W.Y., A dialogic framework for evaluating the effectiveness of teacher engagement within online professional communities, An invited presentation to the Graduate School of Education at Harvard University, USA. 2008.

 

Hui D.W.Y., Engaging teacher learning through online collaborative pedagogical discussions, American Educational Research Association. 2008.

 

Hui D.W.Y., Issues of sustainability through engagement within online professional communities of practice from teachers’ perspectives, American Educational Research Association Annual Meeting. 2008.

 

Hui D.W.Y., Supporting new teachers through the engagement of online collaborative dialogue and reflective changes, Association for Language Awareness 9th International Conference. 2008.

 

Hui D.W.Y., Understanding innovative professional development for educators through the analysis of intersubjectivity in online collaborative dialogues, International Journal of Information and Communication Technology Education. Hershey, PA, IGI Publishing, 2007, 3(3): 25-38.

 

Researcher : Hui EKP



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

 

Hui E.K.P. and Tsang S.K.M., Chinese perspectives on self-efficacy and self-determination programs, The 6th Chinese Psychologist Conference, The Department of Psychology, The Chinese University of Hong Kong, 11 - 14 June 2008.

 

Hui E.K.P., Educating young people to be persons with wisdom and ethical mind, Address on Po Leung Kuk Ngan Po Ling College Speech Day on 30 May 2008. 2008.

 

Hui E.K.P., Forgiveness and Hope: From a psychological and religious perspective, Address at Catholic Seminary of Beijing, People's Republic of China on 25 April 2008. 2008.

 

Hui E.K.P., Personal responses to the panel discussion topic, Symposium on positive youth development and prevention programs in adolescence: International and Chinese experiences on 2 November 2007. p16.

 

Hui E.K.P. and Tsang S.K.M., 自決能力:理論基礎及對課程設計的啟示, In: 石丹理、馬慶強 總編輯, 「共創成長路」: 青少年培育計劃。概念架構及課程設計手冊 () ─ 青少年正面發展構念. 上海,中國, 學林出版社, 2007, p121-147.

 

Sun R...C...F. and Hui E.K.P., 認知能力:理論基礎及對課程設計的啟示, In: 石丹理、馬慶強 總編輯, 「共創成長路」: 青少年培育計劃。概念架構及課程設計手冊 () ─ 青少年正面發展構念 . 上海,中國, 學林出版社, 2007, p45-57.

 

Tsang S.K.M. and Hui E.K.P., 自我效能感:理論基礎及對課程設計的啟示, In: 石丹理、馬慶強 總編輯, 「共創成長路」: 青少年培育計劃。概念架構及課程設計手冊 () ─ 青少年正面發展構念. 上海,中國, 學林出版社, 2007, p85-99.

 

Researcher : Hung CC



List of Research Outputs

 

Hung C.C., A Pilot Study to Investigate the Effects of Problem-based Learning on Higher-Order Thinking in Nursing Education, Research Studies in Education. Hong Kong, Faculty of Education, HKU, 2007, 5: 85-105.

 

Researcher : Hung HK



List of Research Outputs

 

Hung H.K. and Yuen H.K., Campus TV and the Development of Important Thinking Skills, Enhancing Learning Through Technology: Emerging Technologies and Pedagogies, 2007 International Conference on ICT in Teaching and Learning. Hong Kong, Open University of Hong Kong, 2007, 775-785.

 

Researcher : Jhaveri A



List of Research Outputs

 

Jhaveri A., On Meeting the Demands of Global Journalism Education, i-come’08, The International Conference on Communication and Media, 14-16 June 2008, Kuala Lumpur, Malaysia: Communication and Media – Contemporary Roles and Challenges, Programme Booklet. Kuala Lumpur, Malaysia, Routeledge, Wiley, 2008, 49.

 

Jhaveri A., Outstanding Teacher Award 2007, HKU SPACE Community College, HKU., 2007.

 

Wong K. and Jhaveri A., Free Dailies in Hong Kong: (De) Stabilizing the Conventional Broadsheet Market?, International Dimensions of Mass Media Research. Athens, Greece, ATINER, 2007, 349-366.

 

Researcher : Jin L



List of Research Outputs

 

Jin L., Reliability and Validity of the Career Decision Self-Efficacy Scale - Short Form among Chinese Postgraduates, Research Studies in Education. Hong Kong, Faculty of Education, HKU, 2007, 5: 106-119.

 

Jin L., Yuen M.T. and Watkins D.A., The role of filial piety in the career decision processes of postgraduate students in China, In: Elsworth, J.A. , Psychology of decision making in education, behavior and high risk situations . New York, NY, Nova Science Publishers, 2007, p243-255.

 

Researcher : Kan FLF



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

 

Kan F.L.F., Invited by the HKEAA to give a plenary talk to teachers on "Designing assessment rubric for AL Chinese History" at Ying Wa College, attended by 00 teachers on 13 October , 2007.

 

Kan F.L.F., Review the article - "Managing partnerships in education reform at national level and its practice in Taiwan", Asia Pacific Education Review. 2007.

 

Kan F.L.F., Review the article - "The impact of exchange rate variations and university reputation on the choice of destinations of international students in Australia and New Zealand", Asia Pacific Education Review. 2007.

 

Kan F.L.F., Review the article - "The implementation of human resource policy in science and technology by public universities in Malaysia: Actions and constraints", Asia Pacific Education Review. 2007.

 

Researcher : Katyal KR



List of Research Outputs

 

Evers C.W. and Katyal K.R., Paradoxes of leadership: Contingencies and critical learning, South African Journal of Education. Silver Lakes, South Africa, EASA, 2007, 27(3): 377-390.

 

Mason M.B. and Katyal K.R., Comparative Education and International Educational Development, Comparative Education Bulletin. 2007, 10: p.1-4.

 

Researcher : Kennedy DM



Project Title:

A pilot study: Investigating the use of mobile devices supported by a mobile server

Investigator(s):

Kennedy DM

Department:

Education Faculty

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

05/2007

 

Abstract:

Abstract This proposal seeks to investigate the opportunities provided by mobile devices to improve reflective practice undertaken by pre-service teachers (PSTs) during observations of teaching. The study will build upon prior research by supporting PSTs with mobile devices and servers. Mobility is an intrinsic property of learning, encompassing the spatial (university, workplace, home), temporal (days, evenings, weekends) and developmental components (the learning needs/ life skills of individuals which change depending upon age, interest or employment). Student expectations on how and when they learn are creating increasingly heavier demands upon all aspects of their learning. In response, the world is moving very rapidly to engage with the opportunities and flexibility offered by mobile technologies. In Hong Kong, the ownership of mobile devices has reached the extraordinary level of 127.4%. Young people, more that any other group, have been ready acceptors of mobile technologies, making the devices extensions of their personal space fundamental to their daily lives. The proposed research will use a mixed mode approach to generate qualitative and quantitative data about the use of mobile technologies for collaboration, reflection, teaching and learning in pre-service teacher education and teaching practice. The outcomes will guide the development of pedagogical and technical frameworks, and examples of good practice in the use of personal digital assistants (PDAs) for teaching and learning in and outside the classroom. Objectives of the proposal As an educational delivery platform, current handheld computer technology provides a low-cost, networked, small-form factor appliance with sufficient machine resources to support instruction, learning, assessment, and collaboration. Yet, except in the fields of medicine and law, handheld adoption for collegiate classroom use has been minimal (Jones, Johnson & Bentley, 2004, p. 41). In Hong Kong, the ownership of mobile devices has reached the extraordinary level of 127.4% (OFTA, 2006). Younger people, more that any other group, have been ready acceptors of mobile technologies and may have a multitude of devices including mobile phones, iPods, digital cameras, personal digital assistants (PDAs) and notebook computers. Mobile devices have rapidly become extensions of the personal space of students, fundamental to their daily lives. In addition, there is a substantial technological convergence of these devices underway into what are now described as ‘smart phones’ (Zheng & Ni, 2006). While the world has been moving very rapidly to engage with the opportunities and flexibility offered by mobile technologies (Fenn & Linden, 2005), progress in the domain of teacher education has been very limited (see Pownell, 2006). It would be remiss of teacher educators if they did not commit time and energy to develop an appropriate pedagogical framework, resources, activities and infrastructure to utilize such pervasive technologies for teaching and learning as students increasingly try to “cram learning into the interstices of daily life” (Sharples, Taylor & Vavoula, 2005, p. 58). However, free access to providers is a problem. This project will address this limitation by developing a mobile server to support the use of personal digital assistants (PDAs) by PSTs engaged in professional practice. The study is expected to contribute to the development of the pedagogical frameworks, training methodology and software to support PSTs inthe use of PDAs for reflective practice in schools and classrooms in Hong Kong. Vavoula and Sharples (2002) suggest that mobility is an intrinsic property of learning. They argue that learning has spatial (university, workplace, home), temporal (days, evenings, weekends) and developmental components (the learning needs/ life skills of individuals which change depending upon age, interest or employment). Student expectations on how and when they learn are creating increasingly heavier demands upon the design of curricula and tools. The ubiquitous nature of mobile devices in Hong Kong suggests that an investigation of their use in pre-service teacher education (P-ST) for creating more flexible student-centred learning environments that support reflection, data generation and communication is overdue. In P-ST education professional development occurs in a number of settings congruent with the mobility described above. For example, spatial (e.g., schools, classrooms, and university), temporal (days, evenings and weekends) and developmental (from initial observational visits to schools to a 60% teaching load and full engagement with a wide range of activities in schools). One of the most important activities engaged in by pre-service teachers is observation and reflection on classroom teaching. Traditionally this is done by note taking. However, modern PDAs, in conjunction with suitably designed software, off the opportunity to enrich this experience by providing a simple-to-use relatively unobtrusive device that is capable of: • recording digital images (camera); • annotating the images (with a sketch tool) to show relationships and events; and • adding a sound file to the annotate image to further describe and reflect upon the particular classroom practice under observation. This pilot project will 1. generate a base of qualitative and quantitative data to support future work in the area; 2. establish guidelines for the use of mobile devices in field studies, where students are engaged in reflective practice during observations of teaching; 3. establish guidelines for setting up the technical framework to support mobile learning opportunities in schools; and 4. collect a set of digital resources as exemplars of good practice in the use of PDAs in P-ST teaching practice. This project will leverage the earlier work undertaken at the City University of Hong Kong in which initial investigations indicate that Information Systems students appreciate the improved flexibility offered by mLearning (Vogel et al., In press). The focus of this research will be on the use of mobile devices, including a mobile server to collect, share assess and repurpose digital resources for reflective practice by undergraduate P-STs undertaking professional practice, and the impact upon their development as teachers. The outcomes are expected to contribute to a better understanding of how ubiquitous, personalized mobile devices can contribute to improved learning outcomes and professional practice in teacher education. (References are in an attached document).

 

List of Research Outputs

 

Kennedy D.M., Digital literacy: What research can tell us about our students, In: L. A. Tomei, Encyclopedia of Information Technology Curriculum Integration. Hershey, NY, Information Science Reference, 2008, 1: 228-234.

 

Kennedy D.M., From Web 1.0 To Web 2.0 And Making The Transition: Opportunities For Engaging Learners, The University of Johannesburg. Johannesburg, 2007.

 

Kennedy D.M., Improving the flexibility of learning environments: Developing applications for wired and wireless use, In: J. Filipe & J. Cordeiro, Web Information Systems and Technologies II. Berlin Heidelberg, Springer-Verlag, 2008, 327-337.

 

Knutzen B. and Kennedy D.M., Can Learning to Use Moodle Alter Teachers' Approaches to Teaching?, In: J. Luca & E.R. Weippl (Eds.), EDMEDIA2008, Proceedings of the 19th World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications, Vienna, Austria, 30 June - 4 July 2008. Norfolk VA, Association for the Advancement of Computing in Education, 3809-3818.

 

Ning K...Y. and Kennedy D.M., A Case Study Examining the Transfer of Information Literacy Across Subjects in Hong Kong Primary Schools, In: J Luca & E.R. Weippl (Eds.), EDMEDIA2008, Proceedings of the 19th World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications, Vienna, Austria, 30 June - 4 July 2008. Norfolk VA, Association for the Advancement of Computers in Education, 166-174.

 

Williamson A., Kennedy D.M., DeSouza R. and McNaught C., Managing intellectual capital and intellectual property within software development communities of practice, In: M.E. Jennex (Ed.), Knowledge Management: Concepts, Methodologies, Tools, and Applications. Hersey, Information Science Reference, 2007, 3315–3327.

 

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., Shum M.S.K. and Tsung L.T.H., Technical Support for Learning Chinese Writing System by Phonetic Language Learners, 2007 INTERNATIONAL CONFERENCE OF CHINESE LANGUAGE TEXTBOOKS, Australian National University. 2007.

 

Ki W.W., The Enigma of Cantonese Tones: How Intonation Language Speakers Can Be Assisted to Discern Them, Unpublished Doctoral Dissertation. 2007.

 

Shum M.S.K., Tsung L.T.H. and Ki W.W., Developing Chinese Learning Materials for South Asian Ethnic Minority Students in Post-colonial Hong Kong, 2007 INTERNATIONAL CONFERENCE OF CHINESE LANGUAGE TEXTBOOKS, Australian National University. 2007.

 

Shum M.S.K. and Ki W.W., Improving Language And Learning Across The Curriculum Through Subject Specific Genre Teaching , Hong Kong, EdB & CMI Center, HKU, 2008, 162.

 

Shum M.S.K., Ki W.W., Tong A.K.K., Law Y.K. and Lam J.W.I., Promoting Chemistry Learning By Active Reading And Writing Tasks. Hong Kong, Education Bureau, Hong Kong SAR Government, 2008, 108.

 

Tse S.K., Marton F.I., Ki W.W. and Loh E.K.Y., An integrative perceptual approach for teaching Chinese characters, Instructional Science. The Netherlands, Springer, 2007, 35(5): 375-406.

 

Tse S.K., Shum M.S.K. and Ki W.W., Certificate of Merit - Quality Education with Chinese as the Medium of Instruction (Project No: 1999/0882) , Quality Education Fund . 2008.

 

Tsung L.T.H., Ki W.W. and Shum M.S.K., Engaging with a second language: Teaching Chinese to South Asian students in Hong Kong. , 9th International Conference of the Association for Language Awareness, to be held at the University of Hong Kong. 2008.

 

Tsung L.T.H., Shum M.S.K. and Ki W.W., Language Situation Of South Asian Students In Hong Kong, In: China Social Science Academy, China Language And Society Year Book, China Social Science Academy. Beijing, 2007.

 

Tsung L.T.H., Shum M.S.K. and Ki W.W., Teaching Chinese to South Asian Students in Hong Kong: policies and issues., Conference on Minority Language Education in China: Issues and Perspectives, The University of Hong Kong. 2008.

 

Researcher : King ME



Project Title:

Self-identity and worldview of transgendered females in Thailand: a cross-cultural comparison

Investigator(s):

King ME

Department:

Education Faculty

Source(s) of Funding:

Sik Sik Yuen Education Research Fund

Start Date:

03/2004

 

Abstract:

To carry out a cross-cultural comparison on self-identity and worldview of transgendered females in Thailand.

 

 

Researcher : Kong PH



Project Title:

A Cantonese linguistic communication measure (CLCM) for analyzing aphasic narratives

Investigator(s):

Kong PH

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Sik Sik Yuen Education Research Fund

Start Date:

03/2004

 

Abstract:

To develop a Cantonese linguistic communication measure (CLCM) for analyzing aphasic narratives.

 

List of Research Outputs

 

Kong P.H. and Law S.P., Cantonese Linguistic Communication Measure (CLCM): A clinical tool for assessing aphasic narrative production, In: S.P. Law, B.S. Weekes & A.M.Y. Wong (Eds.), Language disorders in speakers of Chinese. Clevedon, UK, Multilingual Matters, 2008.

 

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

 

Tam V.W.L., Kwan A.C.M., Leung C.H., Yeung L.K. and Liao Z., An Interactive Simulation Game to Enhance Learners’ Experience On Mobile Devices , Proceedings of the International Conference on ICT in Teaching and Learning (ICT 2007). 2007.

 

Researcher : Kwan J



List of Research Outputs

 

Wong A.S.L., Kwan J., Hodson D. and Yung B.H.W., Turning Crisis into Opportunity: Nature of science and scientific inquiry as illustrated in the scientific research on Severe Acute Respiratory Syndrome, Science & Education. Netherlands, Kluwer Academic, 2007, online, DOI 10.1007/s11191-007-9123-5.

 

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 So M., Environmental Learning Using a Problem-Based Approach in the Field: A case study of a Hong Kong School, International Research in Geographical and Environmental Education. UK, Multilingual Matters, 2008, 17(2): p.93-113.

 

Kwan T.Y.L. and Lopez-Real F.J., Identity Construction of Teacher-Mentors, Proceeding to EARLI 12th Biennial Conference on 'Developing Potentials for Learning', Budapest, Hungary, August 28 - September 1, 2007.

 

Lopez-Real F.J., Kwan T.Y.L. and Pang M.F., The Challenge of Self-Directed Learning in a Teacher Education Programme, Proceeding to EARLI 12th Biennial Conference on 'Developing Potentials for Learning', Budapest, Hungary, August 28 - September 1, 2007.

 

Pow J. and Kwan T.Y.L., Nurturing Reflective Practice in Initial Teacher Education: Dissection of a Self-directed Learning Session, International Society for Teacher Education (ISTE) Seminar on 'Continuing Development in Teacher Education', University of New England, Armidale, New South Wale, Australia, 22 - 25 April 2008.

 

Researcher : Kwan Chen LLY



List of Research Outputs

 

Kwan Chen L.L.Y., Common Speech and Language Disorders in Children, 2007.

 

Lao Oliveros F..., Wong A.M.Y., Kwan Chen L.L.Y., Li-Tsang C... .W...-...P... and Yau P... .D...-.W..., An application of the ICF framework on communication assessments of adults with developmental disabilities in Macau, the Speech Therapy Symposium organized by the Hong Kong Hospital Authority. 2007.

 

Researcher : Kwo OWY



List of Research Outputs

 

Kwo O.W.Y., Towards a learning profession: Understanding induction in a district-based community, In: Jude Butcher & Lorraine McDonald (Eds.), Making a Difference: Challenges for Teachers, Teaching and Teacher Education. The Netherlands, Rotterdam: Sense Publishers, 2007, pp251-266.

 

Researcher : Kwong EYL



List of Research Outputs

 

Kwong E.Y.L. and Yiu E.M.L., The Effectiveness of Acupuncture for Phonotraumatic injuries: A Randomized-Controlled Trial., 37th Voice Symposium of Voice Foundation. Philadelphia. 2008.

 

Researcher : Lai C



List of Research Outputs

 

Yung B.H.W. and Lai C., A Professional Development Model for Teachers Learning to Teach Ideas about Science. , Poster presented at the Conference of Asian Science Education 2008, held in Kaohsiung, Taiwan. 2008.

 

Researcher : Lai M



List of Research Outputs

 

Law N.W.Y., Yuen H.K., Chan C.K.K., Yuen J.K.L., Pan N.F.C. and Lai M., New experiences, new epistemology and the pressures of change: The Chinese learner in transition, In: C. K. K. Chan & N. Rao, Revisiting the Chinese learner: Psychological and pedagogical perspectives. Hong Kong, CERC and Springer, 2008.

 

Law N.W.Y., Lu J., Leng J., Yuen J.K.L. and Lai M., Understanding knowledge building from multiple perspectives, International Conference of the Learning Sciences, Utrecht, Netherland. 2008.

 

Researcher : Lai M



List of Research Outputs

 

Law N.W.Y., Yuen H.K., Chan C.K.K., Yuen J.K.L., Pan N.F.C. and Lai M., New experiences, new epistemology and the pressures of change: The Chinese learner in transition, In: C. K. K. Chan & N. Rao, Revisiting the Chinese learner: Psychological and pedagogical perspectives. Hong Kong, CERC and Springer, 2008.

 

Law N.W.Y., Lu J., Leng J., Yuen J.K.L. and Lai M., Understanding knowledge building from multiple perspectives, International Conference of the Learning Sciences, Utrecht, Netherland. 2008.

 

Researcher : Lai SPS



List of Research Outputs

 

McPherson D.B., Lai S.P.S., Leung K.K.K. and Ng I.H.Y., Hearing loss in Chinese school children with Down syndrome, International Journal of Pediatric Otorhinolaryngology. Shannon, Ireland, Elsevier, 2007, 71: 1905-1915.

 

Researcher : Lai SY



List of Research Outputs

 

Lai S.Y., Ma E.P.M. and Yiu E.M.L., Comparison of surface electrical stimulation and alternative medicine on pitch phonation: Case studies, The Voice Foundation's 37th Annual Symposium, Philadelphia, May 28 - Jun 1, 2008.

 

Lai S.Y., Ma E.P.M. and Yiu E.M.L., Effect of Surface Electrical Stimulation on Voice: Case Studies., 37th Voice Symposium of Voice Foundation.. 2008.

 

Lai S.Y. and Yiu E.M.L., Laryngeal Elevation in Swallowing and Phonation, 2007 Congress of International Association of Logopedic & Phoniatrica. 2007.

 

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

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

 

Lai Au Yeung W.Y.W., An Evaluation of the Chinese Language Curriculum and Teaching Materials of Hong Kong , 香港中国语文课程教材评价, In: 洪宗礼 Hong, Z.L., A Study of Mother Tongue Language Teaching Material (Volume III). 母语教材研究 第三卷, 中国 江苏 Jiangsu, China, 江苏教育出版社 Jiangsu Education Press, 2007, 351-421.

 

Lai Au Yeung W.Y.W., An Evaluaton Of The Chinese Language Curriculum Of Macao, 澳门语文课程评价, In: Hong,Z.L., A Study Of Mother Tongue Language Teaching Materials (volume Iii). 母语教材研究 第三卷, Jiangsu, China, Jiangsu Education Press, 2007, III: 437-458.

 

Lai Au Yeung W.Y.W., Certificate of Merit - A Study of the Basic Chinese Language Competency of Hong Kong Primary and Secondary Students, Quality Education Fund. 2008.

 

Lai Au Yeung W.Y.W., In: Winnie Y.W. AUYEUNG Wai Hung LAU, Enhancing Learning Potentialities Of Electronic Portfolio. Hong Kong, Faculty of Education, HKU, 2007, 71.

 

Lai Au Yeung W.Y.W., Enhancing Learning Potentialities Of Electronic Portfolio (with webased online template), 促进学习的平台-电子档案的效能, In: Winnie Y.W. Auyeung & Wai Hung Lau, Hong Kong, Facullty of Education, HKU, 2007, 71 pages.

 

Researcher : Lam CK



List of Research Outputs

 

Lam C.K. and Chan C.K.K., Facilitating conceptual and epistemological changes using knowledge building, International Conference of Learning Sciences, University of Utrecht, Netherlands. 2008.

 

Researcher : Lam CM



List of Research Outputs

 

Lam C.M., Is Popper's falsificationist heuristic a helpful resource for developing critical thinking?, Educational Philosophy and Theory. Oxford, UK, Blackwell Publishing, 2007, 39: 432-448.

 

Lam C.M., Is Popper’s falsificationist heuristic a helpful resource for developing critical thinking?, Critical Thinking and Learning. Oxford, UK, Blackwell Publishing, 2008, 93-108.

 

Researcher : Lam JWI



List of Research Outputs

 

Chung A.L.S., Shum M.S.K., Law Y.K., Lam J.W.I., Poon A.W.M., Chu C.W.L. and Chou P.W.Y., Longitudinal Study on the School-based Assessment Component of the 2007 HKCE Chinese Language Examination (04/2006-08/2007), Hong Kong Examinations and Assessment Authority. 2007.

 

Chung A.L.S., Law Y.K., Lam J.W.I., Poon A.W.M. and Chu C.W.L., In: Chung A.L.S., Law Y.K., Lam J.W.I., Poon A.W.M. and Chu C.W.L, Novel, Culture and Hong Kong- A book-based approach to integrated and deep learning of Chinese language . 小說、文化、香港--「以書為本」深層次語文綜合能力教學計劃, Hong Kong, CALCER, 2007, 222.

 

Ng F.P., Chung A.L.S. and Lam J.W.I., Curriculum Development and Strategies: Integrate Cantonese Opera in Chinese Language Education in Hong Kong, 15th International Conference on Learning. 2008.

 

Ng F.P., Chung A.L.S. and Lam J.W.I., Curriculum and Teaching Ideas, 課程和教學理念, Princess Chang Ping Classroom. 帝女花教室, Hong Kong, CACLER, 2008, 48-52.

 

Ng F.P. and Lam J.W.I., Designing Training Course on Reading of Practical Writing for HKU students, 香港大學應用文閱讀能力訓練的課程設置, The 9th Modern Chinese Practical Writing International Conference. 第九屆現代應用文國際研討會, 2007.

 

Ng F.P., Chung A.L.S. and Lam J.W.I., In: Dr. Ng Fung Ping, Dr. Chung Ling Sung and Mr. Lam Wai Ip, Princess Chang Ping Classroom. 帝女花教室, Hong Kong, CACLER, 2008, 128.

 

Shum M.S.K., Ki W.W., Tong A.K.K., Law Y.K. and Lam J.W.I., Promoting Chemistry Learning By Active Reading And Writing Tasks. Hong Kong, Education Bureau, Hong Kong SAR Government, 2008, 108.

 

Tse S.K., Loh E.K.Y., Lam J.W.I. and Cheung W.M., Chinese reading literacy at primary 4 in Hong Kong (invited speech), Ministry of Education of Chinese Taipei. Taipei, 2007.

 

Tse S.K., Loh E.K.Y., Lam J.W.I. and Cheung W.M., Chinese reading literacy at primary 4 in Hong Kong (invited speech), The Boys' and Girls' Clubs Association of Hong Kong. 2008.

 

Tse S.K., Lam J.W.I., Lam R.Y.H. and Loh E.K.Y., Dick Wolf Award, International Association for the Evaluation of Educational Achievement (IEA), The Influence of the Language that Hong Kong Primary School Students Habitually Speak at Home on their Chinese Reading Ability in School. 2007.

 

Tse S.K., Lam J.W.I. and Loh E.K.Y., Learning from the PIRLS 2006 findings to promote the reading capacity of students in Hong Kong (invited speech), Education Bureau, Hong Kong SAR Government. Hong Kong, 2008.

 

Tse S.K., Lam J.W.I., Lam R.Y.H., Loh E.K.Y. and Westwood P., Pedagogical correlates of reading achievement in English and Chinese, L1-Educational Studies in Language and Literature. Amsterdam, Kluwer, 2007, 7(2): 71-91.

 

Tse S.K., Lam J.W.I., Loh E.K.Y. and Lam R.Y.H., The influence of the language that Hong Kong primary school students habitually speak at home on their Chinese reading ability in school, Journal of Multilingual and Multicultural Development. UK, S. Fernandez & M. Clyne, 2007, 28(5): 400-417.

 

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

 

Tse S.K., Lam J.W.I., Lam R.Y.H. and Loh E.K.Y., Dick Wolf Award, International Association for the Evaluation of Educational Achievement (IEA), The Influence of the Language that Hong Kong Primary School Students Habitually Speak at Home on their Chinese Reading Ability in School. 2007.

 

Tse S.K., Lam J.W.I., Lam R.Y.H., Loh E.K.Y. and Westwood P., Pedagogical correlates of reading achievement in English and Chinese, L1-Educational Studies in Language and Literature. Amsterdam, Kluwer, 2007, 7(2): 71-91.

 

Tse S.K., Lam J.W.I., Loh E.K.Y. and Lam R.Y.H., The influence of the language that Hong Kong primary school students habitually speak at home on their Chinese reading ability in school, Journal of Multilingual and Multicultural Development. UK, S. Fernandez & M. Clyne, 2007, 28(5): 400-417.

 

Researcher : Lam WM



Project Title:

Radio Talk Shows, Political Mobilization and Media Activism in Hong Kong

Investigator(s):

Lam WM

Department:

Politics & Public Administration

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

01/2007

 

Abstract:

This study aims to analyze the characteristics, political orientations and political roles of the selected radio talk programs in Hong Kong. For example, do they encourage or discourage political participation? Do they promote social reforms and democratic commitment? Do they reflect public opinion? Do they bridge the communication or magnify the conflicts between the government and people? Overall, the study attempts to investigate whether or not “media activism” exists as part and parcel of an activist local political culture. Media activism refers to both the political activism existing in the media and among the citizens who actively consume the media. Media activism, as it exists in the media, refers to the politicization of the media, that is taking a clear political stance, ever conscious of its roles as both a low key voice for the people and a high profile leader in pushing for social and political reforms in Hong Kong. Also, the media channels are important in arousing political discussions and constituting the public’s views. When an issue attracts substantial public concern, the people will at the same time actively participate in the formation of media positions, and tend to have high expectations of the mass media as their voice. The study will primarily involve two parts. Firstly, it contains a content analysis of sampled program sessions of four selected radio talk show programs, namely, “On a Clear Sky” (在晴朗的一天) and “The Tipping Point” (左右大局) of Commercial Radio Hong Kong, and “Millennium” (千禧年代) and “Free to Phone” (自由風自由phone) of Radio Television Hong Kong. The findings will be compared with those previously collected by me on the programs of “Millennium” of Radio Television Hong Kong, and “Political Voices of the Concerned” (政事有心人) and “Teacup in a Storm” (風波裡的茶杯) of Commercial Radio Hong Kong in 2004. Secondly, interviews with key hosts of the selected radio talk shows will be conducted. The interviews aim to obtain qualitative data for an analysis of the political orientations of the programs. Hong Kong’s people have been renowned for their high levels of participation in the media. Scholars have noticed that “discursive political participation” is a staple of local political culture and the mass media has provided a significant political forum (Lam, 2003, 2004). The people are qualified to be called “attentive spectators” who pay a great deal of attention to politics (Lau and Kuan, 1995), and the mass media has played a “surrogate democratic function” in Hong Kong in the absence of democratic participatory channels for the people (Chan and So, 2003). From post-World War II to the present, newspapers have played a vital part in providing a political forum for discursive participation. The small number of participatory channels available has reinforced the role of newspapers as a forum for the public to participate in political debates (Lam, 2004:41-2). Since political handover, radio talk shows have become popular in Hong Kong. Radio talk shows, or more accurately political talk radio, “may be defined as call-in shows that emphasize discussions about politicians, elections, and public policy issues” (Barker and Knight, 2000:151). According to previous studies, radio talk shows serve three major roles. Firstly, radio talk shows provide a public forum for the general population. Being an unstructured channel for public discourse (Herbst, 1993, 1995), they offer a chance to participate in a public discourse, and provide a site for ordinary people to challenge the authority of experts (Hofstetter et al., 1994; Livingstone and Lunt, 1994; Pan and Kosicki, 1997:371; Lee, 2002:59). Secondly, radio talk shows can disseminate information (Hofstetter et al., 1994) and serve as agents that affect listeners’ attitudes (Barker and Knight, 2000:150). Hence, exposure to this programming is found associated with political involvement and activity (Hofstetter et al., 1994:476-7; Hollander, 1997:366), and constitutes a form of political mobilization (Pan and Kosicki, 1997:383). Thirdly, radio talk shows provide identity to a public who can then imagine themselves as part of a group that holds similar views about various issues. The “act of coming together (electronically)” makes this type of participation meaningful for many people (Herbst, 1995:271-2). Paradoxically, radio talk shows are also viewed with negativity, as infotainment that contains nothing substantial (Blumler and Kavanagh, 1999). Infotainment is commonly defined as a type of programming that combines entertainment with information on the media and, further, obscures the line between politics and entertainment. Also known as soft news, infotainment provides information in a way that is entertaining to its viewers (Barker and Knight, 2000:151; Lee, 2002:59). It is manifested by the increasing addition of entertainment elements into conventional information contents, for example, dramatization of news stories (Brants and Neijens, 1998; Schultz, 1995). Evidently, the disadvantage of such shows is that they do not facilitate the articulation of rational political discourse (Lee, 2002:59). In terms of their political stance, radio talk shows in Hong Kong can be roughly divided into pro-government or anti-government alignment. In 2002, a survey on Hong Kong citizens and journalists found that 46.5% of citizen respondents and 77.6% of journalist respondents chose radio programs as the most effective channel for expression of public opinion (Chan and So, 2003:267). In 1997, about 13% of the population were “taking the city’s two highly opinionated public affairs Cantonese talk shows as part of their regular breakfast” (Ho, 1997, cited in Lee, 2002:57). These figures signify that the people are using the mass media to exercise political influence. Together with the newspaper media, radio talk shows have served unique political roles in Hong Kong. The various characterizations of scholars and the findings of this study serve to highlight media activism in Hong Kong. Specifically, this study examines the following research questions in relation to the selected radio talk shows: (1) Their political orientations, for example, the embedded beliefs about democracy, nationalism, the Hong Kong identity, politics and political participation; and their views of the Hong Kong government and the Central People’s government. (2) What parts have they played in reflecting public opinion? How effective? (3) What parts have they played in framing public opinion? How effective? (4) What parts have they played in providing a venue for political participation? How effective? (5) What parts have they played in promoting or discouraging support for democracy? How effective? (6) What parts have they played in promoting other political orientations? How effective? (7) What parts have they played in promoting or discouraging political participation, and how? How effective? (8) Are they political actors and institutions in their own right? Do they act as agents of stability, restraint or change?

 

 

Researcher : Lau FK



List of Research Outputs

 

Lau F.K., Yuen H.K. and Lian J.M., Adapted design of multimedia-facilitated language learning program for children with autism, Psicologia Escolar e Educacional (Educational and School Psychology). Brazil, ABRAPEE, 2007, 11: 13-26.

 

Researcher : Lau HM



List of Research Outputs

 

Lau H.M. and Wong A.M.Y., Beliefs and Practices Concerning Talk to Children: A Comparison of Hong Kong Cantonese Mothers and Filipino Domestic Helpers, the 12th Congress of the International Clinical Phonetics and Linguistics Association, Istanbul, Turkey. 2008.

 

Researcher : Law CW



List of Research Outputs

 

Leung C.S., Wong L.Y.F. and Law C.W., The effect of age and gender on the use of request strategies in preschool Cantonese-speaking children, The 10th Annual Meeting of the Pragmatics Society of Japan. Hirakaka city, Osaka, 2007.

 

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:

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

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:

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

 

Chan C.K.K., Ma S.F. and Law N.W.Y., Knowledge Building Teacher Network (KBTN): Mission Possible?, Institute for Knowledge Innovation and Technology (IKIT), Summer Institute 2007, University of Toronto. 2007.

 

Chan C.K.K., van Aalst J.C.W. and Law N.W.Y., Principle-based understanding and knowledge building in a teacher community, Annual Meeting of the American Educational Research Association, New York. 2008.

 

Chan C.K.K., Ma S.F. and Law N.W.Y., Teachers’ Understanding of Knowledge Building in an Emerging Community , Institute for Knowledge Innovation and Technology (IKIT), Summer Institute 2007, University of Toronto. 2007.

 

Chu S.K.W. and Law N.W.Y., The Development of Information Search Expertise of Research Students, Journal of Librarianship and Information Science. 2008.

 

Chu S.K.W. and Law N.W.Y., portal: Libraries and the Academy, Development of information search expertise: postgraduate students’ knowledge of search skills. 2007, 7(3): p.295-316.

 

Hu Q. and Law N.W.Y., Designing Online Peer Assessment System in Learning Programming: an Adaptive Scaffolding Framework and Architecture, World Conference on Educational Multimedia, Hypermedia and Telecommunications (ED-MEDIA 2008). Chesapeake, VA, USA, AACE, 2008.

 

Law N.W.Y., Yuen H.K. and Chan C.K.K., Certificate of Merit - Establishing a Scalable Network of Knowledge Building Schools, Quality Education Fund. 2008.

 

Law N.W.Y., Conceptualizing systemic contextual differences for design research: Insights from International comparative studies of pedagogical practices and technology use, International Conference of the Learning Sciences. Utrecht, 2008.

 

Law N.W.Y., Pelgrum W.J. and Plomp T., Edited book, Pedagogy and ICT use in schools around the world: Findings from the SITES 2006 . Hong Kong, CERC, University of Hong Kong and Springer, 2008, 292.

 

Law N.W.Y., Yuen H.K. and Chan C.K.K., Establishing a Scalable Network of Knowledge Building Schools, Certificate of Merit - Quality Education Fund (QEF) Outstanding Project Awards. 2008.

 

Law N.W.Y., In Search of Explanations, In: N. Law, W. J. Pelgrum & T. Plomp, Pedagogy and ICT in schools around the world: findings from the SITES 2006 study. Hong Kong, CERC and Springer, 2008.

 

Law N.W.Y., Invited Keynote Presentation: Ecologies that foster intentional learning for the pursuit of excellence in the 21st century, International Conference of the Learning Sciences 2008.

 

Law N.W.Y., Invited Keynote Presentation: , Teacher Support Network for Pedagogical Innovation as a Preferred Model of Professional Development. 2008.

 

Law N.W.Y., Invited Theme Presentation: Teacher learning beyond knowledge: an ecological model for fostering pedagogical innovations with ICT, 19th International Conference of the Society for Information Technology and Teacher Education. 2008.

 

Law N.W.Y., Yuen H.K., Chan C.K.K., Yuen J.K.L., Pan N.F.C. and Lai M., New experiences, new epistemology and the pressures of change: The Chinese learner in transition, In: C. K. K. Chan & N. Rao, Revisiting the Chinese learner: Psychological and pedagogical perspectives. Hong Kong, CERC and Springer, 2008.

 

Law N.W.Y. and Chow Y., Pedagogical orientations in mathematics and science and the use of ICT, In: N. Law, W. J. Pelgrum & T. Plomp, Pedagogy and ICT in schools around the world: findings from the SITES 2006 study. Hong Kong, CERC and Springer, 2008.

 

Law N.W.Y., Pelgrum W.J. and Plomp T., In: Law, N., Pelgrum, W. J., & Plomp, T. , Pedagogy and ICT in schools around the world: findings from the SITES 2006 study. CERC and Springer., 2008.

 

Law N.W.Y., Section editor for Section 5 - ICT, Pedagogical Innovations and Teacher Learning, In: J. M. Voogt & G. A. Knezek, International Handbook of Information Technology in Primary and Secondary Education. New York, Springer, 2008.

 

Law N.W.Y., Pelgrum W.J., Monseur C., Brese F., Carstens R., Voogt J., Plomp T. and Anderson R.E., Study design and methodology, In: N. Law, W. J. Pelgrum & T. Plomp, Pedagogy and ICT use in schools around the world: Findings from the SITES 2006 Study. Hong Kong, CERC, University of Hong Kong and Springer, 2008, 16-36.

 

Law N.W.Y., Summary and Reflections, In: N. Law, W. J. Pelgrum & T. Plomp, Pedagogy and ICT in schools around the world: findings from the SITES 2006 study. Hong Kong, CERC and Springer, 2008.

 

Law N.W.Y. and Chow Y., Teacher Characteristics, Contextual Factors, and How these Affect the Pedagogical Use of ICT, In: N. Law, W. J. Pelgrum & T. Plomp, Pedagogy and ICT in schools around the world: findings from the SITES 2006 study. Hong Kong, CERC and Springer, 2008.

 

Law N.W.Y., Teacher Knowledge and Teacher Learning for Pedagogical Innovation with ICT, British Education Research Association Conference. London, BERA, 2007.

 

Law N.W.Y., Teacher Learning Beyond Knowledge for Pedagogical Innovations with ICT, In: J. M. Voogt & G. A. Knezek, International Handbook of Information Technology in Primary and Secondary Education. New York, Springer, 2008.

 

Law N.W.Y., Teacher learning beyond knowledge:an ecological model for fostering pedagogical innovations with ICT, Society for Information Technology and Teacher Education Annual Conference. 2008.

 

Law N.W.Y., Lu J., Leng J., Yuen J.K.L. and Lai M., Understanding knowledge building from multiple perspectives, International Conference of the Learning Sciences, Utrecht, Netherland. 2008.

 

Pelgrum W.J. and Law N.W.Y., Introduction to SITES 2006, In: Law, W. J. Pelgrum & T. Plomp, Pedagogy and ICT use in schools around the world: Findings from the SITES 2006 Study . Hong Kong, CERC, University of Hong Kong and Springer, 2008, 1-11.

 

Plomp T., Pelgrum W.J. and Law N.W.Y., SITES2006–International comparative survey of pedagogical practices and ICT in education, Education and Information Technologies. 2007.

 

Ran W., Wang M. and Law N.W.Y., Develop a Workplace E-learning Environment by Using Key Performance Indicator, 1st International Conference on e-Learning in the Workplace. 2008.

 

Researcher : Law SP



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

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 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.

 

Project Title:

Pseudo-character naming by normal and brain-injured dyslexic individuals

Investigator(s):

Law SP

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Small Project Funding

Start Date:

01/2007

 

Abstract:

The use of nonword stimuli, e.g. brane, tave, in various research paradigms has made significant contribution to the development of word processing models of alphabetic writing systems. Regardless of their functional architectures, e.g. analogy-based account (Glushko, 1979), parallel-distributed processing account (Seidenberg & McClelland, 1989), dual-route model (Coltheart, 1978), all models assume a sub-lexical route involving assembled phonology. This is reasonable as there are sublexical orthgoraphic units, letters or graphemes, that map onto phonological units such as phonemes, rimes, or syllables. In contrast, the Chinese script is by and large a morphosyllabic system. Chinese characters are made up of spatial arrangements of strokes, which combine to form larger units called "radicals". Radicals may further combine to form complex characters. More than 80% of all Chinese characters are phonetic compounds consisting of a semantic radical and a phonetic radical. While most phonetic radicals may also exist as real characters, such as in , there is a non-negligible number of phonetic radicals that do not exist independently, such as the right-hand components of and . The former is referred to as free-standing and the latter as non-free-standing phonetic radical. The most important difference between Chinese and alphabetic scripts in the present discussion is that there are no character components that correspond to phonological units smaller than a syllable. Hence, the question is whether there is sub-lexical processing in Chinese character naming?Despite the wide-spread use of nonwords in investigating the reading processes in alphabetic scripts, there are only a few studies that have examined pseudo-character naming in normal adults, Fang, Horng, & Tzeng (1986) and Lee (2000). Fang et al. were interested in the naming latencies and responses to pseudo-characters composed of a common semantic radical and a free-standing phonetic radicals varying from high, medium, to low consistency. Consistency refers to the extent of a phonetic radical serving as a reliable cue to the pronunciations of phonetic compounds in which it appears. A high consistency value means that phonetic compounds sharing the same phonetic radical as a group map onto a small number of phonological forms, and a low consistency value refers to a set of phonetic compounds having a common phonetic radical being associated with many phonological representations. The results showed that normal adults were almost always able to pronounce pseudo-characters and their responses were dependent on the relative competitiveness of members in the same phonetic radical neighborhood. Similar observations were reported in Lee who employed pseudo-characters containing not only free-standing but also non-free-standing phonetic radicals, although consistency levels of phonetic radicals were not systematically manipulated. These researchers argue that phonological information may be carried by the phonetic radical, a sub-character component; hence, there is sub-lexical reading in Chinese. However, until the role of the phonetic radical is explicitly made in character naming, the conclusion about the existence of sub-lexical processes in reading Chinese seems premature.Current theories of the Chinese mental lexicon put forth a model consisting of three interconnected levels of representations: semantic, orthographic, and phonological (e.g., Perfetti, Liu, & Tan, 2005; Ding, Peng, & Taft, 2004; Zhou & Marslen-Wilson, 1999, 2000). When the system is presented with a character, activation passes up from the stroke level, through radical unit representations, to the character level. Character representations are linked to semantic and phonological units. It is fair to say that these models have focused exclusively on the processing of legitimate characters with free-standing phonetic radicals. In other words, the naming of phonetic compounds with non-free-standing phonetic radicals and pseudo-characters have not been properly addressed.In addition to normal subjects, individuals with acquired language disorders have in recent years contributed important data to addressing language processing models. For instance, several case reports of Mandarin-Chinese and Cantonese dyslexic patients have provided confirmation for direct access from orthography to phonology (Law & Or, 2001; Law, W. Wong, & Chiu, 2005; Weekes, Chen, & Yin, 1997; Weekes & Chen, 1999). These patients show preserved reading aloud vis-à-vis impaired oral naming, and are hypothesized to have disruptions at the semantic level and/or access from semantics to phonology. Neurolinguistic data have not only informed us about the functional architecture of the lexical system, but have also provided converging evidence for effects of psycholinguistic variables reported of normal individuals. The reading accuracies in LJG in Weekes and Chen (1999) and CSH in Law and R. Wong (2005) were affected by both frequency and regularity. More recently, Z. Han, Bi, Shu, and Weekes (2005) described a Mandarin-speaking patient with dementia, WJX, whose reading performance deteriorated as a function of degree of impaired word comprehension. The uniqueness of data from brain-injured individuals is that they allow us the rare opportunity to observe the operation of one pathway with little interaction from the other. This is particularly relevant to our understanding of models of character naming as they focus largely on the processing between orthography and phonology.The aim of this study is to extend current accounts of the Chinese mental lexicon to cover the processing of pseudo-characters composed of a semantic radical and a free-standing or non-free-standing phonetic radical based on naming responses from normal Cantonese speakers and brain-damaged individuals with semantic deficits but a preserved non-semantic reading route.Key referencesDing, G., Peng, D., & Taft, M. (2004). The nature of the mental representation of radicals in Chinese: A priming study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 530-539.Fang, S.-P., Horng, R.-Y., & Tzeng, O. J. L. (1986). Consistency effects in the Chinese characters and pseudo-character naming tasks. In H.S.R. Kao & R. Hoosain (Eds.), Linguistics, psychology, and the Chinese language (pp. 11-21). Hong Kong: Centre of Asian Studies, University of Hong Kong.Law, S.-P., & Or, B. (2001). A case study of acquired dyslexia and dysgraphia in Cantonese: Evidence for non-semantic pathways for reading and writing Chinese. Cognitive Neuropsychology, 18(8), 729-748.Law, S.-P., & Wong, R. (2005). A model-driven treatment of a Cantonese-speaking dyslexic patient with impairment to the semantic and non-semantic pathways. Cognitive Neuropsychology, 22(1), 95-110.Law, S.-P., Wong, W., & Chiu, K. M.-Y. (2005). Preserved reading aloud with semantic deficits: Evidence for a lexical non-semantic route for reading Chinese. Neurocase, 11(3), 167-175.Lee, C. Y. (2000). The mechanism for orthography-to-phonology transformations in naming Chinese characters: An integrated research of cognitive experiments and functional magnetic resonance imaging studies. Unpublished doctoral dissertation: National Chung Cheng University, Taiwan.Perfetti, C. A., Liu, Y., & Tan, L. H. (2005). The lexical constituency model: Some implications of research on Chinese for general theories of reading. Psychological Bulletin, 112, 43-59.Weekes, B., & Chen, H.-Q. (1999). Surface dyslexia in Chinese. Neurocase, 5, 161-172.Weekes, B., Chen, M. J., & Yin, W. G., (1997). Anomia without dyslexia in Chinese. Neurocase, 3, 51-60.Zhou, X., & Marslen-Wilson, W. (2000). Lexical representation of compound words: Cross-linguistic evidence. Psychologia, 42, 47-66.

 

List of Research Outputs

 

Kong P.H. and Law S.P., Cantonese Linguistic Communication Measure (CLCM): A clinical tool for assessing aphasic narrative production, In: S.P. Law, B.S. Weekes & A.M.Y. Wong (Eds.), Language disorders in speakers of Chinese. Clevedon, UK, Multilingual Matters, 2008.

 

Law S.P., Wong W.S. and Wong E., A semantic treatment for Cantonese anomic speakers: Implications for the relationship between impairment and therapy, In: S.P. Law, B.S. Weekes & A.M.Y. Wong (Eds.), Language disorders in speakers of Chinese. Clevedon, UK, Multilingual Matters, 2008.

 

Law S.P., Weekes B.S., Yeung H.Y.O. and Chiu K., Age of acquisition effects on picture naming in Chinese anomia, In: S.P. Law, B.S. Weekes & A.M.Y. Wong (Eds.), Language disorders in speakers of Chinese. Multilingual Matters, Clevedon, UK, 2008.

 

Law S.P., Yeung H.Y.O. and Wong W.S., Age-of-acquisition effects on reading aloud in Chinese, 12th Meeting of the International Clinical Phonetics and Linguistics Association, Istanbul, Turkey. 2008.

 

Law S.P., Yeung O.H.Y. and Chiu K...M...Y., Treatment for anomia in Chinese using an ortho-phonological cueing method, Aphasiology. Hove, UK, Psychology Press, 2008, 22(2): p139-163.

 

Lui H.M., Leung M.T., Law S.P. and Fung S.Y., A database for investigating the logographeme as a basic unit of writing Chinese, 12th Congress of the International Clinical Phonetics and Linguistics Association (ICPLA 2008). 2008.

 

Wong W.S. and Law S.P., The effect of semantic integrity of words with preserved lexico-phonological representation on verbal recall, In: S.P. Law, B.S. Weekes & A.M.Y. Wong (Eds.), Language disorders in speakers of Chinese. Clevedon, UK, Multilingual Matters, 2008.

 

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

 

Law W.W. and Ho W.C., Cultural Diversity and Social Harmony in Hong Kong Music Education, International Conference on Harmony, Diversity and Intercultural Communication. 2007.

 

Law W.W., Globalization, City Development, and Citizenship Education, Keynote speech presented at a plenary session on the International Conference on Comparative Visions and Comparative Missions, hosted in Hong Kong by the Comparative Education Society of Hong Kong. 2008.

 

Law W.W., Legislation and Educational Change: The Struggles for Social Justice and Quality in China's Compulsory Schooling, In: Geoffrey Bennett and David Palfreyman, Education and the Law. Routledge, 2007, 19: 177-199.

 

Law W.W., Schooling in Hong Kong, In: Gerry Postiglione and Jason Tan, Going to School in East Asia. Westport, CT, Greenwood Publishing, 2007, 86-121.

 

Law W.W., Social Change and Citizenship Education in Hong Kong and Shanghai, China, International Conference on Living Together: Education and Intercultural Dialogue, hosted in Sarajevo University, Sarajevo, Bosnia and Herzegovina. 2007.

 

Law W.W., Sociopolitical Change, Global Culture and Music Education in Hong Kong, Asian Studies Conference, Rikkyo University, Tokyo, Japan, 21-22 June. 2008.

 

Lee W.O., Kennedy K., Law W.W. and Cheung C.K., International Civic and Citizenship Education Study: Hong Kong's Participation and the Prospect for an Asian Perspective, International Conference on Comparative Visions and Comparative Missions, hosted by the Comparative Education Society of Hong Kong, in Hong Kong. 2008.

 

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

 

Chung A.L.S., Shum M.S.K., Law Y.K., Lam J.W.I., Poon A.W.M., Chu C.W.L. and Chou P.W.Y., Longitudinal Study on the School-based Assessment Component of the 2007 HKCE Chinese Language Examination (04/2006-08/2007), Hong Kong Examinations and Assessment Authority. 2007.

 

Chung A.L.S., Law Y.K., Lam J.W.I., Poon A.W.M. and Chu C.W.L., In: Chung A.L.S., Law Y.K., Lam J.W.I., Poon A.W.M. and Chu C.W.L, Novel, Culture and Hong Kong- A book-based approach to integrated and deep learning of Chinese language . 小說、文化、香港--「以書為本」深層次語文綜合能力教學計劃, Hong Kong, CALCER, 2007, 222.

 

Lam S.F. and Law Y.K., Open attitudes, attribution beliefs, and knowledge of Hong Kong teacher interns in the era of education reform ., Asia Pacific Journal of Education. 2008, 28(2): 177-187.

 

Law Y.K., Chan C.K.K. and Sachs J., Children’s beliefs about learning and self-regulated strategies in text comprehension, British Journal of Educational Psychology. England, The British Psychological Society, 2008, 78: 51–73.

 

Shum M.S.K., Ki W.W., Tong A.K.K., Law Y.K. and Lam J.W.I., Promoting Chemistry Learning By Active Reading And Writing Tasks. Hong Kong, Education Bureau, Hong Kong SAR Government, 2008, 108.

 

Tsui A.B.M. and Law Y.K., Learning as Boundary-crossing in School-University Partnership, Teaching and Teacher Education. Oxford, UK, Elsevier, 2007, 23(8): 1289-1301.

 

Researcher : Lee IKB



Project Title:

Assessment for learning in ESL writing: Teachers' and students' perspectives

Investigator(s):

Lee IKB

Department:

Education Faculty

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

03/2007

 

Abstract:

Purposes of the proposed investigation This project seeks to contribute to our understanding of Hong Kong secondary teachers’ and students’ views of and attitudes to assessment for learning (AfL) in writing. The specific aims of the study are to investigate: • teachers’ perspectives on teaching, learning and assessment of writing, specifically on AfL in writing; and • students’ attitudes to learning, teaching and assessment of writing. Key issues and problems being addressed Assessment for learning (AfL) is increasingly regarded as “an educationally more desirable alternative to formal testing” and has received growing attention in curriculum policy statements in various parts of the world, including the UK, Australia, Africa and Hong Kong (Gardner, 2006; Leung, 2004). In Hong Kong, AfL has been identified as one of the most important items on the English language education reform agenda (CDC, 2004; CDI, 2004). The oral assessment innovation in school-based assessment (SBA) at Form 4/5 is a recent initiative to promote AfL in English. In ESL writing, however, AfL is a relatively new concept, since much of ESL writing assessment research has focused on summative assessment. Traditionally, attention has focused on the technical aspects of writing assessment, such as issues of reliability and validity, with the result that assessment has tended to serve the interest of testing experts, governmental bodies and school administrators rather than teachers and learners (Camp, 1993; Huot, 2002). Writing assessment has been divorced from teaching and learning, and assessment has been seen as a means for gate-keeping, teaching as a coaching process, and learning as a matter of achieving better grades and standards (Huot, 2002). For teachers, assessment often means testing and grading, referred to as “the dirty thing” teachers have to do (Belanoff, 1991, p.61). For students, assessment tends to be equated with grades, and as a result can easily shatter confidence and diminish motivation. Teacher feedback practices reveal a missing link between assessment, teaching and learning in the ESL writing classroom (Lee, 2006, under review), where assessment serves primarily summative purposes: • the focus is on what students can do in writing; the assessment is retrospective rather than prospective; • the assessment is used for reporting purposes; • the focus is on the outcomes of learning (i.e. written products); and • the assessment is teacher-centred; learners are not actively involved. Such assessment holds little value for teaching and learning (Wiliam, 2001; Hamp-Lyons, in press). In Hong Kong, AfL in writing is a foreign concept to most teachers and students, as assessment is approached from a predominantly summative perspective. In order to explore the potential of AfL in the writing classroom, it is first important to obtain baseline data to illuminate teachers’ and students’ current understanding of and attitudes to the assessment, learning and teaching of writing. Such information will enable us to find out where teachers and students are at in terms of their understanding of and readiness for AfL in writing, what professional development work teachers need to develop effective AfL practices, and how assessment can be used to enhance students’ motivation and to promote their writing. Little research has been done on AfL in ELT in Hong Kong other than the work by Carless on AfL in primary schools (Carless, 2002; 2005; Carless, Hamp-Lyons & Dickens, 2006, in progress), and on classroom-based assessment in secondary schools by Davison (2004) and Davison and Hamp-Lyons (2006, in progress). This limited research has demonstrated that the implementation of AfL is dependent on several factors, including teachers’ personal beliefs and understandings of principles and practices of AfL (Carless, 2005; Yung 2001). Specifically, little attention has been paid to the student perspective, e.g. their attitudes to learning, teaching and assessment. By investigating the teachers’ and students’ perspectives on AfL in writing, the proposed study will shed important light on this under-researched aspect of ESL writing, specifically on how teachers and students view assessment in relation to the teaching and learning of writing.

 

 

Researcher : Lee KPK



List of Research Outputs

 

Law T..., To K.S., Wong A.M.Y., Chan A..., Lee K.P.K. and Cheng Y., Evidence-based practice (EBP) in speech therapy; A Hong Kong Perspective, the Speech Therapy Symposium organized by the Hong Kong Hospital Authority. 2007.

 

Researcher : Lee MW



List of Research Outputs

 

Lee M.W., Chen S., Chrysostomou K. and Liu X., Mining Students’ Behavior In Web-based Learning Programs, Expert Systems with Applications. 2008.

 

Researcher : Lee SL



Project Title:

The role of knowledge estimation in social interaction

Investigator(s):

Lee SL, Law NWY, Chan CKK

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.

 

 

Researcher : Leng J



List of Research Outputs

 

Law N.W.Y., Lu J., Leng J., Yuen J.K.L. and Lai M., Understanding knowledge building from multiple perspectives, International Conference of the Learning Sciences, Utrecht, Netherland. 2008.

 

Leng J., Liao J. and Huang R., Research on the application of content analysis to online learning, In V. Uskov (Ed.), Proceedings of the 10th IASTED International Conference on Computers and Advanced Technology in Education (CATE 2007) . Calgary, CA, ACTA Press, 2007, 436-440.

 

Researcher : Leung AAT



List of Research Outputs

 

Chow K.C.K., Chu S.K.W., Ng S.H., Fong J.C.S., Kwan W.Y. and Leung A.A.T., WiseNews database for Primary 4 inquiry-based learning projects?, Conference on Integrated Learning, The Hong Kong Institute of Education, Hong Kong, 14 - 15 December., 2007.

 

Researcher : Leung AYL



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 Or C.M., From Construction to Proof: Explanation in Dynamic Geometry Environment , In: Woo, J.H., Lew, H.C., Park, K.S. & Seo, D.Y., Proceedings of PME 31: Psychology of Mathematics Education 31st International Conference. Seoul, Korea, The Korean Society of Educational Studies in Mathematics, 2007, 3: 177-184.

 

Researcher : Leung CS



Project Title:

Mandarin development in non-ethnic Chinese children

Investigator(s):

Leung CS

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:

Use of Cantonese in Peer talk by bilingual children in Britain

Investigator(s):

Leung CS

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

07/2006

 

Abstract:

Recent years have seen an upsurge of research on bilingual children's language development in different languages and ethnic groups. However, most of the studies focus on bilinguals in western languages. One issue with such studies is that western languages share a lot of similarities in linguistic and cultural aspects. (e.g. English and French, English and Spanish). Findings from such studies may not provide good data for universal trends in language use and language development in bilingual children.Another issue with previous research is that data elicitation mainly comes from child-adult data, ie. child interacting with adults. Recent research by Blum-Kulka at al (2004) has shown that data from children engaged in peer talk can be quite revealing and is extremely useful for our understanding of the ability of children's language development. To date, relatively little research on Chinese-English bilinguals has been carried out. (For one major study, see Matthews and Yip 2000). To fill the gap of research in this area, it will be interesting to investigate the use of Cantonese by English-Cantonese children who are learning two typologically different languages (i.e. Cantonese and English) in an English-dominant environment.AimThe purpose of this study is to investigate the use of Cantonese by bilingual children who speak both English and Cantonese. We aim to explore the use of different grammatical patterns in Cantonese by these children in play contexts.Key iossues addressed:The main objectives of this project are:(a)examine the use of Cantonese structures in peer talk by bilingual (English-Cantonese) children, and (b)compare the differences of grammatical structures of monolingual and bilingual children in the use of Cantonese.

 

Project Title:

Development of requests in Cantonese pre-school children

Investigator(s):

Leung CS

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

11/2006

 

Abstract:

Purpose: study how Cantonese-speaking children of ages three and four produce requests in Cantonese: (1) The developmental trend of request strategies in Cantonese-speaking children. (2) The variation of request strategies used by the children in different contexts. (3) The linguistic devices adopted in realizing the requests in Cantonese.

 

Project Title:

Parental views on childhood bilingualism in China

Investigator(s):

Leung CS

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Small Project Funding

Start Date:

12/2006

 

Abstract:

Purpose The main purpose of the project is to explore the issue of bilingualism from the parents' point of view. It specifically investigate the teaching of English and Putonghua in pre-schools in two cities in China, namely, Beijing and Kunming. Key issues and problems Similar to other countries, the issue of teaching English as well as Putonghua has become popular in pre-schools in big cities in China. This study aims to examine the views of the parents on the issue of bilingualism and bilingual education from a sociolinguistic perspective. It specifically addresses the following questions: 1) What are the perceived roles and functions of Putonghua, English and the home dialect in society? 2) What are the expectations of the parents in terms of bilingual development in their children? 3) How do parents contribute to the development of bilinguality of the children? What specific activities do they provide at home?

 

List of Research Outputs

 

Leung C.S., Wong L.Y.F. and Law C.W., The effect of age and gender on the use of request strategies in preschool Cantonese-speaking children, The 10th Annual Meeting of the Pragmatics Society of Japan. Hirakaka city, Osaka, 2007.

 

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

 

Leung F.K.S., Reflecting on TIMSS Results: What contribute to high achievement?, The Indonesian Mathematics Teacher Association Conference. Bandung, Indonesia, 2007.

 

Leung F.K.S., The Identity of East Asian Education – Using mathematics education as an example, 东亚地区教育的定位: 以数学教育为例, The 2007 International Forum on Higher Education. 2007年高等教育国际论坛, Shenyang, China, 2007.

 

Leung F.K.S., The Significance of the ICMI Study on Mathematics Education in East Asia and the West, Symposium on the Occasion of the 100th Anniversary of ICMI. Rome, Italy, 2008.

 

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., Data analysis of Chinese characters in primary school corpora
of Hong Kong and mainland China:
preliminary theoretical interpretations , Clinical Linguistics and Phonetics. . 2007, 22: 379-389.

 

Ho C.S.H., Leung K.N.K., Cheung H. and Leung M.T., The Hong Kong Reading and Writing Behaviour Checklist for Adults , In: HKU and CUHK , 2007.

 

Leung M.T. and Lai Y...S...K., Certificate of Merit - To Establish a Treatment Programme to Accelertae the Reading Abilities of Primary 1 & 2 Students, Quality Education Fund. 2008.

 

Leung M.T., Cheng-Lai A. and Kwan S.M.E., The Hong Kong graded character naming test , Hong Kong, Centre of Communication Disorders, Faculty of Education, HKU, 2008.

 

Leung M.T. and Lam M.C., The effect of word structure on the acquisition of Chinese two-character compound words across grades, Asia Pacific Journal of Speech Language and Hearing . 2007, 10: 165-179.

 

Leung M.T. and Lai Y...S...K., To Establish a Treatment Programme to Accelerate the Reading Abilities of Primary 1 & 2 Student, Certificate of Merit - Quality Education Fund (QEF) Outstanding Project Awards. 2008.

 

Lui H.M., Leung M.T., Law S.P. and Fung S.Y., A database for investigating the logographeme as a basic unit of writing Chinese, 12th Congress of the International Clinical Phonetics and Linguistics Association (ICPLA 2008). 2008.

 

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

 

Project Title:

Teaching Chinese literacy in Hong Kong, Shenzhen and Singapore: pedagogical differences between kindergartens and primary schools

Investigator(s):

Li H, Rao N, Tse SK

Department:

Education Faculty

Source(s) of Funding:

Competitive Earmarked Research Grants (CERG)

Start Date:

09/2006

 

Abstract:

The objectives of the proposed investigation are to (i) compare approaches to Chinese literacy instruction in Shenzhen, Hong Kong and Singapore; (ii) identify similarities and differences in literacy pedagogies between kindergartens and primary schools; and (iii) examine the relationship among educational policy/curriculum guidelines regarding literacy instruction, classroom literacy environment, instructional practices, and children's literacy attainment in the different cities.

 

List of Research Outputs

 

Li H., A comparison of the 1996 and 2006 versions of the Guide to Pre-primary Curriculum in Hong Kong, In: Zhang, H., Early Childhood Education (Education Science Edition). China, Zhejiang Normal University, 2008, 403 (5): 15-18.

 

Li H., Chinese Literacy Education in Early Childhood: Curricular and Pedagogical Matters. , the Third International Conference on Preschool Chinese Language Education (ICPCLE), Singapore.. Singapore, 2008.

 

Li H. and Wang X...C..., Early Childhood Eduation Reform in China: Guest Editors' Introduction, In: Hui Li and X. Christine Wang , Chinese Education and Society. N.Y., USA, M.E. Shape, 2008, 41(2): 3-7.

 

Li H., Corrie L...F... and Wong B...K...M..., Early teaching of Chinese literacy skills and later literacy outcomes, In: Roy Evans, Early Child Development and Care. UK, Taylor & Francis, 2008, 178 (5): 441-459.

 

Li H. and Wong N...C...M..., Implementing Performance Indicators of early learning and teaching: A Chinese study, International Journal of Early Years Education. UK, Taylor & Francis, 2008, Volume 16, Issue 2: 115 - 131.

 

Li H., On the direction of early childhood education curriculum reform in China: A cultural perspective, In: Zhang, H., Early Childhood Education (Education Science Edition). China, Zhejiang Normal University, 2008, 391(1): 1-13.

 

Li H. and Wang X...C..., Special Issue: Early Childhood Education Reform in China, In: H. Li and X.C. Wang, Chinese Education and Society. N.Y., USA, M.E. Sharpe, 2008, 41 (2): 1-102.

 

Li H., Story Approach to Integrated Learning: The Curricula and Pedagogies. China, Oxford University Press, 2007, 164 pages.

 

Li H. and Wang X...C..., Transformation of Public Kindergartens in Shenzhen: Internet Study of Public Views, In: Hui Li & X. Christine Wang , Chinese Education & Society . N.Y., USA, M.E. Sharpe, 2008, 41(2): 41 - 70.

 

Li H., Universalism versus Relativism: Cultural Reflections on the ECE Reforms in China. , In: Prof. J.X.Zhu, Preschool Education in China's Perspective. China, East China Normal University, 2007.

 

Tse S.K., Li H. and Leung S.O., The Acquisition of Cantonese Classifiers by Preschool Children in Hong Kong, In: Philip Dale, Paul Fletcher, Journal of Child Language.. UL, Cambridge University Press, 2007, 34: 495-517.

 

Yuen M.T., Li H., Siu A.C.K., Wong M.Y.P. and Chung Y.B., Understanding and guiding adolescent development , A website available at the World Wide Web: http://www.hku.hk/ugad/. Hong Kong, China, University of Hong Kong Faculty of Education, 2008.

 

Yuen M.T., Li H., Siu A.C.K. and Wong M.Y.P., Understanding and guiding adolescent development. Facilitator Guide pp. 82.. Hong Kong, China, The University of Hong Kong Faculty of Education, 2007.

 

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.

 

 

Researcher : Lian JM



List of Research Outputs

 

Forlin C. and Lian J.M., Contemporary trends and issues in education reform for special and inclusive education in the Asia-pacific region, In: C Forlin & J Lian, Education Reform, Inclusion, and Teacher Education: Towards A New Era of Special Education in the Asia-pacific Region. UK, Routledge, 2008, 3-12.

 

Forlin C. and Lian J.M., In: C. Forlin and J M Lian, Education Reform, Inclusion, And Teacher Education: Towards A New Era Of Special Education In The Asia-pacific Region. UK, Routledge, 2008.

 

Gilson C. and Lian J.M., Transition for students with disabilities, In: C Forlin & J Lian, Education Reform, Inclusion, and Teacher Education: Towards A New Era of Special Education in the Asia-pacific Region. UK, Routledge, 2008, 223-231.

 

Lau F.K., Yuen H.K. and Lian J.M., Adapted design of multimedia-facilitated language learning program for children with autism, Psicologia Escolar e Educacional (Educational and School Psychology). Brazil, ABRAPEE, 2007, 11: 13-26.

 

Li M. .C. .A. and Lian J.M., He Same Project: A Hong Kong Experience In Enhancing Accessibility Of The Central Curriculum., In: Special Education Society of Hong Kong, Hong Kong Special Education Forum. Hong Kong, SESHK, 2008, 10: 1-15.

 

Lian J.M., Advancing programmes and services for learners with disabilities in the new era of special education, International Forum on Special Education, Beijing Education EXPO 2007, Beijing, China, 11 - 15 July 2007.

 

Lian J.M. and Deng M., Guest Editors' Introduction, Chinese Education and Society. Beijing, China, 2008.

 

Lian J.M., Berche J., Bova L. and Prosser L., In: J M Lian, Tools For Enhancing Literacy In Students With Cognitive And Multiple Disabilities. Hong Kong, INSTEP, 2007.

 

Sit H.P., McManus A.M., McKenzie T.L. and Lian J.M., Physical activity levels of children in special schools, Preventive Medicine. 2007, 45: 424-431.

 

Wong G. and Lian J.M., Visual Orthographic Skills In Chinese Students With Spelling Difficulties, In: K K Yung, Hong Kong Special Education Forum. Hong Kong, Special Education Society of Hong Kong, 2008, 10: 16-40.

 

Researcher : Liu C



List of Research Outputs

 

Ng F.P., Yeung W.S. and Liu C., Multi Subject Learning Of The New Poem Teaching In Junior School In Hong Kong --- Phenomenography Analysis, 香港中學新詩教學的跨學科──現象圖示學分析, Language Planning. 語文建設, 北京, 語文建設出版社, 2008.

 

Ng F.P., Taplin M., Huang F.Q. and Liu C., The Stages And Strategies Of Teacher's Professional Growth In Developing Of The Value Education Curriculum, 價值教育課程開發過程中教師專業成長的階段和策略, Teacher Education Research. 教師教育長研究, 2008.

 

Researcher : Lo FY



List of Research Outputs

 

Yung B.H.W., Wong A.S.L., Cheng M.W., Lo F.Y. and Hodson D., Preparing Students for Examination: A Divided View Between Teachers’ and Students’ Conceptions of Good Science Teaching., In: Y-J. Lee and A-L Tan , Science Education at the Nexus of Theory and Practice. . Netherlands: Rotterdam, Sense Publishers, 2008, 179-199.

 

Researcher : Lo MM



List of Research Outputs

 

Clarke M.A., Lo M.M. and Hogue T.A., Critical language awareness: Multiple skills, texts, and contexts, 9th International Conference of the Association for Language Awareness, Hong Kong, 26-29 June. 2008.

 

Lo M.M., Multiliteracies for Young Learners of English, IATEFL Young Learners SIG conference, The British Council Hong Kong. 2007.

 

Researcher : Loh EKY



List of Research Outputs

 

Leong C.K., Tse S.K., Loh E.K.Y. and Hau K.T., Text Comprehension in Chinese Children: Relative Contribution of Verbal Working Memory, Pseudoword Reading, Rapid Automatized Naming and Onset-Rime Phonological Segmentation, Journal of Educational Psychology. USA, American Psychological Assoications, 2008, 100: 135-149.

 

Loh E.K.Y., Teaching and Learning of Chinese Reading, S.K.H. Fung Kei Primary School and S.K.H. Fung Kei Millennium Primary School . Hong Kong, 2008.

 

Tse S.K., Marton F.I., Loh E.K.Y. and Chik P.M., A one-year longitudinal study on the use of a non-traditional approach to developing a Secondary 1 curriculum in Chinese language learning in Hong Kong, 12th Biennial Conference of European Association for Research on Learning and Instruction (EARLI) 2007 (Hungary). Budapest, 2007, 19.

 

Tse S.K., Marton F.I., Ki W.W. and Loh E.K.Y., An integrative perceptual approach for teaching Chinese characters, Instructional Science. The Netherlands, Springer, 2007, 35(5): 375-406.

 

Tse S.K., Cheung C.W.Y., Loh E.K.Y. and Lui W.L., Chinese language education for students with special learning needs: school-based curriculum, teaching materials and teaching methods, In: Tse, S. K., Cheung, C. W. Y., Loh, E. K. Y. & Lui, W. L., Hong Kong, Hong Kong University Press, 2008, 210.

 

Tse S.K., Loh E.K.Y., Lam J.W.I. and Cheung W.M., Chinese reading literacy at primary 4 in Hong Kong (invited speech), Ministry of Education of Chinese Taipei. Taipei, 2007.

 

Tse S.K., Loh E.K.Y., Lam J.W.I. and Cheung W.M., Chinese reading literacy at primary 4 in Hong Kong (invited speech), The Boys' and Girls' Clubs Association of Hong Kong. 2008.

 

Tse S.K., Lam J.W.I., Lam R.Y.H. and Loh E.K.Y., Dick Wolf Award, International Association for the Evaluation of Educational Achievement (IEA), The Influence of the Language that Hong Kong Primary School Students Habitually Speak at Home on their Chinese Reading Ability in School. 2007.

 

Tse S.K., Lam J.W.I. and Loh E.K.Y., Learning from the PIRLS 2006 findings to promote the reading capacity of students in Hong Kong (invited speech), Education Bureau, Hong Kong SAR Government. Hong Kong, 2008.

 

Tse S.K., Loh E.K.Y., Cheung C.W.Y. and Lui W.L., Modify school-based reading curriculum for Pupils with Special Education Needs, Faculty of Education, The University of Hong Kong and Salvation Army Shek Wu School . Hong Kong, 2007.

 

Tse S.K., Lam J.W.I., Lam R.Y.H., Loh E.K.Y. and Westwood P., Pedagogical correlates of reading achievement in English and Chinese, L1-Educational Studies in Language and Literature. Amsterdam, Kluwer, 2007, 7(2): 71-91.

 

Tse S.K. and Loh E.K.Y., Series of Chinese Language Learning and Teaching in Primary Schools: Inspiring by the findings of the PIRLS 2006, to the teaching and learning of Chinese reading in Hong Kong (invited lectures), Curriculum Development Institute, Education Bureau, Hong Kong SAR Government. Hong Kong, 2008.

 

Tse S.K., Lam J.W.I., Loh E.K.Y. and Lam R.Y.H., The influence of the language that Hong Kong primary school students habitually speak at home on their Chinese reading ability in school, Journal of Multilingual and Multicultural Development. UK, S. Fernandez & M. Clyne, 2007, 28(5): 400-417.

 

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., Identity Construction of Teacher-Mentors, Proceeding to EARLI 12th Biennial Conference on 'Developing Potentials for Learning', Budapest, Hungary, August 28 - September 1, 2007.

 

Lopez-Real F.J., Kwan T.Y.L. and Pang M.F., The Challenge of Self-Directed Learning in a Teacher Education Programme, Proceeding to EARLI 12th Biennial Conference on 'Developing Potentials for Learning', Budapest, Hungary, August 28 - September 1, 2007.

 

Researcher : Lu J



List of Research Outputs

 

Law N.W.Y., Lu J., Leng J., Yuen J.K.L. and Lai M., Understanding knowledge building from multiple perspectives, International Conference of the Learning Sciences, Utrecht, Netherland. 2008.

 

Lu J., Convergence of data sources in the analysis of complex learning environments, annual conference of the American Educational Research Association, New York, U.S.A. 2008.

 

Lu J., Understanding and Assessing Students’ Clinical Reasoning in the Context of Simulated Emergency Medical Case, Canadian Conference on Medical Education. Montreal. 2008.

 

Researcher : Lui HM



List of Research Outputs

 

Lui H.M., Leung M.T., Law S.P. and Fung S.Y., A database for investigating the logographeme as a basic unit of writing Chinese, 12th Congress of the International Clinical Phonetics and Linguistics Association (ICPLA 2008). 2008.

 

Researcher : Luk JCM



Project Title:

Exploring the role of intertextuality in the discursive construction of literacy practices of Hong Kong ESL students

Investigator(s):

Luk JCM

Department:

Education Faculty

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

03/2007

 

Abstract:

This study intends to explore whether and how ESL students in Hong Kong use intertextuality to talk about texts in collaborative group interactions. As a field of study, intertextuality refers to the juxtaposition of texts. It occurs when text users make references to and establish connections between texts from different sources and of different natures during literary activities such as reading and writing. Such texts can be in different genres (e.g. narratives, argumentative), modes (e.g. written, spoken, visual), codes (in different languages) and formats (e.g. letters, stories, electronic). It is believed that the ability to employ intertextuality constitutes significant meaning-making practices. How students enact the use of intertextuality also sheds light on the characteristics of their everyday sociocultural lifeworlds, which in turn may impact on the literacy practices and language development of the students. The term intertextuality was first used by Julia Kristeva in her study of Mikhail Bakhtin’s work on dialogue and carnival. The basic premise of the theory is that a text is not a closed system and does not exist in isolation. Each text is essentially a conglomerate of references to or quotations from other texts. This understanding of the relational nature of texts stems from Bakhtin’s literary theory of dialogicality which posits that our speech, or all our utterances, is “filled with others’ words”, and these words of others carry with them “their own expression, their own evaluation tone, which we assimilate, rework and reaccentuate” (Bakhtin, 1986, p.89). According to Bakhtin, the performance of an utterance is historically and socially significant, and its meaning is unique to the extent that it belongs to the linguistic interaction of specific individuals or groups within specific social contexts (see Allen, 2000, for the review), during which individuals may have the utterance reworked and reaccentuated with their own individual overtones. In recent years, apart from employing the theory of intertextuality in the fields of literary studies and social semiotic studies, attempts have been made to investigate the role of intertextuality in classroom and educational research (see the collection edited by Shuart-Faris & Bloome, 2004). Most of the studies investigated the connection between reading and writing, and reading and speaking, and how intertextuality is related to the construction of voice in written and multimodal texts. Short (2004) also discussed how intertextuality within collaborative learning environments (versus hierarchical teacher-student interaction) could promote critical thinking among students in literature circles as a research context. Bloome and Egan-Robertson’s (2004) micro-analysis of student classroom talk around a story text showed how teachers and students may use intertextuality (a) to define themselves and each other as readers and as students, (b) to form social groups, (c) to identify and validate previous events as sources of knowledge, and (d) to construct, maintain, and contest the cultural ideology of the simultaneously occurring teacher-class and peer-peer events (ibid, p. 57). In brief, intertextuality provides a useful heuristic tool to investigate the social and discursive construction of literacy practices for educational purposes. In Hong Kong, several studies on teacher-student and student-student classroom interaction from a critical perspective (e.g. Lin, 2005; Lin & Luk, 2005; Luk, 2002) reveal the agency role of the students in drawing on meaning-making resources that are beyond the immediate classroom texts and contexts, and are often class-specific, age-specific, and gender-specific. Even though the term ‘intertextuality’ did not appear in those studies, the data and findings from these studies featured the process of intertextuality, for example, how students would annotate the teacher’s English explanations with popular Cantonese expressions that reflect working class social backgrounds to help them make sense of the English terms and reduce the remoteness of the task of learning English. How teachers could promote students’ effective intertextual connections for literacy development is one of the major issues in this project. In recent years, one of the major thrusts of the latest secondary English language curriculum in Hong Kong emphasizes the development of students’ ability to respond to characters, events, issues and themes in a wide range of literary texts. Such ability will be assessed in the form of group oral discussion tasks conducted in both public and school-based settings. Even though guidelines for conducting the school-based speaking assessment tasks from the authority placed the focus of the assessment on the speaking ability of the students and not “their ability to conduct literary analysis of the texts” (Handbook for the School-based Assessment Component, 2006, p.8), the mentioning of the ability to “discuss issues in depth” presupposes an effective understanding of the texts under discussion on the part of the students. Therefore, in preparing students to tackle these discussion tasks, teachers should assist students to (1) make meanings of the print and non-print texts they have chosen to read and view; and (2) acquire the appropriate linguistic resources to construct effective spoken discourse to express different levels of understanding of the texts, and be able to respond to others’ utterances. How can teachers achieve these goals has become a substantial pedagogical issue. It is hypothesized in the present proposal that intertextuality will feature a significant role when teachers model, or co-construct with students, meaning-making practices of effective text-users and text-analysts, and when students are engaged in extended talk around the texts with peers. To summarize, the present proposal intends to address the following questions: 1. How do Hong Kong ESL students employ intertextuality when conducting talk around literary texts? 2. To what extent, and how, are the students’ intertextual practices socioculturally constrained or enriched? 3. What is the role of the teacher in the students’ use of intertextuality in the talk? 4. How does the use of intertextuality of the teachers and students reflect, construct and transform the power relationships and group dynamics in the classroom?

 

List of Research Outputs

 

Luk J.C.M., Classroom Discourse And The Construction Of Learner And Teacher Identities, In: Martin-Jones, M., de Mejia, A., and Hornberger, N.H., Encyclopedia Of Language In Education. New York, Springer, 2008, 3: 121-134.

 

Luk J.C.M., Classroom Interactions As Cross-cultural Encounters: The Issue Of Being "native" In Intercultural Communication, Language Centre, Hong Kong Baptist University. 2008.

 

Luk J.C.M., Differentiating speech accents and pronunciation errors: Perceptions of TESOL professionals, Mediating Multilingualism: Modalities And Meanings, University of Jyväskylä, Finland, 2 - 5 June 2008.

 

Researcher : Luo W



List of Research Outputs

 

Luo W., A Validation Study of the Revised College Stress Scale, Research Studies in Education. Hong Kong, Faculty of Education, HKU, 2007, 5: 120-127.

 

Luo W. and Watkins D.A., Clarifying the measurement of a self-structural variable: The case of self-complexity, International Journal of Testing. London, UK, Routledge, 2008, 8: p143-165.

 

Researcher : Ma EPM



Project Title:

Predicting outcomes of conservative voice therapy for patients with hyperfunctional voice disorders.

Investigator(s):

Ma EPM

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

01/2007

 

Abstract:

Objective of the research proposal:The primary objective of the proposed project is to develop an assessment tool to predict conservative voice therapy outcomes for patients with hyperfunctional voice problems.Background and Key Issues:Voice disorders affect at least 6% of the population. The prevalence figures can be as high as 13% to 47.5% in some occupational groups such as the teaching profession (see review by Russell, Oates, & Greenwood, 1998). The majority of voice disorders are hyperfunction in nature which are caused by vocal misuse. Voice problems can adversely affect an individual's quality of life in occupation, daily communication, social communication and emotion domains (Ma & Yiu, 2001). Conservative (non-surgical) voice therapy is always regarded as the first-line of treatment option in the management of hyperfunctional voice problems. It involves modification of the patient's voice use behaviours using effective voicing techniques, with an aim of improving voice productions. Such therapeutic process involves heavily the co-operation of the patient. Although previous studies have well demonstrated the effectiveness of conservative voice therapy in treating hyperfunctional voice problems, there remains as high as 20% of the population showing no improvement from voice therepy (see review by Pannbacker, 1998). Results from an early study by Verdolini-Marston and her colleagues (1995) reveal that patient compliance is a more critical factor than the types of voice therapy technique in determining success of therapy. Compliance refers to the extent to which a person's behavior follows health-care advice (Haynes, 2001). In voice therapy, an example of compliance is whether the patient uses the taught effective voicing techniques outside clinic (Verdolini-Marston, et al., 1995). Clinical observation also suggests that patients who are more compliant with the voice therapy are always associated with better therapy outcomes. Unfortunately, in voice therapeutic context, compliance cannot be pre-determined. It is difficult to tell whether a patient is compliant or not at the entry of the voice therapy. Some authors suggest that patient compliance with voice therapy are related to factors such as perceived voice self-efficacy (Verdolini-Marston et al., 1995), perceived voice-related disabilities and severity of voice impairments (Carding, 2000). However, there has not been any study that empircally investigates the relationship between these factors and voice therapy outcomes. Therefore, this proposed study aims to address this issue by determining the salient factors for predicting voice therapy outcomes among patients with hyperfunctional voice problems. Such salient factors can then be used to identify patients who are more likely to be compliant and make progresses in therapy. In this study, we propose to adopt the Social Cognitive Theory (Bandura, 1997) to ascertain perceived self-efficacy as an indicator for compliance. Under this theory, self-efficacy is divided into constructs of efficacy belief and outcome expectations. Efficacy belief is the sense of confidence an individual believes in him/herself to perform a particular task or behavior. Outcome expectations are the beliefs that a particular task or behavior will achieve certain outcomes. Health-care rehabilitation literature has suggested that patients with higher efficacy belief and outcome expectations are more compliant with therapy.Aim and Hypothesis:This study aims to determine the predicting variables for voice therapy outcomes, using multiple regression analysis. It is hypothesized that the following factors are related to patient compliance and hence the likelihood of benefit from voice therapy: 1) age, 2) perceived level of voice self-efficacy, 3) perceived level of voice-related disabilities and 4) severity of voice impairment.

 

List of Research Outputs

 

Lai S.Y., Ma E.P.M. and Yiu E.M.L., Comparison of surface electrical stimulation and alternative medicine on pitch phonation: Case studies, The Voice Foundation's 37th Annual Symposium, Philadelphia, May 28 - Jun 1, 2008.

 

Lai S.Y., Ma E.P.M. and Yiu E.M.L., Effect of Surface Electrical Stimulation on Voice: Case Studies., 37th Voice Symposium of Voice Foundation.. 2008.

 

Ma E.P.M., Threats T.T. and Worrall L.E., An introduction to the International Classification of Functioning, Disability and Health (ICF) for speech-language pathology: Its past, present and future, International Journal of Speech-Language Pathology. United Kingdom, Informa Healthcare, 2008, 10(1-2): 2-8.

 

Ma E.P.M., Yiu E.M.L. and Verdolini Abbott K., Application of the ICF in voice disorders, Seminars in Speech and Language. New York, Thieme Medical Publishers, Inc., 2007, 28(4): 343-350.

 

Ma E.P.M., Chewing technique Speak with "an open mouth", In: Alison Behrman and John Haskell, Exercises For Voice Therapy. California, Plural Publishing Inc., 2008, 85-86.

 

Ma E.P.M., HKU Faculty of Education Outstanding Researcher Award for Early Career Research Achievements, The University of Hong Kong. 2007.

 

Ma E.P.M., Worrall L. and Threats T.T., Introduction: The International Classification of Functioning, Disability and Health (ICF) in clinical practice, Seminars in Speech and Language. New York, Thieme Medical Publishers, Inc., 2007, 28(4): 241-243.

 

Ma E.P.M., Robertson J., Radford C., Vagne S., El-fifi R. and Yiu E.M.L., Reliability of speaking and maximum voice range measures in screening for dysphonia, Journal of Voice. 2007, 21(4): 397-406.

 

Ma E.P.M., Worrall L. and Threats T.T., The International Classification of Functioning, Disability and Health (ICF) in clinical practice [Special Issue], Seminars in Speech and Language. New York, Thieme Medical Publishers, Inc., 2007, 28(4).

 

Ma E.P.M., Vocal attack time: Insights and challenges in tone language, Shanghai International Voice Conference, Shanghai, China, Nov 8 - 11, 2007.

 

Worrall L.E., Ma E.P.M. and Threats T.T., Contribution of the ICF to speech-language pathology [Special issue], International Journal of Speech-Language Pathology. United Kingdom, Informa Healthcare, 2008, 10(1-2).

 

Yiu E.M.L., Ho E.M., Chan K.M.K., McPherson D.B. and Ma E.P.M., Tele-Assessment Project-Voice Risk Calculator: Reducing the Risk of Developing Voice Problems in Teachers, Universitas 21 Annual Health Sciences Meeting. 2007.

 

Researcher : Ma SF



Project Title:

Computer-supported collaborative knowledge building in changing the conceptions of teaching and learning among Chinese learners

Investigator(s):

Ma SF, Law NWY, Chan CKK

Department:

Education Faculty

Source(s) of Funding:

Small Project Funding

Start Date:

11/2006

 

Abstract:

Background of the Proposed Study:A review of the literature in computer-supported collaborative learning (CSCL) has shown its great potential in promoting quality teaching and learning (Stahl, 2005). Exciting research-based evidence has pointed to teacher change in adopting more affective, student-centred approaches towards teaching (Katyal & Evers, 2004; Shell et al., 1996; Yoon, 1998). It has also contributed to increased autonomy and motivation in learning as well as enabling collaborative cognitive and metacognitive growth in students (Chow, 2005; Hakkarainen et al,. 2003; Schrire; 2006).Theoretically, CSCL has been located in the constructivist ideology, with special emphasis on the Vygotskian tradition of mediation of learning through the use of scaffolding in a socio-cultural environment supported by the advancement of ICT in education (Scardamalia, 2002; Sherin et al., 2004; Wever et al. 2006).Since 2001, the Learning Community Project (LCP) located at the HKU Centre for Information Technology in Education (CITE) has pioneered online collaborative knowledge building pedagopgy in Hong Kong primary and secondary schools. Over 40 schools have installed the Knowledge Forum software needed for approximately 5,000 students' online knowledg building work. About 600 teachers have attended various professional development events. Numerous retrospective anecdotal accounts from participated teachers and students echo the research findings discussed above (http://lcp.cite.hku.hk/resources/KBSN/intro/default.html). Despite all these encouraging results and strong theoretical underpinning, there remains a lack of empirical research which taps into the actual mechanism of change, i.e. how, if any, the online collaborative knowledge building approach brings about change in teachers' beliefs and behaviours. Similarly, how online collaborative learning harnesses the actual mechanism of learning in students (e.g. learning strategies used) is largely unexplored. More importantly, the effect these changes have in formal academic performance is seldom measured or explained.It is against this backdrop of development of online collaborative knowledge building and its intricate relationship to pedagogical change and potential impact on learning that the proposed study sets out to explore.Objectives of the Research ProposalThe main aim of the proposed study is to track the longitudinal trajectory of teachers' pedagogical change, in terms of beliefs and behaviours, alongside the longitudinal trajectory of student learning, in terms of learning strategies and academic performance, through the implementation of online collaborative knowledge building paradigm. The objectives of the study entail:1. to track the change in teachers' conception of teaching and their teaching behaviour over time through the process of online collaborative knowledge building;2. to track the change in students' perception of their teacher's teaching approach over time through the process of online collaborative knowledge building;3. to track the change in students' learning strategies and motivation over time through the process of online collaborative knowledge building;4. to investigate the effect of online collaborative knowledge building on students' academic performance

 

List of Research Outputs

 

Chan C.K.K., Ma S.F. and Law N.W.Y., Knowledge Building Teacher Network (KBTN): Mission Possible?, Institute for Knowledge Innovation and Technology (IKIT), Summer Institute 2007, University of Toronto. 2007.

 

Chan C.K.K., Ma S.F. and Law N.W.Y., Teachers’ Understanding of Knowledge Building in an Emerging Community , Institute for Knowledge Innovation and Technology (IKIT), Summer Institute 2007, University of Toronto. 2007.

 

Researcher : Ma WKW



List of Research Outputs

 

Ma W.K.W. and Yuen H.K., Academic Refereed Conference Paper, Learning News Writing Using Emergent Collaborative Writing Technology Wiki. Jurong, Singapore, Prentice-Hall, Pearson, 2007, 296-307.

 

Ma W.K.W. and Yuen H.K., Academic refereed conference paper, Learning Experience of Student Journalists: Utilizing Collaborative Writing Medium Wikis. Amsterdam, Netherlands, IOS Press, 2007, 162: 637-640.

 

Researcher : Manzon MIE



List of Research Outputs

 

Bray T...M., Manzon M.I.E. and Masemann V., Introduction, Common Interests, Uncommon Goals: The Histories of the World Council of Comparative Education Societies and its Members. HK, China; Dordrecht, Neth, CERC and Springer, 2007, 21: 1-12.

 

Manzon M.I.E. and Bray T...M., Comparing the Comparers: Patterns, Themes and Interpretations, Common Interests, Uncommon Goals: The Histories of the World Council of Comparative Education Societies and its Members. HK, China; Dordrecht, Neth, CERC and Springer, 2007, 21: 336-363.

 

Manzon M.I.E. and Bray T...M., Completing the Picture, Common Interests, Uncommon Goals: The Histories of the World Council of Comparative Education Societies and its Members. HK, China; Dordrecht, Neth., CERC and Springer, 2007, 21: 316-335.

 

Manzon M.I.E., Re-visiting 'Place': Methodological Issues in Comparing Geographic Units, 13th World Congress of Comparative Education Societies, Sarajevo, 3 - 7 September, 2007.

 

Manzon M.I.E., Re-visiting ‘Place’: Methodological Issues in Comparing Geographic Units, 13th World Congress of Comparative Education Societies, Sep 3-7, 2007, Sarajevo. 2007.

 

Manzon M.I.E., Teaching Comparative Education in Greater China: Contexts, Characteristics and Challenges, Comparative Education as a Discipline at Universities Worldwide. Sofia, Bulgaria, Bulgarian Comparative Education Society, 2007, 111-128.

 

Manzon M.I.E., Teaching Comparative Education in Greater China: Contexts, Characteristics and Challenges, Comparative Education at Universities World Wide (2nd ed.). Sofia, Bulgaria, Bureau for Educational Services, 2008, 211-228.

 

Manzon M.I.E., The Spanish Comparative Education Society (SEEC), Common Interests, Uncommon Goals: The Histories of the World Council of Comparative Education Societies and its Members. HK, China; Dordrecht, Neth, CERC and Springer, 2007, 21: 214-224.

 

Masemann V., Bray T...M. and Manzon M.I.E., Editor, Common Interests, Uncommon Goals: The Histories of the World Council of Comparative Education Societies and its Members. Hong Kong and Dordrecht, CERC and Springer, 2007, 21: 412pp.

 

Torralba A., Dumol P. and Manzon M.I.E., From Elitism to Equity: Redressing the Balance of Schooling in the Philippines, Schooling Around the World: East Asia. Connecticut, USA, Greenwood, 2007, 22 pages.

 

Wolhuter C...C., Popov N., Manzon M.I.E. and Leutwyler B., Co-editor, Comparative Education at Universities World Wide (2nd ed.). Sofia, Bulgaria, Bureau for Educational Services, 2008, 360 pages.

 

Wolhuter C...C., Popov N., Manzon M.I.E. and Leutwyler B., Mosaic of Comparative Education at Universities: Conceptual Nuances, Global Trends and Critical Reflections, Comparative Education at Universities World Wide (2nd ed.). Sofia, Bulgaria, Bureau for Educational Services, 2008, 319-342.

 

Researcher : Mason MB



List of Research Outputs

 

Mason M.B., Book Series Editor, CERC Monograph Series in Comparative and International Education and Development. Hong Kong, CERC, 2008.

 

Mason M.B., Book Series Editor, CERC/Springer Studies in Comparative Education Series. Dordrecht, Netherlands, Springer, 2008.

 

Mason M.B. and Katyal K.R., Comparative Education and International Educational Development, Comparative Education Bulletin. 2007, 10: p.1-4.

 

Mason M.B., Comparer les Cultures, Invited Paper, 31st International and Interdisciplinary Conference of the Comparative Education French Society (Association Francophone d'Education Comparée, AFEC), Alexandria, 28 - 31October 2007. 2007.

 

Mason M.B., Complexity Theory and the Philosophy of Education, Educational Philosophy and Theory. UK, Blackwell, 2008, 40(1): p.4-18.

 

Mason M.B., Complexity Theory and the Philosophy of Education, Special Issue of Educational Philosophy and Theory. UK, Blackwell, 2008, 40(1): p.1-245.

 

Mason M.B., Critical Thinking and Learning. Oxford, Blackwell, 2008, Reprinted: 134pp.

 

Mason M.B., Critical Thinking and Learning, In: M. Mason (Ed.), Critical Thinking and Learning. Oxford, Bakcwell, 2008, Reprinted: p.1-11.

 

Mason M.B., Critical Thinking and Learning, Educational Philosophy and Theory. UK, Blackwell, 2007, 39(4): p.339-349.

 

Mason M.B., Critical Thinking and Learning, Special Issue of Educational Philosophy and Theory. UK, Blackwell, 2007, 39(4): p.335-474.

 

Mason M.B., Journal Editor, Comparative Education Bulletin. Hong Kong, Comparative Education Society of Hong Kong, 2008.

 

Mason M.B., Making Educational Development and Change Sustainable: Insights from Complexity Theory, Education for Sustainable Development? Or The Sustainability of Education Investment? A Special Issue of NORRAG News. K. King (Ed.), 2008, 40: p.18-20.

 

Mason M.B., Making Educational Development and Change Sustainable: Insights from Complexity Theory, Going for Growth? School, Community, Economy, Nation - The 9th UK Forum for International Education and Training (UKFIET) Conference, University of Oxford Examination Schools, Oxford, England, 11 - 13 September 2007.

 

Mason M.B., Member of Editorial Board, Educational Philosophy and Theory. Blackwell, 2008.

 

Mason M.B., Member of Editorial Board, Ethics and Education. Routledge, 2008.

 

Mason M.B., Methodological and substantive considerations in defining the identity and boundaries of the field of comparative education, Invited Keynote Address, Annual Conference of the Southern African Comparative and History of Education Society, Maseru, Lesotho. 2007.

 

Mason M.B., Regional Editor: Asia and the Pacific, International Journal of Educational Development. Oxford, UK, Elsevier, 2008.

 

Mason M.B., There's No Such Thing as a (Substantively Distinct) Field of Comparative Education, XIII World Congress of Comparative Education Societies (WCCES), University of Sarajevo, Sarajevo, 3 - 7 September 2007.

 

Mason M.B., Three ill-considered assumptions in "Best Practice in Education and Training", In: K. King (Ed.), Best Practice in Education and Training: Hype or Hope?, A Special Issue of NORRAG News. 2007, 39: p.23-37.

 

Mason M.B., What is Complexity Theory and What Are Its Implications for Educational Change?, Educational Philosophy and Theory. UK, Backwell, 2008, 40(1): p.35-49.

 

Mason M.B., What is comparative education, and what values might best inform its research?, Presidential Address, Annual Conference of the Comparative Education Society of Hong Kong (CESHK), Hong Kong Institute of Education, 23 February 2008. 2008.

 

Researcher : McPherson B


Project Title:

Neonatal hearing screening: improving OAE performance

Investigator(s):

McPherson DB

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:

Neonatal hearing screening: a tone-burst otoacoustic emission protocol

Investigator(s):

McPherson DB

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.

 

 

Researcher : McPherson DB



Project Title:

Neonatal hearing screening: improving OAE performance

Investigator(s):

McPherson DB

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:

Neonatal hearing screening: a tone-burst otoacoustic emission protocol

Investigator(s):

McPherson DB

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.

 

List of Research Outputs

 

Fuente C.A.N. and McPherson D.B., Association between solvent exposure and auditory damage, Bulletin of the American Auditory Society. Scottsdale, AZ, American Auditory Society, 2008, 33(1).

 

Fuente C.A.N. and McPherson D.B., Central auditory damage induced by solvent exposure, International Journal of Occupational Safety and Ergonomics. Warsaw, Poland, CIOP, 2007, 13: 391-397.

 

Fuente Contreras A.N. and McPherson D.B., Central auditory processing effects induced by solvent exposure, International Journal of Occupational Medicine and Environmental Health. Warsaw, Poland, Versita, 2007, 20: 271-279.

 

Fuente Contreras A.N. and McPherson D.B., Ośrodkowe procesy przetwarzania słuchowego: wprowadzenie i opis testów możliwych do zastosowania u pacjentów polskojęzycznych. [Central auditory processing: A brief introduction to the processes involved and the non-verbal behavioural tests that can be used with Polish-speaking patients], Otorynolayrngologia. Lodz, Poland, Mediton, 2007, 6(2): 66-76.

 

Han N., Wong L.L.N. and McPherson D.B., Test-retest reliability of a self-report questionniare to evalute the hearing aid outcome of Chinese Mandarin speakers, The 5th Asia Pacific Conference on Speech, Langauge and Hearing. Brisbane, Australia, 2007.

 

McPherson D.B., Wong M., Pang S. and Law M., Affordable hearing assessment equipment for developing countries: Field studies of a computer-based audiometer, Abstracts of the XXIXth International Congress of Audiology, Hong Kong, China, 8-12 June 2008. Hong Kong, Hong Kong Society of Audiology, 33.

 

McPherson D.B., Cheuk T.L.S. and Yeung L.Y.Y., Auditory processing disorders in children and adults with cleft lip/palate, Program & Abstracts, 5th Asia Pacific Conference on Speech, Language and Hearing, Brisbane, 9-13 July 2007. Brisbane, 73.

 

McPherson D.B., Book review. Handbook of (Central) Auditory Processing Disorder: Volumes 1 & 2, Community Ear and Hearing Health. Glasgow, ICTHES World Care, 2008, 4: 30.

 

McPherson D.B., Editor-at-Large, International Journal of Audiology. London, Informa Healthcare, 2007.

 

McPherson D.B., Editorial Consultant, Asia Pacific Journal of Speech, Language and Hearing. San Diego, USA, Plural Press, 2008.

 

McPherson D.B. and Zhang W., Feasibility of a combined OAE approach in neonatal screening, 2008 ProgramNOW! AudiologyNOW 2008 National Convention, Charlotte NC, 2-5 April, 2008. Reston, VA, American Academy of Audiology, 131-132.

 

McPherson D.B., Lai S.P.S., Leung K.K.K. and Ng I.H.Y., Hearing loss in Chinese school children with Down syndrome, International Journal of Pediatric Otorhinolaryngology. Shannon, Ireland, Elsevier, 2007, 71: 1905-1915.

 

Tsang P.W.Y., McPherson D.B., Wong E.C.M. and Ng I.H.Y., Infant hearing screening: Effects of timeline, Clinical Otolaryngology & Allied Sciences. London, Blackwell Synergy, 2008, 33: 108-112.

 

Wong L.L.N., Hickson L. and McPherson D.B., Consumer satisfaction with hearing aids, Program & Abstracts, 5th Asia Pacific Conference on Speech, Language and Hearing, Brisbane, 9-13 July 2007. 88.

 

Wong L.L.N., Hickson L. and McPherson D.B., Consumer satisfaction with hearing aids, The 5th Asia Pacific Conference on Speech, Language and Hearing . Brisbane, Australia, 2007.

 

Yang F. and McPherson D.B., Assessment and management of hearing loss in children with cleft lip and/or palate: a review, Asian Journal of Oral and Maxillofacial Surgery. Hong Kong, Scientific Communications International, 2007, 19: 77-88.

 

Yang F. and McPherson D.B., Structural abnormalities of the auditory cortex in infants with nonsyndromic cleft lip and/or palate: Preliminary findings, Abstracts of the XXIXth International Congress of Audiology, Hong Kong, China, 8-12 June 2008. Hong Kong, Hong Kong Society of Audiology, 94.

 

Yiu E.M.L., Ho E.M., Chan K.M.K., McPherson D.B. and Ma E.P.M., Tele-Assessment Project-Voice Risk Calculator: Reducing the Risk of Developing Voice Problems in Teachers, Universitas 21 Annual Health Sciences Meeting. 2007.

 

Zhang J. and McPherson D.B., Hearing aid low frequency cut: Effects on Mandarin tone and vowel perception in normal-hearing listeners, Folia Phoniatrica et Logopaedica. Zurich, Karger, 2008, 60: 179-187.

 

Zhang W., McPherson D.B., Shi B.-.X., Tang J.L.F. and Wong B.Y.K., A combined click evoked and tone burst otoacoustic emission approach, International Journal of Pediatric Otorhinolaryngology. Shannon, Ireland, Elsevier, 2008, 72: 351-360.

 

Zhang W. and McPherson D.B., A review of otoacoustic emission screening technology, Audiological Medicine. London, Informa Healthcare, 2008, 6: 100-114.

 

Zhang W. and McPherson D.B., Best Poster Award: Audiology Australia XVIII National Conference 2008, Audiological Society of Australia. 2008.

 

Zhang W., McPherson D.B. and Zhang Z.G., Neonatal click-evoked otoacoustic emissions: A wavelet transform technique to reduce low-frequency noise effects, Abstracts of the XXIXth International Congress of Audiology, Hong Kong, China, 8-12 June 2008. Hong Kong, Hong Kong Society of Audiology, 97.

 

Zhang W., McPherson D.B. and Zhang Z.G., Tone burst-evoked otoacoustic emissions in neonates: normative data. , ): 3. 2008., BMC Ear, Nose and Throat Disorders. London, BioMed Central, 2008, 8(1): 3.

 

Zhang W. and McPherson D.B., Wavelet analysis of click-evoked otoacoustic emissions in neonates, 2008 Conference Program, Audiology Australia XVIII National Conference 2008, Canberra, 20-23 May, 2008. Canberra, Audiological Society of Australia, 35.

 

Researcher : Mcpherson DB



Project Title:

Neonatal hearing screening: improving OAE performance

Investigator(s):

McPherson DB

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:

Neonatal hearing screening: a tone-burst otoacoustic emission protocol

Investigator(s):

McPherson DB

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.

 

List of Research Outputs

 

Fuente C.A.N. and McPherson D.B., Association between solvent exposure and auditory damage, Bulletin of the American Auditory Society. Scottsdale, AZ, American Auditory Society, 2008, 33(1).

 

Fuente C.A.N. and McPherson D.B., Central auditory damage induced by solvent exposure, International Journal of Occupational Safety and Ergonomics. Warsaw, Poland, CIOP, 2007, 13: 391-397.

 

Fuente Contreras A.N. and McPherson D.B., Central auditory processing effects induced by solvent exposure, International Journal of Occupational Medicine and Environmental Health. Warsaw, Poland, Versita, 2007, 20: 271-279.

 

Fuente Contreras A.N. and McPherson D.B., Ośrodkowe procesy przetwarzania słuchowego: wprowadzenie i opis testów możliwych do zastosowania u pacjentów polskojęzycznych. [Central auditory processing: A brief introduction to the processes involved and the non-verbal behavioural tests that can be used with Polish-speaking patients], Otorynolayrngologia. Lodz, Poland, Mediton, 2007, 6(2): 66-76.

 

Han N., Wong L.L.N. and McPherson D.B., Test-retest reliability of a self-report questionniare to evalute the hearing aid outcome of Chinese Mandarin speakers, The 5th Asia Pacific Conference on Speech, Langauge and Hearing. Brisbane, Australia, 2007.

 

McPherson D.B., Wong M., Pang S. and Law M., Affordable hearing assessment equipment for developing countries: Field studies of a computer-based audiometer, Abstracts of the XXIXth International Congress of Audiology, Hong Kong, China, 8-12 June 2008. Hong Kong, Hong Kong Society of Audiology, 33.

 

McPherson D.B., Cheuk T.L.S. and Yeung L.Y.Y., Auditory processing disorders in children and adults with cleft lip/palate, Program & Abstracts, 5th Asia Pacific Conference on Speech, Language and Hearing, Brisbane, 9-13 July 2007. Brisbane, 73.

 

McPherson D.B., Book review. Handbook of (Central) Auditory Processing Disorder: Volumes 1 & 2, Community Ear and Hearing Health. Glasgow, ICTHES World Care, 2008, 4: 30.

 

McPherson D.B., Editor-at-Large, International Journal of Audiology. London, Informa Healthcare, 2007.

 

McPherson D.B., Editorial Consultant, Asia Pacific Journal of Speech, Language and Hearing. San Diego, USA, Plural Press, 2008.

 

McPherson D.B. and Zhang W., Feasibility of a combined OAE approach in neonatal screening, 2008 ProgramNOW! AudiologyNOW 2008 National Convention, Charlotte NC, 2-5 April, 2008. Reston, VA, American Academy of Audiology, 131-132.

 

McPherson D.B., Lai S.P.S., Leung K.K.K. and Ng I.H.Y., Hearing loss in Chinese school children with Down syndrome, International Journal of Pediatric Otorhinolaryngology. Shannon, Ireland, Elsevier, 2007, 71: 1905-1915.

 

Tsang P.W.Y., McPherson D.B., Wong E.C.M. and Ng I.H.Y., Infant hearing screening: Effects of timeline, Clinical Otolaryngology & Allied Sciences. London, Blackwell Synergy, 2008, 33: 108-112.

 

Wong L.L.N., Hickson L. and McPherson D.B., Consumer satisfaction with hearing aids, Program & Abstracts, 5th Asia Pacific Conference on Speech, Language and Hearing, Brisbane, 9-13 July 2007. 88.

 

Wong L.L.N., Hickson L. and McPherson D.B., Consumer satisfaction with hearing aids, The 5th Asia Pacific Conference on Speech, Language and Hearing . Brisbane, Australia, 2007.

 

Yang F. and McPherson D.B., Assessment and management of hearing loss in children with cleft lip and/or palate: a review, Asian Journal of Oral and Maxillofacial Surgery. Hong Kong, Scientific Communications International, 2007, 19: 77-88.

 

Yang F. and McPherson D.B., Structural abnormalities of the auditory cortex in infants with nonsyndromic cleft lip and/or palate: Preliminary findings, Abstracts of the XXIXth International Congress of Audiology, Hong Kong, China, 8-12 June 2008. Hong Kong, Hong Kong Society of Audiology, 94.

 

Yiu E.M.L., Ho E.M., Chan K.M.K., McPherson D.B. and Ma E.P.M., Tele-Assessment Project-Voice Risk Calculator: Reducing the Risk of Developing Voice Problems in Teachers, Universitas 21 Annual Health Sciences Meeting. 2007.

 

Zhang J. and McPherson D.B., Hearing aid low frequency cut: Effects on Mandarin tone and vowel perception in normal-hearing listeners, Folia Phoniatrica et Logopaedica. Zurich, Karger, 2008, 60: 179-187.

 

Zhang W., McPherson D.B., Shi B.-.X., Tang J.L.F. and Wong B.Y.K., A combined click evoked and tone burst otoacoustic emission approach, International Journal of Pediatric Otorhinolaryngology. Shannon, Ireland, Elsevier, 2008, 72: 351-360.

 

Zhang W. and McPherson D.B., A review of otoacoustic emission screening technology, Audiological Medicine. London, Informa Healthcare, 2008, 6: 100-114.

 

Zhang W. and McPherson D.B., Best Poster Award: Audiology Australia XVIII National Conference 2008, Audiological Society of Australia. 2008.

 

Zhang W., McPherson D.B. and Zhang Z.G., Neonatal click-evoked otoacoustic emissions: A wavelet transform technique to reduce low-frequency noise effects, Abstracts of the XXIXth International Congress of Audiology, Hong Kong, China, 8-12 June 2008. Hong Kong, Hong Kong Society of Audiology, 97.

 

Zhang W., McPherson D.B. and Zhang Z.G., Tone burst-evoked otoacoustic emissions in neonates: normative data. , ): 3. 2008., BMC Ear, Nose and Throat Disorders. London, BioMed Central, 2008, 8(1): 3.

 

Zhang W. and McPherson D.B., Wavelet analysis of click-evoked otoacoustic emissions in neonates, 2008 Conference Program, Audiology Australia XVIII National Conference 2008, Canberra, 20-23 May, 2008. Canberra, Audiological Society of Australia, 35.

 

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

 

Clarke D., Mesiti C., O'Keefe C., Xu L...H., Jablonka E., Mok I.A.C. and Shimizu Y., Addressing the challenge of legitimate international comparisons of classroom practice, International Journal of Educational Research. NY, Elsevier, 2007, 46(5): 280-293.

 

Mok I.A.C., In search of an exemplary mathematics lesson in Hong Kong: An algebra lesson on factorization of polynomials, International Centre for Classroom Research (ICCR) Research Seminar, Melbourne Graduate School of Education in the Faculty of Education at the University of Melbourne, Australia. 2008.

 

Mok I.A.C., Secondary Students' Understanding of the Distributive Property, Invited Workshop/Seminar for Association of Mathematics Educators, Supported by the Department of Mathematics and Science, Singapore Polytechnic, Singapore. 2008.

 

Mok I.A.C., Shedding Light on the East Asian Learner Paradox: Examples from a Shanghai Classroom, Invited Seminar at National Institute of Education, Singapore. 2008.

 

Mok I.A.C., Teacher and Student Perspectives on Mathematics Lessons: A Shanghai Case Study, European Association for Research on Learning and Instruction (EARLI) 12th Biennial Conference, Budapest, Hungary, 28 August - 1 September 2007. 8pp.

 

Park Y.H. and Mok I.A.C., A Dynamic Model for a School-Based Lesson Study, The World Association of Lesson Studies International Conference 2007, The Hong Kong Institute of Education, HKSAR, 27 November - 1 December 2007. 1pp.

 

Researcher : Mtahabwa L



List of Research Outputs

 

Mtahabwa L., Pre-Primary Educational Policy and Practice in Tanzania: Observations from Urban and Rural Pre-Primary Schools, Research Studies in Education. Hong Kong, Faculty of Education, HKU, 2007, 5: 128-146.

 

Mtahabwa L., Universalism Versus Localism: Where Does Best Practice?Belong?, In: K. King (Ed.), Best Practice in Education and Training: Hype or Hope?, Specail Issue of NORRAG News. 2007, 39: p.20-22.

 

Researcher : Ng FP



List of Research Outputs

 

Ng F.P., 9th International Conference of Practical Writing of Chinese , 第九屆現代應用文國際研討會籌委會, In: Xin Qiang University, Reading skill training of the practical writng of Chinese - experience in the University of Hong Kong. . 香港大學應用文閱讀能力訓練的課程設置, Xin Qiang, Wulumuqi, Xin Qiang University, 2007, 10.

 

Ng F.P., Chung A.L.S. and Lam J.W.I., Curriculum Development and Strategies: Integrate Cantonese Opera in Chinese Language Education in Hong Kong, 15th International Conference on Learning. 2008.

 

Ng F.P., Chung A.L.S. and Lam J.W.I., Curriculum and Teaching Ideas, 課程和教學理念, Princess Chang Ping Classroom. 帝女花教室, Hong Kong, CACLER, 2008, 48-52.

 

Ng F.P. and Lam J.W.I., Designing Training Course on Reading of Practical Writing for HKU students, 香港大學應用文閱讀能力訓練的課程設置, The 9th Modern Chinese Practical Writing International Conference. 第九屆現代應用文國際研討會, 2007.

 

Ng F.P., Yeung W.S. and Liu C., Multi Subject Learning Of The New Poem Teaching In Junior School In Hong Kong --- Phenomenography Analysis, 香港中學新詩教學的跨學科──現象圖示學分析, Language Planning. 語文建設, 北京, 語文建設出版社, 2008.

 

Ng F.P., Chung A.L.S. and Lam J.W.I., In: Dr. Ng Fung Ping, Dr. Chung Ling Sung and Mr. Lam Wai Ip, Princess Chang Ping Classroom. 帝女花教室, Hong Kong, CACLER, 2008, 128.

 

Ng F.P., The Heritage Of The Arts Of Chinese Opera --- Integrate Cantonese Opera In Education In Hong Kong, 戲曲藝術的承傳與延續粵劇融合香港中國語文科新高中課程及評估, Li Yun Academic Forum. 勵芸學術論壇, 2008.

 

Ng F.P., The Ideology Of Silent Thinking Of Chan Pak Sha And The Effectiveness Of Learning Effectiveness Of Silent Sitting Of Sathya Sai Education In Human Values Program, 從陳白沙 "靜中養出端倪" 論靜思的情感與價值教育, In: Mr P C Wong, Dr Dorothy NG Fung-ping, Ms H M Law, Ms O P Chan, Implementation Of Value Education Into Curriculum Reform Of The Primary Schools In Shaoguan On Guangdong Procince In Mainland China Prc. 人文價值教育與小學課程的整合: 原理, 經驗與體會, China, Haghy Sathya Sui Eduion Inst., South China Normal Univer., 2007, 158.

 

Ng F.P., Taplin M., Huang F.Q. and Liu C., The Stages And Strategies Of Teacher's Professional Growth In Developing Of The Value Education Curriculum, 價值教育課程開發過程中教師專業成長的階段和策略, Teacher Education Research. 教師教育長研究, 2008.

 

Shang X.F., Ng F.P. and Li Z.Y., The Relationtang Di Sheng's Cantonese Opera "princess Chang Ping" And Wang She Qing's Story "princess Chang Ping", 唐滌生粵劇《帝女花》與清黃燮清《帝女花》傳奇的關係, Princess Chang Ping Classroom. 帝女花教室, Hong Kong, CACLER, 2008, 29-32.

 

Researcher : Ng HM



List of Research Outputs

 

Ng H.M., Chinese Parallel Lessons - Exchange between Hong Kong and Mainland Teachers, Quality Education Fund. 2008.

 

Ng H.M., English Parallel Lessons - Exchange between Hong Kong & Mainland Teachers, Quality Education Fund. 2008.

 

Ng H.M., Integrated Humanities Parallel Lessons - Exchange between Hong Kong and Mainland Teachers, Quality Education Fund. 2008.

 

Ng H.M., Integrated Science Parallel Lessons - Exchange between Hong Kong and Mainland Teachers, Quality Education Fund. 2008.

 

Ng H.M., Mathematics Parallel Lessons - Exchange between Hong Kong and Mainland Teachers, Quality Education Fund. 2008.

 

Ng H.M., On the Curricula and Teaching of Mainland China and Hong Kong - Some Reflections through Parallel Lessons, Forum for 7 Mainland Cities and Hong Kong Principals, Guangzhou University. 2007.

 

Ng H.M., On the Curricula and Teaching of Mainland China and Hong Kong – Some Reflections through Parallel Lessons, Forum for 7 Mainland Cities and Hong Kong Principals, Guangzhou University, . 2007.

 

Researcher : Ng ML



Project Title:

An aerodynamic study of vocal characteristics after medialization thyroplasty using inverse filtering

Investigator(s):

Ng ML

Department:

Edu Fac-Speech & Hearing Sci Division

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

03/2007

 

Abstract:

Glottic insufficiency, the inability for the vocal folds to yield complete closure upon adduction, may result from vocal fold bowing due to aging (muscle dystonia), vocal fold paresis, and sulcus formation. Vocal fold immobility due to nerve deficit, trauma, and malignant growth can also cause glottic insufficiency [1]. Patients of glottic insufficiency usually exhibit symptoms and signs of hoarseness, breathiness, weak coughing, and they often complain of fatigue and sometimes pain in the neck [2]. Although speech therapy such as vocal adduction exercise has shown some improvement [3-7], surgical intervention including injection laryngoplasty, medialization thyroplasty, arytenoid adduction, and laryngeal reinnervation is still considered the primary treatment approach to vocal immobility causing glottic incompetence [1, 8]. Of these, injection and medialization are the more common phonosurgical procedures practiced nowadays [1]. Injection laryngoplasty During the procedure, implant material is injected into the vocal fold to yield a narrower glottis. Implant material is injected either transorally or percutaneously into the vocal fold just lateral to the vocal process of arytenoid, embedded in the medial fibers of thyroarytenoid muscle [8]. The ideal injectable implant material should be biocompatible that will cause minimum reaction against the procedure, no-absorbable, and readily available [9]. Currently, different materials are available including Teflon [10], autologous materials such as fat and fascia, collagen, Gelfoam, and Cymetra [2, 8, 9, 11-15]. Medialization procedures Firstly described by Isshiki in the 70s, Type I medialization thyroplasty has gained much attention recently due to its simplicity, reversibility, and predictability of outcome [2, 8, 16-18]. Implant material is inserted into the lateral aspect of the paralyzed fold via a small window opened on the thyroid ala [19]. In order to monitor the outcome, the procedure is done with local anesthesia and the patient is able to phonate during the procedure [2]. To date, cartilage, silastic [20, 21], Gore-Tex [22], and other substances are possible implant materials. Vocal outcome For glottic incompetence, both injection and medialization thyroplasty are able to yield better glottal closure. But the latter procedure seems to be more frequently performed as a definitive and reliable treatment option [23, 24]. Many researchers have examined the vocal outcomes of medialization thyroplasty using different implant materials. The perceptual, endostroboscopic, quality of life, acoustic and aerodynamic aspects of voice after thyroplasty have been reported. In general, positive and encouraging results were reported. Endoscopically, it was found that patients undergoing medialization thyroplasty demonstrated better glottal closure with improved vocal fold vibration and richer mucosal wave [9, 25, 26]. Perceptual ratings of the post-surgical voice showed improved sound quality [25, 27-29]. Consistently positive results were reported in the voice profiling and quality of life studies [30-32]. Objective assessment of voice after thyroplasty was also reported. In studying the vocal outcome of thyroplasty using autologous fascia injection, Rihkanen, Lehikoinen-Soderlund, and Reijonen noted improved acoustic parameters including jitter and shimmer, noise-to-harmonic ratio, and maximum phonation time (MPT) [33]. In examining patients who underwent medialization thyroplasty using silastic implant, perceptual ratings, endostroboscopic, acoustic, and aerodynamic assessments indicated significant improvement in voice after the procedure [34]. Glottal closure, excursion of glottal vibration, intensity level, dynamic range, voice pitch, MPT, glottal airflow, and subglottal pressure showed near normal values. In another thyroplasty study using titanium implant, Schneider, Denk, and Bigenzahn noted significant improvement in the perceptual ratings, s/z ratio measurement, voice profiling, videostroboscopy, and pulmonary function tests of voice after the procedure [35]. Other acoustic and aerodynamic studies reported similar findings, despite the use of different implant materials [25, 36, 37]. A few studies have reported data on aerodynamic measurements [25, 37]. Yet, they only reported gross aerodynamic measures such as MPT, oral airflow, intraoral pressure, forced inhalatory and exhalatory volumes, and airway resistance. These studies failed to examine the interaction between the vocal structures and airstream during phonation. One important measurement, the glottal impedance, is missing from the studies of glottal aerodynamics. According to Baken [38], glottal impedance serves as an important indicator of the healthiness of vocal fold vibration. Subtle changes in the vocal fold can often be reflected by its impedance toward the outward airstream. If the vocal fold recovers completely after thyroplasty, the corresponding glottal impedance should be comparable to that obtained from a healthy glottis. In addition, the aerodynamic studies available in the literature did not examine the fine vibratory behavior of the vocal fold during phonation. Little is known about how the vocal folds open and close during a glottal cycle. Examination of the opening and closing of the vocal folds will help us better understand how the larynx performs after the procedure. Yet, according to the source-filter theory, all speech sounds are products of the vocal source and the vocal tract resonance. In order to obtain the vocal source, the effect of the resonating cavities needs to be removed. This can be done by the technique of inverse filtering [39-43]. By inverse filtering the airflow signal, the glottal area waveform, which depicts the detailed opening and closing of the vocal folds, can be obtained. The glottal area waveform will allow us to study the vocal fold vibration to a much greater depth, and quantitative comparison of the vocal fold vibration before and after medialization thyroplasty can be made. The purpose of the proposed study will investigate the aerodynamic characteristics of the voice after medialization thyroplasty. The MPT, oral airflow, intraoral air pressure, subglottal pressure, and glottal impedance will be measured from the voices before and after medialization thyroplasty produced by Cantonese patients with glottic incompetence. The opening and closing patterns of the vocal folds during phonation will be studied from the glottal area waveform which will be obtained from inverse-filtering the airflow signals. A number of area parameters will also be obtained for quantitative comparisons.

 

List of Research Outputs

 

Hsueh G. and Ng M.L., English vowel production by Cantonese/English bilingual children., The 2007 Annual Convention of the American Speech-Language and Hearing Association. 2007.

 

Liu H. and Ng M.L., Electrolarynx in voice rehabilitation, Auris Nasus Larynx. Ireland, Elsevier, 2007, 34: p327-332.

 

Ng M.L., Wong R.K., Wei W.I., Wong Y.H. and Lam P.K.Y., Acoustic changes in Chinese patients with cancer-related unilateral vocal fold paralysis after medialization thyroplasty, In: Dale Evan Metz, Ph.D., Contemporary Issues in Communication Science and Disorders. Rockville, MD 20852, U.S.A., National Student Speech Language Hearing Association, 2008, 35: 17-24.

 

Ng M.L., Liu H. and Zhao Q., Formant characteristsics of esophageal speech of Mandarin, The 7th Pan Eurpoean Voice Conference, Groningen, The Netherlands, 29 August - 1 September 2007. p100.

 

Ng M.L., Vowel production by Cantonese alaryngeal speakers, The 8th Phonetic Conference of China (PCC 2008) and International Forum on Phonetic Frontiers, Beijing, China, 18 - 20 April 2008. p32.

 


 

Researcher : Nordtveit BH



Project Title:

Basic Education in the Tibet Autonomous Region

Investigator(s):

Nordtveit BH

Department:

Education Faculty

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

01/2007

 

Abstract:

The aim of this Seed Funding Project is to study China’s basic education policies in the Tibet Autonomous Region (TAR). In recent decades China has achieved an unparalleled rate of economic growth. This has bettered the lot of millions of Chinese in the coastal provinces. However, poverty remains a serious problem in China’s western provinces and especially in the TAR. Statistics on China show that Tibet is an outlier in nearly all aspects of development. The region, with a population of 2.8 million inhabitants, is by far the least populated region in China, and at the same time the least urbanized one (China Statistical Yearbook, 2006). A total of 73 percent of the population live in rural areas, and have limited access to health and education services. The lack of services is reflected in the life expectancy of the population: at 64 years it is the lowest in China, and compares unfavorably to an average of 71 years for the Chinese population as a whole (2000 data, China Statistical Yearbook, 2006). Likewise, the TAR illiteracy level, at 45 percent, is significantly higher than the Chinese average of 11 percent (2005 data, China Statistical Yearbook, 2006). Chinese authorities, International Organizations (IOs) and Non-Governmental Organizations (NGOs) are actively trying to improve the situation in the TAR through the realization of different development programs and projects. Despite an important education investment in the TAR, there is a lack of studies on basic education policies as applied to rural areas of the region. The seed funding project will address this knowledge gap by analyzing and comparing different education projects and policies in Tibet. The Seed Funding Project will consider China’s involvement in the TAR at three levels: 1. China’s basic education policies in the TAR will be compared with basic education policies elsewhere in China, and particularly in the less developed Western Provinces; 2. China’s rhetoric on basic education in Tibet will be compared to the rhetoric on external (Chinese) aid to developing countries (along the lines of the so-called Beijing Consensus); 3. China’s education strategies in the TAR will be compared to the strategies of other donor agencies which are active in the region (i.e., NGOs and IOs). The related research questions are as follows: 1. How do China’s basic education policies in the TAR differ from policies in other regions? 2. How does China’s support to education in the TAR differ from its support to education in developing countries? 3. How does China’s support to basic education in the TAR differ from support given by other donors? 1: China’s Basic Education Policies in Tibet While there is a considerable literature on China’s geo-political ambitions in Tibet, few studies have looked specifically at rural education policies and programs as implemented through central Government funding. Also, there is little research on the topic of literacy in the TAR. The statistics on education and literacy levels are themselves questionable, since the literacy trend is surprisingly “bumpy” (66% illiteracy in 1999; 47% in 2000, 55% in 2003, etc.: see overview of statistics and comments on Tibet Info Net http://www.tibetinfonet.net). The evolution of the percentage of literacy in the TAR is therefore very different from other regions: elsewhere, there is a steady improvement of literacy, whereas the TAR is the only region where the literacy rate at times seems to regress (e.g., illiteracy increased by more than 10 percent, from 43.8 percent in 2002 to 54.9 percent in 2003). The Seed Funding Project will seek to gain knowledge about the variation of literacy rates in the TAR by (i) conducting interviews in Beijing and Lhasa among basic education civil servants and education specialists; (ii) identifying basic education projects and programs that could be used as future case studies (under a CERG or other grant); and (iii) gaining oversight of past and current assessments of the literacy situation in the region. 2: China in Tibet compared to China in Developing Countries Western development aid is often based on the so-called Washington Consensus and promotes fiscal discipline, financial liberalization, tax reform (including cutting marginal taxes), and generally the privatization of social services. China, not adopting this course, has followed a path that, in view of the country’s spectacular economic growth, has been hailed as an alternative model - the “Beijing Consensus.” This development strategy is based on knowledge-led growth, a focus on the quality of life (instead of economic performance), and self determination. The Seed Funding Project will analyze China’s involvement in Tibet to see if it follows the path of the Beijing Consensus, or if, instead, it has developed an alternative development path. Hence, different policy papers and project documents related to educational development in the TAR will be analyzed. For example, the government’s 2001 White Paper on Tibet’s modernization will be compared with the 2006 White Paper on China’s relationship with Africa. 3: China in Tibet compared to Other Donors in Tibet Foreign organizations working on Tibet can roughly be divided into three categories: First, an important number of associations are active outside of China, raising consciousness about aspects of Chinese policies in the region (including education). Many of these outside organizations are negative toward China’s intervention in Tibet. Secondly, a number of NGOs and IOs are helping improve service delivery inside the TAR. These organizations usually collaborate with regional Tibetan authorities and the central government to set up education projects and programs. Finally, several organizations propose trips and cultural activities to discover Tibet’s people, culture and natural beauty. The Seed Funding Project will analyze the basic education services and policies proposed by these three types of organizations, and will compare them both among themselves and with current Chinese programs in Tibet. This part of the research will be accomplished through on-site interviews with NGO and IO personnel based in different areas of Tibet and abroad. Further, the research is expected to lead to identification of NGO and IO-funded literacy and basic education initiatives to be used as future case studies (under a CERG or other grant).

 

List of Research Outputs

 

Nordtveit B.H., Complexity Theory in Development Theory, Comparative Education Bulletin. Comparative Education Society of Hong Kong, 2007, 10: 19-28.

 

Nordtveit B.H., Curriculum and Aims-of-Education Discourse in Adversity, Engagement with Southern Africa: Curriculum Discourse and Development Perspectives. 2008.

 

Nordtveit B.H., Education and Sustainable Growth in Africa: Following the Path of a Beijing Consensus?, Network for Policy Research, Review and Advice on Education and Training (NORRAG) News,. 2008, 95-97.

 

Nordtveit B.H., Education, skills and sustainable growth in Africa: Following the path of a Beijing Consensus?, The 9th UKFIET International Conference on Education and Development. Going for Growth? School, Community, Economy, Nation, Oxford, 11 - 13 September 2007.

 

Nordtveit B.H., Globalization and Tourism, Institute For Tourism Studies, Colina de Mong-Ha, Macao. 2007.

 

Nordtveit B.H., Producing Literacy and Civil Society: The Case of Senegal, Comparative Education Review. 2008, 52: 19-28.

 

Nordtveit B.H., Schools as protection: school mechanisms for protecting vulnerable children in developing countries, The XIIIth World Congress of Comparative Education Societies, Sarajevo, 3 - 7 September 2007.

 

Nordtveit B.H., Schools, Protection, and Child Labor—A Comparative Study, Comparative education Society Hong Kong Annual Conference: Comparative Visions, Comparative Missions. 2008.

 

Researcher : Pan NFC



List of Research Outputs

 

Law N.W.Y., Yuen H.K., Chan C.K.K., Yuen J.K.L., Pan N.F.C. and Lai M., New experiences, new epistemology and the pressures of change: The Chinese learner in transition, In: C. K. K. Chan & N. Rao, Revisiting the Chinese learner: Psychological and pedagogical perspectives. Hong Kong, CERC and Springer, 2008.