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  • Journal Articles

    1. Learning to design research: Students' agency and experiences in a master of education program in Hong Kong
    Document Type: Journal Articles
    Source: ECNU Review of Education, 3(2), 291-309, 2020
    Year published: 2020
    Publisher: Sage Publications Ltd.
    Purpose: Learning to do research has been understudied in the context of professional development in postgraduate programs. This exploratory study investigated the agency and experiences of five Chinese students who learned to design their research project in a Master of Education program at an English-medium university in Hong Kong SAR. Design/Approach/Methods: We obtained the data from semi-structured interviews and documents to establish data triangulation. Findings: The findings revealed that (1) the students' agency in research design and proposal writing was associated with their personal/professional backgrounds, (2) their English proficiency affected their agency in the proposal writing, (3) the supervisors' feedback would stimulate students' agency in changing/refining their research design, and (4) ineffective supervision and learning resources would impede students' achievement of agency on their way to creating a robust research design. Originality/Value: This study adds empirical evidence to the field of research training through the lens of learner agency. It demonstrates the applicability of using the ecological framework of agency in theoretically interpreting the contextual facilitators and constraints in making postgraduate students active agents. Copyright ©Sage Publications Ltd.
  • Journal Articles

    2. Negotiating the teaching-research nexus: A case of classroom teaching in an MEd program
    Document Type: Journal Articles
    Source: New Zealand Journal of Educational Studies, 55(1), 181-196, 2020
    Year published: 2020
    Publisher: Springer
    This paper reports a case study of the manifestation of the teaching-research nexus in a research-active professor's classroom teaching of a research methods course targeting a cohort of Master of Education (MEd) students in early childhood education (ECE). The study was conducted at a research-intensive English-medium university in Hong Kong where excellence in both teaching and research is emphasized. Data were gathered through classroom observation and interviews with the focal participant. Data analyses showed that in teaching the research methods course the focal professor aimed to train the students to become critical 'consumers' and novice 'producers' of research through a 'PBL-triple'--problem-based, practice-based, and project-based--approach, and his identity as a prolific researcher also influenced his class teaching. Our study contributes to the literature by providing a new perspective on research-teaching relationships from the classroom. Copyright ©Springer.
  • Journal Articles

    3. On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens
    Document Type: Journal Articles
    Source: Teaching and Teacher Education, 85(0), 81-91, 2019
    Year published: 2019
    Publisher: Elsevier Ltd.
    This study investigated the pedagogical interactions between teachers and young children in six sampled Chinese kindergarten classrooms. Altogether 4320 turns of dialogue were coded from 27 videotaped pedagogical activities, and the 12 class teachers were surveyed and interviewed. The results revealed a unique Chinese pedagogical interaction that is a fusion of participatory and transmissive pedagogies: teachers directed the interactions with open-ended questions and whole-class dialogues, whereas children responded with short answers based on the learning content. This was reported by the teachers to be associated with the joint influence of related child, teacher, and cultural factors.
    [Copyright of Teaching and Teacher Education is the property of Elsevier Ltd.]
  • Journal Articles

    4. Implementing inclusive education in an early childhood setting: A case study of a Hong Kong kindergarten
    Document Type: Journal Articles
    Source: Early Child Development and Care, 189(2), 207-219, 2019
    Year published: 2019
    Publisher: Routledge
    Inclusive education has been promoted in primary and secondary schools in Hong Kong since the 1990s, and it has now spread to pre-primary education. Without qualified teachers and sufficient resources, however, it is difficult to implement inclusion in early childhood settings. This case study investigated how inclusive education was practised in an ordinary kindergarten in Hong Kong with a focus on its benefits and challenges. Two children with special educational needs, their teachers and parents, the learning support team members, and the school principal were involved in the study, which included the triangulation of observations, interviews, and documentation analysis. The results indicated that (1) the chosen kindergarten demonstrated a variety of inclusive practices and (2) although there were some problems and difficulties, all of the participants interviewed showed positive attitudes towards the inclusive programme. The implications and challenges of implementing inclusion in Hong Kong early childhood settings are discussed.
    [Copyright of Early Child Development and Care is the property of Routledge.]
  • Journal Articles

    5. Cultural ideology matters in early childhood curriculum innovations: A comparative case study of Chinese kindergartens between Hong Kong and Shenzhen
    Document Type: Journal Articles
    Source: Journal of Curriculum Studies, 50(4), 560-585, 2018
    Year published: 2018
    Publisher: Routledge
    This study forms part of a wider comparative research project investigating the mechanisms and outcomes of school-based curriculum (SBC) development in kindergartens between the two neighbouring cities of Hong Kong and Shenzhen, under the umbrella of ‘one country, two systems’. This comparison will help to clarify how sociocultural contexts may affect early childhood curriculum (ECC) innovations by comparing the kindergartens of socialist and capitalist China. Data are presented from qualitative case studies of four kindergartens—two in each city—corresponding to the three levels of curriculum analysis and comparison: intended curriculum, implemented curriculum and curriculum ideology. Comparative analyses revealed that the SBCs of the four cases were different but all tended to balance and integrate diverse approaches in terms of curricular and pedagogical practices. The commonalities of SBCs in Hong Kong and Shenzhen kindergartens were due to shared cultural values, propelled by both ‘modernization’ and Chinese traditions, while the unique characteristics of SBC practices in each society were shaped by different social contexts. The educational philosophy of progressivism has greatly influenced ECC innovations in the Chinese kindergartens to varying degrees and in different ways. Implications of this comparative study are also presented for future research and practice.
    [Copyright of Journal of Curriculum Studies is the property of Routledge. Full article may be available at the publisher's website:
    http://dx.doi.org/10.1080/00220272.2018.1428367]
  • Journal Articles

    6. Implementing the project approach: A case study of hybrid pedagogy in a Hong Kong kindergarten
    Document Type: Journal Articles
    Source: Journal of Research in Childhood Education, 31(3), 324-341, 2017
    Year published: 2017
    Publisher: Routledge
    The Project Approach has been promoted in Hong Kong kindergartens since the 1990s. However, the dynamic processes and underlying mechanisms involved in the teachers' implementation of this pedagogical method there have not yet been fully investigated. This case study of one typical kindergarten in Hong Kong documented how and why eight teachers implemented the Project Approach the way they did. Methodological triangulation was established through (1) videotaped classroom observations, (2) audiotaped interviews with the teachers and school principal, and (3) document analysis. The study revealed that instead of uncritically adopting the Project Approach, the teachers responsively adapted it into hybrid pedagogy between traditional Chinese pedagogy and contemporary early childhood pedagogy. Such a paradigm shift reflected the teachers' (1) practical considerations of contextual realities (e.g., time limitation, curriculum demands, parental expectations, professional and emotional comfortability) and (2) cultural hybridity in pedagogical beliefs. The findings suggest that, considering cultural incompatibilities, when implementing pedagogies cross-culturally, a sensible, viable, and potentially sustainable solution is not a radical, direct transformation from a traditional pedagogy to an imported one, but rather an alternative, hybrid pedagogy that infuses unique characteristics of the two. Similarly, when promoting pedagogical change, policymakers should consider sociocultural and other contextual influences.
  • Journal Articles

    7. Using Augmented Reality in early art education: A case study in Hong Kong kindergarten
    Document Type: Journal Articles
    Source: Early Child Development & Care, 186(6), 879-894, 2016
    Year published: 2016
    Publisher: Routledge
    Innovation in pedagogy by technology integration in kindergarten classroom has always been a challenge for most teachers. This design-based research aimed to explore the feasibility of using Augmented Reality (AR) technology in early art education with a focus on the gains and pains of this innovation. A case study was conducted in a typical kindergarten in Hong Kong, with a class of four- to five-year-old children (N=30) and their class teacher, ICT teacher as well as two parent volunteers. A series of art education activities using AR was designed and implemented in the class. Effectiveness of the activities was evaluated through a triangulation of semi-structured interviews with teachers, principal and parents, and surveys administered to children. The results indicated that (1) all the children could design, control and interact with the animated objects generated by the AR application; (2) all the stakeholders interviewed were supportive of this pedagogical innovation and (3) the principal, teachers and parents were concerned about the side effects of using AR in early childhood education. Possible improvements and implications to AR-based art education were also addressed.
    [Copyright of Early Child Development & Care is the property of Routledge]
  • Book Chapters

  • Conference Papers

    9. Perception of effective pedagogy among teachers in Hong Kong kindergartens
    Document Type: Conference Papers
    Year published: 2004
    Conference: Hong Kong Teachers' Centre 10th Anniversary International Conference (2004: University of Melbourne, Victoria)
  • Conference Papers

    10. Acquiring Chinese literacy in Beijing and Hong Kong: Follow-up of a longitudinal study
    By: Li, Hui
    Document Type: Conference Papers
    Year published: 2002
    Conference: 17th Biennial Meeting of the International Society for the Study of Behavioural Development (ISSBD) (2002: Ottawa, Canada)
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