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  • 241. Transforming struggling reform implementers into effectual reform agents: Hong Kong preschool teachers’ voices
    Document Type: Journal Articles
    Source: Youth Theatre Journal, 2021
    Year published: 2021
    Publisher: Routledge
  • 242. Toward an effective transition to adopting English as the medium of instruction: A case from Hong Kong
    Document Type: Book Chapters
    Pages: 161-176
    Year published: 2021
    City published: London
    Publisher: Routledge
  • 243. Rethinking EMI: Multidisciplinary perspectives from Chinese-speaking regions
    Document Type: Books
    Year published: 2021
    City published: London
    Publisher: Routledge
  • 244. What the COVID-19 pandemic has taught me about teaching literature in Hong Kong
    Document Type: Journal Articles
    Source: Changing English, 2021
    Year published: 2021
    Publisher: Routledge
  • 245. Technology integration for young children during COVID-19: Towards future online teaching
    Document Type: Journal Articles
    Year published: 2021
    Publisher: Wiley
  • 246. Factors for sustainable online learning in higher education during the COVID-19 pandemic
    Document Type: Journal Articles
    Source: Sustainability, 13(9), 2021
    Year published: 2021
    Publisher: MDPI
  • 247. Item response analysis of computational thinking practices: Test characteristics and students’ learning abilities in visual programming contexts
    Document Type: Journal Articles
    Source: Computers in Human Behavior, 122, 2021
    Year published: 2021
    Publisher: Elsevier
  • 248. Hong Kong students' perceptions of the flipped classroom in an advanced psychology course: A case study
    Document Type: Journal Articles
    Source: Journal on Excellence in College Teaching, 31(4), 109-129, 2020
    Year published: 2020
    Publisher: Miami University
  • 249. What facilitates kindergarten teachers’ intentions to implement play-based learning?
    Document Type: Journal Articles
    Year published: 2021
    Publisher: Springer
  • 250. Empowering students to become self-regulated learners through interdisciplinary lesson study: Experience from teachers across subject areas and different levels
    Document Type: Conference Papers
    Conference: The World Association of Lesson Studies (WALS) International Conference 2018: Lesson Study and Teacher Education: International Dialogue (2018: Beijing Normal University, China)

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