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  • 1. The legitimacy of curriculum development in post-colonial Hong Kong: Insights from the case of liberal studies
    Document Type: Journal Articles
    Source: Oxford Review of Education, 44(2), 171-189, 2018
    Year published: 2018
    Publisher: Routledge
  • 3. Using 'first principles of instruction' to design secondary school mathematics flipped classroom: The findings of two exploratory studies
    Document Type: Journal Articles
    Source: Journal of Educational Technology & Society, 20(1), 222-236, 2017
    Year published: 2017
    Publisher: International Forum of Educational Technology & Society
  • 5. The interrelationship between student learning experience and study behaviour
    Document Type: Journal Articles
    Source: Higher Education Research & Development, 30(6), 765-778, 2011
    Year published: 2011
    City published: London
    Publisher: Routledge
  • 6. Deliberation and school-based curriculum development: A Hong Kong case study
    Document Type: Journal Articles
    Year published: 2011
    City published: Hong Kong
    Publisher: Hong Kong Teachers' Association
  • 7. Target oriented curriculum: An analysis of the making of education policy in Hong Kong
    Document Type: Dissertation Theses
    Year published: 1998
  • 8. Thinking language: Issues the study of language and language curriculum renewal
    Document Type: Books
    Year published: 1995
    City published: Hong Kong
    Publisher: Language Centre, The Hong Kong University of Science & Technology
  • 9. Degree graduates' work experience as input to curriculum planning: A methodological account
    Document Type: Journal Articles
    Source: Educational Research Journal, 7, 68-75, 1992
    Year published: 1992
    City published: Hong Kong
    Publisher: Hong Kong Institute of Educational Research
  • 10. Student participation and curriculum planning--A practice of student and teacher co-operation
    Document Type: Journal Articles
    Source: Education Journal, 20(2), 131-138, 1992
    Year published: 1992
    City published: Hong Kong
    Publisher: Hong Kong Institute of Educational Research

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