Rebecca Cheung
Biographic Data
| ID | 4469017 |
|---|---|
| NAME | Rebecca Cheung |
| GIVEN NAMES | Rebecca |
| FAMILY NAME | Cheung |
| SIGNATURE | CHEUNG R |
| AFFILIATIONS | University of California, Berkeley |
| ORCID | 0000-0002-2656-5646 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Understanding how micro affirmations support multiply marginalized social justice school leaders to thrive
Purpose This paper illuminates and amplifies enduring wisdom from the everyday experiences of thriving women of color social justice school leaders who receive and give microaffirmations as an essential part of their asset-based leadership praxis. This study contributes to the knowledge base that informs leadership scholarship and practice in service of creating the conditions that truly support and sustain a diverse educator workforce. Design/me…
Beyond the individual
Guided by the social-ecological model, we employed growth mixture models in this study to examine (a) the trajectories of student perceived schoolwide bullying perpetration, and the prevalence of traditional bullying victimization and cyberbullying victimization aggregated at school level and (b) the longitudinal impact of four domains of social-emotional learning (SEL) competencies, school level, ethnic diversity index, and school size, on these…
A mixed-method study of the support network, school climate, and well-being of teachers as the early implementers of California universal pre-kindergarten policy in California
Guided by the job demands and resource model, this mixed-method study examined the well-being of universal transitional kindergarten (UTK) teachers who served as early implementers of California’s universal pre-kindergarten policy. Using snowball sampling, 143 UTK teachers participated in the survey, and a subset of 21 participants were randomly selected to participate in semi-structured interviews. Quantitative analyses, including network analys…
Designing Professional Learning to Support District and School Administrators of Color
The effects of competition on achievement motivation in Chinese classrooms
Background: Laboratory studies have consistently found that competition induces performance goals and affects learning motivation. However, the ecological validity of these results is yet to be established. There is a need for investigation of whether the results hold in both the classroom context and non-Western culture.Aim: The study investigated the effects of competition on learning motivation among Chinese students in an authentic classroom …
The effects of competition on achievement motivation in Chinese classrooms
Background: Laboratory studies have consistently found that competition induces performance goals and affects learning motivation. However, the ecological validity of these results is yet to be established. There is a need for investigation of whether the results hold in both the classroom context and non-Western culture.Aim: The study investigated the effects of competition on learning motivation among Chinese students in an authentic classroom …
The effects of competition on achievement motivation in Chinese classrooms
Background: Laboratory studies have consistently found that competition induces performance goals and affects learning motivation. However, the ecological validity of these results is yet to be established. There is a need for investigation of whether the results hold in both the classroom context and non-Western culture.Aim: The study investigated the effects of competition on learning motivation among Chinese students in an authentic classroom …
Designing Professional Learning to Support District and School Administrators of Color
Understanding how micro affirmations support multiply marginalized social justice school leaders to thrive
Purpose This paper illuminates and amplifies enduring wisdom from the everyday experiences of thriving women of color social justice school leaders who receive and give microaffirmations as an essential part of their asset-based leadership praxis. This study contributes to the knowledge base that informs leadership scholarship and practice in service of creating the conditions that truly support and sustain a diverse educator workforce. Design/me…
Beyond the individual
Guided by the social-ecological model, we employed growth mixture models in this study to examine (a) the trajectories of student perceived schoolwide bullying perpetration, and the prevalence of traditional bullying victimization and cyberbullying victimization aggregated at school level and (b) the longitudinal impact of four domains of social-emotional learning (SEL) competencies, school level, ethnic diversity index, and school size, on these…
A mixed-method study of the support network, school climate, and well-being of teachers as the early implementers of California universal pre-kindergarten policy in California
Guided by the job demands and resource model, this mixed-method study examined the well-being of universal transitional kindergarten (UTK) teachers who served as early implementers of California’s universal pre-kindergarten policy. Using snowball sampling, 143 UTK teachers participated in the survey, and a subset of 21 participants were randomly selected to participate in semi-structured interviews. Quantitative analyses, including network analys…
Teacher Education and Leadership Studies (3 works) · Critical Race Theory in Education (2 works) · Art Education and Development (1 works) · Attribution (1 works) · Bullying, Victimization, and Aggression (1 works) · Centrality (1 works) · Communication in Education and Healthcare (1 works) · Compassion (1 works) · Compassion fatigue (1 works) · Competition (biology) (1 works)