Chrysa Keung
Biographic Data
| ID | 4605851 |
|---|---|
| NAME | Chrysa Keung |
| GIVEN NAMES | Chrysa |
| FAMILY NAME | Keung |
| SIGNATURE | KEUNG C |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0002-5072-4002 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Navigating the Challenges of Education in Emergencies
Disruptions to children’s learning and daily lives pose significant challenges, particularly exacerbated by education in emergencies, such as health crises and family hardships. Instead of placing heavy emphasis on managerial accountability, current scholarship advocates kindergarten teachers’ capacity to articulate and enact agentic practices as they support young children and their families during challenging times. This study explores the conc…
Turning conflicts into opportunities? Kindergarten teachers’ perspectives on collaboration with parents of vulnerable children
Assessment as a dilemmatic space in the GenAI age
This study uses the concept of dilemmatic space to unpack the complexities of teachers’ work when it comes to assessing students in the GenAI age. A key idea of dilemmatic space is that dilemmas are not ‘out there’ but constructions based on individuals’ priorities, knowledge and values. Therefore, studying what teachers perceive as ‘dilemmatic’ or ‘in conflict’ is important for understanding how they position themselves as teachers and what they…
What is the International Baccalaureate for? Exploring educational purpose through the Middle Years Programme’s Personal Project
Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens
In response to the needs for kindergarten principals to foster teachers’ capacities and commitment, this study examined the relationships between professional learning communities, principal leadership practices, and teacher commitment to kindergartens among 2106 teachers from 153 Hong Kong kindergartens, analyzing by using multilevel structural equation modeling. The result showed that principal leadership practices facilitated the development o…
Perceptions of Hong Kong secondary school teachers on effective pedagogical practices for curriculum reform
This study examined the perceptions of two groups of teachers, namely Secondary 3 and Secondary 6, regarding effective pedagogical practices in relation to curriculum reform. A total of 1,215 teachers from 91 secondary schools participated in the study. Collaborative inquiry, instructional strategy and catering for learner diversity were conceived as the three most effective pedagogical practices for implementation of the reforms while seven perc…
A family-school-community partnership supporting play-based learning
This study investigates different types of social capital which are developed in play-based learning settings through a Family-School-Community partnership. Social capital is understood as the accumulated resources from existence of networks and connections with others. Data was collected through focus groups with 49 principals, senior and class teachers in Hong Kong kindergartens. Bonding social capital is formed in professional development acti…
Developing kindergarten teacher capacity for play-based learning curriculum
This study explores kindergarten teachers’ beliefs about and practices of play-based learning with a focus on the mediation of teachers’ capacity building with designing a play curriculum. Quantitative data are collected through a questionnaire with three cohort samples of 90 kindergartens who participated in a university-school partnership project. The data drawn from the first and second cohort years of 50 kindergartens are examined by Explorat…
Examining role of professional development initiatives from the perspectives of Key Learning Area Coordinators and Subject Heads
Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning
Extending Shulman’s work, this study investigated kindergarten teachers’ pedagogical content knowledge in developing play-based learning. Data were collected from focus group interviews with 29 teachers, head teachers, and principals in Hong Kong. Findings suggested the development of play-based learning is contextual. Teachers believed that ongoing complexities and dilemmas regulating their practice which required them to modify pedagogical stra…
Professional learning communities count
Professional learning communities count
Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning
Extending Shulman’s work, this study investigated kindergarten teachers’ pedagogical content knowledge in developing play-based learning. Data were collected from focus group interviews with 29 teachers, head teachers, and principals in Hong Kong. Findings suggested the development of play-based learning is contextual. Teachers believed that ongoing complexities and dilemmas regulating their practice which required them to modify pedagogical stra…
Examining role of professional development initiatives from the perspectives of Key Learning Area Coordinators and Subject Heads
Developing kindergarten teacher capacity for play-based learning curriculum
This study explores kindergarten teachers’ beliefs about and practices of play-based learning with a focus on the mediation of teachers’ capacity building with designing a play curriculum. Quantitative data are collected through a questionnaire with three cohort samples of 90 kindergartens who participated in a university-school partnership project. The data drawn from the first and second cohort years of 50 kindergartens are examined by Explorat…
Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens
In response to the needs for kindergarten principals to foster teachers’ capacities and commitment, this study examined the relationships between professional learning communities, principal leadership practices, and teacher commitment to kindergartens among 2106 teachers from 153 Hong Kong kindergartens, analyzing by using multilevel structural equation modeling. The result showed that principal leadership practices facilitated the development o…
Perceptions of Hong Kong secondary school teachers on effective pedagogical practices for curriculum reform
This study examined the perceptions of two groups of teachers, namely Secondary 3 and Secondary 6, regarding effective pedagogical practices in relation to curriculum reform. A total of 1,215 teachers from 91 secondary schools participated in the study. Collaborative inquiry, instructional strategy and catering for learner diversity were conceived as the three most effective pedagogical practices for implementation of the reforms while seven perc…
A family-school-community partnership supporting play-based learning
This study investigates different types of social capital which are developed in play-based learning settings through a Family-School-Community partnership. Social capital is understood as the accumulated resources from existence of networks and connections with others. Data was collected through focus groups with 49 principals, senior and class teachers in Hong Kong kindergartens. Bonding social capital is formed in professional development acti…
Turning conflicts into opportunities? Kindergarten teachers’ perspectives on collaboration with parents of vulnerable children
Assessment as a dilemmatic space in the GenAI age
This study uses the concept of dilemmatic space to unpack the complexities of teachers’ work when it comes to assessing students in the GenAI age. A key idea of dilemmatic space is that dilemmas are not ‘out there’ but constructions based on individuals’ priorities, knowledge and values. Therefore, studying what teachers perceive as ‘dilemmatic’ or ‘in conflict’ is important for understanding how they position themselves as teachers and what they…
What is the International Baccalaureate for? Exploring educational purpose through the Middle Years Programme’s Personal Project
Navigating the Challenges of Education in Emergencies
Disruptions to children’s learning and daily lives pose significant challenges, particularly exacerbated by education in emergencies, such as health crises and family hardships. Instead of placing heavy emphasis on managerial accountability, current scholarship advocates kindergarten teachers’ capacity to articulate and enact agentic practices as they support young children and their families during challenging times. This study explores the conc…
Pedagogy (10 works) · Psychology (10 works) · Mathematics education (9 works) · Sociology (8 works) · Parental Involvement in Education (5 works) · Professional development (5 works) · Teacher Education and Leadership Studies (5 works) · Early Childhood Education and Development (4 works) · Curriculum (3 works) · Faculty Development (3 works)