Marina Wai-yee Wong
Biographic Data
| ID | 6487580 |
|---|---|
| NAME | Marina Wai-yee Wong |
| GIVEN NAMES | Marina Wai-yee |
| FAMILY NAME | Wong |
| SIGNATURE | WONG M W |
| AFFILIATIONS | Hong Kong Baptist University |
| ORCID | 0000-0003-2364-8435 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Creativity in Hong Kong’s special schools’ music classrooms
To investigate music teachers’ perceptions and concerns in fostering music creativity of students with intellectual disabilities, findings are presented from a study of nine music teachers purposely sampled from across all three categories (mild, medium, severe) of Hong Kong’s special school for students with intellectual disabilities. Personal profiles identify respondents’ displaying three professional knowledge gaps – music expertise, special-…
The ecology for fostering the musical creativity of students with intellectual disabilities
Students with intellectual disabilities in Hong Kong are placed in special schools in their neighborhoods according to their categories of intellectual disabilities. Music teachers in these special schools implement a school-based music curriculum that includes the learning objective “creativity and imagination.” Reporting a qualitative multiple-case study with purposeful sampling and face-to-face interviews, this study poses the research questio…
Fostering musical creativity of students with intellectual disabilities: Strategies, gamification and re-framing creativity
In Hong Kong, the principle of ‘one curriculum framework for all’ applies to all students, including students with special educational needs (SEN) (EDB 2020. “Special Education Needs.” https://www.edb.gov.hk/en/curriculum-development/major-level-of-edu/special-educational-needs/index.html). Students with intellectual disabilities (ID) are expected to achieve the same learning targets as their counterparts in mainstream schools. Within this common…
Self-Efficacy, Work Engagement, and Job Satisfaction Among Teaching Assistants in Hong Kong's Inclusive Education
The number of teaching assistants (TAs) working in mainstream schools has soared in recent years as students with special educational needs (SEN) are integrated into regular classrooms. However, research on TAs is rare. This study investigated whether and how work engagement mediates the relationship between self-efficacy and job satisfaction among 292 Chinese TAs working in Hong Kong mainstream schools. Survey data were analyzed using partial le…
Learned helplessness in inclusive music classrooms: Voices of Hong Kong primary schools music teachers
In Hong Kong, inclusive education is concerned with educating all students, including those who are categorised as having special educational needs (SEN). This qualitative study reports three challenges faced by primary schools music teachers required to implement inclusive education. The first two challenges echo those reported internationally ? the lack of subject-specific pre- and in-service SEN training and insufficient school-based SEN suppo…
Preservice teachers’ work stress, self-efficacy, and occupational commitment in four countries
Developing Integrated Arts Curriculum in Hong Kong: Chaos Theory at Work
This article reports the development of integrated arts curriculum in two Hong Kong secondary schools over a 9‐year period. Initial findings display a range of individual responses to educational change that are both non‐predictable and non‐linear. Chaos theory is used to explain these varied responses in terms of bifurcations. The findings of this study are presented as a narrative that posits a developmental model comprising personal and extern…
Self-Efficacy, Work Engagement, and Job Satisfaction Among Teaching Assistants in Hong Kong's Inclusive Education
The number of teaching assistants (TAs) working in mainstream schools has soared in recent years as students with special educational needs (SEN) are integrated into regular classrooms. However, research on TAs is rare. This study investigated whether and how work engagement mediates the relationship between self-efficacy and job satisfaction among 292 Chinese TAs working in Hong Kong mainstream schools. Survey data were analyzed using partial le…
Preservice teachers’ work stress, self-efficacy, and occupational commitment in four countries
Developing Integrated Arts Curriculum in Hong Kong: Chaos Theory at Work
This article reports the development of integrated arts curriculum in two Hong Kong secondary schools over a 9‐year period. Initial findings display a range of individual responses to educational change that are both non‐predictable and non‐linear. Chaos theory is used to explain these varied responses in terms of bifurcations. The findings of this study are presented as a narrative that posits a developmental model comprising personal and extern…
Learned helplessness in inclusive music classrooms: Voices of Hong Kong primary schools music teachers
In Hong Kong, inclusive education is concerned with educating all students, including those who are categorised as having special educational needs (SEN). This qualitative study reports three challenges faced by primary schools music teachers required to implement inclusive education. The first two challenges echo those reported internationally ? the lack of subject-specific pre- and in-service SEN training and insufficient school-based SEN suppo…
Self-Efficacy, Work Engagement, and Job Satisfaction Among Teaching Assistants in Hong Kong's Inclusive Education
The number of teaching assistants (TAs) working in mainstream schools has soared in recent years as students with special educational needs (SEN) are integrated into regular classrooms. However, research on TAs is rare. This study investigated whether and how work engagement mediates the relationship between self-efficacy and job satisfaction among 292 Chinese TAs working in Hong Kong mainstream schools. Survey data were analyzed using partial le…
Fostering musical creativity of students with intellectual disabilities: Strategies, gamification and re-framing creativity
In Hong Kong, the principle of ‘one curriculum framework for all’ applies to all students, including students with special educational needs (SEN) (EDB 2020. “Special Education Needs.” https://www.edb.gov.hk/en/curriculum-development/major-level-of-edu/special-educational-needs/index.html). Students with intellectual disabilities (ID) are expected to achieve the same learning targets as their counterparts in mainstream schools. Within this common…
Creativity in Hong Kong’s special schools’ music classrooms
To investigate music teachers’ perceptions and concerns in fostering music creativity of students with intellectual disabilities, findings are presented from a study of nine music teachers purposely sampled from across all three categories (mild, medium, severe) of Hong Kong’s special school for students with intellectual disabilities. Personal profiles identify respondents’ displaying three professional knowledge gaps – music expertise, special-…
The ecology for fostering the musical creativity of students with intellectual disabilities
Students with intellectual disabilities in Hong Kong are placed in special schools in their neighborhoods according to their categories of intellectual disabilities. Music teachers in these special schools implement a school-based music curriculum that includes the learning objective “creativity and imagination.” Reporting a qualitative multiple-case study with purposeful sampling and face-to-face interviews, this study poses the research questio…
Psychology (7 works) · Pedagogy (6 works) · Social Psychology (6 works) · Diverse Music Education Insights (5 works) · Sociology (5 works) · Mathematics education (4 works) · Music education (4 works) · Creativity (3 works) · Creativity in Education and Neuroscience (3 works) · Curriculum (3 works)