Winnie Wing Yi Tam
Biographic Data
| ID | 6508493 |
|---|---|
| NAME | Winnie Wing Yi Tam |
| GIVEN NAMES | Winnie Wing Yi |
| FAMILY NAME | Tam |
| SIGNATURE | TAM W W Y |
| AFFILIATIONS | Chinese University of Hong Kong |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Facilitating Hong Kong Kindergarten Teachers’ Perceptions of Enactment of Play-Based Learning for Whole-Child Development
While play-based learning is important for a high quality early education, only when teachers are confident and competent in enacting play-based learning in their everyday practice are expected benefits of play-based learning for whole-child development realized. A sample of 592 early childhood educators who assumed different job titles in Hong Kong kindergartens participated in this study. This study investigated the roles of these educators’ pe…
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…
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…
Development and validation of a social emotional skills scale
Examining the relationships between teachers’ affective states, self-efficacy, and teacher-child relationships in kindergartens
Happy teachers are efficacious and committed, but not vice versa
Examining role of professional development initiatives from the perspectives of Key Learning Area Coordinators and Subject Heads
Linking university mathematics classroom environments to student achievement
Professional learning communities count
Professional learning communities count
Linking university mathematics classroom environments to student achievement
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…
Development and validation of a social emotional skills scale
Examining the relationships between teachers’ affective states, self-efficacy, and teacher-child relationships in kindergartens
Happy teachers are efficacious and committed, but not vice versa
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…
Facilitating Hong Kong Kindergarten Teachers’ Perceptions of Enactment of Play-Based Learning for Whole-Child Development
While play-based learning is important for a high quality early education, only when teachers are confident and competent in enacting play-based learning in their everyday practice are expected benefits of play-based learning for whole-child development realized. A sample of 592 early childhood educators who assumed different job titles in Hong Kong kindergartens participated in this study. This study investigated the roles of these educators’ pe…
Psychology (10 works) · Mathematics education (6 works) · Pedagogy (6 works) · Developmental psychology (5 works) · Early Childhood Education and Development (5 works) · Mediation (5 works) · Professional development (4 works) · Social Psychology (4 works) · Sociology (4 works) · Teacher Education and Leadership Studies (4 works)