Wing Sze Emily Chow
Biographic Data
| ID | 6511578 |
|---|---|
| NAME | Wing Sze Emily Chow |
| GIVEN NAMES | Wing Sze Emily |
| FAMILY NAME | Chow |
| SIGNATURE | CHOW W S E |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0002-8077-8968 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
In-service teachers’ views on implementing inclusive practices in Hong Kong classrooms
Examining factors influencing teachers' intentions in implementing inclusive practices in Hong Kong classrooms
This study investigated teachers' intentions to adopt inclusive teaching practices along with factors affecting teachers' intentions to implement inclusive practices. According to the theory of planned behaviour, an individual's intention can be predicted by their attitudes, subjective norms and perceived behavioural control. Using convenience and snowball sampling, 1110 Hong Kong primary and secondary teachers were recruited to complete a 5‐part…
A scoping review of perceived support needs of teachers for implementing inclusive education
For decades, there has been growing advocacy and policy reform to provide an inclusive education for students with disabilities which has since been specified as their human right under the Convention on the Rights of Persons with Disabilities. Teachers play an essential role in implementing inclusive education, yet they describe inadequate support to ensure its success. This study aims to identify and synthesise research examining teachers’ perc…
Are in-service teachers supported in Hong Kong? Teachers’ perceived support needs in the implementation of inclusive education
This study examines how well in-service teachers in Hong Kong (N = 1,110) are supported in their efforts to teach in inclusive classrooms. It also examines the psychometric properties of the newly developed Teachers’ Perceived Support Needs scale to measure in-service teachers’ perceived support needs. Factors that predict teachers’ perceived support needs are also identified. The exploratory factor and confirmatory factor analyses revealed two f…
Improving teachers’ self-efficacy in applying teaching and learning strategies and classroom management to students with special education needs in Hong Kong
Improving teachers’ self-efficacy in applying teaching and learning strategies and classroom management to students with special education needs in Hong Kong
Are in-service teachers supported in Hong Kong? Teachers’ perceived support needs in the implementation of inclusive education
This study examines how well in-service teachers in Hong Kong (N = 1,110) are supported in their efforts to teach in inclusive classrooms. It also examines the psychometric properties of the newly developed Teachers’ Perceived Support Needs scale to measure in-service teachers’ perceived support needs. Factors that predict teachers’ perceived support needs are also identified. The exploratory factor and confirmatory factor analyses revealed two f…
Examining factors influencing teachers' intentions in implementing inclusive practices in Hong Kong classrooms
This study investigated teachers' intentions to adopt inclusive teaching practices along with factors affecting teachers' intentions to implement inclusive practices. According to the theory of planned behaviour, an individual's intention can be predicted by their attitudes, subjective norms and perceived behavioural control. Using convenience and snowball sampling, 1110 Hong Kong primary and secondary teachers were recruited to complete a 5‐part…
A scoping review of perceived support needs of teachers for implementing inclusive education
For decades, there has been growing advocacy and policy reform to provide an inclusive education for students with disabilities which has since been specified as their human right under the Convention on the Rights of Persons with Disabilities. Teachers play an essential role in implementing inclusive education, yet they describe inadequate support to ensure its success. This study aims to identify and synthesise research examining teachers’ perc…
In-service teachers’ views on implementing inclusive practices in Hong Kong classrooms
Collaborative Teaching and Inclusion (5 works) · Medical education (5 works) · Psychology (5 works) · Disability Education and Employment (4 works) · Medicine (4 works) · Pedagogy (4 works) · Political science (3 works) · Special education (3 works) · Special needs (3 works) · Inclusion (mineral (2 works)