Alan Cheung
Dados Biográficos
| ID | 3912985 |
|---|---|
| NOME | Alan Cheung |
| PRENOMES | Alan |
| SOBRENOME | Cheung |
| ASSINATURA | CHEUNG A |
| AFILIAÇÕES | Chinese University of Hong Kong |
| ORCID | 0000-0002-9013-1586 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 36 |
| TOTAL DE CITAÇÕES | 104 |
| TOTAL COMO AUTOR | 36 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2005 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Heading the road less travelled
The global pattern of international student mobility is increasingly diverse and complex. Existing studies predominantly focus on student flows from less-developed to more-developed countries, primarily in Western countries or emerging educational hubs like China. However, the reverse student mobility from these established regions to relatively more peripheral destinations, particularly Africa, remains underexplored. To fill this gap, we intervi…
Do school-based ChatGPT policies Bridge or widen gaps in students’ computer and information literacy across gender, socioeconomic status, and immigration backgrounds
Surviving publication pressure collaboratively? Peer co-authorship habitus and capital formation among Chinese doctoral students in humanities and social sciences
Despite growing research interest in humanities and social sciences (HSS) doctoral students’ publishing practices, little is known about how they navigate peer co-authorship practices in the context of Chinese competitive academic field. Grounded in Bourdieu’s thinking tools, this exploratory qualitative study draws on interviews with 29 HSS doctoral students to explore how peer co-authorship serves as a strategy for different types of capital ac…
A meta-analysis of effective social-emotional learning programs in Pre-K-12 classrooms
How professional capital empowers ICT Integration
Research has yet to fully uncover how professional capital translates into effective ICT integration by teachers in the age of artificial intelligence. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, this study analyzed data from 1015 Chinese middle school teachers using structural equation modeling. This study unveiled that: (1) Professional capital was positively associated with constructivist belief and different…
What affects the teaching agency of university instructors? A social realist perspective
This study uses China as a case country to investigate the factors that influence university instructors’ teaching agency by drawing on experiences in the engineering field using Margaret Archer’s social realist framework. With survey results including 659 valid responses, the findings reveal that instructors’ delivery of contextual instruction and use of multiple assessment methods to measure student learning are both directly influenced by two …
Does Chatting with Chatbots Improve Language Learning Performance? A Meta-Analysis of Chatbot-Assisted Language Learning
Given the importance of conversation practice in language learning, chatbots, especially ChatGPT, have attracted considerable attention for their ability to converse with learners using natural language. This review contributes to the literature by examining the currently unclear overall effect of using chatbots on language learning performance and comprehensively identifying important study characteristics that affect the overall effectiveness. …
Intercultural learning and adolescents’ global competence
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…
Australian grades 4 to 6 teachers’ beliefs and practices about teaching writing to low SES students
The current study examined writing beliefs and practices of 187 grades 4 to 6 teachers who taught writing in schools serving predominantly low SES students in Queensland, Australia. These participants completed a mailed survey that assessed their perceptions of preparation to teach writing to low SES students, time spent on writing instruction, frequency of writing instruction, students’ time spent on writing, efficacy beliefs for teaching writin…
Language learning development in human-AI interaction
Understanding emotional well-being of teachers
Effective Components of Social Emotional Learning Programs
Examining the Impact of Abracadabra (Abra), a Game-Based Online Literacy Program, on Primary School Students in Rural Hunan, China
Effect of a student teaching internship program on the self-efficacy of pre-service teachers in rural China
Purpose The purpose of the present study was to examine the impact of a student teaching internship program on the self-efficacy of pre-service teachers in China. Design/methodology/approach With 1,367 participants, structural equation modelling was used to evaluate the fit of the hypothetical model and a latent path analysis was conducted to identify the relationship among various variables. Findings The results suggested that the program had a …
The impact of flipped classroom teaching on college English language learning
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…
The impact of study abroad on pre-service and in-service teachers’ intercultural competence
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
Development and Evaluation of a Pioneer School-Based Gifted Education Program (Project Gift) for Primary and Secondary Students in Hong Kong
In this study, we used a quasi-experimental research design with pretest and post-test data collected from an experimental group and a control group to investigate changes in students after participating in a school-based gifted education program (Project GIFT) in Hong Kong. There were 3207 successfully matched students (3rd to 9th graders) joining the Level 1 program (for all students) alone or both the Level 1 program and Level 2 program (for g…
Professional Development for Teachers of Gifted Education in Hong Kong
Project GIFT is a pioneer research-based gifted education program which has been found to be effective in fostering holistic development of students in Hong Kong. Nevertheless, little is known whether the Project is beneficial to teachers. To investigate the changes in teachers after participating in the Project, we adopted a quasi-experimental design with pretest and posttest data collected from experimental and control groups in this study. A t…
Can the Locked-In Be Unlocked? University Stratification in China Under State-Led Quest for World-Class Universities
Examining role of professional development initiatives from the perspectives of Key Learning Area Coordinators and Subject Heads
How Methodological Features Affect Effect Sizes in Education
As evidence becomes increasingly important in educational policy, it is essential to understand how research design might contribute to reported effect sizes in experiments evaluating educational programs. A total of 645 studies from 12 recent reviews of evaluations of preschool, reading, mathematics, and science programs were studied. Effect sizes were roughly twice as large for published articles, small-scale trials, and experimenter-made measu…
Effective Reading Programs for Middle and High Schools
This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading of middle and high school students: (1) reading curricula, (2) mixed‐method models (methods that combine large‐and small‐group instruction with computer activities), (3) computer‐assisted instruction, and (4) instructional‐process programs (methods that focus on providing teachers with extensive professional development to…
Final Reading Outcomes of the National Randomized Field Trial of Success for All
Using a cluster randomization design, schools were randomly assigned to implement Success for All, a comprehensive reading reform model, or control methods. This article reports final literacy outcomes for a 3-year longitudinal sample of children who participated in the treatment or control condition from kindergarten through second grade and a combined longitudinal and in-mover student sample, both of which were nested within 35 schools. Hierarc…
Effective Reading Programs for English Language Learners and Other Language-Minority Students
This article systematically reviews research on elementary reading programs for English language learners and other language-minority students. It focuses on studies that compared experimental and control groups on quantitative reading measures. Among beginning reading models, research supported structured, phonetic programs emphasizing language development in both native-language and English instruction. Tutoring programs were also supported. Fo…
To return or not to return
The purpose of this paper is to examine the return intention of mainland Chinese students studying at prestigious universities in the Unites States. The study employed both quantitative and qualitative methods. Participants were 90 students from three top-tiered universities on the East Coast of the United States. The results of this study highlighted several aspects relating to these elite students' choice regarding return to China and the facto…
Effects of a Data-Driven District Reform Model on State Assessment Outcomes
A district-level reform model created by the Center for Data-Driven Reform in Education (CDDRE) provided consultation with district leaders on strategic use of data and selection of proven programs. Fifty-nine districts in seven states were randomly assigned to CDDRE or control conditions. A total of 397 elementary and 225 middle schools were followed over a period of up to 4 years. In a district-level hierarchical linear modeling (HLM) analysis …
Effective Components of Social Emotional Learning Programs
The impact of study abroad on pre-service and in-service teachers’ intercultural competence
Understanding emotional well-being of teachers
Can the Locked-In Be Unlocked? University Stratification in China Under State-Led Quest for World-Class Universities
A Synthesis of Research on Language of Reading Instruction for English Language Learners
This article reviews experimental studies comparing bilingual and English-only reading programs for English language learners. The review method is best-evidence synthesis, which uses a systematic literature search, quantification of outcomes as effect sizes, and extensive discussion of individual studies that meet inclusion standards. A total of 17 studies met the inclusion standards. Among 13 studies focusing on elementary reading for Spanish-d…
Effective Reading Programs for English Language Learners and Other Language-Minority Students
This article systematically reviews research on elementary reading programs for English language learners and other language-minority students. It focuses on studies that compared experimental and control groups on quantitative reading measures. Among beginning reading models, research supported structured, phonetic programs emphasizing language development in both native-language and English instruction. Tutoring programs were also supported. Fo…
Final Reading Outcomes of the National Randomized Field Trial of Success for All
Using a cluster randomization design, schools were randomly assigned to implement Success for All, a comprehensive reading reform model, or control methods. This article reports final literacy outcomes for a 3-year longitudinal sample of children who participated in the treatment or control condition from kindergarten through second grade and a combined longitudinal and in-mover student sample, both of which were nested within 35 schools. Hierarc…
Effective Reading Programs for Middle and High Schools
This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading of middle and high school students: (1) reading curricula, (2) mixed‐method models (methods that combine large‐and small‐group instruction with computer activities), (3) computer‐assisted instruction, and (4) instructional‐process programs (methods that focus on providing teachers with extensive professional development to…
Effects of a Data-Driven District Reform Model on State Assessment Outcomes
A district-level reform model created by the Center for Data-Driven Reform in Education (CDDRE) provided consultation with district leaders on strategic use of data and selection of proven programs. Fifty-nine districts in seven states were randomly assigned to CDDRE or control conditions. A total of 397 elementary and 225 middle schools were followed over a period of up to 4 years. In a district-level hierarchical linear modeling (HLM) analysis …
Success for All in England
This article reports the third-year findings of a longitudinal evaluation in England of Success for All (SFA), a comprehensive literacy program. Eighteen SFA schools across England and 18 control schools, matched on prior achievement and demographics, were included in this quasi-experimental study. The results of hierarchical linear modeling analysis reveal a statistically significant positive school-level effect for SFA schools compared with con…
To return or not to return
The purpose of this paper is to examine the return intention of mainland Chinese students studying at prestigious universities in the Unites States. The study employed both quantitative and qualitative methods. Participants were 90 students from three top-tiered universities on the East Coast of the United States. The results of this study highlighted several aspects relating to these elite students' choice regarding return to China and the facto…
How Methodological Features Affect Effect Sizes in Education
As evidence becomes increasingly important in educational policy, it is essential to understand how research design might contribute to reported effect sizes in experiments evaluating educational programs. A total of 645 studies from 12 recent reviews of evaluations of preschool, reading, mathematics, and science programs were studied. Effect sizes were roughly twice as large for published articles, small-scale trials, and experimenter-made measu…
Development and Validation of an Instrument to Measure STEM Undergraduate Students’ Comprehensive Educational Process
The Effects of Computer-Assisted Instruction on Mathematics Achievement in Mainland China
Examining role of professional development initiatives from the perspectives of Key Learning Area Coordinators and Subject Heads
Implementation and efficacy of a teacher intervention in dialogic mathematics classroom discourse in Hong Kong primary schools
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
Development and Evaluation of a Pioneer School-Based Gifted Education Program (Project Gift) for Primary and Secondary Students in Hong Kong
In this study, we used a quasi-experimental research design with pretest and post-test data collected from an experimental group and a control group to investigate changes in students after participating in a school-based gifted education program (Project GIFT) in Hong Kong. There were 3207 successfully matched students (3rd to 9th graders) joining the Level 1 program (for all students) alone or both the Level 1 program and Level 2 program (for g…
Professional Development for Teachers of Gifted Education in Hong Kong
Project GIFT is a pioneer research-based gifted education program which has been found to be effective in fostering holistic development of students in Hong Kong. Nevertheless, little is known whether the Project is beneficial to teachers. To investigate the changes in teachers after participating in the Project, we adopted a quasi-experimental design with pretest and posttest data collected from experimental and control groups in this study. A t…
Can the Locked-In Be Unlocked? University Stratification in China Under State-Led Quest for World-Class Universities
Examining the Impact of Abracadabra (Abra), a Game-Based Online Literacy Program, on Primary School Students in Rural Hunan, China
Effect of a student teaching internship program on the self-efficacy of pre-service teachers in rural China
Purpose The purpose of the present study was to examine the impact of a student teaching internship program on the self-efficacy of pre-service teachers in China. Design/methodology/approach With 1,367 participants, structural equation modelling was used to evaluate the fit of the hypothetical model and a latent path analysis was conducted to identify the relationship among various variables. Findings The results suggested that the program had a …
The impact of flipped classroom teaching on college English language learning
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…
The impact of study abroad on pre-service and in-service teachers’ intercultural competence
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…
Australian grades 4 to 6 teachers’ beliefs and practices about teaching writing to low SES students
The current study examined writing beliefs and practices of 187 grades 4 to 6 teachers who taught writing in schools serving predominantly low SES students in Queensland, Australia. These participants completed a mailed survey that assessed their perceptions of preparation to teach writing to low SES students, time spent on writing instruction, frequency of writing instruction, students’ time spent on writing, efficacy beliefs for teaching writin…
Psychology (33 obras) · Mathematics education (26 obras) · Pedagogy (23 obras) · Computer Science (12 obras) · Medicine (12 obras) · Political science (11 obras) · Sociology (9 obras) · Curriculum (7 obras) · Developmental psychology (7 obras) · Early Childhood Education and Development (7 obras)