Dr CHU, Sing Wa Steven
朱醒華
博士
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Senior Lecturer II |
Department of Early Childhood Education |
Contact
ORCiD
0000-0002-3246-7698
Phone
(852) 2948 7287
Fax
(852) 2948 7160
Email
chusws@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
56455415800
Research Outputs
| Scholarly Books, Monographs and Chapters Chapter in an edited book (author) Chu, S. S. W., & Chung, K. K. H. (2017). Ka-ho, a case study of a Chinese adolescent with dyslexia.. In Anderson, P. L., & Meier-Hedde, R. (Eds.), Dyslexia in Adolescence: Global Perspectives (68-86). Hong Kong: New York: Routledge. |
| Journal Publications Publication in refereed journal Yan, Z., Lum, R. C. W., Lui, R. T. L., Chu, S. S. W., & Lui, A. M. (2015). Measuring teaching assistants’ efficacy using Rasch model. Journal of Applied Measurement, 16(1), 60-75. |
Projects
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Enhancing Full-Time ECE Students’ Classroom Management Skills Through VR-Based Virtual Classroom Training The project titled "Enhancing Full-Time ECE Students’ Classroom Management Skills through VR-Based Virtual Classroom Training" was designed to equip Year 1 students in the Higher Diploma (ECE) Programme at The Education University of Hong Kong with essential classroom management skills. These students often face challenges in handling disruptive behaviors during their Field Experience (FE), which affects their teaching performance. The project leveraged Virtual Reality (VR) technology to create a simulated classroom environment where students could practice managing disruptive behaviors in a safe and controlled setting. The VR-based training allowed students to engage in hands-on learning, significantly improving their ability to handle real classroom situations.The results of the project demonstrated significant improvements in students’ classroom management skills and teaching efficacy. Quantitative assessments showed a marked increase in their confidence and competence, particularly in managing classroom disruptions. Qualitative feedback from students and supervisors further confirmed the positive impact of the VR training on their preparedness and ability to create a conducive learning environment. Additionally, the project highlighted the potential of VR technology as a powerful tool in teacher education. It provided a scalable model that could be adopted across other teaching programs. The successful outcomes have paved the way for further exploration and expansion of VR-based training modules to benefit a broader cohort of students in future academic years. Project Start Year: 2023, Principal Investigator(s): CHU, Sing Wa, Steven |
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Developing an Online Special Education Training Platform to Promote Independent Learning: A Flipped Classroom Approach As the flipped classroom approach is becoming more popular in higher education (Williams et al., 2019), it is worthwhile to pilot this in our teacher training courses. Upon completion of this project, it could be one of exemplars that showcases how we could make use of a series of online structured teaching activities and/or videos to help promote active and independent learning for our pre-service student teachers. It will inform how teacher educators could accommodate a flipped classroom approach in ECE teacher training. This project will set a good start for the Department and eventually enhance the Department’s capacity to include such a practice in curriculum design and course teaching. Project Start Year: 2023, Principal Investigator(s): CHU, Sing Wa, Steven |
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Developing an online platform to assist full-time ECE student teachers to implement inclusive teaching practices in their FE. Catering for diverse learning needs has long been a critical component in teacher training. Despite we have worked hard to equip our ECE student teachers with appropriate knowledge and skills in catering for diverse needs through various means, we can still observe that their teacher efficacy to teach in inclusive classrooms is low. Thus, there is a need to show them how to implement inclusive teaching practices in early childhood education settings through teaching demonstration. To this end, I will attempt to build up an online platform where our full-time ECE student teachers can access it and view a series of teaching demonstration videos, which will be taught by in-service teachers, showcasing how they can implement inclusive teaching techniques in classroom settings. In addition to that, we will also provide our student teachers with teaching packages and lesson plans on the platform so that they can make use of these materials in their FE. To our knowledge, this project will be the first attempt in the Faculty that uses an online platform to assist full-time ECE student teachers to implement inclusive teaching practices, which will deepen their understanding and skills in implementing inclusive teaching practices in regular classrooms. In addition, they can also use the teaching packages and lesson plans in their FE. Not only will our students benefit from this platform, but the resources generated from this project will also benefit FE supervisors in which they can use the videos, teaching packages, and lesson plans for teaching. Project Start Year: 2023, Principal Investigator(s): CHU, Sing Wa, Steven |
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Effectiveness of mindfulness training for young children with ADHD and their parents: A randomized controlled trial In the West, mindfulness training has been widely used as an alternative treatment to help enhance the functioning of school children with ADHD and their parents. However, there is a paucity of research examining the efficacy of such an intervention in Chinese young children with ADHD and their parents. Therefore, it is worthwhile to study whether mindfulness training could be used as an alternative treatment for these young children and their parents. To this end, I applied for a departmental research grant titled Effectiveness of mindfulness training for young children with ADHD and their parents: A randomized controlled trial. Upon completion of this project, young children with ADHD and their parents will have received 8 sessions of mindfulness training respectively and it is expected that mindfulness training could help reduce the core symptoms of Chinese young children with ADHD and enhance the well-being of their parents. Despite the fact that the scale of this study is small, it is one of the very few attempts to use an alternative treatment to treat ADHD. The outcomes of this study will add knowledge to the literature that meditation training could be used a second line of treatment for young children with ADHD. Project Start Year: 2022, Principal Investigator(s): CHU, Sing Wa, Steven |
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A web-based training kit for managing challenging behaviours of young children with Autism Spectrum Disorder (ASD) In this project, we aimed to create a video library showcasing how kindergarten teachers can make use of a positive behaviour support approach to manage ASD children's challenging bahaviours. Project Start Year: 2021, Principal Investigator(s): CHU, Sing Wa, Steven |
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Developing a web-based training package of Theory of Mind (ToM) to assist student teachers of ECE in supporting young children with autism spectrum disorder (ASD) In this project, we aimed to create a web-based library of videos showcasing how kindergarten teachers can improve ASD children's theory of mind. Project Start Year: 2020, Principal Investigator(s): CHU, Sing Wa, Steven |
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Developing a web-based video library of social stories for pre-service kindergarten teachers educating young children with Autism Spectrum Disorder (ASD) In this project, we aimed to produce a video library to showcase how pre-service kindergarten teachers can make use of social stories to improve the social skills of young children with ASD. Project Start Year: 2020, Principal Investigator(s): CHU, Sing Wa, Steven |
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Provision of Services for “Professional Development Programme on Catering for Students with Diverse Needs in Kindergartens: Basic and Advanced (Theory and Practice) Courses ” for the 2018/19 School Year -EDB ref: L/M (1) in EDB(EPS/K)/22-35/3(3) This programme aims to provide kindergarten teachers with an overview of the diverse developmental needs of children in kindergartens and promote teachers’ understanding of the importance of early identification and intervention through equipping them with knowledge and skills in supporting kindergarten children with developmental and learning needs, including those at risk for developmental delay. This programme also has a practical orientation and focuses on building the capacity of teachers on curricula and instructional strategies adaptation and also how to work with families and other professionals in the community. Project Start Year: 2018, Principal Investigator(s): CHU, Sing Wa, Steven |
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Constructing an Interactive Journey for Students' Field Experience Reflection This is designed to help students, on an ongoing basis, to enhance and learn from their field experience thereby making it easier to prepare their reflection. Each supervisor will be responsible for a specified number of students. The supervisor will have access to the students’ progress in using the app. The information will remain available to any later supervisor and so will represent an entire picture throughout the student’s teaching practice. Project Start Year: 2017, Principal Investigator(s): KWAN, Yuet Ling Linda 關月玲 (CHU, Sing Wa Steven 朱醒華 as Co-Investigator) |
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Provision of Services for a “Professional Development Programme on Catering for Students with Diverse Needs in Kindergartens” for the 2017/18 School Year This programme aims to provide kindergarten teachers with an overview of the diverse developmental needs of children in kindergartens and promote teachers’ understanding of the importance of early identification and intervention through equipping them with knowledge and skills in supporting kindergarten children with developmental and learning needs, including those at risk for developmental delay. This programme also has a practical orientation and focuses on building the capacity of teachers on curricula and instructional strategies adaptation and also how to work with families and other professionals in the community. Project Start Year: 2017, Principal Investigator(s): LAM, Ho Cheong 林浩昌 (CHU, Sing Wa Steven 朱醒華 as Co-Investigator) |