Prof LEUNG, Chi Hung   梁智熊
Associate Professor
Department of Special Education and Counselling
Phone No: (852) 2948 8304
Fax No: (852) 2948 7794
Email: chhleung@eduhk.hk
Contact
ORCiD
0000-0002-7469-5672
Phone
(852) 2948 8304
Fax
(852) 2948 7794
Email
chhleung@eduhk.hk
Scopus ID
33068167400
Research Interest

Chinese Parenting, Psychometrics, Children with special needs, play, and learing approaches

External Appointment

Psychological Consultant of Guideposts Kindergarten Group; Professional Consultant of SCS, CUHK; Professional Consultant of Enterprise and Social Development Research Centre, Department of Business Administration, Hong Kong Shue Yan University; Conduct a workshop to the Chinese YMCA College's teaching staff about inclusive education in secondary school; Conduct a seminar to Ma Chung Sum Secondary school about "build up an inlcusive culture in school"

Professional Profile

Chi-hung Leung joined the Hong Kong Institute of Education as Assistant Professor of the Department of Psychological Studies. He is a Chartered Psychologist with practicising certificate at The British Psychological Society. He has been granted the member of the APS College of Developmental & Educational Psychologists since 2004. He is currently teaching Research Methods, Human Development, and Children with special needs courses. He is now conducting a study of “Use of Filial Play Model to Enhance Teacher-Child and Parent-Child Relationships, and children’s social competence” and leading a TDG project of “Developing and evaluating e-portfolio for the final year project (FYP)”. He has taught various psychology subjects for nearly 14 years. His research focuses are (a) Play and social competence, (b) Chinese parenting practices, (c) Learning effectiveness among University students, and (d) Assessing moral development of preschool children.
Research Interest

Chinese Parenting, Psychometrics, Children with special needs, play, and learing approaches

External Appointment

Psychological Consultant of Guideposts Kindergarten Group; Professional Consultant of SCS, CUHK; Professional Consultant of Enterprise and Social Development Research Centre, Department of Business Administration, Hong Kong Shue Yan University; Conduct a workshop to the Chinese YMCA College's teaching staff about inclusive education in secondary school; Conduct a seminar to Ma Chung Sum Secondary school about "build up an inlcusive culture in school"

Selected Output

Scholarly Books, Monographs and Chapters
Lam, S.Z.C., Leung, C.H., & Yip, M.K.L. (Accept, 2018) (2018). Learning from Voices of special educators: experiences of roles and responsibilities for supporting students with Autism in school transition to employment in Hong Kong and Singapore. In M.Y. Yuen, W. Bearmish, & V.S. Solberg, Career Development and Transitions for Students with Special Education Need (.). .: Springer Education & Language.
Leung, C. H. (2017). Play in the context of early childhood education in Hong Kong. In M. T. Hue (Ed.), School counselling in a Chinese context: Supporting students in need in Hong Kong (21-32). New York, NY: Routledge, Taylor & Francis Group.
Leung, C. H. (2017). Understanding play and peer play among preschool children in low-income families in Hong Kong. In M. T. Hue (Ed.), School counselling in a Chinese context: Supporting students in need in Hong Kong (33-45). New York, NY: Routledge, Taylor & Francis Group.
Leung, C. H. (2012). Modeling of Parenting Style, Achievement Variables, and Learning Approaches: Hong Kong Chinese and Anglo-Australian Perspectives. New York: Nova Science Publishers, Inc.

Journal Publications
Leung, C.H., (2020). Teachers’ Multicultural Sensitivity Predicts Developmentally Appropriate Beliefs and Practices in the Classroom. Asian Education and Development Studies, https://www.emerald.com/insight/content/doi/10.1108/AEDS-09-2020-0201/full/html, ., .-.
Leung, C. H., & Hue, M. T. (2020). Factor structure of multicultural teaching competency scale for school-teachers in Hong Kong. Australian Journal of Teacher Education, 45(7), 1-14.
Leung, C.H., & Hue, M.T. (2020). Factor structure of MTCS in Hong Kong. Australian Journal of Teacher Education. Retrieved from DOI 10.14221/ajte.2020v45n7.1, 45(7), .-.
Pong, H. K., Leung, C. H., & Lung, C. L. (2019). Validating the Chinese-translated version of the Spiritual Health and Life-orientation Measure (SHALOM) amongst the Chinese youth populations in 2010 and 2018. Journal of Beliefs & Values, (in press), 1-20.
Chin, F., & Leung, C.H. (2018). The concurrent validity of the Internet Addiction Test (IAT) and the Mobile Phone Dependency Questionnaire (MPDQ). Plos One, 13(6), e0197562.
Cheung, H. W., Kennedy, K. J., Leung, C. H., & Hue, M. T. (2018). Religious engagement and attitudes to the role of religion in society: Their effect on civic and social values in an Asian context. British Journal of Religious Education, 40(2), 158-168.
Leung, C. H., & Hue, M. T. (2017). Understanding and enhancing multicultural teaching in preschool. Early Child Development and Care, 187(12), 2002-2014.
Leung, C. H. (2017). The concurrent validity of the Hong Kong versions of the Penn Interactive Peer Play (PIPPS) and the Preschool Play Behavior Scale (PPBS). Journal of Research in Childhood Education, 31(4), 478-486.
Leung, C. H. (2017). Assessing mobile phone dependency and teens' everyday life in Hong Kong. Australian Journal of Psychology, 69(1), 29-38.
Leung, C. H. (2017). University support, adjustment, and mental health in tertiary education students in Hong Kong. Asia Pacific Education Review, 18(1), 115-122.
Cheung, H. W., Kennedy, K. J., Leung, C. H., & Hue, M. T. (2016). Religious engagement and attitudes to the role of religion in society: Their effect on civic and social values in an Asian context. The British Journal of Religious Education, ., 1-12.
Leung, C. H., & Hue, M. T. (2016). Understanding and enhancing multicultural teaching in preschool. Early Child Development and Care, DOI: 10.1080/03004430.2016.120, .
Hue, M. T., Leung, C. H., & Kennedy, K. J. (2015). Student perception of assessment practices: Towards 'no loser' classrooms for all students in ethnic minority schools in Hong Kong. Educational Assessment, Evaluation and Accountability, 27(3), 253-273.
Leung, C. H. (2015). Factor Structure of PPBS with Chinese preschoolers from low-income families. Children and Youth Services Review, 53(1), 157-165.
Leung, C. H. (2015). Enhancing social competence and child-teacher relationship using child-centred play training model in Hong Kong preschools. The International Journal of Early Childhood, 47(1), 135-152.
Chan S. M., Leung C. H. (2014). Factor Structure of the Screen for Child Anxiety-Related Emotional Disorder (SCARED) in a Community Sample of Hong Kong Chinese Adolescents (DOI 10.1007/s10578-014-0509-8). Child Psychiatry & Human Development, Retrieved from http://link.springer.com/article/10.1007%2Fs10578-014-0509-8, 46 (5), 671-682.
Cheung, H. P. R., & Leung, C. H. (2014). Preschool Teachers’ Perceptions of Creative Personality Important for Fostering Creativity: Hong Kong Perspective. Thinking Skills and Creativity, 12 (1), 78-89.
Cheung, H.P.R., & Leung, C.H. (2013). Preschool teachers’ beliefs of creative Pedagogy: important for fostering creativity. Creativity Research Journal, 25(4), 397-407.
Leung, C. H., Wong, K. M. B., & Wong, J. (2013). Conceptions of learning in pre-service and in-service ECE students and the impact of teaching experience. Australasian Journal of Early Childhood, 38 (3), 57-67.
Leung, C. H. (2013). Validation of the Penn Interactive Peer Play Scale with preschool children in low-income families in Hong Kong (DOI : 10.1080/03004430.2013.773990). Early Child Development and Care, Retrieved from http://dx.doi.org/10.1080/03004430.2013.773990, 184 (1), 118-137.
Leung, C.H. (2012). Developing the OBTL curriculum with blended learning to enhance student learning. New Horizons in Education, 60 (2), 51-63.
Leung, C.H. (2012). Teacher beliefs and practices of kindergarten teachers in Hong Kong. Australasian Journal of Early Childhood, 37 (1), 38-54.
Leung, C.H., Ng, C.W.R., & Chan, P.O. Ella (2011). Can co-curricular activities enhance learning effectiveness among sub-degree students in Hong Kong. International Journal of Teaching and Learning in Higher Education, 23(3), 329-341.
Leung, C.H. (2011). An experimental study of eduplay and social competency among preschool children in Hong Kong. Early Child Development and Care, 181(4), 535-548.
Leung, C. H., & Mak, K. Y. (2010). Training, understanding, and the attitudes of primary school teachers regarding inclusive education in Hong Kong. International Journal of Inclusive Education, 14(8), 829-842.
吳宏球和梁智熊(2010):故事結構教學能否提升語言發展遲緩兒童的口語表達能力。,《特殊教育季刊》,00,1-32。
Li, Y. L. J., Leung, C. H., Woo, Y. S., & Lau, P. L. B. (2010). Fostering and assessing young children's moral and social development: Enhancing early childhood organizations' knowledge of implementing program innovations. Hong Kong Journal of Early Childhood, 9(1), pp. 79-81.
Leung, C. H., & Choi, E. (2010). A qualitative study of self-esteem, peer affiliation, and academic outcome among low achieving students in Hong Kong. 教育曙光 (New Horizons in Education), 58 (1), 22-42.
Leung, C. H., & To, H. K. (2009). The relationship between stress and bullying among secondary school students. New Horizons in Education, 57 (1), 33-42.

Conference Papers
Leung, C.H. (2019, June). Walk Along with kids ; An ecological model. Paper presented at 2019 International Conference of Education and Social Science, Tel Aviv, Israel.
Leung, C.H. (2018, August). Teachers Who Are Multiculturally Competent Also Use More Developmentally Appropriate Practices: A Study of Hong Kong Kindergartens. Paper presented at 2018 International Conference on Social Science and Humanities (ICSSH), Paris.
Cheung, H. W. C., Kennedy, K. J., Hue, M. T., & Leung, C. H. (2017, November). The influence of religious education on Hong Kong & Taiwanese students’ civic and social values development. Paper presented at the WERA Focal Meeting & HKERA International Conference 2017 (WERA-HKERA 2017): Innovation, Reform and Education Change in a Contemporary World, Hong Kong, China.
Leung, C.H. (2017, May). University Support, Adjustment, and Mental Health in Tertiary Education Students in Hong Kong. Paper presented at 2017 Prague International Academic Conference Business & Economics Education & Social Sciences, Prague.
Leung, C. H. (2016, April). The concurrent validity of the Hong Kong versions of the Penn Interactive Peer Play (PIPPS) and the Preschool Play Behavior Scale (PPBS). Ireland International Conference on Education (IICE-2016), Ireland.
Leung, C. H. (2016, January). Factor structure of the multi-cultural teaching competency scale (MTCS) In Hong Kong. The 3rd Asia Pacific Conference on Advanced Research (CPCAR-2016), Melbourne, Victoria, Australia.
Leung, C. H. (2014, May). Validating the use of PPBS to assess social withdrawal among Hong Kong Preschoolers in low-income Families. Paper has been presented at the NZ Assoc for Co-operative Education Conference, Christchurch, New Zealand.
Leung, C.H. (2012, July). Developing and evaluating e-portfolio for the final year project (FYP). Paper presented in International Conference : The Future of Education, Florenece, Italy.
Leung, C.H. (2011, June). Developing the OBTL Curriculum with Blended Learning to Enhance Student’s Learning Effectiveness. Paper presented at Annual Lilly Conference on College and University Teaching – Washington, DC, USA.
Leung, C.H. (2010, June). Teacher beliefs and practices of in-service and pre-service kindergarten teachers in Hong Kong. 8th International Conference of Comparative Education and Teacher Training 2010, Bulgaria.
Leung, C. H. (2009, May). An experimental study of play and socio-emotional development among preschool students in Hong Kong. Paper presented at the Early Childhood Council Annual Conference, Rotorua.

Project

Spiritual and Mental Health of Students in Hong Kong and in Mainland China under the Impact of COVID-19
Spiritual and Mental Health of Students in Hong Kong and in Mainland China under the Impact of COVID-19
Project Start Year: 2020, Principal Investigator(s): LEUNG, Chi Hung 梁智熊
 
Action Research Project on Executive Function Training Group for Primary One ADHD Students
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Project Start Year: 2019, Principal Investigator(s): LEUNG, Chi Hung 梁智熊
 
Evaluation Study on Community Support Network for Children with Development Delays and Special Needs in Tin Shui Wai
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Project Start Year: 2019, Principal Investigator(s): LEUNG, Chi Hung 梁智熊
 
Investigating the Effectiveness of an Information Technology Entrepreneurship Training Program for Ethnic Minorities in Hong Kong (香港少數族裔資訊科技創業培訓計劃的成效評估)
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Project Start Year: 2019, Principal Investigator(s): LEUNG, Chi Hung 梁智熊
 
Provision of Professional Consultancy Service for WeCycle III Program
To provide research support on Colour Stroop Task, Implicit Association Task (IAT), Dot Probe Task and Eye Tracking Paradigm to WeCycle project.
Project Start Year: 2019, Principal Investigator(s): LEUNG, Chi Hung 梁智熊
 
創新科技應用與特殊教育及特教研究
The project offers a 5-day training workshop for Nanjing Normal University of Special Education and with the training output, produces a special education training manual.
Project Start Year: 2018, Principal Investigator(s): LEUNG, Chi Hung 梁智熊
 
Develop a Play-based Learning Apps for ADHD/ ADD Students to Enhance Their Memorization
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Project Start Year: 2016, Principal Investigator(s): LEUNG, Chi Hung 梁智熊
 
Randomized Controlled Trial of Play-based Learning in ADHD
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Project Start Year: 2016, Principal Investigator(s): LEUNG, Chi Hung 梁智熊
 
Multiculturalism in the Classroom: Hong Kong Preschool Teachers' Beliefs and Practices
Preschool education is an essential part of the Hong Kong educational system, and teachers are an important element of high-quality, developmentally appropriate early childhood programs. A reform proposal in 2000 (Chan & Chan, 2003) emphasized the need to upgrade the professional competence of educators at all levels. One area of focus was multiculturalism, a focus that is particularly relevant in Hong Kong where ethnic minorities, who make up only 2% of the school population overall, are neglec . . .
Project Start Year: 2015, Principal Investigator(s): LEUNG, Chi Hung 梁智熊
 
Creating culturally responsive classrooms in a Chinese context: A study of teacher and school attitudes to multicultural teaching competence in Hong Kong schools
Hong Kong is a multicultural society without any multicultural policy support. Schools have a predominantly Chinese student population but some 1.94% of our students are ethnic minorities. (School Education Statistic Section, EDB, 2012). These students remained invisible in the school system until the 2008 Racial Discrimination Ordinance and the implementation of inclusive education policy in 2002 (EDB, 2010, 2011). Without a broad multicultural environment supporting our schools, how do teacher . . .
Project Start Year: 2013, Principal Investigator(s): HUE, Ming Tak 許明得 (LEUNG, Chi Hung 梁智熊 as Co-Investigator)
 
University Support, Adjustment and Mental Health in Tertiary Education Students in Hong Kong
A substantial proportion of university students in Hong Kong reports moderate to severe symptoms of depression, anxiety and stress. We tested the hypothesis that student adjustment would be related to characteristics of the university environment, using a conceptual model based on research on parenting styles. We first tested the psychometric properties of the measure used to assess students’ views of the university environment. Participants were 773 students aged 18 to 25 from three Hong Kong u . . .
Project Start Year: 2013, Principal Investigator(s): LEUNG, Chi Hung 梁智熊
 
Developing and evaluating e-portfolio for the final year project (FYP)
An e-portfolio is typically a collection of work or ‘artifacts’ selected by a student to: • showcase his or her abilities; • provide evidence that learning has occurred; • evidence that learning outcomes have been met. In addition to these artifacts or ‘evidence of learning’ there is often an element of reflection on the tasks reported. The most attractive feature of an e-portfolio is the high student involvement in putting together the contents of an e-portfolio, often through discussion or . . .
Project Start Year: 2011, Principal Investigator(s): LEUNG, Chi Hung 梁智熊
 
Using filial play model to enhance teacher-child and parent-child relationship, and children’s social competence
The goal of the proposed project is to introduce the filial play training to both teachers and parents to enhance teacher-child and parent-child relationship and children’s social competence. The target beneficiary groups will be 28 preschool teachers, 70 students with either internalizing or externalizing problems, and 70 parents. All the training sessions, workshops, and seminars will be recorded in DVDs for further dissemination. It is expected that even other teachers and parents not involve . . .
Project Start Year: 2011, Principal Investigator(s): LEUNG, Chi Hung 梁智熊
 
Enhancing Social Competence and Child-teacher Relationship Using Filial Play Training Model
The purpose of this study is to determine the effectiveness of an intensive version of the Landreth and Bratton (2006) 10-week filial play training model as a method of intervention for children and parents in Hong Kong. This study is designed to determine the effectiveness of intensive filial play training in (a) reducing children’s internalizing behavior problems, such as withdrawal, somatic complaints, anxiety, and depression; (b) reducing children’s externalizing behavior problems, such as a . . .
Project Start Year: 2009, Principal Investigator(s): LEUNG, Chi Hung 梁智熊
 
Fostering and Assessing Young Children's Moral and Social Development: Enhancing Early Childhood Organizations' Knowledge of Implementing and Evaluating Program Innovations
The project is a teacher development project. The goal is to enhance the learning and teaching of the key learning area “Self and Society” in the formal pre-primary curriculum. The objectives are: (i) to enhance social, moral and civic education in the “Self and Society” domain by setting goals and objectives; (ii) to develop and try out learning activities that help young children develop moral and social abilities and skills in all aspects of life; (iii) to equip teachers with knowledge and sk . . .
Project Start Year: 2009, Principal Investigator(s): LI, Yuen Ling Joyce 李婉玲 (LEUNG, Chi Hung 梁智熊 as Co-Investigator)
 
Prizes and awards

The 46th International Exhibition of Inventions of Geneva, Switzerland 2018 (Silver Merit )
Play Based AR Training Kit for ADHD Children, is a technologized system, which consists of training manuals, teaching materials and an assessment model, for conducting small group play-based learning in classroom. The system can provide on-going assessments of different areas of EFs for ADHD kids. Teachers and parents can evaluate the student EF’s performance in real-time.
Date of receipt: /4/2018, Conferred by: The Romanian Delegation