Dr LEE, Tai Hoi Theodore   李泰開
Asso Head / Senior Lecturer I
Department of Education Policy and Leadership
Phone No: (852) 2948 8377
Email: tthlee@eduhk.hk
Contact
ORCiD
0000-0003-0482-4819
Phone
(852) 2948 8377
Email
tthlee@eduhk.hk
Scopus ID
56441844000
Research Interest

Teacher development and leadership, inquiry learning, assessment for learning.

Professional Profile

Theodore is used to be a secondary school teacher for 10 years before leaving for New Zealand to complete his higher degree in education. He obtained a Master of Educational Leadership (First Honours) and his PhD from the University of Waikato, New Zealand.

Research Interest

Teacher development and leadership, inquiry learning, assessment for learning.

Selected Output

Scholarly Books, Monographs and Chapters
Zhan, Y., Sun, D., Chan, N. C., Chan, K. W., Lam, T. S., & Lee, T. H. (2021). Enhancing learning engagement through formative e-assessment in general education foundation course tutorials. LIM, C. P. & GRAHAM, C. R. (, Blended learning for inclusive and quality higher education in Asia (281-299). Singapore: Springer.
李泰開(2019):<解難能力>,輯於石美寶、李子建和姚偉梅編,《迎接未來的四大能力- 家長與孩子一起踏上成功之路》,(頁 158-165),香港,中華書局(香港) 有限公司。
Lee, T. H. T., & Yang, M. (2017). Using Feedback Strategies to Support First-year Students’ Independent Learning and Critical Judgment. Kong, S. C., Wong, T.L. & Yang, M., Chow, C. F., & Tse, K. H., Theories and emerging practices in scholarship of learning and teaching in higher education in a digital technology era (311-326). Singapore: Springer.
Lee, T. H., Walker, A., & Hallinger, P. (2016). Successful school leadership in Southeast Asia region. Pashiardis, P., & Johansson, O., Successful school leadership: International perspectives (27-40). New York: Bloomsbury.
Hallinger, P., Lee, T., & Szeto, E. (2015). Gateways to Leading Learning - Review of research on educational leadership and management in Hong Kong, 1995-2012: Topographical analysis of an emergent knowledge base. Hong Kong: APCLC-HKPI Monograph Series.
蘇詠梅、鄭雅儀、李泰開、顏健麟、謝慧雯(2013):《在小學常識科課程(智障學生)中培養學生高階思維的方法(第二版)》,香港,香港特別行政區政府教育局及香港教育學院。
蘇詠梅、鄭雅儀、陳炳文、李泰開、何尚佩、顧加蔚(2012):《在小學常識科課程(智障學生)中培養學生高階思維的方法》,香港,香港特別行政區政府教育局及香港教育學院。
Lee, T.H.T. (2008). Professional development of ICT integration for teachers. Germany: VDM Verlag Dr. Mueller e.K.

Journal Publications
Lee, T., Cheng, Y.C., and Ko, J. (2017). Curriculum reform with a school-based approach: Intellectual, structural and cultural challenges. School Leadership and Management, 38(3), 278-301.
Ko, J., Cheng, Y. C., & Lee, T. (2016). The development of school autonomy and accountability in Hong Kong: Multiple changes in governance, work, curriculum, and learning. International Journal of Educational Management, 30(7), 1207-1230.
Cheng, Y. C., Ko, J. Y. O, & Lee, T. T. H. (2016). School autonomy, leadership and learning: a reconceptualisation. International Journal of Educational Management, 30(2), 177-196.
Szeto, E., Lee, T.T.H., & Hallinger, P. (2015). A systematic review of research on educational leadership in Hong Kong, 1995-2014. Journal of Education Administration, 53(4), 534-553.
Ng, S. W., & Lee, T. H. T. (2015). How parents were involved in a special school in Hong Kong. International Journal of Educational Management, 29(4), 420-430.
Lee, T.T.H., & So, W.W.M. (2015). Inquiry learning in a special education setting: Managing the cognitive loads of intellectually disabled students. European Journal of Special Needs Education, 30(2), 156-172.
Hallinger, P., Lee, T.T.H., & Szeto, E. (2013). Review of Research on Educational Leadership and Management in Hong Kong, 1995-2012: Topographical Analysis of an Emergent Knowledge Base. Leadership and Policy in Schools, 12(3), 256-281.
So, W. M. W., & Lee, T. H. T. (2011). Influence of teachers’ perceptions of teaching and learning on the implementation of assessment for learning in inquiry study. Assessment in Education: Principles, Policy & Practice, 18(4), 417-432.
Cheng, M. H. M. & Lee, T. H. T. (2010). Maximizing the benefits of the use of rubrics to promote assessment for learning in inquiry study. Educational Practice and Theory, 32(2), 5-21.
Cheng, M. H. M., & Lee, T. H. T. (2010). Addressing the challenges in school-based assessment: practices in the assessment of inquiry learning. Curriculum and Teaching, 25(1), 25-41.

Conference Papers
Yang, M., Yang, L., Xu, H.X., Lee, T.T.H., Han, C., & Song, B. (2019, December). Reconsidering Students’ Experience of Peer Assessment Practices. Paper presented at Australian Association of Research in Education (AARE) Conference, Brisbane, Australia.
Yang, M., Christina Han, C., Yang, L., Xu, H. X., & Lee, T. H. (2018, July). Peer feedback via mobile devices: Is it useful? Is it trustworthy? Is it safe?. Higher Education Academy Annual Conference, Birmingham, UK.
Lee, T.T.H., Cheng, Y.C., & Ko, J.Y.O. (2016, April). Curriculum Reform with a School-Based Approach in Hong Kong: Intellectual, Structural and Cultural Challenges. AERA 2016, Washington D.C.
Cheng, Y.C., Ko, James, & Lee, Theodore (2015, September). Implications for international research on school autonomy and 21st century learning: Hong Kong & beyond. Paper presented at the Focal Meeting of World Education Research Association (WERA) and the International Conference of European Education Research Association (EERA), Budapest, Hungary.
Yang, M., Wong, G. K. W., Sin, K., Lee, T., Lam, B., & Han, C. (2015, June). The role of dialogic feedback in supporting students’ active learning in higher education. Proceedings in The American Educational Research Association (AERA) Annual Meeting, Chicago, Illinois, USA.
Lee, T.T.H. (2015, March). Teachers’ perception of middle leadership in Hong Kong schools. Asia Leadership Roundtable 2015, Bangkok, Thailand.
Szeto, S. Y., Lee, T. H., Hallinger, P., & Walker, A. (2015, March). A systematic review of research on educational leadership in Hong Kong. Asia Leadership Roundtable 2015, Bangkok, Thailand.
Yang, M., Bryant, D., Han, C., Lam, B., Lee, T., Sin, K., and Wong, G. K. W. (2014, June). Exploring teachers’ and students’ experiences of assessment feedback in higher education. Proceedings of Global Curriculum & Instruction Network (GCIN) Conference 2014, Hong Kong.
Lee, T.T.H., & So, W.W.M. (2014, March). Lessons learned from using inquiry learning approach for intellectually disabled students. International Symposium on Education, Psychology, Society and Tourism 2014, Tokyo, Japan.
Hallinger, P., Lee, T.H.T, & Szeto, S.Y.E (2013, March). Review of Research on Educational Leadership and Management in Hong Kong, 2000-2012: Topographical Analysis of an Emergent Knowledge Base. The Asia Leadership Roundtable 2013, Shanghai, China.
So, W.W.M. & Lee, T.H.T. (2012, April). Possibilities of Inquiry Learning for Students with Intellectual Disabilities?. Paper presented at AERA Annual Meeting, 2012, Vancouver, Canada.
So, W.W.M. & Lee, T.H.T. (2011, December). Understanding the use of inquiry learning with students with intellectual disabilities. Paper presented at WERA Focal Meeting, 2011, Kaohsiung, Taiwan.
Lee, T.H.T. (2008, April). Towards a Peer Support Enhanced Professional Development Model of Information and Communication Technology Integration in Teaching. Paper presented at BRCSS New Settler Seminars 2008, Hamilton, New Zealand.

Creative and Literary Works, Consulting Reports and Case Studies
Lee, T. H., Yuen, G., & Choi, T. H. (2020). Introduction to the contexts that impact teacher professionalism. Hong Kong: Faculty of Education and Human Development, The Education University of Hong Kong.
Yuen, G., & Lee, L. T. (2019). Case-based blended learning online package. Hong Kong: The Education University of Hong Kong.
Yuen, G., & Lee, T. H. (2018). Virtual museum: History of education development in Hong Kong. Hong Kong: Faculty of Education and Human Development, The Education University of Hong Kong.
Yuen, G., & Lee, T. H. (2017). Two video cases on teacher professionalism. Hong Kong: Faculty of Education and Human Development, The Education University of Hong Kong.

Project

Building Networks and Engagement for Social Impact
This project aims to establish, enhance and formalise EPL’s networks and partnerships, which are necessary to create social impact of research. Concurrently, it initiates two potential impact cases which build on and develop synergies across existing research, teaching, PD and KT projects. Hence, each individual item is part of an overarching strategic project to establish the departmental infrastructure and collaborative networks that are essential to long-term and sustained impact through KT . . .
Project Start Year: 2020, Principal Investigator(s): BRYANT, Darren Anthony (LEE, Tai Hoi Theodore 李泰開 as Co-Principal Investigator)
 
Intercultural Education and Reconciliation between Local Students and Mainland Chinese Students in Higher Education Campuses in Hong Kong
This project addresses the burning issue of intergroup conflict between local students and Mainland Chinese students (MCS) in higher education (HE) campuses in Hong Kong.
Project Start Year: 2020, Principal Investigator(s): YUEN, Yuet Mui Celeste (LEE, Tai Hoi Theodore 李泰開 as Co-Investigator)
 
University Enhancement of ePortfolio for Reflective Learning Phase II
University Enhancement of ePortfolio for Reflective Learning Phase II
Project Start Year: 2020, Principal Investigator(s): LEE, Chi Kin John 李子建, CHENG, May Hung May 鄭美紅, LIM, Cher Ping 林質彬, CHEUNG, Lin Hong 張連航, TSANG, Po Keung Eric 曾寶強, LO, Tin Yau Joe 羅天佑, LEUNG, Pui Wan Pamela 梁佩雲, KONG, Siu Cheung 江紹祥 (LEE, Tai Hoi Theodore 李泰開 as Co-Investigator)
 
Teacher Professional Development with Peer Coaching: STEM Education for students with Intellectual Disabilities
This study aims to research the under-explored area in STEM education of teacher professional development to support students with mild intellectual disabilities (ID).
Project Start Year: 2019, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅 (LEE, Tai Hoi Theodore 李泰開 as Co-Investigator)
 
CRAC FEHD Project: Developing digital resources
To develop digital resources for core courses (e.g., Teachers and Teaching in Context)
Project Start Year: 2018, Principal Investigator(s): TANG, Yee Fan Sylvia 鄧怡勳 (LEE, Tai Hoi Theodore 李泰開 as Co-Investigator)
 
Cultivating Students’ Critical Thinking and Creativity through Web-based and Classroom-based Inquiry
Critical thinking and creativity are long-standing objectives in EdUHK strategic plans and within her generic intended learning outcomes (GILOs). Given considerable uncertainty existing in the process of conducting inquiry, students are required to make their own decisions in every stage of doing it, which intrinsically involves the application and development of both creative and critical thinking that are described as the “heartbeat” of inquiry. Inquiry learning was originally adopted in the s . . .
Project Start Year: 2018, Principal Investigator(s): WAN, Zhihong 萬志宏, LEE, Chi Kin John 李子建 (LEE, Tai Hoi Theodore 李泰開 as Co-Investigator)
 
Enhancing learning engagement and outcomes through formative e-assessment tasks in the General Education foundation course
This project aims to enhance freshmen’s learning engagement and outcomes in the General Education (GE) foundation course by incorporating formative e-assessment (FEA) tasks into the tutorial process. A teacher guide on FEA task design and implementation, FEA tasks, cases of using FEA tasks, and a relevant website will be developed and refined during the project. The GE foundation course is an important course aimed at cultivating undergraduates’ generic skills for their future life and work. The . . .
Project Start Year: 2018, Principal Investigator(s): ZHAN, Ying 詹穎 (LEE, Tai Hoi Theodore 李泰開 as Co-Investigator)
 
Case-based Blended Learning Pedagogies for Pre-service Teachers: Building a Community of Practice in Higher Education Settings
This project aims to (a) explore and examine innovative blended learning (BL) pedagogies that effectively integrate case-based learning (CBL) to enhance student engagement and learning of pre-service teachers, and (b) build professional capacity of BL in higher education settings. This project is grounded in a continuous endeavor to address wide-ranging needs and issues related to teaching and learning of the Education Studies (ES) Core Courses of pre-service programmes. Initial effort has been . . .
Project Start Year: 2017, Principal Investigator(s): LEE, Tai Hoi Theodore 李泰開, YUEN, Wai Kwan Gail 袁慧筠
 
Developing Peer- and Self-assessment Strategies for the Enhancement of Student Learning Outcomes
This project will seek to enhance student learning outcomes by developing peer-and self-assessment (PASA) strategies and training resources. PASA are student-led assessment practices in which students provide peer- and self-feedback to enhance learning (Harris, Brown, & Harnett, 2015). Hattie and Timperley’s (2007) Model of Feedback Levels will inform the development of PASA strategies and training resources. The PASA strategies will involve the use of feedback prompts for training students in . . .
Project Start Year: 2017, Principal Investigator(s): YANG, Min 楊敏 (LEE, Tai Hoi Theodore 李泰開 as Co-Investigator)
 
Inclusion of Emotion Regulation into a Core Undergraduate Course
This project aims at enhancing student teachers’ understanding of emotion regulation and cultivating their capacity on emotion regulation to improve their performance in Field Experience. These have been achieved through the inclusion of an intervention on emotion regulation in a core undergraduate course, which is offered just before Field Experience.
Project Start Year: 2017, Principal Investigator(s): CHEN, Junjun 陳君君 (LEE, Tai Hoi Theodore 李泰開 as Co-Investigator)
 
Localizing the curriculum of the Education Studies course (Teachers and Teaching in Context) through building ICT support
The project is to evaluate and explore ways to improve a LTTC-funded pilot project which aims at producing locally relevant resources and blended learning strategies for use in the targeted course, as well as to expand the pilot project with further development of locally relevant resources and blended learning strategies.
Project Start Year: 2016, Principal Investigator(s): YUEN, Wai Kwan Gail 袁慧筠 (LEE, Tai Hoi Theodore 李泰開 as Co-Principal Investigator)
 
Blended use of Technology-enhanced formative assessment (TEFA) tasks and classroom reasoning (CR) tasks for developing higher-thinking skills (HOTs)
Overall Aim: To explore how students’ development of higher-order thinking skills (HOTs) can be supported through the blended use of technology-enhanced formative assessment (TEFA) tasks and classroom reasoning (CR) tasks Project objectives: (1)To explore the utility of the blended use of TEFA tasks and CR tasks in supporting students’ HOTs development (2)To explore pedagogic principles for designing TEFA tasks and CR tasks for developing HOTs (3)To examine the perception of students about the . . .
Project Start Year: 2015, Principal Investigator(s): YANG, Min 楊敏 (LEE, Tai Hoi Theodore 李泰開 as Co-Investigator)
 
Designing systematic blended learning strategies with locally relevant resources to support teaching and learning of a core Education Studies course
The overall purpose of the proposed project is to make use of systematic blended learning strategies to facilitate the contextualization of teaching and learning in multi-lingual classrooms. This, in turn, would help promote student engagement and address issues related to diverse needs in teaching and learning, the EMI mode of delivery and field experience. Since TTC benefits several hundred students annually, systematic blended learning strategies can ensure a more consistent delivery of guida . . .
Project Start Year: 2015, Principal Investigator(s): YUEN, Wai Kwan Gail 袁慧筠 (LEE, Tai Hoi Theodore 李泰開 as Co-Principal Investigator)
 
Exercising teacher instructional leadership through a formal position: A synergy of formal and personal power of mid-level teacher leaders in Hong Kong primary schools
Despite the growing importance of mid-level teacher leaders i.e. teachers with formal positions, in school improvement in recent years, the understanding of their instructional leadership roles and how they exercise leadership are unclear. The deficiency in the understanding and knowledge of roles, practices and capacities of instructional leadership of mid-level teacher leaders could hinder the process and outcome of leadership building and thus lessen their influences on school improvement. . . .
Project Start Year: 2014, Principal Investigator(s): LEE, Tai Hoi Theodore 李泰開
 
International Study of School Autonomy, Leadership and Learning: Hong Kong Education Reforms
This research is the Hong Kong part of an international and comparative study of school autonomy, leadership and learning involving 7 education systems functioning in Australia, Canada (Alberta), England, Finland, Hong Kong, Israel and Singapore. The international teams launched the research project in May 2014 in Jerusalem. In response to challenges from globalization in the last two decades, numerous education reforms have been initiated worldwide. The changes towards school autonomy are often . . .
Project Start Year: 2014, Principal Investigator(s): CHENG, Yin Cheong 鄭燕祥 (LEE, Tai Hoi Theodore 李泰開 as Co-Investigator)
 
Macau Primary School-based Professional Support Pilot Project - General Studies
The objective of the project is to provide professional support to Macau teachers for the implementation of the General Studies curriculum guidelines into their classroom teaching. It aims also to enrich the ability of curriculum development of Macau General Studies teachers through on-site visits and academic interchanges.
Project Start Year: 2014, Principal Investigator(s): CHENG, Nga Yee Irene 鄭雅儀 (LEE, Tai Hoi Theodore 李泰開 as Co-Investigator)
 
Developing and Refining an East Asian Conceptualization of Principal Instructional Leadership
Over the past decade, policymakers in East Asia have implemented new policies and programs aimed at increasing the capacity for leadership in schools (Cheng & Walker, 2008; Hallinger, 2011; Walker & Kwan, 2008). The rationale for overhauling school management systems (e.g., school based management, quality systems, accountability structures) and developing new approaches to the recruitment, selection, training, and evaluation of school leaders is based upon an increasingly substantial empirical . . .
Project Start Year: 2013, Principal Investigator(s): WALKER, Allan David 汪雅量 (LEE, Tai Hoi Theodore 李泰開 as Team Member)
 
Exploring innovative pedagogies in blended learning: Collaboration, opportunities and challenges
Exploring innovative pedagogies in blended learning: Collaboration, opportunities and challenges
Project Start Year: 2013, Principal Investigator(s): SZETO, Sing Ying Elson 司徒勝營 (LEE, Tai Hoi Theodore 李泰開 as Co-Investigator)
 
Investigating the Teachers’ Perception of Instructional Leadership of Subject Panel Head in Hong Kong Schools
The aim of this study is to explore the teachers’ perception of instructional leadership of mid-level teacher leaders. It intends to identify the ways and aspects that teacher leaders exercise their influences, which are significant to translate the legitimate position into expression of influence on teaching and learning.
Project Start Year: 2013, Principal Investigator(s): LEE, Tai Hoi Theodore 李泰開
 
Provision of Service on the Professional Development Programme on Infusing Higher Order Thinking in Learning and Teaching for Students with Intellectual Disabilities (ID) (P.1-6)
Recognising the importance to prepare students with ID at the senior secondary level for Liberal Studies / Independent Living (LS/IL), the project aims at providing a professional development training programme for frontline teachers of special schools at primary level on introducing the importance and ways to infuse HOT in learning and teaching for students with ID. Together with developing a package of L&T materials after the training programme to include practical recommendation and exemplar . . .
Project Start Year: 2011, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅 (LEE, Tai Hoi Theodore 李泰開 as Team Member)
 
Prizes and awards

Outstanding Paper Winner
The Emerald Literati Awards, which include the Awards for Excellence and Citations of Excellence, are now in their 24th year and were established to celebrate and reward the outstanding contributions of authors and reviewers to scholarly research. The criteria used to judge the awards are based on six areas that inform the development of the products: internationality; diversity; support for scholarly research; encouragement of applied research (impact); commitment to high quality scholarship; and a desire to ensure reader and author experience is the best it can be. The awarded journal article is: Cheng, Y.C., Ko, J. & Lee, T. (2016). School autonomy, leadership and learning: A reconceptualization. International Journal of Educational Management, 30(2): 177-196.
Date of receipt: 18/5/2017, Conferred by: Emerald Literati Network's Awards for Excellence 2017