Profile of Dr LEE, Tai Hoi Theodore 李泰開 - The Education University of Hong Kong


Asso Head / Senior Lecturer I	Department of Education Policy and Leadership

Contact

ORCiD

0000-0003-0482-4819

Phone

(852) 2948 8377

tthlee@eduhk.hk

Address

10 Lo Ping Road, Tai Po, New Territories, Hong Kong

Website

https://pappl.eduhk.hk/rich/web/person.xhtml?pid=105967&name=LEE, Tai Hoi Theodore

Scopus ID

56441844000

Research Interests

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

Personal 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 Interests

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

Research Outputs


Scholarly Books, Monographs and Chapters Research book or monograph (author) 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. Chapter in an edited book (author) 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.. Edited book (editor) 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 Publication in refereed journal So WWM, He QW, Chen Y, Li WC, Cheng INY, Lee TTH (2022). Engaging Students with Intellectual Disability in Science, Technology, Engineering, and Mathematics Learning. Science Education International, 33, 25-37. https://doi.org/10.33828/sei.v33.i1.3 So WWM, He QW, Cheng INY, Lee TTH, Li WC (2021). Teachers’ Professional Development with Peer Coaching to Support Students with Intellectual Disabilities in STEM Learning. Educational Technology & Society, 24, 86-98. https://www.jstor.org/stable/48629247?seq=1#metadata_info_tab_contents 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 Invited conference paper 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. Refereed conference paper 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. 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. 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. Other conference paper 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.
Creative and Literary Works, Consulting Reports and Case Studies Film, video 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.

Projects


The next normal: Blending synchronistic and asynchronistic e-pedagogies to improve and sustain online teaching and learning As a result of the COVID-19 pandemic, universities and schools internationally shifted from face-to-face to online learning. Despite these efforts, EdUHK data indicated that more could be done to enhance the quality of online learning. Teachers still grappled with how to design high-quality online learning experiences for their students. Moving into a new academic year, these issues and challenges faced by students and teachers must be addressed at both the meta- and micro-level of the learning and teaching environment. EdUHK must lead the way in enhancing the quality of online learning and teaching by investigating, developing, implementing and disseminating high quality e-pedagogies that can be sustained into the “next normal” (Bryant, Chen, Dorn, and Hall, April 2020). This project proposes to create “virtual classrooms” marked by features of quality learning: interaction among teachers and students, differentiation of instructional practices, creativity, mobility, and mastery. It conceptualizes blended learning (combining online and face-to-face learning) as a blend of synchronistic and asynchronistic online e-pedagogies. It accounts for diverse needs of colleagues and students with regard to disciplinary requirements, their readiness as users of online technologies and mastery of e-pedagogies, and location of delivery. Project Start Year: 2020, Principal Investigator(s): TSUI, Kwok Tung 徐國棟 (LEE, Tai Hoi Theodore 李泰開 as Co-Investigator)
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. Each of the below items links directly to EPL’s Action Plan and EPL Review Panel recommendations for creating impact. The focus is on shaping conditions that are conducive to having impact, and in seeding potential impact case studies in anticipation of the next RAE. Impact strategy: 1. Establish the local and regional networks to develop partnerships that are needed for impact in schools and educational organizations, and policy planning, enactment and improvement. 2. Establish Research Impact Clusters in order to develop synergies across current research and teaching projects; and disseminate research-derived resources for application in these above networks, e.g. PD tenders, workshops, forums, briefs. 3. Develop and track actual impact. Summary of KT activities and products: 1. Informing policy change through policy briefs and video briefs released generally, but also strategically targeted to relevant stakeholders; 2. Informing practice through partnership network e-newsletters, annual school forums, and instructional materials that embed EPL research in professional development and tendered leader development projects; 3. Changing practice through partnership projects; 4. Seeding potential impact cases. Project Start Year: 2020, Principal Investigator(s): BRYANT, Darren Anthony (LEE, Tai Hoi Theodore 李泰開 as Co-Principal 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, TSANG, Po Keung Eric 曾寶強, KONG, Siu Cheung 江紹祥, LEE, Fung King Jackie 李鳳琼, KAM, Wai Keung Kevin 甘偉強, CHENG, Nga Yee Irene 鄭雅儀 (LEE, Tai Hoi Theodore 李泰開 as Co-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)
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)
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 effectiveness of the course depends on the level of student engagement and learning outcomes. FEA can enhance undergraduates’ learning engagement and outcomes due to the nature of formative assessment and the relative affordance of technology. This project will adapt Salmon's five stage model to design and implement FEA tasks in tutorials. A quasi-experimental design will be utilized to collect data from at least 10 tutorial groups of the GE foundation course using the methods of survey, interviews and document analysis. The data will be used to evaluate the effects of FEA on learning and provide insights to formulate an FEA framework as a reference for assessment innovation in GE at the tertiary level. Project Start Year: 2018, Principal Investigator(s): ZHAN, Ying 詹穎 (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 school classrooms, and recent years witness increasing advocation of it at the university level. This project intends to make use of both Web-based and classroom-based inquiry to facilitate EdUHK students’ development in high-order thinking. 9 sets of Web-based or classroom-based inquiry activities will be developed, with each for an experimental course. The project will follow the paradigm of practitioner research, including two cycles of implementation. The development of students’ critical thinking and creativity will be assessed through matured instruments in the pre and post-tests, interviews with students, and process data generated in the learning process. This project will be a pioneering effort to systematically implement inquiry learning at the university level in the Eastern world. Its innovation is also reflected in the inclusion of both Web-based and classroom-based inquiry. 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)
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)
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 giving peer- and self-feedback, and the engagement of students in recurring cycles of PASA practices, which will be facilitated by the use of learning technologies. Outcomes from the project will encompass pedagogical and scholarship of learning and teaching outcomes. 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)
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 made to develop contextualized case materials to facilitate course delivery. The next stage of inquiry is to investigate the use of these materials along with pedagogically sound BL strategies. Research on BL focuses mostly on student learning, having limited understanding of pedagogical practices for professional development. The proposed project contributes to this aspect of scholarship by bringing together faculty members to try out case-based BL pedagogies. The collegial process of investigation enables the cultivation of a community of practice that is more open to the pedagogical possibilities brought forth by BL to strengthen the professional component of pre-service teacher education. The project will produce a training package with an online library of exemplars and resources that guides faculty members to formulate their own desired path of BL. Project Start Year: 2017, Principal Investigator(s): LEE, Tai Hoi Theodore 李泰開, YUEN, Wai Kwan Gail 袁慧筠
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 blended use of TEFA tasks and CR tasks on students’ HOTs 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 guidance and support to students across course groups. 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)
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 assumed as an important approach to improving school practices to meet changing expectations of stakeholders and high demands for new education in the 21st century. Unfortunately, this assumption still lacks strong international evidence with comprehensive empirical findings to support its validity across different cultural backgrounds. In particular, (a) both within-country and cross-country quantitative research at a broader level showed that the direct gain in school performance produced by increasing autonomy is relatively small and (b) the results of a large number of studies on the impact of varying levels of school autonomy within countries differed quite widely and it was difficult to generalize from them (Grattan Institute Report, 2013). Further evidence showed that contingent with the nature and level of school autonomy, accountability structures, and development stages of school, the impact of autonomy on school performance was found to be inconsistent (PISA in Focus, 2011). In particular, how the role of principals and teachers in association with the use of increased school autonomy to enhance learning needs in-depth study locally and internationally. The research gaps hinder further development of school autonomy, leadership and other learning initiatives in Hong Kong and beyond. Through case studies, interviews, sample surveys, and international comparisons, this project aims to fill the research gaps with the following objectives in Hong Kong in particular and the other 6 education systems in general: (1) To develop a theoretical base for understanding how school autonomy – in terms of both structures and cultures - influences leadership practices in relation to curriculum and learning in the 21st Century; and (2) To investigate empirically (a) what aspects of structural autonomy are the most influential on leadership practices in relation to professional learning and student learning; (b) how school leaders consistently utilize their autonomy to enhance student outcomes and develop staff capacity; (c) how the school system builds cultures of autonomy; and (d) how accountability structures support or constrain development of cultures of autonomy. 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)
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. The project will interview 12 teachers, including 4 mid-level teacher leaders and 8 peer teachers from 4 primary schools. Together with two in-depth case studies, the project investigates in the teachers’ perceptions and practices of mid-level teacher leaders, and seeks to develop a model to illustrate factors affecting the exercise of instructional leadership of mid-level teacher leadership. The outcomes of the project will be useful to inform the professional development need of mid-level teacher leaders and help construct strategies to enhance their instructional leadership. Project Start Year: 2014, Principal Investigator(s): LEE, Tai Hoi Theodore 李泰開
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
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 knowledge base concerning the contributions that instructional leadership makes to school performance (Hallinger & Heck, 1996; Leithwood et al., 2006; Robinson et al., 2008). At the same time, scholars have noted that this knowledge base consists largely of theory and empirical research from Western cultural contexts (Cheng, 1995; Hallinger, 1995, Walker & Dimmock, 2002). This limitation of the knowledge base on school leadership in East Asia represents the focus of this project. The proposed project seeks to contribute to the development of the knowledge base on principal instructional leadership in four East Asian societies: China, Hong Kong and Vietnam. Project Start Year: 2013, Principal Investigator(s): WALKER, Allan David 汪雅量 (LEE, Tai Hoi Theodore 李泰開 as Team Member)
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 exemplars on General Studies, the project aims at facilitating teachers to infuse HOT in learning and teaching in General Studies. 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

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