Dr LEUNG, Kim Chau Charles   梁劍秋
Senior Lecturer II
Department of Special Education and Counselling
Phone No: (852) 2948 6239
Fax No: (852) 2948 7794
Email: ckcleung@eduhk.hk
(852) 2948 6239
(852) 2948 7794
Scopus ID
Selected Output

Journal Publications
Leung, K. C., & Shek, M. P. (2021). Adoption of video annotation tool in enhancing students’ reflective ability level and communication competence. Coaching: An International Journal of Theory, Research and Practice, ., .-.
Leung, K. C. (2019). Compare the moderator for pre-test-post-test design in peer tutoring with treatment-control/comparison design. European Journal of Psychology of Education, 34(4), 685-703.
Leung, K. C. (2019). An updated meta-analysis on the effect of peer tutoring on tutors’ achievement. School Psychology International, 40(2), 200-214.
Leung, K. C. (2019). Competence-affect separation on the math and verbal Scales of the Self-Description Questionnaire II in Chinese sample. Journal of Psychoeducational assessment, 37(1), 119-124.
Leung, K. C., Marsh, H. W., Craven, R. G., & Abduljabbar, A. S. (2016). Measurement invariance of the Self-Description Questionnaire II in a Chinese sample. European Journal of Psychological Assessment, 32(2), 128-139.
Leung, K. C. (2015). Preliminary empirical model of crucial determinants of best practice for peer tutoring on academic achievement. Journal of Educational Psychology, 107(2), 558-579.
Leung, K. C., Marsh, H. W., Yeung, A. S., & Abduljabbar, A. S. (2015). Validity of social, moral and emotional facets of Self-Description Questionnaire II. Journal of Experimental Education, 83(1), 1-23.
Leung, K. C., Marsh, H. W., Craven, R. G., Yeung, A. S., & Abduljabbar, A. S. (2013). Domain specificity between peer support and self-concept. The Journal of Early Adolescence, 33(2), 227-244.
Marsh, H. W., Abduljabbar, A. S., Abu-Hilal, M. M., Morin, A. J. S., Abdelfattah, F., Leung, K. C.; Xu, M. K., Nagengast, B.; Parker, P. (2013). Factorial, convergent, and discriminant validity of timss math and science motivation measures: A comparison of Arab and Anglo-Saxon countries. Journal of Educational Psychology, 105(1), 108-128.


Increasing Cultural Sensitivity among Pre-service Teachers in Hong Kong
This project aims to promote future educators' cultural sensitivity, skills, and knowledge in multicultural situations via an innovative program built in an existing education studies course taken by all students enrolled in Bachelor of Education (BEd) programmes at The Education University of Hong Kong.
Project Start Year: 2018, Principal Investigator(s): YUM, Yen Na Cherry 任演納, JIANG, Da 蔣達, CHEUNG, Yuen Man Rebecca 張婉文 (LEUNG, Kim Chau Charles 梁劍秋 as Co-Investigator)
Using Video Annotation Tool to Enhance Students’ Reflective Practices and Communication Competence Through a Collaborative Learning Community
This project aims to examine the use of Video Annotation Tool (VAT) to enhance learners’ reflective practices and communication competence by reflecting and analyzing one’s own practice as well as giving and receiving feedback with other learners at an online Video-based Learning Community (VBLC).
Project Start Year: 2017, Principal Investigator(s): LEUNG, Kim Chau Charles 梁劍秋, SHEK, Mei Po Mabel 石美寶
Good Teaching Practice – Incorporation of Development of Generic Skills into Course Teaching at Higher Education Context
The present project is related to Community of Practice (CoP). It aims to promote good teaching practice with the focus of incorporating the generic intended learning outcomes (GILOs) in course teaching and develop a peer sharing atmosphere on campus. It engages our colleagues in sharing and exchanging their teaching experience through an online platform.
Project Start Year: 2015, Principal Investigator(s): CHENG, May Hung May 鄭美紅 (LEUNG, Kim Chau Charles 梁劍秋 as Team Member)
The Role of Personal Bests as a Motivator in Students’ Academic Development
This study will examine the relationship between growth-oriented goals, motivational factors, exogenous factors and academic achievement in English and mathematics across six data points over a three year period. Growth-oriented goals are conceptualized as personalized standards of excellence (Personal Bests) that guide and energize students’ motivation and engagement (Martin, 2006, in press; Martin & Liem, 2010). Motivational goals are conceptualized as psychological orientations to school achi . . .
Project Start Year: 2011, Principal Investigator(s): MCINERNEY DENNIS MICHAEL 麥翰林 (LEUNG, Kim Chau Charles 梁劍秋 as Co-Investigator)
Prizes and awards

Top 10% Teaching Award

Date of receipt: 26/4/2018, Conferred by: Faculty of Education and Human Development, Education University of Hong Kong