Prof LEE, Chi Kin John
李子建
教授
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President |
Office of the President |
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Co-Director(Research) |
Centre for Excellence in Learning and Teaching |
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Director |
Academy for Educational Development and Innovation |
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Director |
Academy for Applied Policy Studies and Education Futures |
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Chair Professor |
Department of Curriculum and Instruction |
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Director |
Centre for Religious and Spirituality Education |
Contact
ORCiD
0000-0002-3235-0967
Phone
(852) 2948 6315
Fax
(852) 2948 6314 / (852) 2948 7563 / (852) 2948 8407
Email
jcklee@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
57214882128
Research Interests
· Curriculum and instruction
· Geographical and environmental education
· School improvement
· Teacher development
· Life and values education
External Appointments
Professor Lee has actively participated in education and social service in Hong Kong, mainland China and overseas. He has held many visiting, guest and adjunct professorships at universities overseas and in mainland China. He has served as Changjiang Chair Professor, conferred by the Ministry of Education of the People’s Republic of China. He has served as Honorary Advisor (Education) of Sik Sik Yuen, the Hong Kong Kindergarten Association, and the Hong Kong Federation of Education Workers; as Advisor of the Character Education Foundation (CEF) and the Hong Kong Association of Deputy Principals; as Academic Advisor of the Association of Inspectors, Education Bureau (AIEDB), and so forth. He is also a Member of the Academic Committee of the Guangdong-Hong Kong-Macao Greater Bay Area Primary and Secondary Schools Principal Federation and Chairman of the Academic Committee of the Center for Hong Kong and Macao Research of South China Normal University. In addition, he was appointed by the Hong Kong SAR Government as a Justice of the Peace (JP).
Professor Lee is a member of the 14th National Committee of the Chinese People’s Political Consultative Conference, the UNESCO Chair in Regional Education Development and Lifelong Learning (2019-2023; 2023-2027), a Research Fellow of The Southeast Asian Ministers of Education Organization (SEAMEO), and Director of the Academy for Applied Policy Studies and Education Futures, Academy for Educational Development and Innovation and Centre for Religious and Spirituality Education at EdUHK.
Personal Profile
Professor John Lee Chi-Kin, President and Chair Professor of Curriculum and Instruction, joined The Education University of Hong Kong (the then Hong Kong Institute of Education) in 2010. He was Vice President (Academic) from 2010 to 2019, and Vice President (Academic) and Provost from 2019 to 2023. Professor Lee was previously Dean of Education and a Professor at the Department of Curriculum and Instruction at The Chinese University of Hong Kong (CUHK). He was also the Director of the Centre for University and School Partnership and served as a Fellow of United College and Morningside College at CUHK. Professor Lee was a recipient of The Vice-Chancellor’s Exemplary Teaching Award 1999 at CUHK. Before that, he worked as a secondary school teacher and as a Lecturer in the Sir Robert Black College of Education.
Professor Lee graduated from The University of Hong Kong and subsequently received an MSc degree from the University of Oxford, and an MA (Education), PhD and Diploma in Education (with distinctions) from CUHK. His research interests focus on curriculum and instruction, geographical and environmental education, life and values education, and teacher development and school improvement. He is active in leading education research and development projects and has a solid track record in securing external grants. Professor Lee was named among the top 2% most-cited scientists in the world in the field of education under the category of career-long impact, in an annual list released by Stanford University in 2022. He was a Fellow of the Hong Kong Primary Educational Research Association.
Professor Lee has served as Editor of the International Journal of Children's Spirituality, Regional Editor (Asia Pacific) of Educational Research and Evaluation, and Executive Editor of Teachers and Teaching and Teaching and Teacher Education, as well as an editorial board members or advisory editor of many local, regional and international journals. He is also a prolific writer, having edited and written more than 25 books, and published over 100 journal articles and book chapters. He is the leading co-editor of the Springer book series, Curriculum and School Development in Asia and Education for Sustainability, as well as The Routledge Series on Life and Values Education and The Routledge Series on Chinese Language Education.
Professor Lee has actively participated in education and social service in Hong Kong, Mainland China and overseas. He served as the Team Leader of World Bank Consultancy Team of the "Capacity Building for Lead Teacher Training Universities" project under the Enhancing Teacher Education Programme in Vietnam, UNESCO consultant of an environmental education project in China, an executive governing board member of International Congress for School Effectiveness and Improvement and a technology support committee member of International Association for the Advancement of Curriculum Studies, and has served as board members of Geography Teaching Research Association, China Educational Association and the Chinese Association of Higher Education. He has also held many visiting/guest/adjunct professorships at universities overseas and in Mainland China. He is the Changjiang Chair Professor conferred by the Ministry of Education, the People's Republic of China.
Research Interests
· Curriculum and instruction
· Geographical and environmental education
· School improvement
· Teacher development
· Life and values education
External Appointments
Professor Lee has actively participated in education and social service in Hong Kong, mainland China and overseas. He has held many visiting, guest and adjunct professorships at universities overseas and in mainland China. He has served as Changjiang Chair Professor, conferred by the Ministry of Education of the People’s Republic of China. He has served as Honorary Advisor (Education) of Sik Sik Yuen, the Hong Kong Kindergarten Association, and the Hong Kong Federation of Education Workers; as Advisor of the Character Education Foundation (CEF) and the Hong Kong Association of Deputy Principals; as Academic Advisor of the Association of Inspectors, Education Bureau (AIEDB), and so forth. He is also a Member of the Academic Committee of the Guangdong-Hong Kong-Macao Greater Bay Area Primary and Secondary Schools Principal Federation and Chairman of the Academic Committee of the Center for Hong Kong and Macao Research of South China Normal University. In addition, he was appointed by the Hong Kong SAR Government as a Justice of the Peace (JP).
Professor Lee is a member of the 14th National Committee of the Chinese People’s Political Consultative Conference, the UNESCO Chair in Regional Education Development and Lifelong Learning (2019-2023; 2023-2027), a Research Fellow of The Southeast Asian Ministers of Education Organization (SEAMEO), and Director of the Academy for Applied Policy Studies and Education Futures, Academy for Educational Development and Innovation and Centre for Religious and Spirituality Education at EdUHK.
Research Outputs
| Scholarly Books, Monographs and Chapters Research book or monograph (author) Kennedy, K., & Lee, J.C.K. (2010). The Changing Role of Schools in Asian Societies: Schools for the Knowledge Society. New York/London: Routledge, 228 pp.. Li Zijian (Lee, J.C.K.), Huang, Y., & Ma, H.T. (Eds.) 李子建、黃宇、馬慶堂編著 (2010)。 Design and Implementation of School-based Environmental Education: Towards sustainable development 《校本環境教育的設計與實施—邁向可持續發展》。Beijing 北京: People's Education Press. 408 pp. 人民教育出版社 。408頁。 Li Zijian (Lee, J.C.K.), Yang, S.P., & Yin, J. 李子建、楊曉萍、殷潔著 (2009)。 Theories and Practices of Kindergarten-based Curriculum Development 《幼兒園園本課程開發的理論與實踐》。267 頁。Beijing 北京: People's Education Press 人民教育出版社。 Lee, J.C.K., Xiao, J., & Lo, N.K. 李子建、蕭今、盧乃桂著 (2009)。 Senior secondary education in the economic transition period: Comparison of different regions and types of schools 《經濟轉型期的高中教育-- 地區比較與學校類型比較》。Beijing 北京: Educational Science Publishing House, 147 pp. 教育科學出版社。147 頁。。 Yin Hongbiao, & Lee, J.C.K. (Tz-Chien Lee) 尹弘颷、李子建 著 (2008)。 Curriculum Change: Theory and Practice《課程變革:理論與實踐》。Taipei 臺北: Higher Education Publishing . 255 pp. 高等教育出版公司。 Chapter in an edited book (author) Au, Y.Y.M., & Lee, J.C.K. (2024). Life and Moral Education and Chinese Language Education: Trends and Prospects in the Greater China Region. In S.M.S. Lam, J.C.K. Lee, & C.M. Si (Eds.), Learning and Teaching Chinese as a First Language (pp. 155-166). London, UK: Routledge. https://doi.org/10.4324/9781003410454 Cheang, C.C., Lee, J.C.K., Yip, E.S.K., & Tsang, E.P.K (2024). An Account of Environmental Education in Hong Kong. In J.C.K. Lee, & K.J. Kennedy (Eds.), The Routledge International Handbook of Life and Values Education in Asia (pp. 489-498). London, UK: Routledge. https://doi.org/10.4324/9781003352471 Lee, J.C.K., Yip, Y.W.S., & Kong, S.S.Y. (2024). Life and Values Education in Hong Kong. In J.C.K. Lee, & K.J. Kennedy (Eds.), The Routledge International Handbook of Life and Values Education in Asia (pp. 125-139). London, UK: Routledge. https://doi.org/10.4324/9781003352471 Lin, L.S.L., & Lee, J.C.K. (2024). Life and Values Education in Taiwan. In J.C.K. Lee, & K.J. Kennedy (Eds.), The Routledge International Handbook of Life and Values Education in Asia (pp. 115-124). London, UK: Routledge. https://doi.org/10.4324/9781003352471 李子建 (2022)。 〈靜觀、正念培育與生命教育〉。輯於劉雅詩、李子建、盧希皿編， 《邁向正向幸福人生：以靜觀和正念培育兒童青少年正向價值和身心靈健康》 (頁 19-36)。香港: 中華書局(香港)有限公司。 https://www.chunghwabook.com.hk/book/detail/id/1378029545429737972 Chow, A. S.-Y., Jim, C.-Y., & Lee, J. C.-K. (2022). Education for sustainable development: Experiences from a Tree Assessment for Life Education (TALE) Project in Hong Kong. Kerry J. KENNEDY, Margarita PAVLOVA, John Chi-Kin LEE, Soft skills and hard values: Meeting education's 21st century challenges (149-163). London, United Kingdom: Routledge. https://doi.org/10.4324/9781003219415-11 Kennedy, K. J., Pavlova, M., & Lee, J. C.-K. (2022). Constructing the future: Integrating values and skills to meet the challenges of a precarious world. Kerry J. KENNEDY, Margarita PAVLOVA, John Chi-Kin LEE, Soft skills and hard values: Meeting education's 21st century challenges (199-211). London, United Kingdom: Routledge. https://doi.org/10.4324/9781003219415-15 Lee, J. C.-K. (2022). From scholarship to leadership of teaching and learning in higher education. Kevin Wai Ho YUNG, Huixuan XU, Educating teachers online in challenging times: The case of Hong Kong (221-234). London, United Kingdom: Routledge. https://doi.org/10.4324/9781003288978-17 Lee, J. C.-K., Zhang, E. Y., & Liu, R. H. Y. (2022). Life and values education: Beyond the self. Kerry J. KENNEDY, Margarita PAVLOVA, John Chi-Kin LEE, Soft skills and hard values: Meeting education's 21st century challenges (112-132). London, United Kingdom: Routledge. https://doi.org/10.4324/9781003219415-9 Yu, W. M., Lee, J. C.-K., & Kong, R. H. M. (2022). Teacher preparation in times of crisis and change: From values education to “You Only Live Once”. Kevin Wai Ho YUNG, Huixuan XU, Educating teachers online in challenging times: The case of Hong Kong (109-130). London, United Kingdom: Routledge. https://doi.org/10.4324/9781003288978-10 施仲謀和李子建 (2022)。 〈孔子生活理念對現代生命教育的啟示〉。輯於李子建編， 《生命與價值觀教育：視角和實踐》 (頁 188-202)。香港: 中華書局。 https://www.chunghwabook.com.hk/book/detail/id/1378029545429737953 李子建、梁錦波和羅世光 (2022)。 〈生命教育與健康教育〉。輯於李子建編， 《生命與價值觀教育：視角和實踐》 (頁 79-121)。香港: 中華書局(香港)有限公司。 Nguyen, N., & Lee, J.C. K. (2022). Higher Education Curriculum Reforms in Vietnam in the Era of Globalization. In J. Zajda, & W.J. Jacob (Eds.), Discourses of Globalisation and Higher Education Reforms. Globalisation, Comparative Education and Policy Research, vol 27 (pp. 35-50). Cham: Springer. https://doi.org/10.1007/978-3-030-83136-3_3 Ko, P. Y. & Lee, J. C. K. (2021). University-school partnership for the professional development of teachers in Hong Kong: A case study of developing self-regulated learning in students. In J. C. K. LEE, & T. Ehmke (Eds.)., Quality in teacher education and professional development: Chinese and German perspectives (176-191). Abingdon, Oxon; New York, NY: Routledge. https://doi.org/10.4324/9781003197973-12 Lee, J. C. K. & Yip, S. Y. W. (2021). Teacher education and role of educators under the context of educational change in the twenty-first century: Prospects and challenges. In J. C. K., Lee, & T. Ehmke (Eds.)., Quality in teacher education and professional development: Chinese and German perspectives (15-29). Abingdon, Oxon; New York, NY: Routledge. https://doi.org/10.4324/9781003197973-2 So, W. W. M., Lee, J. C. K., Chen, Y., Luo, T., He, Q., Ching, F. N. Y., Li, J., & Xie, Q. (2021). Teacher education and professional development in STEM education: Experiences in mainland China and Hong Kong. In J. C. K. Lee, & T. Ehmke (Eds.)., Quality in teacher education and professional development: Chinese and German perspectives (124-138). Abingdon, Oxon; New York, NY: Routledge. https://doi.org/10.4324/9781003197973-9 Tong, H. K., Lee, J. C. K.. & Guan, G. Y. (2021). Teaching Chinese as a second language: Chinese perspective. In J. C. K. Lee, & T. Ehmke (Eds.)., Quality in teacher education and professional development: Chinese and German perspectives (238-252). Abingdon, Oxon; New York, NY: Routledge. https://doi.org/10.4324/9781003197973-16 Yang, X., Lee, J. C. K.. & Qiu, D. (2021). Teacher standards and data literacy of teachers in China: Examples from northern and western regions (Shanxi and Chongqing). In J. C. K. Lee, & T. Ehmke (Eds.)., Quality in teacher education and professional development: Chinese and German perspectives (59-82). Abingdon, Oxon; New York, NY: Routledge. https://doi.org/10.4324/9781003197973-5 Zhang, Q. & Lee, J. C. K. (2021). Initial teacher education in Mainland China: The impact of accountability and globalization. In J. C. K. Lee, & T. Ehmke (Eds.)., Quality in teacher education and professional development: Chinese and German perspectives (30-43). Abingdon, Oxon; New York, NY: Routledge. https://doi.org/10.4324/9781003197973-3 Lee, J.C.K., & Bozymbekova, K. (2020). Fostering Patriotism among University Students in Kazakhstan and China: Status and Challenges. In J.C.K. Lee, & N. Gough (Eds.), Transnational Education and Curriculum Studies: International Perspectives (pp. 172-188). Abingdon, Oxon; New York: Routledge. Nguyen, N., & Lee, J.C.K. (2020). Governance of Transnational Higher Education in Vietnam: Issues and Ways Forward. In J.C.K. Lee, & N. Gough (Eds.), Transnational Education and Curriculum Studies: International Perspectives (pp. 203-215). Abingdon, Oxon; New York: Routledge. Chang, T.-C., & Lee, J.C.K. (2019). Waste Management and Recycling Education in Taiwan. In W.W.M. So, C.F. Chow, & J.C.K. Lee (Eds.), Environmental Sustainability and Education for Waste Management: Implications for Policy and Practice (141-157). Singapore: Springer. Huang, Y., Lee, J.C.K., & Jin, Y.T. (2019). Waste Management Education: Chinese Perspective and Experiences. In W.W.M. So, C.F. Chow, & J.C.K. Lee (Eds.), Environmental Sustainability and Education for Waste Management: Implications for Policy and Practice (117-139). Singapore: Springer. 李子建、許景輝 (2019)。 〈21世紀技能和生涯規劃教育的教學與評估〉。載於李子建、姚偉梅、許景輝（編）， 《21世紀技能與生涯規劃教育》 (頁 75-98)。台北市: 高等教育文化事業有限公司。 李子建、姚偉梅和許景輝 (2019)。 ＜21世紀技能教育:邁向未來多元夥伴協作＞。輯於李子建、姚偉梅和許景輝（編）， 《21世紀技能與生涯規劃教育》 (頁 233-251)。台北市: 高等教育出版公司。 李子建、姚偉梅和許景輝 (2019)。 ＜全球工作趨勢及教育改革焦點: 21世紀技能＞。輯於， 《21世紀技能與生涯規劃教育》 (頁1-25)。台北市: 高等教育出版公司。 李子建、江浩民和陳念慈 (2019)。 〈生涯規劃教育的相關理論及維度〉。輯於李子建、姚偉梅、許景輝（編）， 《21世紀技能與生涯規劃教育》 (頁 51-74)。台灣: 高等教育文化事業有限公司。 李子建和秦偉燊 (2019)。 〈職業倫理教育、經驗式學習與生涯規劃教育：企業和學校的角色〉。輯於李子建、姚偉梅、許景輝（編）， 《21世紀技能與生涯規劃教育》 (頁 99-127)。台灣: 高等教育文化事業有限公司。 江浩民、秦偉燊和李子建 (2019)。 〈歐美國家的生涯教育：設計與實踐特色〉。輯於李子建、姚偉梅、許景輝（編）， 《21世紀技能與生涯規劃教育》 (頁 169-197)。台灣: 高等教育文化事業有限公司。 Cheng E. C. K., & Lee J. C. K. (2019). Lesson Study: Curriculum Management for 21st Century Skills. In M Connolly, D. H. Eddy-Spicer, C James, & S. D. Kruse (Ed.), The SAGE Handbook of School Organization (447-464). UK: SAGE. K. Kennedy & J.C.K Lee (2018). Schools and schooling in Asia: Achievements and challenges for "Asia rising": An Introduction to the Handbook. In K. Kennedy & J.C.K Lee (Eds.), Handbook of Schools and Schooling in Asia (1-11). London and New York: Routledge. Lee, J.C.K., Maclean, R., and Yang, L.J. (2018). Life Planning Vocational and Technical Educations and Secondary Schooling in the Context of Educational Reform and Socioeconomic Changes in Hong Kong. M. Pavlova, J. C-K. Lee and R. Maclean (Eds.), Transitions to Post-School Life: Responsiveness to Individual, Social and Economic Needs (129-150). Singapore: Springer. Pavlova, M., Lee, C-K. J. and Maclean, R. (2018). Stepping into the world: transitions to post-school life. M. Pavlova, J. C-K. Lee and R. Maclean (Eds.), Transitions to Post-School Life: Responsiveness to Individual, Social and Economic Needs (1-10). Singapore: Springer. Lee, J.C.K., & Ho, O.N-K. (2017). Schools’ Support for Postschool Planning: A Hong Kong Perspective. M. Pavlova, J. C-K. Lee and R. Maclean (Eds.), Transitions to Post-School Life: Responsiveness to Individual, Social and Economic Needs (167-181). Singapore: Springer. Yu, W. M. C. & Lee, C. K. J. (2017). Sustaining entrepreneurship education in Hong Kong as a learning city through partnership building: A Case of Teen Entrepreneurs Competitions. In James et al (Eds.), Entrepreneurial Learning City Regions: Delivering on the UNESCO 2013, Beijing Declaration on Building Learning Cities (pp. 137-154). Dordredht:: Springer Publishers. Lee, J.C.K., & Song, H. (2017). Primary education. In W. J. Morgan, Q. Gu, & F. Li (Eds.), Handbook of education in China (95-117). Cheltenham, UK: Edward Elgar Publishing. Tan, I.G.C., Lee, J.C.K., Chang, T., & Kim, C. (2017). Four Asian Tigers. In Russ, A., & Krasny, M.E. (Eds.), Urban Environmental Education Review (31-38). New York: Cornell University Press. J.C.K Lee and K. Kennedy (2017). Theorizing curriculum, teaching and learning in multiple spaces. In John Chi-Kin Lee and Kerry J Kennedy (Eds.), Theorizing Teaching and Learning in Asia and Europe – A Conversation between Chinese Curriculum and European Didactics (1-10). London and New York: Routledge. K.Kennedy and J.C.K. Lee (2017). Lessons learned from theorizing curriculum, learning and teaching in an Asia-Europe dialogue. In John Chi-Kin Lee and Kerry J Kennedy (Eds.), Theorizing Teaching and Learning in Asia and Europe – A Conversation between Chinese Curriculum and European Didactics (311-322). London and New York: Routledge. Law, E.H.F.,Galton, M., Kennedy, K. & Lee, J.C.K. (2016). Developing curriculum leadership among teachers for school-based curriculum innovations in Hong Kong: A distributed and problem solving approach. M. Robertson & P.K. Tsang, Everyday Knowledge, education & Sustainable Futures (177-193). Singapore: Routledge. Lai, K.C., Yen, K-L. and Lee, J.C.K. (2016). Teachers’ professional development for small class teaching in Hong Kong and Taiwan. In P. Blatchford, K.W. Chan, M. Galton, K.C. Lai and J.C.K. Lee (Eds.), Class size: Eastern and western perspectives (193-207). New York/London: Routledge. Lee, J.C.K. (2016). East Asian contexts of small class teaching: Policies and practices.. In P. Blatchford, K.W. Chan, M. Galton, K.C. Lai and J.C.K. Lee (Eds.), Class size: Eastern and western perspectives (40-56). New York/London: Routledge. Zhang, E.Y., Lee, J.C.K. and Chau, M.H.F. (2016). Curriculum adaptation in small class environment in Hong Kong. In P. Blatchford, K.W. Chan, M. Galton, K.C. Lai and J.C.K. Lee (Eds.), Class size: Eastern and western perspectives (232-246). New York/London: Routledge. 何榮漢、李子建、王秉豪、李璞妮、江浩民 (2016)。 知行合一, 同步向前 --香港教育學院執行 「協助中/小學規劃生命教育計畫」的經驗。王秉豪、李子建、朱小蔓、歐用生、吳庶深、李漢泉、李璞妮編， 《生命教育的知、情、意、行》 (476-490)。台灣新北市: 揚智文化。 Cheng, M.M.H. and Lee, J.C.K. (2016). Different modes of field experience in teacher education programmes.. In J.C.K. and C. Day (Eds.), Quality and Change in Teacher Education – Western and Chinese Perspectives (129-147). The Netherlands: Springer. Huang, X., Lee, J.C.K., Zhang, Z. and Wang, J. (2016). Teacher commitment in Northwest China: A comparative study of Han and Uighur teachers. In J.C.K. Lee, Z. Yu, X. Huang and E.H.F. Law (Eds.), Educational Development in Western China: Towards quality and equity (261-275). The Netherlands: Sense Publishers. Lee, J.C.K. and Day, C. (2016). Western and Chinese perspectives on quality and change in teacher education. In Lee, J.C.K. and Day, C. (Eds.), Quality and Change in Teacher Education – Western and Chinese Perspectives (1-16). The Netherlands: Springer. Lee, J.C.K. and Song, H. (2016). Teacher education in the Greater China region: Status, issues and prospects. In J.C.K. and C. Day (Eds.), Quality and Change in Teacher Education – Western and Chinese Perspectives (39-57). The Netherlands: Springer. Lee, J.C.K., Yu, Z., Huang, X. and Law, E.H.F. (2016). Educational Development in Western China: Towards quality and equity.. In J.C.K. Lee, Z. Yu, X. Huang and E.H.F. Law (Eds.), Educational Development in Western China: Towards quality and equity (1-20). The Netherlands: Sense Publishers. Lim, C.P., Lee, J.C.K. and Jia, N. (2016). E-portfolios in pre-service teacher education: Sustainability and lifelong learning.. In J.C.K. and C. Day (Eds.), Quality and Change in Teacher Education – Western and Chinese Perspectives (163-174). The Netherlands: Springer. Cheng, I.N.Y., & Lee, J.C.K. (2015). Environmental and outdoor learning in Hong Kong: Theoretical and practical perspectives. In M. Robertson, R. Lawrence, & G. Heath (Eds.), Experiencing the outdoors: Enhancing strategies for wellbeing (135-146). The Netherlands, Rotterdam: Sense Publishers. Lai, K.C., Chan, K.W., & Lee, C.K.J. (2014). Small Class Teaching in Hong Kong – Seizing the Opportunities. In C. Marsh & J.C.K. Lee (Ed.), Asia's high performing education systems: The case of Hong Kong (132-148). London: Routledge. Cheng, E. C. K.,& Lee, J. C. K. (2014). The effectiveness of the Quality Assurance Mechanism for school Improvement. In C. Marsh, & J.C.K. Lee(Eds.), Asia's High Performing Education System:The Case of Hong Kong (320-337). New York: Routledge. Lee, J.C.K. (2014). Curriculum and teaching reforms: Challenges and prospects. In C. Marsh and J.C.K. Lee (Eds.), Asia’s high-performing education system: The case of Hong Kong (338-354). London/New York: Routledge. Lee, J.C.K. (2014). Curriculum reforms in Hong Kong: Historical and changing socio-political contexts. In C. Marsh and J.C.K. Lee (Eds.), Asia’s high-performing education system: The case of Hong Kong (17-32). London/New York: Routledge. Marsh, C. and Lee, J.C.K. (2014). Asia’s high-performing education system: The case of Hong Kong. In C. Marsh and J.C.K. Lee (Eds.), Asia’s high-performing education system: The case of Hong Kong (1-13). London/New York: Routledge. Eric Po-Keung Tsang and John Chi-Kin Lee (2014). ESD Projects, Initiatives and Research in Hong Kong and Mainland China. In J. C. K. Lee, & R. Efird (Eds.), Schooling for Sustainable Development Across The Pacific (203-221). Dordrecht: Springer. Ma, W.H.T. and Lee, J.C.K. (2014). Education for sustainable development in Macao secondary schools: Issues and challenges. In J.C.K. Lee and R. Efird (Eds.), Schooling for sustainable development across the Pacific (223-242). The Netherlands: Springer. Huang, X. and Lee, J.C.K. (2013). The washback effects of the national college entrance examination on the curriculum reform in mainland China. In Law, E.H.F. & Li, C. (Eds.), Curriculum innovations in changing societies: Chinese perspectives from Hong Kong, Taiwan and Mainland China (413-429). The Netherlands: Sense Publishers. Lee, J.C.K. (2013). Teacher Education in Hong Kong: Status, contemporary issues and prospects. In Xudong Zhu and Ken Zeichner (Eds.), Preparing teachers for the 21st centry. New Frontiers of Educational Research book series (171-187). The Netherlands: Springer. Lee, J.C.K., Wang, S.M. and Yang, G. (2013). EE policies in three Chinese communities: Challenges and prospects for future development. In Stevenson, R., Brody, M., Dillon, J. & Wals, A. (Eds.), International Handbook of Research on Environmental Education (178-188). Washington, DC: American Educational Research Association AERA/Routledge.. Ng, T. T. S., Lee, J. C. K., & Lau, C. K. (2013). Teacher educators as agents of change. In M. Ben-Peretz, S. Kleeman, R. Reichenberg, & S. Shimoni (Eds.), Embracing the social and the creative: New scenarios in teacher education (71-86). USA: Rowman & Littlefield and the MOFET Institute. Yin, H.B., Lee, J.C.K., & Law, E.H.F. (2012). Emotion as a Lens to Understand Teacher Development in Curriculum Reform. In Hong-Biao Yin & John C.K.Lee (eds.), Curriculum Reform in China: Changes and Challenges (185-202). New York: Nova Science Publishers, Inc.. Ko, P.Y., Lo, M.L. and Lee, J.C.K. (2012). Multidimensional understandings of school-based mentoring. In S. Fletcher & C. Mullen (Eds.), SAGE Handbook of Mentoring and Coaching in Education (308-321). Thousand Oaks, U.S.: SAGE Publications Ltd. Ko Po Yuk, Lo Mun Ling, Lee Chi Kin John (2012). A Multidimensional Approach to Understanding Mentoring in Schools. Sarah Fletcher & Carol A. Mullen (edited)., The SAGE Handbook of Mentoring and Coaching in Education, Chapter 20, (308-321). US: Sage Publications Ltd.. Lee, J.C.K. & Ko, M.L. 李子建、高慕蓮 (2012)。 語文課程與教學：生態論的觀點 (頁1-18)。In Lee, J.C.K. (Li Zijian), Ni, W. and Chui, C.Y. (Eds.) 李子建、倪文錦 主編、崔晶盈 副主編， 《語文學科教育前沿》 (1-18)。北京 Beijing: 高等教育出版社 Higher Education Press。 Lee, J.C.K. & Yin, H.B. (2011). Teachers’ Emotions in a Mandated Curriculum Reform: A Chinese Perspective. In C. Day & J.C.K. Lee (Eds.), New Understandings of Teacher’s Work: Emotions and Educational Change (85-104). The Netherlands: Springer. Lee, J.C.K. (2011). School Development, Curriculum Development and Teacher Development. In J.C.K. Lee & B. Caldwell (Eds.), Changing Schools in an Era of Globalization (123-141). New York/London: Routledge. He, M.F., Lee, J.C.K., Wang, J.Y., Canh, L.V, Chew, P., So, K., Eng, B.C., & Sung, M.C. (2011). Learners and learning in Sinic Societies. In Y. Zhao (Ed.), Handbook of Asian Education: A Cultural Perspective (78-104). New York: Routledge. Lee, J.C.K., Loc N., So, K., Subramanism, R., Yen, P. and Yin, H. (2011). Curriculum and Assessment. In Y. Zhao (Ed.), Handbook of Asian Education: A Cultural Perspective (29-50). New York: Routledge. 陸靜塵、李子建 (2010)。 課堂管理中教師實踐知識的外顯形式——教學藝術的視角。黃政傑主編， 《教學藝術》 (573-602)。台灣: 五南圖書出版公司。 Lee, J.C.K. (2010). Asian Curriculum Studies, Continental Overview. In C. Kridel (Ed.), Encyclopedia of Curriculum Studies (Volume 1 A-K) (54-58). Thousand Oaks, C.A.: Sage. Lee, J.C.K. (2010). International Research. In C. Kridel (Ed.), Encyclopedia of Curriculum Studies (Volume 1 A-K) (497-500). Thousand Oaks, C.A.: Sage. 李子建、何家騏 (2010)。 “課程領導與綜合人文學科的實施” (Curriculum Leadership and Implementation of the Integrated Humanities Subject) (in Chinese)。李子建， 綜合人文學科：課程設計、教學與實施 (Integrated Humanities Subject: Curriculum Design, Teaching and Implementation) (111-120)。Nanjing: 南京大學出版社 University of Nanjing Press。 Feng, S.Y., & Lee, J.C.K. 馮生堯、李子建 (2009)。 Supporting mentoring teachers and the professional development of beginning teachers: Case studies of Guangzhou secondary schools 〈指導教師的支持和新教師的專業發展:廣州市中學的個案研究〉。In Leslie N.K. Lo, & Taisheng Cao (Eds.) 盧乃桂、操太聖主編， Professional development and change of Chinese teachers 《中國教師的專業發展與變遷》 (320-348)。Beijing 北京: Educational Science Publishing House 教育科學出版社。 Lee, John C. K., Ho, Lawrence K. K., Leung, Julian Y. M. & Lo, Cecilia C. C. (2008). “Curriculum Integration of the PSHE in Hong Kong Secondary Schools: Key Challenges and Desirable Actions”. Lee, John C. K. & Shiu, Ling Po, Developing Teachers and Developing Schools in Changing Contexts (0-1). Hong Kong: The Chinese University of Hong Kong Press. Lee, J.C.K., & Yin, H. 李子建、尹弘飈 (2008)。 School-based action research as curriculum evaluation: Experiences of and reflections on ‘4-P’ model 〈校本行動研究作為課程評鑑: 「4-P模式」的經驗與反思〉。In Hwang, J.J. (Ed.) 黃政傑主編， Curriculum Evaluation: Concepts, research and application《課程評鑑 – 理念、研究與應用》 (62-83)。Taiwan 台灣: Wu Nan 五南圖書出版公司。 Lee, J.C.K., & Lam, S.W.P. (2008). Children’s life-worlds: A Hong Kong Perspective.. In R. Gerber, & M. Robertson (Eds.), Children’s Lifeworlds: Locating Indigenous Voices (169-184). New York: Nova Science Publishers, Inc.. Lee, J.C.K. 李子建 (2006)。 Curriculum policy in Hong Kong: Approaches, strategies and contexts 《香港課程政策：取向、策略和脈絡》。Department of Education and Graduate Institute of Curriculum and Instruction, National Taichung University (Eds.) 國立台中教育大學教育學系暨課程與教學教學研究所主編， Constructing Taiwan’s thematic curriculum and teaching: Taiwan and international education 建置台灣主題性的課程教學 台灣與國際教育 (293-317)。Taiwan 台灣: Great Scholar Publishing 冠學文化出版。 Lee, J.C.K., & Lam, K.K. 李子建、林嘉嘉 (2006)。 Hong Kong curriculum reform: Analysis from the perspectives of globalization and localization 《香港課程改革：全球化和本地化視野的分析》。Association for Curriculum and Instruction, ROC, (Ed.) 中華民國課程與教學學會編， Localization and globlization of curriculum and instruction 《課程教學的本土化與全球化》 (193-212)。Taiwan 台灣: Fuwen Publisher 高雄復文。 Edited book (editor) Lee, J.C.K., & Kennedy, K.J. (Eds.) (2024). The Routledge International Handbook of Life and Values Education in Asia. London, UK: Routledge. https://doi.org/10.4324/9781003352471 Kennedy, K. J., Pavlova, M., & Lee, J. C.-K. (2022). Soft skills and hard values: Meeting education's 21st century challenges. London, United Kingdom: Routledge. https://doi.org/10.4324/9781003219415 李子建、蒲葦、鄭保瑛、拾慧、梁操雅、許景輝和區婉儀 (2022)。 《我們的油尖旺故事》。香港: 中華書局(香港)有限公司。 https://julac.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,991018045520503410&vid=EDUHKFind@EdUHK Library 李子建 (2022)。 《生命與價值觀教育：視角和實踐》。香港: 中華書局(香港)有限公司。 https://julac.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,991018072255003410&vid=EDUHKFind@EdUHK Library 李子建主編 (2022)。 生命教育：理論基礎、取向和設計。臺北市: 元照出版有限公司。 https://doi.org/10.53106/9789575116293 Lee, J. C. K., & Ehmke, T. (Eds.). (2021). Quality in teacher education and professional development: Chinese and German perspectives. Abinggdon, Oxon; New York, NY: Routledge. https://doi.org/10.4324/9781003197973 李子建(主編) (2021)。 生命故事與足跡。香港: 香港教育圖書有限公司。 Lee, J. C. K., Yip, S. Y. W., & Kong, R. H. M. (Eds.). (2021). Life and Moral Education in Greater China. Abingdon, Oxon ; London, New York: Routledge. Gough, A., Lee, J. C. K., & Tsang, E. P. K. (Eds.). (2020). Green Schools Globally: Stories of Impact on Education for Sustainable Development. Cham: Springer. Kennedy, K. J., & Lee, J. C. K. (Eds.). (2020). Religious Education in Asia: Spiritual Diversity in Globalized Times. Abingdon, Oxon; London, New York: Routledge. Lee, J. C. K., & Gough, N. (Eds.). (2020). Transnational Education and Curriculum Studies: International Perspectives. Abingdon, Oxon; London, New York: Routledge. 李子建、姚偉梅、許景輝編著 (2019)。 21世紀技能與生涯規劃教育。台灣: 高等教育出版公司。 K. Kennedy and J.C.K Lee (Eds.). (2018). Handbook of Schools and Schooling in Asia. London and New York: Routledge. M. Pavlova, J.C-K. Lee and R. Maclean (Eds) (2018). Transitions to Post-School Life: Responsiveness to Individual, Social and Economic Needs. Singapore: Springer. John Chi-Kin Lee and Kerry J Kennedy (Eds.) (2017). Theorizing Teaching and Learning in Asia and Europe – A Conversation between Chinese Curriculum and European Didactics. London and New York: Routledge. Blatchford, P., Chan, K.W., Galton, M., Lai, K.C. and Lee, J.C.K. (Eds.) (2016). Class Size: Eastern and Western Perspectives. New York/London: Routledge 291pp.. 王秉豪、李子建、朱小蔓、歐用生、吳庶深、李漢泉、李璞妮編 (2016)。 《生命教育的知、情、意、行》(Life Education: Its intellectual, emotional, volitional and practical dimensions)。台灣新北市: 揚智文化，490頁。 Lee, J.C.K., Yu, Z., Huang, X. and Law, E.H.F. (Eds.) (2016). Educational Development in Western China: Towards quality and equity. The Netherlands: Sense Publishers. Lee, J.C.K. and Day, C. (Eds.) (2016). Quality and Change in Teacher Education – Western and Chinese Perspectives.. The Netherlands: Springer. 321 pp.. Lam, T. S., Xu, H., Lee, C. K., Chan, K. S. J., Huang, X. H., & Zhang, S. (Eds.) (2015). School Curriculum Change: Wisdom and Challenges. Hong Kong: Academic and Professional Book Center. Marsh, C & Lee, J.C.K. (Eds.) (2014). Asia's High Performing Education Systems: The Case of Hong Kong (in Routledge Series on Schools and Schooling in Asia, edited by Kerry Kennedy).. London/New York: Routledge. Lee, J.C.K(Li Zijian), Ni, W. and Chui, C. Y. (Eds) 李子建、倪文錦主編、崔晶盈副主編 (2012). Yuwen Xueke Jiaoyu Qianyan《語文學科教學前沿》。. Beijing 北京，中國: Higher Education Press 高等教育出版社。. Yin, H.B., & Lee, J.C.K. (Eds.) (2012). Curriculum Reform in China: Changes and Challenges. New York: Nova Science Publishers, Inc., 265pp. Day, C. & Lee, J.C.K. (Eds.) (2011). New Understandings of Teacher’s Work: Emotions and Educational Change. The Netherlands: Springer, 253pp. Lee, J.C.K. & Caldwell, B. (Eds.) (2011). Changing Schools in an Era of Globalization. New York/London: Routledge, 234pp.. Li Zijian (Lee, J.C.K.), Ma, H.T. & Ko, M.L. (Eds.) 李子建、馬慶堂、高慕蓮編著 (2011)。 Buiding up professional learning communities for the subjects of Chinese Language and Mathematics – Theory and practice 《建立中國語文科及數學科專業學習社群--理論與實踐》。Nanjing 南京: Nanjing Normal University Press. 222pp. 南京師範大學出版社。222頁。 Li Zijian (Lee, J.C.K.) (Ed.) 李子建主編 (2011)。 Research on Education for Sustainable Development in Cross-Straits, Hong Kong and Macao 《海峽兩岸及港澳可持續發展教育研究》。Guangzhou廣州: Guangdong Education Press. 312 pp. 廣東教育出版社。312頁。 Lee, J.C.K. (Ed.) 李子建主編 (2010)。 School-based Curriculum Development, Teacher Development and Partnerships《校本課程發展、教師發展與夥伴協作》。Beijing 北京: Educational Science Publishing House. 319pp. 教育科學出版社。319頁。 Ngan, M.Y., & Lee, J.C.K. (Eds.) 顏明仁、李子建編著 (2010)。 Curriculum and Teaching Reform: From the perspective of school culture, teacher change and development 《課程與教學改革：學校文化、教師轉變與發展的觀點》。Beijing 北京: Educational Science Publishing House. 333 pp. 教育科學出版社。333 頁。 Li Zijian (Lee, J.C.K.) et al. 李子建等編著 (2010)。 Integrated Humanities: Curriculum design, teaching and implementation《綜合人文學科：課程設計、教學與實施》。275頁。Nanjing 南京: Nanjing Normal University Press 南京師範大學出版社。 Peng, S.S., & Lee, J.C.K. (Eds.) (2009). Educational Evaluation in East Asia: Emerging issues and challenges. New York: Nova Science Publishers, Inc., 156 pp.. Li Zijian (Lee, J.C.K.), & Cheung, S.P. (Eds.) 李子建 及 張善培編 (2009)。 Improvement of Classroom Teaching and Learning: Teacher development, partnership and professional learning communities 《優化課堂教學：教師發展、夥伴協作與專業學習共同體》。444 頁。Beijing 北京: People's Education Press 人民教育出版社。 Lee, J.C.K., & Williams, M. (Eds.) (2009). Schooling for Sustainable Development in Chinese Communities: Experience with Younger Children. Dordrecht, The Netherlands: Springer, 285pp.. Lee, J.C.K., & Shiu, L.P. (Eds.) (2008). Developing Teachers and Developing Schools in Changing Contexts. Hong Kong: Chinese University Press and Hong Kong Institute of Educational Research, 436 pp.. Cheng, H.M.R., Lee, J.C.K., & Lo, L.N.K. (Eds.) (2006). Values Education for Citizens in the New Century. Hong Kong: Chinese University Press. 382pp.. Lee, J.C.K., & Williams, M. (Eds.) (2006). Environmental and Geographical Education for Sustainability: Cultural contexts. New York: Nova Science Publishers, Inc., 359pp.. Lee, J.C.K., & Williams, M. (Eds.) (2006). School Improvement: International perspectives. New York: Nova Science Publishers, Inc., 396pp.. |
| Journal Publications Publication in refereed journal Mallick, D., Tsang, E. P. K., Lee, J. C.-K., & Cheang, C. C. (2023). Marine environmental knowledge and attitudes among university students in Hong Kong: An application of the ocean literacy framework. International Journal of Environmental Research and Public Health, 20(6), Article 4785. https://doi.org/10.3390/ijerph20064785 Kuang, X., Lee, J. C.-K., & Chen, J. (2023). Chinese virtues and resilience among students in Hong Kong. International Journal of Environmental Research and Public Health, 20, 3769. https://doi.org/10.3390/ijerph20043769 Zhang, Z., Lee, J. C.-K., Yin, H., & Yang, X. (2023). Doubly latent multilevel analysis of the relationship among collective teacher efficacy, school support, and organizational commitment. Frontiers in Psychology, 13, Article 1042798. https://doi.org/10.3389/fpsyg.2022.1042798 李子建 (2022)。 香港回歸祖國25周年：教育的展望與挑戰。 教育發展研究，2022(21)，45-48。 https://doi.org/10.14121/j.cnki.1008-3855.2022.21.008 李子建和邱德峰 (2022)。 反思教學的對稱性。 華東師範大學學報 (教育科學版)，7，27-37。 https://doi.org/10.16382/j.cnki.1000-5560.2022.07.002 Lee, S. Y., Lee, J. C. K.. & Lam, B. Y. H. (2022). Does renaming improve public attitudes toward vocational education and training in higher education? Evidence from a survey experiment. Education + Training, 64(3), 347-359. https://doi.org/10.1108/ET-01-2021-0014 Ou, A. W., Gu, M. M., & Lee, J. C. K. (2022). Learning and communication in online international higher education in Hong Kong: ICT-mediated translanguaging competence and virtually translocal identity. Journal of Multilingual and Multicultural Development, 1-14. https://doi.org/10.1080/01434632.2021.2021210 李子建 (2022)。 高質量教師的核心素養。 中國電化教育，2022(1)，27-28。 Jiang, D., Liu, S., Lee, J. C.-K., & Li, L. M. W. (2021). Do people become more or less materialistic during disasters? The mediating roles of mortality salience and gratitude. International Journal of Environmental Research and Public Health, 18(16), Article 8566. https://doi.org/10.3390/ijerph18168566 Lee, J. C. K., Wong, K. L., & Kong, R. H. M. (2021). Secondary school teachers’ self-efficacy for moral and character education and its predictors: A Hong Kong perspective. Teachers and Teaching: Theory and Practice, 27(1-4), 32-47. https://doi.org/10.1080/13540602.2021.1920907 Lau, E. Y. Y., Lam, Y. C., & Lee, J. C. K. (2021). Well-slept children and teens are happier and more hopeful with fewer emotional problems. Child Indicators Research, n.a., 1-20. Huang, X., Lin, C. H., & Lee, J. C. K. (2021). Moving beyond classroom teaching: a study of multidimensional teacher self-efficacy on job satisfaction and occupational commitment. Teachers and Teaching: Theory and Practice, n.a., 1-22. Wan, Z. H., Lee, J. C. K., & Hu, W. (2021). How should undergraduate students perceive knowledge as a product of human creation? Insights from a study on epistemic beliefs, intellectual risk-taking, and creativity. Thinking Skills and Creativity, 39, 100786. 李子建 (2021)。 新時代教師教育學科建設及發展取向。 教師教育學報，8(2)，15-22。 Lee, J. C. K., & Hung, J. (2021). The relations between students' sense of school belonging, perceptions of school kindness and character strength of kindness. Journal of School Psychology, 84, 95-108. Wan, Z. H., Lee, J. C. K., Yan, Z., & Ko, P. Y. (2021). Self-regulatory school climate, group regulation and individual regulatory ability: towards a model integrating three domains of self-regulated learning. Educational Studies, n.a., 1-16. Jiang, Y., Lee, J.C.K., Wan, Z., & Chen, J. (2021). Stricter teacher, more motivated students? Comparing the associations between teacher behaviors and motivational beliefs of Western and East Asian learners. Frontiers in Psychology (Educational Psychology), 11, 564327. 李子建、蒲永明和梁霞 (2021)。 教師 “職業高原期” 的成因與邁向卓越教師的策略。 當代教育與文化，13(1)，1-10。 Cheung, C. H. W., Lee, J. C. K., Kennedy, K. J., & Kuang, X. (2020). Adolescent religious engagement and democracy: a comparison of student attitudes in Hong Kong and South Korea. Compare: A Journal of Comparative and International Education, n.a., 1-18. Gu, M. M., Lee, J. C. K., & Lai, C. (2020). Neo-liberal paradox of teaching among ESL teachers of ethnic minority students in Hong Kong (doi: https://doi.org/10.1080/01434632.2020.1822852). Journal of Multilingual and Multicultural Development, Retrieved from https://www.tandfonline.com/doi/full/10.1080/01434632.2020.1822852, Online publication, 1-15. Huang, J., Lee, J. C. K., & Yeung, S. S. (2020). Predicting reading motivation and achievement: the role of family and classroom environments in Greater China. International Journal of Educational Research, 103, 101642. 李子建 (2020)。 未來教師教育的展望： 邁向未來素養取向的教師教育。 現代教育論叢，5，2-15。 孫彩霞和李子建 (2020)。 專家型教師情緒智慧的表徵與成因。 基礎教育，17(4)，18-26。 Chen, J., Lee, J.C.K., & Dong, J. (2020). Emotional Trajectory at Different Career Stages: Two Excellent Teachers’ Stories. Frontiers in Psychology, 11, 1-11. Chiang, T.H., Thurston, A., & Lee, C.K.J. (2020). The Birth of Neoprofessionalism in the Context of Neoliberal Governmentality: The Case of Productive University Teachers. International Journal of Educational Research, 103, 101582. Lee, J.C.K., & Xie, M. (2020). Teachers’ perceptions of teaching happiness in Hong Kong: A comparative study of pre-service and in-service teachers. Journal of Life Education, 12(1). Huang, X., Lee, J. C.-K., & Frenzel, A. C. (2020). Striving to become a better teacher: Linking teacher emotions with informal teacher learning across the teaching career. Frontiers in Psychology, 11, 1-12. Lee, J.C.K., & Kuang, X. (2020). Validation of the Chinese Version of the Centrality of Religiosity Scale (CRS): Teacher Perspectives. Religions, 11(5), 1-20. 李子建 (2020)。 面向2035年的粵港澳大灣區教育及人才培養。 河北師範大學學報(教育科學版)，22(3)，1-6。 邱德峰、李子建和于澤元 (2020)。 人工智慧背景下的課程與教學範式轉變。 當代教育與文化，12(2)，48-55。 Yin, H., Lee, J. C.K., & Zhang, Z. (2020). Catering for Learner Diversity in Hong Kong Secondary Schools: Insights from the Relationships Between Students’ Learning Styles and Approaches. ECNU Review of Education, -, 1-22. Gu, M.Y.M., & Lee, J.C.K. (2020). Migrating capital and habitus: the extended space of female transnational migrants. Ethnic and Racial Studies, 43(10), 1833-1853. 李子建、邱德峰 (2020)。 新時代教師隊伍建設改革：回應和展望，輯於〈新時代教師隊伍建設筆談：來自中國香港和臺灣地區及海外華人學者的視角〉。 教師教育學報，7(1)，2-4。 鄭麗娟和李子建 (2020)。 透過課堂學習研究提升備課和觀課成效的行動研究。 香港教師中心學報，19，135-161。 Lee, J.C.K., Cheung, C.H.W., & Li, M.Y.H. (2019). Life planning education and life education: Lifelong learning perspectives. Hong Kong Teachers’ Centre Journal, 18, 57-77. Tsui, K. T., Lee, J.C.K., HUI, S.K.F., Chun, D.W.S., & Chan, K.N.C (2019). Academic and Career Aspiration and Destinations: A Hong Kong Perspective on Adolescent Transition. Education Research International, 2019, 1-14. Wong, K.L., & Lee, J.C.K. (2019). Learning to live together in polarized and pluralistic societies: Hong Kong teachers' views of democratic values versus patriotic values. Citizenship Teaching & Learning, 14(3), 307-330. Yan, Z., Brown, G.T.L., Lee, J.C.K., & Qiu, X.-L. (2019). Student self-assessment: why do they do it?. Educational Psychology, 40(4), 509-532. Cheung, L.T.O.*, Ma, A.T.H., Chow, A.S.Y., Lee, J.C.K., Fok, L., Cheng, I.N.Y. & Cheang, C.C. (2019). Contingent valuation of dolphin watching activities in South China: The difference between local and non-local participants. Science of the Total Environment (SCI), 684, 340-350. Cheung, Lewis T.O., Ma, Anson T.H., Lee, Karen M.Y., Lee, John C.K. & Lo, Y.L. (2019). How Does Political Orientation Influence One’s Environmental Attitude and Behaviour? Debate over Country Park Conservation in Hong Kong. Environmental Science and Policy, 99, 115-122. Lee, Karen M.Y., Lee, John C.K., Ma, Anson T.H. & Cheung, Lewis T.O. (2019). Does Human Rights Awareness Spur Environmental Activism? Hong Kong’s ‘Country park’ Controversy. Land Use Policy, 87, 1-10. Liu, Y.-B., Wu, N., & Lee, J.C.K (2019). Changes of Chinese exchange teacher candidates’ professional beliefs in the ‘reciprocal learning in teacher education and school education between Canada and China’ project. Teachers and Teaching, 25(6), 664-683. Huang, X.,Lee, J. C. K., & Yang, X. (2019). What really counts? Investigating the effects of creative role identity and self-efficacy on teachers’ attitudes towards the implementation of teaching for creativity. Teaching and Teacher Education, 84, 57-65. Tsui, K.T., Lee, J.C.K., Zhang, Z, & Wong, P.H. (2019). The Relationship Between Teachers’ Perceived Spiritual Leadership And Organizational Commitment: A Multilevel Analysis In The Hong Kong Context. Asian Journal of Social Sciences & Humanities, 8(3), 55-72. 李子建和龔陽 (2019)。 科技發展下的教師角色：生命教育者。 北京教育（普教版 ），2019（8），頁 11-15。 Gu, M. Y. M., Guo, X., & Lee, J. C. K. (2019). The interplay between ethnic and academic identity construction among South Asian students in Hong Kong tertiary education. Higher Education, 77, 1-19. Xu, H.,& Lee, J. C. K. (2019). Exploring the contextual influences on adolescent career identity formation: A qualitative study of Hong Kong secondary students. Journal of Career Development, 46(3), 219-234. Lee, J.C.K., Wan, Z.H., Hui, S.K.F., & Ko, P.Y. (2019). More student trust, more self-regulation strategy? Exploring the effects of self-regulatory climate on self-regulated learning. The Journal of Educational Research, 112(4), 463-472. Wong, K.L., Lee, C K J., Chan, K.S.J. & Kennedy, K.J. (2019). Teacher self-efficacy in cultivating students to become ‘good citizens’: a Hong Kong case. Teacher Development, 23, 155-173. Bozymbekova, K., & Lee, J. C. K. (2018). Change and Continuity in Nation-building and Citizenship Education in Kazakhstan. Educational Practice and Theory, 40(2), 29-54. 鍾明倫、李子建、秦偉燊、江浩民 (2018)。 香港課程改革下的價值教育: 回顧與前瞻。 香港教師中心學報，17，19-35。 Gu, M.M., & Lee, J.C.K. (2018). “They lost internationalization in pursuit of internationalization": Students' language practices and identity construction in a Cross-disciplinary EMI programme in a university in China”. Higher Education, online first, 1-17. Huang, X., Lee J.C.K., & Dong X. (2018). Mapping the factors influencing creative teaching in mainland China: An exploratory study. Thinking Skills and Creativity, 31, 79-90. Zhang, Q., Clarke, A., & Lee, J.C.K. (2018). Pre-service teachers' professional identity development within the context of school-based learning to teach: An exploratory study in China. The Asia Pacific Education Researcher, 27(6), 477-486. 邱德峰、李子建 (2018)。 學習者身份的意涵及教育價值探析。 國家教育行政學院學報（CSSCI來源期刊），8，86-94。 Yu, W. M. & Lee, C. K. J. (2018). Significance of narrative knowing in student-centred university education curricula: A Hong Kong perspective. Curriculum and Teaching, 33 (1), 39-53. Lee, J.C.K. (2018). Editorial. Teachers and Teaching: Theory and Practice, 24(5), 461-464. 邱德峰、李子建 (2018)。 教師共同體的發展困境及優化策略。 河北師範大學學報(教育科學版)，20(2)，53-58。 黃顯涵、李子建 (2018)。 突破學校課程與教學的圍城：民眾教育的視角。 課程研究，13(1)，77-91。 宋萑、馮海洋、李子建 (2018)。 師範院校合併升格背景下的教師教育者專業困境：以一所地方新建本科院校為例。 教師教育研究（CSSCI來源期刊），30(1)，95-102。 余嘉明、許聲浪、羅英倫和李子建 (2017)。 大學的國際化︰一所本地大學的境外學習經驗與反思。 香港教師中心學報，16，71-83。 Wan, Z. H., & Lee, J. C. K. (2017). Hong Kong secondary school students’ attitudes towards science: A study of structural models and gender differences. International Journal of Science Education, 39(5), 507-527. Yin, H., Huang, S., & Lee, J.C.K. (2017). Choose your strategy wisely: Examining the relationships between emotional labor in teaching and teacher efficacy in Hong Kong primary schools. Teaching and Teacher Education (Elsevier, SSCI Journal), 66(2017), 127-136. 黃顯涵、李子建和羅厚輝 (2017)。 課程改革中教師挑戰與困境：中國大陸教師的個案分析。 教師教育研究，29(4)，92-97, 114。 LEE, J.C-K., LAW, E.H-F., CHUN, D.W-S. and CHAN, K.N-C. (2017). Cultivating Self-management and Leadership Skills Among Hong Kong Students. Curriculum and Teaching, 32(1), 5-24. Zhang, Z., & Lee, J. C.-K. (2017). Students' behavioral and emotional participation in academic activities in the mathematics classroom: A multilevel confirmatory factor analysis. The Journal of Experimental Education, 86(4), 610-632. 李子建 (2017)。 21世紀技能教學與學生核心素養︰趨勢與展望。 河北師範大學學報（教科版），19(3)，頁72-76。 Lee, J.C.K., Chan, N.C., Xu, H.X., & Chun, D.W.S. (2017). Students’ and teachers’ perceptions of creativity, communication and problem-solving in the school curriculum: Hong Kong perspective. Educational Practice and Theory, 39(1), 31-51. Wong, K. L., Lee, C. K. J., Chan, K. S. J., & Kennedy, K. J. (2017). The model of teachers’ perceptions of “good citizens”: Aligning with the changing conceptions of “good citizens”. Citizenship Teaching and Learning, 12(1), 43-66. Lee, J.C.K. (2017). Curriculum reform and supporting structures at schools: challenges for life skills planning for secondary school students in China (with particular reference to Hong Kong). Educational Research for Policy and Practice, 16(1), 61-75. Pavlova, M., Lee, J.C.K., & Maclean, R. (2017). Complexities of school to work transitions. Educational Research for Policy and Practice, 16(1), 1-7. Li, Z. (Lee, J.C.K.) & Qiu, D. 李子建、邱德峰 (2017)。 Student's Self-regulated Learning: The Conditions and Strategies of Teaching ＜學生自主學習：教學條件與策略＞。 Global Education 《全球教育展望》(CSSCI journal)，46(1)，47-57。 Wong, K.L.,Lee, C. K. J., Chan, K. S. J., & Kennedy, K. J (2017). Constructions of Civic Education: Hong Kong Teachers’ Perceptions of Moral, Civic and National education. Compare: A Journal of Comparative and International Education, 17, 1-19. Lee, J.C.K., & Chun, D.W.S. 李子建、秦偉燊 (2016)。 Teachers’ perspective on the role of career and life planning teachers: Implications for career and life planning education in Hong Kong ＜香港教師看生涯規劃教育老師的角色及其啟示＞。 Hong Kong Teachers’ Centre Journal 《香港教師中心學報》，15，27-43。 Zhang, Q. & Lee, J.C.K. 張倩、 李子建 (2016)。 Teachers' Cultivation: From the Persepective of Learning to Become a Teacher ＜論教師的養成 －以” 學為人師” 為視角＞。 Journal Of Educational Studies《教育學報》(CSSCI journal)，12(6)，32-39。 Li, Z. (Lee, J.C.K.) & Qiu, D. 李子建、邱德峰 (2016)。 Communities of Practice: New Views of Teachers' Professional Identity ＜實踐共同體：邁向教師專業身份認同新視野＞。 Global Education 《全球教育展望》(CSSCI journal)，45(5)，102-111。 Cheng, E.C.K. and Lee, J.C.K. (2016). Knowledge management process for creating school intellectual capital. The Asia-Pacific Education Researcher, doi:10, 1007/s4029-0283-4. Zhang, Z.H., Lee, J.C.K., & Wong, P.H. (2016). Multilevel structural equation modeling analysis of the servant leadership construct and its relation to job satisfaction. Leadership & Organization Development Journal, 37(8), 1147-1167. Lee, J.C.K., Pavlova, M. and Maclean, R. (2016). School-to-work Transition in Hong Kong: Suggestions for the Vocationalization of Secondary Education. Curriculum and Teaching, 31(1), 47-66. Tao, L. and Lee, J.C.K. 陶麗、李子建 (2016). Overseas research on teacher-student relationships: Progress and implications〈國外師生關係研究進展探析〉. International and Comparative Education 《比較教育研究》, 38卷,314期, 61-68. Tao, L. and Lee, J.C.K. 陶麗、李子建 (2016). Research on school teachers’ use of new media: A perspective of teacher-student interaction. 〈中小學教師運用新媒體的研究：師生互動的視角〉. e-Education Research 《電化教育研究》, 37(2), 102-107. 李子建、朱琳 (2015)。 大中小學教師教育專業共同體的建構。 教師教育學報，2(6)，41-46。 Huang, X.H. and Lee, J.C.K. (2015). Mapping the interaction between high-stake testing and curriculum reform: A case study in mainland China.. Curriculum and Teaching, 30(2), 81-98. Ngan, M.Y., Li, K.M. & Lee, J.C.K. (2015). Teacher Professional Development in Hong Kong: The implementation of Information Technology in Education of Hong Kong schools. Hong Kong Teachers' Centre Journal, 14, 69-87. Wong, K,L., Lee, C.K.J., Kennedy, K.J., & Chan, K.S.J. (2015). Hong Kong teachers’ receptivity towards civic education. Citizenship Teaching and Learning, 10(3), 271-292. Huang, X.H. & Lee, J.C.K. (2015). Disclosing Hong Kong teacher beliefs regarding creative teaching: Five different perspectives. Thinking Skills and Creativity, 15, 37-47. Huang, X.H., Adamson, B., & Lee, C.K.J. (2014). The move to quality assurance in Chinese higher education: Tensions between policy and practices.. London Review of Education, 12 (3), 286-299. Yin, H.B., Lee, J.C.K. and Wang, W.L. (2014). Dilemmas of leading national curriculum reform in a global era: A Chinese perspective. Educational Management Administration & Leadership (SSCI journal), 42(2), 293-311. Lin, C-F. and Lee, J.C.K. 林佳芬、李子建 (2014). Study of problems facing private preschool curriculum leadership and solving strategies: A qualitative approach 〈私立幼兒園課程領導困境及其解決策略之探究：質性研究分析取徑〉. Curriculum and Instruction Quarterly 《課程與教學季刊》, 17(2), 67-92. Cheng, E. C. K. & Lee, J. C. K. (2014). Developing Strategies for Communities of Practice. International Journal of Educational Management, 28(6), 751-756. Fong, R.W-T., Lee, J.C-K., Chang, C-Y., Zhang, Z.H., Ngai, A. C-Y., & Lim, C.P. (2014). Digital teaching portfolio in higher education: Examining colleagues' perceptions to inform implementation strategies. The Internet and Higher Education, 20, 60-68. Law, E.H.F., Lee, J.C.K., Wan, S.W.Y., Ko, J. and Hiruma Futoshi (2014). Influence of leadership styles on teacher communication networks: A Hong Kong case study. International Journal of Leadership in Education: Theory and Practice, 17(1), 40-61. McNaught, C., Lok, B., Yin, H., Lee, J. C-K., & Song, H. (2014). Different regions, diverse classrooms? A study of primary classrooms in China. Asia Pacific Journal of Education (SSCI journal), 34(3), 319-336. 章月鳳、李子建 (2014). 香港小學小班的教學實踐. Hong Kong Teachers’ Centre Journal 《香港教師中心學報》, 第十三卷, 35-47. Lee, J.C.K., Zhang, Z.H., Song, H. and Huang, X.H. (2013). Effects of Epistemological and Pedagogical Beliefs on the Instructional Practices of Teachers: A Chinese Perspective. Australian Journal of Teacher Education, 38(12), 120-146. Lin, C.-F. and Lee, J.C.K. (2013). Preschool principal's curriculum leadership indicators: A Taiwan perspective. Asia Pacific Education Review, 14, 569-580. Lee, J.C.K., Huang, X.H., Law, E.H.F. and M-H. Wang (2013). Professional identities and emotions of teachers in the context of curriculum reform: Chinese perspective. Asia- Pacific Journal of Teacher Education, 41(3), 271-287. Zhang, Q., Chau, M.H.F., Lee, J.C.K. 張倩，周浩暉，李子建 (2013)。 小班教學研究的反思與建構。 <中國教育學刊 (Journal of the Chinese Society of Education) (CSSCI Journal)>，2013年06期，49-53。 Yin, H. B., Lee, J. C. K., Jin, Y. L., & Zhang, Z. H. (2013). The effect of trust on teacher empowerment: The mediation of teacher efficacy. Educational Studies (SSCI journal) (2010 IF: 0.721; Ranking: 85/184 (Education & Educational Research)), 39(1), 13-28. Yu, W.M., Lau, C.K. and Lee, J.C.K. (2013). Into collaborative research and co-authorship: experiences and reflections. Reflective Practice: International and Multidisciplinary perspectives, 14(1), 31-42. Huang, X.H. and Lee, J.C.K. 黃顯涵、李子建 (2013). The transformation of assessment concepts in the West: Implications for Chinese curriculum reform 〈對中國大陸新高中語文課程改革的多維審視：問題與挑戰〉. Research in Educational Development 《教育發展研究》, 第20期, 頁36-40. Huang, X.H. and Lee, J.C.K. 黃顯涵、李子建 (2012)。 Analysis of the senior secondary Chinese curriculum reform in Mainland China from multiple perspectives: Issues and challenges 對中國大陸高中語文課程革的多維審視：問題與挑戰。 Hong Kong Teachers' Centre Journal 《香港教師中心學報》，11，63-78。 Tang, E. L. Y., Lee, J.C.K. and Chun, C. K.W (2012). Development of teaching beliefs and the focus of change in the process of pre-service ESL teacher education. Australian Journal of Teacher Education, 37(5), 90-104. Lee, J.C.K., Zhang, Z., Song, H. (2012). Effects of teacher empowerment on teacher efficacy and organizational commitment: A Chinese perspective. Education and Society, 30(3), 5-22. Kou, Z. H., & Lee, J. C. K. 寇志暉、李子建 (2012)。 Contrastive analysis of traditional 3P model and task-based approach in TCSL 傳統3P模式與任務型教學法的課堂實踐與分析:漢語作為第二語言教學的角度。 Overseas Chinese Education 《海外華文教育》，1 (No. 62) 總第62期，3-9。 Lee, J. C. K., Huang, X. H., & Zhong, B. L. (2012). Friend or Foe: The impact of Undergraduate Teaching Evaluation in China. Higher Education Review, 44(2), 5-25. Ko, M.L. and Lee, J.C.K 高慕蓮、李子建 (2012)。 Chinese Language curriculum reform and the change of teacher working culture: Case studies of curriculum decision-making of Chinese Language teachers 課程改革與教師工作文化的轉變──中文科教師課程決定個案研究。 Hong Kong Teachers' Centre Journal 《香港教師中心學報》，11，25-44。 Lee, J.C.K. (2012). School-based teacher development and instructional improvement in university-school partnership projects: Case studies from Hong Kong. Global Studies of Childhood (special issue: Bridging Theory and Practice: Partnerships and Collaboration in Childhood Education), 2(1), 57-69. Yin, H. B., & Lee, J. C. K. (2012). Be passionate, but be rational as well: Emotional rules for Chinese teachers' work. Teaching and Teacher Education (Elsevier, SSCI Journal 2011 IF: 1.124), 28(1), 56-65. 李子建 (2012)。 香港課程與學校改革: 對學校領導的啟示。 《中小學管理》（全國中文核心期刊），總第254期，43-45。 Huang, X. H., & Lee, J. C. K. 黃顯涵、李子建 (2011)。 Considering the key role of assessment in curriculum reform: A neglected issue 審視評價在課程改革中的關鍵角色：一個被忽視的問題。 Tsinghua Journal of Education 《清華大學教育研究》（CSSCI journal），32(5) 第32卷第5期，56-61。 Lu, J. C., & Lee, J. C. K. 陸靜塵、李子建 (2011)。 Teachers’ practical knowledge in school settings: From the perspectives of narrative inquiry and ethnography methodology學校情境中的教師實踐知識——敘事探究和民族志研究方法的視角。 Hong Kong Teachers’ Centre Journal《香港教師中心學報》，10 第10卷，51-60。 Lee, J.C.K. and Pang, N.S.K. (2011). Educational leadership in China: Contexts and issues. Frontiers of Education in China (Special Issue), 6(3), 331-341. Pang, M.Y.C., Lin, H. and Lee, J.C.K. (2011). Enable spatial thinking using GIS and satellite remote sensing – A teacher-friendly approach. Procedia - Social and Behavioral Sciences, 21, 130-138. Wang, J., Zhang, H. and Lee, J.C.K. 王鑒、張海、李子建 (2011)。 A comparative study of teacher-student interaction in Northwest multi-minority areas – Taking Hui and Uygur classrooms as examples 西北多民族地區師生課堂互動的比較研究--以回族和维吾爾族課堂為例。 Journal of Northwest Normal University (Xibei Shida Xuebao) 《西北師大學報(社會科學版)》(CSSCI journal)，48(5) (219) 48卷5期 (219號)，95-101。 Wang, J., Zhang, H., Lee, J.C.K., Yin, H.B. and Zhang Z.H. 王鑒、張海、李子建、尹弘飚、張忠華 (2011)。 不同民族文化背景下師生課堂互動的比較研究 Comparative study of teacher-student interaction under multi-nationality cultural background – Taking the classroom teaching in Han, Tibetan, Hui, and Uighur regions as examples。 Educational Research (Jiaoyu Yanjiu)《教育研究》(CSSCI journal)，No.9 (380), 第9期 (380號)，68-75。 Lee, J.C.K., Yin, H.B., Zhang, Z.H. and Jin, Y.L. (2011). Teacher empowerment and receptivity in curriculum reform in China. Chinese Education and Society, 44(4), 64-81. Yin, H. B., and Lee, J. C. K. (2011). Emotions matter: Teachers’ feelings about their interactions with teacher trainers in curriculum reform. Chinese Education and Society, 44(4), 82-97. Lee, J.C.K., Zhang, Z.H. and Song, H. (2011). Effects of quality of school life and classroom environment on student engagement: A Chinese study. Educational Practice and Theory (Rank A journal by Australian Research Council), 33(1), 5-27. Lee, J.C.K., Zhang, Z.H. and Yin, H.B. (2011). A multilevel analysis of the impact of a professional learning community, faculty trust in colleagues and collective efficacy on teacher commitment to students. Teaching and Teacher Education (SSCI Journal 2011 Impact Factor: 1.124), 27(5), 820-830. Zhang, Q. and Lee, J.C.K. 張倩、李子建 (2011)。 On the teacher professional development in the international comparative perspective: Based on the report of TALIS 2010 of teacher professional development in OECD 國際比較視域下的教師專業發展——以TALIS 2010教師專業發展主題報告為基礎。 Research in Educational Development《教育發展研究》(CSSCI journal)，6 第6期，39-46。 Huang, X. & Li, Z. (Lee, J.C.K.) 黃顯涵、李子建 (2011)。 A strategy for effective instruction: Feedback theory〈建構有效教學的策略: 反饋理論〉。 Research in Educational Development《教育發展研究》(CSSCI journal)，第4期，43-47。 Huang, X. & Li Z. (Lee, J.C.K.) 黃顯涵、李子建 (2011)。 Considering the practical difficulties of teacher development: From the perspectives of assessment reform and paradigm〈從評價改革及範式審視教師的實踐困境〉。 Global Education 《全球教育展望》(CSSCI journal)，40(1) 第40卷，第1期，84-88。 Yin, H.B., Lee, J.C.K. & Jin, Y.L. (2011). Teacher Receptivity to Curriculum Reform and the Need for Trust: An Exploratory Study from Southwest China. The Asia-Pacific Educational Researcher (SSCI Journal), 20(1), 35-47. Lee, J.C.K. & Yin, H.B. (2011). Teachers’ emotions and professional identity in curriculum reform: A Chinese perspective. Journal of Educational Change (Springer), 12, 25-46. Lee, J.C.K. & Yin, H.B. (2010). Curriculum Policy Implementation in China: Interactions between Policy Designs, Place and People. Curriculum and Teaching, 25(2), 31-53. 丁道勇、李子建 (2010). 〈榜樣的嬗變：中國大陸小學德育教科書的變化〉. 《香港教師中心學報》, 第9卷, 頁1-8. 宋雈、李子建、程冬梅 (2010). 〈中國大陸與香港課程改革政策及其實施之比較〉. 《課程與教學季刊》(台灣：中華民國課程與教學學會), 第13卷(4), 頁1-40. Law, E.H.F., Wan, S.W.Y., Galton, M., & Lee, J.C.K. (2010). Managing school-based curriculum innovations: a Hong Kong case study. The Curriculum Journal, 21(3), 313-332. Ng, P.H., Liao, L., & Lee, J.C.K. (吳本韓、廖梁、李子建) (2010)。 Learning study: A mode of school-based curriculum development and teacher professional development in Hong Kong〈課堂學習研究: 香港的一種校本課程發展及教師專業發展模式〉。 Journal of Curriculum Studies (Taiwan) 《課程研究》，August八月，51-68。 Lee, J.C.K. 李子建 (2010)。 Environmental education and curriculum reform: Theory and practice 環境教育與課程改革: 理論與實踐。 Education Journal 《教育學報》，38(1) 第38卷，第1期，頁119-132。 Liao, L., Ng, P.H. & Lee, J.C.K. 廖梁、吳本韓、李子建 (2010). University-school partnership in school-based curriculum development and teacher professional development – A science inquiry case in General Studies for primary schools in Hong Kong 〈院校協作式校本課程開發及教師專業化-- 以香港小學常識科科學探究課為例〉. Journal of Southwest University (Social Sciences Edition) 2 (No. 170)《西南大學學報(社會科學版)》, 第36卷，第2期, 頁75-79. 李子建、黃顯涵、鍾秉林 (2010)。 高等教育質量保証趨勢--香港的經驗。 《比較教育研究》(CSSCI journal)，第32卷，頁7-12。 Ngan, M.Y., Lee, J.C.K., & Brown, G.T.L. (2010). Hong Kong principals' perceptions on changes in evaluation and assessment policies: They're not for learning. Asian Journal of Educational Research and Synergy, 2(1), 36-46. Lee, J.C.K., Yin, H.B., & Zhang, Z.H. (2010). Adaptation and analysis of Motivated Strategies for Learning Questionnaire in the Chinese Setting through multiple methods. International Journal of Testing, 10(2), 149-165. Lee, J.C.K., Zhang, Z.H., & Yin, H.B. (2010). Using Multidimensional Rasch analysis to validate the Chinese version of the Motivated Strategies for Learning Questionnaire (MSLQ-CV). European Journal of Psychology of Education (SSCI journal), 25(1), 141-155. Lee, J.C.K. (2010). Education for sustainable development in China: Experiences of the Environmental Educators’ Initiative (EEI). Chinese Education and Society (SSCI journal), 43(2), 65-73. Lee, J.C.K., & Yin, H.B. 李子建、尹弘飚 (2010)。 The impact of classroom environment on students’ self-regulated learning in Hong Kong: A commentary on the debate of teacher-centeredness and student-centeredness 課堂環境對香港學生自主學習的影響*——兼論“教師中心”與“學生中心”之辯。 Peking University Education Review 《北京大學教育評論》(CSSCI journal)，8(1)第8卷，第1期，頁70-82。 李子建、黃顯涵 (2010)。 大陸和香港高校課程與教學創新的理念與實踐。 《中國高教研究》(CSSCI journal)，第1期，頁77-80。 Ng, K.K., Lee, J.C.K., & Yeung, A.S.C. 吳家傑、李子建、楊秀珠 (2009)。 Interpreting the New Senior Secondary Liberal Studies from the planning of modules 從單元規劃看新高中通識教育科的課程詮釋。 Hong Kong Teachers’ Centre Journal 《香港教師中心學報》，vol. 8 第八卷，頁64-72。 Yin, H., Lee, J.C.K., & Zhang, Z. (2009). Examining Hong Kong students’ motivational beliefs, strategy use and their relations with two relational factors in classroom. Educational Psychology (SSCI journal), 29(6), 685-700. Lee, J.C.K., Lu, J., & Huang, X. 李子建、陸靜塵、黃顯涵 (2009)。 A review of twenty-year curriculum and instruction research: Perspectives from Hong Kong and the Chinese Mainland 課程與教學研究二十年回溯:香港與內地的視角。 Journal of Southwest University (Social Sciences Edition) 《西南大學學報(社會科學版)》重慶: 西南大學，35(4) 第35卷，第4期，頁66-74。 Lee, J.C.K., Yin, H.B. & Zhang, Z.H. (2009). Exploring the Influence of the Classroom Environment on Students’ Motivation and Self-regulated Learning in Hong Kong. The Asia-Pacific Educational Researcher (SSCI journal), 18(2), 219-232. Lee, J.C.K. (2009). Student views of school conditions: a Hong Kong study. Asian Journal of Educational Research and Synergy (AJERS), 1(1), 45-60. Lee, J.C.K., & Ding, D. 李子建、丁道勇 (2009)。 Lesson study and some suggestions to Chinese school-based teaching research 課例研究及其對中國校本教研的啟示。 Global Education《全球教育展望》，第4期，頁29-34，(CSSCI journal) 上海: 華東師範大學，38(4)，29-34。 Lee, J.C.K., Kwan, P.Y.K., & Walker, A. (2009). Vice-principalship: Their responsibility roles and career aspiration. International Journal of Leadership in Education, 12(2), 187-207. Lee, J.C.K., Dimmock, C., & Au Yeung, T.Y. (2009). Who really leads and manages the curriculum in primary schools? A Hong Kong Case Study. Curriculum Journal, 20(1), 3-26. Lee, J.C.K. (2009). The landscape of curriculum studies in Hong Kong From 1980-2008: A review. Educational Research Journal, 24(1), 95-133. Lee, J.C.K., McNaught, C., Yin, H., & Song, H. (2008). A school day in the context of globalisation: Tales from three cities in China. Educational Practice and Theory, 30(2), 15-34. Lau, D.K.L., & Lee, J.C.K. (2008). Examining Hong Kong students' achievement goals and their relations with students' perceived classroom environment and strategy use. Educational Psychology: An international journal of experimental psychology (SSCI journal), 28(4), 357-372. Lau, D.K.L., & Lee, J.C.K. (2008). Validation of a Chinese Achievement Goal Orientation Questionnaire. British Journal of Educational Psychology (SSCI journal), 78, 331-353. Lee, J.C.K., Yin, H., & Zhou, X. 李子建、尹弘飈、周曉燕 (2008)。 Facilitating Teacher Professional Development through ‘4-P’ Model : Experiences from Hong Kong’s Partnership for Improvement of Learning and Teaching (PILT) Project 以「4-P模式」促進教師專業發展：香港「優化教學協作計劃」的經驗。 Journal of Educational Research and Development《教育研究與發展期刊》，4(2) 第4卷第2期，頁17-47。 Li Zijian (Lee, J.C.K.), & Ding Daoyong (2008)。 Improving the supervisor-graduate relationship by focusing on the training of graduates’ academic writing skills 研究生指導關係及寫作能力培養。 Academic Degrees & Graduate Education 《學位與研究生教育》(CSSCI journal)，4 (No. 184) 第4期 (No. 184)，頁21-26。 Lee, J.C.K., Ding, D.Y., & Song, H. (2008). School supervision and evaluation in China: The Shanghai perspective.. Quality Assurance in Education, 16(2), 148-163. Lee, J.C.K, & Feng, S.Y. (2007). Supporting Mentoring Teachers and the Professional Development of Beginning Teachers: A Chinese perspective. Mentoring and Tutoring: Partnership in Learning, 15(3), 243-262. Lee, J.C.K., & Lo, L.N.K. (2007). The Accelerated Schools for Quality Education Project: experiences of school change in Hong Kong. Improving Schools, 10(2), 180-198. Lee, J.C.K., Ho, L.K.K., Leung, J.Y.M., & Lo, C.C.C. (2007). Curriculum Development of the PSHE Key Learning Area in Junior Secondary Schools: Perspectives of Humanities Teachers. Curriculum and Teaching, 22(1), 67-86. Li Zijian (Lee, J.C.K.) & Song, H. 李子建、宋萑 (2007)。 Constructivism: A theoretical reflection 建構主義：理論的反思。 Global Education 《全球教育展望》(CSSCI journal) 上海: 華東師範大學，4，44-51。 Li Zijian (Lee, J.C.K.), & Yin, H.B. 李子建、尹弘飈 (2007)。 Characteristics of effective kindergarten principal and teacher in Hong Kong 有效能的香港幼稚園校長與教師的特徵。 Shanghai Research on Education 上海教育科研 (CSSCI journal)，5，8-10。 Ngan, M.Y., Li, K.M., & Lee, J.C.K. (2007). Teachers' perspectives on information technology education: Case studies from Hong Kong.. Information Technology, Education and Society, 8(1), 25-47. Yin, H.B., & Li Zijian (Lee, J.C.K.) 尹弘飈、李子建 (2007)。 On teachers’ change in curriculum reform 論課程改革中教師改變。 Educational Research 教育研究 (CSSCI journal)，3，23-29。 Lee, John C. K., Ho, Lawrence K. K., Leung, Julian Y. M. & Lo, Cecilia C. C. (2007). Curriculum Development of the PSHE Key Learning Area in Junior Secondary Schools: Perspectives of Humanities Teachers. Curriculum and Teaching, 22 (1), 67-86. Lee, J.C.K. (2006). Commentary on Papers Presented at the MORE Symposium at the ICSEI Annual Conference, Barcelona, Spain, 2005. Educational Research and Evaluation, 12(6), 595-600. Lee, J.C.K., & Ma, W.H.T. (2006). Early Childhood Environmental Education: A Hong Kong Example. Applied Environmental Education and Communication: An international journal, 5(2), 83-94. Li Zijian (Lee, J.C.K.) , & Song, H. 李子建、宋萑 (2006)。 Professional learning community and curriculum development 專業學習共同體與課程發展。 Curriculum, Teaching Material and Method (CSSCI journal) 課程‧教材‧教法，12，24-28。 Li Zijian (Lee, J.C.K.) 李子建 (2006)。 Geography education in Hong Kong: Discussion and challenge 香港地理教育：議題與挑戰。 Geography Teaching 地理教學，11，6-9。 Yin, H.B., & Li Zijian (Lee, J.C.K.) 尹弘飈、李子建 (2006)。 Curriculum implementation and the psychological change of teachers 課程實施與教師心理變化。 Global Education 《全球教育展望》(CSSCI journal) 上海: 華東師範大學，10，20-25。 李子建、何家騏 (2006)。 課程領導及發展：綜合人文學科的經驗 (Curriculum Leadership & Development: The Experience of Integrated Humanities)。 香港教師中心學報，第五卷，140-147。 Publication in policy or professional journal 李子建、江浩民 (2015)。 生涯規劃教育理論與實踐: 邁向優質教育。 香港教師中心學報，14，89-106。 Publication in non-refereed journal Lee, J. C. K. (2022). Editorial: children’s life and spirituality development and their educations: Sensing, spaces, and sources of influence. International Journal of Children's Spirituality, 27(1), 1-9. https://doi.org/10.1080/1364436X.2022.2047280 Lee, J. C. K. (2021). Editorial: Children’s life, religiosity and spirituality matter: Perspectives of special groups and their related adults. International Journal of Children's Spirituality, 26(3), 91-98. https://doi.org/10.1080/1364436X.2021.1949555 Lee, J. C. K. (2021). Children’s spirituality: personal reflections on International Journal of Children’s Spirituality (IJCS). International Journal of Children's Spirituality, 26(1-2), 1-8. Lee, J. C. K. (2020). Curriculum paradigms and perspectives of life and spiritual education: Contrast and diversity. International Journal of Children's Spirituality, 25(3-4), 175-186. 李子建 (2012)。 國際及香港課程與學校改革的趨勢。 《基礎教育課程》(教育部基礎教育課程教材發展中心)，總第100期，9-10。 |
| Conference Papers Invited conference paper Lee, J.C.K. (2018, December). Sustaining quality of teachers and education managers in the new century. Keynote speech In Proceedings of the International Conference “The Quality of Teachers and Education Managers in the Current Context: The trend in Vietnam and the World”, Hanoi, Vietnam. Lee, J.C.K. (2011, November). Curriculum and teaching reforms: Contexts, implementation and sustainability. Paper presented at the Chair Professors Lecture Series, The Hong Kong Institute of Education, 19 November 2011, Hong Kong. Refereed conference paper Fong, R. W., & Lee, J. C. K. (2016, July). Perfectionism, self-compassion and self-regulation of learning: A structural equation analysis. The 14th Asia-Pacific Conference on Giftedness, Macau. Fong, R.W., Lee, J.K., Chang, C., Zhang, Z., Ngai, A.C., Lim, C.P. (2013, May). Digital teaching portfolio in higher education: Examining perspectives to inform implementation strategies. Paper presented at the eLearning Forum Asia 2013, Hong Kong. Law, E.H.F., Lee, J., Wan, S., Ko, J. & Futoshi, H. (2012, December). The influence of the leadership styles on teacher communication networking in subject teams: A Hong Kong perspective. Australian Association of Research in Education, Sydney. Other conference paper Bozymbekova, K., & Lee, J.C.K. (2019, April). Parents’ Perspectives on Citizenship Education in Kazakhstan. Paper presented at the CIES2019, San Francisco, CA, USA. Pavlova, M., Lee, C-K. J., & Maclean, R. (2016, April). Transition to Life Beyond School: What is the Role of the 21st Century Skills?. Comparative Education Society of Hong Kong Annual Conference 2016: Learning to Live Together and Comparative Education, 15-16 April, EdUHK, Hong Kong. |
| Creative and Literary Works, Consulting Reports and Case Studies Consulting or contract research report 李子建、姚偉梅、冼權鋒、許景輝、石美寶、李展華、胡少偉、羅世光、江浩民等 (2019)。 檢討香港中學推行生涯規劃教育的成效。香港: 教育局委託香港教育大學學術顧問團隊承辦。 Maclean, R., & Lee, J. C. K. (2011). Achievement, Family Background and Post-school Transition in Hong Kong : The Impact of Student Characteristics and Institutional Arrangements on Work and Further Study Destinations.. Hong Kong: Initial Pilot Study for GRF: RG 14/2010-2011R, HKIEd. Internal Research Grant. Maclean, R., Tsang, P. K., & Lee, J. C. K. (2011). Building Capacity for a Low-Carbon Green Economy: Assessing the Adaptive Learning Network Approach to a Climate-Change Responsive Curriculum in Vocational Education and Training (VET) in Hong Kong.. Hong Kong: (Initial Study for PPR: RG 31/2010-2011R. HKIEd. Internal Research Grant). |
| All Other Outputs Journal editor ('editorial membership' should be excluded) Lee, J.C.K. (For Teachers and Teaching) (2016). Teacher development: teacher beliefs, diversified approaches, and processes. Teachers and Teaching.. Routledge. Review of books or of software Lee, J.C.K. (2015). Review of "Re-evaluating Education in Japan and Korea: De-mystifying Stereotypes" by Hyunjoon Park.. Comparative Education Review (180-182). The University of Chicago Press. Other outputs 冼權鋒、李子建、盧成皆、楊蘭和鍾燕嫻 (2022)。 《認識自我創未來 : 4C個人資源評測工具》。香港: 香港教育大學特殊學習需要與融合教育中心。 https://julac.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,991018071856703410&vid=EDUHKFind@EdUHK Library Lee, J. C. K. (2021). Geographical and environmental education in school curricula. Oxford University Press. 李子建 (2012)。 <小班教學：議題、挑戰與展望>。葉建源、黎國燦 主編《小班教學論文集：邁向優秀的實踐》(頁1-3)。香港: 香港小班教學學會、香港教育學院小班教學中心。 李子建 (講演)、陶洁、乔卫丽(錄音整理) (2012)。 <教育改革: 全球和本地視野>。上海: 華東師範大學出版社。 李子建 (講演)、雷丽丽、乔卫丽(錄音整理) (2012)。 〈香港課程改革:邁向反思實踐、專業學習社群、夥伴協作〉。上海: 華東師範大學出版社。 宋兆國、吳家傑、李子建、楊秀珠、葉殿恩合编 (2010)。 《新高中通識教育科學與教資源册》，180頁，香港中文大學教育學院課程與教學學系「通識教育支援計劃。課程銜接與發展」。 |
Projects
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"Dolphin Messenger": Ocean Literacy Programme for the Primary and Secondary Schools 海豚傳訊者：中小學海洋素養啟航計劃 With an aim of enhancing the “Ocean Literacy” of local community, this project will adopt the flagship-species approach as the overarching strategy, integrated with various pedagogies, to develop teaching modules and materials on Chinese White Dolphins (CWDs) based on the primary and secondary schools’ curriculum in the subjects such as General Studies, Geography and Biology. The project will include school talks, teacher training (online and/or face-to-face), and student eco-docent workshops (online and/or face-to-face) for the primary and secondary school to deepen the participants’ understanding, as well as nurture their pro-environmental attitudes and life values on the local marine environment and the CWDs. The project will also offer the opportunities to the students to become a docent, sharing the information and knowledge about CWDs and marine conservation with the public through ecotourism. Project Start Year: 2021, Principal Investigator(s): LEE, Chi Kin John 李子建 |
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Centre for Chinese Classical Learning -- Project Start Year: 2021, Principal Investigator(s): LEE, Chi Kin John 李子建 |
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Life Education for Chinese Culture and Virtues -- Project Start Year: 2021, Principal Investigator(s): LEE, Chi Kin John 李子建 |
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Study on Small Class Teaching in Macau Infant and Primary Education (Phase Four) The aim of the total phases of study is to investigate the small class teaching practices in Macau preschools and primary schools with a view to making recommendations to Direcção dos Serviços de Educação e Juventude on enhancing learning and teaching in small class environment. Project Start Year: 2016, Principal Investigator(s): LEE, Chi Kin John 李子建, TO-CHAN, Sing Pui Tikky 杜陳聲珮 |
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Vocational Education and Training for Youth Development The study will review the development of VET in Hong Kong and, through literature review, survey and interviews, explore measures that may help diversify educational pathways for young people. Project Start Year: 2016, Principal Investigator(s): LEE, Siu Yau 李肇祐, LEE, Chi Kin John 李子建 |
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Developing a Model for Facilitating Sustainable Teacher Professional Development through Practitioner Research There has been a call in the education literature for making Practitioner Research (PR) a key characteristic of high quality Teacher Professional Development (TPD) over the last two decades. Although extensive reports can be found on the positive and profound impacts of PR on TPD, there is a lack of research on the development of teachers’ research ability in PR. This study addresses the research gap through investigating 16 Hong Kong Liberal Studies teachers’ development related to both teaching and research through conducting PR on teaching critical thinking in secondary classrooms. Moreover, it looks into the relationship between teacher development and the roles played by the facilitators. Data will be collected through (i) interviews with teachers and facilitators, (ii) observations of lesson workshops, lessons involving teachers’ research, post-lesson discussion, group meetings, individual meetings, and sharing sessions., and (iii) documentary analysis of teachers and facilitators’ logbooks, materials associated with the observed lessons (including lesson plans, worksheets, quiz, and reading materials), notes of meetings, emails between teachers and facilitators, as well as teachers’ research plans and reports. A model of facilitating sustainable teacher professional development through PR will be generated by synthesizing the findings and reflections of teachers, facilitators and researchers. Project Start Year: 2016, Principal Investigator(s): CHENG, May Hung May 鄭美紅 (LEE, Chi Kin John 李子建 as Co-Investigator) |
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Greening Skills in Hong Kong: Effective Partnerships between Vocational Education, Government and Industry to Support the Greening of the Economy The importance of transitioning towards a greener economy has been recognised globally by different regions and countries (e.g., The European Comission, 2010; The Central People's Government of the People's Republic of China, 2011). Challenges associated with the current and future shortage of resources, their inflating prices, technological development and innovation, new markets, and changes in industrial practices and consumer demands (OECD, 2011; UNEP, 2011) have led to structural economic changes, towards ‘greening’ in business and industry. Issues of climate change, health, and other aspects of personal and social well-being that are closely related to the quality of environment, have become a primary concern for governments globally, including the government of Hong Kong. The purpose of this project is to examine governments’ influences on new skills requirements, employers’ needs, and the Technical and Vocational Education and Training (TVET) sector’s responses, with the aim of supporting skills development towards greening economy in Hong Kong. Its focus is on the improvements of collaboration between government, TVET and industry. The project employs a theoretical base developed from the Triple Helix models of Academe-Industry-Government relations (Etzkowitz and Leydesdorff, 2000) that illustrate a diversity of relationships between the entities that can range from a strong separation, to overlapping of institutional spheres. This will guide the analysis of data and development of new frameworks. Outcomes of the project, which contribute to both theory and improved policy and practice include a conceptualisation of current practices in Hong Kong that enable skills training to adapt to changing economic needs and policy initiatives towards greening; models that consolidate current partnerships pertaining to the greening of skills development; new, forward looking and innovative frameworks which seek to improve collaboration between government, industry and TVET providers towards strengthening and upgrading greening skills; and identification of patterns of TVET greening for countries at different stages of economic development. Project Start Year: 2016, Principal Investigator(s): PAVLOVA, Margarita (LEE, Chi Kin John 李子建 as Co-Investigator) |
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Testing the Generalisability of the Control-Value Theoretical Model of Achievement Emotions in China This research project aims to test the generalisability of the control-value theoretical model of achievement emotions in China with diverse samples of students. Project Start Year: 2015, Principal Investigator(s): YANG, Lan 楊蘭 (LEE, Chi Kin John 李子建 as Co-Investigator) |
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Provision of Services for Support Programme on Fostering Communities of Practice to Enhance Small Class Teaching The Programme will be built on CSCT’s successful and proven experiences in developing and delivering EDB-commissioned programmes “Fostering Communities of Practice to Enhance Learning and Teaching in a Small Class Environment“ for Hong Kong primary school teachers since 2009/10, which have adopted integrated modes of workshops, school-based practice as well as visits to Hong Kong and Mainland schools. Project Start Year: 2015, Principal Investigator(s): KO, Po Yuk 高寶玉 (LEE, Chi Kin John 李子建 as Co-Principal Investigator) |
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澳門幼兒教育階段小班教學研究(第三階段) 本研究是由澳門教育暨青年局委託香港教育學院（現稱香港教育大學）小班教學中心（現稱卓越教學發展中心）探討在幼兒教育階段推行小班教學的現況，透過課堂觀課及訪談，對幼兒學校所推行的小班教學校本政策、課程、教學環境、教學策略及配套設施等作出分析。 Project Start Year: 2015, Principal Investigator(s): LEE, Chi Kin John 李子建 |
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Student Network Groups as Change Agents The project has a key theme to engage students directly to take the role as “change agents” in the learning and teaching process through Student Network Group (SNG). Through the four sub-SNG projects, students work in groups and form SNGs to investigate their interested topics. The student leadership role may take different forms in the sub-project i.e. led by students, partnership with teachers or guided by teachers. As a whole, the project aims to improve the learning and teaching experience and promote a student-teacher collaboration environment on campus. Project Start Year: 2015, Principal Investigator(s): CHENG, May Hung May 鄭美紅 (LEE, Chi Kin John 李子建 as Co-Investigator) |
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Perfectionism, Learning Environment, and Academic Emotions in Chinese Primary Students This survey study aims to examine the relationships between perfectionism, learning environment (i.e. relational and academic support from teachers and peers), and test-related emotions (i.e. test hope and test anxiety) among Grades 4 to 6 students in Hong Kong. More specifically, we will investigate whether students’ perfectionist characteristics predict their test-related emotions; and whether students’ perceived learning environment mediates the prediction between perfectionism and test-related emotions. The findings would contribute to the small body of perfectionism research with primary school-age students, and shed lights on school guidance and counselling practices that aims to enhance students’ social and emotional well-being in the Chinese school context. Project Start Year: 2015, Principal Investigator(s): FONG, Wai Tsz Ricci 方蔚子 (LEE, Chi Kin John 李子建 as Co-Investigator) |
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A Study of Teams as Agencies of Distributing Curriculum Leadership Practices in Hong Kong Primary Schools The study aims at investigating the distribution patterns of leadership practices among primary schools. The second stage of the study focuses on the emergence of leadership practices in curriculum development teams in school based curriculum development in Hong Kong. Project Start Year: 2015, Principal Investigator(s): LAW, Hau Fai, Edmond 羅厚輝 (LEE, Chi Kin John 李子建 as Co-Investigator) |
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Study on Small Class Teaching in Macau Infant and Primary Education (Phase Two) The aim of the study is to investigate the small class teaching practices in Macau preschools and primary schools with a view to making recommendations to DSEJ on enhancing learning and teaching in small class envirnment. Project Start Year: 2014, Principal Investigator(s): LEE, Chi Kin John 李子建, HUI, King Fai Sammy 許景輝 |
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A study on the professional development experiences of secondary school teachers in Hong Kong The purpose of the research includes: understanding how secondary school teachers perceive their inservice professional development (PD) opportunities, the feasibility of conducting practitioner research in their own classrooms, and their conception of sustainable teacher PD, all of which are to inform the development of PD. Project Start Year: 2014, Principal Investigator(s): CHENG, May Hung May 鄭美紅 (LEE, Chi Kin John 李子建 as Co-Investigator) |
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Changes in Curriculum Planning and Teaching Practices in Small Class Environment The study attempts to enrich our understanding of the impact of small class teaching on curriculum planning and teaching practices by conducting a questionnaire survey with all the teachers in 80 primary schools and interviews with teachers from 9 schools (4-5 teachers from each school). Project Start Year: 2013, Principal Investigator(s): ZHANG, Yuefeng Ellen 章月鳳 (LEE, Chi Kin John 李子建 as Co-Investigator) |
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Preparing Urban Youth for Further Study and Careers: An International Study Involving Hong Kong How well are schools preparing young people for higher education and careers? Hong Kong introduced changes to the education system to better prepare young people for a positive future. This project examines how effective these changes are, and how Hong Kong’s education system compares internationally. This project will track a sample of young people from the beginning of senior secondary schooling through to higher education or employment. The sample will include young people from different backgrounds. Teams of researchers (independently funded) will conduct the same study in cities in Europe, North America and Australia. By studying Hong Kong within this context, we will assess differences and similarities in student transitions and the factors that influence them. The research aims to identify a cohort of young people at the beginning of senior secondary school to provide baseline data on HK students in terms of engagement in schools and learning; 21st century skills; plans for the future; home and family contexts; to identify a representative sample of S6 students to compare intentional destinations and the real destinations for students from different types of schools; to examine how young people’s perceptions and outlooks vary according to the type of school they take in the senior years of secondary schooling and according to their backgrounds; to investigate the range of support structures, programs and activities which schools operate to assist different learners to complete school successfully or to undertake alternative courses, and the ways in which strong learners are challenged and extended in their transition through to the end of school; to compare institutional arrangements in Hong Kong with arrangements in other cities; and to identify the differential impact of these arrangements on destinations for young people in HK and to identify the strategies used by schools to ensure valuable transitions for all their students. Project Start Year: 2013, Principal Investigator(s): LEE, Chi Kin John 李子建 |
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"Changing Schools in an Era of Globalization", "Exploring the Influences of Quality of School Life on Students’Attitude and Behaviours towards Learning and School Engagement"; and "Research on the Teacher Professional Communities, Teacher Development and Improvement of Student Learning under the Educational Reform in China" This project is composed of three components. The first component is related to a co-edited book project on educational reforms and changing schools from international and Asia-Pacific perspectives. The second component pertains to the investigation of how the quality of school life and group attitude and behavior towards learning influence the students’ sense of belonging, general satisfaction for school life, sense of achievement, and participation in school and class in the Chinese Mainland. The third component focuses on the status of teachers’ professional development attitude, conception for teaching and learning and classroom practices as well as students’ perceptions of classroom environment, teacher-student relationship (mainly teacher support) as well as student-student rapport in the classroom in the Chinese Mainland. Project Start Year: 2010, Principal Investigator(s): LEE, Chi Kin John 李子建 |
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Achievement, Family Background and Post-school Transition in Hong Kong: The impact of Student Characteristics and Institutional Arrangements on Work and Futher Study Destinations. What happens when young people finish school in Hong Kong? Does it matter who they are, where they live, what school they attended, and what stream of study they undertook? How do these factors influence student destination in the labour market or further study or training? To find out, our plan is to track a sample of young people from the end of their first year of upper secondary schooling through to university, technical institutes and/or employment. The sample will be structured so that young people from a range of different backgrounds and school settings will be included and the relative influence of background and setting can be measured. While we investigate transitions in Hong Kong, teams of other researchers (independently funded) will be conducting the same study in six major cities in Europe, North America and Australia. By studying Hong Kong within this wider framework, we plan to assess the impact of multiple variables on student transitions. At one level, these will include institutional arrangements, e.g., curriculum structure, school types, and university selection. At another level, PISA instruments will be used to identify social wellbeing, achievement (low and high achievers will be identified) and school engagement will be assessed. The key questions will be: Where achievement is constant across nations, how do student characteristics and institutional arrangements influence destinations? How do Hong Kong students compare to their international peers? What are the barriers to better transition and the best improvement strategies, particularly for young people from disadvantaged backgrounds? This will be a multi-level study that will seek to contextualize Hong Kong students’ key experiences and attributes and the effect of these on school transitions. The aim of the study is to develop a theoretical framework that can account for the post-school destinations of students in Hong Kong. Such a framework will have a cultural dimension, making it distinctive within the cross-national study of which this is a part. Nevertheless, we also wish to locate the study within a broader international context. In particular, we are keen to test whether high achievers in Hong Kong do better than in other countries in their transition to the most advantageous study destinations, and whether low achievers do as well or better than low achievers elsewhere. Examining specifically high and low achievers offers the potential for much more theoretical insight and policy leverage, which will be the key contributions of this project. Project Start Year: 2010, Principal Investigator(s): MACLEAN, Rupert 馬敬言 (LEE, Chi Kin John 李子建 as Co-Investigator) |
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Building Capacity for a Low-Carbon Green Economy: Assessing the Adaptive Learning Network Approach to a Climate-Change Responsive Curriculum in Vocational Education and Training(VET) in Hong Kong. Climate change is generating economic and environmental dislocations with pressures set to increase in coming years. But, these threats also provide opportunities to those cities and regions that address climate change by pursuing lower emission technologies. There will be re-engineering of established production techniques and increased demand for climate-compatible goods and services. This research will develop a professional development framework for enhancing the capacities of policy makers, managers and staff in vocational education in Hong Kong so that they can respond effectively to the curriculum planning and teaching challenges being brought about by climate change and the emerging carbon-constrained economy. The framework will be based upon the adaptive learning network approach that has proven successful in building individual, team and organizational capacity to manage sustainability issues in teacher professional development and the wider work place. Professional development through adaptive learning networks is a transformative organizational learning strategy that results in individual and team learning, directed at long-term changes in practice. The outcome of the research will be an integrated suite of changes in campus management operations, new and revised curricula, teaching packages and pedagogical approaches that will enhance the employment skills of Hong Kong technical students in a carbon-constrained future. Project Start Year: 2010, Principal Investigator(s): MACLEAN, Rupert 馬敬言 (LEE, Chi Kin John 李子建 as Co-Investigator) |
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Social Inequality and Post-school Transition, in the Hong Kong Secondary School System: A Comparative Analysis with Other School Systems - Project Start Year: 2010, Principal Investigator(s): MACLEAN, Rupert 馬敬言 (LEE, Chi Kin John 李子建 as Co-Investigator) |
Prizes and awards
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“Silver Medal” for the newly developed metaverse platform - “Learningverse” 2023 Date of receipt: /8/2023, Conferred by: The International Invention Innovation Competition in Canada (iCAN) 2023 |
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“Bronze Medal” for the newly developed metaverse platform - “Learningverse” The rich experience in developing different apps with cutting-edge technologies provided the foundation for the resesarch team to conduct this project on design and development of the iAvatar toolkit which is further developed into the metaverse platfrom - Learningverse. Date of receipt: 28/4/2023, Conferred by: The 48th International Exhibition of Inventions Geneva |
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Gold Medal Date of receipt: 31/8/2021, Conferred by: International Invention Innovation Competition in Canada, iCAN 2021 |
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Silver Medal of the Invention Geneva 2021 Integrating life education and Visual Tree Assessment (VTA) into a mobile application named “Tree Portal”, this innovation is a technology-assisted educational tool. It has been developed to equip citizens with botanical and ecological knowledge and to raise environmental awareness on the urban forest and tree preservation. The application provides a systematic framework of 100 visible symptoms of tree-growth issues depicted graphically as the discernible body language of trees. Users are trained to assess tree health and performance with the VTA technique. Geo-referenced data gathered from these observations will be uploaded to the server database for further analysis. Ultimately, this invention aims to cultivate users’ appreciation of life and the intimate connection with nature and other species through an environmental perspective of life education. Date of receipt: /5/2021, Conferred by: Invention Geneva 2021 |
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President's Award for Outstanding Performance in Knowledge Transfer 2016/17 (Team Award) Date of receipt: /5/2017, Conferred by: EdUHK |
Patents
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Method and apparatus for analyizing emotions of text and generating feedback responses on text (HK) This invention relates to techniques of recognizing and analyzing human emotions from texts and generating feedback responses using large language models. - G/G06 |
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A System and Method for Animating An Avatar in a Virtual World (USA) A System and Method for Animating An Avatar in a Virtual World - A/G16 |