Kids with Character: A Positive Education Program to Promote Children’s Character Strengths and Well-being
The core element of this project involves the implementation of a character strengths program for kindergarten children. We also involve the parents, teachers, and the school to make the approach holistic.
Project Start Year: 2020, Principal Investigator(s): FONG, Wai Tsz Ricci 方蔚子
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Super-HERO Kids: Enhancing Children's Character Strengths Through Augmented Reality and Holograms
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Project Start Year: 2020, Principal Investigator(s): FONG, Wai Tsz Ricci 方蔚子
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Harnessing the Power of Assessment to Support Pre-service Teachers' Learning and Professional Development Through an Innovative Blended Learning Approach (A+BLe)
Educators in higher education encounter lots of difficulties in maintaining high academic standards and high quality attributes in today's classes with a large number of students with diverse needs. It remains a challenging task for teachers to, on one side, well organize the teaching/learning content so that all students are more likely to actively participate in the learning process, and on the other side, to well assess students’ use of their higher-order/self-directed learning processes (e.g., self-assessment, peer-assessment, use of formative feedback from teachers) to achieve academic success and high quality attributes upon graduation. There is a compelling need to provide a rigorous blended learning approach that can link teaching, both online and offline learning and assessment practices (self-assessment, peer-assessment, and teacher-assessment) in a visible, achievable and sustainable way. The A+BLe approach is expected to also encourage students to not only undertake the learning activities actively, but also tell students and teachers how well the objectives of teaching and learning have been achieved. Based on these concerns, this project aims to provide an innovative and creative blended learning approach (A+BLe) to link teaching, learning, and assessment practices in a visible and systematic way to promote EdUHK students’ multiple learning outcomes that are essential for their professional development.
Project Start Year: 2020, Principal Investigator(s): YANG, Lan 楊蘭 (FONG, Wai Tsz Ricci 方蔚子 as Co-Investigator)
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Are Triarchic Model of Grit Dimensions Related to Subsequent Achievement Goals and Academic Engagement in Math and Science in Hong Kong, Mainland China, and Philippines?
This project will adopt a longitudinal structural equation modeling approach to explore: (a) the association of triarchic model of grit facets with Math and Science academic engagement; and (b) the mediating effects of achievement goal orientations on the hypothesized link of grit to engagement in such academic domains among over 2,100 secondary school students, over 700 each in HK, mainland China, and Philippines.
Project Start Year: 2020, Principal Investigator(s): DATU, Jesus Alfonso Daep null (FONG, Wai Tsz Ricci 方蔚子 as Collaborator)
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Considering STEM Education from the Perspectives of Children With and Without Special Educational Needs: Toward an All-inclusive STEM Programme
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Project Start Year: 2019, Principal Investigator(s): CHEUNG, Him 張謙 (FONG, Wai Tsz Ricci 方蔚子 as Co-Investigator)
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Happy Start School Project: A Social and Emotional Learning Programme to Facilitate Children’s Transition to Primary School
The project aimed to facilitate children’s transition to primary school by creating positive emotional climate in the P1 classrooms, which is achieved through strengthening children’s social and emotional skills and their academic mindset as well as enhancing teachers’ interaction with students. The project involved a summer orientation programme and 12 sessions of social and emotional learning (SEL) lessons for P.1 students as well as teacher professional development workshops and education seminars for parents.
Project Start Year: 2018, Principal Investigator(s): KING RONNEL BORNASAL 龔仁崇, FONG, Wai Tsz Ricci 方蔚子
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Cultivating Students’ Critical Thinking and Creativity through Web-based and Classroom-based Inquiry
Critical thinking and creativity are long-standing objectives in EdUHK strategic plans and within her generic intended learning outcomes (GILOs). Given considerable uncertainty existing in the process of conducting inquiry, students are required to make their own decisions in every stage of doing it, which intrinsically involves the application and development of both creative and critical thinking that are described as the “heartbeat” of inquiry. Inquiry learning was originally adopted in the school classrooms, and recent years witness increasing advocation of it at the university level. This project intends to make use of both Web-based and classroom-based inquiry to facilitate EdUHK students’ development in high-order thinking. 9 sets of Web-based or classroom-based inquiry activities will be developed, with each for an experimental course. The project will follow the paradigm of practitioner research, including two cycles of implementation. The development of students’ critical thinking and creativity will be assessed through matured instruments in the pre and post-tests, interviews with students, and process data generated in the learning process. This project will be a pioneering effort to systematically implement inquiry learning at the university level in the Eastern world. Its innovation is also reflected in the inclusion of both Web-based and classroom-based inquiry.
Project Start Year: 2018, Principal Investigator(s): WAN, Zhihong 萬志宏, LEE, Chi Kin John 李子建 (FONG, Wai Tsz Ricci 方蔚子 as Co-Investigator)
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Students’ and Teachers’ Well-being at Secondary Schools in Hong Kong: Modifying and Validating Two Well-being Instruments
The major purpose of this pilot study is to modify and validate two multidimensional well-being instruments in the Australian context to make the instrument culturally relevant to the Hong Kong context.
Project Start Year: 2018, Principal Investigator(s): CHEN, Junjun 陳君君 (FONG, Wai Tsz Ricci 方蔚子 as Co-Investigator)
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Enhancing Teachers’ Well-Being in Hong Kong Through Mindfulness Training
The proposed project aims to explore mindfulness training as a new approach for enhancing teachers’ well-being in Hong Kong, which in the long run will cultivate a more positive environment in schools and lead to better educational outcomes for children in Hong Kong.
Project Start Year: 2018, Principal Investigator(s): ZHANG, Yuefeng Ellen 章月鳳 (FONG, Wai Tsz Ricci 方蔚子 as Co-Investigator)
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Teaching Development Grant (2018-2019). Productive Failure Meets the Flipped Classroom: An Innovative Pedagogy to Improve Student Learning
University lecturers typically use the direct instruction (DI) approach. Despite the strengths of DI, there is a need for constructivist pedagogy that can enhance content mastery while at the same time optimizing skills for self-regulation, collaboration, and optimal learning. The aim of this project is to apply productive-failure based flipped classroom (PF-FC) instructional design in both teacher education- and non-teacher education courses. PF-FC instructional design synergizes the strengths of productive failure (PF)-a learning design that engages students in generating solutions to novel problems first before teaching them the concept—and the flipped classroom design—which emphasizes the seamless integration of online and face-to-face sessions. The PF-FC instructional design is hypothesized to lead to improved student learning, higher levels of motivation and positive emotions, and improved self-regulation and collaboration skills. The proposed project is closely aligned with the thematic areas of the Teaching and Development Grants on innovative curriculum design, enhancement of learning outcomes, and e-learning. Upon completion of the project, it will have created a new curriculum design, engaged in teacher capacity building, and improved student learning.
Project Start Year: 2018, Principal Investigator(s): KING RONNEL BORNASAL 龔仁崇 (FONG, Wai Tsz Ricci 方蔚子 as Co-Investigator)
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Trajectories of Affective Development among Average and Gifted Students: Sources of Influences and Challenges
This 3-year mixed methods longitudinal study aims to investigate the trajectories of affective development of average students and students who are gifted in Science and non-Science disciplines. The study will consist of 1) a qualitative investigation, including regular meetings with students and a 4-wave semi-structured individual interview (N = about 12), to gain in-depth understanding of the facilitative personal and social factors, as well as challenges pertinent to students’ developmental trajectories; and a 6-wave quantitative investigation to examine the relationships among various indices of affective well-being among average students (N = about 1350) and students gifted in Science and non-Science disciplines (N = about 400).
Project Start Year: 2017, Principal Investigator(s): FONG, Wai Tsz Ricci 方蔚子
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Study on Small Class Teaching in Macau Infant and Primary Education (Phase Six)
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 Education and Youth Affairs Bureau of the Macau SAR Government on enhancing learning and teaching in small class environment.
Project Start Year: 2017, Principal Investigator(s): LEE, Chi Kin John 李子建, HUI, King Fai Sammy 許景輝 (FONG, Wai Tsz Ricci 方蔚子 as Co-Investigator)
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Perfectionism, Self-compassion and Test Emotions: Comparing Academically Gifted and Average Chinese Students in a Competitive Educational Context
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Project Start Year: 2017, Principal Investigator(s): FONG, Wai Tsz Ricci 方蔚子
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Study on Small Class Teaching in Macau Infant and Primary Education (Phase Five)
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 Education and Youth Affairs Bureau of the Macau SAR Government on enhancing learning and teaching in small class environment.
Project Start Year: 2016, Principal Investigator(s): LEE, Chi Kin John 李子建, HUI, King Fai Sammy 許景輝 (FONG, Wai Tsz Ricci 方蔚子 as Co-Investigator)
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Personality, Psychological Resilience and Academic Adjustment in Chinese Secondary Students in Hong Kong
This study aims to examine the relationships among perfectionism, psychological resilience (i.e. grit and self-compassion) and academic adjustment (i.e. test emotions and self-regulation of learning) among Chinese secondary students in Hong Kong
Project Start Year: 2016, Principal Investigator(s): FONG, Wai Tsz Ricci 方蔚子
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Application of Mindfulness Training in a Family-based Intervention for Improving Stress Responses and Child Adjustment in Economic Disadvantaged Families
The study investigates the effectiveness of a family-based mindfulness intervention for promoting early child development and reducing parental stress in economically disadvantaged families.
Project Start Year: 2015, Principal Investigator(s): LO, Hay-ming Herman (FONG, Wai Tsz Ricci 方蔚子 as Collaborator)
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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
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