Dr NG, Mei Lee   吳美莉
Assistant Professor of Teaching
Department of Early Childhood Education
Phone No: (852) 2948 8445
Fax No: (852) 2948 7160
Email: mlng@eduhk.hk
Contact
ORCiD
0000-0003-2499-900X
Phone
(852) 2948 8445
Fax
(852) 2948 7160
Email
mlng@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
37111430800
Research Interest

 Early English for kindergarteners  Early Literacy  Parental Involvement and Parent Education

External Appointment

Member of the School Management Board of EDUHK Early Childhood Learning Centre (2018-2019)

Member of the School Management Board of Tai Po Methodist Kindergarten ( 2019-2022)

Member of the School Management Board of Tseung Kwan O Methodist Kindergarten ( 2019-2022)

Supervisor of the HSBC Early Childhood Learning Centre, then EDUHK Early Childhood Learning Centre, (from 2015 - 2018)

Specialist of the Hong Kong Council for Accreditation of Academic and Vocational Qualifications ( 2013 to 2016, 2016 to 2019, 2019-2022)

Member of the Pre-primary Education Development Concern Sub-Committee of School Education Division, Methodist, Hong Kong (2011 to present)

Member of SCOLAR WORKING GROUP on a new support scheme on early language and literacy development in Chinese and English language of young children(2015)

External Course Assessor of the course "Children's Education" for the Capacity Building Mileage Program jointly organised by OUHK LiPACE & Women's Commission (27 Aug 2012 to 31 Jan 2014)

Professional Consultant for the project 'Quality Improvement Scheme of Learning and Teaching for Po Leung Kuk Kindergartens(22 kindergartens) (Centre for Childhood Research innovation) (March, 2010 to March , 2012)

Personal Profile

Dr. Ng joined the Institute (now retitled as the Education Unviersity of Hong Kong) in 2000. She is an Assistant Professor and was Associate Head of the Department of Early Childhood Education ( 2013-2019). Dr. Ng has completed her PhD studies at the Faculty of Education, Hong Kong University with her research topic on teaching English to kindergarteners in Hong Kong. She obtained her two Master degrees on Teaching English as A Second Language and Early Childhood Education from the Institute of Education, London University. Combining her two specialisms, Dr. Ng develops her particular interest in researching preschoolers' second language teaching and learning. In addition, her research interests also include early English learning, early literacy and language development, parents education and parental involvement. She involves herself actively in the academic community by being a member of International Association of Teaching English as a Foreign Language (IATEFL). Locally, she also contributes to the professional development of English teachers by collaborating with SCOLAR to offer English Lanaguage Enhancement programmes for kindergarten teachers and Principals. She was the Principal Investigator of a Teaching Development Grant Project to develop a resource teaching package entitled "Motivating Early Experience in English". She also co-investigated in a number of language research projects on preschoolers' second language learning experiences. Her recent project explored the effects of home literacy play on children's second language and literacy development.

Research Interest

 Early English for kindergarteners  Early Literacy  Parental Involvement and Parent Education

External Appointment

Member of the School Management Board of EDUHK Early Childhood Learning Centre (2018-2019)

Member of the School Management Board of Tai Po Methodist Kindergarten ( 2019-2022)

Member of the School Management Board of Tseung Kwan O Methodist Kindergarten ( 2019-2022)

Supervisor of the HSBC Early Childhood Learning Centre, then EDUHK Early Childhood Learning Centre, (from 2015 - 2018)

Specialist of the Hong Kong Council for Accreditation of Academic and Vocational Qualifications ( 2013 to 2016, 2016 to 2019, 2019-2022)

Member of the Pre-primary Education Development Concern Sub-Committee of School Education Division, Methodist, Hong Kong (2011 to present)

Member of SCOLAR WORKING GROUP on a new support scheme on early language and literacy development in Chinese and English language of young children(2015)

External Course Assessor of the course "Children's Education" for the Capacity Building Mileage Program jointly organised by OUHK LiPACE & Women's Commission (27 Aug 2012 to 31 Jan 2014)

Professional Consultant for the project 'Quality Improvement Scheme of Learning and Teaching for Po Leung Kuk Kindergartens(22 kindergartens) (Centre for Childhood Research innovation) (March, 2010 to March , 2012)

Selected Output

Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
Ng, M.L. (2019). Second language literacy instruction for pre-primary learners in Hong Kong: Using stories, songs, and games . In B.L. Reynolds & M. F. Teng (Eds), English Literacy Instruction for Chinese speakers (57-73). Singapore: Palgrave Macmillan
Zhou, Yanling; Ng, Mei Lee (2016). English as a Foreign Language (EFL) and English Medium Instruction (EMI) for 3-7 year old children in East Asian contexts. V. A. Murphy; M. Evangelou, British Council Column (137-158). London: British Council
吳美莉、阮麗霞和胡婉姍 (2003)。 協作篇。黃蕙吟、鄭美蓮, 輯於黃蕙吟、鄭美蓮編《幼兒教育之旅》 (235-263)。Hong Kong: 香港,教育出版社

Journal Publications
Publication in refereed journal
Yeung, S. S., Ng, M. L., Qiao, S., & Tsang, A. (2020). Effects of explicit L2 vocabulary instruction on developing kindergarten children’s target and general vocabulary and phonological awareness.. Reading and Writing, 33, 671-689
Lau, E. Y. H., & Ng, M. L. (2019). Are they ready for home-school partnership? Perspectives of kindergarten principals, teachers, and parents. Children and Youth Services Review, 99, 10-17
Ren L., Zhang,X., Zhou, N., & Ng, M.L. (2017). Interactive Effects of Parenting and Negative Emotionality on Social Functioning among Very Young Chinese Children. Early Education and Development, 28(1), 21-40
Yeung, S. S., Ng, M. L., & King, R. B. (2016). English vocabulary instruction through storybook reading for Chinese EFL Kindergarteners: Comparing rich, embedded, and incidental approaches. Asian EFL Journal, 18, 81-104
Ng, M.L. (2015). Difficulties with team teaching in Hong Kong kindergartens. ELT Journal, 69, 188-197
Ng, M.L. & Rao, N. (2013). Teaching English in Hong Kong Kindergartens : A Survey of Practices. The International Journal of Literacies, 19(3), 25-47
Ng, M.L. (2013). Pedagogical Conditions for the Teaching and Learning of English as a Foreign Language in Hong Kong Kindergartens. English Teaching & Learning, 37(3)Special Issue, 1-35
Ng M.L. (2010). Dissonant voices of kindergarteners in a an English immersion experience. Hong Kong Journal of Early Childhood , 9(2), 52-57
Cheung, H. P. R., & Ng, M. L. (2007). The use of self-assessment to promote active and independent learning in teacher education - An exploratory study. The Asia-Pacific Education Researcher, 16 (2), 215-222
Wong, M. & Ng, M.L. (2007). Zippy’s Friends: Teachers’ Training and Its Effectiveness. Hong Kong Journal of Early Childhood, 6(1), 65-73
Mok, M. M. C., Lung, C. L., Cheng, D. P. W., Cheung, R. H. P., & Ng, M. L. (2006). Self-assessment in higher education: Experience in using a metacognitive approach in five case studies. Assessment and Evaluation in Higher Education, 31 (4), 415-433

Conference Papers
Refereed conference paper
Yeung, S. S., Ng, M. L., Qiao, S., Tsang, A. (2018, 7). Effects of explicit English vocabulary instruction on developing Chinese ESL kindergarten children’s L2 vocabulary and phonological awareness. Twenty-Fifth Annual Meeting Society for the Scientific Study of Reading, Brighton, UK
Ng, M.L. (2018, 4). Promoting home literacy through play : still true for L2 learning ?. 52nd Annual International IATEFL Conference and Exhibition, Brighton, UK
Yeung, S. S., & Ng, M. L. (2017, 12). Teachers' background and English language teaching in Hong Kong kindergartens. 2017 7th International Conference on Languages, Literature and Linguistics (ICLLL 2017), Kyoto
Yeung, S. S, & Ng, M. L. (2017, 5). Teaching approaches and English literacy skills: An investigation into young Hong Kong Chinese ESL children. Asian Conference of Language Learning , Kobe, Japan
Yeung, S. S., & Ng, M. L. (2015, 6). Parental teaching through play and emergent literacy skills in English among Hong Kong Chinese ESL children: A mixed method study. Quality Childhood Conference International, Hong Kong
Ng, M.L. (2015, 4). Difficulties with team teaching in Hong Kong kindergartens. . International Conference of the Association of Teaching English as a Foreign Language IATEFL, Manchester, UK
Ng, M.L. (2015, 4). Team teaching between NETs and local teachers in Hong Kong kindergartens.. Conference for Research in Early Childhood Education (ERECE), , Hong kong SAR
Yeung, S. S., Ng, M. L., & King, R. B. (2013, 10). Effects of vocabulary instructions for kindergarteners who learn English-as-a-foreign-language. The Fifth Asian Conference on Education, Osaka
Ng, M.L., Lau, C., & Lee, D. (2013, 7). Teaching English to Young Learners in a Trilingual Context. Symposium presentation at the 65th OMEP World Conference , Shanghai, PRC
Ng, M.L. (2012, 11). Pedagogical Conditions and Resources for the Teaching and Learning English as a Foreign Language in Hong Kong Kindergartens. . 2012 IATEFL Young Learners and Teenagers (SIG) Conference and Asian literacy Conference,, Taipei
Ng, M.L. & N. Rao (2011, 8). Teaching English as a second language to Hong Kong kindergarteners : practices of three English speaking teachers.. 16th World Congress of Applied Linguistics, Beijing
Ng, M.L. & N. Rao (2010, 8). Teaching English to Kindergarteners in Hong Kong : the availability of quality provision ?. OMEP XXVI World Congress, Goteborg, Sweden
Ng, M. L. (2008, 6). What do Hong Kong preschoolers say about the English immersion expereince?. Paper presented at the 9th International Conference of the Association for Language Awareness, Hong Kong
Ng, M.L., Chan, W.L., Yuen, G.W.K. & Wong, B.K.T. (2008, 5). English Immersion experience for Hong Kong preschoolers : What can we hear from children’s voices ? . 10th International Conference on Education, Athens, Greece
Cheung, R. H. P., & Ng, M. L. (2007, 4). Developing self-assessment as a tool to foster student learning in teaching practice. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, USA
Yuen, G., Ng, M. L., Wong, K. M. B., & Chan, W. L. (2006, 10). Enhancing English learning in ESL young children through immersion creative activities: Hong Kong experiences. Paper presented at the 4th Korean Society for Early Childhood Education International Conference, Seoul, South Korea
Cheung, H. P. R., & Ng, M. L. (2006, 4). The use of self-assessment to promote active and independent learning in teacher education. Paper presented at the Annual Meeting of American Educational Research Association, USA
Other conference paper
Yuen, G., Lam, M. S., Ng, M. L., & Lee, I. F. (2009, 8). Choice of early childhood service: Issues of class and equity in the recently implemented voucher scheme in Hong Kong. Paper presented at the 19th European Early Childhood Research Association Annual Conference, Strasbourg, France

All Other Outputs
Postgraduate research theses
Ng, M.L. (2011). The teaching and learning of English in Hong Kong kindergartens : Patterns and Practices. Hong Kong: PhD thesis
Other outputs
Yeung, S. S., & Ng, M. L. (2014). Oral Language and Phonological Awareness Programs for Hong Kong Chinese Kindergarteners: Teaching Resource Package.. Hong Kong
Lai, Y.C., Ng, E.M.W., Ng, M.L., & Yuen, R.T.L. (2014). Enhancing student teachers’ professional development in field experience by using cloud services and mobile technology. Speech presented at Seminar on Teaching Development Grant (TDG) projects. Hong Kong: LTTC, HKIEd

Project

English Language Enhancement Programme for Kindergarten Teachers - Level One
..
Project Start Year: 2020, Principal Investigator(s): NG, Mei Lee 吳美莉
 
English Language Enhancement Programme for Kindergarten Teachers – Level Two
..
Project Start Year: 2020, Principal Investigator(s): NG, Mei Lee 吳美莉
 
Early Childhood Education STEM and Maker Education
This pilot project aims at promoting age-appropriate and authentic STEM learning experiences in early childhood settings through co-developing 24 sets of STEM teaching packages with early childhood teachers. This project aim at building up children’s STEM awareness, knowledge and skills through STEM-rich maker learning experience. 12 pilot project schools will be invited to join this project, including kindergartens and child care centres (both half-day & whole-day service). Children in the project schools are able to learn science and mathematics through the application of technology and engineering in a realistic and integrated learning experience. This project will align with the core education concepts of ECE including observation, awareness and motivation in designing STEM activities. Additionally, fundamental concepts of physical science, life science and earth science will be included in the content of teaching packages.Early childhood professionals have an essential role in supporting young children’s motivation and engagement in STEM education. The co-development process with early childhood teachers provides practical professional development opportunities to enhance knowledge and skills of designing quality STEM learning activities. Additionally, teachers’ needs, difficulties and challenges in applying STEM teaching packages will be examined. Teachers will participate in pre and post-project interviews before and after the training and implementation stage to reflect on their pedagogical needs, school-level conditions, challenges in implementing STEM activities at schools.
Project Start Year: 2020, Principal Investigator(s): LEE, Chi Kin John 李子建 (NG, Mei Lee 吳美莉 as Team Member)
 
Policy Trajectories, Policy Types, and a Theoretical Model of Policy Processes
The project, an expansion of an ongoing project titled
'Historical development of educational policies in Hong Kong' (PI: Lo, Wai Yin, Co-PI: Choi, Tae-Hee, Co-I: Hui, Hon Wing Joe), will investigate the historical development of key educational policies in Hong Kong, Australia, Mainland China, and Korea. Comparative understanding of the history of select policies will help understand the evolution of policies in interaction with the contexts and actors within. It will be informed by policy enactment theory (Ball, Maguire & Braun, 2012), and draw on frameworks which capture the complexities of policy processes (e.g., Choi, 2018; 2019), and analyse historical policy documents, research reports, public addresses and the media records, in addition to the academic literature.

* References
1. Ball, S., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. London: Routledge.
2. Choi, T.-H. (2018). Implementation and impact of language-in-education policies: Insights from South Korea and Hong Kong. In K. J. Kennedy & J. C.-K. Lee (Eds.), Routledge international handbook for schools and schooling in Asia (pp. 518-524). London: Routledge.
3. Choi, T.-H. (2019). Structure, agency, and the “Teaching English in English” policy: The case of South Korea. In G. P. Glasgow & J. Bouchard (Eds.), Agency in language policy and planning: Critical inquiries (pp. 214-236). Oxon: Routledge.

Project Start Year: 2018, Principal Investigator(s): CHOI, Tae Hee 崔太僖 (NG, Mei Lee 吳美莉 as Team Member)
 
Supporting Kindergarteners’ Learning English at Home through a Literacy Play Kit
To design a literacy play kit for parents to engage literacy play at home
Project Start Year: 2018, Principal Investigator(s): YEUNG, Siu Sze 楊少詩 (NG, Mei Lee 吳美莉 as Co-Investigator)
 
A Multi-disciplinary Research Programme in Child Development
This research programme is directed at research that seeks to improve key child developmental outcomes (physical and psychological well-being, numeracy, literacy, cognitive and socio-emotional skills), and research designed to understand how these outcomes develop. The project that is the subject of this application is the first phase of a longitudinal study. It will examine the interplay between children’s psychological and physical characteristics and how they interact with their experiences in kindergarten to influence the aforementioned developmental outcomes. Deliverables of this research programme include population representative data that can guide policy decisions and programme design. In the longer term, findings will aid in the development of novel interventions that can transform childhood education practices (e.g. practices that improve executive functioning and socio-emotional skills).
Project Start Year: 2018, Principal Investigator(s): LEE, Kerry 李敬廉 (NG, Mei Lee 吳美莉 as Co-Principal Investigator)
 
English Language Enhancement Programme for Kindergarten Teachers
..
Project Start Year: 2017, Principal Investigator(s): NG, Mei Lee 吳美莉
 
A School-Based Project of Using Drama for Curriculum Enhancement (Education University Early Learning Centre)
This project aims to support the HSBC Early Childhood Learning Centre of the Education University of Hong Kong to apply drama education to enhance its current curriculum of Question-Exploration-Experience. The drama convention approach with integration of picture book will be employed to enrich the teachers’ pedagogical skills and also the children’s creative, playful and imaginative learning experience. Professional drama teaching-artists, university early childhood education researchers and also school teachers will work as a triple partnership to devise appropriate strategies for the curriculum innovation.
Project Start Year: 2017, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝 (NG, Mei Lee 吳美莉 as Co-Investigator)
 
Using Drama Education as an Innovative Pedagogy in Higher Education
This project is funded by FEHD's Teaching Grant of Innovative Teaching (Beyond e-Learning) 2016/17. The overall objective of the project is to explore and build the pedagogic relationships between drama education and approaches to the teaching of language and literacy, special education, parent education and specific social issue. We aim to (i) identify useful drama games and activities to enhance colleagues’ teaching skills; (ii) support students to integrate drama games and activities in their daily teaching; (iii) develop online resources to promote the use of games, role play and dramatic activities to innovate the teaching skills of our colleagues and students.
Project Start Year: 2017, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝 (NG, Mei Lee 吳美莉 as Team Member)
 
Developing a Survey Instrument on the Perceived effectiveness of Transition Strategies adopted by Primary School Teachers and Parents
The goal of the project is to develop an empirically sound instrument to survey the transitional activities practiced by primary school teachers and parents as well as their ranking on the effectiveness of their transitional activities. The successfully developed instrument will be used in our further research to collect data from a much wider sample and to explore relationship between the stakeholders’ transitional practices, their rating of the effectiveness and the adjustment level of children during the transition period.
Project Start Year: 2017, Principal Investigator(s): NG, Mei Lee 吳美莉
 
Teaching approaches and early literacy skills: An investigation into Chinese ESL children
To investigate the impacts of various teaching approaches on early literacy development in English
Project Start Year: 2016, Principal Investigator(s): YEUNG, Siu Sze 楊少詩 (NG, Mei Lee 吳美莉 as Co-Investigator)
 
Engaging Learners with Flipped Classroom
During a directed study week, learners will learn from different online materials prepared by their educators according to their online pre-test results. The online lecture materials may consist of a wide variety of digital formats such as videos, animations and pictures. Learners would attempt an online post-test after learning at their own pace and time. To consolidate learners’ knowledge, they would also apply their recent acquired knowledge to solve authentic problems in groups when they meet in class where the educator could provide more support to those learners who did not do well in the post-test. The series of activities proposed not only help learners to become more engaged in the learning process but also the individual differences could be better taken care of.
Project Start Year: 2015, Principal Investigator(s): LAI, Yiu Chi 黎耀志, NG MEE WAH, EUGENIA 吳美華 (NG, Mei Lee 吳美莉 as Co-Investigator)
 
Building a Community of Practice (CoP) to enhance student teachers' professional development in Field Experience via web technologies
Institute-wide TDG Project: The project aims to establish a Community of Practice (CoP)to enhance student teachers' professional development in Field Experience via web technologies. It also aims to further promote good practice of using mobile technology and cloud services in higher education institutions.
Project Start Year: 2014, Principal Investigator(s): LAI, Yiu Chi 黎耀志 (NG, Mei Lee 吳美莉 as Co-Investigator)
 
Parental teaching through play and emergent literacy skills in English among Hong Kong Chinese ESL children: A pilot study
It is well established that various forms of home literacy practices, such as shared book reading and teaching of literacy-related skills, are significantly associated with children’s literacy development. The primary purpose of this study is to examine the effects of parental teaching of language and literacy through play on English emergent literacy skills among Hong Kong Chinese kindergarteners who learn English-as-a-second-language (ESL). Sixty parents (father or mother) will be recruited and randomly assigned to either the experimental group (training on early language and literacy play skills) or the control group (no training). The effects of the target training on their skills in conducting language and literacy play at home will be examined. After the training, parents will be asked to implement language and literacy play at home for 2 months and fill out play record. Their kindergarten child will be assessed on emergent literacy skills in English before and after the implementation of play at home. Parents will be asked to fill out a questionnaire on their home literacy practices in English. Findings of this study would shed light on the significance of home literacy practices in emergent literacy skills among ESL children and future research and practices of family literacy program.
Project Start Year: 2014, Principal Investigator(s): YEUNG, Siu Sze 楊少詩 (NG, Mei Lee 吳美莉 as Co-Investigator)
 
Effects of a language-rich phonological awareness intervention on English language and literacy among Hong Kong Chinese kindergarteners
This intervention project aims at (1) implementing an early English language and literacy program for kindergartners in Hong Kong and generating research evidence on the effectiveness of oral language and phonological awareness program in promoting language and literacy development of Chinese ESL children.
Project Start Year: 2013, Principal Investigator(s): YEUNG, Siu Sze 楊少詩 (NG, Mei Lee 吳美莉 as Co-Investigator)
 
Choosing Native English speakers as English teachers in kindergartens : do principals and parents share the same perspective ?
This small scale project investigated into the views of principals and parents in choosing native English teacher as English teacher in kindergartens. Voices of six principals and six parents on the choice were collected through interviews. Interview data were transcribed and analysed and will be used to develop a questionnaire to collect views from a wider sample.
Project Start Year: 2012, Principal Investigator(s): NG, Mei Lee 吳美莉
 
Teaching for creativity: Promoting creative practices in preschool classrooms and the process of change
This project recognizes the current Hong Kong preschool classrooms face a number of challenges for the development of young children’s creativity and it aims to support teachers to improve their creative practices. The objectives of the project are: (i) to empower teachers’ understandings of the concept of creativity and to support teachers to acquire skill and knowledge for creative teaching and teaching for creativity through training seminars, workshops and on-site supports; (ii) to develop exemplars of good creative practices through the partnership of project members and participating teachers; (iii) to identify the characteristics of good creative practices through try-out lessons; and (iv) to disseminate good creative practices provided by practicing schools.

Project Start Year: 2011, Principal Investigator(s): CHEUNG HUN PING, REBECCA 張杏冰 (NG, Mei Lee 吳美莉 as Co-Investigator)
 
Teaching for creativity: Promoting creative practices in preschool classrooms and the process of change
This project recognizes the current Hong Kong preschool classrooms face a number of challenges for the development of young children’s creativity and it aims to support teachers to improve their creative practices. The objectives of the project are: (i) to empower teachers’ understandings of the concept of creativity and to support teachers to acquire skill and knowledge for creative teaching and teaching for creativity through training seminars, workshops and on-site supports; (ii) to develop exemplars of good creative practices through the partnership of project members and participating teachers; (iii) to identify the characteristics of good creative practices through try-out lessons; and (iv) to disseminate good creative practices provided by practicing schools
Project Start Year: 2011, Principal Investigator(s): CHEUNG, Hun Ping Rebecca 張杏冰 (NG, Mei Lee 吳美莉 as Team Member)
 
Organizational -based Quality Improvement Scheme
The Professional Development and Support Unit of Centre for Childhood Research and Innovation has extended its service to organizations that operate childcare centres and kindergartens. In 2010, The Po Leung Kuk Education Unit has invited our centre to run a two-year project for its 22 kindergartens.  Six consultants from Department of Early Childhood Education has been providing on-site support and staff development to 22 kindergartens since 4/2010 until 3/2012.

The aim of the project is to improve the quality of learning and teaching in Bi-literacy and Tri-lingualism in respect of the study of the following areas:

1.Effective language environment in the classroom.
2.Teachers' skills and techniques in using classroom language.
3.Effective learning and teaching strategy in language activities.
4.School and parents cooperation in enhancing children's use of language.

Besides the on-site support, the consultants will collaborate with the Po Leung Kuk Education Unit in the design of context strategies aiming to catalyze educational reform through the empowerment of the organization.

Project Start Year: 2010, Principal Investigator(s): (NG, Mei Lee 吳美莉 as Co-Investigator)
 
Shaping Forces of Early Childhood Education in Hong Kong: Choice and Quality of Service from Parents’ Perspectives
The investigation attempts to explore two central elements of the impending voucher system in Hong Kong, that is, choice and quality, from parents' perspectives in the field of early childhood education. The aim is to show how parents choose the service and view quality service, especially in the light of the new policy. Chinese parents with children aged 3 are the targeted participants. The present study can provide initial insights into a policy issue that has not yet been explored by local researchers.
Project Start Year: 2007, Principal Investigator(s): YUEN, Wai Kwan Gail 袁慧筠 (NG, Mei Lee 吳美莉 as Co-Investigator)
 
Zippy's Friends Programme in Kindergarten and Primary Schools in Hong Kong (2005-2009)
It teaches children how to cope with everyday difficulties, to talk about their feelings and explore ways of dealing with them, and to help other people with their problem. Up to now, a total number of 149 primary schools and 400 kindergartens have participated in the project. 1,374 teachers were trained to run the ZF program. A total of 21,017 kindergarten children and 9,621 Primary One children have benefited from Zippy's Friends' Program with enhanced emotional and social competence. The Zippy's Website was launched in 2005-6 in order to provide further professional support for teachers and parents.The Hong Kong Bank Foundations has contributed 2,885,000 to support the Hong Kong Institute of Education in introducting Zippy's Friends' Programme from 2006-2009. (Zippy Friends Phase 2). This programme teaches children how to cope with everyday difficulties, to talk about this feelings and explore suitable coping strategies. Zippy's Friends members are responsible for training teaches (kindergarten and primary) to implement the programme at school and evaluate the effect of the programme on children's development.
Project Start Year: 2006, Principal Investigator(s): WONG Mun, Amanda (NG Mei Lee as Co-Investigator)
 
Promoting Students' Learning through Self-assessment in Teaching Practice
This study aim to use self-assessment in teaching practice to promote active learning for pre-service and in-service ECE students. It attempts to promote learning oriented assessment through goals setting, evidence recording, performance judging and reflection. A self-assessment record sheet is developed and students will be guided to set their goals, to record evidences and to judge and reflect their performance. The participants for this study are 16 pre-service and 20 in-service students. A questionnaire will be administered to all participants and three semi-structured focus group interviews will be collected for data collection.
Project Start Year: 2005, Principal Investigator(s): CHEUNG Hun Ping, Rebecca (NG Mei Lee as Co-Investigator)
 
Prizes and awards

Silver Medal at the 2019 International Invention Innovation Competition in Canada《iCAN》
The literacy play kit for English language learning was co-developed by Dr. Yeung S.S. and Dr. Ng M.L. as a product for the Knowledge Transfer project conducted in 2018 and was entitled "Supporting kindergartner's learning English t home though literacy play kit". The play kit for English language was to be used by parents at home. The kit, composed of a play manual, learning materials and a website, has been trial-used by more than 150 parents in Hong Kong to engage their young children in home literacy play. Scientific evaluation of the kit has shown that the kit is able to enhance children’s interest in English language learning, to enrich home literacy, and to improve parent-child relationships in Hong Kong families.
Date of receipt: 24/8/2019, Conferred by: The Toronto International Society of Innovation and Advanced Skills
 
Scholarship holder of Overseas Development Association Shared Scholarship Scheme (ODASSS)

Date of receipt: /9/1998, Conferred by: Overseas Development Association & World Council of Churches
 
Distinction Awards in both teaching and coursework

Date of receipt: /6/1986, Conferred by: Facutly of education, CUHK