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)
|
