Dr HUI, King Fai Sammy   許景輝
Associate Vice President (Student Learning)
Office of the Vice President (Academic) and Provost
Principal Lecturer
Department of Curriculum and Instruction
Phone No: (852) 2948 7550
Fax No: (852) 2948 7563
Email: skfhui@eduhk.hk
Contact
ORCiD
0000-0002-6537-5650
Phone
(852) 2948 7550
Fax
(852) 2948 7563
Email
skfhui@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
7202831748
Research Interest

Outcomes of learning

Educational assessment and evaluation

Teacher leadership

External Appointment
Personal Profile

Dr Sammy Hui King-fai is currently Associate Vice President (Student Learning) and Principal Lecturer of the Department of Curriculum and Instruction at The Education University of Hong Kong (EdUHK). Previously, he was the Associate Head of the Department, Co-Director of the Centre for Small Class Teaching, and Programme Leader for the Master of Teaching and Postgraduate Diploma in Education (Professional and Vocational Education) programmes.

Since joining EdUHK in 2002, Dr Hui has been heavily involved in the University’s programme development and management. His major teaching areas are assessment and research methods. He received the President’s Award for Outstanding Performance in Teaching in 2019-20, the Faculty of Education and Human Development’s Leaders of Learning Award in 2018-19, and the President’s Award of Outstanding Performance in Knowledge Transfer (Team Award) in 2016-17.

Dr Hui’s research areas cover outcomes of learning, educational assessment and evaluation, and teacher leadership. In recent years, he has been active in organising professional training programmes for different local Vocational and Professional Education and Training institutes, including the fire service, healthcare professionals and the construction industry.

Research Interest

Outcomes of learning

Educational assessment and evaluation

Teacher leadership

External Appointment

Selected Output

Scholarly Books, Monographs and Chapters
Research book or monograph (author)
Hui, S.K.F., & Leung, K.Y. (2008). Small Class Teaching and Learning in FDBWA Mrs Fung Ping Shan Primary School: A Case Study Report. Hong Kong: The Hong Kong Institute of Education
Lam, B. H., Tsui, K. T., & Hui, S. K. F. (2007). Reflections on Applying Mass Lecture Plus Tutorial Approach in Preparing Teacher Training Programme in Hong Kong. Hong Kong: The Hong Kong Institute of Education
Chapter in an edited book (author)
Hui, S.K.F., & Yun, P.P.H. (2021). Life and moral education in Macau. In J.C.K. Lee, S.Y.W. Yip & R.H.M. Kong (Eds.), Life and moral education in greater China (pp.161-190). New York/London: Routledge
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
許景輝、麥震嵐 (2019)。 〈21世紀生涯規劃教育〉。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27-49)。台北市: 高等教育文化事業有限公司
Kennedy, K., Hui, K.F., & Chan, W.M. (2016). Hong Kong schools and transversal competencies. In K. Kennedy, Z. Zhu, K.F. Hui, H. Li, W.M. Chan & L.G. Wai (Eds.), Transversal competencies in education policy and practice: The cases of Hong Kong and Beijing schools. Report to UNESCO Bangkok’s ERI-Net Project, “Preparing and Supporting Teachers to Meet the Challenges of Transversal Learning” (pp.11-42). Hong Kong: The Education University of Hong Kong
許景輝 (2015)。 〈小班中的「學習導向的評估」〉。載於黎國燦、嚴必友(編), 《小班化教學思與行:香港南京兩地小班化教學的理論與實踐》 (頁187-200)。南京: 南京師範大學出版社
Hui, S.K.F. (2014). Accountability and improvement: Lessons from studying Hong Kong teachers' conceptions of assessment. In C. Marsh & J.C.K. Lee (Eds.), Asia's High Performing Education Systems: The Case of Hong Kong (pp.288-303). New York: New York: Routledge
Hui, S.K.F. (2010)。 Validation of curriculum leaders' attitudes toward research scale。載於余慧明、陳錦榮、許景輝、許忠(編), 《課程領導與學校發展:行動研究專題論文集 II》 (頁21-41)。香港: 學術專業圖書中心
Hui, S.K.F., & Li, W.S. (2008)。 Attitudes towards action research: The case of curriculum leaders in Hong Kong。載於李偉成、余慧明、許景輝(編), 《課程領導與學校發展:行動研究專題論文集》 (頁41-64)。香港: 學術專業圖書中心
李偉成、余慧明、許景輝 (2008)。 〈香港課程領導與校本教研〉。載於李偉成、余慧明、許景輝(編), 《課程領導與學校發展:行動研究專題論文集》 (頁3-12)。香港: 學術專業圖書中心
Hui, S.K.F. (2007). Research into effective teaching in university education: Implications for teachers. In B.H. Lam, K.T. Tsui & S.K.F. Hui (Eds.), Reflections on Applying Mass Lecture Plus Tutorial Approach in Preparing Teacher Training Programme in Hong Kong (pp.8-17). Hong Kong: The Hong Kong Institute of Education
Lam, B. H., Tsui, K. T., & Hui, K. F. S. (2007). A "Look" forward: Teaching development for the future. In B. H. Lam, K. T. Tsui, & S. K. F. Hui (Eds.), Reflections on Applying Mass Lecture Plus Tutorial Approach in Teacher Training Programme in Hong Kong (pp.51-56). Hong Kong: The Hong Kong Institute of Education
李偉成、許景輝 (2005)。 〈領袖教師與專業發展〉。載於李偉成、許景輝(編), 《領袖教師與教師專業發展》 (頁3-14)。香港: 匯智出版有限公司
許景輝 (2005)。 〈甚麼的領導模式最有利於校本課程發展?一個與校長討論的課題〉。載於李偉成、許景輝(編), 《領袖教師與教師專業發展》 (頁189-211)。香港: 匯智出版有限公司
Edited book (editor)
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
余慧明、陳錦榮、許景輝、許忠(編) (2010)。 《課程領導與學校發展:行動研究專題論文集 II》,319頁。香港: 學術專業圖書中心
李偉成、余慧明、許景輝(編) (2008)。 《課程領導與學校發展:行動研究專題論文集》,383頁。香港: 學術專業圖書中心
許景輝、李偉成(編) (2005)。 《領袖教師與教師專業發展》,215頁。香港: 匯智出版有限公司

Journal Publications
Publication in refereed journal
Yan, Z., Lee, C. K. J., Hui, S. K. F., & Lao, H. (2022). Enhancing students’ self-efficacy in creativity and learning performance in the context of English learning: The use of self-assessment mind map. Frontiers in Psychology, 13, 871781. Doi:10.3389/fpsyg.2022.871781.
Hui, S.K.F., Wei, W., & Yun, P.P.H. (2022). Regulating learning and assessment with e-Learning: A study of Mainland Chinese postgraduate students’ online learning experiences and behaviours. International Journal of E-Learning, XX(X), XX-XX
Hui, S.K.F., Cheung, H.Y., & Kennedy, K.J. (2020). A critical review of the development of generic learning outcomes: How engaging is the New Senior Secondary (NSS) curriculum reform in Hong Kong. Journal of Education and Human Development, 9(4), 67-84
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
Hui, S.K.F., Tsui, K.T., & Lee, J.C.K. (2019). Adaptation and co-construction: An investigation of Macau’s small class teaching policy. Journal of Education and Human Development, 8(2), 181-192
Wei, W., & Hui, S.K.F. (2019). Evaluating teacher performance in language learning classes: The gap between students and department administrators. Teachers and Teaching: Theory and Practice, 25(4), 486-500
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
Hui, S.K.F., Brown, G.T.L., & Chan, S.W.M. (2017). Assessment for learning and for accountability in classrooms: The experience of four Hong Kong primary school curriculum leaders.. Asia Pacific Education Review, 18(1), 41-51
Cheung, H.Y., Hui, S.K.F., & Chen, X.J. (2015). Effects of perfectionism on depression and suicide cognitions of university students in Hong Kong.. Hong Kong Journal of Special Education, 17, 56-69
Hui, S.K.F., & Cheung, H.Y. (2015). Cultural literacy and student engagement: The case of Technical and Vocational Education and Training (TVET) in Hong Kong.. Journal of Further and Higher Education, 39(4), 553-578
Cheung, H.Y., Wu, J., & Hui, S.K.F. (2015). Chinese attitudes toward inclusive education: Perspectives of Hong Kong and Macau secondary school teachers, students and parents.. International Research Journal for Quality in Education, 2(1), 1-14
Hui, S.K.F. (2014). Cultural literacy: How hidden is it for Hong Kong Professional and Vocational Education (PVE) curriculum?. Journal of Further and Higher Education, 35(5), 593-620
Hui, S.K.F. (2012). Missing conceptions of assessment: Qualitative studies with Hong Kong curriculum leaders. The Asia-Pacific Education Researcher, 21(2), 375-383
Brown, G.T.L., Hui, S.K.F., Yu, W.M., & Kennedy, K.J. (2011). Teachers' conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance. International Journal of Educational Research, 50(5-6), 307-320
Cheung, H.Y., & Hui, S.K.F. (2011). Teaching anxiety amongst Hong Kong and Shanghai in-service teachers: The impact of trait anxiety and self-esteem. The Asia-Pacific Education Researcher, 20(2), 395-409
Cheung, H.Y., & Hui, S.K.F. (2011). Competencies and characteristics for teaching gifted students: A comparative study of Beijing and Hong Kong teachers. Gifted Child Quarterly, 55(2), 139-148
Hui, S.K.F. (2010). Validation of curriculum leaders’ attitudes toward research scale. The Asia-Pacific Education Researcher, 19(2), 301-310
Li, W.S., & Hui, S.K.F. (2007). Conceptions of assessment of Mainland China college lecturers: A technical paper analyzing the Chinese version of COA-III. The Asia-Pacific Education Researcher, 16(2), 185-198
Hui, S.K.F., Kennedy, K.J., & Cheung, H.Y. (2006). Hong Kong and Macao pre-service teachers' sense of efficacy: A cross-cultural investigation using the Chinese version of the 12-item TSE (C-TSE). The Asia-Pacific Education Researcher, 15(1), 41-62
Hui, S.K.F., & Cheung, H.Y. (2006). A re-examination of leadership style for Hong Kong school-based management (SBM) schools. Asia Pacific Journal of Education, 26(2), 173-187
Kennedy, K.J., & Hui, S.K.F. (2006). Developing teacher leaders to facilitate Hong Kong's curriculum reforms: Self-efficacy as a measure of teacher growth. International Journal of Education Reform, 15(1), 114-128
Hui, S.K.F., Csete, J., & Raftery, J. (2006). Factors involved in the success of Hong Kong construction and property entrepreneurs. International Journal of Entrepreneurial Behaviour & Research, 12(4), 228-245
Hui, S.K.F., & Li, W.S. (2005). Attitudes towards action research: The case of curriculum leaders in Hong Kong. The Asia-Pacific Education Researcher, 14(2), 115-137
Hui, S.K.F., & Cheung, H.Y. (2004). How does learning happen for people participating in adventure training?. Asia Pacific Education Review, 5(1), 76-87
Hui, S.K.F., Cheung, F.K.K., & Wong, Y.Y.N. (2004). Nationalistic education in a post-colonial age: The impact of study trips to China and the development of Hong Kong students' national identity. Asia Pacific Journal of Education, 24(2), 205-224
Cheung, H.Y., & Hui, S.K.F. (2003). Mainland immigrant and Hong Kong local students’ psychological sense of school membership. Asia Pacific Education Review, 4(1), 67-74
Zhang, L.F., & Hui, S.K.F. (2003). From pentagon to triangle: A cross-cultural investigation of an implicit theory of giftedness. Roeper Review, 25(2), 78-82
Raftery, J., Csete, J., & Hui, S.K.F. (2001). Are risk attitudes robust? Qualitative evidence before and after a business cycle inflection. Construction Management and Economics, 19(2), 155-164

Conference Papers
Invited conference paper
Hui, S.K.F. (2016, 11). Education for the 21st century: Life planning and beyond. Invited Keynote at The 9th International Conference on Educational Research (ICER 2016), “Challenging Education for Future Change”, Khon Kaen University, Thailand
Hui, S.K.F. (2011, 11). Cultural literacy: Implications for Hong Kong Professional and Vocational Education (PVE). Invited Speech at 2011 Higher Education Forum in Across-Strait, Hong Kong and Macao Regions (2011年海峽兩岸及港澳地區高等教育學術交流會), Mianyang, Sichuan, China
Hui, S.K.F., Yu, W.M., Chan, N.S., & Chan, O.C. (2011, 11). School-based action research for curriculum development: Reflection and implications.. Invited Symposium at C&I Conference 2011, “Curriculum Matters: Policy, Implementation and Sustainability", The Hong Kong Institute of Education, Hong Kong
Hui, S.K.F. et al. (2009, 11). School-based action research for curriculum development: Reflection of Hong Kong primary school curriculum leaders.. Invited symposium at International Conference on Primary Education 2009, "The Future is Theirs: Visions for Primary Education in the 21st Century", The Hong Kong Institute of Education, Hong Kong
Hui, S.K.F. (2009, 8). Investigating missing conception of assessment: Qualitative studies with Hong Kong teachers. Paper presented at The European Association for Research on Learning and Instruction (EARLI) 13th Biennial Conference, "Fostering Communities of Learning", Amsterdam, The Netherlands
許景輝 (2007,3). 評估小班學習的成效:局限與現實。小班教學發展與研究中心「第二屆教師專業發展日」主題演講,香港
許景輝、許明得、楊思賢及李偉成 (2006,3). 主講嘉賓:論文發表於「從同儕協作到領袖教師」研討會。 deleted,香港
Refereed conference paper
Hui, S.K.F. (2015, 8). Regulating learning and assessment with e-Learn: A study of Mainland postgraduate students’ online learning behaviours and experience. 2015 2nd International Conference on Education and Training Technologies (ICETT2015), International Economics Development and Research Center (IEDRC), Singapore
Hui, S.K.F. (2014, 6). A snapshot of the development of generic learning outcomes: Implications to New Senior Secondary (NSS) school reform in Hong Kong. The 3rd International Conference on Learning and Community Enrichment (ICOLACE 3), "The role of educators towards the lifewide formation of students", Singapore
Kennedy, K.J., & Hui, S.K.F. (2013, 10). New skills for new times: A case study report on the transformation of learning in Hong Kong’s education system. UNESCO’s 2013 Annual ERI-Net Meeting, "Transition to a better and higher learning", Bangkok, Thailand.
Hui, S.K.F. (2012, 11). Cultural literacy and student engagement: The case of Hong Kong Professional and Vocational Education (PVE). Lifelong Learning International Conference 2012 (3LInC’12), “Past Experiences, Current Practices & Future Possibilities”, Bangkok, Thailand.
Hui, S.K.F., & Brown, G.T.L. (2010, 8). Contrasting teacher’s espoused and enacted classroom assessment: Exploring Hong Kong Chinese teachers’ conceptions of assessment.. Paper presented at the 36th annual conference of the International Association for Educational Assessment , Bangkok, Thailand
Brown, G.T.L., Hui, S.K.F., & Yu, W.M. (2010, 7). Teachers' conceptions of assessment: Developing a model for teachers in Hong Kong.. Paper presented at The 7th Conference of the International Test Commission, “Challenges and Opportunities in Testing and Assessment in a Globalized Economy”, The Chinese University of Hong Kong, Hong Kong
Brown, G.T.L., Hui, S.K.F., & Yu, W.M. (2010, 7). Teachers’ conceptions of assessment: Developing a model for teachers in Hong Kong. Paper presented at the International Test Commission biannual conference, Hong Kong
Wong, S. M., Choi, C. B., Ching, P. S. C., Lau, S. C. H., & Hui, K. F. S. (2008, 11). A validation measure on early childhood education principal's sense of self-efficacy in Hong Kong. Paper presented at the Asia-Pacific Educational Research Association Conference, Singapore
Wong, S. M., Choi, C., Ching, P. S., Lau, S. C., & Hui, K. F. (2008, 5). Validating a Chinese version of Hong Kong kindergarten principals' self-efficacy scale. Paper presented at the 7th International Conference of World Organisation for Early Childhood Education, Hong Kong
Hui, S.K.F. (2006, 11). From objective to portfolio assessment of small class teaching and learning: New directions for school effectiveness and quality education. Paper presented at the Symposium: Enhancing the Effectiveness of Teaching and Learning In Small Class Settings of the Annual Conference of the Asia-Pacific Educational Research Association International Conference, Hong Kong
Other conference paper
許景輝、李偉成、謝加謙、陳錦榮及許明得 (2006,4). 教師專業發展的策略:成就領袖教師。論文發表於「華人社會的教育發展學術研討會」,澳門
李偉成、許景輝、陳錦榮、許明得、林德成、謝加謙及楊思慧 (2005,12). 領袖教師:從課程領導引申的專業發展課題與啓示。論文發表於「香港中文大學教育學院40周年紀念國際研討會」,香港

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
李子建、陳聲珮、許景輝、陳錦榮、黎國燦、劉慧中和黃國茜 (2016)。 澳門幼兒教育階段推展小班教學的改進方法與策略研究報告。香港教育大學卓越教學發展中心: 香港,中國
Tsui, K.T., Hui, K.F., Leung, W.L., Yu, W.M., & Kennedy, K.J. (2013). Evaluation report: A study on curriculum leadership and management in primary schools 2010. Hong Kong
Tsui, K.T., Hui, K.F., Yu, W.M., Leung, W.L., & Kennedy, K.J. (2013). Technical Report: A study on curriculum leadership and management in primary schools 2010. Hong Kong

All Other Outputs
Other outputs
李子建、許景輝和陳聲珮 (2016)。 澳門幼兒及小學教育階段小班教學研究報告發布。澳門: 澳門暨青年局
李子建、陳聲珮、許景輝、陳錦榮、黎國燦、劉慧中和黃國茜 (2016)。 澳門幼兒教育階段推展小班教學的改進方法與策略研究報告。香港: 香港教育大學卓越教學發展中心
Brown, G.T.L. & Hui, S.K.F. (2009). Surveying Teachers’ Conceptions of Assessment: Towards Valid Measurement in Chinese Contexts. . Guangzhou, China: Presentation to the Centre of Curriculum Studies in Basic Education, South China Normal University
Hui, S.K.F. (2009). Performativity of curriculum reform: Critique and implication of the postmodern. The Hong Kong Association of Curriculum Development and Leadership (HKACDL) Newsletter, Volume 2, p. 4.
Hui, S. K. F. (2008). Complexity theory: Implication for curriculum leader(ship). The Hong Kong Association of Curriculum Development and Leadership (HKACDL) Newsletter, Volume 1, p. 8.

Project

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 (HUI, King Fai Sammy 許景輝 as Co-Investigator)
 
Enriching Graduate Attributes Through Non-Formal Learning Across Programmes
This project is for the students of HOD, PSY and ECE programmes in the light of their varying but complementary disciplinary knowledge and skills. Each team will comprise at least one student from each of the three programmes, the participants can also learn to cross-fertilize perspectives of different disciplines and apply learned theories and knowledge. Colleagues of C&I, Psy and ECE will work together to provide guidance to students regarding the planning and implementation of the activities and participant’s reflections of the outcomes, understanding, collaboration and mutual support among the departments will be enhanced. Survey will be conducted to assess participants’ learning.
Project Start Year: 2017, Principal Investigator(s): CHEUK-WONG, Kwok Sai Tricia 黃國茜 (HUI, King Fai Sammy 許景輝 as Co-Investigator)
 
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
 
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
 
Cultivating a Blended Learning Environment in Promoting One Course One Online Lesson: Pedagogical Use of LMS Moodle
Blended learning has potential in enhancing students’ learning outcomes and satisfactions. The goal of this project is to encourage blended learning for students’ reflective engagement and deep learning. Since 2011, the Learning Management System (LMS) Moodle has been adopted as an e-Learning platform at the Institute. By encouraging the pedagogical use of the features of LMS Moodle, this project aims to promote one course one online lesson for enriching the learning process with the ultimate goal of enhancing students’ learning outcomes. This project is to provide supporting staff at faculty/departmental levels to offer direct support to academic/teaching staff in planning and implementing the pedagogical use of LMS Moodle. These supporting staff will be developed with knowledge about the e-Learning framework and policies of the Institute as well as the capacity in using the pedagogical features of LMS Moodle for promoting reflective engagement and deep learning of domain knowledge. The target of this project is to encourage academic/teaching staff to consider offering blended learning courses with quality online lessons using pedagogical features of LMS Moodle such as online discussion forum and peer assessment workshop to replace one to a few lessons in the face-to-face mode of learning and teaching with the goal of enriching the learning process for deep learning.
Project Start Year: 2016, Principal Investigator(s): LIM, Cher Ping 林质彬, LEE, Chi Kin John 李子建 (HUI, King Fai Sammy 許景輝 as Co-Investigator)
 
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 (HUI, King Fai Sammy 許景輝 as Co-Investigator)
 
Inclusion of Green Competencies in the Recognition of Prior Learning: A Comparative Study of Eight Countries in the Asia and Pacific Region (UIL)
This study examines the issue of skills recognition and is aimed at improving environmental and sustainable development in four industries (Service sector: catering, automotive and waste management; and Manufacturing sector: PVC production) in the formal and informal settings. The objectives of the study are:To map the situation in eight countries and territories (Hong Kong SAR China, China, India, Thailand, Philippines, Kazakhstan, Nepal and Bangladesh) in order to (a) identify environmental friendly practices in respective industries; (b) identify mechanisms in use to recognize/assess existing skill. “Skills” are interpreted broadly and include knowledge, skills, values, attitudes and behaviours. To evaluate a potential for green skills inclusion in recognition of prior learning (RPL) based on comparison against countries with a higher standard of green skills inclusion (e.g. Australia); To identify factors contributing to models development for effective green skills inclusion in RPL and set-up at least one pilot to evaluate a model.
Project Start Year: 2016, Principal Investigator(s): PAVLOVA, Margarita (HUI, King Fai Sammy 許景輝 as Co-Investigator)
 
An Investigation of Conducive Environment for Quality Technical and Vocational Education and Training (TVET): Meeting the Global Reform Agenda of Lifelong Learning
This study focuses on investigating students’ perceptions and practices of “student engagement”. The research questions include: (i) What are students’ interpretations of the five benchmarks of student engagement? (ii) What are the dominant types of activities, both inside and outside the classroom, which students engaged? and (iii) What are the patterns and variations of students’ engagement, in terms of programme and year of study, demographic variables, and institutional focus?
Project Start Year: 2015, Principal Investigator(s): HUI, King Fai Sammy 許景輝
 
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 (HUI, King Fai Sammy 許景輝 as Co-Principal Investigator)
 
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 (HUI, King Fai Sammy 許景輝 as Co-Investigator)
 
Inclusion of Green Competencies in the Recognition of Prior Learning: A Comparative Study of Eight Countries in the Asia and Pacific Region (EdUHK Faculty Fund)
This study examines the issue of skills recognition and is aimed at improving environmental and sustainable development in four industries (Service sector: catering, automotive and waste management; and Manufacturing sector: PVC production) in the formal and informal settings. The objectives of the study are:
• To map the situation in eight countries and territories (Hong Kong SAR China, China, India, Thailand, Philippines, Kazakhstan, Nepal and Bangladesh) in order to (a) identify environmental friendly practices in respective industries; (b) identify mechanisms in use to recognize/assess existing skill. “Skills” are interpreted broadly and include knowledge, skills, values, attitudes and behaviours.
• To evaluate a potential for green skills inclusion in recognition of prior learning (RPL) based on comparison against countries with a higher standard of green skills inclusion (e.g. Australia);
• To identify factors contributing to models development for effective green skills inclusion in RPL and set-up at least one pilot to evaluate a model.

Project Start Year: 2014, Principal Investigator(s): PAVLOVA, Margarita (HUI, King Fai Sammy 許景輝 as Co-Investigator)
 
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
 
Applying Knowledge Management Practices in School Education for Sustainable Development
The project aims to help schools to institutionalize the KM system in the school organization for sustainable development, to understand the concept of KM, and to acquire the skills and tools for KM practices.

Project Start Year: 2012, Principal Investigator(s): CHENG, Chi Keung Eric 鄭志強 (HUI, King Fai Sammy 許景輝 as Team Member)
 
From ‘No’Where to ‘Know’Where -- Hong Kong youth’s conceptions of and experience in transition to adulthood
It is not uncommon for Hong Kong parents to grumble about their young adults for 'never growing up' (Lam, 2007). We frequently hear young people say that they do not want to be adult. 'NEET' (Not currently in Employment, Education or Training [啃老族]), 'Otaku boys and girls' (always staying at home playing on internet)[宅男宅女], the 'lost generation'[迷失的一代], the 'angry youth'[憤青]are just a few of the labels that Hong Kong society has used to tag them. The images of 'Kong boys' [港男], 'Kong girls' [港女] and 'Kong Children'[港孩] described on both internet blog debate and in a recent book publication (Wong, 2009) have drawn great attention from society recently. Newly arises of Hong Kong young protesters were described by some critics as irrational and eccentric (BBC,21 Jan, 2010).

Is there any basis for such a wide spread of negative portrayal of today's young Hong Kongers as selfish, irresponsible and hea (slang: suffering slackers)? Or is this a myth simply promoted by irresponsible researchers and hyped by credulous journalists? What does it mean for emerging adults to make the transition from adolescence to adulthood? In other words, what are their conceptions of adulthood? Ironically, we know little research-wise about their conceptions of and experience in transition to adulthood and so far there is little research on the notion of 'emerging adulthood' in Hong Kong context. And yet, today's 'emerging adults' are the future of Hong Kong society.

Today's young people's transition to adulthood seems delayed and could extend from late teens into mid- or even late 20s. Due to profound social, economic, technological and demographic changes, the five traditional markers for entering adulthood(leaving parents' home, finishing university education, getting first job, married or parenting)(Arnett, 2004)seems to be no longer applicable to them. This research intends to use the phenomenological inquiry to collect qualitative data (lived experiential
accounts) from Hong Kong youth. Through thematic analysis and phenomenological interpretations, this project aims to better understand the Hong Kong emerging adults’ conceptions of and experience in making transitions to adulthood. Educational curriculum development and youth policy implications will also be explored based upon the research findings. More specifically, the specific objectives are:

a. to make an in-depth understanding of Hong Kong youth’s conceptions of and life experience in their transition to adulthood through phenomenological interviews and writing accounts of reminiscences;
b. to explore further the notion of ‘emerging adulthood’ in the Hong Kong cultural context with possible socio-cultural, educational and policy implications.

Project Start Year: 2011, Principal Investigator(s): LI SHUYING 李樹英 (HUI, King Fai Sammy 許景輝 as Co-Investigator)
 
Developing a Work Based Learning Process in Professional and Vocational Education (PVE) Field Experience
The professional and vocational education (PVE) field experience has some specific features which makes evaluation and assessment more challenging than other sectors. The settings are typified by diversity and include industry training, community education, youth centres, correctional institutions, military and police, health, sporting and recreational settings. In these setting the learning experiences are often developed in very different contexts to those associated with schools settings. The notion of “traditional lessons” within set periods and utilizing standardized curriculum with defined outcomes is not often present. Conversely, learning in work based settings does not have teacher directed lesson and students have to develop skills in small group work, coaching and mentoring. Often these experiences are not accessible for observation and the presence of an assessor/supervising teacher might be inappropriate in some settings such as health and correctional settings. An added challenge emerges as many of the students in the PVE courses are fulltime workers and some have taken the option to integrate the field experience with their work settings. These present important challenges in the evaluation and assessment and suggest that innovative and creative ways are needed to verify and validate the student field experiences. The team proposes to documents the nature of the PVE field experience through a consultative process involving students, industry and field experience supervisors. In addition, the team will present some professional development forums to open a dialogue on work based assessment and using new technologies.
Project Start Year: 2010, Principal Investigator(s): KELL PETER MICHAEL 郭懷德 (HUI, King Fai Sammy 許景輝 as Co-Investigator)
 
A Study on Curriculum Leadership and Management in Primary Schools 2010
The purpose of the Study is to solicit views from primary school heads/deputy heads, Primary School Curriculum Leaders (PSCLs) and KLA/subject heads on the implementation of the PSCL Scheme and its impact on curriculum leadership and management in primary schools in order to inform further development.
Project Start Year: 2010, Principal Investigator(s): TSUI Kwok Tung 徐國棟, KENNEDY, Kerry John 甘國臻 (HUI, King Fai Sammy 許景輝 as Co-Investigator)
 
EDB: Provision of Services for Training Programme on Two Different Components Respectively of (i) 60 Contact Hours and / or (ii) 20 Contact Hours in the 2008-09 School Year for Primary School Curriculum Leaders
The project aims to provide training to the Primary School Masters (Curriculum Development) to enable them to carry of the role of curriculum leaders for enhancing curriculum development in local primary schools.
Project Start Year: 2009, Principal Investigator(s): TSUI, Kwok Tung 徐國棟 (HUI, King Fai Sammy 許景輝 as Co-Investigator)
 
Teachers’ Conceptions and Practices of Assessment in Chinese Contexts
The purpose of this project is to work closely with teachers in Hong Kong and the Mainland in order to better understand their conceptions and practices of assessment. The project evidence that can be used for the improvement of pre- and in-service teacher education. Objectives of this initiative are: (i) to understand school teachers’ conceptions of assessment in China (including the Mainland and Hong Kong); (ii) to understand the relation between teachers’ conceptions and practice of assessment in China; and (iii) to compare conceptions and practice of assessment between school teachers in China and the West.
Project Start Year: 2008, Principal Investigator(s): KENNEDY, Kerry John 甘國臻 (HUI, King Fai Sammy 許景輝 as Co-Investigator)
 
Advancing Curriculum Development in Hong Kong Primary Schools: An Initative of Founding "Th Hong Kong Association of Curriculum Development & Leadership"
The idea for this initiative generates from the recent permanent establishment of the position of Primary School Masters/Mistresses ( Curriculum Development), hereafter PSM(CD)s, in all primary schools. It aims to advance curriculum development of primary schools in Hong Kong through an initiative of founding a professional organization entitled “The Hong Kong Association of Curriculum Development & Leadership (HKACDL)”. Objectives of this initiative are: (i) to start the collaboration and partnership with HKACDL at the Department and the Institute level; (ii) to advance professionalism of PSM(CD)s through organizing the coordinating different professional activities; (iii) to assess the professional needs of PSM(CD)s in curriculum development; (iv) to liaise and cooperate with PSM(CD)s for promoting curriculum development in Hong Kong primary schools; and (v) to provide professional and administrative support of funding HKACDL.
Project Start Year: 2008, Principal Investigator(s): HUI, King Fai Sammy 許景輝
 
Assessment for Learning in PVE: Aligning Assessment Practices with Interactive Classroom Teaching and Learning Activities
This project aims to put into practice the principle of “assessment for learning” (AfL), through working in partnership with local primary schools, using the system of “constructive alignment” and an action learning model. Objectives of the project are: (i) to support the development of AfL practices in the PVE context, which align with different interactive classroom teaching and learning activities (TLAs); (ii) to promote an action learning community among PVE teachers in critically designing, reflecting and evaluating “assessment practices” and “interactive classroom TLAs” for the given curriculum objectives and to enhance the quality of teaching and learning in PVE; and (iii) to develop exemplars of successful AfL practices in local PVE context.
Project Start Year: 2007, Principal Investigator(s): LI WAI SHING 李偉成 (HUI, King Fai Sammy 許景輝 as Co-Investigator)
 
An Examination of Principals’ Sense of Leadership Self-efficacy in a Chinese Context
The study aims to: 1) validate a Chinese version of the Principals’ leadership self-efficacy Scale; 2) investigates leadership self-efficacy amongst a sample of the principals in ECE institutions.
Project Start Year: 2007, Principal Investigator(s): WONG Siu Man (HUI King Fai, Sammy as Co-Investigator)
 
A Postmodern Critique of Curriculum Reform Policy in Hong Kong

Project Start Year: 2006, Principal Investigator(s): HUI King Fai Sammy
 
Enhancing the Effective Delivery of Mass Lecture/Tutorial Approach for Three Core Modules of the C&I Department
This project is to support the effective delivery of mass lecture and tutorial approach based on the trial of three core modules in the first semester of the academic year 2006-2007. It aims at providing exemplars of effective lecture-tutorial practices, in particular in the collection of teaching techniques, support to students, to help lecturers to create sufficient conditions to conduct well received ML-T patterns to cater for different purposes and needs to involve students in active and engaged learning.
Project Start Year: 2006, Principal Investigator(s): LAM, Bick Har 林碧霞, TSUI, Kwok Tung 徐國棟 (HUI, King Fai Sammy 許景輝 as Co-Investigator)
 
School-based Curriculum Development in Action
This project aims to facilitate the practice of school-based curriculum development in Hong Kong primary school context through working in partnership with Primary School Masters/Mistresses (Curriculum Development), hereafter PSM(CD)s, based on an action model.
Project Start Year: 2005, Principal Investigator(s): TSUI Kwok Tung (HUI King Fai, Sammy as Co-Investigator)