Profile of Prof HUE, Ming Tak 許明得 - The Education University of Hong Kong


Adjunct Professor	Department of Special Education and Counselling

Contact

ORCiD

0000-0001-5662-921X

Phone

(852) 2948 7338

Fax

(852) 2948 7794

mthue@eduhk.hk

Address

10 Lo Ping Road, Tai Po, New Territories, Hong Kong

Website

https://pappl.eduhk.hk/rich/web/person.xhtml?pid=18149&name=HUE, Ming Tak

Scopus ID

18535912300

Research Interests

School guidance and discipline, cultural influence on pastoral care, ethnic minority education, and behaviour management

External Appointments

Nil

Personal Profile

Professor Hue Ming-Tak is currently the Professor of Department of Special Education and Counselling and Co-director of Integrated Centre for Wellbeing. He obtained his PhD at the Institute of Education, the University of London, England. He has extensive experiences in teaching in secondary schools, with an active involvement in school counselling and discipline, and supporting both primary and secondary schools at the various levels of student support, consultancy and teacher professional development. He teaches graduate courses in school guidance and counselling, classroom management, behavior management and inclusive education. He is interested in cultural influence on school counselling, cultural responsiveness, multicultural education, multicultural competency, classroom management and mindfulness.

Research Interests

School guidance and discipline, cultural influence on pastoral care, ethnic minority education, and behaviour management

External Appointments

Nil

Research Outputs


Scholarly Books, Monographs and Chapters Research book or monograph (author) Hue, M. T. (Ed.) (2017). School counselling in Chinese context: School practice for helping students in needs in Hong Kong (under Routledge Series on Schools and Schooling in Asia). New York: Routledge. Hue, M. T., & Li, W. S. (2008). Classroom management: Creating a positive learning environment. Hong Kong: Hong Kong University Press. Chapter in an edited book (author) Hue, M. T. (2022). Inclusive education – Equal opportunities for all. In K. J. Kennedy, M. Pavlova, & J. C. K. Lee (Eds.), Soft skills and hard values in education: Meeting 21st century challenges (.-.). .: Routledge. Hue, M.-T. (2022). Educational policies on the promotion of inclusion in Hong Kong schools. In M.-T. Hue & S. Karim (Eds.), Supporting diverse students in Asian Inclusive classrooms: From policies and theories to practice (pp. 23-39). Abingdon, Oxon: Routledge. https://doi.org/10.4324/9781032021775-3 Hue, M.-T. (2022). The effective functioning of SENCO in Hong Kong. In M.-T. Hue & S. Karim (Eds.), Supporting diverse students in Asian Inclusive classrooms: From policies and theories to practice (pp. 176 -191). Abingdon, Oxon: Routledge. https://doi.org/10.4324/9781032021775-14 Hue, M.-T., & Karim, S. (2022). Whole-school approaches to building inclusive classroom and school. In M.-T. Hue & S. Karim (Eds.), Supporting diverse students in Asian Inclusive classrooms: From policies and theories to practice (pp. 229-243). Abingdon, Oxon: Routledge. https://doi.org/10.4324/9781032021775-18 Karim, S., & Hue, M.-T. (2022). Global perspectives and the challenge of inclusive education. In M.-T. Hue & S. Karim (Eds.), Supporting diverse students in Asian Inclusive classrooms: From policies and theories to practice (pp. 3-22). Abingdon, Oxon: Routledge. https://doi.org/10.4324/9781032021775-2 Hue, M.T. (2021). Life education, positive education and character education in greater China: Theory, research and practice. In J.C.K. Lee, Y.W. Yip, & H.M. Kong (Eds.), Life and Moral Education in Greater China (pp. 235-250). Oxon and New York: Routledge. Hue, M. T. (2020). Behavioral disorder: Theory, research, and practice. In A. J. Martin, R. A. Sperling & K. J. Newton (Eds.), Handbook of Educational Psychology and Students with Special Needs (220-238). New York: Routledge. Cheung, H. W. C., Bhowmik, M. K., Kennedy, K. J., Ng, H. Y., & Hue, M. T. (2020). Religious and Ethnic Identification of Minoritized Youth in Hong Kong: Exploring Acculturation Outcomes. In E. Delgado-Algarra, & J. M. Cuenca-López (Eds.), Handbook of Research on Citizenship and Heritage Education (331-350). USA: IGI Global. Hue, M. T. (2018). Introduction: Seeking equity in education for Asia’s ethnic minorities. In K. Kennedy & J. C. K. Lee (Eds.), Routledge International Handbook of Schools and Schooling in Asia (805-807). New York: Routledge. Hue, M. T. (2018). Promoting cultural responsiveness and multicultural competency in Hong Kong schools. In K. Kennedy & J. C. K. Lee (Eds.), Routledge International Handbook of Schools and Schooling in Asia (819-828). New York: Routledge. Bhowmik, K., & Hue, M. T. (2018). Education for ethnic minority young people in Hong Kong: What school factors make them unsuccessful?. In K. Kennedy & J. C. K. Lee (Eds.), Routledge International Handbook of Schools and Schooling in Asia (808-818). New York: Routledge. Jong, M. S. Y., Cheung, K. K. F., Jiang, Y. C., Chan, To., Tam, V., & Hue, M. T. (2018). Mobile outdoor inquiry-based learning activities in Hong Kong (in Chinese). In D. Wu & J. Y. Yao, Case studies of ICT in education worldwide 2016–2017 (38-56). Beijing: Being Normal University Press. Hue, M. T. (2017). The challenges of promoting cultural responsiveness: Narratives of cultural diversity and the cultural competency in Hong Kong schools. In D. Sharps (Ed.), Handbook on Comparative and International Studies in Education (585-598). USA: Wiley-Blackwell. Hue, M. T. (in press) (2017). Promoting culturally responsiveness and multicultural competency through instruction and leadership in Hong Kong schools. In I. H. Amzat & N. P. Valdex (Eds.), Teacher Professional Knowledge and Development for Reflective and Inclusive Practices (179-191). Oxon, UK: Routledge. Hue, M. T. (2017). Building a culturally responsive guidance programme: Attending to the counselling needs of ethnic minority students. In M. T. Hue (Ed.), School counselling in a Chinese context: Supporting students in need in Hong Kong (139-152). New York: Routledge. Hue, M. T. (2017). Moving school counselling forward. In M.T. Hue (Ed.), School counselling in a Chinese context: Supporting students in need in Hong Kong (171-179). New York: Routledge. Hue, M. T. (2017). School counselling in Hong Kong schools and cultural influence. In M. T. Hue (Ed.), School counselling in a Chinese context: Supporting students in need in Hong Kong (3-18). New York: Routledge. Hue, M. T. (2013). Crisis management and its application to school guidance. In P. Y. Y. Luk-Fong & Y. C. Lee-Man (Eds.), School Guidance and Counselling: Trends and Practices (197-217). Hong Kong: Hong Kong University Press. Hue, M. T. (2012). New dimentions of teacher education on the inclusivity of school guidance for regular schools in Hong Kong. In C. Forlin (Ed.), Future directions for inclusive teacher education: An international perspective (pp.123-130). New York: Routledge. Hue, M. T. (2011). Building up a culturally responsive school: Cross-cultural experience of ethnic minority students in Hong Kong schools.. In J. Phillion, M. T. Hue, & Y. Wang, (Eds.), Minority students in Far East Asia: Government policies, school practices and teacher responses (141-154). New York: Routledge. 許明得 (2011)。危機管理及其在學校輔導的應用。輯於陸方鈺儀、李文玉清編，《學校輔導：趨勢與實務》 (頁181-198)。香港: 香港大學出版社。 Hue, M. T. (2007). Classroom management for children with diverse learning needs. In S. N. Phillipson (Ed.), Learning diversity in the Chinese classroom: Contexts and practice for students with special needs (459-486). Hong Kong: Hong Kong University Press. 許明得 (2005)。利用同儕互助小組的形式推動教師專業發展。輯於許景輝、李偉成編《領袖教師與教師專業發展》 (頁37-43)。香港: 匯智出版有限公司。 Hue, M. T. (2003). Strategic planning for curriculum change. In H. F. Law & B. H. Lam (Eds.), Curriculum leadership for curriculum development (.-.). Hong Kong: Quality Education Fund. Textbook (author) 許明得、李偉成 (2008)。《有效課堂管理：營造積極學習氣氛》。香港: 香港大學出版社。 Edited book (editor) Hue, M.-T., & Karim, S. (Eds.) (2022). Supporting diverse students in Asian Inclusive classrooms: From policies and theories to practice. Abingdon, Oxon: Routledge. https://doi.org/10.4324/9781032021775 Phillion, J., Hue, M. T., & Wang, Y. (Eds.) (2011). Minority students in far East Asia: Government policies, school practices and teacher responses.. New York: Routledge.
Journal Publications Publication in refereed journal Bhowmik, M. K., Kennedy, K. J., Hue, M. T., & Ng, H. Y. (2022). Ethnic minority identities and citizenship in a Chinese-dominant society: Theoretical and institutional frameworks. Citizenship Teaching & Learning, 17(1), 7-25. Karim, S., & Hue, M. T. (2022). Acculturation and sense of belonging: A study of young Pakistani students in Hong Kong. Asian Ethnicity, 23(3), 463-483. https://doi.org/10.1080/14631369.2020.1807911 Wu, J., Chui, W. H., Yau, A., & Hue, M. T. (2022). Instilling the need for academic honesty into Hong Kong university students: How well are we doing?. Asia Pacific Journal of Education, ., 1-14. https://doi.org/10.1080/02188791.2022.2038083 Jong, M. S. Y., Chen, G., Tam, V., Hue, M. T., & Chen, M. (2022). Design-based research on teacher facilitation in a pedagogic integration of flipped learning and social enquiry learning. Sustainability, 14(2), 1-19. https://doi.org/10.3390/su14020996 Karim, S., & Hue, M. T. (2022). Enculturation of immigrants in multicultural contexts: A case of young Pakistani students in Hong Kong. International Journal of Intercultural Relations, 87, 13-25. https://doi.org/10.1016/j.ijintrel.2022.01.002 Karim, S., & Hue, M.-T. (2021). Behavioural acculturation of young Pakistani students in Hong Kong: A qualitative inquiry. Asia Pacific Journal of Education, ., .-.. Karim, S., Hue, M. T., & Ullah, R. (2021). Acculturative challenges among Pakistani secondary school students in Hong Kong. International Journal of Intercultural Relations, 82, 1-11. Leung, C. H., & Hue, M. T. (2020). Factor structure of multicultural teaching competency scale for school-teachers in Hong Kong. Australian Journal of Teacher Education, 45(7), 1-14. Cheung, R. Y. M., Bhowmik, M. K., & Hue, M. T. (2020). Why does acculturative stress elevate depressive symptoms? A longitudinal study with emotion regulation as a mediator. Journal of Counseling Psychology, 67(5), 645-652. Kam, C. C. S., Hue, M. T., Cheung, H. Y., & Risavy, S. D. (2020). Factor structure of the attitudes toward cheating scale: An exploratory structural equation modeling analysis. Current Psychology, 39(5), 1843-1852. Ng, H.Y., Kennedy, K.J., & Hue, M.T. (2019). What contributes to ethnic minorities’ identification with Hong Kong? The cases of South Asian and Filipino youth. Asian Ethnicity, 20(2), 228-249. Bhowmik, M. K., Cheung, R. Y. M., & Hue, M. T. (2018). Acculturative stress and coping strategies among Mainland Chinese University students in Hong Kong: A qualitative inquiry. American Journal of Orthopsychiatry, 88(5), 550-562. Jong, M. S. Y., Chan, T., Hue, M. T., & Tam, V. W. L. (2018). Gamifying and mobilising social enquiry-based learning in authentic outdoor environments. Journal of Educational Technology & Society, 21(4), 277-292. Kam, C. C. S., Hue, M. T., & Cheung, K. C. Y. (2018). Plagiarism of Chinese secondary school students in Hong Kong. Ethics & Behavior, 28(4), 316-335. Cheung, H. W., Kennedy, K. J., Leung, C. H., & Hue, M. T. (2018). Religious engagement and attitudes to the role of religion in society: Their effect on civic and social values in an Asian context.. British Journal of Religious Education., 40(2), 158-168. Bhowmik, M. K., Kennedy, K. J., & Hue, M. T. (2018). Education for all – But not Hong Kong’s ethnic minority student. Race, Ethnicity and Education, 21(5), 661-679. Kam, C. S., Cheung, H. Y., & Hue, M. T. (2018). Academic dishonesty among Hong Kong secondary school students: Application of theory of planned behavior. Educational Psychology, 38(7), 945-963. Solomon, M., & Hue, M. T. (2018). Cross-cultural experiences of immigrant students: Mainland Chinese in Hong Kong and Mexicans in California. National Forum of Multicultural Issues Journal, 15(1), 1-14. Leung, C. H., & Hue, M. T. (2017). Understanding and enhancing multicultural teaching in preschool. Early Child Development and Care, 187(12), 2002-2014. Cheung, H. Y., Teo, T., & Hue, M. T. (2017). Modeling the relationships among emotional intelligence, sensation seeking and risk-taking attitudes of university students in Hong Kong. Journal of Risk Research, 20(5), 569-589. Cheung, C. K., Cheung, H. Y., & Hue, M. T. (2016). Educational contributions to students' belongingness to the society, neighbourhood, school and family. International Journal of Adolescence and Youth, 22(2), 226-237. Kennedy, K. J., Hue, M. T., & Bhowmik, M. (2015). Multicultural teaching in Hong Kong schools: Classroom assessment and learning motivation for ethnic minority students [Special issue] (http://dx.doi.org/10.18296/am.0004). Assessment Matters, 8, 53-75. Hue, M. T., & Lau, N. S. (2015). Promoting well-being and preventing burnout in teacher education: a pilot study of a mindfulness-based programme for pre-service teachers in Hong Kong. Teacher Development, 19(3), 381-401. Hue, M. T., Leung, C. H., & Kennedy, K. J. (2015). Student perception of assessment practices: Towards 'no loser' classrooms for all students in ethnic minority schools in Hong Kong. Educational Assessment, Evaluation and Accountability, 27(3), 253-273. Cheung, C. K., Cheung, H. Y., & Hue, M. T. (2015). Reciprocal influences between self-assessed emotional intelligence and self-esteem. International Journal of Adolescence and Youth, 20(3), 295-305. Cheung, C. K., Cheung, H. Y., & Hue, M. T. (2015). Emotional intelligence as a basis for self-esteem in young adults. The Journal of Psychology: Interdisciplinary and Applied, 149(1), 63-84. Hue, M. T., & Kennedy, K. J. (2015). Promoting cultural responsiveness: Teachers’ constructs of an assessment classroom environment for ethnic minority students in Hong Kong secondary schools. Teachers and Teaching: Theory and Practice, 21(4), 289-304. Hue, M. T., & Kennedy, J. K. (2014). Creating culturally responsive environments: Ethnic minority teachers' constructs of the cultural diversity in Hong Kong secondary schools. Asia Pacific Journal of Education, 34(3), 273-287. Hue, M. T., & Kennedy, K. J. (2014). The challenge of promoting ethnic minority education and cultural diversity in Hong Kong schools: From policy to practice. Revista Española de Educación Comparada, 23(1), 117-134. Hue, M. T., & Kennedy, K. J. (2013). Building a connected classroom: Teachers' narratives about managing the cultural diversity of ethnic minority students in Hong Kong secondary schools. Pastoral Care in Education, 31(4), 292-308. Hue, M. T., & Kennedy, K. J. (2012). Creation of culturally responsive classrooms: Teachers’ conceptualization of a new rationale for cultural responsiveness and management of diversity in Hong Kong secondary schools. Intercultural Education, 23(2), 119-132. Hue, M. T. (2012). Inclusion practices with special educational needs students in a Hong Kong secondary school: Teachers’ narratives from a school guidance perspective. British Journal of Guidance & Counselling, 40(2), 143-156. Lau, N. S., & Hue, M. T. (2011). Preliminary outcomes of a mindfulness-based programme for Hong Kong adolescents in schools: Well-being, stress and depressive symptoms. International Journal of Children's Spirituality, 16(4), 305-320. Hue, M. T. (2011). Developing resiliency in students with behavioural problems in Hong Kong secondary schools: Teachers' narratives from a school guidance perspective. Pastoral Care in Education, 29(4), 261-272. Kennedy, K. J., & Hue, M. T. (2011). Researching ethnic minority students in a Chinese context: Mixed methods design for cross cultural understandings. Comparative Education, 47(3), 343-354. Hue, M. T. (2010). Educational planning for school guidance: Teachers’ narratives of the diverse needs of ethnic minority students in Hong Kong secondary schools.. Educational Planning, 19(2), 34-45. Hue, M. T. (2010). The challenge of making school guidance culturally responsive: Narratives of pastoral needs of ethnic minority students in Hong Kong secondary schools.. Educational Studies, 36(4), 357-370. Hue, M. T. (2010). Influence of Taoism on teachers’ definitions of guidance and discipline in Hong Kong secondary schools.. British Educational Research Journal, 36(4), 597-610. Hue, M. T. (2010). Aestheticism and spiritualism: A narrative study of the exploration of self through the practice of Chinese calligraphy. The Journal of Aesthetic Education, 44(2), 18-30. Hue, M. T. (2009). Promotion of spiritual development: Exploration of the self and spiritualism through the practice of Chinese calligraphy. Pastoral Care in Education, 27(1), 63-76. Hue, M. T. (2008). Cross-cultural experiences of immigrant students from mainland China in Hong Kong secondary schools. Ethnography and Education, 3(3), 229-242. Hue, M. T. (2008). The influence of Confucianism: A narrative study of Hong Kong teachers' understanding and practices of school guidance and counselling. British Journal of Guidance & Counselling, 36(3), 303-316. Hue, M. T. (2007). Emergence of confucianism for teachers' definitions of guidance and discipline in Hong Kong secondary schools. Research in Education, 78, 21-33. Hue, M. T. (2007). The relationships between school guidance and discipline: Critical contrasts in two Hong Kong secondary schools. Educational Review, 59(3), 343-362. Hue, M. T. (2007). The influence of classic Chinese philosophy of confucianism, taoism and legalism on classroom discipline in Hong Kong junior secondary schools. Pastoral Care in Education, 25(2), 38-45. Hue, M. T. (2005). The influences of Chinese culture on teacher-student interaction in the classrooms of Hong Kong secondary schools. Australian Curriculum Studies Association, 25(3), 37-43. Hue, M. T. (2002). School guidance and discipline: Teachers' and students construct of classroom knowledge in two Hong Kong secondary schools.. Educate-The London Journal of Doctoral Research in Education, University of London, 2(1), 23-35.
Conference Papers Invited conference paper Hue, M. T., & Karim, S. (2022, May). Developing a sense of belonging among ethnic minority youth in Hong Kong: Challenges and opportunities. Paper presented at the 2022 KAME International Academic Conference., .. Hue, M. T., & Karim, S. (2021, August). Multicultural education: A source of belongingness and inclusive education for immigrant youth. Paper presented at the 2021 KAME International Academic Conference., .. Jong, M. S. Y., Chen, G., Tam, V. W., Hue, M. T., Chen, M., & Weng, X. (2021, August). Gamification of flipped classroom: FIBER vs. G-FIBER.. Paper presented at the 7th International Symposium on Educational Technology (ISET) (pp. 270-274)., Nagoya, Japan. Wu, K. F., Chui, W. H., Hue, M. T., & Yau, A. (2021, July). Why students plagiarise: Corrupted morals or failed education?. Paper presented at the 9th European Conference on Education (ECE2021), London, UK.. Hue, M. T. (2019, September). Making inclusion possible: Experience of special educational needs coordinators (SENCOs) in Hong Kong schools. Paper presented at the Special Education International Conference (SEIC) 2019, Sepang, Malaysia. Hue, M. T. (2019, July). Promotion of inclusive education: Special educational needs coordinators (SENCOs) definition of their role and experience in Hong Kong schools. Paper presented at the 6th The London School of Management Education (LSME) - International Research Conference, London, The United Kingdom. Hue, M. T. (2019, May). Teachers’ narratives of cultural responsiveness and multicultural competency in Hong Kong schools. Paper presented at the 2019 Korean Association for Multicultural Education (KAME) International Conference, Seoul National University, Seoul, Korea. Hue, M. T. (2018, July). Collaborative and evidence-based approach to the promotion of SEN children’s wellbeing. Paper presented at the Child's World Conference 2018 - New Shoes New Direction, Aberystwyth University, PengAberystwyth, Wales, UK. Kennedy, K., Hue, M. T., Bhowmik, M., & Ng, H. Y. (2017, June). Intersectionality and identity in an Asian context: The case of Pakistani youth in Hong Kong. Paper presented at the CiCea / Jean Monnet Network 2017 Conference “Reaffirming Citizenship Education in an Uncertain World”, Brugge, Belgium, Germany. 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 Hue, M. T. (2019, July). Collaborative and evidence-based approach to the promotion of inclusive education. Paper presented at the 3rd International Conference on Special Education (ICSE2019), Surabaya, Indonesia. Cheung, R.Y.M., Bhowmik, M.K., & Hue, M.T. (2019, June). Acculturative Stress and Depressive Symptoms: Mediating Role of Emotion Dysregulation. Paper presented at the Society for the Psychological Study of Social Issues 2019 Summer Conference, San Diego, CA, USA.. Hue, M. T. (2018, October). Managing diversity and ethnic minority education. Paper presented at the Fifth Forum on Inclusive and Equitable Education for All in Hong Kong, The Education University of Hong Kong, China. Hue, M. T., & Bhowmik, M. K. (2018, May). Acculturation and identity in an Asian context: The case of ethnic minority youth in Hong Kong. Paper presented at the 20th Annual Children’s Identity and Citizenship European Association and the 2nd Joint CITIZED Association Conference (CiCea/CitizED Conference 2018), Warsaw, Poland. Bhowmik, M. K., Kennedy, K. J., Hue, M. T., & Ng, H. Y. (2017, November). Identities of Hong Kong’s ethnic minority youth: A socioecological perspective. Paper presented at the WERA Focal Meeting & HKERA International Conference 2017 (WERA-HKERA 2017): Innovation, Reform and Education Change in a Contemporary World, Hong Kong, China. Cheung, H. W. C., Kennedy, K. J., Hue, M. T., & Leung, C. H. (2017, November). The influence of religious education on Hong Kong & Taiwanese students’ civic and social values development. Paper presented at the WERA Focal Meeting & HKERA International Conference 2017 (WERA-HKERA 2017): Innovation, Reform and Education Change in a Contemporary World, Hong Kong, China. Hue, M. T. (2017, October). Experience of local schools: Collaborative and evidence-based approach to special needs and inclusive education. Paper presented at SCMP EdTalk: Special Needs & Inclusive Education 2017, Hong Kong, China. Kennedy, K., Hue, M. T., & Bhowmik, M. (2017, July). Self-efficacy and pan ethnic identity: The role of resilience in coping with minority status.. Paper presented at the European Congress of Psychology, Amsterdam, Holland. Hue, M. T. (2017, May). Challenges of promoting cultural responsive classroom and teachers’ multicultural competency in Hong Kong schools. Paper presented at International Conference on Innovative Pedagogy, Banda Aceh, Indonesia. Hue, M. T. (2017, April). Promotion of cultural responsiveness: Ethnic minority students’ constructs of ethnic diversity and identity in Hong Kong secondary schools. Paper presented at International Conference on Responsible Research and Transformation in Education, London, The United Kingdom. Cheung, H. W. C., Kennedy, K. J., & Hue, M. T. (2016, December). The influence of religious education on Hong Kong students’ civic and social values development. Paper presented at the Hong Kong & Macao SAR Youth: Identity, Citizenship Education and Civic Participation 2016 Conference, the Education University of Hong Kong, Hong Kong. Hue, M. T. (2016, November). Promoting culturally responsiveness and multicultural competency in Hong Kong schools. Paper presented at The 9th International Conference on Educational Research, Faculty of Education, Thailand. Hue, M. T. (2016, October). Special preparation for students of special education in conducting teaching practice. Paper presented at International Teacher Education Conference on Teaching Practice, Malaysia. Hue, M. T. (2016, April). Promoting cultural responsiveness and multicultural competency through the Classroom Experience of Teachers in Hong Kong schools. Paper presented at American Educational Research Association 2016 Annual Meeting, Washington, D.C.. Hue, M. T. (2016, January). Promoting teachers’ multicultural competency and cultural responsiveness in Hong Kong schools. Paper presented at International Conference on Responsible research in Education and Management and its Impact, London, the United Kingdom. Cogburn, D. L., Low, L. C., & Hue, M. T. (2015, July). The role of innovation to enhance learning initiatives and practices.. Paper presented at the 1st International Conference on Special Education: Innovation to Enhance Learning Initiatives and Practices, Centara Government Complex Hotel & Convention Centre, Bangkok, Thailand. Hue, M. T. (2015, July). From policy to practice: Challenges of enhancing learning initiatives of students with SEN in Hong Kong mainstream schools. Paper presented at The 1st International Conference on Special Education: Innovation to Enhance Learning Initiatives and Practices, Bangkok, Thailand. Hue, M. T. (2015, April). Creating a culturally responsive classroom: Teachers' narratives of their influence on ethnic minority students' performance and home-school collaboration.. Paper presented at the American Educational Research Association 2015 Annual Meeting, Chicago, USA. Hue, M. T. (2015, April). Exploring cultural approach for school counselling: Use of mindfulness for promoting students’ well-being in Hong Kong secondary schools. Paper presented at the American Educational Research Association 2015 Annual Meeting, Chicago, USA. Jong, M. S. Y., Ho, E., S. C., Tam, V., Hue, M. T., Shang, J., Tsai, C. C., et al (2015, April). How are teachers concerned about harnessing EduVenture in outdoor inquiry learning?. Paper presented at The 2015 AERA (American Educational Research Association) Annual Meeting theme: Toward justice: Culture, language, and heritage in education research and praxis, Sheraton Chicago, Chicago, Illinois. Hue, M. T. (2014, December). Supporting schools and teachers in meeting the rights of education of ethnic minorities. Paper presented at Hong Kong education policy roundtable forum: Collaborating for Hong Kong education development, The Hong Kong Institute of Education, Hong Kong, China. Hue, M. T. (2014, September). From policy to practice: Challenges of promoting cultural responsive classroom and teachers' multicultural competency in Hong Kong schools. Paper presented at Lunch Research Series VII, Faculty of Education, Universidade De Macau, Macau. Hue, M. T. (2014, September). Promoting teachers' multicultural competency: Challenge of creating a culturally responsive classroom for ethnic minority students in Hong Kong secondary schools. Paper presented at International Conference on Educational Research 2014, Khon Kaen University, Thailand. Hue, M. T. (2014, July). Building cultural responsive classrooms: Teachers' narratives of multicultural competency and cultural diversity of ethnic minority students in Hong Kong secondary schools. Paper presented at the 28th International Congress of Applied Psychology (ICAP), Paris, France. Chu, S. S. W., Hue, M. T., & Chung, K. K. H. (2011, December). What Dyslexia policy and practices work for Chinese primary school children in Hong Kong?. Paper presented at the International Conference on Addressing Student Learning Diversity 2011, HKIEd, Hong Kong. Hue, M. T. (2011, April). The dynamic of guidance and discipline: Teachers’ narrative of fulfilling the diverse needs of students with SEN in a regular school in Hong Kong. Paper presented at the 2011 Chinese American Educational Research and Development Association International conference: Curriculum, instruction, research, and practice in education in the 21st century, New Orleans Marriott Hotel, New Orleans, LA. Hue, M. T. (2010, May). Building up culturally responsive schools: Fulfilling the diverse needs of ethnic minority students. Paper presented at Hong Kong Institute for the Humanities and Social Sciences and Women's Studies Research Centre, University of Hong Kong, Hong Kong. Hue, M. T. (2010, May). School guidance and discipline: Challenge of promoting resiliency in Hong Kong secondary schools. Paper presented at the Annual Meeting of American Educational Research Association, Denver. Hue, M. T. (2009, November). School guidance and discipline: Teachers’ and students’ narratives of promoting resiliency in Hong Kong schools. Paper presented at International Conference on Primary Education 2009: The Future is Theirs: Visions for Primary Education in the Twenty First Century, The Hong Kong Institute of Education, Hong Kong. Hue, M. T. (2009, September). Building up resilient schools: Meeting the challenge of guidance and discipline in Hong Kong secondary schools. Paper presented at the International Conference on Educational Research (ICER) 2009: Learning Community for Sustainable Development, Khon Kaen University, Thailand. Hue, M. T. (2009, June). Ethnic minority students in a Chinese society: School practitioners' narratives of caring in Hong Kong secondary schools. Paper presented at the Asia-Pacific Educational Research Association Conference 2009: Educational research for innovation & quality in education: Policy & pedagogical engagements across contexts, NIE, Singapore. Kennedy, K. J., & Hue, M. T. (2009, June). Ethnic minority students in a Chinese society: Towards multiculturalism in Hong Kong?. Paper presented at the Redesigning Pedagogy International Conference: Designing New Learning Contexts for a Globalising World, National Institute of Education, Nanyang Technological University, Singapore. Hue, M. T (2009, April). From the perspective of Daoism: Teachers’ narrative of behavior management in Hong Kong secondary schools. Paper presented at the Annual Meeting of American Educational Research Association: Disciplined Inquiry: Education Research in the Circle of Knowledge, San Diego, CA. Hue, M. T. (2009, April). Creating a culturally responsive classrooms: The diverse needs of ethnic minority students. In Policy, action and theory: Cross-cultural experience of ethnic minority students in the US, Canada, Australia and Hong Kong. Symposium conducted at the Annual Meeting of American Education Research Association, San Diego. Hue, M. T. (2009, April). Promoting culturally responsive approaches to caring: The constructs of the cross-cultural experience of ethnic minority students in two Hong Kong primary schools. Paper presented at the Annual Meeting of American Educational Research Association: Disciplined inquiry: Education research in the circle of knowledge, San Diego. Hue, M. T., & Lau, Y. S. (2009, March). Promotion of mindfulness: Creating favourable conditions for spiritual education. Paper presented at the Asia-Pacific Conference on Children's Spirituality, The Hong Kong Institute of Education, Hong Kong. Hue, M. T. (2009, February). What we can learn from the school experience of ethnic minority students. Paper presented at Seminar of Educational Provision for Ethnic Minority Students, The Hong Kong Institute of Education, Hong Kong, China. Kennedy, K. J., & Hue, M. T (2008, November). Building up culturally responsive schools: Hong Kong teachers’ views of teaching efficacy and cross-cultural experience of ethnic minority students. Paper presented at the Asia-Pacific Educational Research Association (APERA) Conference 2008: EducationalResearch for Innovation & Quality in Education: Policy & Pedagogical Engagements Across Contexts, National Institute of Education, Singapore. Hue, M. T. (2008, September). Teachers' narratives of the ethnic identity of ethnic minority students in two Hong Kong secondary schools. Paper presented at International Conference on Educational Research: Learning community for sustainable development, Khon Kaen, Thailand. Hue, M. T. (2008, March). Cross-cultural experience of ethnic minority students in Hong Kong schools. In Ethnic minority and immigrant students' experience of language, culture and identity development in Hong Kong, Canada, and US. Symposium conducted at the Annual Meeting of American Educational Research Association, New York. Hue, M. T. (2008, March). Emergence of Confucianism from teachers' constructs of guidance and discipline in Hong Kong schools. Paper presented at Chinese American Educational Research and Development Association, New York. Hue, M. T. (2008, March). Influence of Confucianism on teachers' knowledge of behaviour management in Hong Kong schools.. Paper presented at the Annual Meeting of American Educational Research Association (AERA), New York, USA. Hue, M. T. (2008, March). Teachers' responses to the educational provision for ethnic minority students in Hong Kong schools.. Paper presented at the Symposium: Ethnic minority students' experience of language, culture and identity development in USA, Canada and Hong Kong China, at the Annual Meeting of American Educational Research Association (AERA), New York, USA. Hue, M. T. (2007, April). The influence of classic Chinese philosophy of confucianism, taoism and legalism on classroom discipline in Hong Kong junior secondary schools. Paper presented at the Annual Meeting of American Educational Research Association, Chicago, USA. Hue, M. T. (2006, April). A narrative study of student teachers' professional knowledge of classroom discipline in Hong Kong Secondary Schools. Paper presented at the Annual Meeting of American Educational Research Association, USA. Hue, M. T. (2006, January). A Study of relationships between teachers' self-efficacy and their perceptions towards classroom discipline in Hong Kong junior secondary schools. Paper presented at Hawaii International Conference on Education, Honolulu, Hawaii. Hue, M. T. (2005). Teachers' construction of classroom discipline in Hong Kong secondary schools. Paper presented at the Annual Meeting of American Educational Research Association (AREA), Montreal, Canada. Hue, M. T. (2005). The cross cultural experience of the mainland China immigrant students in Hong Kong secondary school. Paper presented at the Annual Meeting of American Educational Research Association (AREA), Montreal, Canada. Hue, M. T. (2005, October). Social construction of effective classroom discipline in Hong Kong junior secondary schools. Paper presented at International Teacher Education Forum, UNESCO Asia and Pacific Regional Bureau for Education, East China University, Shanghai. Hue, M. T. (2005, October). The social construction of classroom behaviour in Hong Kong secondary schools. Paper presented at the International Forum on Teacher Education: Teacher Education Reform, Teacher Professional Standards and School-based Teacher Development, Shanghai, China. Hue, M. T. (2004). Managing the diversity of student needs: The constructs of the identity of newly arrived students from mainland China in two Hong Kong secondary schools. Paper presented at the Annual Meeting of American Educational Research Association (AERA), San Diego, USA. Hue, M. T (2004, April). Hong Kong school practitioners' constructs of the identity of newly arrived students from mainland China. Paper presented at the Annual Meeting of American Educational Research Association: Enhancing the Visibility and Credibility of Educational Research, San Diego, CA. Hue, M. T. (2004, April). From the perspective of social psychology: How Chinese culture links to the practices of guidance and discipline in two Hong Kong secondary schools. Paper presented at the 3rd Annual Meeting of American Association for the Advancement of Curriculum Studies, San Diego, CA. Hue, M. T. (2003). How school guidance and discipline affect the delivery of curriculum in two Hong Kong secondary schools. Paper presented at the 2nd Annual Meeting of American Association for the Advancement of Curriculum Studies, Chicago, USA. Hue, M. T. (2003, October). Classroom teaching and learning: A study of teachers' and students' definition of situation in five Hong Kong secondary schools. Paper presented at The First Triennial Meeting of the International Association for the Advancement of Curriculum Studies, Shanghai, China. Other conference paper Hue, M. T. (2014, April). Creating a culturally responsive classroom in Hong Kong secondary schools. Paper presented at Chinese American Educational Research and Development Association 2014 Annual Meeting, Philadelphia, USA. Hue, M. T. (2014, April). From a philosophical perspective: Influences of confucianism and Buddhism on school guidance and counselling. Paper presented at Business Meeting of Confucianism, Taoism and Education SIG, American Educational Research Association, Philadelphia, USA. Hue, M. T. (2013, July). From policy to practice: Challenges of ethnic minority education and the promotion of culturally responsive classroom in Hong Kong secondary schools. Paper presented at A global social sciences conference: Education, Ethnicity and Inequality Symposium: Issues and Insights, organized by the Department of Education Studies, the Hong Kong Baptist University, Hong Kong. Hue, M. T. (2013, April). Developing a mindfulness approach of school guidance for promoting students’ well-being in two Hong Kong secondary schools. Paper presented at American Educational Research Association, San Francisco, USA. Hue, M. T. (2013, April). Managing cultural diversity in HK classroom: Teachers’ narratives of their influence on ethnic minority students’ performance and home-school collaboration.. Paper presented at American Educational Research Association, San Francisco, USA. Hue, M. T. (2012, May). Building a connected classroom for managing the cultural diversity of ethnic minority students in Hong Kong secondary schools. Paper presented at International Symposium on Classroom Management and Motivation for Learning, organized by Kennesaw State University (USA) and Hubei University of Education (China), at Hubei University of Education Campus, Hubei, China. Hue, M. T. (2012, April). Teachers’ conceputalization of a ‘new’ rationale for cultural responsiveness and diversity management in Hong Kong secondary schools. Paper presented at CAERDA, Vancouver, Canada. Hue, M. T. (2011, September). Exploring Cultural Diversity in Chinese Classrooms: Can classroom environments cater for the needs of ethnic minority students in Hong Kong?. Paper presented at ICER, Khon Kaen, Thailand. Hue, M. T. (2011, July). Creating a culturally responsive school: Fulfilling the diverse needs of ethnic minority students in Hong Kong secondary schools. Paper presented at The 12th European Congress of Psychology, Istanbul. Hue, M. T. (2011, June). Developing inclusive approaches to school guidance: teachers’ narratives about including students with SEN in a regular Hong Kong secondary school. Paper presented at Research Meeting, organized the the Department of Special Education and Counselling, HKIEd, Hong Kong. Hue, M. T. (2010, December). Beyond the classroom: Connecting home and school for ethnic minority Students. Paper presented at the 2nd East Asian International Conference on Teacher Education Research, HKIEd, Hong Kong. Hue, M. T. (2010, November). Teachers’ narratives of multicultural responsiveness to the diverse needs of ethnic minority students in Hong Kong schools. Paper presented at Asia-Pacific Educational Research Association (APERA), Kuala Lumpur, Malaysia. Hue, M. T. (2010, September). Creating culturally responsive classrooms: The professional knowledge landscape of ethnic minority teachers’ cross-cultural experience in Hong Kong schools.. Paper presented at International Conference on Educational Research (ICER), Khon Kaen University, Thailand. Kennedy K. J., Hue M. T., & Tsui, K. T. (2008, February). Comparing Hong Kong teachers' sense of efficacy for teaching chinese and non-chinese students. Paper presented at the Annual Conference of the Comparative Education Society of Hong Kong, Hong Kong. Hue, M. T. (2007, April). Contested curriculum in Hong Kong: Confucianism, taoism, legalism, capitalism and colonialism. Paper presented at the 6th Annual Meeting of American Association for the Advancement of Curriculum Studies, Chicago, USA. 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 Written teaching case study or extensive note Hue, M. T. (2009). Liberal studies: Independent enquire learning handbook. Hong Kong: Manhattan Press (In Chinese). Hue, M. T. (2009). Liberal studies: Independent enquire learning handbook. Hong Kong: Manhattan Press. Hue, M. T. (2009). IES Skills for Liberal Studies: Learning Portfolio. Hong Kong: Times Publishing (Hong Kong) Limited. Hue, M. T. (2009). IES Skills for Liberal Studies: Teacher's Guide. Hong Kong: Times Publishing (Hong Kong) Limited. 許明得 (2009)。《獨立專題探究全攻略》。香港: 時信出版有限公司。許明得 (2009)。《獨立專題探究全攻略：學習歷程檔案》。香港: 時信出版有限公司。

Projects


Ethnic Minorities and Hong Kong's Current Protests: Non-Chinese "Hongkonger" Communities and Their Values The purpose of the research is to identify how ethnic minorities view and engage in the current protests as well as their views on necessary new policies to deescalate the protests. Project Start Year: 2020, Principal Investigator(s): BHOWMIK, Miron Kumar (HUE, Ming Tak 許明得 as Co-Investigator)
Exploring the Contextual Influence of School, Home and Community on the Development of Ethnic Minority Students’ Sense of Belonging in Hong Kong Ethnic minority education in Hong Kong has been in the spotlight since the passing of the Racial Discrimination Ordinance in 2008. As Bhowmik (2014) shows, ethnic minority students are concerned about peer relationships, racism and future employment. This suggests more needs to be known about how schools address these concerns about identity and sense of belonging. However, as Fiske (2004) and Kune (2011) argue, the needs of ethnic minority students cannot be fulfilled unless they feel they belong to and are accepted as members of their school, community and Hong Kong society. From the perspectives of the social construction of reality and symbolic interactionism, this study will examine how Hong Kong’s ethnic minority students perceive and experience a sense of belonging in the contexts of school, home and community. Consistent with symbolic interactionism, belonging will be examined as an everyday practice both within and beyond schools. Studies suggest that ethnic minority students’ school and community engagement is low (Willms, 2003; Kuang, 2015), and that their sense of belonging intersects with their sense of identity (Anthias, 2001), language, socio-economic circumstances, as well as social categorizations and power in society (Yuval-Davis, 2011) as they explore the space between the dominant culture and other minoritized cultures. The impact of these multiple contextual influences will be the major focus of this project.We will use a mixed methods research design to examine ethnic minority students’ sense of belonging. Quantitatively, a student survey in four schools (n=1,200) will be conducted using the Hemingway Measure of Adolescent Connectedness (MAC 4). To provide qualitative in-depth insights with the use of participant observation, interviews and textual analysis, two case-study schools will be chosen, where the findings of the survey indicate highest and lowest levels of belonging. The identified students will be interviewed and their narrative and constructs will be compared with teachers' and parents' perceptions of these students' sense of belonging. The methodology adopted will not only cross-check the survey data but also gain more insights into ethnic minority students’ sense of belonging (Phinney, 1992; Robert et al., 1999). The results will shed light on a missing dimension in the study of ethnic minority students in Hong Kong, and address a gap in the current research relating to ethnic minority education. Project Start Year: 2020, Principal Investigator(s): HUE MING TAK 許明得
Promoting Wellness & Positive Learning Community: Mindfulness, Resilience and Compassion (MRC) Project for University Staff and Students, School Teachers and Students This project aims at promoting positive and well-being culture via developing feasible evidenced-based mindfulness, resilience and compassion (MRC) programme for university staff and students, and school teachers and students. The participants will receive professional training before delivering the programme to students whom they will work with. In the initial stage of the project, it is hoped that the project can enhance self-understanding and develop self-identity of oneself, enrich positive and mental health education experiences among participants with the MRC workshops and seminars, and co-create positive and mental health education practices focusing mindfulness, resilience and compassion in classroom and communities in EdUHK. To go beyond the short-term goals laid for this project, it is aimed to establish a sustainable network and community for promoting well-being and mental health practices for EdUHK as well as FEHD and the project schools (i.e. Jockey Club Primary School, a member in the learning community of EdUHK). Project Start Year: 2019, Principal Investigator(s): HUE, Ming Tak 許明得
A Study of Development of Ethnic Minority Students' Sense of Belonging in Hong Kong From the perspective of educational studies, the academic achievements of ethnic minority students are associated with their level of sense of belonging (Strayhorn, 2012; O’Keeffe, 2013). As Fiske (2004) and Kune (2011) argue, the needs of ethnic minority students cannot be fully satisfied unless they have a high sense of belonging to the schools, home and community. Therefore, a study is established in response to the need to examine the hidden factors hindering the development of ethnic minority students’ sense of belonging and the barriers students encountered in maintaining an identity in schools, home and community as a whole. Project Start Year: 2018, Principal Investigator(s): HUE, Ming Tak 許明得
Building Resilience in Classroom: Developing School-Based Mindfulness and Self-compassion Programme for Teachers and Students Building resilience in classroom: Developing School-Based Mindfulness and Self-compassion Programme for teachers and students Project Start Year: 2018, Principal Investigator(s): LAU, Ngar Sze Elsa 劉雅詩 (HUE, Ming Tak 許明得 as Co-Investigator)
Exploring the Contextual Influence of School, Home and Community on the Development of Ethnic Minority Students’ Sense of Belongingness in Hong Kong From the perspectives of psychology, the social construction of reality and critical race theory, this study will examine how Hong Kong’s ethnic minority students perceive and experience belongingness in the multiple contexts of school, home and community. It will identify the structural barriers confronting the sense of belonging amongst these students. Belongingness will not be merely examined as an academic matter in schools but also as an everyday practice at home and community. Studies have shown that in many cases, the engagement of ethnic minority students in school and community is low (Kuang, 2015). Their sense of belongingness intersects with the issue of identity (Anthias, 2001), language, gender, socio-economical condition, social categorizations and social power (Yuval-Davis, 2011) while they explore themselves in a space between the dominant culture, other ethnic cultures and their own minority cultures. The multiple contextual influences on the belongingness in this space will pose particular issues for them; these issues will be a major focus of this project. A mixed methods research design will be used. First, a survey will be used to assess ethnic minority students’ perceptions of their belongingness. Similar information will be collected from Chinese students to provide a control measure and to allow for comparisons. This qualitative portion of the research will rely on interviews to develop narratives of belongingness. For the data analysis, a thematic approach will be employed. This methodology will not merely cross check the survey data but rather rely on a more emic approach that provides interpretive insights into ethnic minority students’ sense of belongingness (Phinney, 1992; Zagefeka, 2009). The results will shed light on a missing dimension in the Hong Kong study of ethnic minority students, i.e. their sense of belongingness, and will address this gap in the current research relating to ethnic minority education. In the longer term, the results will improve Hong Kong’s chances of achieving equity and social justice within its education system and beyond. Project Objectives: 1. To examine ethnic minority students’ sense of belongingness in relation to the contexts of school, home and community; 2. To explore whether ethnic minority students’ perceptions of their sense of belongingness are similar to or different from those of local Chinese students; 3. To investigate the change of ethnic minority students’ perceptions of their sense of belongingness over time and in comparison with those local Chinese students: 4. To explore the contextual influence of school, home, and community affecting the development of ethnic minority students’ sense of belongingness. Project Start Year: 2017, Principal Investigator(s): HUE, Ming Tak 許明得
YWCA Jockey Club Walk Along with Kids & Families Project To study the effectiveness of the “Walk Along with Kids and Families” project. Research Design: Empirical Evaluation Study - Two-Wave longitudinal design in order to corroborate its long term intervention effects of the Project will be adopted - Questionnaire survey and focus group would be used to collect data from participating families before and after the program respectively. Also we would invite families to have interview in three focus groups. We will consider choosing not less than 20% of the participating families to be the sample and to measure six aspects of the families for evaluation - Six aspects include children’s emotional stability and behavioral health, parent-child relationship, parents' awareness in parenting, parenting efficacy and families* social support - It is expected that improvements will be made in terms of the six aspects Output: - A sharing seminar on the project evaluation for the general public which will include SWD, those NGOS and related parties such as kindergartens of Yuen Long District. - A final research report setting forth the accomplishments and significant Research finding shall be prepared by the Department of Special Education and Counselling / EdUHK and submitted to the Funding Body. Project Start Year: 2016, Principal Investigator(s): HUE, Ming Tak 許明得
Expanding the Discourse of Cultural Responsiveness: Understanding Ethnic Minority Students' Ethnic Identities and Belongingness in Hong Kong's Post-colonial Context ... Project Start Year: 2015, Principal Investigator(s): HUE, Ming Tak 許明得
Creating culturally responsive classrooms in a Chinese context: A study of teacher and school attitudes to multicultural teaching competence in Hong Kong schools Hong Kong is a multicultural society without any multicultural policy support. Schools have a predominantly Chinese student population but some 1.94% of our students are ethnic minorities. (School Education Statistic Section, EDB, 2012). These students remained invisible in the school system until the 2008 Racial Discrimination Ordinance and the implementation of inclusive education policy in 2002 (EDB, 2010, 2011). Without a broad multicultural environment supporting our schools, how do teachers better support the learning of ethnic minority students, make them feel included and address the issues of diversity involved? It can be argued that teachers’ lack of knowledge of ethnic minority students’ backgrounds and cultures impedes effective teaching and learning and the promotion of inclusion. Hence the broad aim of this proposed study is to address the issue of Hong Kong’s teachers’ multicultural competence in supporting the learning of ethnic minority students at the various levels of classroom, school and teacher professional development, as identified in our prior research projects (Hue, 2008: Hue &' Kennedy, 2012; Kennedy & Hue, 2011: Kennedy, 2008). Specifically the study will explore teachers’ views of culturally responsive teaching and how such teaching can support the learning of these students in public schools. These students are among our lowest academic achievers, come from low socio-economic backgrounds, face problems of social adjustment and experience learning difficulties in the foreign languages of Chinese and English. Project Start Year: 2013, Principal Investigator(s): HUE, Ming Tak 許明得
Exploring Cultural Diversity in Chinese Classrooms: Can Assessment Environments Cater for the Needs of Ethnic Minority Students in Hong Kong? Ethnic minority students are a small and, until recently, a largely unrecognized group within Hong Kong’s education system. Their participation is most noticeable in primary and junior secondary school but almost negligible in senior secondary and higher education. The disadvantage suffered by these students has been highlighted recently by political processes that have put in place legislation prohibiting race discrimination. This has led to government actions designed to support ethnic minority students at all levels of education. Despite such actions, addressing the needs of ethnic minority students poses considerable problems, not so much for policy reasons as reasons related to educational practice. A significant amount of literature on learning and assessment in Hong Kong contexts has focused on Chinese students (Watkins and Biggs, 1996, Brown et al., in press, Mok, Cheng, Moore, & Kennedy, 2006). In general, this literature indicates that there are Chinese cultural norms governing both the learning behavior of students and the expectations of teachers. Yet there is now an emergent, and publicly acknowledged, multiculturalism represented by ethnic minority students. A key issue for this project, therefore, is how these traditional Chinese cultural norms are modified for multicultural classes and how they impact on ethnic minority students and their progress in learning. The learning culture of Hong Kong classrooms catering for ethnic minority students will be investigated to identify any barriers to learning faced by ethnic minority students. The focus will be on the way classroom assessment environments have the potential to either include or exclude students from successful schooling. The classroom assessment environment focuses on “the way teachers communicate their expectations to students and the way they provide feedback as to how well these expectations are met…(thus) help(ing) students form concepts of what is important to learn and how (Brookhart and De Voge, 1999, p.409). This research seeks to understand the realities of ethnic minority students in Hong Kong classrooms and to develop a model that can help tto explain learning outcomes for ethnic minority students. Distal influences such as system and school level policies will be examined. Proximal influences such as teachers’ conceptions of assessment and their classroom practices will also be studied. Attention will also be paid to students’ own conceptions of assessment as well as their self efficacy for learning. The project will identify the relationship between these different influences and the impact they exert on the learning of ethnic minority students. Project Start Year: 2010, Principal Investigator(s): KENNEDY, Kerry John 甘國臻 (HUE, Ming Tak 許明得 as Co-Investigator)
Building up Resilient Schools: Meeting the Challenge of Guidance and Discipline in Hong Kong Secondary Schools Hong Kong secondary schools are concerned about the prevalence of student misbehavior, or indiscipline. This project will inform schools of how this issue can be addressed through guidance and discipline. It will investigate the characteristics of a resilient school, and how resiliency can be developed. It will help policy makers to identify the measures that can be taken to foster resilience and to refine existing educational policies on guidance and discipline (ED, 1993, 1994; EMB, 2004a, b). The project will be conducted in two phases. In the first phase, a survey will be conducted to examine the level of school resiliency based on the Resiliency Wheel (Henderson & Milstein, 2005). Involved will be teachers and students from Band Three schools located in Tuen Mun and Tin Shui Wai. In the second phase, case studies will be conducted using interviews and textual analysis. Teacher and student discourses on discipline and resiliency will be explored from the perspective of social constructivism. Project Start Year: 2008, Principal Investigator(s): HUE Ming Tak
A Pilot Study on Mindfulness - Intervention and Well-being, Attention Level and Stress level of Hong Kong Student Recent research reports revealed that increasing number of young people committing suicide caused by stress and depression is a concerned issue in the society. Mindfulness has recently been introduced into schools to promote well-being, spirituality, stress reduction and learning effectiveness. Curriculum design and leadership training incorporating mindfulness for effective learning in different ways have been also adapted in tertiary, secondary and primary schools in the West. However, there is no published research has examined the effects of mindfulness on attention level, stress level and well-being of students in Asia as well as Hong Kong. In this pilot study, well-being, attention level and stress level of student teachers and senior secondary school teachers in Hong Kong will be examined and analyzed. It is hypothesized that a six-week mindfulness-intervention program designed for participants in this study will promote well-being, attention level and stress reduction. Effects on practicing mindfulness of Hong Kong students will be assessed by valid measurements before and after intervention. Project Start Year: 2008, Principal Investigator(s): HUE Ming Tak
Developing Culturally Responsive Approaches to Pastoral Care: A Narrative Study of Cross-cultural Experience of Ethnic Minority Students in Hong Kong Secondary Schools The study aims to examine the cross-cultural experinece of ethnic minority students in school, families, and communities and identify culturally relevant practices for caring these students. This study will extend to wider issues in pastoral care, multiculturalism and social justices. By adopting the perspectives of sociology, the proposed study will examine: 1) how the language, culture, and identity development of ethnic minority students is shaped by their cross cultural experience; 2) how they re-learn and re-evaluate their cultures of origins when their negotiate their new identities in Hong Kong; 3) how such experiences are reflected in their involvement in the home, school and community; 4) how this involvement is related to their school success; 5) how teachers make sense of the cross-cultural experience of these students and how they respond to the needs of these students as they implement relevant educational policies on pastoral care. Methodologically, narrative analysis and personal experience methods will be employed. Three secondary schools in Hong Kong will be chosen for the study. Data collection methods include document analysis and interviews. This understanding will help teachers and school administrators develop culturally responsive policies on pastoral care and devise appropriate culturally responsive programs for promoting their welfare and school success. Project Start Year: 2008, Principal Investigator(s): HUE Ming Tak
The New Senior Secondary Curriculum in Schools - A Study on Policy and Practice The aim of the study is to investigate the New Senior Secondary (NSS) curriculum policy which will launch for its first branch of New Senior Secondary One (NSS1) cohort in 2009. It seeks to understand the NSS curriculum policy under the 334 new education system in Hong Kong and the NSS curriculum planning in schools to address the situation of policy and practice. Project Start Year: 2008, Principal Investigator(s): LAM Bick Har (HUE Ming Tak as Co-Investigator)
Educational Provision for Ethnic Minority Students in Hong Kong: Meeting the Challenges of the Proposed Racial Discrimination Bill 香港小數族裔學童的教育服務：面對提倡反種族歧視草案帶來的挑戰 This research will investigate current educational provision for ethnic minority students in Hong Kong's schools in the light of the proposed Bill. It will use a 'macro-micro' approach that acknowledges the importance of different levels of policy making and interpretation. First, the current systemic policy context that influences educational provision in Hong Kong will be examined with special reference to minority students. The local context will be compared with international policy trends in the provision of education for minority students. This comparison will enable benchmarks of provision to be established. Second, school level policy and practice will be examined to determine how educational provision at the local level operates in relation to minority students. Understanding this level is important because it is here that the basis for discriminatroy behavior will be most likely to manifest itself. Third, the views of ethnic minority parents and students will be gathered to develop insight to the actual experiences of ethnic minority families in Hong Kong. In particular the focus will be on their aspirations for education and the barriers, if any, that they see as a result of current educational provision. Project Start Year: 2006, Principal Investigator(s): KENNEDY Kerry John (HUE Ming Tak as Co-Investigator)
Academic Paper Modification: "The Cross-Cultural Experience of the Immigrant Students in Hong Kong Secondary Schools: Negotiating a Curriculum of Diversity" The aim of the article aims to examine the immigrant students' construct of their cross-cultural identities. Qualitative data were collected from unstructured interviews. The study found that the cross-cultural identities of these students were embedded with three dimensions of self, namely academic, social and ethnic. Despite the fact that they engaged in an on-going process of self-identity transformation, part of their identity was still strongly connected to their Mainland China background. Lastly, the implication to the theoretical writing of cross-cultural identity of immigrant students and the catering for their individual need at curriculum level will be given. Project Start Year: 2006, Principal Investigator(s): HUE Ming Tak
A Study on the Learning Situation of Educationally Disadvantaged Students in a Hong Kong Mainstream Primary School from the Multicultural Perspective The project is to study the learning situation of disadvantaged students in a case school to generate perspectives and cases on multinational education and relevance policy. Project Start Year: 2005, Principal Investigator(s): LAM Bick Har (HUE Ming Tak as Co-Investigator)