Dr LEE, Daphnee Hui Lin   李玟霖
Associate Professor
Department of Education Policy and Leadership
Phone No: (852) 2948 8057
Email: dhllee@eduhk.hk
Contact
ORCiD
0000-0003-1925-1937
Phone
(852) 2948 8057
Email
dhllee@eduhk.hk
Scopus ID
55531154400
Research Interest

Research Interests

Teacher Professional Identity, Professional Learning Communities, and Professionalism

Sociology of Education

Political economy and Broader Context of Education

Teaching Interest

Professional identity and professionalism

Collaboration in professional learning communities

Research Methods

External Appointment

1. 2014- Research Convenor, Teacher Learning and Professional Development task force, National Institute of Education, Nanyang Technological University, Singapore.

2. 2014 - Member, International Comparative Studies task force, National Institute of Education, Nanyang Technological University, Singapore.

Professional Profile

Daphnee Hui Lin LEE is a sociologist and researcher in education. She is Assistant Professor at the Department of Education Policy and Leadership, The Education University of Hong Kong. Daphnee is on a research journey to understand how professional identities are shaped by change, and how professionals develop strategies to empower themselves in the face of change. Recently, Daphnee is focused on how teacher professionals collaborate to develop strategies to improve teaching and learning through professional learning communities. She is interested in examining collaborative relationships in teacher professional development within the social context of Chinese school systems. A fundamental question that Daphnee is currently grappling with is: Can teacher leadership emerge from contexts that share the common foundations of centralized education policies and alignment with authoritative opinion leaders? Specifically, can collaborative relationships empower the everyday classroom teacher to initiate change, if s/he possesses the conviction to improve the learning of students, but does not have the authority of formally appointed leaders? In her recent book on Managing Chineseness (Palgrave Macmillan, UK, 2017), Daphnee examines the theoretical implications Chinese professional identities through the concept of identity grafting. Identity grafting is the result work supported by two research grants she undertook as Principal Investigator on Professional Learning Communities, and Teacher Professional Identity when she was a Research Scientist at the National Institute of Education (Singapore), Nanyang Technological University. Her Ph.D. work at the Australian National University laid the foundations to the sociological explanation of empirical work on the way identities are constructed and exercised, linking individual, social, and organizational experiences to global reforms and movements.

Research Interest

Research Interests

Teacher Professional Identity, Professional Learning Communities, and Professionalism

Sociology of Education

Political economy and Broader Context of Education

Teaching Interest

Professional identity and professionalism

Collaboration in professional learning communities

Research Methods

External Appointment

1. 2014- Research Convenor, Teacher Learning and Professional Development task force, National Institute of Education, Nanyang Technological University, Singapore.

2. 2014 - Member, International Comparative Studies task force, National Institute of Education, Nanyang Technological University, Singapore.

Selected Output

Scholarly Books, Monographs and Chapters
Lee, D. H. L. (2021). Delicate multicultural balance of Singapore. In Halse, C., & Kennedy, K, (Eds.), Multiculturalism in Turbulent Times (159-174). Singapore: Routledge.
Lee, D.H.L. (2017). Managing Chineseness: Identity and ethnic management in Singapore. London: Palgrave Macmillan.
Areepattamanil, S.,Chiam, C.L., Lee, D.H.L., & Hong, H. (2015). Correlates of science achievement in Singapore: A multilevel exploration. ., Science Education in East Asia (607-629). Switzerland: Springer.
Hung, D., Shaari, I., Lee, D., & Lee, S. S. (2014). Developing a Habitude: When learning isn't always fun. In Hung, D., Lim, K. Y. T., & Lee, S. S, (Eds.), Adaptivity as a transformative disposition for learning in the 21st century (pp. 87-105). Singapore: Springer.
Lee, D.H.L. (2014). Cultural Psychology. Singapore: SIM University Press.
Lee, D.H.L. (2014). What Chinese Am I?: The Use Of Heritage For Economic Imperatives In Developmental State Singapore. In Menkhoff, T. Chay, Y.W. Evans, H‐.D. (Ed.), Catalysts of Change: Chinese Business in Asia (pp.1-31). Singapore: World Scientific.

Journal Publications
Ho, C. S. M., & Lee, D. H. L. (2021). Integrating positive financial attitudes to nurture students’ identity as informed financial decision-makers in high power distance Chinese contexts. Journal of Educational Change, 22(2), 247-270.
Jang, S. T., Halse, C., Lee D. H. L, & Hon, Q. (2021). Belongingness and national belonging among youth in Hong Kong. Youth & Society, XX, XX-XX.
Lee, D. H. L., & Halse, C. M. (2021). Advancing the theory of identity grafting in Chinese school systems. Journal of Educational Change, 22(2), 297-314.
Lee, D.H.L. (2021). ‘Marrying Eastern and Western Values’: Identity grafting as a whole-school effort to improve student learning via mixed-ability learning. Journal of Educational Change, 22(2), 271-295.
Lee, D. H. L. (2021). Identity grafting for educational change in Chinese school systems. Journal of Educational Change, 22(2), 147-156.
Lee, D. H. L., & Ip, N. K. K. (2021). The influence of professional learning communities on informal teacher leadership in a Chinese hierarchical school context. Educational Management Administration and Leadership, XX, 1-21.
Lee, D. H. L. (2020). Teacher sociolinguistic backgrounds: A multilingual domain approach to understand teacher agency and language planning outcomes. Current Issues in Language Planning, 21(5), 490-511.
Ho, C. S., & Lee, D. H. L. (2020). School banding effects on student financial literacy acquisition in a standardised financial literacy curriculum. The Asia-Pacific Education Researcher, 29(4), 377-391.
Lee, D.H.L., & Lee, W.O. (2018). Transformational changes in instruction with professional learning communities?: The influence of teacher cultural dispositions in high power distance contexts. Journal of Educational Change, 19(4), 463-488.
Lee, D.H.L., & Chiu, C.S. (2017). “School banding”: Principals’ perspectives of teacher professional development in the school-based management context. Journal of Educational Administration, 55(6), 686-701.
Ning, H. K., Lee, D. H. L., & Lee, W. O. (2016). The relationship between teacher value orientations and engagement in professional learning communities. Teachers and Teaching: Theory and Practice, 22(2), 235-254.
Ning, H. K., Lee, D., & Lee, W. O. (2015). Relationships between teacher value orientations, collegiality, and collaboration in school professional learning communities. Social Psychology of Education, 18(2), 337-354.
Lee, D.H.L. Hong, H. & Niemi, H. (2014). A contextualized account of holistic education in Finland and Singapore: Implications on Singapore educational context. The Asia-Pacific Education Researcher (TAPE), 23(4), 871-884.
Areepattamannil, S., & Lee, D. H. L. (2014). Linking immigrant parents’ educational expectations and aspirations to their children’s school performance. Journal of Genetic Psychology, 175(1), 51-57.
Lee, D. H. L., Hong, H., Tay, W. Y., & Lee, W. O. (2014). Professional learning communities in Singapore schools. Journal of Co-operative Studies, Special issue: Transformative power of co-operation in education, 46(2), 53-56.
Lee, D.H.L. & Lee, W.O. (2013). A professional learning community (PLC) for the new teacher professionalism: the case of a state-led initiative in Singapore schools. British Journal of Educational Studies, 61(4), 435-451.
Lee, D.H.L. (2013). Beliefs On "Avoidant Cultures" In Two French Multinational Corporations". Cross Cultural Management: An International Journal, 20(1), 20-38.
Lee, D.H.L. (2013). Bourdieu’s Symbolic Power and Postcolonial Organization Theory in Local- Expatriate Relationships: An Ethnographic Study of a French Multinational Corporation in Singapore. Current Sociology, 61(3), 341-355.
Lee, D.H.L. (2012). Branding Asia through public diplomacy: Structural‐historical factors, convergences and divergences. Place Branding and Public Diplomacy, 8, 209-221.
Lee, D.H.L. & Shaari, I. (2012). Professional Identity Or Best Practices?: An Exploration Of The Synergies Between Professional Learning Communities And Communities Of Practice. Creative Education, 3(4), 457-460.

Conference Papers
Lee, D. H. L. (2021, May). Born-again Chineseness: Implications for teacher professional learning in Hong Kong. Conference of the International Professional Development Association (IDPA), Hong Kong.
Lee, D. H. L. (2021, April). Policy implications of different approaches to reforms in collaborative teacher professional development in two Chinese contexts. Conference of The Comparative Education Society of Hong Kong (CESHK), Hong Kong.
Jang, S. T., Lee, D. H. L., Hon, C. K. Q., & Halse, C. (2020, December). Sense of Belonging of Hong Kong Youths Living at the Intersections of Multiple Social Constructs. The 12th Korean Association for Multicultural Education, Seoul, Korea.
Lee, D. H. L. (2020, April). Identity Grafting: Teachers and Engineering Professionals Collaborating to Prepare Students for the ‘Real-World’. Improving Students' Learning, Achievement, Critical Thinking and Participation in the Real World paper session. AERA Annual Conference, San Francisco.
Lee, D. H. L. (2019, April). A language-informed case study to reconceptualise the power dynamics of race and ethnicity. International approaches to ‘talking back’ to structural racism and exclusion in education symposium paper. AERA Annual Conference, Toronto.
Lee, D.H.L. (2017, September). Chineseness of Overseas Chinese in Singapore: Time and Space. International Conference on Textbook Studies and “Chineseness”, Beijing.
Lee, D.H.L. (2015, June). Dynamism in theory, policy and practice of professional learning communities in Singapore schools. Paper presented and symposium chaired at Redesigning Pedagogies Conference, Singapore.
LEE, D.H.L. (2014, November). Disjuncture between state program and reality... for the better? Professional learning communities in Singapore schools. Paper presented at Australian Association for Research in Education Conference, Brisbane, Australia.
Kaur, B., Areepattamannil, S., Lee, D. H. L., Hong, H., & Su, R. H. C. (2014, April). Does bullying at school predict student academic performance? Evidence from 65 countries. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, United States.
Lee, D.H.L., Hong, H., Tay, W.Y., Ning, F.H.K., & Lee, W.O. (2013, July). State-Led Implementation of Professional Learning Communities (PLC) in Singapore Schools – A Study. Paper and proceedings presented at The Transformative Power of Co-operation in Education, Scarborough, United Kingdom.
Lee, D.H.L. & Lee, W.O. (2012, November). The Development of Professional Learning Communities: The Singapore Case. Paper and proceedings presented at International Conference of Education Research, Seoul, Korea.

All Other Outputs
Lee, D. H. L., & Chiu, C. S. (2021). Nurturing Teacher Leadership Via Professional Learning Communities (Secondary Schools, 3 Reports). Hong Kong: The Education University of Hong Kong.
Lu, J., & Lee, D. H. L. (2020). EPL Impact: School leadership teams that work. Hong Kong: EPL & APCLC, The Education University of Hong Kong.
Halse, C. M., Lee, D. H. L., Jang, S. T., & Hon, Q. C. K. (2020). 2019 Hong Kong Youth Belonging Survey Results Summary. Hong Kong: The Education University of Hong Kong.
Lee, D. H. L., & Chiu, C. S. (2019). Individual School Reports on PLC Study (12 technical reports). Hong Kong: The Education University of Hong Kong.
Lee, D. H. L., & Wan, S. W. Y. (2019). Individual School Reports on PLC Study (3 technical reports). Hong Kong: The Education University of Hong Kong.

Project

Teacher Leadership: Influences of Hierarchical Chinese Contexts on the Capacity of Professional Learning Communities to Empower the Classroom Teacher
Hong Kong’s schools need teacher leadership to improve student learning and stay ahead of rapidly changing educational demands. For classroom teachers without formal leadership roles, they still need the capability to influence educational decisions on student learning. The question is, can PLCs succeed in empowering teacher leadership in hierarchical Chinese contexts such as Hong Kong? Despite increased collaboration among teachers, studies show more needs to be done to empower informal teacher . . .
Project Start Year: 2019, Principal Investigator(s): LEE, Daphnee Hui Lin 李玟霖
 
A Teacher-Led Interpretation of the Teacher Growth Model: Inquiry into the Professional Identity of Singapore Teachers
This project seeks to map the Singapore Teacher’s professional identity through the way teachers in Singapore exercise Decisional Capital in the sense-making and interpretation of selective aspects of the Teacher Growth Model (TGM) (i.e. Ethical Educator and Transformational Leader) developed by the Academy of Singapore Teachers, Ministry of Education (AST-MOE). Through this, we seek to find the convergence between theory, policy and practice in the examination of how these facets of the TGM hav . . .
Project Start Year: 2015, Principal Investigator(s): LEE, Daphnee Hui Lin 李玟霖
 
Professional Learning Communities: Developing Teacher Leadership in Differentiated Instruction Through Reflective Dialogue – A Pilot Study
This research aims to conduct a pilot study that will eventually lead to the full implementation of the research with an ECS grant application. The full implementation seeks to investigate the inter-play between Reflective Dialgoue (RD), Teacher Leadership (TL), and Differentiated Instruction (DI) practice with Hong Kong teacher engagement in PLCs context, guided by the following research questions: 1. What factors support / impede the development of teacher capacity in DI, within the context of . . .
Project Start Year: 2015, Principal Investigator(s): LEE, Daphnee Hui Lin 李玟霖
 
Reflective Learning in Individual and Group Settings - An Exploratory Study Comparing Reflective Learning in Hong Kong and Singapore
This research explores the conditions that may improve reflective dialogue by comparing interpretations and enactments of this practice in group-based professional learning. It draws upon the Principal Investigator’s previous research findings from a baseline study of 4690 teachers belonging to 96 Singapore schools, which culminated into a year-long in-depth ethnographic study of 11 professional learning teams from 8 schools. Through the observation of teacher engagement in professional conversa . . .
Project Start Year: 2015, Principal Investigator(s): LEE, Daphnee Hui Lin 李玟霖
 
A Value-Mediated Approach to Profiling Professional Learning Communities in Singapore Schools
This mixed-methods study provides a baseline report of the Academy of Singapore Teachers’ (AST) implementation of Professional Learning Communities (PLC) in Singapore schools. Subscribing to the notion that values underpin dispositions, we employ a value-mediated approach to the profiling of PLCs in Singapore schools. An inductive approach is undertaken to map good practices and challenges in PLCs, and the relationships between teacher Value-Orientations and PLC Engagement. This report consolida . . .
Project Start Year: 2012, Principal Investigator(s): LEE, Daphnee Hui Lin 李玟霖
 
Prizes and awards

Tan Kah Kee Postgraduate Scholarship (2008) Singapore

Date of receipt: 1/1/2008, Conferred by: Tan Kah Kee Foundation
 
Lee Foundation Prize (2002) Singapore

Date of receipt: 1/1/2002, Conferred by: Lee Foundation