Dr LAM, Bick Har   林碧霞
Associate Professor
Department of Curriculum and Instruction
Phone No: (852) 2948 7909
Fax No: (852) 2948 7563
Email: bhlam@eduhk.hk
Contact
ORCiD
0000-0002-7958-0030
Phone
(852) 2948 7909
Fax
(852) 2948 7563
Email
bhlam@eduhk.hk
Scopus ID
36747918900
Research Interest

Self-determination theory in the classroom, Social support, Autonomy support, Teaching styles, Academic scholarship, Teacher development

Teaching Interest

Pedagogical studies, learning theories, teaching innovations, metacognitive teaching, educational philosophies, teacher professional development

External Appointment

Current Appointments:

Expert Consultant for Teaching Innovation in Higher Education Committee, Xi’an Jiaotong-Liverpool University, Suzhou, China (2017 to present).

Associate Editor of Pedagogies: An International Journal (2018 - present).

Vice-president of the Asian-Pacific Association of Arts Education Exchange (2010 to present), and an

Honorary consultant of the Guangzhou Art Education Development Center of the Guangzhou Children's Palace (2000 to present).

She serves as a member of the Editorial Boards as an overseas consultant in the International Journal of Education through Art (since 2010); was editor-in-chief for the Journal of Curriculum and Teaching in 2013-2015.

Dr. Lam was invited as an Expert Adjudicator for the China National Teaching Innovation Award in Higher Education, hosted by the Xi’an Jiaotong-Liverpool University, Suzhou, China Suzhou, China in 2016 and 2017 respectively. She has been keynote speaker for a number of international organisations, including the Institute of Leadership and Education Advanced Development (ILEAD) Suzhou, China, the National Institute of Education, Nanyang Technological University, Singapore in 2017; the International Society for Education through Art in 2010, National Association of Art Teachers (Portugal) in 2010, National Association of Animation and Education in 2011, the Psico and Soma of Europe in 2010. Dr Lam was Visiting Scholar of the National Institute of Education, Nanyang Technological University in 2017.

Internal Service:

Dr. Lam has been involved in Training Programme for Primary School Curriculum Leaders since 2003. She has been guest speakers for a number of professional development seminars organized by the Education Bureau and the local universities, and she is currently honorary curriculum consultant of a number of schools in Hong Kong.

Dr. Lam was a founding member of the Master of Teaching Programme, as Programme Leader (Jan 2014-Nov 2015). She is a regular speaker for the Staff Induction Programme for the EdUHK, and is involved in the Peer Support of Teaching Scheme for Academic & Teaching Staff. Dr. Lam has delivered over twenty professional development seminars to share her teaching innovation projects organised by the University.

Professional Profile

Dr. LAM Bick-har is Associate Professor of the Department of Curriculum and Instruction, and Research Fellow of the Asia Pacific Centre for Leadership and Change, at the Education University of Hong Kong (EdUHK). She received her degrees of B.Ed and M.Ed from the University of East Anglia (UEA) in the U.K., and PhD from the Hong Kong Polytechnic University (HKPolyU). Her research interests include self-determination theory in the classroom, social support, pedagogical studies, teacher development, and academic scholarship.

She is currently leading a General Research Fund project (2021-2022) investigating the predictor and outcome of social support using a self-determination theory perspective, and a Teaching Development Grant project (2021-2022) which applies design thinking to nurture creative teachers' pedagogical knowledge. She has been awarded a number of Innovative Teaching Grants by the Faculty for her initiatives of promoting innovative practices in the delivery of pedagogical courses (2017-2022). To promote scholarship, Dr. Lam created ‘Active Classroom’ (https://aclass.eduhk.hk/) as a platform to disseminate research findings and exemplary teaching practices, and make it accessible to delegates beyond the local community.

In the period she serves EdUHK, she has won a number of prestigious awards. She received the Dean's Research Award 2019 for her book entitled 'Social Support, Well-being, and Teacher Development'. She is recipient of the Best Paper Award for her academic paper presented in the Redesign Pedagogy International Conference 2017. She is recipient of the Faculty Excellence in Teaching Award in 2010 and the President’s Award for Outstanding Performance in Teaching in 2012, and was awarded a certificate by the University Grants Committee (UGC) for being one of the six finalists of the Inaugural UGC Teaching Award of Hong Kong in 2011. Dr. Lam is currently advisor and consultant of a number of schools and universities, including the Hong Kong Polytechnic University, the Institute of Leadership and Education Advanced Development (ILEAD) and the Xian Jiaotong-Liverpool University in Suzhou, China.


Research Interest

Self-determination theory in the classroom, Social support, Autonomy support, Teaching styles, Academic scholarship, Teacher development

Teaching Interest

Pedagogical studies, learning theories, teaching innovations, metacognitive teaching, educational philosophies, teacher professional development

External Appointment

Current Appointments:

Expert Consultant for Teaching Innovation in Higher Education Committee, Xi’an Jiaotong-Liverpool University, Suzhou, China (2017 to present).

Associate Editor of Pedagogies: An International Journal (2018 - present).

Vice-president of the Asian-Pacific Association of Arts Education Exchange (2010 to present), and an

Honorary consultant of the Guangzhou Art Education Development Center of the Guangzhou Children's Palace (2000 to present).

She serves as a member of the Editorial Boards as an overseas consultant in the International Journal of Education through Art (since 2010); was editor-in-chief for the Journal of Curriculum and Teaching in 2013-2015.

Dr. Lam was invited as an Expert Adjudicator for the China National Teaching Innovation Award in Higher Education, hosted by the Xi’an Jiaotong-Liverpool University, Suzhou, China Suzhou, China in 2016 and 2017 respectively. She has been keynote speaker for a number of international organisations, including the Institute of Leadership and Education Advanced Development (ILEAD) Suzhou, China, the National Institute of Education, Nanyang Technological University, Singapore in 2017; the International Society for Education through Art in 2010, National Association of Art Teachers (Portugal) in 2010, National Association of Animation and Education in 2011, the Psico and Soma of Europe in 2010. Dr Lam was Visiting Scholar of the National Institute of Education, Nanyang Technological University in 2017.

Internal Service:

Dr. Lam has been involved in Training Programme for Primary School Curriculum Leaders since 2003. She has been guest speakers for a number of professional development seminars organized by the Education Bureau and the local universities, and she is currently honorary curriculum consultant of a number of schools in Hong Kong.

Dr. Lam was a founding member of the Master of Teaching Programme, as Programme Leader (Jan 2014-Nov 2015). She is a regular speaker for the Staff Induction Programme for the EdUHK, and is involved in the Peer Support of Teaching Scheme for Academic & Teaching Staff. Dr. Lam has delivered over twenty professional development seminars to share her teaching innovation projects organised by the University.

Selected Output

Scholarly Books, Monographs and Chapters
Lam, B-h (2020). Collaborative learning. In M. David & M. Amey (Eds.), The SAGE encyclopedia of higher education (262-264). Thousand Oaks, CA: SAGE Publications, Inc.
Lam, B-h (2019). Social Support, Well-being, and Teacher Development. Singapore: Springer.
Lam, B. H. (2017). Constructing Formative Assessment Strategies. Kong, S. C., Wong, T.L. & Yang, M., Chow, C. F., & Tse, K. H., Theories and emerging practices in scholarship of learning and teaching in higher education in a digital technology era (247-264). Singapore: Springer.
Lam, B. H., Cheng, R. W. Y., & Yang, M. (2017). Formative feedback as a global facilitator: Impact on intrinsic and extrinsic motivation and positive affect. Kong, S. C., Wong, T.L. & Yang, M., Chow, C. F., & Tse, K. H., Theories and emerging practices in scholarship of learning and teaching in higher education in a digital technology era (265-288). Singapore: Springer.
Lam, B. H., Cheng, C. K. Yan, Z., & Yang, M. (2015). It is your interest that matters: Motivation shapes career engagement patterns. In R. Osbourne (Ed.)., Job satisfaction: Determinants, workplace implications and impacts on psychological well-being (73-96). U.S.: Hauppauge, NY: Nova Publishers.
Lam, B. H., Cheng. C. K. Yan, Z., & Yang, M. (2015). It is your interest that matters: Motivation shapes career engagement patterns. R. Osbourne, Job satisfaction: Determinants, workplace implications and impacts on psychological well-being (73-96). Hauppauge, NY: Nova Publishers.
Lam, Bick Har (2015). There is no fear in love – the giving of social support to students enhances teachers’ career development. R. Osbourne, Job satisfaction: Determinants, workplace implications and impacts on psychological well-being (73-95). New York: Nova Science Publishers.
Lam, B. H. (2013). Understanding Inclusive Learners’ Perception of Own Academic Ability: Implications for School Improvement. In L. Zhang & J. Chen (eds.), Predictors, Learning Strategies and Influences of Gender (63-94). New York: Nova Science Publishers.
Lam, B. H. (2012). The Self Development in Chinese Learners. In K. Gana (ed.), Psychology of Self Concept (129-162). New York: Nova Science Publishers.
林碧霞主編,鄺銳強、馮笑嫺、譚志明合編(2012):《優而為師》(電子版),香港,香港教育學院教學委員會「卓越教學推廣工作組」。
Lam, B. H. (2011). Chapter 1 The Contexts of Teaching in the 21st Century. In S. N. Phillipson & B. H. Lam (Eds.), Learning and Teaching in the Chinese Classroom. Hong Kong: HKU Press (1-30). Hong Kong: HKU Press.
Lam, B. H. (2011). Chapter 10 Lesson Planning, Assessment and Learning. In S. N. Phillipson, & B. H. Lam (Eds.), Learning and Teaching in the Chinese Classroom: Responding to Individual Differences (265-290). Hong Kong: HKU Press.
Lam, B. H. (2011). Chapter 2 Constructivist Perspectives of Learning. In S. N. Phillipson & B. H. Lam (Eds.), Learning and Teaching in the Chinese Classroom. Hong Kong: HKU Press (31-62). Hong Kong: HKU Press.
Lam, B. H. (2011). Chapter 6 The Development of Self of Learners. Lam, B. H., In Phillipson, S. & Lam, B. H. (Eds.), Learning and Teaching in the Chinese Classroom. Hong Kong: HKU Press (145-174). Hong Kong: HKU Press.
Lam, B. H. (2011). Chapter 9 Teacher as Researcher and Teacher Development. In S. N. Phillipson, & B. H. Lam (Eds.), Learning and Teaching in the Chinese Classroom. Hong Kong: HKU Press (231-264). Hong Kong: HKU Press.
S. N. Phillipson, & B. H. Lam (2011). Learning and Teaching in the Chinese Classroom - Responding to Individual Needs. Hong Kong: HKU Press.
Eca, T. T., Kroupp, R. & Lam, B.H. (Eds.) (2010). Young People Visions of the World. The Netherlands: Bentham Science Publishers.
Lam, B. H. (2010). The Nature of Drawing. In Eca, T. T., R. Kroupp, & B.H. Lam (Eds.), Young People Visions of the World (13-20). The Netherlands: Bentham Science Publishers.
Lam, B. H. (2010). Understanding Hong Kong Adolescents’ Drawing in the 21st Century. T.T. Eca, R. Kroupp, & B.H. Lam (Eds.), In Young People Visions of the World (108-127). the Netherlands: Bentham Science Publishers.
林碧霞(2009):「院校合作」作為學校專業發展的策略,載於林碧霞編著,課程統整的實踐﹕院校合作的發展計劃,(97-118),香港,香港教育學院。
林碧霞(2009):以院校合作模式推動課程統整,載於林碧霞編著,課程統整的實踐﹕院校合作的發展計劃,(35-54),香港,香港教育學院。
林碧霞(2009):課程統整的理念,載於林碧霞編著,課程統整的實踐﹕院校合作的發展計劃,(1-16),香港,香港教育學院。
林碧霞(2009):香港學校的課程統整,載於林碧霞編著,課程統整的實踐﹕院校合作的發展計劃,(17-34),香港,香港教育學院。
林碧霞、吳文興、黃徐香蘭、朱珐、周宇健、梁子謙、梁偉志、張慶龍、溫俊詩、熊淑群、劉青和鄭慧中(2009):課程統整的設計、教學及評估,輯於林碧霞編,《課程統整的實踐﹕院校合作的發展計劃》,(55-96),香港,香港教育學院。
林碧霞(編)(2009):《課程統整的實踐﹕院校合作的發展計劃》,香港,香港教育學院。
林碧霞(2009):大學教育的原則是什麼?,輯於香港教育學院編《唯教、唯大--香港教育學院十五周年紀念:教育評論結集》,(頁171-173),香港,香港教育學院。
林碧霞(2009):成功的迷思,輯於香港教育學院教育政策與行政學系編《教育政策論壇文集(一)——我們的言論空間》,(頁76-77),香港,香港教育學院。
林碧霞(2009):教師專業學科評審於事無補,輯於香港教育學院編《唯教、唯大--香港教育學院十五周年紀念:教育評論結集》,(頁27-29),香港,香港教育學院。
林碧霞(2009):為什麼學生不肯花時間努力學習,輯於香港教育學院教育政策與行政學系編《教育政策論壇文集(一)——我們的言論空間》,(頁78-79),香港,香港教育學院。
林碧霞(2009):為何依靠政策難推動教改,輯於香港教育學院教育政策與行政學系編《教育政策論壇文集(一)——我們的言論空間》,(頁80-81),香港,香港教育學院。
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.
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.
Lam, B. H. (2007). Linking theory to practice : Active learning in mass lecture and tutorial. 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.19-35). Hong Kong: The Hong Kong Institute of Education.
Lam, B. H. (2007). On defining the quality scheme of a teaching development project: "Enhancing the effective delivery of the mass lecture - tutorial approach". 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.9-18). Hong Kong: The Hong Kong Institute of Education.
林碧霞、梁麗嬋及曹春生〈編〉(2007):《龍騰奧運》小學教材(連光碟),香港,學友社。
Lam, B. H., Leung, L. S., & Choi, C. S. (2006). Liberal Studies Teaching Exemplars: The Olympic (Primary). Promotion Edition (in Chinese).48pp. Hong Kong: Hoh Yau Club.
Lam, B. H., Leung, L. S., & Choi, C. S. (2006). Liberal Studies Teaching Exemplars: The Olympic (Secondary). Promotion Edition (in Chinese).48pp. Hong Kong: Hoh Yau Club.

Journal Publications
Lam, B. H. (2017). Teaching Innovation in Higher Education: Background, Development and Emerging Practices. Research Oriented Teaching: Learner-Centred Teaching Innovation Case Studies, 1, 1-12.
Lam, B.H., & Tsui, K.T. (2016). Curriculum mapping as deliberation – examining the alignment of subject learning outcomes and course curricula. Studies in Higher Education, 41(8), 1371-1388.
LAM, B. H. (2015). Teacher professional development in Hong Kong compared to anglosphere: the role of Confucian philosophy. Psychology, Society and Education, 7(3), 295-310.
Lam, B. H. & Tsui, K. T. (2014). Curriculum mapping as deliberation – examining the alignment of subject learning outcomes and course curricula (DOI: 10.1080/03075079.2014.968539). Studies in Higher Education, Retrieved from http://dx.doi.org/10.1080/03075079.2014.968539, Online publication, 1-18.
Lam, B. H. (2014). Challenges beginning teachers face. Schools: Studies in Education, 11(1), 156-169.
Lam, B. H., & Tsui, K. T. (2013). Examining the Alignment of Subject Learning Outcomes and Course Curricula Through Curriculum Mapping. Australian Journal of Teacher Education, 38(12), 97-119.
Lam, B. H. (2013). Active Classroom as a Platform for Constructing Community of Practice and Knowledge Transfer. Modern Educational Bulletin, 102(09), 36-40.
Lam, B. H. (2012). Why do they want to become teachers? A Study on Prospective Teachers’ Motivation to Teach in Hong Kong. The Asian Pacific Education Researcher, 21(2), 307-314.
Lam, B. H., & Yan, H. F. (2011). Beginning Teachers’ Job Satisfaction: The Impact of School-Based Factors. Teacher Development, 15(3), 333-348.
Lam, B. H. (2011). A Reflective Account of a Pre-service Teacher’s Effort to Implement Progressive Curriculum in Field Practice. Schools: Studies in Education, 8(1), 22-39.
林碧霞(2010):以院校合作模式推動課程發展,《課程研究》,香港特刊,29-49。
Lam, B. H., & Phillipson, S. N. (2009). What are the affective and social outcomes for low-achieving students within an inclusive school in Hong Kong?. Educational Research for Policy and Practice, 8(2), 135-150.
Lam, B. H. (2008). The issue of diversity in the Hong Kong school curriculum: Student Communities in a mainstream school. Schools: Studies in Education, 5 (1/2), 118-140.
Lam, B. H. (2006). An analysis of the curriculum development of the Hong Kong visual arts. Contemporary Educational Research Quarterly, 14 (1), 147-167.
Lam, B. H., & Kember, D. (2006). The relationship between conceptions of teaching and approaches to teaching. Teachers and Teaching: Theory and Practice, 12 (6), 639-714.
林碧霞(2006):香港視覺藝術課程之發展趨勢分析,《《當代教育研究》季刊第14卷第1期》,頁93-112。
林碧霞、楊思慧(2006):學與教的迷思──融合政策於主流學校施行之個案研究,《《青年研究學報》第1期第9卷》,頁156-174。
Lam, B. H. (2005). The approaches to teaching art practiced by secondary school art teachers in the context of Hong Kong - necessary changes for reform. Imagimar, 45, 9-11.
Lam, B. H., & Kember, D. (2005). Conceptions of teaching art held by secondary school art teachers. The International Journal of Art and Design Education, 23 (3), 290-301.
Lam, B. H., & Yeung, S. W. A. (2005). Inclusion or exclusion? - A study of Hong Kong students' affective and social outcomes in a mainstream classroom. Educational Research for Policy and Practice (2005), 4, 145-167.
Law, H. F. E., & Lam, B. H. (2005). Students' feedback: Instructional method in teacher education. Global Education, 34 (9), 5-10.
Lam, B. H. & Kember, D. (2004). Conceptions of Teaching Art held by Hong Kong Secondary School Art Teachers. , Curriculum and Teaching 19(2), 61-82.

Conference Papers
Lam, B. H. (2020, January). Preparing teachers for teaching innovations - what matters?. Plenary speech presented at the Annual Teachers Sharing Forum from The Hong Kong Jockey Club Charities Trust British Council Core Skills for Life Programme, Hong Kong.
Lam, B.H. (2019, May). Theorising the Mutual Benefits of Autonomy Supportive Teaching to Teachers and Learners. Paper presented at the 7th International Self-Determination Theory Conference in Egmond aan Zee, the Netherlands.
Lam, B. H. (2017, June). Teacher Behaviour and the Variation of Student Engagement patterns - A Study on Expert Teachers. Guest speaker, Education and Cognitive Development Laboratory (ECDL) Lunchtime Seminar, National Institute of Education, Nanyang Technological University, Singapore.
Lam, B. H. (2017, June). The facilitative and inhibitive conditions of social support - implications to teaching and learning. Redesigning Pedagogy International Conference 2017, Singapore.
Lam, B. H. (2017, June). There is no fear in love: The giving of social support to student enhances teachers' career development. Guest speaker, Education and Cognitive Development Laboratory (ECDL) Research Seminar, National Institute of Education, Nanyang Technological University, Singapore.
Lam, B. H. (2017, May). Promoting Teacher Professional Development in the Changing Era. Keynote speech presented at the Annual Conference on Higher Education Innovation and the Wisdom-Lake Internationalisation Summit, Xi’an Jiaotong-Liverpool University, Suzhou, China.
Yang, M., Cheng, C. K., Lam, B.H., and Yan, Z. (2015, August). Linking research with teaching: Teacher educators’ perspectives. EARLI 2015, Cyprus.
Yang, M., Wong, G. K. W., Sin, K., Lee, T., Lam, B., & Han, C. (2015, June). The role of dialogic feedback in supporting students’ active learning in higher education. Proceedings in The American Educational Research Association (AERA) Annual Meeting, Chicago, Illinois, USA.
Yang, M., Bryant, D., Han, C., Lam, B., Lee, T., Sin, K., and Wong, G. K. W. (2014, June). Exploring teachers’ and students’ experiences of assessment feedback in higher education. Proceedings of Global Curriculum & Instruction Network (GCIN) Conference 2014, Hong Kong.
Lam, B. H., & Tsui, K. T. (2012, May). Developing C&I Subject Outcomes through Whole Department Participation. Poster displayed at OBL Dissimination Series: E-poster Session, Hong Kong.
Lam, B. H., Chan, K. W., Cheng C. K. Eric, Lim C. P., Zhang Y. E. (2012, May). How Exemplary Teachers Enact Teaching – Report on a Pilot Study. C&I Departmental Conference 2012, Hong Kong.
Lam, B. H., & Tsui, K. T. (2012, February). Studying Subject Learning Outcomes and Methods to Ensure Effective OBL Implementation. Paper presented at the OBL Dissemination Series: Seminar, Hong Kong.
Lam, B. H., Tsui, K. T., Brown, G., & Deneen, C. (2011, June). A Mapping of the espoused outcomes and enacted course delivery of the Department of Curriculum and Instruction. Paper presented at the Departmental Conference of the Department of Curriculum and Instruction, Hong Kong.
Deneen, C. C., Brown, G. T. L., Lam, B. H., & Tsui, K. T. (2010, December). Student Perspectives on Outcomes: Insights for Course Development within OBL and 335 Frameworks. Paper presented at the 2nd East Asian International Conference on Teacher Education Research, Hong Kong.
Lam, B. H. (2010, December). Diverse Students, Flexible Curriculum and Differentiated Assessment:. Paper Presented at the 2nd East Asian International Conference, Hong Kong.
Lam, B. H., Brown, G. T. L., Tsui, K. T., & Deneen, C. C. (2010, December). Student and Teacher Participation in Subject Outcomes Development. Paper presented at the 2nd East Asian International Conference on Teacher Education Research, Hong Kong.
Deneen, C.; Lam, B.H.; Tsui, K.T.; Brown, G. (2010, June). Student perspectives on course outcomes: Insights for course development within OBL and 335 frameworks. Paper presented at HKIEd Curriculum and Instruction Department Annual Conference, Macau, SAR.
Lam, B. H., Tsui, K. T., Brown, G., Deneen, C., & Yan, H. F. (2010, June). Developing C&I Subject Outcomes through Whole Department Participation. Paper presented at the Departmental Conference of the Department of Curriculum and Instruction, Macau.
Lam, B. H. (2010, May). Learning and self development in the school curriculum - The Chinese way?. Invited speech presented in the Psico and Soma International Congress, Viseu, Portugal.
Lam, B. H. (2010, May). Portfolio assessment, Art critiques, and the new senior secondary curriculum. Invited speech presented at the 1st International Conference of the National Association of Animation and Education, “The arts in education: learning contexts promoters of creativity”, Obidos, Portugal.
Lam, B. H. (2009, December). Drawing in the Chinese way? The Curriculum and Schooling in Chinese Culture. Keynote speech presented in the Portugal Art Teacher Association Professional Development Congress, Porto, Portugal.
Lam, B. H. (2009, December). New senior school art assessment and the training of the art for adolescents. Keynote speech presented at the Professional Development Conference of the University of Evora, Evora, Portugal.
Lam, B. H., & Nazir, A. (2009, November). Decoding the curriculum from a pre-service teacher's block practice in a primary school in Hong Kong - Progressive education versus teacher-centered education. Paper presented at the International Conference on Primary Education, Hong Kong.
Lam, B. H. (2009, June). What are the affective and social outcomes for low-achieving students within an inclusive school in Hong Kong. Paper presented at the 3rd Redesigning Pedagogy International Conference, Singapore.
Lam, B. H. (2008, August). Adolescent's Drawing in the 21st century. Paper presented at International Society for Education through Art - Regional Congress, Japan.
Lam, B. H. (2008, July). Globalizations on education. Paper presented at Paris International Conference on Education, Economy & Society, Paris, France.

Creative and Literary Works, Consulting Reports and Case Studies
Lam, B. H. (2012). Developing a Framework of Procedural Knowledge Development for Classroom Teaching. A Technical Report. Hong Kong.
Lam, B. H., Chan, K. W., Cheng C. K. E., Lim C. P., Zhang Y. E. (2012). A Video Series on Studying Procedural Knowledge of Teaching “Developing a Framework of Procedural Knowledge Development for Classroom Teaching”. Hong Kong.
Lam, B. H. (2012). Course Materials for the EDB Training Programme for Primary School Curriculum Leaders, 2011/2012 (Module Name: Professional Development and Organizational Learning). Hong Kong.
Lam, B.H. (2011). Course Materials for the EDB Training Programme for Primary School Curriculum Leaders, 2010/2011 (Module Name: ‘Professional Development and Organizational Learning’). Hong Kong.
林碧霞(2009):以院校合作模式推動課程統整光碟 (30分鐘 ),香港。
Lam, B. H. (2009). Active Classroom (A Class), [On-line available: http://www.edu.hk.aclass]. Hong Kong.
Lam, B. H. (2009). Active learning in large class setting.
Lam, B. H. (2008). Teaching materials and case study for integrated curriculum: Planning, teaching, & assessment.
Lam, B. H. (2008). "Active Classroom": http://www.ied.edu.hk/aclass/.
Wong, P. M., Tsui K. T., Wu, S. W., Yu, H., Pang, I. W., Cheung, C. K. A., & Lam, B. H. (2006). Comprehensive Review Report of Matteo Ricco College, Kowloon.
徐國棟、黃炳文、龐憶華、林碧霞、胡少偉、張志強及余煊(2006):(2006)全面評鑑報告(九龍利瑪竇書院),香港,香港教育學院。

All Other Outputs
Lam, B. H. (2011). Being interviewed by the South China Morning Post, interview report published for the family post: the Learning Curve (Dec 2011). Hong Kong: SCMP.
Lam, B. H. (2011). Being interviewed by the Communication Office of the Hong Kong Institute of Education (HKIEd), the interview report entitled “Best Blend of Teaching and Research” is published in the HKIEd Annual Report 2010-2011, The Joy of Learning, in Nov., 2011. Hong Kong: HKIEd.
National Association of Animation and Education of Portugal, & Lam, B. H. (2011). Promoting Creativity in Mainstream Schools [Public Interview]. Retrieved from the National Association of Animation and Education of Portugal website: http://anae.biz/rae/?p=2036.
林碧霞(2011):為評估而學習 教改本末倒置。香港,《香港經濟日報》。
Lam, B. H. (2010). Reviewer of a journal article, International Journal of Art and Design in Education.
Lam, B. H. (2010). Reviewer of a journal article, Educational Research for Policy and Practice.
Lam, B. H. (2009). Reviewer of journal article, Educational Research for Policy and Practice.
Lam, B. H. (2009). Reviewer of a journal article, the International Journal of Art & Design in Education.
Lam, B. H. (2009). "Active Learning in Higher Education". Invited guest speaker for a Teaching Development Seminar of the Nethersole School of Nursing of the Chinese University of Hong Kong.
林碧霞(2008):望子成龍, 家長反教改,香港,《香港經濟日報》。
林碧霞(2008):成功的迷思,香港,《信報》。
林碧霞(2008):評估干擾了教育和學習,香港,《信報》。
林碧霞(2007):「三三四」與考試壓力,香港,《信報》。

Project

Empowering university students’ autonomy during and after the COVID-19 pandemic through autonomy support giving in an Innovative Formative Feedback Schedule (IFFS)
During the COVID-19 pandemic period, teaching is shifted to purely online; learners’ autonomy is a salient factor to determine high quality learning. This project incorporates ‘autonomy support’ as the principle of designing an innovative formative feedback schedule (IFFS) for enhancing learners' self-autonomy in their study. The IFFS enables various types of feedback activities to be implemented via a virtual space throughout the course, on three groups of students. It supports students to beco . . .
Project Start Year: 2021, Principal Investigator(s): LAM, Bick Har 林碧霞
 
Implementing a design thinking curriculum in pedagogy courses to nurture creative teachers
This project applies the concept of design thinking in organising the curriculum of pedagogy courses and develop a set of creative and innovative materials with the purpose of helping students to master pedagogical knowledge effectively, in two connected phases. In the problem phase, students are guided to develop sensible judgement for lesson planning based on learners' need and issues within a real teaching context. In the production phase, students are involved in a full design thinking proce . . .
Project Start Year: 2021, Principal Investigator(s): LAM, Bick Har 林碧霞
 
The Predictor and Outcome of Social Support Giving – a Self-Determination Theory Perspective
This study examines the predictor and outcome of teachers’ provision of social support. It investigates whether ‘basic psychological need satisfaction at work’ is associated with ‘well-being’, and whether such a predicted relationship can be mediated by ‘social support giving’. Data will be gathered on local junior secondary school teachers based on a battery of questionnaires, from schools with varying backgrounds. The study extends the application of self-determination theory to study teachers . . .
Project Start Year: 2021, Principal Investigator(s): LAM, Bick Har 林碧霞
 
Establishing a Multi-layered Knowledge Transfer Mechanism to Accelerate Professional Learning
The project aims to reinvigorate a website by adding features that enable exchanges across teachers from different sectors. The website is underpinned by social learning theories, it is constructed to realise the purpose of knowledge transfer for building a community of practice. The site is led by the Department of Curriculum and Instruction (C&I), with contributions of students and colleagues from various academic departments, and school teachers. It has been a crucial resource for teaching of . . .
Project Start Year: 2020, Principal Investigator(s): LAM, Bick Har 林碧霞
 
Piloting a multi-layered interface exchange mechanism among professionals, master students and undergraduate students to enhance students' meta-cognitive awareness and reflective capacity
This project aims to enhance the learning effectiveness of two professional study courses by engaging university students in an interface exchange among different student groups and primary school teachers. The project tightens the link between theory and practice as the instructor apply metacognitive awareness and reflective capacity in designing the learning context of the targeted courses.
Project Start Year: 2020, Principal Investigator(s): LAM, Bick Har 林碧霞
 
Designing Dissonances, Fallacies and Contrasting Situations to Recraft Students' Pedagogical Reasoning in Professional Studies Courses
This project aims to enhance students’ pedagogical reasoning in the targeted courses. It aims to design dissonances, fallacies and contrasting situations in a variety of learning and teaching activities for the targeted courses to enable students to learn in an inquiry learning approach. The project is expected to enhance the overall learning effectiveness, and motivation of learning of students, share instructional materials across Faculties/Departments, and develop scholarship of teaching.
Project Start Year: 2019, Principal Investigator(s): LAM, Bick Har 林碧霞
 
Introducing Peer Learning and Circle Time to Improve Teaching Effectiveness in Courses with a Group Project Component
This project is to research on an innovative teaching approach by introducing peer learning and circle time in the delivery of three main courses with a project learning component, to enhance the effectiveness of learning and teaching on areas related to learner engagement and self-regulated learning strategies.
Project Start Year: 2018, Principal Investigator(s): LAM, Bick Har 林碧霞
 
TDG - Developing Metacognitive Teaching Skills through a Tripartite School Partnership Model
The objectives of the project are to develop a sustainable tripartite school partnership model for providing an authentic learning environment to MTeach student teachers; to develop a metacognitive teaching training guide to enrich the MTeach programme curriculum content; and to enhance the metacognitive teaching competencies of MTeach student teachers
Project Start Year: 2018, Principal Investigator(s): CHENG, Chi Keung Eric 鄭志強 (LAM, Bick Har 林碧霞 as Co-Investigator)
 
The Scholarship Profile and Epistemological Beliefs of Hong Kong Teacher Education Academics
This study investigates teacher educators’ engagement into academic activities; it identifies whether a link exists between academics’ epistemological beliefs and scholarship engagement patterns. It is intended that a scholarship profile that represents teacher educators will be constructed.
Project Start Year: 2018, Principal Investigator(s): LAM, Bick Har 林碧霞
 
Creating a Situated Learning Environment for Constructing Knowledge
This project is to research and experiment a ‘situated learning’ learning model through activities that promote learning by doing, in a community of practice; to enhance the effectiveness of learning and teaching of the courses on areas related to students’ generic skills development.
Project Start Year: 2017, Principal Investigator(s): LAM, Bick Har 林碧霞
 
Social Support, Well-being, and Socio-emotional Development of Students
The research review the literature of social support and its application to learning and teaching. It is expected to derive a framework of study social support in education.
Project Start Year: 2016, Principal Investigator(s): LAM, Bick Har 林碧霞
 
Good Teaching Practice – Incorporation of Development of Generic Skills into Course Teaching at Higher Education Context
The present project is related to Community of Practice (CoP). It aims to promote good teaching practice with the focus of incorporating the generic intended learning outcomes (GILOs) in course teaching and develop a peer sharing atmosphere on campus. It engages our colleagues in sharing and exchanging their teaching experience through an online platform.
Project Start Year: 2015, Principal Investigator(s): CHENG, May Hung May 鄭美紅 (LAM, Bick Har 林碧霞 as Team Member)
 
Identifying the Potential of Professional Development to Support Academics in Higher Education
This research seeks to identify the potential of professional development of academics in higher education institution in Hong Kong. It is expected to make implications to policy and management regarding teacher development and suggestions on staff development.
Project Start Year: 2015, Principal Investigator(s): LAM, Bick Har 林碧霞
 
Two Motivations Shape Academics’ Career Development Strategies
This research aimed at identifying the motivation of being an academics in a teacher education institution in Hong Kong, and the implications to career development strategies that leads to different paths of scholarship development.
Project Start Year: 2015, Principal Investigator(s): LAM, Bick Har 林碧霞
 
Breaking the Myth of Theory-Practice Gap in Teacher Education – A Study on the Procedural Knowledge of Teaching of Expert Teachers
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Project Start Year: 2014, Principal Investigator(s): LAM, Bick Har 林碧霞
 
Practicing blended learning on a collaborative platform: A pilot study in FEHD
This project brings to gether colleagues across the Faculty of Education and Human Development (FEHD) to pilot Blenede Learning (BL) as a an innovation across the Institute. Drawing on collaborative models and emerging pedagogies, the study introduces an inter-deppartmental platform coordinated by FEHD to support Faculty colleagues' practice of BL.
Project Start Year: 2014, Principal Investigator(s): LAM, Bick Har 林碧霞, BRYANT, Darren Anthony, ALVIAR THERESA PATRICIA B.
 
Promoting pre-service teachers agency beliefs, pedagogical awareness and lesson quality through prior classroom observation training for reflective practice
The present study is aimed to enhance sense of agency and pedagogical awareness and subsequent lesson quality during teaching practicum. A digital course on classroom observation training with e-learning activities that require reflective engagement of learners and professional dialogues with peers will be developed as an intervention tool to promote student teachers’ agency beliefs and pedagogical awareness. Comparing to student teachers who will not enroll in the course, those who will enroll . . .
Project Start Year: 2014, Principal Investigator(s): KO, Yue On James 高裕安 (LAM, Bick Har 林碧霞 as Co-Investigator)
 
The Blended & Online Learning & Teaching (BOLT) Project: Collaborative professional development for capacity building in blended and online learning and teaching in Hong Kong
Professional development for tertiary teaching in Hong Kong is conducted in many different ways. Each institute of higher education has its own approaches, provisions and requirements, and varied resources to address this issue. In most of Hong Kong’s universities resources for supporting professional development for teachers on blended and online learning are limited and ad hoc in approach, with funding for such work competing against many other priorities. To address the apparent gap in consis . . .
Project Start Year: 2014, Principal Investigator(s): LIM, Cher Ping 林质彬, HARBUTT, Darren (LAM, Bick Har 林碧霞 as Co-Investigator)
 
Promoting Good Practice in Teaching through AClass
This project aims to support the ongoing development of a professional development website known as Active Classroom (AClass, http://www.ied.edu.hk/aclass/) that serves to provide research-based, pilot-tested teaching materials and collaborative action research output. The website AClass was set up in 2006 and has been used by school principals, teachers, university professors, and the Institute for teacher professional development and training. The theme of this project is“Enhancing Teaching Ex . . .
Project Start Year: 2013, Principal Investigator(s): LAM, Bick Har 林碧霞
 
Studying Formative Feedback Strategies to Enhance Student Learning Outcomes
Formative feedback is generated by teachers as strategies to engage learners to constantly reflect on how they can approach, orient, and evaluate learning, which leads to successful learning outcomes. This project adopts a quasi-experiment to evaluate the effectiveness of formative feedback strategies on students’ academic and psychological outcomes. A sample of students will be invited to join the experimental group (with specific formative feedback strategies) or control group (without specifi . . .
Project Start Year: 2013, Principal Investigator(s): LAM, Bick Har 林碧霞
 
Exploring the Development of Classroom Management Strategies by Outstanding Teachers in Hong Kong and its Application in Teacher Education
This study aims to provide implications on enhancing the curriculum planning and pedagogical practice of the course titled “Promoting Positive Classroom Environments” by drawing on the insights from the practices of 3-4 outstanding teachers in Hong Kong. Through an in-depth qualitative study, the project will investigate the effective classroom management strategies these outstanding teachers use, the process of their strategy formation and the factors shaping the process. At the end of the stud . . .
Project Start Year: 2012, Principal Investigator(s): ZHANG, Yuefeng Ellen 章月鳳 (LAM, Bick Har 林碧霞 as Co-Investigator)
 
Developing a Framework of Procedural Knowledge Development for Classroom Teaching and Proposing its Application to Teacher Education
The project aims to study how exemplary teachers enact teaching in classroom, to inquire on how exemplary teachers conceptualize specific classroom situations and what are the situated cognition and action expert teachers enact in classroom. The construct of study is based upon a combination of terms in the literature which includes “knowledge-in-action” (Dewey, 1974), “practical knowledge-in-action (Van Manen, 2008), and “procedural knowledge” and “declarative knowledge” and 'situated cognition . . .
Project Start Year: 2011, Principal Investigator(s): LAM Bick Har 林碧霞
 
Knowledge Transfer through Active Classroom – Supporting Professional Development of the Local School Community through Classroom Study Outputs
The project aims to promote reform in classroom teaching in schools. The electronic platform entitled AClass is set up to enhance professional competencies of teachers so as to create an active classroom that benefits student learning. The project serves to: a. utilize the expertise of teachers and students of the Institute and make contribution to the continued professional development of the teacher community b. encourage action research or self study among teachers and the transfer of kno . . .
Project Start Year: 2011, Principal Investigator(s): LAM, Bick Har 林碧霞
 
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 minor . . .
Project Start Year: 2010, Principal Investigator(s): KENNEDY, Kerry John 甘國臻 (LAM, Bick Har 林碧霞 as Co-Investigator)
 
Student Perspectives on Outcomes: Insights for Course Development within OBL and 335 Frameworks
This study approaches the questions, to what degree can the intended outcomes in a course be identified by students? Further, are there differences between instructors’ and students’ perceptions of the appropriateness and utility of the course outcomes?
Project Start Year: 2010, Principal Investigator(s): DENEEN, Christopher Charles (LAM, Bick Har 林碧霞 as Co-Investigator)
 
A Study on the Hong Kong Senior Secondary Visual Art Curriculum - Is It a Better Curriculum and Why
The study investigates the new senior secondary visual art curriculum which is in practice for use in 2009-2010, by comparing this curriculum with the previous version, the study addresses a good curriculum of visual art for adolescent in the senior secondary school education.
Project Start Year: 2009, Principal Investigator(s): LAM Bick Har
 
Developing C&I Subject Outcomes through Whole Department Participation
This project serves to collaboratively develop a set of anticipated subject-level outcomes for the Department of Curriculum and Instruction
Project Start Year: 2009, Principal Investigator(s): LAM, Bick Har 林碧霞, TSUI, Kwok Tung 徐國棟
 
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 (LAM, Bick Har 林碧霞 as Co-Investigator)
 
School-Institution Partnership on Integrated Curriculum Development
The study experiments a format of module delivery for teacher education training - School-Institution partnership which involves secondary schools, school teachers, students of the PGDE Programme of HKIEd,and the tutor, in the module entitled "Curriculum Integration".
Project Start Year: 2008, Principal Investigator(s): LAM Bick Har
 
Special Projects of FPECE for Supporting in Completing the Writing of a Monograph entitled Teaching and Learning
This book is part of the FES’s initiative in producing a textbook for the module entitled "Teaching and Learning module", a core module in the BEd awards. The textbook is part of the HKU Press series ‘The Hong Kong Teacher Education Series’
Project Start Year: 2008, Principal Investigator(s): PHILLIPSON Norman Shane, LAM Bick Har
 
Teacher's Career Orientation in the 21st Century
The study investigates the career orientation of pre-service teachers to draw implications to future teacher training and professional development.
Project Start Year: 2008, Principal Investigator(s): LAM Bick Har
 
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
 
Capturing the Trend of Art Curriculum by the Case of Hong Kong
This project seeks to collect documentary data of the Hong Kong art curriculum development since 1960s to generate understanding of the curriculum change of visual art in primary schools. It further generates the situation of art curriculum development to the other subject in recent times to examine closely why the change and what are the changes. It addresses the tides of globalization which makes great influences to the art curriculum, in which Hong Kong seems to react quickly to the needs of . . .
Project Start Year: 2006, Principal Investigator(s): LAM Bick Har
 
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 en . . .
Project Start Year: 2006, Principal Investigator(s): LAM, Bick Har 林碧霞, TSUI, Kwok Tung 徐國棟
 
A Study on Students' Affective and Social Development and its Implications to Curriculum, Teaching and Learning Reform (May 2005 - Aug 2006)
This evaluation project aimed to gain a comprehensive understanding of the students in a case school, by studying the academic, affective and social aspects. It was a two-year longitudinal study by adopting qualitative and quantitative methodology in one case school (2005-2006). In particular, an instrument known as APASO was used which was recommended by the EMB, to provide a set of evaluative indicators to show the affective and social outcomes of student in the school environment. The study . . .
Project Start Year: 2005, Principal Investigator(s): LAM, Bick Har 林碧霞
 
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
 
Prizes and awards

Dean’s Research Award: Books
The award is established to recognize publications of outstanding quality, and the engagement and impact of staff research to the development of society.
Date of receipt: 10/10/2019, Conferred by: Faculty of Education and Development, The Education University of Hong Kong
 
Outstanding Contribution in Reviewing
The Journal, Teaching and Teacher Education (TATE) awarded a Certificate of Outstanding Contribution in Reviewing in February 2018 to recognise the outstanding contribution of Dr. LAM Bick Har as an individual reviewer for the journal.
Date of receipt: /2/2018, Conferred by: Teaching and Teacher Education - An International Journal of Research and Studies
 
Best Paper Award
The journal Learning: Research and Practice is awarding 2 best paper awards at Redesigning Pedagogy International Conference 2017. The paper, written by LAM, B. H. & Li Winkie, titled 'the facilitative and inhibitive conditions of social support - implications to teaching and learning', won the Best Paper Award. The paper takes findings from health psychology to help improve social support in education. The paper highlights how different contexts facilitate or inhibit the beneficial effects of social support, it proposes a framework of how students’ social capital can be improved to enhance their learning and wellbeing. The Redesigning Pedagogy International Conference is a biennial conference hosted by the National Institute of Education, Nanyang Technological University. The Conference shares international research and best practices across schools and cultures.
Date of receipt: 2/6/2017, Conferred by: Learning: Research and Practice
 
President's Award for Outstanding Performance in Teaching 2011/12
Dr Lam’s outstanding teaching performance is recognized in her classroom practice, teaching innovations, scholarship, and enhancement of student learning. “Dr Lam has been described as an “inspirational teacher” and a “veritable expert” in the subject she teaches, she demonstrates effective use of interactive pedagogy to engage learners in dialectical thinking. She is able to fluently and organically manage the integration of multiple means to design and present her lessons in interesting and creative ways that engage learners. Dr Lam devoted herself in continuous improvement through self study. She is a prolific researcher and writer in the field of curriculum and instruction. She has taken up leadership of a number of pedagogical-based and teacher studies in such areas as “mass lecture and tutorials” and ‘studying exemplary teachers’ knowledge” (Abridged citation of Dr Lam Bick Har, President's Award Presentation Ceremony, 7 May 2012).
Date of receipt: 7/5/2012, Conferred by: Hong Kong Institute of Education
 
Inaugural University Grants Committee Teaching Award 2011 (nominee of HKIEd/ finalist of the Award)
In the inaugural UGC Teaching Award 2011, six out of a total of 16 nominees from UGC-funded institutions were shortlisted to the final interview with the UGC Selection Panel, Dr Lam Bick-har was among the six shortlisted candidates. Dr Lam inspires her students and peers by her dedication and professionalism. As a teacher educator in “Curriculum and Instruction”, Dr Lam sees teaching as to create conditions in which students acquire their own knowledge, and hence the personal desire of knowledge. She is a reflective practitioner for teacher education with a strong belief in authentic learning and she emphasizes learning in the workplace. She has undergone constant reflection upon her teaching, engaged in meaningful teaching innovations, attempted to put theory into practice and inform theory through her practice, and collaborated with schools in preparing teachers together with school-based curriculum development(excerpt from nomination document, June, 2011).
Date of receipt: /9/2011, Conferred by: The Hong Kong University Grants Committee
 
Excellence in Teaching Award, 2009/2010
Atthe First Assembly on 8 Sep 2010, the Dean of the Faculty of Education Studies commented "Dr Lam has inspired students and peer colleagues by her dedication and professionalism as a teacher educator. She has undergone constant reflection upon her teaching, engaged in meaningful teaching innovations, attempted to put theory into practice and inform theory through her practice, and collaborated with schools in preparing teachers together with school-based curriculum development. She has not only stimulated students’ thinking about their teaching, but also demonstrated genuine concern for students in their professional and personal development."
Date of receipt: 8/9/2010, Conferred by: The Hong Kong Institute of Education