Prof CHIU, Ming Ming    教授
Chair Professor
Department of Special Education and Counselling
Director
Analytics\Assessment Research Centre
Contact
ORCiD
0000-0002-5721-1971
Phone
(852) 2948 8602
Fax
(852) 2948 7794 / (852) 2948 8744
Email
mingchiu@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
7101865518
Research Interests

Learning analytics, Group processes, Inequality, Corruption, and Online sexual predators.

Personal Profile

Ming Ming CHIU is Chair Professor of Analytics and Diversity in the Special Education and Counseling Department and Director of the Analytics\Assessment Research Centre at EdUHK. A graduate of Columbia (BS, computer science), Harvard (EdM, interactive technology) and UC-Berkeley (PhD, education), he advises Qatar’s Ministry of Education and China’s Ministry of Education’s National Evaluation of Primary and Secondary Schools. He invented (a) statistical discourse analysis to model online and face-to-face conversations (one of the best 50 learning science ideas –International Society of the Learning Sciences), (b) multilevel diffusion analysis to detect corruption in the music industry and how ideas/behaviors spread through populations, (c) artificial intelligence Statistician, and (d) online detection of sexual predators. His 77 grants (HK$129 million) yielded 280 publications (189 journal articles; 8,000+ citations), 14 keynote speeches, 5 television and 17 radio broadcasts, and 188 news articles in 21 countries. He creates and applies automatic statistical analyses to Big Data.

Research Interests

Learning analytics, Group processes, Inequality, Corruption, and Online sexual predators.

Research Outputs

Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
Ng, C. S. M., Chiu, M. M., Zhou, Q.. Heyman, G. (2020). The impact of differential parenting: study protocol on a longitudinal study investigating child and parent factors on children’s psychosocial health in Hong Kong. N. Wiium, L. A. Ferrer-Wreder, J. E., Lansford, & L. A. Jensen, Positive youth development, mental health, and psychological well-being in diverse youth (16-26). NA: Frontiers.
Chiu, M. M., & Reimann, P. (2020). Statistical and temporal analysis. In U. Cress’s (Ed.), International Handbook of Computer-Supported Collaborative Learning (.-.). New York: Routledge.
Gerpott. F. H., Chiu, M. M., & Lehmann-Willenbrock, N. (2020). Multilevel antecedents of negativity in team meetings: The role of job attitudes and gender. In A. L. Meinecke, Allen, J. A., & Lehmann-Willenbrock, N. (Ed.), Managing Organizational Meetings (143-161). Bingley, UK: Emerald.
Chiu, M. M. (2018). How are sequences of talk related to outcomes? Statistical discourse analysis of classroom conversations. ., Philippine and Global Perspectives on Educational Assessment (111-128). Manila: Philippine Educational Measurement and Evaluation Association.
Chiu, M. M. (2018). Learning strategies. In R. J. R. Levesque’s (Ed.), Encyclopedia of Adolescence (2nd ed.) (22-41). New York: Springer.
Chiu, M.M. (2018). Contextual Influences on Girls’ and Boys’ Motivation and Reading Achievement: Family, Schoolmates, and Country. In P. Orellana, & P.B. Lind (Eds.), Reading Achievement and Motivation in Boys and Girls (49-63). New York, USA: Springer International Publishing.
Chen, G., & Chiu, M. M. (2018). Discussion processes in online forums. In M. Khosrow-Pour’s (Ed.), Encyclopedia of Information Science and Technology. 4th ed (7969-7979). Hershey, PA: IGI Global.
Chiu, M. M., & Chen, G. (2018). Chinese teaching and learning of mathematics. C. P. Chou & J. Spangler’s (Eds), Chinese education models in a global age (315-328). Singapore: Springer.
Chiu, M. M. (2017). Self-concept, self-efficacy and mathematics achievement: Students in 65 regions including the US and Asia. In J. Son, J. J. Lo, & T. Watanabe’s (Eds.), What Matters? Research trends in international comparative studies in mathematics education in six countries (267-288). New York: Springer.
Chiu, M.M. (2017). Statistical Discourse Analysis. In K. Peppler (Ed.), The SAGE Encyclopedia of Out-of-School Learning (745-747). United States: SAGE.
Chiu, M. M., Chow, B. W.-Y., & Joh, S. W. (2017). How to assign students into sections to raise learning. HATALA, M., Proceedings of the Seventh International Learning Analytics & Knowledge Conference (95-104). USA: ACM.
Chiu, M. M. (2017). Family and school inequality reduce education resources and overall student learning.. In J. A. Jaworski’s (Ed.), Advances in Sociology Research (61-98). Hauppauge, NY: Nova Science.
Chiu, M. M. (2017). Statistical discourse analysis: An alternative to sequential analysis for modeling actions by individuals within groups. In A. R. Baswell’s (Ed.), Advances in Mathematics Research. Volume 24 (1-31). Hauppauge, NY: Nova Science.

Journal Publications
Publication in refereed journal
Hu, X. A., Chiu, M. M., Yelland, N., & Liang, Y. (2023). Scaffolding young children's computational thinking with teacher talk in a technology-mediated classroom. Early Childhood Research Quarterly, 65, 81-91. https://doi.org/10.1016/j.ecresq.2023.05.011
Chiu, M. M., Morakhovski, A., Ebert, D., Reinert, A., & Snyder, L. (2023). Detecting COVID-19 Fake News on Twitter: Followers, Emotions, Relationships, and Uncertainty. American Behavioral Scientist https://doi.org/10.1177/00027642231174329
Gu, M. Y. M., Chiu, M. M., & Li, Z. J. (2023). Adult ethnic minorities’ mainstream language proficiency: cultural knowledge, cultural identification, and language use attitudes. Language, Culture and Curriculum, Online first, 0. https://doi.org/10.1080/07908318.2023.2210287
Wang, H., Chiu, M.M. & Hall, N.C. (2023). Teacher anger as a double-edged sword: Contrasting trait and emotional labor effects. Motivation and Emotion https://doi.org/10.1007/s11031-023-10027-0
Yung, K. W. H. & Chiu, M. M. (2023). Secondary school students’ enjoyment of English private tutoring: An L2 motivational self perspective. Language Teaching Research, 27(4), 907-929.
Zhang, J., Chiu, M. M., & Lei, H. (2023). Achievement, self-concept and anxiety in mathematics and English: A three-wave cross-lagged panel study. British Journal of Educational Psychology, 93(1), 56-72. https://doi.org/10.1111/bjep.12539
Christ, T., Arya, P., & Chiu, M. M. (2023). Digital text and tool selection and integration: What professors teach. Journal of Education and Learning, 12(3), 1-16. https://doi.org/10.5539/jel.v12n3p1
Lam, J. H. Y., Chiu, M. M., Lee, S. M. K., & Tong, S. X. (2023). Psychosocial factors, but not professional practice skills, linked to self-perceived effectiveness of telepractice in school-based speech and language therapists during COVID-19 pandemic. International Journal of Language & Communication Disorders, 58(1), 111-123. https://doi.org/10.1111/1460-6984.12773
Tong, X., Chiu, M. M., & Tong, S. X (2023). Synergetic effects of phonological awareness, vocabulary, and word reading on bilingual children’s reading comprehension: A three-year study. Contemporary Educational Psychology, 73 https://doi.org/10.1016/j.cedpsych.2023.102153
Wang, Z., & Chiu, M. M. (2023). Multi-discourse Modes in Student Writing: Effects of Combining Narrative and Argument Discourse Modes on Argumentative Essay Scores. Applied Linguistics https://doi.org/10.1093/applin/amac073
Bakhoda, I., Christ, T., Chiu, M. M., Cho, H., & Liu, Y. (2022). Teacher and emergent bilingual student read-aloud mediations. Journal of Literacy Research, 54(4), 509-541. https://doi.org/10.1177/1086296X22114085
Choi, W., & Chiu, M. M. (2022). Why Aren’t All Cantonese Tones Equally Confusing to English Listeners?. Language and Speech https://doi.org/10.1177/00238309221139789
Zhou, S., Chiu, M. M., Dong, Z. & Zhou, W. (2022). Foreign language anxiety and foreign language self-efficacy: a meta-analysis. Current Psychology https://doi.org/10.1007/s12144-022-04110-x
Christ, T., Bakhoda, I., Chiu, M. M., Wang, X. C., Schindel, A, & Liu, Y. (2022). Mediating Learning in the Zones of Development: Role of Teacher and Kindergartner Talk-Turns During Read-Aloud Discussions. Journal of Research in Childhood Education https://doi.org/10.1080/02568543.2022.2146816
Donohue, M. D., Parzych, J. L., Chiu, M. M., Goldberg, K., & Nguyen, K. (2022). The impacts of school counselor ratios on student outcomes: A multi-state study. Professional School Counseling, 26(1), 1-13. https://doi.org/10.1177/2156759X221137283
Lu, M., & Chiu, M. M. (2022). Do Teamwork Guidelines Improve Peer Assessment Accuracy or Attitudes During Collaborative Learning?. IEEE Transactions on Education, 65(4), 485-492. https://doi.org/10.1109/TE.2021.3130242
Ma, Q., Chiu, M. M., Lin, S., & Mendoza, N. (2022). Teacher’s perceived corpus literacy and their intention to integrate corpora into classroom teaching: A survey study. ReCALL, 35(1), 19-39. https://doi.org/10.1017/S0958344022000180
Arya, P., Christ, T., & Chiu, M. M. (2022). Preparing Literacy Teachers for Integrating Technology. Journal of Literacy and Technology, 23(2) http://www.literacyandtechnology.org/uploads/1/3/6/8/136889/jlt_v23_2_arya_christ-chiu.pdf
Jin, K.-Y., Hsu, C.-L., Chiu, M. M., & Chen, P.-H. (2022). Modeling rapid guessing behaviors in computer-based testlet items. Applied Psychological Measurement, 47(1), 19-33. https://doi.org/10.1177/01466216221125177
Wong, K. L., & Chiu, M. M. (2022). Perceived school and media influences on civic / citizenship education: Views of secondary school principals and teachers in Hong Kong. Citizenship Teaching & Learning, 3, 415-436. https://doi.org/10.1386/ctl_00101_1
Yan, Z., & Chiu, M. M. (2022). The relationship between formative assessment and reading achievement: A multilevel analysis of students in 19 countries/regions. British Educational Research Journal, 49(1), 186-208. https://doi.org/10.1002/berj.3837
Lei, H., Wang, C., Chiu, M. M., & Chen, S. (2022). Do educational games affect students' achievement emotions? Evidence from a meta-analysis. Journal of Computer Assisted Learning, 38(4), 946-959. https://doi.org/10.1111/jcal.12664
Shih, J., Chiu, M. M., & Lin, C. H. (2022). Personalities, sequences of strategies and actions, and game attacks: A statistical discourse analysis of strategic board game play. Computers in Human Behavior, 133, .-.. https://doi.org/10.1016/j.chb.2022.107271
Huang, X., Schumacker, R. E., Chen, B. B., & Chiu, M. M. (2022). Latent Class Analysis to Identify Parental Involvement Styles in Chinese Children's Learning at Home. Behav Sci (Basel) https://doi.org/10.3390/bs12070237
Morita-Mullaney, T., Renn, J., & Chiu, M. M. (2022). Spanish language proficiency in dual language and English as a second language models: the impact of model, time, teacher, and student on Spanish language development. International Journal of Bilingual Education and Bilingualism, 25(10), 3888-3906. https://doi.org/10.1080/13670050.2022.2089012
Buenconsejo, J. U., Datu, J. A. D., Chiu, M. M., & Chan, C. H. R. (2022). Psychometric validity and measurement invariance of positive youth development in the Philippines during the COVID-19 pandemic. Applied Developmental Science, ., .-.. https://doi.org/10.1080/10888691.2022.2078719
Saxena, A., & Chiu, M. M. (2022). Developing Preschool Teachers’ Computational Thinking Knowledge, Attitudes, Beliefs, and Teaching Self-Efficacies: A Curriculum-Based Professional Development Program. Frontiers in Education, 7, .-.. https://doi.org/10.3389/feduc.2022.889116
Chiu, M. M., Park, C. H., Lee, H., Oh, Y.W., & Kim, J. N. (2022). Election fraud and mis-information on Twitter: Author, cluster, and message antecedents. Media and Communication, 10(2), 66-80. https://doi.org/10.17645/mac.v10i2.5168
Yan, Z., Chiu, M. M., & Cheng, E. C. K. (2022). Predicting teachers’ formative assessment practices: Teacher personal and contextual factors. Teaching and Teacher Education, 114 https://doi.org/10.1016/j.tate.2022.103718
King, R. B., Chiu, M. M., & Du, H. (2022). Greater income inequality, lower school belonging: Multilevel and cross-temporal analyses of 65 countries.. Journal of Educational Psychology, 114(5), 1101-1120. https://doi.org/10.1037/edu0000736
Lei, H., Chiu, M. M., Wang, D., Wang, C., Xie, T. (2022). Effects of Game-Based Learning on Students’ Achievement in Science: A Meta-Analysis. Journal of Educational Computing Research, ., .-.. https://doi.org/10.1177/07356331211064543
Ho, J., & Chiu, M. M. (2022). Media portrayals of Hong Kong Occupy Central movement's social actors: Multilevel and critical discourse analysis. Journal of Language and Politics, 21(1), 81-116. https://doi.org/10.1075/jlp.20030.ho
Jiang, D., Chiu, M. M., & Liu, S. (2022). Daily Positive Support and Perceived Stress During COVID-19 Outbreak: The Role of Daily Gratitude Within Couples. Journal of Happiness Studies, 23, 65-79. https://doi.org/10.1007/s10902-021-00387-0
Mao, W., Cui, Y., Chiu, M. M., & Lei, H. (2022). Effects of game-based learning on students’ critical thinking: A meta-analysis. Journal of Educational Computing Research, 59(8), 1682-1708.
Arya, P., Christ, T., & Chiu, M. M. (2021). Video-Based Discussions About Literacy Pedagogy: Face-to-Face Versus Online Formats. Reading Horizons, 60(3), .-.. https://scholarworks.wmich.edu/reading_horizons/vol60/iss3/4
Chiu, M. M., Oh, Y. W., Kim, J. N., & Cionea, I. A. (2021). Serving the greater social good for personal gain: Effects of polite disagreements in online debates. Communication Research, 49(3), 451-473. https://doi.org/10.1177/00936502211053456
Christ, T., Arya, P., & Chiu, M. M. (2021). Professor and institution characteristics: Relations to technology use and teacher preparation in literacy methods courses. Journal of Digital Learning in Teacher Education, 38(1), 33-53. https://doi.org/10.1080/21532974.2021.1998811
Qiu, X. -L., Chiu, M. M., Wang, W. -C., & Chen, P. -H. (2021). A new item response theory model for rater centrality using a hierarchical rater model approach. Behavior Research Methods, ., .-.. https://doi.org/10.3758/s13428-021-01699-y
Lei, H., Xiong, Y., Chiu, M. M., Zhang, J., & Cai, Z. (2021). The relationship between ICT literacy and academic achievement among students: A meta-analysis. Children and Youth Services Review, 127, .-.. https://doi.org/10.1016/j.childyouth.2021.106123
Zhu, J., & Chiu, M. M. (2021). Gender- and age-bias in CES-D when measuring depression in China: A Rasch analysis. Current Psychology, ., .-.. https://doi.org/10.1007/s12144-021-01991-2
Gu, M. Y. M., Chiu, M. M., & Li, Z. J. (2021). Acculturation, perceived discrimination, academic identity, gender and Chinese language learning among Ethnic Minority Adolescents: A structural equation modeling analysis. International Journal of Bilingual Education and Bilingualism, Online first, 1-15.
Hu, X., Chiu, M. M., Leung, W. M. V, Yelland, N (2021). Technology integration for young children during COVID-19: Towards future online teaching. British Journal of Educational Technology. British Journal of Educational Technology, 00, 1-25.
Christ, T., Baxa, J., Chiu, M. M., & Arya, P. (2021). Patterns of digital text and tool integration in preservice teachers’ literacy instruction. Journal of Literacy and Technology, 21(1), 159-203.
Chiu, M. M., & Oh, Y W. (2021). How fake news differ from personal lies. American Behavioral Scientist, 65(2), 243-258. https://doi.org/10.1177/0002764220910243
Choi, T.-H. and Chiu, M.M. (2021). Toward Equitable Education in the Context of a Pandemic: Supporting linguistic minority students during remote learning. International Journal of Comparative Education and Development, 23 (1), 14-22.
Ahn, I., Chiu, M. M., & Patrick, H. (2021). Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction. Contemporary Educational Psychology, 64, 1-14.
Lei, H., Chiu, M. M., Li, F., Wang, X., & Ya, J. (2020). Computational thinking and academic achievement: A meta-analysis among students. Children and Youth Services Review, 118, 1-8.
Yan, Z., Chiu, M. M., & Ko, P. Y. (2020). Effects of self-assessment diaries on academic achievement, self-regulation, and motivation. Assessment in Education: Principles, Policy & Practice, 27(5), 562-583.
Hsu, C.-L., Jin, K.-Y., & Chiu, M. M. (2020). Cognitive Diagnostic Models for Random Guessing Behaviors. Frontiers in Psychology: Quantitative Psychology and Measurement, 11, .-..
Morita-Mullaney, P. M., Renn, J. E., & Chiu, M. M. (2020). Obscuring Equity in Dual Language Bilingual Education: A Longitudinal Study of Emergent Bilingual Achievement, Course Placements, and Grades. TESOL Quarterly, 54(3), 685-718.
Chen, C-W., Wang, W-C., Chiu, M. M., & Ro, S. (2020). Item selection and exposure control for CAT with multidimensional ranking items. Journal of Educational Measurement, 57(2), 343-369.
Lei, H., Chiu, M. M., Quan, J., & Zhou, W. (2020). Effect of self-control on aggression among students in China: A meta-analysis. Children and Youth Services Review, 116, .-..
Ng, C. S. M., Chiu, M. M., Heyman, G., & Zhou, Q. (2020). The impact of differential parenting: A study protocol on a longitudinal study investigating child and parent factors on children's psychosocial health in Hong Kong. Frontiers in Psychology, 11:1656, 1-11.
Wang, H., Hall, N., Chiu, M. M., Goetz, T., & Gogol, K. (2020). Exploring the structure of teachers’ emotional labor in the classroom: A multitrait-multimethod analysis. Educational Measurement: Issues and Practice, 39(3), 122-134.
Morita-Mullaney, P. M., Renn, J. E. & Chiu, M. M. (2020). Contesting math as the universal language: A longitudinal study of dual language bilingual education language allocation. International Multilingual Research Journal, 15(1), 43-60.
Chiu, M. M., & Jeong, A. (2020). Gender, social distance, and justifications: Statistical discourse analysis of evidence and explanations in online debates. Educational Technology Research and Development, 68, 1199-1224.
Lei, H., & Chiu, M. M. (2020). Academic emotions of Chinese students during education reform: A cross-temporal meta-analysis. School Psychology International, 41(4), 368-387.
Zhu, J. & Chiu, M. M. (2020). Immigrant students in Denmark: Why are they disadvantaged in civic learning?. Educational Psychology: An International Journal of Experimental Educational Psychology, 40(2), 207-226.
Chiu, M. M., & Oh, Y W. (2020). How fake news differ from personal lies. American Behavioral Scientist, 65(2), 243-258.
Yung, K. W. H. & Chiu, M. M. (2020). Factors affecting secondary students’ enjoyment of English private tutoring: Student, family, teacher, and tutoring. The Asia-Pacific Education Researcher, 29, 509-518.
Chan, Anita K.W., Chiu Ming Ming, Yang Shuyan, and Ngan Lucille L. S. (2020). Mobility, belongingness and schooling experiences of Chinese cross-border students. Children and Youth Services Review, https://doi.org/10.1016/j.childyouth.2020.104870, 111, 1-10.
Chiu, M.M., Woo, C.K., Shiu, A., Liu, Y., & Luo, X. (2020). Reducing costly free-rider effects via OASIS. International Journal of Comparative Education and Development, 22 (1), 30-48.
Jeong, A., & Chiu, M. M. (2020). Production blocking and brainstorming arguments in online group debates and asynchronous threaded discussions. Educational Technology Research and Development, 68, 3097-3114.
Lei, H., Chiu, M. M., Cui, Y., Li, S., & Lu, M. (2019). Changes in aggression among mainland Chinese elementary, junior high, and senior high school students across years: A cross-temporal meta-analysis. Aggression and Violent Behavior, 48, 190-196.
Slaten, C. D., Rose, C. A., Elison, Z. M., & Chiu, M. M. (2019). Understanding the connection between youths’ belonging, resilience, and self-regulatory learning. Educational & Child Psychology, 36(2), 91-105.
Wang, X. C., Christ, T., Chiu, M. M., & Strekalova-Hughes, E. (2019). Exploring the Relationship Between Kindergarteners’ Buddy Reading and Individual Comprehension of Interactive App Books. AERA Open, Special Issue: Screens, Apps, and Digital Books for Young Children: The Promise of Multimedia, 5(3), 1-17.
Yu, W. M. & Chiu, M. M. (2019). Influences on the Reflection Quality of Journal Writing: An Exploratory Study. Reflective Practice, 20 (5), 584-603.
Zhu, J. & Chiu, M. M. (2019). Early home numeracy activities and later mathematics achievement: Early numeracy, interest, and self-efficacy as mediators.. Educational Studies in Mathematics, 102(2), 173-191.
Christ, T., Wang, X. C., Chiu, M. M. & Strekalova-Hughes, E. (2019). How App Books’ Affordances Are Related to Young Children’s Reading Behaviors and Outcomes. AERA OPEN, Special Issue: Screens, Apps, and Digital Books for Young Children: The Promise of Multimedia, 5(2), .-..
Lei, H., Chiu, M. M., & Li, S. (2019). Subjective well-being and internet overuse: A meta-analysis of mainland Chinese students. Current Psychology, 39, 843-853.
Xin, Y. P., Chiu, M. M., Tzur, R, Ma, X., Park, J. Y. & Yang, X. (2019). Linking teacher-learner discourse with mathematical reasoning of students with learning disabilities: An exploratory study. Learning Disability Quarterly, 43(1), 43-56.
Christ, T., Wang, X. C., Chiu, M. M., & Cho, H. (2019). Kindergartener's meaning making with multimodal app books: The relations amongst reader characteristics, app book characteristics, and comprehension outcomes. Early Childhood Research Quarterly, 47, 357-372.
Boyd, M. P., Chiu, M. M., & Kong, Y. (2019). Signaling a language of possibility space: Management of a dialogic discourse modality through speculation and reasoning word usage. Linguistics and Education, 50, 25-35.
Kuang, X., Mok, M. M. C., Chiu, M. M., & Zhu, J. (2019). Sense of school belonging: psychometric properties and differences across gender, grade and East Asian societies. PsyCH Journal, 8(4), 449-464.
Ahn, I., Patrick, H., Chiu, M. M., & Levesque-Bristol, C. (2019). Measuring teacher practices that support student motivation: Examining the factor structure of the teacher as social context questionnaire using multilevel factor analyses. Journal of Psychoeducational Assessment, 37(6), 743-756.
Chan, K. Y., Chiu, M. M., Dailey, B. A., & Jalil, D. M. (2019). Effect of foreign accent on immediate serial recall. Experimental Psychology, 66(1), 40-57.
Kong, S. C., Chiu, M. M., & Lai, M. (2018). A study of primary school students' interest, collaboration attitude, and programming empowerment in computational thinking education. Computers & Education, 127, 178-189.
Lehmann-Willenbrock, N., & Chiu, M. M. (2018). Igniting and resolving content disagreements during team interactions: A statistical discourse analysis of team dynamics at work. Journal of Organizational Behavior, 39(9), 1142-1162.
Woo, C.K., Shiu, A., Chiu, M.M., & Liu, Y. (2018). Empirics of an online assessment system for individual scores (OASIS). Asian Journal of Education Research, 6(2), 16-42.
Hao, L., Li, S., Chiu, M. M., & Lu, M. H. (2018). Social support and Internet addiction among mainland Chinese teenagers and young adults: A meta-analysis. Computers in Human Behavior, 85, 200-209.
Lei, H., Chiu, M. M., Cui, Y., Zhou, W., & Li, S. (2018). Parenting style and aggression: A meta-analysis of mainland Chinese children and youth. Children and Youth Services Review, 94, 446-455.
Chiu, M. M, Seigfried-Spelling, K. C., & Ringenberg, T. R. (2018). Exploring detection of contact vs. fantasy online sexual offenders in chats with minors: Statistical discourse analysis of self-disclosure and emotion words. Child Abuse & Neglect, 81, 128-138.
Molenaar, I., & Chiu, M. M. (2018). Effects of sequences of cognitive actions on group performance over time. Small Group Research, 48 (2), 131-164.
Christ, T., Chiu, M. M., Rider, S., Kitson, D., Hanser, K., McConnell, Dipzinski, R., & Mayernik, H. (2018). Cultural relevance and informal reading inventory performance: African-American primary and middle school students. Literacy Research and Instruction, 57 (2), 117-134.
Chiu, M. M. (2018). Qatar family, school, and child effects on reading. International Journal of Comparative Education and Development, 20(2), 113-127.
Chiu, M. M. (2018). Statistically modelling effects of dynamic processes on outcomes: An example of discourse sequences and group solutions. Journal of Learning Analytics, 5(1), 75-91.
Chiu, M. M., & Roberts, C. A. (2018). Improved analyses of single cases: Dynamic multilevel analysis. Developmental Neurorehabilitation, 21 (4), 253-265.
Christ, T., & Chiu, M. M. (2018). Hearing words, learning words: How different presentations of a novel vocabulary word affect children’s incidental learning. Journal of Research in Reading, 29(6), 831-851.
Hao, L., Cui, Y., & Chiu, M. M. (2018). The relationship between teacher support and students’ academic emotions: A meta-analysis. Frontiers in psychology: Educational Psychology, 8, 2288.
Leko, M., Chiu, M. M., & Roberts, C. A. (2018). Individual and contextual factors related to secondary special education teachers' reading instructional practices. Journal of Special Education, 51(4), 236-250.
Allen, J. A., Fisher, C., Chetouani, M., Chiu, M. M., Gunes, H., Mehu, M., & Hung, H. (2017). Comparing social science and computer science workflow processes for studying group interactions. Small Group Research, 48 (5), 568-590.
Christ, T., Arya, P., & Chiu, M. M. (2017). Video use in teacher education: An international survey of practices. Teaching and Teacher Education, 63, 22-35.
Lehmann-Willenbrock, N., Chiu, M. M., Lei, Z., & Kauffeld, S. (2017). Understanding positivity within dynamic team interactions: A statistical discourse analysis. Group & Organization Management, 42 (1), 39-78.
Chase, A. M., Clancy, H.A., Lachance, R. P., Mathison, B., Chiu, M. M., & Weaver, G. C. (2017). Improving critical thinking via authenticity: Research experience in a US Military Academy, CASPiE, chemistry course. Chemistry Education Research and Practice, 18, 55-63.
Chiu, M. M. (2017). Self-beliefs, metacognition and mathematics achievement: A comparison of US and East-Asian students. International Journal of Psychology Research, 11 (1), 57-83.
Chiu, M. M., Chow, B. W.-Y., & Joh, S. W. (2017). Streaming, tracking and reading achievement: A multilevel analysis of students in 40 countries. Journal of Educational Psychology, 109(7), 915-934.
Christ, T., Wang, X. C., & Chiu, M. M. (2017). Exploring factors related to young children’s word-meaning derivations during read-alouds. Reading Psychology, 38 (1), 1-38.
Reynolds, R., & Chiu, M. M. (2016). Reducing digital divide effects through student engagement in coordinated game design, online resource uses, and social computing activities in school. Journal of the American Society for Information Science and Technology, 67 (8), 1822-1835.
Chiu, M. M., Joh, S. W., & Khoo, L. (2016). The effect of school closure threats on student performance: Evidence from a natural experiment. The B.E. Journal of Economic Analysis & Policy, 16(4), 1-39.
Chiu, M. M., Chow, B. W., Mcbride, C., & Mol, S. T. (2015). Students’ sense of belonging at school in 41 countries: Cross-cultural variability. Journal of Cross-Cultural Psychology, 47 (2), 175-196.
Chiu. M.M. (2015). Family inequality, school inequalities and mathematics achievement in 65 countries: Microeconomic mechanisms of rent seeking and diminishing marginal returns.. Teachers College Record, 117(1), 1-32.
Arya, P., Christ, T., & Chiu, M. M. (2013). Facilitation and teacher behaviors: An analysis of literacy teachers’ video-case discussions. Journal of Teacher Education, 65 (2), 111-127.

Conference Papers
Invited conference paper
Chiu, M. M. (2020, November). Applying Artificial Intelligence & Statistics to Big Data: Automatic Analysis of Conversations.. Frontiers in Medical and Health Sciences Education 2020 virtual conference, Hong Kong.
Chiu, M. M. (2020, October). Modeling online discussions.. Videoconference, Manila.
Chiu, M. M. (2020, October). Using Small and Big Data to Improve our Teaching: Tests, Essays, Discussions and Class Activities. Videoconference, Manila.
Morita-Mullaney, P. M., Renn, J. E. & Chiu, M. M. (2020, October). A Structural Matrix for Improving Secondary Outcomes in Dual Language Bilingual Education. Directors' Meeting of the Office of English Language Acquisition, US government., Washington, DC.
Yang, L., Lee, J.C.K., Yan, Z., Chiu, M. M., Mok, M. C. & Yang, M. (2019, October). Empowering future assessment for learning by changing monologue to dialogue by assessing students’ feedback beliefs toward teacher feedback. Invited paper presented at The 21st Symposium on Curriculum Theories in Mainland China, Taiwan and Hong Kong, 18-21 October, 2019, ShenZhen University, Shenzhen, China.
Chiu, M. M. (2019, May). Toward automatic analyses of classroom conversations. Global Chinese Conference on Computers in Education, Wuhan, People’s Republic of China.
Chiu, M. M. (2019, March). Analyzing sequences of reading actions with artificial intelligence and statistics. Evidence-Based Education and Learning Analytics Conference, Kyoto, Japan.
CHIU, M. M. (2018, November). Toward automatic analyses of classroom conversations: Integrating artificial intelligence, statistics, and big data to cultivate talent. International Conference of AI in Education, Wanzhou, Chongqing, People’s Republic of China.
CHIU, M. M. (2018, November). Toward automatic analyses of classroom conversations: Integrating artificial intelligence, statistics, and big data to cultivate talent. International Conference on Science of Intelligence and Learning Revolution, Hangzhou, People’s Republic of China.
CHIU, M. M. (2018, October). Toward automatic analysis of conversations. the 13th Cross-Strait Conference on Educational and Psychological Testing, Taichung, Taiwan.
CHIU, M. M. (2018, August). Write superior grant proposals. 2018 International Higher Education Research Forum, Manila, Philippines.
Refereed conference paper
Wong, K, L., & Chiu, M.M. (2021, March). School and Media Influences on Civic / Citizen Education: Views of Secondary School Principals and Teachers in Hong Kong’. CESHK, Hong Kong.
Zhu, J., & Chiu, M. M. (2020, August). Parental school involvement and mathematics achievement: A study of 69 countries. The Annual Meeting of the World Education Research Association, Tokyo.
Leung, A. N. M., & Chiu, M. M. (2020, July). Becoming Captain Marvel: From cyberbullying victim to cyber-defender. The 32nd International Congress of Psychology, Prague, Czech Republic.
Wong, K. L., & Chiu, M. M. (2020, May). Building youth identity and respect for government: Influences of protests, parents and school activities. the 22nd Annual CiCea / 16th Annual CitizED Annual / 3rd joint CiCea/CitizED Conference on Young People's Citizenship and Education: Building Collaborations in Communities, York, UK.
Jeong, A., & Chiu, M. M. (2020, April). Production blocking in brainstorming arguments in online group debates and asynchronous threaded discussions. The Annual Meeting of the American Educational Research Association, San Francisco.
Morita-Mullaney, P., Renn, J., & Chiu, M. M. (2020, April). Remedy or remediation: A longitudinal study of emergent bilingual’s achievement and course placements. The Annual Meeting of the American Educational Research Association, San Francisco.
Hsu, C.-L., & Chiu, M.M. (2019, June). Multidimensional Computerized Adaptive Testing for Non-Compensatory Test Structure. Paper presented at The 3rd International Conference on Econometrics and Statistics, Taichung, Taiwan.
Arya, P., Christ, T. M., & Chiu, M. M. (2019, April). Preservice Teachers’ Literacy Learning Outcomes across Asynchronous Online and Synchronous Face-to-Face Collaborative Peer Video Analysis Formats. Annual Meeting of the American Educational Research Association, Toronto.
Chiu, M. M. (2019, April). Computerized adaptive testing algorithms (marginal, joint, iterative) for student evaluation of teaching. Annual Meeting of the National Council on Measurement in Education, Toronto.
Chiu, M. M., & Jeong, A. (2019, April). Gender, Social Distance, and Justifications: Statistical Discourse Analysis of Evidence and Explanations in Online Debates. Annual Meeting of the American Educational Research Association, Toronto.
Morita-Mullaney, P., Renn, J., Chiu, M. M., & Wright, W. E. (2019, April). A Longitudinal Study of Indiana Dual Language Bilingual Education: Aspirations for Equity. Annual Meeting of the American Educational Research Association, Toronto.
Wang, X. C., Christ, T., & Chiu, M. M. (2018, October). Exploring the relationship between kindergarteners' buddy reading and individual comprehension of multimodal digital texts. Proceedings of the 15th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2018), Hungary.
Chiu, M. M., Chow, B. W.-Y., & Joh, S. W. (2017, March). How to assign students into sections to raise learning. Paper presented at the 7th International Learning Analytics and Knowledge (LAK) Conference (LAK 17), USA.
Li, L., Chiu, M. M., Kennedy, K. J., & Mok, M. C. M. (2017, March). Civic learning in Hong Kong: Starting from schools. Paper presented at The Asia Leadership Roundtable 2017: Seven years on: The state of the Asian knowledge base?, Taipei.


All Other Outputs
Other outputs
崔太僖, 趙明明 (2021)。 支援少數族裔學生 於疫情下遙距學習 <教育傳媒>。
崔太僖, 趙明明 (文), 林思明 (翻譯) (2020)。 教大GPS:支援少數族裔遙距學習,明報。。

Projects

Workplace mistreatment of Hong Kong secondary school teachers: A longitudinal study of depletion, commitment, and preoccupation mechanisms
This multilevel (teachers within schools), longitudinal study of Hong Kong secondary school teachers tests a tri-process model of PMC to determine whether PMC affects PsyCap, affective commitment, and perseverative cognition, and ultimately occupational health and education-specific outcomes, conditional on supervisor support.
Project Start Year: 2024, Principal Investigator(s): HO, Chun Yip, Henry (CHIU, Ming Ming as Co-Investigator)
 
A Comparative Study of School Leadership for Civic Learning in Secondary Schools in Hong Kong and Chinese Taipei
This study investigates how school leaders can provide suitable policy and support to enhance civic teaching and learning. A mixed method approach, utilizing surveys and interviews with principals, teachers and students will provide the data to test our three-level civic learning model.
Project Start Year: 2023, Principal Investigator(s): WONG, Koon Lin (CHIU, Ming Ming as Co-Investigator)
 
Detecting COVID-19 Fake News on Social Media across Four Languages: Followers, Emotions, Relationships, and Uncertainty
Fake news or misinformation related to the pandemic has misled people to eschew the vaccine, masks and social distancing, thus putting public health at risk. This research aims to create a first-generation COVID-19 information-assessment dashboard for publicly available, social media messages. The research will:

1. Develop information theory to identify COVID-19 tweets linked to fake news and its dissemination within and across networks;

2. Operationalise this theoretical model with artificial intelligence (AI) / machine learning (ML) and advanced statistics;

3. Determine how COVID-19 tweets spread within and across communities (scope, speed, and shape) and their antecedents across levels; and

4. Create an AI/ML-based dashboard to track the diffusion of COVID fake news tweets within and across online communities in real time.

Project Start Year: 2023, Principal Investigator(s): CHIU, Ming Ming
 
Effects of Expanding Retrieval Practice in the Learning of an Increasing Set of Second Language Vocabulary

Project Start Year: 2023, Principal Investigator(s): CHIU, Ming Ming
 
Investigating Adolescents’ Digital Citizenship through Social Media: (Trans) Formation, Digital Literacy Practices and Influential Factors
This GRF project, adopting mixed methods, investigates late adolescents’ evolving DC and digital literacy practices in social media and/or social networking, and explore the factors that influence them
Project Start Year: 2023, Principal Investigator(s): GU, Ming Yue, Michelle (CHIU, Ming Ming as Co-Investigator)
 
Understanding the Roots of Teacher Turnover: A Transactional Model
Hong Kong's teacher turnover affects 35% of the K-12 workforce. Understanding quitting intentions can help address this issue. Both individual factors (motivation, emotions, experience) and contextual features (school climate, class characteristics, principal support) influence teachers' well-being and quitting intentions. Recent studies also highlight the importance of perceived person-environment fit in influencing teacher turnouver intentions. This study proposes a mediational model examining teachers' perceived usefulness of their career, school administration values, and person-environment fit. Data will be collected from 900 teachers across 30 schools, analyzed using multilevel structural equation modeling.
Project Start Year: 2023, Principal Investigator(s): WANG, Hui (CHIU, Ming Ming as Collaborator)
 
Global Competence and Online Social Networks: Identities, Cognitive Skills, and Sociocultural Factors as Facilitators and Barriers to Using Diversity as a Strength
This study aims to help youths develop global competence to embrace diversity, we will study how individual and sociocultural factors serve as facilitators and barriers to youths’ global competence, providing research insights for targeted action to help youths embrace and learn from diversity. Our interdisciplinary project will study how individuals’ global competence, especially in perspective-taking and adaptive thinking, interact with identities, physiological responses, and media information literacy.
Project Start Year: 2022, Principal Investigator(s): CHIU, Ming Ming
 
Online Social Network Influence on Policy Effectiveness & Educational Equity: School Marketing, Educational Outsourcing
Building on our pilot studies, we investigate how online social networks (OSN) and policy management effectiveness interact via: case studies and integrated computational linguistics and statistical analyses of documents, surveys and OSN messages. The sub-case studies will determine significant links and suggest strategies to improve school policies in: (a) student recruitment strategies to improve school finance, and (b) quality of outsourced education. Synthesizing these insights will (a) inform ways to increase educational equity and social cohesion, and (b) extend policy enactment theory by building a policy process model that integrates OSN activities. While recent studies examined the interaction between OSN and macro-level policy (e.g., Xue & Diao, 2021), it is yet to be examined what factors shaped the process, and how, and which factors are context-bound and which are context-free have yet to be documented. Moreover, no published study investigated these relations at the school- or individual-levels; thus, this study is original and has great potential for significance and impact.
Project Start Year: 2022, Principal Investigator(s): CHIU, Ming Ming
 
Wellbeing in Online Social Networking
Integrating sociocultural, psychological and cognitive perspectives, this study uses a mixed method design and advanced analyses (thematic analysis, computational linguistics, artificial intelligence, statistics) of interviews, surveys, and OSN messages.
Project Start Year: 2022, Principal Investigator(s): GU, Ming Yue, Michelle (CHIU, Ming Ming as Co-Investigator)
 
Detecting COVID-19 Fake News
Fake news can kill. Many people who believed COVID-19 fake news did not get vaccinated, did not wear masks, did not social distance, got unnecessarily infected, and died. Furthermore, accurately detecting fake news and predicting its virality is hard. In our pilot study, we integrated situational theory of problem solving (STOPS, *Kim & Grunig, 2011) and information market theory (*Kim & Gil de Zúñiga, 2021) into a theoretical model of attributes of users (e.g., followers) and messages (personal relationship, emotion-eliciting words, vocabulary, politeness, and uncertainty markers); then we empirically showed that this model detected COVID-19 fake news with 95% accuracy.
After downloading millions of available Twitter tweets in English, Chinese, Korean, or French regarding COVID-19 from November 20, 2019 to the present, we identify tweets with links to true versus fake COVID-19 news stories (based on fact-checking sites). Then, we separately use (a) machine learning methods (support vector machine, Pisner & Schnyer, 2020; and deep neural network, Liu, 2017) and (b) statistics (statistical discourse analysis, invented by PI, *Chiu, 2008) to model fake news, before integrating them together (adding successful statistical model components into the machine learning programs). Next, we differentiate distinct online communities (via clustering algorithms, e.g., Gephi software) and model how each tweet spreads (scope and speed) both within and across online communities with another statistical method (multilevel diffusion analysis, invented by PI, Rossman, *Chiu & Mol, 2008). Overall, this project will build foundational knowledge about fake news detection that can be expanded to other languages, crises, and issues.

Project Start Year: 2022, Principal Investigator(s): CHIU, Ming Ming null
 
Detecting COVID-19 Fake News (RMG)
Fake news can kill. Many people who believed COVID-19 fake news did not get vaccinated, did not wear masks, did not social distance, got unnecessarily infected, and died. Furthermore, accurately detecting fake news and predicting its virality is hard. In our pilot study, we integrated situational theory of problem solving (STOPS, *Kim & Grunig, 2011) and information market theory (*Kim & Gil de Zúñiga, 2021) into a theoretical model of attributes of users (e.g., followers) and messages (personal relationship, emotion-eliciting words, vocabulary, politeness, and uncertainty markers); then we empirically showed that this model detected COVID-19 fake news with 95% accuracy.
After downloading millions of available Twitter tweets in English, Chinese, Korean, or French regarding COVID-19 from November 20, 2019 to the present, we identify tweets with links to true versus fake COVID-19 news stories (based on fact-checking sites). Then, we separately use (a) machine learning methods (support vector machine, Pisner & Schnyer, 2020; and deep neural network, Liu, 2017) and (b) statistics (statistical discourse analysis, invented by PI, *Chiu, 2008) to model fake news, before integrating them together (adding successful statistical model components into the machine learning programs). Next, we differentiate distinct online communities (via clustering algorithms, e.g., Gephi software) and model how each tweet spreads (scope and speed) both within and across online communities with another statistical method (multilevel diffusion analysis, invented by PI, Rossman, *Chiu & Mol, 2008). Overall, this project will build foundational knowledge about fake news detection that can be expanded to other languages, crises, and issues.

Project Start Year: 2022, Principal Investigator(s): CHIU, Ming Ming null
 
Determinants of Hong Kong Secondary Students’ Senses of Belonging to School, City, Country and the World 決定香港中學生對學校、城市、國家和世界的歸屬感之因素的調查
Understanding the relations between belonging and their determinants across levels will inform policies, procedures, and activities of school, government, and community organizations to help foster students’ belonging across levels and mitigate potential conflicts. Such knowledge can inform the expected effectiveness of policies that (a) focus on school development and activity enrichment (e.g., celebrate special days, strengthen alumni relationship, promote campus inclusivity) (b) focus on community engagement and city belonging, such as the Member Self-recommendation Scheme for Youth, (c) enrich national and civic education contents in curriculum (e.g., encourage civic engagement; learn Chinese culture and history), (d) promote a diverse range of extracurricular activities on campus, in the city, nation, or cross-culturally for national and global belonging (e.g., fund travel opportunities to mainland China, such as school trips; the Youth Development Fund and Youth Entrepreneurship programs), or (e) strengthen students’ international connections (e.g., Hong Kong Young Ambassador Scheme).
Project Start Year: 2022, Principal Investigator(s): WANG, Hui (CHIU, Ming Ming as Co-Investigator)
 
Investigating Digital Literacy Practices and Pre-service Teachers’ Identity Construction: Pre-service Teachers’ Digital Literacy Competence and Integration of Digital Literacy Into Teaching
This project will (a) assess our pre-service teachers' digital literacies, (b) accordingly design a suitable digital literacy program for them, and (c) evaluate its effectiveness
Project Start Year: 2022, Principal Investigator(s): GU, Ming Yue, Michelle, CHIU, Ming Ming, KOHNKE, Lucas Mathias, Alfred, LEE, Chi Kin, John, ERNI, John N,
 
Developing students’ evaluative judgment and feedback literacy through self-assessment: An experimental study
Life-long learning is a central aim of education for the 21st century (Curriculum Development Council, 2014, 2017; Education Commission, 2000) and requires evaluating one's performance and learning needs (Joughin et al., 2019). Specifically, students should learn to judge the quality of their work and others' work against suitable quality standards (evaluative judgement, Tai et al., 2018) by acquiring and use feedback from different sources (feedback literacy, Carless & *Boud, 2018).
In this study, we propose and test a simple, low-cost, self-assessment intervention to enhance students’ evaluative judgment, feedback literacy, and academic performance. The intervention will be conducted through a self-assessment worksheet integrated into routine school teaching and learning. Students receiving the intervention are prompted and guided to engage in self-assessment to enhance their evaluative judgment, feedback literacy, and academic performance. This study will apply a mixed-methods, sequential explanatory design, focused on the first phase experimental study, which the second phase qualitative study helps explain.
The findings of this study will consolidate the theoretical understanding and provide empirical evidence for the dynamic relationship among self-assessment, evaluative judgment, feedback literacy, and academic performance. The results will also inform interventions to enhance the awareness of teachers and students on using self-assessment to foster life-long learning, and provide sustainable, low-cost, effective instructional strategies for developing students’ evaluative judgment and feedback literacy.

Project Start Year: 2022, Principal Investigator(s): YAN, Zi 晏子 (CHIU, Ming Ming null as Co-Investigator)
 
Parental Inclusion in Language and Research (Project PILAR)
The US expects new immigrants to learn English. However, language programmes for such learners are difficult to organize as non-native parents often lack the language and teaching skills needed to teach them, while native teachers lack their non-native language skills and cultural knowledge.

With this in mind, Prof Chiu’s course Parental Inclusion in Language and Research (PILAR) , trains elementary classroom teachers to work with parents to help one another use oral language with and among their English learners to help them learn both English and other academic content. The project brings together teachers and parents to improve mutual understanding and student learning, by aligning their adult skills and learning activities at home and school.

Project Start Year: 2022, Principal Investigator(s): Dr. Patricia Morita-Mullaney (CHIU, Ming Ming null as Co-Investigator)
 
An interactive avatar toolkit: Enhancing students’ online learning engagement in higher education
The project aims to develop and implement an interactive avatar (iAvatar) toolkit aligned with: (1) a framework of five dimensions of meaningful learning with technology, (2) the iAvatar toolkit design model, and (3) engagement to create a virtual interactive learning community.
Project Start Year: 2021, Principal Investigator(s): SONG, Yanjie (CHIU, Ming Ming as Co-Principal Investigator)
 
Funding Support to GRF Proposal Rated 3.5 by RGC - A Comparative Study of School Leadership for Civic Learning in Secondary Schools in Hong Kong and Taiwan
Funding Support to GRF Proposal Rated 3.5 by RGC for a project titled A Comparative study of school leadership for civic learning in secondary schools in Hong Kong and Taiwan
Project Start Year: 2021, Principal Investigator(s): WONG, Koon Lin (CHIU, Ming Ming as Co-Investigator)
 
Teachers' revised assessment practices and effects on secondary-four students' learning outcomes and wellbeing: Assessment reform of Liberal Studies / Civic and Social Development
1. Determine if and how teachers adjust their assessment practice in response to the reform of Liberal Studies HKDSE
2. Determine which factors influence such adjustments
3. Determine the extent to which teachers' adjusted assessment practices align (or not) with their beliefs about assessment in the reformed Liberal Studies
4. Determine how teachers' adjusted assessment practices influence secondary-four students' learning outcomes (academic achievement) and wellbeing in the reformed Liberal Studies

Project Start Year: 2021, Principal Investigator(s): YANG, Min 楊敏 (CHIU, Ming Ming as Co-Investigator)
 
When Assessment Meets High-order Thinking (HOT): Building Up a Cluster for Integrating the Research on Assessment and HOT
Higher-order thinking (HOT) skills are key 21st century skills (Rotherham & Willingham, 2010) that improve learning outcomes (Fong et al., 2017), reduce negative life events (Butler, 2012) and increase job opportunities (OECD, 2017). However, inadequate assessment of HOT, especially formative assessment, hinders adaptation of HOT teaching to fit one's students. This proposed cluster will develop a new Area of Strength by integrating the research on assessment and HOT and target high impact output that is practical and corresponding to education in Hong Kong and transferrable to other contexts. A dual-centric approach is adopted:
1) Research into assessment especially formative assessment tasks which can be used to facilitate students’ HOT development, as well as antecedents of teachers’ practices of and students’ engagement in HOT assessment in non-Anglophone contexts.
2) Professional development and knowledge transfer to develop HOT assessment literacy among pre- and in-service teachers.

Project Start Year: 2021, Principal Investigator(s): ZHAN, Ying (CHIU, Ming Ming as Co-Investigator)
 
Harnessing the Power of Teacher Feedback to Enhance Learning Outcomes: The Roles of Students’ Feedback Orientations and Learning Engagement
This GRF project across Hong Kong, Macau and the mainland of China will help determine the mechanisms underlying student use of teacher feedback. Informed by these results, teachers can design and provide effective feedback that students (a) perceive as useful and (b) use to facilitate their active engagement and improve learning outcomes.
Project Start Year: 2021, Principal Investigator(s): YANG, Lan 楊蘭 (CHIU, Ming Ming null as Co-Investigator)
 
How Chinese and English Newspapers Portrayed Migrant Domestic Helpers (2010-2019): A Mixed Methods Analysis of Discursive Strategies
examine how Chinese-language and Englishlanguage newspapers portrayed MDHs during 2010-2019. After compiling corpora from three Chinese newspapers (over 5,000 news articles) and two English newspapers (over 1,500 news articles), we will use a modified corpus-assisted critical discourse analytical approach (Baker et al., 2008). We will first categorise the emotional sentiment of words in each sentence along three dimensions (valence, arousal, dominance). Then, we will identify (a) the main MDH themes using keyword analysis via computer software and (b) newspaper strategies for portraying MDHs via concordance and discourse analyses. Then, we use a multilevel structural equation growth model to test how various factors (e.g., power/control, gender, ethnicity, religion, working conditions) and newspaper attributes (e.g., language, date, sentence length) affect the emotional sentiment of sentences about MDHs.
Project Start Year: 2021, Principal Investigator(s): HO, Nga Man Janet (CHIU, Ming Ming null as Co-Investigator)
 
Social Media and the Visual Politics of Policing Communities of Color
The project includes members from across disciplines and represent exciting ideas for advancing research in high-impact areas such as social justice and technology.
Project Start Year: 2021, Principal Investigator(s): IRVIN, Sherri, HILL, Karlos (CHIU, Ming Ming null as Collaborator)
 
Developing Computational Thinking of Senior Primary School Students through Programming Education – Phase II
This project strives to inspire students to apply digital creativity in their daily lives and nurture their proactive use of technologies for social good from a young age. The project aims to prepare students for a fast-changing digital future through a hands-on, minds-on, and joyful learning experience. An independent evaluation has found that students participated in the first pilot phase of the project grew twice as much in problem-solving skills when compared with non-participating students. Following the successful implementation of the four-year pilot, the second phase of the project is launched in 2020, with the aim of mainstreaming computational thinking education.
Project Start Year: 2020, Principal Investigator(s): KONG, Siu Cheung, Prof. ABELSON, Hal, Prof. LEE, Kwok On Matthew (CHIU, Ming Ming as Co-Investigator)
 
Capacity Building and Curriculum Reform in English Language Enhancement
This CRAC project aims to refine the English enhancement courses offered by Center for Language in Education.
Project Start Year: 2020, Principal Investigator(s): CHEN, Hsueh Chu 陳雪珠 (CHIU, Ming Ming as Co-Investigator)
 
K-12 Teacher Response to COVID-19-Induced Emergency Transition to Remote and Online Teaching and Learning in the State of New Jersey
Partnering with the Rutgers School of Communication and Information, we are exploring the nature, scope and extent of teachers’ online instructional technology uses, and the digital equity measures planned by districts and teachers. We will conduct a systematic and rigorous content analysis of extant planning documentation at two levels (district, teacher), which includes forms, and specific teacher instructional examples. Building on findings, we will also conduct a survey to explore teachers’ frequency and self-efficacy in utilizing these techniques and technologies, along with their perceptions of their students’ technology capabilities. We will explore the variation among teachers on these measures, by demographics such as school districts’ racial diversity and percent of disadvantaged students as defined by NJ. By exploring district plans and teachers’ digital and other instructional examples, and conducting survey research with teachers, we expect to learn more about the scope and nature of emergency educational responses, and their possible relationships with social inequality measures. We expect these results to inform our understanding of opportunities, challenges and possible inequalities in remote educational provisions under pandemic and other disaster conditions, which might inform future improvements.
Project Start Year: 2020, Principal Investigator(s): REYNOLDS, Rebecca, SHERNOFF, David (CHIU, Ming Ming as Co-Investigator)
 
Establishing a Research Cluster for Promoting Artificial Intelligence in Technology-Enhanced Language Learning (AI-TELL) Research
This project aims to propose and establish a research cluster to promote artificial intelligence in technology-enhanced language learning (hereafter, AI-TELL) research in Hong Kong. The ultimate goal of the proposed AI-TELL research cluster is to identify and bridge the gap between AI techniques and TELL towards developing pedagogical innovations to enhance language learning.
Project Start Year: 2020, Principal Investigator(s): CHENG, Kwok Shing 鄭國城 (CHIU, Ming Ming null as Co-Investigator)
 
Establishing a Research Cluster on Language, (im)Mobility and Internationalised Higher Education in the Post-Globalization Era
This proposed project, taking a socio-political and economic perspective, aims to tackle the tensions between heterogeneity and homogeneity in higher education and to explore how the local, translocal and global will be redefined and subsequently influence teaching and learning practices and policy making, within the physical mobility constraints (e.g., as resulting from a global pandemic), the global neoliberalism, and the political as well as ideological discourses worldwide. Considering internationalised universities as contact zones where different actors (students and teachers) bring their agendas, stakes and resources, this proposed study examines the existence of different forms of mobility and multilingualism in internationalised universities and explore the ways in which mobility and languages are hierarchized in daily encounters, language practices in language and educational policies.
Project Start Year: 2020, Principal Investigator(s): GU, Ming Yue Michelle 谷明月 (CHIU, Ming Ming as Co-Investigator)
 
Harnessing the Power of Assessment to Support Pre-service Teachers' Learning and Professional Development Through an Innovative Blended Learning Approach (A+BLe)
Educators in higher education encounter lots of difficulties in maintaining high academic standards and high quality attributes in today's classes with a large number of students with diverse needs. It remains a challenging task for teachers to, on one side, well organize the teaching/learning content so that all students are more likely to actively participate in the learning process, and on the other side, to well assess students’ use of their higher-order/self-directed learning processes (e.g., self-assessment, peer-assessment, use of formative feedback from teachers) to achieve academic success and high quality attributes upon graduation. There is a compelling need to provide a rigorous blended learning approach that can link teaching, both online and offline learning and assessment practices (self-assessment, peer-assessment, and teacher-assessment) in a visible, achievable and sustainable way. The A+BLe approach is expected to also encourage students to not only undertake the learning activities actively, but also tell students and teachers how well the objectives of teaching and learning have been achieved. Based on these concerns, this project aims to provide an innovative and creative blended learning approach (A+BLe) to link teaching, learning, and assessment practices in a visible and systematic way to promote EdUHK students’ multiple learning outcomes that are essential for their professional development.
Project Start Year: 2020, Principal Investigator(s): YANG, Lan 楊蘭 (CHIU, Ming Ming as Co-Investigator)
 
Building Youth Identity and Respect for Government: Influences of Protests, Parents and School Activities
Determine the relations among demographics, parent influence, influence of school activities, Chinese identity, and government legitimacy
Project Start Year: 2020, Principal Investigator(s): WONG, Koon Lin 黃觀連 (CHIU, Ming Ming as Co-Investigator)
 
Social Reconciliation Readiness and Strategy Preferences among Hong Kong People: A Mixed Methods Study
We aim to identify the readiness of Hong Kong people for reconciliation, suitable reconciliation strategies for each subgroup representative of various demographic segments of the population, and implementation suggestions for reconciliation strategies.
Project Start Year: 2020, Principal Investigator(s): NG, Sau Man Catalina 吳秀敏 (CHIU, Ming Ming as Co-Investigator)
 
Investigating Hong Kong Students' Aspirations for the Future
In recent months, school students have organized school strikes, class boycotts, human protest
chains, joined front-line protests, been arrested (30% under 18 years) and shot (2 students; 14
& 18 years), with more than 300 school students involved in the PolyU siege. For other students, the protests disrupted their schooling and their relationships with family, peers and teachers. The longer-term impact on their aspirations, futures and sense of belonging/connectedness to Hong Kong is unknown.This project seeks to map Hong Kong adolescents’ (15-18 years) aspirations and views on the resources/capital needed to achieve their aspirations for the future, and how Hong Kong schools and society can help.

Project Start Year: 2020, Principal Investigator(s): HALSE CHRISTINE MARGARET (CHIU, Ming Ming as Co-Investigator)
 
Anxiety in Learning English as a Foreign Language among Chinese Children: The Roles of Parental Literacy Beliefs and Practices
The project aims to examine the level of foreign language anxiety in Chinese children learning English as a foreign language; investigate the links between parental literacy beliefs and practices and children’s foreign language anxiety; and investigate the impacts of dialogic reading and parent-child reading on children’s foreign language anxiety.
Project Start Year: 2020, Principal Investigator(s): CHIU, Ming Ming
 
Are Triarchic Model of Grit Dimensions Related to Subsequent Achievement Goals and Academic Engagement in Math and Science in Hong Kong, Mainland China, and Philippines?
This project will adopt a longitudinal structural equation modeling approach to explore: (a) the association of triarchic model of grit facets with Math and Science academic engagement; and (b) the mediating effects of achievement goal orientations on the hypothesized link of grit to engagement in such academic domains among over 2,100 secondary school students, over 700 each in HK, mainland China, and Philippines.
Project Start Year: 2020, Principal Investigator(s): DATU, Jesus Alfonso Daep null (CHIU, Ming Ming null as Collaborator)
 
New Education Privatisation (NEP) in English Education for Speakers of Other Languages (ESOL): A Four-Nation Comparative Study
The study explores the shapers and impacts of privatisation in the area of English education for Speakers of Other Languages (ESOL) and identifies ways to enhance the quality of education without compromising equity. Many governments, including Hong Kong, have recently adopted a new line of privatisation through educational reforms, allowing for third parties’ participation in curriculum delivery in public schools funded by public monies, i.e., New Education Privatisation (NEP) in Burch’s (2009) definition. In addition to general privatisation trends, within-country NEP and its cross-national development at the government/supranational level have rightly attracted scholarly attention. However, the conditions which enable its infiltration into individual schools in the complex nexus of global/local relations has not received due attention, particularly for ESOL. ESOL requires special attention as equity issues can be heightened in it, English being crucial, but not readily accessible, social capital to enhance life chances for marginal groups of students, and is an attractive area for NEP. Furthermore, previous research has aptly provided criticism of NEP-induced changes in teacher professionalism (e.g., fragmentation of the teaching force) and educational quality and equity; however, there is little discussion of how schools and teachers should be prepared for NEP.
Project Start Year: 2020, Principal Investigator(s): CHIU, Ming Ming, CHOI, Tae Hee
 
Unpacking Student Self-assessment Processes: A Longitudinal Naturalistic Experiment
The goal of this project is to test experimentally the impact of two different classroom SSA methods as well as to examine the mechanisms by which SSA processes influence student learning. By conducting this research in a naturalistic environment, both the feasibility and utility of these methods can be robustly identified. The findings of this research will provide a better understanding of the SSA process as a learning strategy, its potential for widespread adoption both at the policy and practical levels, and its theoretical importance for assessment for learning.
Project Start Year: 2020, Principal Investigator(s): YAN, Zi 晏子 (CHIU, Ming Ming as Co-Investigator)
 
Study on Perceptions of Stigmatization and Discrimination of Persons with Mental Illness in the Workplace
This study aims to shed light on public awareness and understanding, prevalence, patterns and practices, risk and resilience factors, immediate responses, and impact of stigmatization and discrimination on work and well-being outcomes among PMI in the workplace.
Project Start Year: 2019, Principal Investigator(s): HO, Chun Yip, Henry (CHIU, Ming Ming as Co-Investigator)
 
Developing Item Response Models with Copula Models for Data with Local Item Dependence
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Project Start Year: 2019, Principal Investigator(s): LING, Man Ho Alpha 凌萬豪 (CHIU, Ming Ming as Co-Investigator)
 
Automatic Assessment Score Analysis
The project creates Automatic Assessment Score Analysis (AASA) software to analyze properly scores of test questions, essays, etc. AASA requires zero statistics/computer knowledge and uses teachers’ existing data on their students’ scores. AASA applies cutting-edge statistics to assess students accurately and produce an easy-to-understand report that (a) sorts students (lowest to highest learning outcomes), (b) sorts questions from easiest to hardest (poorly- to well-understood ideas), and (c) suggests removal of poor questions (easily guessed, misleading, etc.).
Project Start Year: 2019, Principal Investigator(s): CHIU, Ming Ming
 
Investigating SEN Students’ Academic and Career self-concepts, School engagement, and Outcomes in Inclusive Education Integrated with Career Planning
The present Early Career Scheme (ECS) project (funded by University Grant Council, Hong Kong SAR) extends self-concept research by examining academic self-concept, career-related self-concept, school engagement and academic achievement in SEN students. Although not documented systematically in a single study, these factors have been consistently associated with students’ quality of learning and quality of life in and beyond schools. To overcome the limitations of cross-sectional design, the PI uses a 2-year research design with two phases. The quantitative Phase I focuses on testing the relationships among these variables (before and after an academic year) in SEN students. Phase II is a follow-up qualitative study to collect in-depth data through individual interviews. Three cohorts (S4-S6) of secondary students will participate. Another key feature of this study is the inclusion of an equivalent number of non-SEN students as a comparative group. In inclusive education, both SEN and non-SEN students are learning in same classrooms. The ideal goal is to cultivate similar academic and career-related outcomes between the two groups of students. The comparative results are expected to generate a deeper understanding of SEN students’ self-concepts for follow-up development of enhancement programs.
Project Start Year: 2019, Principal Investigator(s): YANG, Lan 楊蘭 (CHIU, Ming Ming as Collaborator)
 
The Impact of Differential Parenting: A Longitudinal Study of Child and Parent Factors on Children's Psychosocial Health in Hong Kong
The overall aim of this study is to examine the impact of PDT on adolescent psychosocial well-being and test adolescents’ perception of fairness as a mediation mechanism. We will further explore whether the mediated pathway via adolescent perception of fairness may be moderated by parental empathy, adolescent empathy and adolescent personality. Effects on adolescents’ psychosocial adjustment will be investigated as assessed by measures of self-esteem, depression, anxiety, and trust in relationships with parents.
Project Start Year: 2019, Principal Investigator(s): NG, Sau Man Catalina 吳秀敏 (CHIU, Ming Ming as Co-Investigator)
 
Assessing the Psychosocial Well-Being and Whole Person Development Status for the Purpose of Enhancing Supports for Postgraduate Students: An International Collaboration
Students’ mental health has always been the top concerns of EdUHK. In recent years, SAO has initiated a Questionnaire on Students’ Emotional State using the Depression Anxiety Stress Scales and The Sleep Condition Indicator for screening of students for counsellig support. The target populations included new full-time undergraduate (UG) and sub-degree students during first semester, PG students and third year full-time undergraduate students during second semester. However, the response rate is quite low, especially for PG students; and the questionnaire is only used for screening purpose, not a survey or assessment study. Thus, EdUHK PG students’ well-being remains to be explored. This project aims to foster students’ whole person development, facilitate the university’s diagnosis of students’ needs and requirements, locate indicators of students’ psychological well-being, and precise EdUHK’ student support service. As such, this project aims to assess the well-being of EdUHK students and examine the factors that may affect the well-being of our students during their study.
Project Start Year: 2018, Principal Investigator(s): LO, Sing Kai 盧成皆 (CHIU, Ming Ming null as Co-Investigator)
 
Towards Arranging Students into Classrooms to Enhance Learning in 50 Countries: Distributing Classmates by SESs, Learning Attitudes, and Past Achievements
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Project Start Year: 2018, Principal Investigator(s): CHIU, Ming Ming
 
Gamifying primary students’ reading process through an online battle platform: Factors for success and obstacles to be overcome
The project aims to
1. Implement Reading Battle (RB) in primary schools to promote students' reading interest
and strengthen reading comprehension ability
2. Measure the impact of the implementation
a) Impact of the gamified platform on students' perceived satisfaction of the basic
psychological needs of autonomy, competence, and relatedness, intrinsic reading
motivation, and reading achievement
b) Perceived benefits and challenges of using RB to enhance reading outcome

Project Start Year: 2018, Principal Investigator(s): CHU, Sam (CHIU, Ming Ming as Co-Investigator)
 
EdUHK Learning from its Big Data
The project aims to
1. Identify the extent of data inconsistencies in current databases
2. Document current data flow practices across systems
3. Secure and facilitate information flow across database systems with minimal disruption
4. Identify administrative, faculty, and student issues that analysis of the data can inform
5. Use multiple databases to identify predictors of key performance indicators to inform
policies and practices to enhance student participation in such activities

Project Start Year: 2018, Principal Investigator(s): CHIU, Ming Ming
 
Contact vs. Fantasy Online Sexual Offenders in Chats with Minors
This study is the first to identify content differences between youths' online chats with contact child sex offenders (CCSOs; seek to meet with youths) and those with fantasy child sex offenders (FCSOs; do not meet with youths) using statistical discourse analysis (SDA). By detecting contact child sex offenders from chat messages, the results of this study can inform development of a computer tool to help law enforcement such sex offenders and prevent sexual offences against children.
Project Start Year: 2018, Principal Investigator(s): CHIU, Ming Ming
 
Leveraging the Lecturay Lenguaje: A Collaborative Scale up of Literacy and Language in Indiana Schools
The project aims to
1. increase the overall literacy and English language development capacities of elementary
pre- and in-service educators, administrators and family liaisons in Central Indiana.
2. Increase the number of in-service teachers though Purdue's English Language Learner
licensure program
3. Improve Purdue's pre-service EL teacher preparation
4. Engage families, schools and community agencies in literacy partnerships, maximizing
the role of parents in EL student’s academic achievement and English language learning

Project Start Year: 2018, Principal Investigator(s): Morita-Mullaney, Patricia M (CHIU, Ming Ming as Co-Investigator)
 
Professional and Parental Understanding for Equity in Dual Language Education of Project PUEDE: An Indiana Scale up of Dual Language Education
The project aims to
1. Increase the number and quality of pre- and in-service dual language bilingual education teachers through Purdue's English Language Learner teacher licensure program, Dual Language Bilingual Education (DLBE) graduate certificate program, and improved Spanish proficiency
2. Engage bilingual families, district family liaisons, teachers, and community organizations to improve DLBE programs, support EL students’ bilingual, biliteracy, and academic development, and form a statewide network to develop and expand DLBE

Project Start Year: 2018, Principal Investigator(s): Morita-Mullaney, Patricia M (CHIU, Ming Ming null as Co-Investigator)
 
All that Effort of Feedback Research, But what is the Effect in Chinese Secondary Students? Identify Impact through INFACT (Innovative Formative Assessment Collaborative Team)
The major purpose of this cluster is to develop a new Area of Strength on feedback research by integrating research and practical strengths of the team members.
Project Start Year: 2017, Principal Investigator(s): YANG, Lan 楊蘭 (CHIU, Ming Ming as Co-Investigator)
 
Technology Enhanced Learning and Assessment: Research-based Teacher Development
This research cluster targets high impact outputs that are feasible and relevant to education in Hong Kong and transferrable to other systems. It aims to (i) build a strategic alliance and leverage synergy among expert researchers in the fields of assessment and measurement, information technology, special education, and cultural and creative arts; (ii) investigate and build better scientific understanding of TELA for students with/without SEN; (iii) develop research-based instructional program and materials for quality TELA implementation; (iv) disseminate new knowledge in design principles, implementation strategies and research findings of TELA for students with/without SEN; (v) advocate for the benefits of quality TELA; and (vi) inform policymaking and policy implementation in TELA.
Project Start Year: 2017, Principal Investigator(s): CHIU, Ming Ming
 
Unpacking Student Self-assessment: What Are the Self-assessment Processes and How Do They Work?
The proposed cluster aims to develop a new Area of Strength by integrated cutting-edge research and high-impact knowledge transfer. Under this ultimate goal, there are three inter-related major purposes. First, the cluster aims to draw inter-disciplinary expertise to investigate a well “known unknown” area – student self-assessment, in particular, the inner process of self-assessment and the mechanism through which self-assessment influences student learning, both cognitive and emotional aspects. Second, the cluster aims to serve a worldwide educational need (i.e., to know how to understand and promote self-assessment and self-regulated learning) by transferring the research findings into education practice in a concrete and feasible way. Third, the cluster aims to form a synergic team with a critical mass for a coherent and sustainable research theme and maximize the University’s impact locally and internationally
Project Start Year: 2017, Principal Investigator(s): YAN, Zi 晏子 (CHIU, Ming Ming as Co-Investigator)
 
Distinguishing Contact Child Sex Offenders vs. Non-Contact Solicitors: Developing a Digital Forensics Tool for Automatic Analysis of Their Chats with Minors
The project aims to develop a forensically sound tool that linguistically analyzes and distinguishes chats between minors and Child Sex Offenders (CSOs) vs. non-CSOs.
Project Start Year: 2017, Principal Investigator(s): Seigfried-Spellar, Kathryn C (CHIU, Ming Ming as Co-Investigator)
 
New Item Response Theory Models for Rater Errors
This project aims to overcome this by inventing new IRT models in both frameworks that consider not only severity and inconsistency but also centrality and similarity. It will involve simulation and empirical studies to evaluate the new models and demonstrate their applications.
Project Start Year: 2017, Principal Investigator(s): CHIU, Ming Ming, WANG WEN CHUNG 王文中
 
‵Big Data′ for School Improvement: Identifying and Analyzing Multiple Data Sources to Support Schools as Learning Communities
The project aims to (1) identify multiple sources of data (‘big data’) with the potential to improve student learning and make it available to school leaders and teachers in Hong Kong schools; (2) identify researchable issues from ‘big data’ and support ongoing research that may result in significant knowledge transfer initiatives; (3) support high quality research output based on research undertaken on ‘big data’; and (4) provide research training for post-doctoral fellows working on the project and for PhD students attracted to the project.
Project Start Year: 2016, Principal Investigator(s): CHIU, Ming Ming
 
Computational Thinking and Coding Education
The aim of the coding education project is to nurture and enhance youth’s capabilities of computational thinking through coding mobile applications. The objectives of the project are to: (1) Equip senior primary school students with fundamental programming concepts as the foundations for learning more in the future; (2) Develop computational thinking, including logical thinking and problem solving skills, of senior primary school students; (3) Develop computational thinking perspectives of senior primary school students, including understandings of themselves, their relationships to others, the technological world, and the generation of interest and motivation for further advancement in coding and computational thinking; and (4) Raise public awareness of the importance of developing computational thinking of the young generation starting at an early learning stage.
Project Start Year: 2016, Principal Investigator(s): KONG, Siu Cheung 江紹祥, Prof. ABELSON, Hal, Prof. LI, Robert (CHIU, Ming Ming as Co-Investigator)
 
Automatic Analysis of Online Discussions
The project aims to create and validate a low-cost, high-reliability, analytic tool for Assessing Student
Collaboration during Online Discussions (ASCOD), that faculty can easily use.

Project Start Year: 2016, Principal Investigator(s): CHIU, Ming Ming
 
Prizes and awards

President’s Awards for Outstanding Performance in Knowledge Transfer
Professor Kong, the Principal Investigator of CoolThink@JC, Professor Chiu and Dr Sun, leaders of Course Design and Development, and the Teacher Development Subcommittee, led a joint effort with MIT to develop the course curriculum, learning and teaching materials, and evaluation tools for CT; to design and deliver teacher professional development courses; and to organize international conferences to facilitate the adoption of CT education by primary schools. Professor Kong’s team contributed their professional knowledge of programming education to nurture students’ proactive use of technology for social good from a young age. CoolThink@JC worked closely with the Education Bureau, benefiting more than 18,000 primary students.CoolThink@JC’s programme deliverables exceeded expectations.
Date of receipt: 22/5/2020, Conferred by: EDUHK