Dr ZHANG, Yuefeng Ellen
章月鳳
博士
|
Assistant Professor of Teaching |
Department of Curriculum and Instruction |
Contact
ORCiD
0000-0001-9918-0280
Phone
(852) 2948 8327
Fax
(852) 2948 7563
Email
yfzhang@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
57133225300
ResearcherID
I-4149-2014
Research Interests
Efficient and Effective learning and teaching (learning strategies, teaching strategies and classroom management)
高效優質學與教（學與教策略、課堂管理）
Effective leadership for learning
優質教學領導
Effective teacher professinal development (Learning Study)
優質教師專業發展 (課堂學習研究)
Positive education （mindfulness)
正向教育（靜觀/正念）
Qualitative research
質性研究
Personal Profile
Dr. ZHANG is currently an Assistant Professor of Teaching of Department of Curriculum and Instruction in The Education University of Hong Kong, Vice President of Hong Kong Society of Small Class Teaching, and a Council member of The World Association of Lesson Study. Her main research interests include efficient and effective learning and teaching, teacher collaboration, learning study, teacher professional development and positive education (mindfulness). She has led many school-support projects which aimed to enhance teaching and learning, promote teacher professional development and develop schools, such as Learning Study projects and learning circles, in Hong Kong schools and in mainland China. She is currently teaching courses on learning and teaching, theories and practices on instructional design for pre-service and in-service teacher programs in Hong Kong. She has taught many school leader / teacher training programmes in the area of effective learning and teaching in Hong Kong, Mainland China, Taiwan, Sweden, the United Kingdom, Singapore, Indonesia, the United Kingdom, Austria, Italy, Kazakhstan and Poland.
章月鳳博士現為香港教育大學課程與教學系助理教授(教學)，“世界課堂研究學會”理事及“香港小班教學學會”副會長。多年來，章博士主要從事高效優質學與教、教師專業發展、教學領導、課堂學習研究、英語教育、正向教育（靜觀/正念）等領域的教學與研究工作。章博士曾擔任香港、中國內地、臺灣、瑞典、英國、新加坡、印尼、奧地利、義大利、哈薩克及波蘭等國家和地區的教師發展工作。
Research Interests
Efficient and Effective learning and teaching (learning strategies, teaching strategies and classroom management)
高效優質學與教（學與教策略、課堂管理）
Effective leadership for learning
優質教學領導
Effective teacher professinal development (Learning Study)
優質教師專業發展 (課堂學習研究)
Positive education （mindfulness)
正向教育（靜觀/正念）
Qualitative research
質性研究
Research Outputs
| Scholarly Books, Monographs and Chapters Research book or monograph (author) 鄧國俊、鄧耀南、章月鳳 (2014)。 十年树木：一個數學小班化教學個案研究。。香港: 香港小班教學学会。 Zhang, Y. (2009). Variation for the Improvement of Teaching And Learning Project: An English case on Teaching Personal Pronouns of English Language. Hong Kong: School Partnership and Field Experience Office, the Hong Kong Institute of Education. Chapter in an edited book (author) Lee, J. C.-K., Zhang, E. Y., & Liu, R. H. Y. (2022). Life and values education: Beyond the self. Kerry J. KENNEDY, Margarita PAVLOVA, John Chi-Kin LEE, Soft skills and hard values: Meeting education's 21st century challenges (112-132). London, United Kingdom: Routledge. https://doi.org/10.4324/9781003219415-9 Zhang, Y. (2019). Learning to teach: Pre-service English language teachers’ experience of Learning Study in Hong Kong. Zein, S. & Garton, S., Early Language Learning and Teacher Education (78-97). Bristol, Blue Ridge Summit: Multilingual Matters. Zhang, Y. (2019). Teacher Education in Hong Kong. Tatto, M. & Menter, I., Knowledge, Policy and Practice in Teacher Education (98-116). London, New York, Oxford, New Delhi, Sydney: Bloomsbury Academic. Hanfstingl, B., Benke, G., & Zhang, Y. E. (2018). Variationstheorie und Piaget. Von Schemata, Lernobjekten, Affirmationen und kritischen Merkmalen.. H. Altrichter, B. Hanfstingl, K. Krainer, M. Krainz-Dürr, E. Messner, J. Thonhauser, Baustellen (in) der österreichischen Bildungslandschaft. Eine Festschrift zum 80. Geburtstag von Peter Posch. (187-202). Münster: Waxmann. Zhang, E.Y., Lee, J.C.K. and Chau, M.H.F. (2016). Curriculum adaptation in small class environment in Hong Kong. In P. Blatchford, K.W. Chan, M. Galton, K.C. Lai and J.C.K. Lee (Eds.), Class size: Eastern and western perspectives (232-246). New York/London: Routledge. 章月鳳 (2015)。 有效運用學習圈課研，促進小班教師專業發展。黎國燦、嚴必友， 小班化教學思與行 (75-85)。南京: 南京師範大學出版社。 Zhang, Y. (2015). TBLT in the Primary Schools of South China. In Thomas, M. & Reinders, H. (Eds), Contemporary Task-Based Language Teaching in Asia (87-102). London, New Delhi, New York, Sydney: Bloomsbury Academic. 章月鳳 (2014)。 在小班推動自主學習三部曲。陳錦榮、章月鳳， 如何在小班推行自主學習集思錄 (31-38)。香港: 香港教育學院小班教學中心。 章月鳳 (2013). 善用小班照顧英文科學習差異三部曲. 陳錦榮、章月鳳, 善用小班照顧學習差異 (82-89). 香港: 香港教育學院小班教學中心. 章月鳳 (2013). 香港中學小班化教學的现状和展望. 陳錦榮、章月鳳, 中學小班教學集思錄 (11-18). 香港: 香港教育學院小班教學中心. Zhang, Y, & Wang, J. (2011). Primary school English Language teaching in South China: Past, present and future.. A. Feng, English Language Education across greater China (151-168). Buffalo, NY: Multilingal Matters. Zhang, Y. & Hu, G. W. (2010). Between Intended and Enacted Curriculums: Three Teachers and a Mandated Curricular Reform in Mainland China.. Menken, K. & García, O., Conceptualization for Language Policy in Education (123-142). New York: Routledge, Taylor and Francis. Zhang, E. Y. (2007). TBLT - Innovation in primary school English language teaching in Mainland China. In K. Van den Branden, K. Vam Gorp, & M. Verhelst (Eds.), Tasks in Action: Task-based Language Education from a Classroom-based Perspective (pp.68-91). Cambridge, UK: Cambridge Scholars Publishing. Zhang, Y. and Adamson, B. (2007). Implementing Language Policy: Lessons from Primary School English. Feng, A., Bilingual Education in China (166-181). Clevedon, Buffalo, Toronto: Multilingual Matters LTD.. Edited book (editor) 陳錦榮、章月鳳(編) (2014)。 如何在小班推行自主學習集思錄。香港: 香港教育學院小班教學中心。 陳錦榮、章月鳳主編 (2013)。 中學小班教學集思錄。香港: 香港教育學院小班教學中心。 陳錦榮、章月鳳編 (2013)。 善用小班照顧學習差異。香港: 香港教育學院小班教學中心。 |
| Journal Publications Publication in refereed journal Zhang, Y. (2020). School Education in Rural China: Challenges and Suggestions. Pedagogical dialogue, 4(34), 78-81. Zhang, Y. (2020). The 4As for emotion regulation. Pedagogical dialogue, 3(33), 67-70. Zhang, Y. (2020). Promoting Emotional Education in a Primary School in Hong Kong. Pedagogical dialogue, 1(31), 31-39. 章月鳳 (2019)。 在香港小學推行家長靜觀練習之成效初探。 中等教育，70(4)，19-33。 Hanfstingl, B., Benke, G. & Zhang, Y. (2019). Comparing variation theory with Piaget’s theory of cognitive development: more similarities than differences?. Education Action Research Journal, Special issue, 1-16. 章月鳳 (2019)。 基於課堂學習研究的師範生教學能力培養。 山西師大學報(社會科學版)，1，102-106。 Zhang, Y. (2018). Sustain Learning Study with learning-centred teacher-supporting leadership. Pedagogical dialogue, 4(26), 57-61. Zhang, Y. (2017). How to teach English grammar to EFL learners: Insights from a learning study in Hong Kong. Pedagogical dialogue, 4(22), 110-113. Zhang, Yuefeng (2016). Making students happy with wellbeing-oriented education: Case study of a secondary school in China. The Asia Pacific Education Researcher, 25(3), 463-471. 章月鳳 (2015)。 優質的英文教學：香港卓越教師的經驗。 教育論叢，第3期，1-15。 Zhang, Y. (2015). Sustaining Lesson Study in schools with positive peer leadership: A case study in Hong Kong. The International Journal for Lesson and Learning Studies, 4(2), 140-154. 章月鳳、李子建 (2014)。 香港小學小班的教學實踐。 香港教師中心學報，13，35-47。 章月鳳、鄧耀南 (2014)。 香港中學推行小班教學的現狀及啟示。 香港教師中心學報，13，49-64。 Zhang, Yuefeng (2014). How does Learning Study enhance school-based curriculum development?. Curriculum Perspectives, 34(1), 1-10. ZHANG, Yuefeng (2012). Enhancing English Language Teaching Via Variation. Journal of Research in Education, 8(A), 35-39. Zhang, Y. (2010). How Does Learning Study Enhance School-based Curriculum Development.. Journal of Research in Education, 10(A), 7-11. |
| Conference Papers Invited conference paper Zhang, Y. (2021, June). Learning Study for teachers' life-long learning. An invited speech at The 2nd International Online Forum on Modern Trends in Teacher Education, Almaty, Kazakhstan. Zhang, Y. (2019, December). Learning Study for better learning. Launch Meeting of IMPRESS, Internationality via mobility projects, research and education synergies, Dresden, Germany. Zhang, Y. (2019, May). Enhancing Empathy Through Mindfulness. An invited speech at International Conference of Educational Ethics and Teachers’ Moral, Shanxi Normal University, Linfen, China. Zhang, Y. (2018, December). Teaching less and learning more. An invited keynote speech at Small Class Teaching Association of Guangzhou Annual Conference 2018, Guangzhou, China. Zhang, Y. (2018, November). Teaching for better learning via Learning Study. An invited speech at the Symposium of Teacher Education in (Trans) Formation: Global Trends, National Processes and Local Factors, Dresden, Germany. Zhang, Y. & Li, K.N. (2018, November). Lesson study on mindfulness for enhancing parents’ mindfulness, well-being and parent-child relationship. An invited plenary speech at The World Association of Lesson Studies International Conference 2018, Beijing. Zhang, Y. (2018, October). Developing student agency via Variation Theory. An invited keynote speech at Learning Study & Subject Didactic Groups Network Conference, Nässjö, Sweden. Zhang, Y. (2018, June). Enhancing teacher professional competencies via Learning Study. International Conference on Improving the Core Literacy of Normal University Students, Linfen, Shanxi. Zhang, Y. (2017, May). Teacher Education in Hong Kong. III INTERNATIONAL FORUM ON TEACHER EDUCATION, Kazan, Russia. 周昭和、葉建源、冼儉恒、章月鳳、李孟正 (2017，3). 學生餘暇狀況對樂學教育的啟示。2017「課程發展與教學實踐」教育會議，香港教師中心。 Zhang, Yuefeng (2014, December). Developing reflective practitioners via Lesson Study in Hong Kong. World Association of Lesson Study 2014 Conference, Bandung， Indonesia. Zhang, Yuefeng (2013, September). Sustaining the Lesson Study Movement in Hong Kong with Positive Peer Leadership. Paper presented at The WALS International Conference 2013, Gothenburg, Sweden. Refereed conference paper Zhang, Y. (2020, November). Lateral entry teacher education in Hong Kong: Opportunities and challenges. The 1st Dresden Conference on Lateral Entry and Second Career Teachers, Dresden, Germany. Zhang, Y. (2018, December). Leadership for learning of all and by all: A case study in Hong Kong. A paper at 2018 International Conference on Education, Psychology, and Learning, Sydney, Austria. Zhang, Y. (2017, November). Enhancing student learning with Variation Theory in Learning Study. The World Association of Lesson Studies International Conference 2017, Nagoya. Zhang, Y. & Li, K. N. (2017, November). Designing pre- and post-tests: Experiences from 16 Learning Study projects in Hong Kong. The World Association of Lesson Studies International Conference 2017, Nagoya. Zhang, Y. (2016, September). Sustaining Learning Study in Hong Kong schools. The World Association of Lesson Studies International Conference 2016, Exeter, UK. Zhang, Yuefeng (2016, April). Sustaining Lesson Study in Hong Kong schools with leadership for learning. Paper presented at The 2016 AERA Annual Meeting, Washington D.C.. Zhang, Yuefeng (2014, December). Transforming teaching and empowering learning with lesson and learning studies in a secondary school in China. World Association of Lesson Study 2014 Conference, Bandung, Indonesia. Zhang, Yuefeng (2014, July). Effective classroom management of outstanding English language teachers in Hong Kong. C&I Departmental Conference 2014, Hong Kong. 章月鳳 (2014，5). 运用人本管理，持续发展教师专业。。第四届“大中华地区小班化教育研讨会”论文集（頁341-345）,广州市荔湾区教育发展研究中心及广州市荔湾区小班教育研究会，广州。 章月鳳 (2013，4). 小班教育──人本的教育。兩岸四地小班化教育的正向創新實踐研討會論文集，台灣新竹市︰國立新竹教育大學。 Tam, P. C., Zhang, Y., & Lam, H. C. (2012, November). Enhancing the teaching at performance tasks in kindergartens via learning study in Hong Kong. Paper presented at The World Association of Lesson Studies International Conference 2012, Singapore. Zhang, Y. (2012, November). Learning to teach: Pre-service teachers' experience of learning study in Hong Kong. Paper presented at The World Association of Lesson Studies International Conference 2012, Singapore. 章月鳳、鄧耀南 (2012，9). 香港中學推行小班教學的現狀及啟示。論文發表於第二屆大中華地區小班教學會議，大連，中國。 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. Other conference paper Zhang, Y. (2023, June). Promoting human flourishing with online PERMA communities. A paper presented at C&I Departmental Conference 2023, Hong Kong. Zhang, Y. (2021, June). Engaging university students in on-line learning with collaborative approaches. C&I Departmental Conference 2021, Hong Kong.. Zhang, Y. (2018, June). Leadership for learning of all, by all and for all: A case study in Hong Kong. C&I Departmental Conference 2018, Hong Kong. Zhang, Y., Leung, K. W., Chan, W. S. (2016, June). Effective classroom management of outstanding teachers in Hong Kong. C&I Departmental Conference 2016, Hong Kong. |
| Creative and Literary Works, Consulting Reports and Case Studies Consulting or contract research report 章月鳳、鄭紫玲、李嘉毅 (2018)。 香港教師靜觀練習手冊。香港教育大學課程與教學學系 鄧耀南、章月鳳、黃麗燕等 (2013)。 善用小班教學學習圈促進學與教的發展：以通識科及數學科為例。香港教育學院小班教學中心出版。Hong Kong Chan, Y. W. E., Zhang Yuefeng, etc. (2012). Enhancing teaching professionalism in teaching and learning through learning study.教育研究報告彙編：教育研究獎勵計畫10/11，pp. 99-125。 香港教師中心，香港中國語文教學專業發展學會. 香港 Written teaching case study or extensive note 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 |
| All Other Outputs Other outputs 章月鳳 (2020)。 找到點燃學生生命的火柴。明報，2020年5月5日Happy PaMa 教得樂第292期。 章月鳳 (2019)。 管理情緒的要訣。明報，2019年11月19日Happy PaMa 教得樂第268期。。 章月鳳 (2019)。 勿逼孩子 Don't cry over spilt milk。明報，2019年9月10日Happy PaMa 教得樂第258期。。 章月鳳 (2019)。 不開心只是幾秒鐘。明報，2019年7月16日Happy PaMa 教得樂第250期。。 章月鳳 (2019)。 對悲劇家庭關愛和支援。香港信報，2019年5月31日優質教育，教研陣地。 章月鳳 (2019)。 表揚和批評 三部曲（下）。信報，2019年4月5日優質教育，教研陣地。 章月鳳 (2019)。 找到人生熱情。信報，2019年3月9日優質教育，教研陣地。 章月鳳 (2019)。 表揚和批評 三部曲（上）。信報，2019年3月30日優質教育，教研陣地。 章月鳳 (2018)。 記一堂充滿愛的綜合實踐課。星島日報，2018年12月04日大學版，教大觀點，F02。。 章月鳳 (2018)。 孩子不聽話！ 靜觀解決問題。明報，2018年10月2日Happy PaMa 教得樂 第210期。。 章月鳳 (2018)。 認識“靜觀”：“自我關愛”與“擁抱憤怒”。信報，2018年10月13日優質教育，C4。 章月鳳 (2018)。 靜觀之 面對他人無明火。信報，2018年10月27日優質教育，教研陣地。 章月鳳 (2018)。 靜觀之親子關係。信報，2018年10月30日Happy PaMa 教得樂第214期。 章月鳳 (2018)。 爱的表达。星島日報，2018年2月27日大學版，教大觀點，F02。 章月鳳 (2017)。 讓課堂成為學生的舞臺。星島日報，2017年11月10日大學版，教大觀點，F02。 章月鳳 (2017)。 學生自編教材。香港信報，2017年9月22日優質教育，教研陣地，C05。 章月鳳 (2017)。 台灣學思達教學前景無限。星島日報，2017年6月19日大學版，教大觀點，F03。。 章月鳳 (2017)。 教是為了不教。星島日報，2017年5月16日大學版，教大觀點，F02。 章月鳳 (2016)。 課堂學習研究的持續發展。星島日報，2016年11月8日大學版，教大觀點，F02。 章月鳳 (2016)。 記一堂學生自主學習課。星島日報，2016年5月12日，教院觀點，F02。 章月鳳 (2015)。 讓學生當家作主。星島日報，2015年12月8日大學版，教院觀點，F02。 章月鳳 (2015)。 「神馳」教師創造學生學習的巔峰。星島日報，2015年5月8日大學版，教院觀點，F3。 章月鳳 (2014)。 揚長補短，成就每個孩子。星島日報，2014年12月16日大學版，教院觀點, F02。 章月鳳 (2014)。 教育不設限。星島日報，2014年10月14日大學版，教院觀點, F02。 章月鳳 (2014)。 有效運用合作學習，提升教學效能。星島日報，2014年5月13日大學版，教院觀點，F02。 章月鳳 (2014)。 運用合作學習，培養學生自主學習能力。星島日報，2014年5月27日大學版，教院觀點，F02。 章月鳳 (2014)。 用音樂劇成就過度活躍症學生。星島日報，2014年1月29日師家版，杏壇靈旅，F05。 章月鳳 (2013)。 如何幫助「頑劣」學生。星島日報，2013年12月18日師家版，杏壇靈旅，F05。資料來源：http://www.ied.edu.hk/upload_main/manage/131218%20STD%20Zhang%20Yue-feng.pdf。 章月鳳 (2013)。 給予SEN學生成功的機會 。星島日報，2013年11月27日師家版，杏壇靈旅，F05。資料來源：http://www.ied.edu.hk/upload_main/manage/131127%20STD%20Zhang%20Yue-feng.pdf。 章月鳳 (2013). 教育的機會。 大公網, 2013年9月17日.資料來源：http://news.takungpao.com.hk/paper/q/2013/0917/1908644.html. 章月鳳 (2013)。 教育孩子 絕不言棄。 大公網, 2013年6月20日。資料來源：http://news.takungpao.com.hk/hkol/education/2013-06/1703831.html。 章月鳳 (2013)。 餐桌上的教育。《大公報》2013年5月24日通識版。資料來源：http://paper.takungpao.com/html/2013-05/24/content_30_6.htm。 章月鳳、鄧耀南 (2012). 香港中學小班化乃大勢所趨。《大公報》2012年4月20日教育版, A12. 章月鳯 (2011). 幸福的瑞典小孩。教師中心傳真，第七十七期。. Zhang, Y. (2011). Seeing through students' learning difficulties. Joy of Learning. e-Magazine of the Hong Kong Institute of Education. Issue One, 2011. http://www.ied.edu.hk/jol_e-mag/eng/index.php.. 章月鳳 (2011). 如何提高學生的寫作技巧。《大公報》2011年3月3日教育版, C3. 章月鳳 (2011). 教授閱讀技巧的要點。《大公報》2011年1月26日教育版, A7。. 章月鳳 (2011). 日本老師教學的一些啟示。《大公報》2011年1月19日教育版, A19. 章月鳳 (2010). 找出關鍵特徵是成功教學關鍵。《大公報》2010年11月6日教育版, A7。. 章月鳳 (2010)。 學英文人稱代名詞的難點。《大公報》2010年3月11日教育版, A9。 章月鳳 (2010)。 讓教學活動聚焦學習內容（一）。《大公報》2010年3月13日教育版, A40。 章月鳳 (2010)。 讓教學活動聚焦學習內容（二）。《大公報》2010年3月24日教育版, A19。 章月鳳 (2010)。 藉學生訪談知學以促教。《大公報》2010年2月23日教育版, A9。 章月鳳 (2009)。 如何教好英文時態。《大公報》2009年11月14日教育版, A8。 章月鳳 (2009)。 於英文教學中妙用中文。《大公報》2009年11月11日教育版, A8。 章月鳳 (2009)。 多問學生為什麼。《大公報》2009年10月27日教育版, A9。 |
Projects
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Enhancing EdUHK students’ multiculturalism through cross-culture activities This project aims 1. To network local with non-local/international students within EdUHK and with partnership universities in Germany, Kazakhstan and Austria; 2. To organize cross-cultures activities and events for enhancing students’ multicultural awareness, knowledge, and skills; 3. To enhance intellectual exchange between local and non-local students in relation to career planning and sustainable developmental goals; 4. To explore strategies for enhancing internationalization in the existing courses taught by the investigators (e.g., CLS 1031; CLS1027; GEK1010; GEK 1011). Project Start Year: 2021, Principal Investigator(s): ZHANG, Yuefeng Ellen 章月鳳 |
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Emotion regulation via e-journal This project aims to develop an e-journal for students' record of their emotions. 1. Keeping an e-journal cultivates students’ habit to keep track of own emotion fluctuation every day for at least 14 days by recording own physical, emotional, cognitive and behavioural responses to an event. 2. The e-journal allows the instructor to frequently monitor students’ emotion fluctuation and provide assistance to help students resolve high-risk issues, if any, that may triggered strong negative emotions. 3. The e-journal provides an interactive platform for the instructor to give timely feedback and/or encouragement, if needed, to adjust and/or consolidate to students’ application of emotion regulation strategies. Project Start Year: 2020, Principal Investigator(s): ZHANG, Yuefeng Ellen 章月鳳 |
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Promoting human flourishing with online PERMA communities PERMA is a five-domain framework for promoting human well-being and flourishing, including positive emotions, engagement, positive relationship, meaning and accomplishment (Seligman, 2011). This project aims at co-construct PERMA communities with EdUHK undergraduate students. Project Start Year: 2020, Principal Investigator(s): ZHANG, Yuefeng, Ellen |
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Leaders of learning for 3 BEd courses This project aims o train past students of the courses into leaders of learning and mentors for existing students and to provide participants with opportunities to mentor and support groups of student teachers in teaching and/or school service. Project Start Year: 2019, Principal Investigator(s): ZHANG, Yuefeng Ellen 章月鳳 |
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International mobility project for promoting Community of Learning Study (Erasmus+) This project aims to promote teachers' professional community of practices via Learning Study through staff and student mobility and academic exchange Project Start Year: 2019, Principal Investigator(s): Baldassari, Silvia (ZHANG, Yuefeng Ellen 章月鳳 as Co-Investigator) |
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Promoting self-regulated learning (SRL) through communities of learning This project aims to promote Community of Learning and self-regulated learning by inviting previous students to help to design course materials for self-regulated learning in four Bed courses in EdUHK. Project Start Year: 2019, Principal Investigator(s): ZHANG, Yuefeng Ellen 章月鳳 |
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Enhancing Teachers’ Well-Being in Hong Kong Through Mindfulness Training The proposed project aims to explore mindfulness training as a new approach for enhancing teachers’ well-being in Hong Kong, which in the long run will cultivate a more positive environment in schools and lead to better educational outcomes for children in Hong Kong. Project Start Year: 2018, Principal Investigator(s): ZHANG, Yuefeng Ellen 章月鳳 |
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Promoting Positive Parent-Child Relationship Through Mindfulness Training This project aims to implement mindfulness training for parents in 10 Hong Kong primary schools to enhance their well-being and promoting positive parent-child relationship; and investigating the impact of mindfulness on parents’ well-being and parent-child relationship. Project Start Year: 2017, Principal Investigator(s): ZHANG, Yuefeng Ellen 章月鳳 |
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Higher education student and staff mobility between the Pedagogical University of Tirol and the Education University of Hong Kong To conduct a comparative study into the development of collaborative action research in Austria and in Hong Kong Project Start Year: 2017, Principal Investigator(s): Christine Lechner (ZHANG, Yuefeng Ellen 章月鳳 as Co-Investigator) |
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International mobility project for promoting Learning Study (Erasmus) This project aims to promote teacher professional development via Learning Study by staff and student mobility and academic exchange. Project Start Year: 2017, Principal Investigator(s): Lechner, Christine (ZHANG, Yuefeng Ellen 章月鳳 as Co-Investigator) |
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Effective Leadership for Learning in Greater China: Case studies of Outstanding School Leadership Teams in Hong Kong, Shanghai and Taipei The study is a pilot study of a GRF proposal which aims to gain an in-depth understanding of outstanding school leaders’ notions and practice of effective leadership for learning in schools in Greater China and to identify the attributes of school leaders’ effective leadership for learning in schools in Greater China. The pilot study will study the leadership for learning by an outstanding school leader in Hong Kong, who has been granted with awards for her effective leadership in planning, monitoring and sustaining learning programmes. Research methods will include interviews with the school leaders, observing participants in school settings and analysis of school documents on managing learning programmes Project Start Year: 2015, Principal Investigator(s): ZHANG, Yuefeng Ellen 章月鳳 |
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Overcoming the challenges in classroom management by novice teachers in Hong Kong schools This proposed project attempts to conduct case studies of six novice teachers (2 Chinese teachers, 2 English teachers and 2 mathematics teachers) who just will start their teaching in September 2015, in the hope to identify what challenges these novice teachers encountered in their first year of teaching and how the challenges were resolved. Project Start Year: 2015, Principal Investigator(s): ZHANG, Yuefeng Ellen 章月鳳 |
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Stories of Effective Classroom Management in Inclusive Education by Outstanding Teachers in Hong Kong The proposed study will draw on the experience of 6 outstanding teachers (4 primary school teachers and 4 secondary school teachers) in Hong Kong and investigate the challenges in classroom management these teachers met with in inclusive classrooms and the strategies they adopted to cope with these challenges. Stories of effective classroom management by these teachers will be written up into a repertoire of good practices and an e-platform will be developed for dissemination. Recommendations on applying the experience of these outstanding teachers will be made to improve those HKIEd courses that are related to inclusive classroom management. Project Start Year: 2014, Principal Investigator(s): ZHANG, Yuefeng Ellen 章月鳳 |
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Developing effective classroom management: Case studies of outstanding teachers in Hong Kong The project sample will comprise 3 outstanding teachers in three Key Learning Areas (Chinese, English and mathematics and four teachers from each area) from the Hong Kong Chief Executive’s Award for Teaching Excellence (CEATE) Scheme. The research methods include interviews with the teachers, observing them in school settings and in their own classrooms, and document analysis. It is anticipated that findings of the study will enrich our understanding of expertise in classroom management with the notion of effective classroom management reconceptualised based on outstanding teachers’ perceptions and pedagogical practices. Project Start Year: 2013, Principal Investigator(s): ZHANG, Yuefeng Ellen 章月鳳 |
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Changes in Curriculum Planning and Teaching Practices in Small Class Environment The study attempts to enrich our understanding of the impact of small class teaching on curriculum planning and teaching practices by conducting a questionnaire survey with all the teachers in 80 primary schools and interviews with teachers from 9 schools (4-5 teachers from each school). Project Start Year: 2013, Principal Investigator(s): ZHANG, Yuefeng Ellen 章月鳳 |
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Catering for individual differences with small class teaching in a Guangzhou secondary school Through an in-depth qualitative case study of Huadi Secondary School, which was regarded as one of the most successful pioneering small class teaching schools in Guangzhou, the proposed study attempts to investigate how the school leaders and the teachers in the school cater for students’ individual differences in small class setting and the factors influencing their practices in the process. Implications on the strategies of managing individual differences in small class setting will be put forward at the end of the study. Project Start Year: 2013, Principal Investigator(s): ZHANG, Yuefeng Ellen 章月鳳 |
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The Impact of Territory-wide System Assessment (TSA) on School Practices in Hong Kong The proposed study aims to investigate how primary and secondary school leaders and teachers understand and respond to low-stake assessment tests such the Territory-wide System Assessment (TSA) in Hong Kong. Project Start Year: 2012, Principal Investigator(s): ZHANG, Yuefeng Ellen 章月鳳 |
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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 study, cases of effective classroom management by these teachers will be written up or videotaped and edited to enrich the teaching recourses of the course. Recommendations on applying the experience of these outstanding teachers will be made in the hope of better connecting the pre-service training with the in-service teachers’ practice. Project Start Year: 2012, Principal Investigator(s): ZHANG, Yuefeng Ellen 章月鳳 |
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Fostering Teachers' Learning Communities in Small Class Teaching: A pioneering support project in a local secondary school The project aims to create a small class teaching (SCT) learning circle in the target school to enable the school teachers to implement SCT as a facilitating condition to improve the effectiveness of teaching and learning; to investigate the impact of the SCT learning circle on teacher professionalism, including their teaching philosophy and teaching practices so as to inform both policy and practice of SCT in secondary school education. Project Start Year: 2012, Principal Investigator(s): (ZHANG, Yuefeng Ellen 章月鳳 as Co-Principal Investigator) |
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The implementation of small class teaching in Hong Kong secondary schools The study aims to investigate into how the secondary schools in Hong Kong implement SCT. It first makes use of a questionnaire survey to obtain a whole picture of how SCT is used in the secondary schools in Hong Kong. In-depth case studies are then conducted with three schools identified from the questionnaire survey to find out the implementation of SCT in great details. This study attempts to grasp the whole picture of how secondary schools in Hong Kong is using SCT, what challenges schools are facing in introducing SCT and what strategies they are using to tackle the problems. Implications on promoting SCT practices in secondary schools will be put forward, which may help inform the Government’s future policy of SCT. Project Start Year: 2011, Principal Investigator(s): ZHANG, Yuefeng Ellen 章月鳳 |
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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" in social cognition research (Wyer & Srull, 1994). The pilot study attempts to explore the methodology and pilot test the feasibility of the study in smaller scale. Field studies on four secondary school teachers who teach Chinese Language, English Language, Mathematics and Liberal Studies were initiated in a school. The methods of study include lesson observation, stimulated recall interview, post-lesson reflective record and survey of sample teacher and researchers. A total of thirteen classes were observed with an average of three lessons being observed for each teacher on a class in junior forms. The data analysis follows the rules of grounded theory; a protocol has been built upon multiple sources of data which has resulted to a tentative system of teaching actions in practice. The project outputs include a series of teaching episodes to demonstrate procedural knowledge of teachers. A study will be further conducted at the next stage to inform how the findings can be used in professional teacher training. Project Start Year: 2011, Principal Investigator(s): LAM Bick Har 林碧霞 (ZHANG, Yuefeng Ellen 章月鳳 as Co-Investigator) |
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Outcome-based Field Experience Framework Outcome-based Field Experience Framework Project Start Year: 2011, Principal Investigator(s): YU, Wai Mui Christina 姚偉梅 (ZHANG, Yuefeng Ellen 章月鳳 as Co-Investigator) |
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優質的觀課與評課計劃 本計劃的目的是與小學教師共同研究小學階段不同學科的教學難點及學生公開評核中表現的弱項, 共同設計課堂; 然後透過公開觀課與評課, 為全港教師創設一個交流的平台, 共同探討改善教與學的方法. 在過程中透過專家評課, 與教師深入分析課堂, 研發提升課堂分析的理論, 探討有效的觀課與評課的方法, 以推廣優質的觀課與評課文化 Project Start Year: 2010, Principal Investigator(s): KO, Po Yuk 高寶玉 (ZHANG, Yuefeng Ellen 章月鳳 as Team Member) |
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Promoting Teacher Professional Development and Building Awareness of Student Learning Difficulties through Conducting Learning Studies Project I The project studies the impact of the implementation of three learning studies and some lesson observation consultancies on teachers’ perception of students’ learning difficulties and their own abilities to deal with the problems. Project Start Year: 2009, Principal Investigator(s): ZHANG, Yuefeng Ellen 章月鳳 |
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Developing Principles to Guide Pedagogy for Effective Learning The objective of this study is to identify 24 Learning Study cases that resulted in significant improvement in student learning from a data pool of 120 Learning Study cases. These 24 cases will provide a data set for the intra-case and cross-case analysis in the second phase of the study, through which we explore how the use of Variation is related to student learning. Project Start Year: 2009, Principal Investigator(s): KO, Po Yuk 高寶玉 (ZHANG, Yuefeng Ellen 章月鳳 as Co-Investigator) |
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‘Learning English through drama’ Project It is a project funded at $144,000 by Hong Kong Teachers Drama Association. I am the Project Leader to provide academic consultancy to the Association. This is an innovative project which works in collaboration with artists and teachers in four secondary schools to explore the idea of learning English through drama. Project Start Year: 2008, Principal Investigator(s): KO Po Yuk (ZHANG Yuefeng Ellen as Co-Investigator) |
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Promoting Teacher Professional Development and Building Awareness of Student Learning Difficulties through Conducting Learning Studies The project studies the impact of the implementation of three learning studies and some lesson observation consultancies on teachers’ perception of students’ learning difficulties and their own abilities to deal with the problems. Project Start Year: 2008, Principal Investigator(s): ZHANG Yuefeng Ellen |
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Developing School-based English Language Curriculum with the Use of Learning Studies To study how teachers can be empowered to develop school-based curriculum through the Learning study. Project Start Year: 2007, Principal Investigator(s): LO-FU Yin Wah Priscilla (ZHANG Yuefeng Ellen as Co-Investigator) |
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Improving Language Arts Teaching through Learning Studies Through planning and implementing one Learning Study and a range of follow-up activities, the research team will explore how the teaching of language arts can be improved. Project Start Year: 2007, Principal Investigator(s): LO-FU, Yin Wah, Priscilla 勞傅燕華 (ZHANG, Yuefeng Ellen 章月鳳 as Co-Investigator) |
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Evaluation and Improvement of the Learning Study Module in the Core Curriculum The projects evaluate the effectiveness of the Learning Study module on initial teacher preparation and provide implication on how to improve the module design base on the data collected. Project Start Year: 2007, Principal Investigator(s): KO Po Yuk (ZHANG Yuefeng Ellen as Co-Investigator) |
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Enhancing Teaching and Learning in English Langauge To study how improvements in the teaching of English language can be achievecd through Learning Study. Project Start Year: 2007, Principal Investigator(s): LO-FU YIN WAH, PRISCILLA 勞傅燕華 (ZHANG, Yuefeng Ellen 章月鳳 as Co-Investigator) |