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Professor TSE, Shek Kam

Personal Particulars

Professor TSE, Shek Kam

謝錫金

B. A., M. Phil. (H.K.U.H.K.), Dip. Ed., M. A. (Ed.) (C.U.H.K.), Ph. D. (U. of Nottingham)

Professor

Director, Centre for Advancement of Chinese Language Education and Research

Division of Chinese Language and Literature

Tel: (852) 3917 1960

Location: Room 615, Meng Wah Complex

Areas of Expertise:

Learning and Teaching of Chinese; Teaching Chinese as a Second Language; Reading Literacy; Medium of Instructions; Composing Process in Writing Chinese; Teacher Change

Areas of Expertise

Teaching Areas:
Methods in teaching Chinese Language; Reading; Writing; CAL in Chinese; Research methods; Chinese as a medium of instruction; Assessment of Chinese Language

Research Interests:
Reading literacy; New methods in teaching Chinese Language; Teaching Chinese as a second language; Composing process in writing Chinese; Medium of instructions

Awards
  • A Meaningful Journey of Teaching and Learning of Chinese for Non-Chinese Speaking Students: Towards Local, Regional and International Advancement Knowledge Exchange (KE) ​Award, Faculty of Education, HKU
    Tse, S. K., Shum, M. S. K., Ki, W. W., Lam, J. W. I., Cheung, W. M., Loh, E. K. Y., (2014). A Meaningful Journey of Teaching and Learning of Chinese for Non-Chinese Speaking Students: Towards Local, Regional and International Advancement.The University of Hong Kong.
  • The International Association for the Evaluation of Educational Achievement (IEA) Dick Wolf Memorial Award
    Tse, S. K., Lam, J. W. I., Loh, E. K. Y., & Lam, R. Y. H. (2007). The Influence of the Language that Hong Kong Primary School Students Habitually Speak at Home on their Chinese Reading Ability in School. Journal for Multilingual and Multicultural Development, 28(5), 400-418.
  • Quality Education Fund Awards: Certificates of Merit (2008)
    Tse, S. K., Shum, M. S., Ki. W. W. Quality Education with Chinese as the Medium of Instruction (Project No: 1999/0882)
    Tse, S. K.. Effective Teaching and Learning of Chinese Language in Primary Schools: Vocabulary Acquisition and Enhancing Reading (Project No: 1999/2761).
  • Research Output Prize 2008, Faculty of Education, HKU
    Tse, S. K., Lam, J. W. I., Loh, E. K. Y., & Lam, R. Y. H. (2007). The Influence of the Language that Hong Kong Primary School Students Habitually Speak at Home on their Chinese Reading Ability in School. Journal for Multilingual and Multicultural Development, 28(5), 400-417.
Projects
  • QEF Thematic Network (QTN) on Chinese Language in the 2014/15 School Year (2014) , Quality Education Fund, HK$3,988,000 Principal investigator; in progress. 
  • Accommodating Diversity: Supporting the Learning and Teaching of Chinese Language for non-Chinese Speaking Students in Primary Schools (2014) , HK$12,322,000, Co-Investigator; in progress.
  • Provision of Services for Running of Chinese Language Learning Support Centres for Non-Chinese Speaking (NCS) Students (Tender Ref.: EDB/NCS/SEC-05(2014)), HK$8,997,338, Co-Investigator; in progress.
  • Examining the influences of country, school, and home contexts on reading development: A comparison of the reading achievement of fourth-grade students across countries (2014),Small Project Funding, HK$30,240, Co-Investigator; in progress.
  • Quality Education Fund Thematic Network (QTN) on Chinese Language in the 2013/2014 School Year (2013), Quality Education Fund, HK$3,671,000, Principal investigator; in progress.
  • Provision of Services for the Progress in International Reading Literacy Study (PIRLS) 2016 in Hong Kong(2013-2018) (2013),Education Bureau (Government).HK$ 9,973,447;  Principal investigator; in progress.
  • Provision of Services on Analyses of the Chinese Proficiency of Non-Chinese Speaking (NCS) Students [Quotation Reference No.: EDB(EC)16/2013] (2013-2014) (2013),Education Bureau (Government).HK$ 396,814; Principal investigator; in progress.
  • 9th IAIMTE International Conference. The impact of reading attitudes and the reading self-concept on the reading attainment in Chinese and non-Chinese societies.(2013), URC/CRCG - Conference Support for Teaching Staff . HK$ 16,500,Principal investigator; in progress.
  • Chinese character structure and component learning among Grade 7 ethnic minority students in Hong Kong (2013), Seed Funding Programme for Basic Research. HK$ 120,000; Principal investigator; in progress.
  • Quality Education Fund Thematic Network Chinese Language (2012-2013) (2012), Quality Education Fund, HK$2,687,000, Principal investigator; in progress.
  • The Fourth Study on the Progress in Chinese and English Reading Literacy Study (in 2013) at Primary 4 in Hong Kong and Approaches to and Strategies for Enhancing the Quality of Teaching and Learning of Reading (2012) General Research Fund, HK$944,818, Principal investigator; in progress.
  • Special Interest Group Research on Literature Education Seminar. The Many Languages of Literature: Literature Education in Multilingual and Intercultural Settings The Effects of Watching Television and Programme Subtitles on Hong Kong Students' Reading Standards in English and Chinese Literature. (2012), URC/CRCG - Conference Support for Teaching Staff. HK$ 16,500,Principal investigator; completed.
  • Research and Development of Exemplars on Chinese Language Assessment Tools for Non-Chinese Speaking Students in Local Primary and Secondary Schools of Hong Kong (2012), Education Bureau - General Award, Principal investigator; in progress.
  • Supporting Kindergartens in the Teaching and Learning of Chinese for Non-Chinese Speaking (NCS) Children (2012), HK$9,999,950, Education Bureau - Education Development Fund, Co-Investigator; in progress.
  • Quality Education Fund Thematic Network Chinese Language (2011-2012) (2011), HK$1,868,000, Principal investigator; completed.
  • 8th IAIMTE International Conference. The Importance of After-School Private Tutoring for the Chinese Reading Attainment of Grade 4 Primary Students in Hong Kong (2011),  URC/CRCG - Conference Support for Teaching Staff. HK$16,500, Principal investigator; completed.
  • Supporting Secondary Schools in the Teaching and Learning of Chinese for non-native learners (2011), HK$12,391,050, Education Bureau - General Award, Co-Investigator; in progress.
  • Development of a fit-for-purpose Chinese-language course for the medical students (2011), HK$281,852, Faculty Development Fund, Faculty of Medicine , HKU, Co-Investigator; completed.
  • Promoting Reading Research Project in Macau (2010), Direccao dos Servicos de Educacao e Juventude, Macau SAR Government, Principal investigator; in progress.
  • A project promoting effective methods of teaching Chinese characters to young children in Hong Kong: ways of teaching pupils to recognise and write Chinese characters (2010), Education Bureau - General Award, HK$2,204,900, Principal investigator; completed.
  • Case Studies on Curriculum Leadership and Management in Primary Schools 2010 (2010), HK$854,000, Education Bureau - General Award, Co-Investigator; completed.
  • Provision of Services (2010) for Running of Chinese Language Learning Support Centres for Non-Chinese Speaking (NCS) Students (2010), HK$5,779,980, Education Bureau - General Award, Co-Investigator; completed.
  • The Progress in Chinese and English Reading Literacy Study (in 2010) at Primary 4 in HK and Approaches to and Strategies for Enhancing the Quality of the Teaching and Learning of Reading (2009), General Research Fund, RGC, HK571,200, Principal investigator, completed.
  • Early Childhood Mandarin: Commonalities and Distinctions among Beijing, Hong Kong and Singapore (2009),General Research Fund (GRF), HK$428,000, Co-investigator; completed.
  •  Enhancing creative teaching behaviors by Learning Study and its impact on writing and reading abilities of Primary school students in Hong Kong (2009),General Research Fund (GRF), HK$428,000, Co-investigator; completed.
  • Early childhood Mandarin: Commonalities and Distinctions among Beijing, Hong Kong and Singapore (2009), General Research Fund, RGC, $428,000, Co-investigator; completed.
  • Enhancing creative teaching behaviours by Learning Study and its impact on writing and reading abilities of Primary school students in Hong Kong (2009), General Research Fund, RGC, $428,000, Co-investigator; completed.
  • 7th IAIMTE International Conference. Processes and factors leading to transformation of Taiwanese language teacher professional practices: a case study (2009), URC/CRCG - Conference Support for Teaching Staff . HK$ 16,500,Principal investigator; completed.
  • Progress in International Reading Literacy Study (PIRLS) 2011(2008), EDB, HK$8,137,017, Principal Investigator.
  • Supporting Secondary Schools in the Teaching and Learning of Chinese for non-native learners; Acting Principal investigator (2008); EDB tender project; HK$16,169,111; in progress.
  • Study of the Chinese Language Standards of Ethnic Minority Students in Hong Kong Schools on the Basis of their Performance in 2007; Principal investigator; EDB tender project; HK$788,468; completed.
  • The Research and Learning Experiment on CKC Computerized Learning (2008); one of twelve principal investigators in the research, National Education Research Projects in the area of ¡§Innovative Teaching and Learning Methods in ICT Environment¡¨ funded by Windsor Education Fund; (Project code approved by PRC government: BCA 060016); completed.
  • A Follow-up study of Collaborative study on Chinese language standards of ethnic minorities students in local schools of Hong Kong (2008); Principal investigator, Curriculum Development Institute; completed.
  • Provision of services for running of Chinese language learning support centres for non-Chinese speaking (NCS) students in five designated secondary schools (2007); co-investigator, EMB Tender Project, HK$4,933,108 (Tender Ref.: EMB/NCS/SEC-01); completed.
  • A Three-year follow-up study of English and Chinese reading literacy at Primary 4 in Hong Kong and Strategies for Enhancing the Quality of the Teaching and Learning of Reading; Co-investigator (2006); Principal investigator; RGC Competitive Earmarked Research Grant, HK$676,500 (RGC project code: HKU 7449/06H); completed.
  • Collaborative study on Chinese language standards of ethnic minorities students in local schools of Hong Kong (2007-08); Principal investigator, Curriculum Development Institute, HK$290,000; completed.
  • School-based Chinese curriculum reform: Primary one (2007-08); Principal investigator; Hong Kong Taoist Association School, completed.
  • School-based Chinese curriculum development: Primary two and secondary one (2007-08); Principal investigator; Evangel College, completed.
  • Teaching Chinese literacy in Hong Kong, Shenzhen and Singapore: pedagogical differences between kindergartens and primary schools (2006); Co-investigator; General Research Fund; HK$498,190, in progress
  • Effective Teaching of Chinese language: School-based Collaboration Project (2005); co-investigator; Quality Education Fund; HK$450,000.
  • A two-year follow-up study of English and Chinese reading literacy at primary 4 in Hong Kong, and approaches and strategies towards enhancing the quality of the teaching and learning of reading (2005); RGC; HK$15,000; Principal investigator;completed.
  • Progress in International Reading Literacy Study (PIRLS 2006) (2004); Education and Manpower Bureau; principal investigator; HK$4,990,000, completed.
  • Advancing Mother-tongue education: Up-listing the effectiveness of learning and teaching (2004); co-investigator; Quality Education Fund; HK$3,300,000; completed.
  • Dissemination of "Comprehensive and Effective Learning of Chinese Characters" Teaching Methods in Primary Schools (2004); principal investigator; Quality Education Fund; HK$69,908, completed, 2005.
  • Effective teaching and learning of Chinese language in primary schools: vocabulary acquisition and enhancing reading (2004); principal investigator; Quality Education Fund; HK$61,958; completed.
  • Comparing linguistic features of English and Chinese Subject-specific Genres in Secondary School Education (2004); co-investigators; Research Grant Council Earmarked Grant Award 2004; $1,048,740; completed.
  • Collaborative Project on Conceptualization of Successful Practices of Curriculum, Learning and Teaching and Assessment of Chinese Language in Primary and Secondary School (2003); principal investigator; Curriculum Development Institute, Education and Manpower Bureau, HKSAR Government; HK$998,205; completed.
  • The Current State of Chinese and English Reading Literacy at Primary 4 in Hong Kong, and Approaches and Strategies towards Enhancing the Quality of the Teaching and Learning of Reading (2003); principal investigator; RGC Earmarked Research Grant; HK$950,000, completed.
  • Research on the Criteria Reference of Grade E of Hong Kong Certificate Education Examination of Chinese Composition (2002); principal investigator; Hong Kong Examination Authority, HKSAR Government HK$40,000, completed.
  • Review of Extensive Reading Scheme (Chinese) (2001); principal investigator; Education Department, HKSAR Government HK$60,000, completed.
  • Investigating Subject-specific Generic Writing Skills of Senior Secondary School Students (2001); Co-investigators; Research Grant Council Earmarked Grant Award 2001; HK$791,000, completed.
  • Support Centre for Teachers Using Chinese as the Medium of Instruction (2000); one of the 4 principal investigators; Quality Education Fund HK$21,400,000, completed.
  • Progress in International Reading Literacy Study (PIRLS): The Current State of Reading Literacy at Primary Level in Hong Kong and Approaches towards Enhancing the Quality of the Teaching and Learning of Reading (2000); principal investigator; Quality Education Fund HK$2,580,400, will be completed in June, 2004.
  • Effective Teaching and Learning of Chinese Language in Primary Schools: Vocabulary Acquisition and Enhancing Reading (2000); principal investigator; Quality Education Fund HK$395,000, completed.
  • The Dissemination of Creative Writing Approach (2000); principal investigator; Education Department, HKSAR and the Hong Kong Jockey Club HK$338,500; completed.
  • The Dissemination of New Language Writing Approach (2000); principal investigator; Education Department, HKSAR and the Hong Kong Jockey Club HK$339,000; completed.
  • Effective Teaching and Learning of Chinese Language in Primary Schools: Accelerating Vocabulary Acquisition and Enhancing Writing (1998); principal investigator; Language Fund HK$859,432; completed.
  • Support Centre for Teachers Using Chinese as the Medium of Instruction (1998); one of the 4 principle investigators; Language Fund HK$11,000,000; completed.
  • Language in Education and Society Publication Database (1998), co-investigator; R. R. Shaw / K. K. Leung Teaching Fund; HK$100,000; completed.
  • A Study to Promote the Use of Multi-media Computer Software for the Classroom Teaching and Learning of Chinese: Chinese Character Learning and Reading Comprehension (1997); co-investigator; Language Fund HK$310,000; completed.
  • Computer Assisted Learning of Practical Writing: A functional approach (1997); co-investigator; CRCG; HK$73,363; completed.
  • Pilot Study and Research on the Academic Ability Assessment (1997); Co-investigator; funded by Education Department; HK$499,000; completed.
  • Computer Assisted Learning of Practical Writing: Self study programme (1997); principal investigator; RGC & Hong Kong Polytechnic University HK$200,000; completed.
  • Computer Assisted Learning of Chinese: Self study programme (1997); principal investigator; RGC & Hong Kong Polytechnic University HK$300,000; completed.
  • The Design and Construction of a New Form of the ATT Test (1996), member of 6-person research team, funded by Education Dept. HK$500,000, completed.
  • Research on Assessment and Allocation System (of 9-year Compulsory Education Review) (1996), co-investigator, funded by Education Department, HK$730,000, completed.
  • Setting Benchmarks for Primary Teachers Using Chinese as the Medium of Instruction (1996), Consultant Investigators: Tse I; Lai W; Tse S. K. (members of a 13-person research team), funded by Education and Manpower Branch, HK$500,000, completed.
  • Language Development of Preschool Children in Hong Kong (1995); co-investigator; Language fund HK$556,900; completed.
  • A Computer-based Supportive Environment for the Learning of Chinese Reading and Writing (1995); co-investigator; RGC funded HK$150,000; completed.
  • Development of Multi-media Computer Learning Package of Chinese Language (1995); principal investigator in team of four; HK$600,000 from HK Language Fund; completed.
  • Pleasurable and Effective Learning (1995); principal investigator in team of 3; funded by Curriculum Development Institution HK$36,000; completed.
  • Language Enhancement for Life (1994); member of 4-person research team; UPGC funded HK$5,000,000; completed.
  • Children's reading strategies in L1 & L2 (1994); principal investigator in team of 2; CRGC & UPGC funded HK$57,000; completed.
  • The literacy of the Elderly in HK (1994); principal investigator in team of 4; funded by Australian International Development Assistance Bureau & the Salvation Army (HK & Taiwan hqs.) HK$200,000; completed.
  • Discourse Competence of Primary School Children in Hong Kong: A Study of written Narratives in Chinese & English (1993); co-investigator; UPGC funded HK$312,000; completed.
  • Critical Review of Literature on Language in Education in HK (Chinese focus) (1993), prepared for Working Group on Language Proficiency of Education Commission: funded by Education Commission, HK$89,000; principal investigator in team of 8; project completed.
  • Computer-based supportive environment for Learning of Chinese Reading; second investigator (1991); UPGC funded HK$480,000; completed.
  • A Chinese Story Book Write for Pupils (1990); co-investigator; Committee on Research and Conference Grants funded HK$54,000; completed, research reports published.
Publications
Books and Book Chapters   
  • Tse S.K. (2014). Theories of Learning and Teaching Chinese Language, Effective Teaching and Learning of Chinese for Non-Chinese Speaking Preschoolers, TSE Shek Kam, LOH Ka Yee Elizabeth, Beijing Normal Universirty Publishing Group, 16-37.         
  • Tse S.K., Loh E.K.Y. and Tsui S.K.(2014). The medium of instruction for non-Chinese speaking preschoolers who learn Chinese as a second language, Effective Teaching and Learning of Chinese for Non-Chinese Speaking Preschoolers, Tse, S. K., & Loh, E. K. Y., Beijing Normal University.      
  • Tse S.K. and Loh E.K.Y.(2014). Chinese character assessment designed for non-Chinese speaking preschoolers, Effective Teaching and Learning of Chinese for Non-Chinese Speaking Preschoolers, Tse, S. K., & Loh, E. K. Y., Beijing Normal University.    
  • Tse S.K. and Loh E.K.Y.(2014). Effective Teaching and Learning of Chinese for Non-Chinese Speaking Preschoolers, TSE Shek Kam, LOH Ka Yee Elizabeth, Beijing Normal University Publishing Group.           
  • Tse S.K. and Loh E.K.Y. (2014). Strategies for the catering of individual learning diversity, Effective Teaching and Learning of Chinese for Non-Chinese Speaking Preschoolers, Tse, S. K., & Loh, E. K. Y., Beijing Normal University.
  • Tse S.K., Li H. and Leung S.O.(2014). Tense and temporality: How young children express time in Cantonese, Development of Pragmatic and Discourse Skills in Chinese-Speaking Children, Zhu Hua, Lixian Jin, John Benjamins, 35-56.
  • Leong C.K., Tse S.K., Loh E.K.Y. and Ho M.K.(2014). Fostering Reading Comprehension and Writing Composition in Chinese Children, Reading Development and Difficulties in Monolingual and Bilingual Chinese Children, Xi Chen, Qiuyang Wang, Yan Cathy Luo, Springer, 67-86.
  • Loh E.K.Y., Tse S.K. and Tsui S.K.(2014). The analyze of the teaching and learning of Chinese as a second language, Effective Teaching and Learning of Chinese for Non-Chinese Speaking Preschoolers, Tse, S. K., & Loh, E. K. Y., Beijing Normal University.    
  • Tse S.K. (2013).Methods of Research and Enquiry in Chinese Language Education , Beijing Nornmal Universirty Publishing Group, 1-192.
  • Tse S.K., Cheung W.M. and Loh E.K.Y. (2013). The Factors of Curriculum,Teaching Materials and Teaching Methods which Affect Students' Reading Literacy , Enhancing children's reading ability to the world's top, TSE Shek Kam, LAM Wai Ip Joseph , Beijing Nornmal Universirty Publishing Group, 111-160.
  • Tse S.K., Loh E.K.Y. and Lam J.W.I. (2013). Family Factors which Affect Students' Reading Literacy , Enhancing children's reading ability to the world's top, TSE Shek Kam, LAM Wai Ip Joseph , Beijing Nornmal Universirty Publishing Group, 81-110.
  • Tse S.K., NG H.W. and Loh E.K.Y. (2013). The Theoretical Framework of the " Progress in International Reading Literacy Study", Enhancing children's reading ability to the world's top, TSE Shek Kam, LAM Wai Ip Joseph , Beijing Nornmal Universirty Publishing Group, 39-63.
  • Loh E.K.Y., Tse S.K. and Lam J.W.I.(2013).Factors affecting students' Chinese reading ability, Enhancing children's reading ability to the top level of the world, Tse, S. K., & Lam, J. W. I., Beijing Normal University Publishing Group, 195-227.
  • Lam J.W.I. and Tse S.K.(2013).Reading performance of Hong Kong primary students, Enhancing children's reading ability to the top level of the world, Tse S.K. and Lam J.W.I., Beijing Normal University Press, 64-80.
  • Cheung W.M., Tse S.K. and Lam J.W.I.(2013).Effective school and effective reading programme, Enhancing children's reading ability to the top level of the world, Tse S.K. and Lam J.W.I., Beijing Normal University Press, 161-194.
  • Lam J.W.I., Tse S.K. and Loh E.K.Y.(2013). What is Reading? , Enhancing children's reading ability to the top level of the world, Tse S.K. and Lam J.W.I., Beijing Normal University Press, 1-38.
  • Liu C.X., Tse S.K. and Lam J.W.I.(2013).Implication to Hong Kong from PIRLS, Enhancing children's reading ability to the top level of the world, Tse S.K. and Lam J.W.I., Beijing Normal University Press, 228-251.
  • Tse, S. K. (2012). PIRLS 2011: Hong Kong SAR. In I. V. S. Mullis, M. O. Martin, C. A. Minnich, K. T. Drucker & M. A. Ragan (Eds.), PIRLS 2011 Encyclopedia: Education Policy and Curriculum in Reading Volume 1, A-K (pp. 287-299). Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
  • Tse, S. K. (2012). Differentiate Curriculum of Teaching and Learning of Chinese Language as Second Language: Differentiate Teaching Material and Pedagogy: Hong Kong University Press.
  • Tse S.K., Wong M.Y. and Loh E.K.Y. (2012). Non-Chinese speaking primary school students learning Chinese reading in a differentiated approach: A case study, The Chinese language learning and teaching of non-Chinese speaking: Curriculum, teaching materials, teaching strategies and assessment, Tse, S. K., Ki, W. W., & Shum, S. K. M., Hong Kong University Press, 57-67.
  • Tse S.K. and Loh E.K.Y.(2012).The impact of PIRLS in the Hong Kong, SAR, Progress in reading literacy: The impact of PIRLS 2006 in 27 countries , Schwippert, K., Waxmann Verlag GmbH, 100-120.
  • Tse S.K. and Li C.L.J.(2012).Teaching of Chinese characters., The Chinese language learning and teaching of non-Chinese speaking: Curriculum, teaching materials, teaching strategies and assessment, Tse, S. K., Ki, W. W., & Shum, S K. M., Hong Kong University Press, 207-218.
  • Tse S.K., Li C.L.J. and Loh E.K.Y.(2012).Teaching Chinese reading in a differentiated approach: Case study in a secondary school, The Chinese language learning and teaching of non-Chinese speaking: Curriculum, teaching materials, teaching strategies and assessment, Tse, S. K., Ki, W. W., & Shum, S K. M., Hong Kong University Press, 47-55.
  • Tse, S. K., Ki, W. W., & Shum, M. S. K. (2012). Devising a Chinese-language curriculum for non-Chinese-speaking students in Hong Kong Hong Kong University Press.
  • Loh E.K.Y. and Tse S.K. (2012). Learning motivation and second language learning, The Chinese language learning and teaching of non-Chinese speaking: Curriculum, teaching materials, teaching strategies and assessment, Tse, S. K., Ki, W. W., & Shum, M S. K., Hong Kong University Press, 77-89.
  • Tse, S. K. (2011). New Direction on the Assessment of Chinese language in Hong Kong. In M. S. K. Shum, D. Y. K. Law, J. W. I. Lam & A. L. S. Chung (Eds.), New approach for Chinese language teaching: learning and assessment. Hong Kong (pp. 1-19). Hong Kong: Hong Kong University Press.
  • Tse, S. K., & Li, H. (Eds.). (2011). Early Child Cantonese: Facts and Implications. Berlin: De Gruyter Mouton.
  • Tse, S. K., & Tan, W. X. (2011). Catering for Primary School Pupils with Different Chinese Language Proficiencies in Singapore through Differentiated Curricula and Instructional Materials. In L. C. Tsung, Ken (Ed.), Teaching and Learning Chinese in Global Contexts (pp. 29-44). New York: Continuum.
  • Tse, S. K., Ng, R. H. W., Lam, J. W. I., & E.K.Y., L. (2011). The Use of ICT on Chinese Reading of Hong Kong Fourth Grade Students: With Reference to the Findings of PIRLS 2001 & 2006. In C. K. Chin (Ed.), The Use of Educational ICT on the Teaching and Learning of Chinese Language: A 21st Century Perspctive. Nanjing: Nanjing University Press.
  • Tse, S. K., Marton, F., Loh, E. K. Y., & Chik, P. P. M. (2010). Learning to Read and Write Better. In F. Marton, S. K. Tse & W. M. Cheung (Eds.), On the Learning of Chinese (pp. 123-146). Rotterdam: The Sense Publishers.
  • Tse, S. K., Marton, F., Ki, W. W., & Loh, E. K. Y. (2010). Learning Characters. In F. Marton, S. K. Tse & W. M. Cheung (Eds.), On the Learning of Chinese (pp. 75-102). Rotterdam: The Sense Publishers.
  • Tse, S.K., & Cheung, W. M. (2010). Chinese and the Learning of Chinese. In F. Marton, S. K. Tse & W. M. Cheung (Eds.), On the Learning of Chinese (pp. 1-8). Rotterdam: The Sense Publishers.
  • Marton, F., Tse, S. K., & Cheung, W. M. (2010). On the Learning of Chinese. Rotterdam: The Sense Publisher.
  • Lee, H. C., Marton, F., & Tse, S. K. (2010). Enhancing Creativity in Chinese Teaching. In F. Marton, S. K. Tse & C. W. Ming (Eds.), On the Learning of Chinese (pp. 163-176). Rotterdam: The Sense Publishers.
  • Cheung, W. M., Marton, F., & Tse, S. K. (2010). Soaring across the Sky like a Heavenly Horse: Enhancing Creativity in Chinese Writing. In F. Marton, S. K. Tse & W. M. Cheung (Eds.), On the Learning of Chinese. Rotterdam: The Sense Publishers.
  • Tse, S.K. (2009). Effective learning of Chinese Character: a learning tool. Hong Kong: Sun Ya Publications (HK) Ltd.
  • Tse, S.K. & Ko, H.W. (2009). The learning and teaching of reading literacy of Chinese students in Hong Kong and Taiwan. New York: M E Sharpe.
  • Tse S.K., Loh E.K.Y., Lam J.W.I. and Cheung W.M.  (2009). Factors affecting the outstanding performance of Hong Kong primary school students in PIRLS 2006, China Reading , China Books Publisher, 247-261.
  • Tse, S.K., (2008). Partnership of Government, Schools and Parents in promoting reading in Hong Kong. In Common Wealth Magazine Education Fund (Ed), Reading in Hong Kong. Taiwan: Common Wealth Mag. Publishing , 28-42.
  • Tse, S. K., Cheung, C. W. Y., Loh, E. K. Y. & Lui, W. L. (2008). Chinese language education for students with special learning needs: school-based curriculum, teaching materials and teaching methods. Hong Kong: Hong Kong University Press. (pp1-210).
  • Shum M.S.K., Christie F., Tse S.K. and Ki W.W., (2008) Comparing The Linguistic Features Of English And Chinese Subject-specific Genres In Secondary School Education: CERG Completion Report, Research Grant Council . Hong Kong, Faculty of Education, the University of Hong Kong, 912.
  • Tse, S.K. (2007).The curricular reform and textbook development of the Chinese Language in Hong Kong. In X. Liu, W.Ni & Z. Hung (Eds.), A study of first language textbooks. China: Jiangsu Education Publishing House. (pp. 245-261).
  • Tse, S. K. (2007). Reading in Hong Kong, SAR: PIRLS 2006 encyclopedia. Amsterdam: The International Association for the Evaluation of Educational Achievement. (pp.155-163). United States: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.
  • Tse, S. K., & Loh, E.K.Y. (2007).The impact of PIRLS in Hong Kong, SAR. In K. Schwippert (Ed.), Progress in Reading Literacy: The impact of PIRLS 2001 in 13 countries.(pp.109-126). Germany: Waxmann.
  • Tse S.K. (2006). International Study on Reading Abilities (國際上關於閱讀及閱讀能力的研究), Chinese Language New Curriculum and Teaching Theories (新編語文課程與教學論) , Nie W., Tse, S.K. (Eds), Gao Deng Shi Fan Yuan Xiao Jiao Cai, 143-165.
  • Tse, S. K. (2006). Integrated and effective approach in teaching Chinese characters. In Dai, R. Q. (Ed.), Chinese character education: Scientific teaching method (pp. 145-162). China: China Light Industry Press.
  • Tse, S. K. (2006). Mother tongue and learning Chinese characters. In Dai, R. Q. (Ed.), Chinese character education: Scientific learning theories (pp. 35-41). China: China Light Industry Press.
  • Tse S.K., Ki W.W., Shum M.S.K., Tam J.P.Y. and Lau M.K.F. (2006). Applying Information Technology to Assist the Teaching of Practical Writing, Chinese Practical Writings: Language, Contexts and Functions, Hong Kong Educational Publishing Co., 251-266.
  • Tse S.K., Lam J.W.I. and Loh E.K.Y. (2006).International Research on Reading and Reading Ability, On Language Curriculum and Teaching- A new approach, Tse S.K. and Ni M.J., East China Normal University Press, 143-159.
  • Tse S.K., Chan C.K.K., Chou P.W.Y., Leung S.K., Leung S.O., Kwong S.M. and Li F.A.I. (2006).香港的幼兒教育,研究結果的應用, 《香港幼兒口語發展》, Prof. S. K. Tse, 香港大學出版社, 161.
  • Tse, S.K., Leung S.K. (2006). Importance and Methodology on the Research of Oral Language Development of Preschool Children, In S.K. Tse (Ed), Oral Language Development of Hong Kong Preschool Children. Hong Kong, Hong Kong University Press, 39-51.
  • Tse, S.K., Chao W.Y. (2006).The Development of Preschool Education in Hong Kong, In S.K. Tse (Ed), Oral Language Development of Hong Kong Preschool Children. Hong Kong, Hong Kong University Press, 1-12.
  • Tse, S. K. (Ed.). (2006). The spoken language development of Hong Kong preschool children. Hong Kong: Hong Kong University Press.
  • Tse, S. K., Chan C. K. K., & Kwong, S. M. (2006). Lexical development of Hong Kong pre-school children. In S. K. Tse (Ed.), The spoken language development of Hong Kong preschool children (pp. 53-69). Hong Kong: Hong Kong University Press.
  • Tse, S. K., Kwong, S. M., & Chan, C. K. K. (2006). The oral syntactic structure development of Hong Kong pre-school children. In S. K. Tse (Ed.), The spoken language development of Hong Kong preschool children (pp. 71-86). Hong Kong: Hong Kong University Press.
  • Tse, S. K. (2006). Emergence of reading and writing. In S. K. Tse (Ed.), The spoken language development of Hong Kong preschool children (pp. 107-114). Hong Kong: Hong Kong University Press.
  • Tse, S. K., Kwong, S. M., Chan, C. K. K., Li, H. & Leung, S.O. (2006). Gender differences and classifiers of oral language development of preschool children in Hong Kong. In S. K. Tse (Ed.), The spoken language development of Hong Kong preschool children (pp. 87-106). Hong Kong: Hong Kong University Press.
  • Tse, S. K., Ki, W. W., Shum, S. K. Mark., Lin, X. P. (2006). Research on teaching and learning developments of CKC Chinese computer input system. Guangdong: Guangdong Province Education Publisher.
  • Shum M.S.K., Tse S.K., Ki W.W., Tung S.C., Wong W.K., Pang E.Y.W. and Yu S.S. (2006). Subject Specific Genres In School History: A Resource Book.,CMI, The University of Hong Kong, 153.
  • Tse, S. K., Lam, W. I. J., Lam, Y. R., & Loh, E. K. Y. (2005). Learning to read: Advanced experience from the world and the performance of Hong Kong pupils. In C. S. S. Leung & S. C. Wong (Eds.), Current studies on reading research and the teaching of reading (pp. 33-57). Hong Kong: Hong Kong Reading Association.
  • Tse, S.K., Lam, W.I., Lam, Y.H., & Loh, E.K.Y. (2005). Learn to read: The performance of Hong Kong primary 4 pupils in PIRLS 2001. Hong Kong: Hong Kong University Press.
  • Ki W.W., Tse S.K., Shum M.S.K. and Lam H.C. (2005). Variation Theory and the Space of Learning (變易理論與學習空間) , Variation Theory and the Space of Learning (變易理論與學習空間) , Hong Kong University Press, 1-19.
  • Ki, W.W., Tse, S.K., Shum, M.S.K. (2005). The theory of variation and the space of learning. Hong Kong: Hong Kong University Press.
  • Tse, S.K. (2004). 走進課室, Chinese language curriculum and good practice in three countries and two regions (中國語文新課程研究及校本教學優秀案例). Guangzhou, China, Guangdong Higher Educational Press, 1-13.
  • Tse, S.K. (2004). 香港特別行政區中國語文新課程特點, Chinese language curriculum and good practice in three countries and two regions (中國語文新課程研究及校本教學優秀案例). Guangzhou, China, Guangdong Higher Educational Press, 92-119.
  • Tse, S.K. (2004). 以表達能力為序列的寫作單元教學, Chinese language curriculum and good practice in three countries and two regions (中國語文新課程研究及校本教學優秀案例). Guangzhou, China, Guangdong Higher Educational Press, 181-195.
  • Tse, S.K. (2004). 校本課程, Chinese language curriculum and good practice in three countries and two regions (中國語文新課程研究及校本教學優秀案例) . Guangzhou, China, Guangdong Higher Educational Press, 24-32.
  • Tse S.K., Loh, E.K.Y. and Marton F.I. (2004). 培養良好的自學能力:閱讀, Chinese language curriculum and good practice in three countries and two Regions (中國語文新課程研究及校本教學優秀案例). Guangzhou, China, Guangdong Higher Educational Press, 280-288.
  • Tse, S.K. and Lam S.P. (2004). 澳門特別行政區和台灣地區的中國語文新課程特點及發展, Chinese language curriculum and good practice in three countries and two regions (中國語文新課程研究及校本教學優秀案例) . Guangzhou, China, Guangdong Higher Educational Press, 124-143.
  • Tse, S. K., Loh, E. K. Y., Cheung, W. M., & Kwan, C. Y. (2004). The Hong Kong writing project: Writing reform in primary schools. In G. Rijlarrsdam, M. S. K. Shum & D. L. Zhang (Eds.), Studies in writing book series (Vol. 13, pp. 171-197). The Netherlands: Kluwer Academic Publishers.
  • Tse, S.K., Shum M.S.K., Yu C.K. and Ki W.W.(2004). Research and application on official documents in mainland China. Hong Kong: Hong Kong University Press, 226pp.
  • Tse, S.K., Shum, M.S.K., Ki, W.W., & Leung, S.Y. (2004). Mother-tongue education in Hong Kong: Research and practice. Hong Kong: Hong Kong Educational Publishing Co.
  • Tse, S.K., Shum, S.K., Ki, W.W., Yu, C.K. (2004). A study of practical writings of institutes of People's Republic of China. Hong Kong: Hong Kong University Press.
  • Tse, S.K., Shum, S.K., Ki, W.W., & Wang, L. (2004). A study of Chinese grammar across subjects and its application. Hong Kong: Hong Kong University Press.
  • Tam P.Y. and Tse, S.K. (2004). The New Development of Teaching and Learning of Practical Writing, 實用文寫作教學的新發展, Chinese language education centennial year and language curriculum reform in new century. 《中國語文教育百年暨新世紀的語文課程改革》, Hong Kong: Hong Kong Institute of Education, 228-245.
  • Shum, M.S.K., Tse, S.K., Yu, C.K, Ki, W.W. (2004). Standardization and variation of use of scientific language. Hong Kong: Hong Kong Educational Publishing Co.
  • Shum, M.S.K., Tse, S.K., Yu, C.K, Ki, W.W. (2004). An analysis of practical writing in Mainland China. Hong Kong: Hong Kong Educational Publishing Co.
  • Tse, S. K. (2003). Reading in Hong Kong, SAR: PIRLS 2001 encyclopedia (pp. 99-108). Chestnut Hill, MA: International Study Center, Boston College.
  • Tse, S. K., Ki, W. W., Shum, S. K., & Loh, E. K. Y. (2003). Promoting language education reform. In S. K. Tse, W. W. Ki, & M .S. K. Shum (Eds.), Networks for Chinese Language Education: Research, development and classroom usage (pp. 40-66). Guangzhou: Guangdong Tertiary Education Publisher.
  • Tse, S. K., & Tam, P. Y. (2003). Latest development of communicative writing process: Communicative writing in multi media. In C. S. Chan (Ed.), Communicative writing in the new era (pp. 220-235). Hong Kong: City University of Hong Kong.
  • Tse, S. K., Ki, W. W., Shum, M. S. K., & Lam, H. C. (2003). Supporting teaching effectively. In S. K. Tse, W. W. Ki, & M. S. K. Shum (Eds.), Networks for Chinese language education: Research, development and classroom usage (pp. 16-39). Guangzhou: Guangdong Tertiary Education Publisher.
  • Tse, S.K., Ki, W.W., & Shum, S.K. (2003). Construction of web-based learning: Research and teaching of Chinese language. Guangdong: Guangdong Province Education Publisher.
  • Tse, S.K., Ki, W.W., Tam, P.C., Shum, M., & Kwan, S.N. (2003). Project learning and assessment. Hong Kong: Hong Kong University Press.
  • Shum, M. S. K., Ki, W. W., & Tse, S. K. (2003). Teaching of practical writing: Design of complaint letter teaching software. In S. K. Tse, W. W. Ki, & M. S. K. Shum (Eds.), Networks for Chinese language education: Research, development and classroom usage (pp. 245-264). Guangzhou: Guangdong Tertiary Education Publisher.
  • Tse, S.K. (2002). Viewing ability, 觀看的能力, The running river: Secondary school new Chinese curriculum. 《涓涓江河:面向中學中國語文課程新世紀》, Hong Kong, CDI, HKSAR, 37-40.
  • Tse, S.K. (2002). Comprehensive and effective teaching and learning of Chinese characters. Hong Kong: Greenfield Enterprise Ltd.
  • Tse, S. K., Shum, M. S. K., Ki, W. W., & Wong, C. K. (2002). Factors affecting the decisions of the schools in selecting medium of instructions in senior forms of secondary schools. In H. K. Kwok & S. L. Chan (Eds.), The theory and practice of mother-tongue education. Hong Kong: Hong Kong Teachers' Association.
  • Tse, S. K., & Zhu, X. (2002). An assessment of the ability of primary 3 pupils in communicative writing. In H. M, Lee (Ed.), Teaching and assessment: Evaluation on effectiveness of language learning (pp. 392-404). Hong Kong: Commercial Press (HK) Ltd.
  • Ip, K.M.O., & Tse, S. K., (2002). Human resources development and education strategies in Shenzhen. In Y.S. Cheng (Ed.), Towards a better quality of life for all: A study on strategies in China and Hong Kong (pp.19-34). Chicago: In-print Publication Inc.
  • Shum, M.S.K., Tse, S.K., Yu, C.K., & Ki, W.W. (2002). An analysis of Chinese practical writing in schools. Hong Kong: Hong Kong University Press.
  • Tse S.K. (2001). The direction of reform of education system, curriculum and Chinese language key learning area in Hong Kong, 香港的教育體制、課程與中國語文學習領域改革的方向, Comparative Study Series of Chinese and Foreign Mother-tongue Teaching Materials. 《中外母語教材比較研究論集》, Jiangsu, China, Jiangsu Educational Publisher, 628-648.
  • Tse, S.K., Dai, Y., & Kwo, J. (2001). Effective teaching and learning of Chinese characters. Hong Kong: Greenfield Enterprise Ltd.
  • Tse, S.K., Shum, M.S.K., Miao, C.A., & Ki, W.W. (2001). Errors in setting examination questions and the expression of meaning. Hong Kong: Hong Kong University Press.
  • Tse, S. K., & Zhu, W.Y. (2000). Evaluation of the Chinese secondary school textbooks in Hong Kong. In X. Liu & Z. Hung (Eds.), A comparative study series of Chinese and foreign mother-tongue teaching materials: Critical review of Chinese language teaching material (pp. 116-128). Jiansu: Jiansu Educational Publisher.
  • Tse, S. K., & Zhu, W.Y. (2000). A study on the curriculum of Hong Kong advanced-supplementary level Chinese language education. In X. Liu & Z. Hung (Eds.), A comparative study series of Chinese and foreign mother-tongue teaching materials: Critical review of Chinese language teaching material (pp. 116-128). Jiansu: Jiansu Educational Publisher.
  • Tse, S. K., & Zhu, W.Y. (2000). A review of the Hong Kong secondary school Chinese Language curriculum. In X. Liu & Z. Hung (Eds.), A comparative study series of Chinese and foreign mother-tongue teaching materials: A study of Chinese Language teaching material (pp. 129-133). Jiansu: Jiansu Educational Publisher.
  • Tse, S. K., Kwan, C.Y., Wong, K.C., & Zhu, X. (2000). Enhancing the pleasurable and effective learning of Chinese language. In S. L., Chan (Ed.), The joy of learning and teaching (pp. 115-130). Hong Kong: Pearson Education China.
  • Tse, S. K., Kwan, C.Y., Wong, K.C., Zhu, X., & Loh, E.K.Y. (2000). Chinese language education reform in primary education: From research to practice. In H. K., Chow (Ed.), Innovation in language education (pp. 127-141). Hong Kong: Faculty of Education, The Chinese University of Hong Kong.
  • Tse, S. K., Shum, M.S.K., Ki, W.W., Lam, H.C., & Wong, C.K. (2000). Building up website to promote Chinese as medium of instruction and develop high quality education. In C. S., Li, A, Lin, W. K., Tsang, (Eds.), Language and education in postcolonial Hong Kong (pp. 131-147). Hong Kong: Linguistic Society of Hong Kong.
  • Tse, S. K., Shum S.K., Ki, W.W., Lam, H.C., & Wong, C.K. (2000). Building network to promote Chinese as the medium instruction and to develop quality education. In D.C.S. Li, A. Lin & W.K. Tsang (Eds.), Language and education in postcolonial Hong Kong. Hong Kong: Linguistic Society of Hong Kong.
  • Tse, S.K., & Shum, M.S.K. (2000). Using diagnostic checklist to teach Chinese writing. Hong Kong: In-services Teacher Training Programme, Faculty of Education, The University of Hong Kong.
  • Tse, S.K., & Shum, W.C. (2000). Teaching of Chinese writing (Vol. 1 to 3). Hong Kong: Education Department, Hong Kong SAR Government.
  • Tse, S.K. & Ip, K.M.O. (2000). Hong Kong and China in Transition. In Joseph Kowk and Joseph Y.S. Cheng (Ed). Human Resoruce Development and Education Strategies in Shenzhen and Hong Kong. (pp19-34). Chicago: Imprint Publications.
  • Tse, S. K. (1999). The theory of teaching communicative writing. In K. S. Yu (Ed.), Research and theories of practical writing (pp. 149-160). Hong Kong: Hong Kong Press for Social Sciences.
  • Tse, S. K., Ki, W. W., Tam, P. Y., & Lau, M. K. (1999). The teaching and learning of communicative writing: theories and practice. In H. K., Chow (Ed.), Effective Chinese language teaching (pp. 63-78). Hong Kong: Department of Curriculum and Instruction, The Chinese University of Hong Kong.
  • Tse, S. K., Li, H., & Dai, R.Q. (1999). Methods and practice of teaching of Chinese characters in Hong Kong, Taiwan and overseas. In R. Q., Dai (Ed.), Teaching and learning of Chinese characters (pp. 262-312). Shangtung: Shangtung Education.
  • Tse, S. K., & Zhu, X. (1999). Psychological research of teaching and learning of Chinese characters. In R. Q., Dai (Ed.), Teaching and learning of Chinese characters (pp. 38-75). Shangtung: Shangtung Education.
  • Hao, J. J., & Tse, S. K. (1999). Theories in teaching Chinese characters. In R. Q., Dai (Ed.), Teaching and learning of Chinese characters (pp. 76-108). Shangtung: Shangtung Education.
  • Li, H., & Tse, S. K. (1999). The teaching of reading Chinese characters in Hong Kong, Taiwan and overseas Chinese communities. In R. Q., Dai (Ed.), The teaching and learning of Chinese characters, (pp. 262-312). Shandong: Shandong Education Press.
  • Tse, S. K. (1998). Chinese language education and the medium of instruction in Chinese. In Jiao yu ping yi hui (Ed.), Review and the future of education in Hong Kong (pp. 169-174). Hong Kong: Hong Kong Contemporary Culture.
  • Tse, S. K. (1998). Planning and developing the new Chinese language curriculum (secondary). In M. L., Cheng (Ed.), Creative ideas: Scholars' view on Chinese language curriculum (secondary) (pp. 41-52). Hong Kong: Curriculum Development Institute, Education Department, Hong Kong SAR Government.
  • Tse, S. K. (1998). The design of the new curriculum for the Chinese language. In Curriculum Development Institute (Eds.), Creative articles: The views of scholars on the new Chinese language curriculum (pp. 41-52). Hong Kong: Curriculum Development Institute, Education Department.
  • Tse, S. K. (1998). The teaching and learning of persuasive writing. In H.M. Lee (Ed.), Research on the teaching of writing in tertiary institutes (pp. 302-311). Hong Kong: Department of Chinese & Bilingual Studies, The Hong Kong Polytechnic University.
  • Tse, S. K. (1998). The teaching of expressive writing: theory and practice. In H. K. Chow (Ed.), Teaching of reading and writing (pp. 169-180). Hong Kong: The Chinese University Press.
  • Tse, S. K., Tsui, K. M., & Wong, Y. F. (1998). A study on the national writing project of United Kingdom. In Hong Kong Chinese Language Education Society (Eds.), Effective teaching of Chinese (pp. 65-74). Hong Kong: Hong Kong Chinese Language Education Society, Curriculum Development Institute.
  • Tse, S. K., Zhu, X., & Loh, E. K. Y. (1998). The new assessment method of practical writing of Chinese by primary school pupils. In S.K. Tse (Ed.), Quality education: The new development in Chinese education (pp. 7-21). Hong Kong: Department of Curriculum Studies, The University of Hong Kong.
  • Ki, W. W., & Tse, S. K. (1998). Promoting peer learning in computer assisted learning: Reading strategies. In F. L. Li (Ed.), Global Chinese Conference on Computer in Education (pp. 71-74). Hong Kong: The Chinese University of Hong Kong.
  • Tse, S. K. (1997). Composing processes in Chinese writing: generating. In English Centre (Eds.), A collection of Chinese research articles of Chinese language education (Book 4, pp. 222-238). Hong Kong: English Centre, The University of Hong Kong.
  • Tse, S.K., Chan, W.S., Ho, W.K., Law, N., Lee, T., Shek, C., Wong, C., & Yu, F.Y. (1995). Chinese Language education for the 21st century: A Hong Kong perspective (Critical Review of Literature on Language in Education in Hong Kong (Chinese Focus) for the Working Group on Language Proficiency of the Education Commission. Hong Kong: Hong Kong: Faculty of Education, the University of Hong Kong.
  • Tse, S.K. (1995). Reading and writing: Theories and practice. Hong Kong: Greenfield Educational Centre.
  • Tse, S.K., & Cheung, L.Y. (1995). Chinese Language in education (Cantonese). Hong Kong: The HKBC, HKU-Space, HKIED Consortium.
  • Tse, S.K., & Lam, S.S. (1992). New concepts in writing. Hong Kong: Longman.

 

Journal articles
  • Tse S.K. (2014). To what extent does Hong Kong primary school students’ Chinese reading comprehension benefit from after-school private tuition?, Asia Pacific Education Review, 15 (2), 283-297. 
  • Tse S.K., Xiao X., Ko H.W., Lam J.W.I., Hui S.Y. and Ng H.W. (2014). Do reading practices make a difference? Evidence from PIRLS data for Hong Kong and Taiwan primary school Grade 4 students, Compare: A Journal of Comparative and International Education, 1-25.
  • Tse S.K., Wong M.Y., Lee T.N. and To-Chan S.P. (2014). Emergent writing of Chinese Characters by Pre-schoolers in Hong Kong, Han Character and Han Writing Education, 34, 213-235.        
  • Tse S.K. and Xiao X(2014). Differential influences of affective factors and contextual factors on high-proficiency readers and low-proficiency readers: A multilevel analysis of PIRLS data from Hong Kong, Large-scale Assessments in Education, 2014, 2:6, 1-24.               
  • Tse S.K., LEE T.N.M., Law K.Y. and Chan S.P.(2013). An Integrative Perceptual Approach to Learning Chinese Characters via Networking Building , Han Character and Han Writing Education, 30, 53-85.
  • Tse S.K., Xiao X. and Lam J.W.I. (2013). The influence of gender, reading ability, independent reading, and context on reading attitude: A multilevel analysis of Hong Kong data in PIRLS, Written Language & Literacy, 16, 241-272.
  • Tse S.K., Lam J.W.I., Loh E.K.Y., HUI S.Y. and NG H.W.(2013). A Comparison of Hong Kong Primary 4 Students Relative Progress in Chinese and English Reading Attainment, Quarterly Journal of Chinese Studies, 1, 1-16.
  • Loh E.K.Y., Tse S.K. and Tsui S.K.(2013). A study of the effectiveness of a school-based Chinese characters curriculum for Non-Chinese speaking kindergarteners: Hong Kong experience, Han Character and Han Writing Education, 30, 277-323.
  • Li H., Tse S.K., Wong M.S., Wong C.M. and Leung S.O.(2013).The Development of Interrogative Forms and Functions in Early Childhood Cantonese, Firs Language, 32(2), 161-181.
  • Tse S.K. and Hui S.Y. (2012). Supporting Ethnic Minority Students Learning the Chinese Language in Multilingual Hong Kong, L1-Educational Studies in Language and Literature, 12, 1-27.
  • Tse, S. K. (2012). Catalysts Leading Experienced Primary Teachers to Modify the Ways they Teach Students to Read Chinese. L1 Educational Studies in Language and Literature, 12, 1-26.
  • Tse, S. K., Ip, O. K. M., Tan, W. X., & KO, H. W.(2012). Sustaining Teacher Change through Participating in a Comprehensive Approach to Teaching Chinese Literacy Teacher Development, 16(3), 361-385.
  • Tse, S. K., & Li, H. (2012). Tense and temporality: How young children express time in Cantonese. Chinese Language and Discourse, 3(1), 35-56.
  • Tse, S. K., & Wong, M. Y. (2012). An assessment tool for the learning of Chinese character writing by non-Chinese speaking students. Han Character and Han Writing Education, 28, 279-298.
  • Li H., Rao N. and Tse S.K. (2012). Adapting Western Pedagogies for Chinese Literacy Instruction: Case Studies of Hong Kong, Shenzhen, and Singapore Preschools, Early Education & Development, 2012, 23(4), 603-621.
  • Loh, E. K. Y., & Tse, S. K. (2012). An investigation of school-based curriculum of effective Chinese character learning for Non-Chinese speaking kindergarteners. Han Character and Han Writing Education, 171-195.
  • Tse, S. K. (2011). Effective Learning of Chinese Characters through Discerning and Combining Character Components. Han Character and Han Writing Education, 26, 45-62.
  • Li, H., Rao, N., Tse, S. K. (2011). Bridging the gap: a longitudinal study of the relationship between pedagogical continuity and early Chinese literacy acquisition. Early Years, 31(1), 57-70.
  • Leong, C. K., Tse, S. K., Loh, E. K. Y., & Ki, W. W. (2011). Orthographic Knowledge Important in Comprehending Elementary Chinese Text by Users of Alphasyllabries. Reading Psychology, 32(3), 237-271. doi: 10.1080/02702711.2010.495605.
  • Leong, C. K., Loh, E. i. K. Y., Ki, W. W., & Tse, S. K. (2011). Enhancing orthographic knowledge helps spelling production in eight-year-old Chinese children at risk for dyslexia. Annals of Dyslexia, 61(1), 136-160.
  • Lee, M. T. N., Tse, S. K., & Loh, E. K. Y. (2011). The impact of the integrative perceptual approach on the teaching of Chinese characters in a Hong Kong kindergarten. Early Child Development & Care, 181(5), 665-679. doi: 10.1080/03004431003768006.
  • Chu S.K.W., Tse S.K., Loh E.K.Y. and Chow K. (2011). Collaborative inquiry project-based learning: effects on reading ability and interests, Library & Information Science Research, 33, 236-243.
  • Chu, S. K. W., Tse, S. K., & Chow, K. (2011). Using collaborative teaching and inquiry project-based learning to help primary school students develop information literacy and information skills. Library & Information Science Research 33(2), 132-143.
  • Tse, S. K. (2010). Chinese Language Education in Hong Kong: Twenty Five Years of Educational Research in Hong Kong. Educational Research Journal, 24, 231-256.
  • Tse, S. K., Yuen, A. H. K., Loh, E. K. Y., Lam, J. W. I., & Ng, R. H. W. (2010). The impact of blogging on Hong Kong primary school students' bilingual reading literacy. Australasian Journal of Educational Technology, 26(2), 164-179.
  • Tse, S. K., Loh, E. K. Y., Lam, R. Y. H., & Lam, J. W. I. (2010). A comparison of English and Chinese reading proficiency of primary school Chinese students. Journal of Multilingual and Multicultural Development, 31(2), 181-199. doi: 10.1080/01434630903514212.
  • Tse, S. K., Lam, R. Y. H. I., Olivia King Ming, Lam, J. W. I., Loh, E. K. Y., & Tso, A. S. F. (2010). Family resources and students' reading attainment: Capitalising on home factors. L1-Educational Studies in Language and Literature, 10(3), 27-54.
  • Lam, R. Y. H., Tse, S. K., Lam, J. W. I., & Loh, E. K. Y. (2010). Does the gender of the teacher matter in the teaching of reading literacy? Teacher gender and pupil attainment in reading literacy in Hong Kong. Teaching and Teacher Education, 26(4), 754-759. doi: 10.1016/j.tate.2009.10.010.
  • Tse S.K. and Kan K.Y. (2009). A case study on students' ability to express emotion in his Chinese composition, Hong Kong Teachers' Centre Journal, 8, 152-164.
  • Tse, S. K., Lam, R. Y. H., Loh, E. K. Y., Lam, J. W. I.., Ip, O. K. M., & Chan, Y. M. (2009). English-Speaking Foreign Domestic Helpers and Students’ English Reading Attainment in Hong Kong. The Chinese Education and Society, 42(3), 49-65.
  • Cheung, W.M., Tse, S.K., Lam, W.I. & Loh, K.E. (2009). Progress in International Reading Literacy Study 2006(PIRLS): pedagogical correlates of fourth-grade students in Hong Kong. Journal of Research in Reading, 32(3), 393-308.
  • Loh, E. K. Y & Tse, S.K. (2009). The Relationship between Motivation to Read Chinese and English and its Impact on the Chinese and English Reading Performance of Chinese Students. The Chinese Education and Society, 42(3), 66-90.
  • Cheung, W. M., Tse, S. K., Lam, J. W. I., & Loh, E. K. Y. (2009). Progress in International Reading Literacy Study 2006 (PIRLS): pedagogical correlates of fourth-grade students in Hong Kong. Journal of Research in Reading, 32(3), 293-308. doi: 10.1111/j.1467-9817.2009.01395.
  • Chu S., Chow K., Tse, S.K., Kuhlthau C.C. (2008). Grade four students’ development of research skills through inquiry-based learning projects. School libraries online, 14(1), 10-37.
  • Leong, C.K., Tse, S. K. , Loh, E.K.Y., Hau, K.T. (2008). Text Comprehension in Chinese Children: Relative Contribution of Verbal Working Memory, Pseudoword Reading, Rapid Automatized Naming and Onset-Rime Phonological Segmentation. Education Psychology, 100, 135-149.
  • Tse, S. K., Lam, J. W. I., Loh, E. K. Y., & Lam, R. Y. (2007). The influence of the language that Hong Kong primary school students habitually speak at home on their Chinese reading ability in school. Journal of Multilingual and Multicultural Development. 28(5), 400-417.
  • Tse, S. K. (2007). The Curriculum Reform of Chinese Language Education in Hong Kong. Journal of Nettime, Ministry of Education PRC, 115, 89-92.
  • Tse, S. K., Marton, F., Ki, W. W., & Loh, E. K. Y. (2007). An integrative perceptual approach for teaching Chinese characters. Instructional Science, 35, 375-406.
  • Tse, S. K., Lam, J. W. I., Lam, Y. R., Loh, E. K. Y.& Westwood. P (2007). Pedagogical correlates of reading achievement in English and Chinese. L1-Educational Studies in Language and Literature, 7(2), 71-91.
  • Tse, S. K., Li, H., & Leung, S. O. (2007). The acquisition of Cantonese classifiers by preschool children in Hong Kong. Journal of Child Language, 34, 495-517.
  • Tse, S. K., Shum, M., Ki, W. W., & Chan, Y. M. (2007). The medium dilemma for Hong Kong secondary schools. Language Policy, 6 (1), 135-162.
  • Leong, C. K., Hau, K. T., Tse, S. K., & Loh, E. K. Y. (2007). Component skills of text comprehension in less competent Chinese comprehenders. Annals of Dyslexia , 57(1), 75-97.
  • Liu C.X., Tse, S. K. , Ng, F.P. (2007). A study of contents and affected factors to the perceived curriculum - a case study of the Chinese language curriculum in primary school in Mainland China. Education Journal, 17(5), 28-38.
  • Tse, S. K., Lam, Y. R., Lam, J. W. I., Chan, Y. M., & Loh, E. K. Y. (2006). Attitudes and attainment: A comparison of Hong Kong, Singaporean and English students' reading. Research in Education, 76, 74-87.
  • Ng, F. P., & Tse, S. K. (2006). The inference and comprehension strategy of topic sentence in expository text of senior secondary school students in Hong Kong. The Journal of Chinese Language Education, 1(7), 14-32.
  • Tse, S. K. (2005). Comparative studies on the domain of thinking in the Chinese language curricula: Singapore, Hong Kong, China, Macao and Taiwan. Journal of Chinese Language Education, 4, 40-52.
  • Tse, S. K., Chan, C., & Li, H. (2005). Is the expressive vocabulary of young Cantonese speaker noun or verb dominated? Early Child Development and Care, 175, 215-227.
  • Tse, S. K., Lam, J. W. I., Lam, Y. R., Loh, E. K. Y., & Westwood, P. S. (2004). Students' test performance in PIRLS, attitudes to reading, and the reading self-concept across three ability groups: data from Hong Kong. Australian Journal of Learning Disabilities, 10 (1), 9-18.
  • Tse, S. K., Lam, J. W. Y., Lam, Y. H., Loh, E. K. Y. (2003). PIRLS 2001: Hong Kong component. Chinese Language Testing, 4, 1-9.
  • Cheung, W. M., Tse, S. K., Tsang, W. H. H. (2003). Creative writing practice in primary schools: A case study in Hong Kong. The Korean Journal of Thinking & Problem Solving, 13, 55-65.
  • Ki, W. W., Lam, H. C., Chung, L. S. A., Tse, S. K., Ko, P. Y., Lau, C. C. E., Chou, W. Y. P., Lai, C. Y. A., & Lai, M. S. S. (2003). Structural awareness, variation theory and ICT support. L1 Educational Studies in Language and Literature, 3, 53-78.
  • Ki, W. W., Tse, S. K., Shum, M. S. K., & Lam, H. C. (2003). The introduction of a computerized network to support educational change in Hong Kong. Education and Information Technologies, 8, 147-164.
  • Ki, W. W., Tse, S. K., Law, Y. K., Tam, P. Y., & Lau, M. K. (2003). Software design for Chinese language learning: Reading strategy and understanding/perception of structures of Chapters. The Official Journal of Global Chinese Society for Computers in Education, 1, 44-63.
  • Tse, S. K., Kwong, S. M., Chan, C., & Li, H. (2002). Sex differences in syntactic development: Evidence from Cantonese-speaking pre-schoolers in Hong Kong. International Journal of Behavioral Development, 26, 509-517.
  • Tam, P.Y., & Tse, S. K., (2002). A study on HKU students' communicative awareness of Chinese practical writing in web-based learning community. Educational Research Journal, 17, 163-181.
  • Tse, S. K., Shum, M.S.K., Ki, W.W., & Wong, P.C.C. (2001). The transition from English to mother-tongue Chinese as medium of instruction: Issues and problems as seen by Hong Kong teachers. L1-Educational Studies in Language and Literature, 1, 9-36.
  • Cheung, W.M., Tse, S. K., Tsang, W.H.H. (2001). Development and validation of the Chinese creative writing scale for primary school students in Hong Kong. Journal of Creative Behavior, 35, 249-260.
  • Cheung, W.M., Tse, S. K., & Tsang, W.H.H. (2001). Views and practice of creative writing among Chinese language teachers of primary schools in Hong Kong. Journal of Creative Behavior, 35, 1-13.
  • Tse, S. K. (2000). The background of curriculum reform in the 21st century in Hong Kong. Curriculum Research, 26, 71-73.
  • Ki, W. W., Tse, S. K., Law, Y. K., Tam, P. Y., & Lau, M. K. (2000). A software design for the learning of Chinese text structure recognition and comprehension strategies. The Global Chinese Journal for Computer Education, 1, 1-25.
  • Tse, S. K., Ki, W. W., & Tam, P .Y. (1999). Teaching Chinese language in the 21st Century - A new drive of information technology. Curriculum Forum, 8, 91-103.
  • Tse, S. K., & Law, Y. K. (1999). Chinese language abilities of Hong Kong students: Curriculum and assessment. Curriculum Research, 4, 37-42.
  • Tse, S. K., Wong, C. M., Lee, S. H., & Law, S. L. (1999). "Pleasurable Learning" of students studying in North West Districts of the New Territories of Hong Kong. The Journal of Education, 10, 1-23.
  • Lam, J. W. I., & Tse, S. K. (1999). The effectiveness of using computer software for teaching communicative writings in Chinese. Curriculum Forum, 8, 104-118.
  • Tsui, A. B. M., Shum, M. S. K., Wong, C. K., Tse, S. K., & Ki, W. W. (1999). Which agenda? Medium of instruction policy in post-1997 Hong Kong, Language, Culture and Curriculum, 12, 196-214.
  • Tse, S. K., Wong, W. P., & So, L. K. H. (1998). A two-year longitudinal study of the growth of writing abilities and psycholinguistic development in a Primary 3 or 4 pupil in Hong Kong through an examination of parent-child written communication. Asia Pacific Journal of Language in Education, 1, 1-22.
  • Tse, S. K., & Zhu, X. (1998). The characteristics of the use of Chinese characters and words in writing by primary school pupils in Zhejiang of China. New Horizons in Education, 39, 58-69.
  • Tse, S. K., Zhu, X., & Yao, A. D. (1998). A study on the assessment method of communicative writing by primary and secondary school students. Educational Research Journal, 13, 255-273.
  • Ip, K. M., & Tse, S. K. (1998). Confucian merchant as politician: The differences between Cheng Kuan Ying and Tung Cheng Wah. Ming Pao Monthly, 33, 33-36.
  • Wu, W., & Tse, S. K. (1998). An examination of the 1991-1997 cumulative index of curriculum forum. Curriculum Forum, 7, 112-133.
  • Tse, S. K., & Wong, H. C. (1997). New method in teaching Chinese language: Guided fantasy. (Research on Curriculum), 13, 31-37.
  • Tse, S. K., Ki, W. W., Law, Y .K., Law, N., Tam, P. Y., & Lau, M. K. (1997). Using computers for promoting Chinese language comprehension: Learning of key words, topic sentences, sentences clusters, paragraphs, and main theme. Curriculum Forum, 6, 66-85.
  • Tse, S. K. , S.K.Shum., Y.K.Law., F.P.Ng., S.L.Fung. (1997). Exploring the conditions for school-university partnership for training Chinese language teachers: the administrative dimension. Curriculum Forum, 6, 126-137.
  • Wong, W.M., Tse, S. K., Law, N., & Ki, W.W. (1996). Implementation of computer-based training for reading and comprehension in Chinese programme in secondary classrooms: a case study. Curriculum Forum, 5, 66-72.
  • Tse, S. K., & Cheung, S.M. (1993). A survey on the difficulties secondary students experience in Chinese composition. Curriculum Forum, 3, 49-55.
  • Tse, S. K. (1993). TTRA: Chinese language. Curriculum Forum, 3, 47-49.
  • Tse, S. K. (1992). Types of diagnosis and assessment of writing. Curriculum Forum, 2, 65-66.
  • Tse, S. K. (1991). Objectives of the Chinese language curriculum in secondary school. Curriculum Forum, 1, 25-26.
  • Tse, S. K., Ki, W. W., Wu, T. H., & Tse, M. W. (1991). Teaching and learning Chinese language using computers. Curriculum Forum, 1, 50-52.
  • Tse, S.K. (1986). Communication and Chinese. Language Teaching, 3, 48-54.
Professional Community Services
  • Member of International Advisory Panel of Lee Kuan Yew Fund for Bilingualism (Singapore Ministry of Education)  (2012-).
  • Advisor to the Ministry of Education and Youth of the Macau SAR Government on reading. (2010-)
  • Consultant of Chinese Language Education, Ministry of education, Curriculum Planning and Development Division on language proficiency, Singapore Government (2011).
  • Member of International Advisory board of Singapore Centre for Chinese Language. Nanyang Technological University . (2009-)
  • Resource person for the Regional Centre for Quality Improvement of Teachers and Education Personnel (QITEP) in Language of the Southeast Asian Ministers of Education Organization (SEAMEO) (2009 -2011).
  • Honorary Consultant of Chinese Characters, Beijing Normal University (Beijing) (2008-).
  • Member of Singapore Centre for Chinese Language International Advisory Panel, Singapore. (2009).
  • Consultant of the Curriculum and Textbook Development, Curriculum Planning and Development Division, Ministry of Education, Singapore (2008).
  • Member of the Chief Executive’s Award for Teaching Excellence Steering Committee, HKSAR .(2007-).
  • Member of Standing Committee on Language Education and Research (SCOLAR), HKSAR (2000-).
  • Chairperson, Basic Competency Assessments-Student Assessment Test Development Committee (TDC) (Primary Chinese), Hong Kong Examinations and assessment Authority. (2007-).
  • Chairman of the Task Group on the Language Proficiency Assessment for Teachers (LPAT). (2007-2009).
  • Consultant of Chinese Language Education, Curriculum Planning and Development Division, Ministry of education, Singapore Government (2006-2008).
  • Member of the Advisory Committee on Teacher Education and Qualifications (ACTEQ), Education Bureau, Hong Kong SAR Government (2008-).
  • Member of Vetting Committee on Language Degree Qualifications, Education Bureau. (2004-).
  • Member of the Public Examinations Board, Hong Kong Examinations and Assessment Authority. (2006-).
  • External Assessor of the BA Programme (Education), National Institute of Education, Singapore. (2007).
  • Member of the Incorporated Management Committee & Honorable Advisor, Hong Kong University Graduates Association education Foundation. (2005-).
  • Member of Board of Director, Hong Kong University Graduates Association Secondary School. (2005-).
  • External Examiner for Full-time Undergraduate Programme, Language Education, The Chinese University of Hong Kong. (2006-).
  • Member of Advisory Committee of the Department of Education Studies, The Hong Kong Baptist University (2000-2003).
  • Overseas Consultant of Chinese Language Curriculum and Pedagogy Review Committee (CLCPRC), Singapore MOE, (2004).
  • Consultant to "Smartland: Chinese Language Teachers' Portal" organised by National Institute of Education, Singapore (2003).
  • Consultant to the Project VOChinese granted by the Netherlands Government, Ministry of Education, Culture and Science and carried out at ABC Amsterdam, the Netherlands (2000-2004).
  • Consultant to Hong Kong Secondary School Chinese Language Education Research Association. (2000-).
  • Consultant to Primary Chinese Education Research Association.(2000-).
  • Consultant of Education Commission to conduct a Critical Review of Chinese Language Education in Hong Kong (1993-94).
  • Researcher of Chinese Characters and Chinese Information Processing Research Centre, Beijing Normal University (2000-).
  • Chairman of the Chinese Committee of Postgraduate Level Programme on Chinese Language Subject Knowledge (PGSK), Hong Kong SAR Government (2003-).
  • Chairman of the Selection Committee on Chinese Language Teachers, Chief Executive's Award for Teaching Excellence Scheme (2003-2004).
  • A member of the Standing Committee on Language Education and Research (SCOLAR), Hong Kong SAR Government (2000-2003).
  • A member of the Committee of the Chinese Language Education Key Learning Area, CDC, Hong Kong SAR Government (1999-2005).
  • Director of the Support Centre for Teachers Using Chinese as Medium of Instruction (1998-2004).
  • Chairman of the Curriculum Development Institute Steering Committee on "Towards More Pleasurable and Effective Learning" (1998-2004).
  • Member of the Language Benchmark: Subject Committee (Chinese), Advisory Committee on Teacher Education and Qualifications (1998-2003).
  • A member of the Committee on Information Technology (IT) in the School Curriculum, Curriculum Development Council (1999).
  • A member of the executive committee of the Hong Kong Chinese Language Education Association (1986- )
Others
Computer Softwares and Web Sites Developed
  • Tse, S. K., Shum, S. K. M., Ki, W. W., Lam, H. C. (2000). Web Site for the Chinese Language Education (Hong Kong). Hong Kong: Faculty of Education, The University of Hong Kong. (http://www.chineseedu.hku.hk)
  • Tse, S. K., Shum, S. K. M., Ki, W. W., & Tsui, A. (1998). Web Site for the Centre for the Teachers Using Chinese as the Medium of Instruction. Hong Kong: Faculty of Education, The University of Hong Kong. (http://www.cmi.hku.hk/index.htm)
  • Tse, S. K., Ki, W. W., Lau, M. K., Lee, H. M., Tam, P. Y., & Loh, K. Y. E. (1998). Communicative Writing and Reading Comprehension for Tertiary Students: Computer disk, handbook and curriculum book. Hong Kong: Department of Curriculum Studies, The University of Hong Kong and The Hong Kong Polytechnic University
  • Tse, S. K., Ki, W. W., Lau, M. K., Lee, H. M., Tam, P. Y., & Loh, K. Y. E. (1998). Reading Comprehension and Reading Strategies for Teritary Students: Computer disk, handbook and curriculum book. Hong Kong: Department of Curriculum Studies, The University of Hong Kong and The Hong Kong Polytechnic University.
  • Tse, S. K., Ki, W. W., Law, N., & Chung, A. (1997). Computer Software System for the Learning of Comprehension in Chinese. Compact Disk with Handbook, 80. Hong Kong: Department of Curriculum Studies, The University of Hong Kong.
  • Ki, W. W., Tse, S. K., Law, Y. K., Tam, P. Y., & Lau, M. K. (2000). A software design for the learning of Chinese text structure recognition and comprehension strategies. The Global Chinese Journal for Computer Education, 1, 1-25.
  • Bruce, N., Tam, L, & Tse, S. K. (1998). Online Database of Language in Hong Kong Education and Society (LIHKES): HKU Dissertations and Theses since 1945. Hong Kong: The Hong Kong University Library. (http://asterix.lib.hku.hk/lihkes)
  • Lam, H. C., Pun, K. H., Leung, S. T., Tse, S. K., & Ki, W. W. (1993). Han: Computer Assisted Learning of Chinese Characters. Hong Kong: Department of Curriculum Studies, The University of Hong Kong
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