Research at the Faculty of Education informs theory, pedagogy/practice and policy. All academic staff are engaged in research; and this engagement is recognised in the Faculty’s stated aim to serve as an educational/research ‘nexus’ between China, Asia and the rest of the world. As a large, unitary Faculty, our research is described as interdisciplinary but with a strong basis in academic disciplines allied with education, pedagogy, professional development, and speech/hearing sciences. Research is organised via: Divisions; within our 6 Research Centres and 2 Consortia; and as an individual focus. In addition, the Faculty hosts the Education Policy Unit. The Laboratory of Neuroscience for Education is an interdisciplinary unit that crosscuts the traditional boundaries among education, cognitive neuroscience, and other scientific disciplines. At any point in time there are a large number of on-going funded research projects, seminar series, international visitors and distinguished lectures. As researchers, we are actively engaged in local, regional and international collaborations. We maintain an active programme of funded/self-funded research studentships within our MPhil/PhD and EdD programmes.
- Feb 27 2019 >
No. 6 in the world - QS World University Rankings by Subject 2019 MoreClose
We are glad to share with you that our Faculty is ranked the 6th globally in the latest QS World Rankings by Subject 2019 released on February 27, 2019.
The Faculty has consistently performed well in world rankings. In the QS University Subject Ranking, the Faculty was ranked the 7th globally for two consecutive years in 2017 and 2018. The Faculty maintains its position among the top Education faculties in the latest QS ranking and moves up to the 6th place, joining the league of 1) University College London, 2) Harvard University, 3) Stanford University, 4) University of Oxford, and 5) University of Cambridge. In addition, the Times Higher Education (THE) University Subject Ranking for Education placed the Faculty as world number 4 for two consecutive years in 2018 and 2019.
QS uses four criteria for its ranking system – Academic Reputation, Employer Reputation, Citations per paper, and H-index, which measures both the productivity and impact of a scholar’s publications. The relative weightings of these criteria vary slightly from discipline to discipline. For Education, the weightings are 50% Academic Reputation, 10% Employer Reputation, 20% Citations, and 20% H-index. The ratings reflect the academic peers’ and employers’ opinions of the Faculty, and also the achievements of academic staff in research (citations and impact). The Faculty has obtained a high indicative score of 88 and scored very strongly on all four criteria, which demonstrates the Faculty’s all-rounded accomplishments.
Professor A. Lin Goodwin, Dean of the Faculty, said: “My colleagues and I are very encouraged by the Faculty’s latest QS University Subject Ranking of 6, which reaffirms our position as a global leader in teaching and research. It is the result of the outstanding achievements by our Faculty members, students and alumni, and an outcome of our unremitting efforts in research, teaching and knowledge exchange. We will continue to strive for excellence and to maintain our high academic and research standards internationally.”
For the full set of rankings for Education, please refer to http://www.topuniversities.com/university-rankings/university-subject-rankings/2019/education-training.
- Jan 4 2019 >
Recipient of a University Outstanding Researcher Award 2017-18 MoreClose
Congratulations to Professor Nirmala Rao who has been awarded a University Outstanding Researcher Award for 2017-18.
The award is made by the University Research Committee to recognise individuals for their outstanding research accomplishments. The certificate will be presented at the annual award presentation ceremony on March 25, 2019 (Monday). Please attend to offer congratulations to Professor Nirmala Rao and other awardees at the ceremony.
- Jul 6 2018 >
Achievements in General Research Fund and Early Career Scheme of Research Grants Council (2018/19 Exercise) MoreClose
The Research Grants Council (RGC) has announced the results for the General Research Fund (GRF) and Early Career Scheme (ECS) exercises for 2018/19. Our Faculty performed very well with an overall success rate of 42% (as compared with 20% in 2017/18), with 11 out of 28 applications accepted for GRF and four out of eight for ECS respectively. When the two successful GRF applications of the Centre for the Enhancement of Teaching and Learning (CETL) colleagues are also taken into account, the success rate rises further to 45%, representing a 25% increase over last year. In the Education sub-panel specifically, HKU achieved the highest success rate for GRF (50%) and ECS (43%), even in the face of increasingly keen competition.
The list of successful GRF and ECS projects are as follows:
Dr Gaowei Chen
Analytics-supported collaborative observation of videos: The effect on student engagement and achievement in mathematics
Professor Jimmy de la Torre
Methodological developments to enhance diagnostic modeling and scoring of multicategory skills
Dr Dennis Fung
Drawing and talking science with the aid of collaborative mind mapping in Hong Kong primary schools
Dr Xiao Hu
Leveraging background music for learning: An interdisciplinary approach
Professor Frederick Leung
Education equity in Hong Kong: Secondary analysis of the factors that contribute to Hong Kong students’ mathematics performance in Trends in the International Mathematics and Science Study (TIMSS) 2015
Dr Chun Lai
The relationship between learners’ out-of-class autonomous technology-enhanced language learning and their vocabulary knowledge
Dr Yuen-yi Lo
Investigating the role of language in CLIL assessments through examining teachers’ and students’ cognitive processes
Professor Bradley McPherson
Oto-acoustic emissions in young adults: Effects of blood group
Dr Cheng-yong Tan
What is the contribution of school leadership to student learning? A thematic review and meta-analytic study
Dr Shelley Tong
From mind reading to text reading: What are the roles of executive function and pragmatic language comprehension?
Professor Lena Wong
Development of a Mandarin speech perception battery
Dr Luke Fryer (CETL)
Diversity of university engagement across Greater China
Dr Tracy Zou (CETL)
Professional development at a meso-level: Conceptual development and impact analysis
Dr Jisun Jung
Factors involved in master's degree pursuit in Hong Kong
Dr Man-kit Lee
Unravelling the impact of giving and receiving peer feedback on second language writers’ social cognitive motivation, self-regulatory strategic processing and writing performance
Dr Guang Ouyang
How does non-invasively measured neural activity reflect the learning process and ability?
Dr Chung-pui Tai
Cross-boundary hegemony over schooling: Republican China-registered secondary schools in British Hong Kong, 1928-1949
Congratulations to all of our staff who have been successful in this year's exercises!
- Jul 3 2018 >
Educational Review - Article of the Year Award 2017 MoreClose
Please join us in congratulating Dr Tan Cheng Yong on his article "Conceptual diversity, moderators, and theoretical issues in quantitative studies of cultural capital theory", is selected as Article of the Year 2017 by Educational Review.
Educational Review is a leading journal for generic educational research and scholarship. For over half a century it has offered authoritative reviews of current national and international issues in schooling and education. It publishes peer-reviewed papers from international contributors which report research across a range of education fields including curriculum, inclusive and special education, educational psychology, policy, management and international and comparative education. It offers an Article of the Year Award for the best piece of research published in the journal within a given year.
Dr Tan’s article reviewed quantitative empirical studies examining the relationship between cultural capital and student achievement. For details of the article, please visit: https://doi.org/10.1080/00131911.2017.1288085