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Our Research

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 projectsseminar 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.


Research News

  • 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:

    GRF

    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

     

    ECS

    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 >
    Dr Tan recieved Educational Review - Article of the Year Award 2017

    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

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