Dr TAN, Cheng Yong
Dr TAN, Cheng Yong
Ph.D (NTU), M.Ed. Mgt. (Hons) (UWA), B.B.A (Hons) (NUS), PGDE Pri (Distinction) (NTU), D.D.M. (NTU)
International Associate, Robert Owen Centre for Educational Change, University of Glasgow
Director, Centre for Advancement in Inclusive and Special Education
Associate Professor, Faculty of Education
Social Contexts and Policies of Education
Tel: (852) 3917 4635
Location: Room 519, Meng Wah Complex
Areas of Expertise:
Equity in education;
Cultural capital theory;
School leadership and effectiveness;
My research program critically investigates issues on inequity in education involving cultural capital theory and socioeconomic reproduction. It examines the influence of familial and school factors on student learning, and how familial socioeconomic backgrounds moderate school effects on student learning. Familial factors I have examined comprise socioeconomic status, cultural capital, and parental involvement while school-level factors comprise education policies and school leadership and processes. In my research, I have employed both conceptual and empirical analyses. In particular, I have often adopted an international perspective and used multilevel modelling to analyze international large-scale datasets such as those from the Programme for International Student Assessment (PISA) in my empirical analyses.
- My article ‘Conceptual diversity, moderators, and theoretical issues in quantitative studies of cultural capital theory’ published in Educational Review in 2017 has been chosen as Article of the Year by the journal. This article reviewed quantitative empirical studies examining the relationship between cultural capital and student achievement. It advanced research in cultural capital theory by
- highlighting the threat to conceptual clarity of the construct arising from the adoption of a more liberal conception;
- postulating that cultural capital effects on student achievement were not a singular phenomenon but a function of student, family, school, and country-level sociocultural factors with significant theoretical implications; and
- providing suggestions on how future research could be informed by our understanding of the nexus of relationships among cultural capital indicators, moderators, and student achievement in the testing of a more complete theory of Bourdieu’s cultural capital theory.
- Visiting Fellowship, School of Education, University of Glasgow (University of Glasgow/University of Hong Kong Early Career Mobility Fund 2016-2017)
- University of Hong Kong Faculty of Education Early Career Outstanding Teaching Award 2016
- Why does school socioeconomic status matter? A meta-analytic study mapping out the relation between school socioeconomic status, familial and school resources, and student achievement. The University of Hong Kong Faculty Research Fund (1 Jan 2020-31 Jul 2020). HK$59,985. (Principal Investigator)
- What is the contribution of school leadership to student learning? A thematic review and meta-analytic study. General Research Fund (2018-2020). HK$262,212. (Principal Investigator)
- Understanding the neural mechanisms of expert recognition of musical notation and Roman letters. General Research Fund (2019-). HK$588,200. (Co-investigator)
- Do different students benefit equally from school principal leadership? A multilevel investigation of the PISA 2015 data. The University of Hong Kong Faculty Research Fund (1 Jan 2018-31 Jul 2018). HK$30,000. (Principal Investigator)
- The contribution of cultural capital to students’ mathematics achievement: What matters most - Home educational resources, beaux arts appreciation, familiarity with evaluative standards, or transmission of values? The University of Hong Kong Faculty Research Fund (1 Jan 2016 -31 Aug 2016). HK$18,240. (Principal Investigator)
- An investigation of the impact of leadership practices on student learning and development outcomes in Singapore schools. National Institute of Education (Singapore) Office of Educational Research Fund (3 Feb 2015 – 31 Mar 2017). S$232,068. (International Collaborator)
- What is the relationship between cultural capital and children’s learning outcomes? Interrogating the published data systematically using a meta-analytic approach. The University of Hong Kong Seed Funding Program for Basic Research (1 May 2014 – 30 Apr 2015). HK$119,204. (Principal Investigator)
Tan, C. Y., Peng, B., & Lyu, M. (2019). What types of cultural capital benefit students' academic achievement at different educational stages? Interrogating the meta-analytic evidence. Educational Research Review, 28. doi: 10.1016/j.edurev.2019.100289
Tan, C. Y. (2018). Socioeconomic status, involvement practices, and student science achievement: Insights from a typology of home and school involvement patterns. American Educational Research Journal, 56(3), 899-924.
Tan, C. Y. (2017). Do parental attitudes toward and expectations for their children’s education and future jobs matter for their children’s school achievement? British Educational Research Journal, 43(6), 1111-1130.
Tan, C. Y. (2017). Conceptual diversity, moderators, and theoretical issues in quantitative studies of cultural capital theory. Educational Review, 69(5), 600-619. (Article of the Year Award - video abstract available)
Tan, C. Y., & Dimmock, C. (2018). National and transnational influences on school organization. In C. James, D. F. Eddy-Spicer, M. Connolly, & S. D. Kruse (Eds.), The Sage handbook of school organization (pp. 414-429). London: Sage.
Tan, C. Y., & Hew, K. F. (2018). The impact of digital divides on student mathematics achievement in Confucian heritage cultures: A critical examination using PISA 2012 data. International Journal of Science and Mathematics Education. DOI: 10.1007/s10763-018-9917-8
Homer, R., Hew, K. F., & Tan, C. Y. (2018). Comparing digital badges-and-points with classroom token systems: Effects on elementary school ESL students' classroom behavior and English learning. Journal of Educational Technology & Society, 21(1), 137-151.
Hew, K. F., & Tan, C. Y. (2016). Predictors of information technology integration in secondary schools: Evidence from a large-scale study of more than 30,000 students. PLoS ONE, 11(12), e0168547. DOI:10.1371/journal.pone.0168547
Tan, C. Y. (2015). The contribution of cultural capital to students' mathematics achievement inmedium and high socioeconomic gradient economies. British Educational Research Journal, 41(6), 1050-1067.
Tan, C. Y., and Dimmock, C. (2015). Tensions between meritocracy and equity in Singapore: Educational issues in preparing a workforce for the knowledge-based economy (Working paper). Head Foundation, Singapore.
Dimmock, C., Hairon, S., & Tan, C. Y. (2014). Curriculum, leadership and religion in Singapore schools: How a secular government engineers social harmony and the ‘state interest’. In Chapman, J. D., McNamara, S., Reiss, M. J., & Waghid, Y. (Eds.), The international handbook on learning, teaching and leading in faith-based schools (pp. 533-551). Dordrecht: Springer.
Tan, C. Y., & Dimmock, C. (2014). Examining how a “top-performing” Asian school system formulates and implements policy: The case of Singapore. Educational Management, Administration & Leadership, 42(5), 743–763.
Shi, M., & Tan, C. Y. (2019). Relationships between student engagement in classroom discussions and parenting style: A structural equation modelling approach. Paper presented at World Education Research Association 2019 Focal Meeting, Tokyo, 5-8 August.
Dimmock, C., & Tan, C. Y. (2018). The leadership story behind Singapore school success: What PISA ignores. Paper presented at 31th International Congress for School Effectiveness and Improvement, Singapore, 8-12 January.
Tan, C. Y. (2017). The role of contextual challenges and constraints on the relationship between principal leadership and student achievement. Paper presented at 30th International Congress for School Effectiveness and Improvement, Ottawa, Canada, 7-10 January.
Tan, C. Y. (2017). Who benefits from studying in higher socioeconomic status schools? An examination of individual differences in science achievement in developed economies. Paper presented at 30th International Congress for School Effectiveness and Improvement, Ottawa, Canada, 7-10 January.
Dimmock, C., & Tan. C. Y. (2016). Do increased professionalism and school autonomy explain the success of the world's leading education systems? Multiple pathways - the case of Singapore. Paper presented at 29th International Congress for School Effectiveness and Improvement, Glasgow, Scotland, 6-9 January.
Tan, C. Y. (2015). Unravelling the effects of cultural capital on students’ mathematics achievement in countries with different socioeconomic gradients: An international study using hierarchical linear modelling. Paper presented at British Educational Research Association Annual Conference 2015, Belfast, Northern Ireland, 15-17 September.
Tan, C. Y., & Dimmock, C. (2015). Principals’ contribution to educational inequity: An analysis of the structure-agency relationship in the centrally controlled education system of Singapore. Paper presented at Asia Leadership Roundtable, Bangkok, 9-10 March.
Goh, J. W. P., Salleh, H., & Tan, C. Y. (2014). Are Western school leadership theories applicable to non-Western societies? A Rasch analysis of work cultural values of Singapore principals. Paper presented at 2014 International Conference of the Asia Pacific Educational Research Association (APERA-HKERA 2014), Hong Kong, 19-21 November.
Invited Lectures/Keynote Speeches and Lectures:
- “Integrating etic and emic perspectives in the study of parenting in Singapore” at the Ninth Family Research Network Forum “Nurturing our young – Parenting in the 21st century” held in Singapore, 2013
- “Unravelling a complex relationship: Do students learn better with the use of information technology?” at the Learning and Teaching Expo 2019 held in Hong Kong, 11-13 Dec 2019
- Editorial Board Member, Education Journal (May 2019- May 2021)
- Editorial Board Member, Education Reform Journal (April 2019-)
- Editorial Board Member, Journal of Research in Childhood Education (2018-present)
Knowledge Exchange Activities:
- I shared my research specialty on cross-cultural perspectives of parenting via an interview by Ms Katrina Lee, Editor/Super Parents magazine. The interview was subsequently published in a special feature article ‘Chinese versus Western parenting: How parents in Hong Kong could promote optimal child development’ in the May 2017 issue of Super Parents magazine (pp. 16-21).
- I shared my research on the contingency perspective of school leadership via a Skype interview by Dr Johannes Mioskavo. The interview was broadcast by Pedagogical (Instructional) Leadership Network (PLR-network) via an audio podcast ‘What type of school leadership benefits student learning most?’ on 5 Oct 2016. The podcast is accessible via Facebook and other social media.
- I delivered a seminar entitled ‘Integration of information technology in schools: Examining the enabling factors’ on 9 Jun 2017. Teachers and other educators in the audience learned about how information technology could be integrated in school teaching. Organizers: HKU Centre for Information Technology in Education (CITE), HKU Education Faculty, HKU Centre for the Enhancement of Teaching and Learning (CETL), HKU Technology-enriched Learning Initiative (TELI), HKU Libraries, Hong Kong Education City (HKEdCity), & ETC Educational Technology Connection (HK) Ltd.
- I delivered a seminar entitled ‘Do secondary students learn better with information technology at home and in school? Interrogating the data from Confucian Heritage Cultures’ on 9 Jun 2018. Teachers and other educators in the audience learned about how students could benefit from information technology in their learning. Organizers: HKU CITE, HKU Education Faculty, HKU TELI, HKU Libraries, HKEdCity, & IEEE Hong Kong section – Education Chapter.
- I delivered a seminar entitled ‘How does access to IT influence students’ mathematics achievement? Interrogating equity issues through examining main and interactive effects’ on 1 Jun 2019. Teachers and other educators in the audience learned about how familial and school resources moderated the relationships between access to information technology and mathematics achievement. Organizers: HKU CITE, HKU TELI, HKU Libraries, & HKEdCity.
Teaching List, Current
- 2019 S2, BBED4002, 2B, Understanding and Guiding Whole-Person Development
- 2019 S2, EDUC6760, FD, Educational inquiry
- 2019 S2, MEDD8669, 2A, Teacher and classroom predictors of students’ academic achievement
- 2019 S1, BBED4002, 1D, Understanding and Guiding Whole-Person Development
- 2019 S1, BBED4002, 1E, Understanding and Guiding Whole-Person Development
- 2019 S1, EDUC6760, FD, Educational inquiry
- 2018 S2, BBED4002, 2B, Understanding and Guiding Whole-Person Development
- 2018 S2, EDUC6760, FO, Educational inquiry
- 2018 S2, MEDD8669, 2A, Teacher and classroom predictors of students’ academic achievement
- 2018 S1, EDUC6760, FO, Educational inquiry
- 2018 S1, MEDD7124, 1A, Individual and home predictors of students’ academic achievement
Supervision of Research Postgraduate Students
- , Classroom Processes, Computer Supported Teaching and Learning, Teacher Education, Learning Sciences and Technologies
- , Facilitating Frugal Innovation: Insights from Successful Chinese Startups
- , Inequity of English Education in China and South Korea
- , Information Technology in Education
- , Learning, Development & Diversity
- , Parental Involvement; Education Inequality
- , Socioeconomic Status, Cultural Capital Theory, Academic Achievement, Educational Policy
- , Service-learning Pedagogy: The Role of Psychological Characteristics and Student Engagement in Social Responsibility Development, Educational Psychology
HKU Committee Appointments
- 2019-08-26 to Present: Faculty of Education, Board of the, The teachers who are members of the Faculty and who are full-time employees of the University
- 2016-08-26 to 2019-08-25: Faculty of Education, Board of the, The teachers who are members of the Faculty and who are full-time employees of the University
- 2013-08-26 to 2016-08-25: Faculty of Education, Board of the, The teachers who are members of the Faculty and who are full-time employees of the University