My entire résumé
Interests
Story telling, hiking, kite flying and running fellowship groups.
Personal goals
To engage with knowledge and faith seeking. To be sure about what's right and what's wrong in a world with diverse values.
To be a reliable friend to my peers and students.
To have a lifetime friendship with my daughter.
Academic goals
To be effective in communicating ideas in teaching and learning.
To generate new ideas and insight into the area of immigrant and minority education in the context of Hong Kong and Asia Pacific region.
To promote public awareness in intercultural education through professional dialogues, publications and teaching.
To engage in scholarships of student engagement with school and civic society.
Career goals
To offer insights into my research areas and to be effective in my teaching.
Employment history
Associate professor at The Hong Kong Institute of Education
7/2008 - presentAssistant professor at The Hong Kong Institute of Education
8/2006 - 6/2008Lecturer at The Hong Kong Institute of Education
9/1998 - 6/2006Post-doctoral fellow at The Chinese University of Hong Kong
8/1997 - 9/1998Visiting scholar at Guangzhou Teacher College
9/1997 - 10/1998Teacher at Various primary schools in Hong Kong
9/1983 - 3/1989Taught students with special educational needs at the primary level.
Education history
BA (Hons) at Brunel University
10/1994 - 6/1997Ph.D. at The University of London
10/1992 - 3/1995Hong Kong 1997: Changing Curriculum, Changing Values and Changing Politics
Books and publications
跨境學生及其家庭的挑戰與契機in Raymond Mow-chiu Chan (Ed.), Hong Kong-Shenzhen Cooperation on Education: Current Issues and Challenges Ahead.
forthcomingMapping the Life Satisfaction of Adolescents in Hong Kong Secondary Schools with High Ethnic Concentration. Youth and Society.
2014School Engagement and Parental Involvement: the Case of Cross-Border Students in Singapore. The Australian Educational Researcher. (DOI: 10.1007/s13384-013-0124-x)
2014School engagement and civic engagement as predictors for the future political participation of ethnic Chinese and Asian adolescents in Hong Kong. Migration and Ethnic Studies, 29 (3), 317 - 342. Institute for Migration and Ethnic Studies, Zagreb.
2013Ethnicity, Level of Study, Gender, Religious Affiliation and Life Satisfaction of Adolescents from Diverse Cultures in Hong Kong, Journal of Youth Studies, 16(6), 776-791.
2013Caught Between Two Cultures: The Everyday Civic Life of Cross-Boundary Youth. HKFYG: Journal of Youth Studies, 15(2), 75-87.
2012Towards Inclusion of Cross-Boundary Students in Education, Policy and Practice in Hong Kong. Journal of Education, Citizenship and Social Justice. 6(3), 251-264.
2011New Schooling and New Identities: Chinese Immigrant Students’ Perspectives. Global Studies of Childhood, 1(2), 140-151.
2011Cross-boundary students in Hong Kong schools: education provisions and school experiences. In J. Phillion, M.T. Hue (Eds.), Minority students in Asia: Government policies, school practices and teacher responses, 174-194.
2011Dimensions of diversity: challenges to secondary school teachers with implications for intercultural teacher education. Teaching and Teacher Education. 26, 732-741.
2010Assimilation, integration and the Construction of Identity: The experience of Chinese cross-boundary and newly arrived students in Hong Kong schools. Multicultural Education Review, 2(2), 1-29.
2010The Eighteen Students. (in Chinese)
2009The intercultural sensitivity of student teachers in three cities. Compare, 39(3), 349 -365.
2009The cultural and civic identity of cross-boundary and newly arrived students from Mainland China. Journal of Basic Education, 17(2), 159-174.
2008The intercultural sensitivity of secondary teachers in Hong Kong: A comparative study with implications for professional development. Intercultural Education, 18(2), 129-145.
2007Beyond the Rhetoric: A Study of the Intercultural Sensitivity of Hong Kong Secondary School Teachers. Pacific-Asian Education (PAE) Journal, 18(1), 70-87.
2006Is education an effective way to alleviate intergenerational poverty?(in Chinese). Journal of Youth Studies, 9(1).
2006The Cultural Immersion Journey – Action Research of Hong Kong – Mainland Intercultural Education (in Chinese)
2004Education for the Newly Arrived Students from the Mainland: Research and Development (in Chinese)
2004Home school collaboration for border-crossing students: challenges and opportunities. Hong Kong Journal of Early Childhood, 3(1), 30-34.
2004The early experience of intercultural teacher education in Hong Kong, Intercultural Education, 15(2), 153-166.
2004Hong Kong intercultural teacher education. in C.Y.M. Yuen (Ed.), Education for the Newly Arrived Students from the Mainland: Research and Development (in Chinese), 1-20.
2004Border-Crossing Education: marginalization and accommodation. In C.Y.M. Yuen (Ed.), Education for the Newly Arrived Students from the Mainland: Research and Development (in Chinese), 53-66.
2004Viewing Education for the Newly Arrived Students from a selection perspective, Y.M.C. Yuen (Ed.), Education for the Newly Arrived Students from the Mainland: Research and Development (in Chinese), 137-150.
2004Multicultural Education: Hong Kong – Mainland Curriculum and Instruction (in Chinese)
2003Textbooks depiction of the new arrivals from Mainland China. In C.Y.M. Yuen (Ed.), Education for the Newly Arrived Students from the Mainland: Research and Development (in Chinese), 163-202.
2004One Classroom Two Systems: Education for the Newly Arrived Children from the Mainland and Teacher Professional Development (in Chinese)
2003Multicultural Education and Education for the Newly Arrived Children: Training, Practice and Reflection, (in Chinese)
2003Curriculum Reform in Hong Kong & Guangzhou: Challenge of the 21st Century, in R. Koo, S.W. Wu and T. Li (Eds.). Education Development & Curriculum Innovations: Perspectives & Experience from Mainland China, Taiwan, Hong Kong & Macao, 30-45.
2003Education for new arrivals and multicultural teacher education in Hong Kong. New Horizons in Education, 45, 12-21.
2002An inclusive curriculum proposal for teacher education in the 21st century. In Y.C. Cheng, K.T. Tsui, K.W. Chow & M.M.C. Mok (Eds.), Subject Teaching and Teacher Education in the New Century: Research and Innovation, 273-294.
2002Review Essay: Multicultural Discourse in Globalizing Pedagogy, Asia Pacific Journal of Teacher Education, 241-252.
2001Well-being and success for all: mapping the pathways of engagement with school and society of immigrant, minority and mainstream students in Hong Kong (RGC Ref No. 18406214, 2015 - 2017)
Hong Kong is a dynamic Asian immigrant city and its future betterment is intertwined with its vision for building an inclusive and welcoming society for people from all walks of life across ethnicities and races. School remains the most important organization for preparing future citizens for a productive and meaningful engagement with life. In developing appropriate and comprehensive policies and practices, schools and educators must understand the diverse nature of school and the societal engagement of all students.
This study draws on the empirical data of our two on-going UGC studies (RGC Ref. No. 844812; RGC Ref. No. HKIEd 8005-PPR-12) both of which end 2014, to provide a holistic appreciation of migrant and mainstream students’ well-being and engagement with life. The findings of the studies reveal that engagement with school and society is segmented and differentiated across the migrant and mainstream student groups. Surprising and unforeseen results which showed that contrary to conventional understanding and even counter intuitive, South Asian migrants scored the highest levels of life satisfaction, spiritual well-being and engagement with school and society as compared with their mainstream and Chinese immigrant counterparts. Conversely, mainstream students scored lower levels than expected across the board.
Founded on the theories of life satisfaction (Huebner, 2001), spiritual health (Fisher, 1999; 2008), academic (Appleton et al., 2008) and civic engagement (Schulz et al., 2008) this study will focus on identifying the structural relationships between the individual and contextual variables and the engagement of migrant and mainstream students with school and society. A mixed method combining a questionnaire instrument survey with case studies will be employed to deepen understanding of the complexities of well-being among these students. The objectives of the study are to: (1) develop a culturally fair and integrated instrument for assessing the internal health of adolescents; (2) determine the structural relationship between individual factors (cultural identity, spirituality and well-being) and contextual factors (family structures and school environments) with school and the societal engagement of migrant and mainstream students; (3) map their specific pathways of well-being and engagement with school and society so as to help schools work towards inclusion and civic culture for all; (4) offer comprehensive and specific policy advice to schools and public policy sectors for creating a more equitable society for the positive engagement of all future citizens; (5) advance the theory of segmented and differentiated engagement so to broaden the frameworks of school and civic engagement for diverse Asian societies.
Educational Experiences, Self Identity and Spirituality: A Study on the Well-Being among Students from Diverse Cultures in Hong Kong (RGC Ref No. 844812, 2013-2015)
This study aims at understanding the self-assessment of the well-being of three student groups in Hong Kong, namely the South Asian minority students, cross-boundary and Chinese immigrant students, as compared with that of mainstream Hong Kong students. The study employs an integrative method using Scott Huebner’s (2001) Multidimensional Student Life Satisfaction Scale (MSLSS) and John Fisher’s (2008) Spiritual Health And Life Orientation Measurement (SHALOM) coupled with follow-up narrative interviews to uncover the life experiences of all participant students. The objectives of the study include to: (1) examine critically the self-appraisal of the well-being of three student groups and mainstream Hong Kong students; (2) determine the roles of the educational experience, self-identity and spirituality in contributing to the well-being of these student groups; (3) evaluate the comparability of interrelationships in educational experiences, ethnic identity, and spirituality of the student groups with reference to the mainstream students; (4) analyze the responsiveness of connected support services to the well-being of these student groups; and (5) contribute to theory building on the roles of educational experiences, self-identity, and spirituality in promoting the well-being of immigrant and minority student groups in Hong Kong and to share our findings with the international educational community.
School-based Support Scheme for Cross-border and Immigrant Children in Hong Kong
click to view the full project website 
Background information
The Hong Kong Institute of Education (HKIEd) was formally established by statute in April 1994 by uniting the former Northcote College of Education, Grantham College of Education, Sir Robert Black College of Education, the Hong Kong Technical Teachers' College and the Institute of Language in Education, as recommended by the Education Commission in 1992. The HKIEd. is a publicly-funded tertiary institution that the main sources of income are University Grants Committee funding and tuition fees.
The Institute's mission is to provide our students with a high quality education to prepare them as professionals, serving in all types of schools and other work settings, and to support them in their professional development and lifelong learning. Our whole person approach to education will instil in our students not only the necessary skills and competencies, but also a commitment to education, a caring attitude towards the students they will teach, as well as the skills that will enable them to contribute positively to the well-being of society. At the same time, our supportive intellectual and social environment will advance teaching, learning and research.
The Hong Kong Institute of Education is the only institute that solely dedicates to the upgrading and professional development of teacher education in Hong Kong. Currently, we provide doctor, master and undergraduate degree, post-graduate diploma, certificate and a range of in-service programmes to around 7,000 pre-service students and serving teachers.
The Background
Debates over the right of abode of new arrivals from the Mainland reflect social resistance and exclusion widely exists. They have direct bearing on educational provision for immigrant students.
Immigration is an uprooting process and immigrants often experience conflict between home and school values. Immigrant students often enter a school community that is new to their own cultural background and history. Research findings from the west suggest that the maternal language of non-English speaking immigrant students is the key language learning issue (He, 2002, Phillion, 2002). Likewise, a recent local study found that English is the greatest hurdle for the cross-boundary (border) students to overcome in Hong Kong schooling (Lo, 2006).
Engagement of Immigrant and Minority Students with Schools and Civil Society (RGC Ref No. HKIED8005-PPR-12) 2012-2014
Minority and immigrant students in Hong Kong mainly comprise ethnic South Asians, Chinese new immigrants and cross-boundary students. The majority are from low socio-economic status families, and are facing various challenges such as school adjustment, life chances and social exclusion. Their voices on education and current affairs are little known to society. There has been much media coverage on the academic and social integration challenges of these students and families. However, there has not been parallel research attention paid to these issues. Minority and immigrant students are future Hong Kong citizens and their well-being and social participation have a direct bearing on the welfare of civil society. Education is often seen as a social leveler especially for the socially disadvantaged. The nature and extent of the engagement of minority and immigrant students with their schools and civil society are important indicators of social inclusion policy.
The objectives of the project are: (1) to examine the nature of engagement of minority and local students with schools and civic society; (2) to compare the similarities and differences between the nature of school and civic engagement among the different student groups; (3) to determine the relationship between school engagement and civic engagement of minority and immigrant students; (4) to identify the mediating factors affecting the different student groups in school and civic engagement; (5) to recommend policies and provisions for enabling greater school and civic participation of minority and local students in an inclusive and equal society. With regard to the last objective, the research will yield useful empirical data to make evidence based recommendations, but it is not the goal of this project to offer solutions to identified problems at this stage, for such will require further research.
The Support Scheme (Jan 2008 – June 2009)
This Support Scheme is sponsored by the Simatelex Charitable Foundation (HK). The purpose of this School-based Support Scheme is twofold: (1) to enhance the English level of the cross-boundary (border) and newly arrived students from Mainland China; and (2) to involve our English major student teachers in school-based English teaching. Specifically, this project aims to achieve the following:
- Support schools and parents to address the English language learning needs of cross-boundary (border) and newly arrived students from Mainland China.
- Provide school-based professional support for accommodating the learning needs of cross-boundary (border) and newly arrived students from Mainland China.
- Provide effective English reading strategies for parents of the target students.
- Collect and disseminate good practices in supporting the target students by publication of newsletters and a book.
- Provide hands-on teaching opportunities for the full-time HKIEd students for teaching the target students.
In order to achieve these goals, we have selected 12 English major student teachers to provide professional help for these student groups. They will join regular English classes and become involved in group teaching and/or offering individual learning support. As some of the student teachers also come from Mainland China, they can set a good role model for our target student groups.
To help facilitate the goal of fostering the talents of students, there will be published a product based on all the strategies used by our student teachers during this programme. Through reading the sharing from our student teachers, we hope parents will become inspired and apply these strategies to encourage their children in other areas such as art, music and science. Although concentrating on English, this School-based Support Scheme has the whole development of the child in view.
Key project elements
Key project elements
(A) School-based learning support services
(B) Parent-children English reading scheme
(C) Parental Education Seminar
(D) Publication of good practices