Prof. YIN Hong-biao

BEd (HNU), MPhil (SWU), PhD (CUHK)

Professor, Department of Curriculum and Instruction
Associate Director, Centre for University and School Partnership

Prof. YIN Hong-biao

Prof. YIN Hong-biao

Professor

HTB Rm. 427
3943 1213
yinhb@cuhk.edu.hk

Introduction
Formerly served as Research Associate in Centre for University and School Partnership, and Postdoctoral Fellow, Instructor I, Assistant and Associate Professor in Department of Curriculum and Instruction, CUHK. Courses taught include Curriculum Inquiry: Paradigms, Teaching: Theory, Design, Research & Application, Curriculum Change and Implementation, Curriculum Development & Assessment in Early Childhood Education, Principles of Curriculum Design, Curriculum Evaluation and Assessment.
Research Areas
Research interests include Curriculum Reform, Teacher Emotion, Teacher Change, Learning Environments, Student Motivation, and Learning & Teaching in Higher Education.
Selected Publications
Journal Articles
  1. Yin, H., Shi, L., Tam, W. W. Y., & Lu, G. (2020). Linking university mathematics classroom environments to student achievement: The mediation of mathematics beliefs. Studies in Educational Evaluation, 66, 100905.
  2. Yin, H., Han, J., & Perron, B. E. (2020). Why are Chinese university teachers (not) confident about their competence to teach? Exploring the relationships between faculty-perceived stress and self-efficacy. International Journal of Educational Research, 100, 101529.
  3. Yin, H., Xie, C., Hu, H., & Wang, M. (2020). Demystifying and sustaining the resilience of teacher educators in China: The perspectives of Teaching Research Officers. Asia Pacific Education Review, 21(2), 311-323.
  4. Yin, H., Huang, S., & Chen, G. (2019). The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review. Educational Research Review, 28, 100283.
  5. Yin, H., To, K. H., Keung, C. P. C., & Tam, W. W. Y. (2019). Professional learning communities count: Examining the relationship between faculty trust and teacher professional learning in Hong Kong kindergartens. Teaching and Teacher Education, 82, 153-163.
  6. Yin, H. (2018). Are we racing to the data-ism in education? Educational Philosophy and Theory, 50(14), 1370-1371.
  7. Yin, H. (2018). What motivates Chinese undergraduates to engage in learning? Insights from a psychological approach to student engagement research. Higher Education, 76(5), 827-847.
  8. Yin, H., & Zheng, X. (2018). Facilitating professional learning communities in China: Do leadership practice and faculty trust matter? Teaching and Teacher Education, 76, 140-150.
  9. Yin, H., Huang, S., & Lv, L. (2018). A multilevel analysis of job characteristics, emotion regulation and teacher well-being: A job demands-resources model. Frontiers in Psychology, 9, 2395.
  10. Yin, H., González, C., & Huang, S. (2018). Undergraduate students’ approaches to studying and perceptions of learning context: A comparison between China and Chile. Higher Education Research & Development, 37(7), 1530-1544.
  11. Yin, H., Wang, W. Y., Huang, S., & Li, H. (2018). Psychological capital, emotional labor and exhaustion: Examining mediating and moderating models. Current Psychology, 37(1), 343-356.
  12. Yin, H., & Ke, Z. (2017). Students’ course experience and engagement: An attempt to bridge two lines of research on the quality of undergraduate education. Assessment & Evaluation in Higher Education, 42(7), 1145-1158.
  13. Yin, H., Huang, S., & Lee, J. C. K. (2017). Choose your strategy wisely: Examining the relationships between emotional labor in teaching and teacher efficacy in Hong Kong primary schools. Teaching and Teacher Education, 66, 127-136.
  14. Yin, H., Han, J., & Lu, G. (2017). Chinese tertiary teachers’ goal orientations for teaching and teaching approaches: The mediation of teacher engagement. Teaching in Higher Education, 22(7), 766-784.
  15. 尹弘飈（2017）。課程改革一定要“核心素養”嗎？——兼評全球化時代的香港課程改革。全球教育展望，46（10），73-80。（全文轉載於《人大複印資料·中小學教育》，2018年第4期。）
  16. 尹弘飈（2017）。〈教育實證研究的一般路徑：以教師情緒勞動研究為例〉。《華東師範大學學報（教育科學版）》，35（3），47-56。
  17. Yin, H. (2016). Knife-like mouth and tofu-like heart: Emotion regulation by Chinese teachers in classroom teaching. Social Psychology of Education, 19(1), 1-22.
  18. Yin, H., & Wang, W. (2016). Undergraduate students’ motivation and engagement in China: An exploratory study. Assessment & Evaluation in Higher Education, 41(4), 601-621.
  19. Yin, H., Huang, S., & Wang, W. (2016). Work environment characteristics and teacher well-being: The mediation of emotion regulation strategies. International Journal of Environmental Research and Public Health, 13(9), 907.
  20. Yin, H., Wang, W., & Han, J. (2016). Chinese undergraduates’ perceptions of teaching quality, approaches to studying and course satisfaction. Higher Education, 71(1), 39-57.
  21. Yin, H. (2015). The effect of teachers’ emotional labour on teaching satisfaction: Moderation of emotional intelligence. Teachers and Teaching, 21(7), 789-810.
  22. Yin, H., & Wang, W. (2015). Assessing and improving the quality of undergraduate teaching in China: The Course Experience Questionnaire. Assessment & Evaluation in Higher Education,40(8), 1032-1049.
  23. 尹弘飈、李瑾瑜（2015）。〈優化高校教學：來自大學生課程經歷的啟示再論課程變革的制度化——概念內涵與分析框架〉。《高等教育研究》，36（8），62-69。
  24. 尹弘飈（2014）。〈再論課程變革的制度化——概念內涵與分析框架〉。《高等教育研究》，35（4），66-71，93。
  25. Yin, H., Lu, G., & Wang, W. (2014). Unmasking the teaching quality of higher education: University students’ course experience and approaches to learning in China. Assessment & Evaluation in Higher Education, 39(8), 949-970.
  26. Yin, H., & Lu, G. (2014). Development and validation of an instrument for assessing mathematics classroom environment in tertiary institutions. The Asia-Pacific Education Researcher, 23(3), 455-469.
  27. Yin, H., Lee, J. C. K., & Wang, W. (2014). Dilemmas of leading national curriculum reform in a global era: A Chinese perspective. Educational Management Administration & Leadership, 42(2), 293-311.
  28. Yin, H. (2013). Societal culture and teachers’ responses to curriculum reform: Experiences from China. Asia Pacific Education Review, 14(3), 391-401.
  29. Yin, H. (2013). Implementing the national curriculum reform in China: A review of the decade. Frontiers of Education in China, 8(3), 331-359.
  30. Yin, H., Lee, J. C. K., Zhang, Z., & Jin, Y. (2013). Exploring the relationship among teachers’ emotional intelligence, emotional labor strategies and teaching satisfaction. Teaching and Teacher Education, 35, 137- 145.
  31. Yin, H., Lee, J. C. K., Jin, Y., & Zhang, Z. (2013). The effect of trust on teacher empowerment: The mediation of teacher efficacy. Educational Studies, 39(1), 13-28.
  32. Yin, H. (2012). Adaptation and validation of the teacher emotional labour strategy scale in China. Educational Psychology, 32(4), 451-465.
  33. Yin, H., & Lee, J. C. K. (2012). Be passionate, but be rational as well: Emotional rules for Chinese teachers’ work. Teaching and Teacher Education, 28(1), 56-65.
  34. Yin, H., & Lee, J. C. K. (2011). Emotions matter: Teachers’ feelings about their interactions with teacher trainers during curriculum reform. Chinese Education and Society, 44(4), 82-97.
  35. Yin, H., Lee, J. C. K., & Jin, Y. (2011). Teacher receptivity to curriculum reform and the need for trust: An exploratory study from Southwest China. The Asia-Pacific Education Researcher, 20(1), 35-47.
  36. 尹弘飈（2011）。〈全球化時代的中國課程改革〉。《高等教育研究》，32（3），69-75。（全文轉載於《新華文摘》，2011年第17期。）
  37. Yin, H., Lee, J. C. K., & Zhang, Z. (2009). Examining Hong Kong students’ motivational beliefs, strategy use and their relations with two relational factors in classroom. Educational Psychology, 29(6), 685-700.

Books
  1. Yin, H., & Lee, J. C. K. (2012). Curriculum reform in China: Changes and challenges. New York: Nova Science Publishers, Inc.
  2. 尹弘飈、李子建（2008）。《課程變革：理論與實踐》。臺北：高等教育文化事業有限公司。

Books Chapters
  1. 尹弘飈（2018）。〈課程改革一定要‘核心素養’嗎？——兼評全球化時代的香港課程改革〉。載鐘啟泉、崔允漷主編，《核心素養研究》（頁194-200）。上海：華東師範大學出版社。
  2. Zhang, Z., & Yin, H. (2017). Effects of professional learning community and collective teacher efficacy on teacher involvement and support as well as student motivation and learning strategies. In R. Maclean (Ed.), Life in schools and classrooms: Past, present and future (pp. 433-452). Singapore: Springer.
  3. Yin, H. (2015). Dilemmas of teacher development in the context of curriculum reform. In Q. Gu (Ed.), The work and lives of teachers in China (pp. 85-104). London: Routledge.
  4. Yin, H., & Lee, J. C. K. (2012). China’s national curriculum reform in the global era. In H. Yin & J. C. K. Lee (Eds.), Curriculum reform in China: Changes and challenges (pp. 1-10). New York: Nova Science Publishers, Inc.
  5. Yin, H., Lee, J. C. K., & Law, H. F. E. (2012). Emotion as a lens to understand teacher development in curriculum reform. In H. Yin & J. C. K. Lee (Eds.), Curriculum reform in China: Changes and challenges (pp. 185-202). New York: Nova Science Publishers, Inc.
  6. Wang, W. L., Lee, J. C. K., & Yin, H. (2012). Transforming citizenship education in social studies curriculum of primary schools: A textbook analysis. In H. Yin & J. C. K. Lee (Eds.), Curriculum reform in China: Changes and challenges (pp. 123-135). New York: Nova Science Publishers, Inc.
  7. 尹弘飈、李志超（2012）。〈新課程改革中教師的情緒衝擊〉。載靳玉樂主編，《新課程下的教學方式轉變》（頁118-156）。重慶：西南師範大學出版社。
  8. Lee, J. C. K., & Yin, H. (2011). Teachers’ emotions in a mandated curriculum reform: A Chinese perspective. In C. Day & J. C. K. Lee (Eds.), New understandings of teacher’ work: Emotions and educational change (pp. 85-104). Dordrecht: Springer
  9. 尹弘飈（2010）。〈學校變革的人力成本〉。載時曉玲主編，《優秀校長的管理智慧》 (頁140-151)。北京：教育科學出版社。
  10. 尹弘飈（2009）。〈課程改革中教師的情緒經歷與自我重構〉。載盧乃桂、操太聖主編，《中國教師的專業發展與變遷》（頁138-165）。北京：教育科學出版社。

Conference Papers and Presentations
  1. Yin, H., Xie, C., & Hu, H. (2019, April). Sustaining the resilience of teacher educators: The experiences of Teaching Research Officers in China. Paper presented at the 2019 Annual Meeting of American Educational Research Association, Toronto, Canada.
  2. Yin, H., To, K., Keung, C. P. C., & Tam, W. (2019, April). Promoting teacher learning in trustful kindergartens: The mediation of learning communities. Paper presented at the 2019 Annual Meeting of American Educational Research Association, Toronto, Canada.
  3. Yin, H., & Huang, S. (2018, July). The relationships between teachers’ emotional labor and teacher efficacy and well-being: A meta-analysis. Invited paper presented at the symposium “Teachers’ Emotions and Emotion Regulation Strategies”, the 19th European Conference on Personality, Zadar, Croatia.
  4. Yin, H., González, C., & Huang, S. (2018, April). Comparing Chinese and Chilean students’ approaches to studying and perceptions of learning context. Paper presented at the 2018 Annual Meeting of American Educational Research Association, New Yok City, NY., USA
  5. Yin, H. (2017, May). Listening to teachers’ voices: Exerting the influence of expert teachers. Paper presented at the 2017 School Principal Forum “Leading Teacher Professional Development: What can be learned from Shanghai?”, Education University of Hong Kong, Hong Kong.
  6. Yin. H., & Huang, S. (2017, April). Act wisely: Examining the relationships between emotional labor in teaching and teacher efficacy .  Paper presented at the 2017 Annual Meeting of American Educational Research Association, San Antonio, TX., USA.
  7. Yin, H. (2016, October). Getting knowledge from the investigation of things: The empirical study on teachers’ emotional labor. Paper presented at the 2nd National Symposium on Educational Empirical Educational Research, Shanghai, China.
  8. Yin, H. (2016, October). Who can lead teacher learning? * Paper presented at the 4th National Symposium on Foreign Language Teacher Education and Development, Jinan, China. (* Keynote)
  9. YIN, H., & LIN, W. (2016, July).  Effects of emotional scaffolds assisted cognitive advance organizers on elementary students' mathematics learning. Paper presented in the 13th International Congress on Mathematical Education, Hamburg, Germany.
  10. YIN. H. (2016, April). Exploring the relationships among Chinese tertiary teachers' goal orientation for teaching, engagement, and teaching approaches.  Paper presented in the 2016 Annual Meeting of American Educational Research Association, Washington, D.C., USA.
  11. Yin, H. (2015, November). Facilitating professional learning communities in China: The role of leadership practice and faculty trust.* Paper presented at the 13th Shanghai International Curriculum Forum, Shanghai, China. (* Keynote)
  12. Yin, H. (2015, July). Exploring undergraduate students’ motivation and engagement in China. Paper presented at the HERDSA 2015 Conference “Learning for life and work in a complex world”, Melbourne, Australia.
  13. YIN, H. (2015, May). Enhancing the teaching quality of higher education in China: Implications from student engagement and course experience.* Paper presented at the 3rd Annual Conference of Teaching Improvement and Teacher Development in Shandong, Jinan, China. (* Keynote)
  14. Yin, H. (2014, October). Beyond acting: Emotion regulation by Chinese teachers in the classroom. Paper presented at the 2nd Global Teacher Education Summit, Beijing, China.