| 連結 |
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| Leung, K. H., & Cheung, A. C. K. (2024). Understanding emotional well-being of teachers: Development and validation of Teacher Emotions in Teaching Scale in Hong Kong using a mixed-methods approach. Teaching and Teacher Education, 152, Article 104792. https://doi.org/10.1016/j.tate.2024.104792 | 瀏覽 |
| Ng, C., Graham, S., Renshaw, P., Cheung, A., & Mak, B. (2024). Australian grades 4 to 6 teachers’ beliefs and practices about teaching writing to low SES students. International Journal of Educational Research, 124, Article 102304. https://doi.org/10.1016/j.ijer.2023.102304 | 瀏覽 |
| Keung, C., & Cheung, A. (2023). A family-school-community partnership supporting play-based learning: A social capital perspective. Teaching and Teacher Education, 135, Article 104314. https://doi.org/10.1016/j.tate.2023.104314 | 瀏覽 |
| Chao, C. N. G., Cheung, A. C.-K., Lau, E., & Leung, A. N. M. (2023). Teachers’ perceptions on quality of school leadership and psychological well-being: The mediating roles of work-related meaning in life and optimism in Hong Kong kindergarten teachers. Applied Research in Quality of Life, 18(3), 1249–1268. https://doi.org/10.1007/s11482-022-10138-9 | 瀏覽 |
| To, K. H., Yin, H., Tam, W. W. Y., & Keung, C. P. C. (2023). Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens: A multilevel SEM analysis. Educational Management Administration Leadership , 51(4), 889-911. https://doi.org/10.1177/17411432211015227 | 瀏覽 |
| Yin, H., Cheung, A., Tam, W. W. Y., & Lau, E. (2023). Facilitating Hong Kong kindergarten teachers’ perceptions of enactment of play-based learning for whole-child development: The potential of personal and organizational enablers. Early Education and Development, 1-16. https://doi.org/10.1080/10409289.2023.2298643 | 瀏覽 |
| Yin, H., Tam, W. W. Y., & Lau, E. (2023). Happy teachers are efficacious and committed, but not vice versa: Unraveling the longitudinal relationships between Hong Kong kindergarten teachers’ psychological well-being, self-efficacy, and commitment. Teaching and Teacher Education, 123, Article 103997. https://doi.org/10.1016/j.tate.2022.103997 | 瀏覽 |
| Yin, H., Tam, W. W. Y., Park, M., & Keung, C. P. C. (2023). Emotional labour matters for kindergarten teachers: An examination of the antecedents and consequences. The Asia-Pacific Education Researcher, 32(2), 239–249. https://doi.org/10.1007/s40299-022-00647-4 | 瀏覽 |
| Cheung, A. C. K., Chao, G. C. N., Lau, E., Leung, A. N. M., & Chui, H. (2022). Cultivating the psychological well-being of early-childhood education teachers: the importance of quality work life. Applied Research in Quality of Life, 17(3), 1533-1553. https://doi.org/10.1007/s11482-021-09959-x | 瀏覽 |
| Cheung, A. C. K., Keung, C., & Tam, W. (2022). Understanding Hong Kong pre-primary school teachers’ curriculum beliefs: A modified version of the Curriculum Orientation Inventory. Early Childhood Education Journal, 50(6), 959-968. https://doi.org/10.1007/s10643-021-01211-3 | 瀏覽 |
| Cheung, A., Keung, C., & Tam, W. (2022). Developing kindergarten teacher capacity for play-based learning curriculum: A mediation analysis. Teachers and Teaching, Theory and Practice, 28(5), 618-632. https://doi.org/10.1080/13540602.2022.2062749 | 瀏覽 |
| Cheung, A. C. K., Shek, D. T. L., Hui, A. N. N., Leung, K. H., & Cheung, R. S. H. (2022). Professional development for teachers of gifted education in Hong Kong: Instrument validation and training effectiveness. International Journal of Environmental Research and Public Health, 19(15), Article 9433. https://doi.org/10.3390/ijerph19159433 | 瀏覽 |
| Cheung, A. C. K., Keung, C., & Tam, W. (2022). Understanding Hong Kong pre-primary school teachers’ curriculum beliefs: A modified version of the curriculum orientation inventory. Early Childhood Education Journal, 50(6), 959–968. https://doi.org/10.1007/s10643-021-01211-3 | 瀏覽 |
| Shek, D. T. L., Cheung, A. C. K., Hui, A. N. N., Leung, K. H., & Cheung, R. S. H. (2022). Development and evaluation of a pioneer school-based gifted education program (Project GIFT) for primary and secondary students in Hong Kong. International Journal of Environmental Research and Public Health, 19(8), Article 4832. https://doi.org/10.3390/ijerph19084832 | 瀏覽 |
| Siu, A., & Keung, C. (2022). Developing a culturally based play inventory from the perspectives of Hong Kong parents and children: A content analysis method. Education 3-13, 50(7), 868-879. https://doi.org/10.1080/03004279.2021.1915356 | 瀏覽 |
| Siu, A. F., & Keung, C. P. (2022). Perceptions among Hong Kong parents on play in early childhood: A qualitative study. Pacific Early Childhood Education Research Association, 16(1), 77-92. | 瀏覽 |
| Yin, H., Keung, C. P. C., & Tam, W. W. Y. (2022). What facilitates kindergarten teachers’ intentions to implement play-based learning? Early Childhood Education Journal, 50(4), 555-566. https://doi.org/10.1007/s10643-021-01176-3 | 瀏覽 |
| Yin, H., Tam, W. W. Y., & Lau, E. (2022). Examining the relationships between teachers’ affective states, self-efficacy, and teacher-child relationships in kindergartens: An integration of social cognitive theory and positive psychology. Studies in Educational Evaluation, 74, Article 101188. https://doi.org/10.1016/j.stueduc.2022.101188 | 瀏覽 |
| Keung, C., Cheung, A., Mak, B., & Tam, W. (2021). Examining role of professional development initiatives from the perspectives of Key Learning Area Coordinators and Subject Heads: A mediation analysis. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2021.101829 | 瀏覽 |
| Keung, C. P. C., Cheung, A. C. K., Mak, B. S. Y., & Tam, W. W. Y. (2021). Perceptions of Hong Kong secondary school teachers on effective pedagogical practices for curriculum reform: A multi-group analysis. Asia Pacific Journal of Education, 43(3), 882-894. https://doi.org/10.1080/02188791.2021.1988901 | 瀏覽 |
| To, K. H., & Yin, H. (2021). Being the weather gauge of mood: Demystifying the emotion regulation of kindergarten principals. The Asia-Pacific Education Researcher, 30(4), 315-325. https://doi.org/10.1007/s40299-021-00559-9 | 瀏覽 |
| Cheung, R. S. H., Hui, A. N. N., & Cheung, A. C. K. (2020). Gifted education in Hong Kong: A school-based support program catering to learner diversity. ECNU Review of Education (Online), 3(4), 632-658. https://doi.org/10.1177/2096531120967447 | 瀏覽 |
| Keung, C. P. C., Yin, H., Tam, W. W. Y., Chai, C. S., & Ng, C. K. K. (2020). Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities. Educational Management Administration & Leadership, 48(5), 875-892. https://doi.org/10.1177/1741143219864941 | 瀏覽 |
| Cheung, A. C. K., Keung, C. P. C., Kwan, P. Y. K., & Cheung, L. Y. S. (2019). Teachers’ perceptions of the effect of selected leadership practices on pre-primary children’s learning in Hong Kong. Early Child Development and Care, 189(14), 2265-2283. https://doi.org/10.1080/03004430.2018.1448394 | 瀏覽 |
| Keung, C. P. C., & Cheung, A. C. K. (2019). Towards holistic supporting of play-based learning implementation in kindergarten: A mixed method study. Early Childhood Education Journal, 47(5), 627-640. https://doi.org/10.1007/s10643-019-00956-2 | 瀏覽 |
| 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. https://doi.org/10.1016/j.tate.2019.03.019 | 瀏覽 |
| Mak, B., Keung, C., Cheung, A. (2018). Analyzing Curriculum Orientations of Kindergarten Curriculum. In C. Wyatt-Smith & L. Adie, (Eds.), Innovation and accountability in teacher education (pp.135-153). Springer Singapore. https://doi.org/10.1007/978-981-13-2026-2_9 | 瀏覽 |