Alan CHEUNG is currently Professor in the Department of Educational Administration and Policy and Director of the Centre for University and School Partnership (CUSP) at The Chinese University of Hong Kong. He is also an Adjunct Professor at Johns Hopkins University and an Honorary Visiting Fellow at York University. His research areas include international education, reading interventions, school reform, and research reviews. He has been involved in many large-scale randomized experiments and studies on these topics and is the author or co-author of numerous journal articles, book chapters, and technical reports. His journal articles have appeared in top academic journals such as Review of Educational Research (RER), Educational Research Review (ERR), Journal of Educational Psychology (JEP), American Educational Research Journal (AERJ), and Reading Research Quarterly (RRQ). He was a recipient of the esteemed Palmer O. Johnson Memorial Award for the best academic article awarded by the American Educational Research Association in 2008, and received the Research Excellence Award from The Chinese University of Hong Kong in 2013 and the Outstanding Alumni Achievements Award from Brigham Young University in 2016. Professor Cheung has conducted research in various countries, including the UK, USA, China, India, Singapore, Malaysia, Indonesia, Ireland, and Mexico. He taught quantitative methods, advanced statistics, structure and processes of schooling, educational policy and practice in Hong Kong.
Cheung, A., Slavin, R. E., Kim, L., & Lake, C. (2017) Effective secondary science programs: A best-evidence synthesis. Journal of Research in Science Teaching, 54(1), 58-81.
Cheung, A. & Yuen, W. W. (2017). Examining the perceptions of curriculum leaders on primary school reform: A case study of Hong Kong. Educational Management Administration and Leadership, 45(5). Online First. doi:10.1177/1741143215587303.
Cheung, A. & Slavin, R. E. (2016). Effects of success for all on reading achievement: A secondary analysis using data from the study of instructional improvement (SII). AERA Open, 2(4), 1-10.
Cheung, A. & Slavin, R. E. (2016). How methodological features affect effect sizes in education. Educational Researcher, 45(5), 283-292.
Cheung, A. & Yuen, W. W. (2016) Examining the motives and the future career intentions of mainland Chinese pre-service teachers in Hong Kong. Higher Education, 71(2), 209-229.
A Comprehensive, Territory-wide Initiative Promoting Talent Development and Gifted Education in Hong Kong
A Randomized Field Trial of the ABRACADBRA Web-based Literacy Program on Primary School Children in Hunan, China
Provision of Services for Conducting the "Curriculum Survey on Primary Education 2015"
Play, Learn, Grow in Hong Kong Kindergartens
Support for Seconded Teachers under School Support Partners Scheme on Small Class Teaching
Teacher Interventions in Engaging Students with Dialogic Discourse for Rich Learning Opportunity in Mathematics Classrooms
A Pilot Study of the ABRACADABRA (ABRA) Web-based Literacy Program on Hong Kong Primary School Students
Development of Curriculum Leaders for Quality Pre-primary Education
Provision of Services for Conducting the New Senior Secondary Curriculum Implementation Survey 2012/13
How methodological and substantive features of research studies affect effect sizes.
Around the Corner: A technology-enhanced approach to early literacy.
Evaluation of a student teaching internship program (頂崗實習) in Hebei Province, China.
Effects of educational technology applications on student achievement: Systematic reviews and analysis.