Served as chemistry teacher and vice-principal in secondary schools in  Hong Kong. Courses taught include chemistry education, science education, school-based curriculum development and Implementation, classroom assessment, and curriculum evaluation.

Chemistry education, curriculum implementation, curriculum design models, attitude change, and classroom assessment.

1. Cheung, D., Hattie, J., Bucat, R., & Douglas, G. (1996). Measuring the degree of implementation of school-based assessment schemes for practical science. Research in Science Education, 26(4), 375-389.
2. Cheung, D., Hattie, J., Bucat, R., & Douglas, G. (1996). Students' perceptions of curriculum implementation. Curriculum and Teaching, 11(1), 49-60.
3. Cheung, D., Hattie, J., Bucat, R. & Douglas, G. (1996). Identifying the dimensions of curriculum implementation: The nominal group technique. Curriculum Forum, 6(1), 1-16.
4. Cheung, D. (1997). Weighting the dimensions of student ratings of teaching effectiveness. Educational Research Journal, 12(2), 205-213.
5. Cheung, D. (1998). Developing a student evaluation instrument for distance teaching. Distance Education, 19(1), 23-42.
6. Cheung, D. (1998). Measuring the degree of curriculum implementation. Education Journal, 26(1), 149-170. (in Chinese)
7. Cheung, D. (2000). Evidence of a single second-order factor in student ratings of teaching effectiveness. Structural Equation Modeling: A Multidisciplinary Journal, 7(3), 442-460.
8. Cheung, D. (2000). Measuring teachers' meta-orientations to curriculum: Application of hierarchical confirmatory factor analysis. Journal of Experimental Education, 68(2), 149-165.
9. Cheung, D., & Ng, P. H. (2000). Science teachers' beliefs about curriculum design. Research in Science Education, 30(4), 357-375.
10. Cheung, D., Ng, D., & Hattie, J. (2000). The simplex structure of teachers' stages of concern about implementing a new curriculum. Canadian and International Education, 29(1), 87-103.
11. Cheung, D. (2000). Analyzing the Hong Kong junior secondary science syllabus using the concept of curriculum orientations. Educational Research Journal, 15(1), 69-94.
12. Cheung, D., & Ng, D. (2000). Teachers' stages of concern about the target-oriented curriculum. Education Journal, 28(1), 109-122.
13. Cheung, D., Hattie, J., & Ng, D. (2001). Reexamining the stages of concern questionnaire: A test of alternative models. Journal of Educational Research, 94(4), 226-236.
14. Cheung, D. (2001). School-based assessment in public examinations: Identifying the concerns of teachers. Education Journal, 29(2), 105-123.
15. Cheung, D. & Wong, H.W. (2002). Measuring teacher beliefs about alternative curriculum designs. The Curriculum Journal, 13(2), 225-248.
16. Wong, S. L. & Cheung, D. (2002). Hong Kong art teachers' orientations to curriculum. Educational Research Journal, 17(1), 137-160. (in Chinese)
17. Cheung, D. (2002). Refining a stage model for studying teacher concerns about educational innovations. Australian Journal of Education, 46(3), 305-322.
18. Cheung, D. & Ng, P. H. (2002). Teachers' beliefs about curriculum design: Evidence of a superordinate curriculum meta-orientation construct. Curriculum and Teaching, 17(2), 85-102.
19. Cheung, D. (2003). Guidelines for writing multiple-choice items. Hong Kong Science Teachers' Journal, 21(2), 1-11.
20. Cheung, D. & Yip, D. Y. (2003). School-based assessment of chemistry practical work: Exploring some directions for improvement. Education Journal, 31(1), 133-152.
21. Yip, D. Y., Tsang W. K. & Cheung, S. P. (2003). Evaluation of the effects of medium of instruction on the science learning of Hong Kong secondary students: Performance on the science achievement test. Bilingual Research Journal, 27(2), 295-331.
22. Cheung, D. (2004). The scientific inadequacy of Le Chatelier’s principle. Hong Kong Science Teachers’ Journal, 22(1), 35-43.
23. Cheung, D. & Yip, D.Y. (2004). How science teachers’ concerns about school-based assessment of practical work vary with time: The Hong Kong experience. Research in Science & Technological Education, 22(2), 153-169.
24. Cheung, D. (2005). Science teachers’ concerns about school-based curriculum development. Hong Kong Science Teachers’ Journal, 22(2), 1-7.
25. Cheung, D. (2005). Investigating toothpastes through inquiry-based practical work. Science Activities, 42(3), 31-37.
26. Cheung, D. (2006). Learning about lithium through inquiry-based practical work. Hong Kong Science Teachers' Journal, 23(1), 1-8.
27. Cheung, D. (2006). A test construction support system for chemistry teachers. Journal of Chemical Education, 83(9), 1399-1402.
28. Cheung, D. (2006). TCSS: A new computer system for developing formative assessments. School Science Review, 88(322), 61-70.
29. Cheung, D. (2006). The carbon dioxide problem. Education in Chemistry, 43(2), 46-48.
30. Cheung, D. (2007). Investigating activation energies. Education in Chemistry, 44(1), 23-26.
31. Cheung, D. (2008). Facilitating chemistry teachers to implement inquiry-based laboratory work. International Journal of Science and Mathematics Education, 6(1), 107-130.
32. Cheung, D. (in press). Students’ attitudes toward chemistry lessons: The interaction effect between grade level and gender. Research in Science Education.
33. Cheung, D. (in press). Developing a scale to measure students’ attitudes toward chemistry lessons. International Journal of Science Education.
34. Cheung, D. (in press). The adverse effects of Le Chatelier’s principle on teacher understanding of chemical equilibrium. Journal of Chemical Education.
35. Cheung, D., Ma, H. J., & Yang, J. (in press). Teachers’ misconceptions about the effects of addition of more reactants or products on chemical equilibrium. International Journal of Science and Mathematics Education.