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.