Professor CHEUNG Sin-pui, Derek
Associate Professor, Department of Curriculum and Instruction
BSc, AdvDipEd, MEd (HKU), DipEd (CUHK), PhD (W. Aust.)
Tel: 2609-6946
E-mail: spcheung@cuhk.edu.hk
Personal Homepage:
http://www3.fed.cuhk.edu.hk/chemistry/
http://www.fed.cuhk.edu.hk/~spcheung/

Served as teacher, chemistry panel chairman and vice-principal in secondary schools, and lecturer at Hong Kong Baptist University. Courses taught include Chemistry Teaching Methodology, Curriculum Evaluation and Assessment, Principles of Curriculum Design, Curriculum Development and Implementation.

Measurement of curriculum implementation, Curriculum design models, Teaching effectiveness, School-based assessment, Chemistry education.

  1. Cheung, D. (1996). Introduction to Curriculum Development: A Study Guide for Core Foundation Studies III, Bachelor of Education (Hons) programme. Hong Kong: The Consortium of Hong Kong Baptist University, University of Hong Kong, and Hong Kong Institute of Education. (in Chinese)

  2. Cheung, D. (1997). Weighting the dimensions of student ratings of teaching effectiveness. Educational Research Journal, 12(2), 205-213.

  3. Cheung, D. (1997). Curriculum Development and Change: A Study Guide for Specialized Studies I, Bachelor of Education (Hons) programme. Hong Kong: The Consortium of Hong Kong Baptist University, University of Hong Kong, and Hong Kong Institute of Education. (in Chinese)

  4. Cheung, D. (1998). Developing a student evaluation instrument for distance teaching. Distance Education, 19(1), 23-42.

  5. Cheung, D. (1998, Nov). School-based curriculum development in Hong Kong's primary schools: Problems and directions for improvement. Paper presented at the annual conference of the Hong Kong Educational Research Association, Hong Kong. (in Chinese)

  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. (2000). Curriculum design for nine-year free public education in Hong Kong. Paper presented at the conference on curriculum design in China, Taiwan, and Kong Kong. Beijing, 15-19 June. (in Chinese)

  10. Cheung, D., & Fung, A. (1999). Teachers' concerns about school-based assessment. Paper presented at the annual conference of the Hong Kong Educational Research Association.

  11. Cheung, D., Hattie, J., Bucat, R., & Douglas, G. (1996). Students' perceptions of curriculum implementation. Curriculum and Teaching, 11(1), 49-60.

  12. 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.

  13. 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.

  14. 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.

  15. Cheung, D. (2000). Analyzing the Hong Kong junior secondary science syllabus using the concept of curriculum orientations. Educational Research Journal, 15(1), 69-94.

  16. Cheung, D., Hattie, J., & Ng, D. (2001). Reexamining the stages of concern questionnaire: A test of alternative models. The Journal of Educational Research, 94(4), 226-236.

  17. Cheung, D., & Ng, D. (2000). Teachers' stages of concern about the target-oriented curriculum. Education Journal, 28(1), 109-122.

  18. Cheung, D., & Ng, P. H. (2000). Science teachers' beliefs about curriculum design. Research in Science Education, 30(4), 357-375.

  19. Cheung, D. (2001, Jan). The concept and reality of school-based curriculum in Hong Kong. Paper presented at the conference on school-based curriculum development. Taipei, Taiwan. (in Chinese)

  20. Cheung, D. (2001). School-based assessment in public examinations: Identifying the concerns of teachers. Education Journal, 29(2), 105-123.

  21. Mak, S.Y. & Cheung, D. (2001). A dynamic styrofoam-ball model for simulating molecular motion. The Physics Teacher, 39(1), 48-50.

  22. Cheung, D. & Bucat, R. (2002, June). How can we construct good multiple-choice items? Paper presented at the science and technology education conference, Hong Kong.

  23. Cheung, D. & Wong, H.W. (2002). Measuring teacher beliefs about alternative curriculum designs. The Curriculum Journal, 13(2), 225-248.

  24. Ng, P.H. & Cheung, D. (2002). Student-teachers' beliefs on primary science curriculum orientations. New Horizons in Education, 45, 42-53.

  25. Wong, S.L. & Cheung, D. (2002). Hong Kong Art teachers' orientations to curriculum. Educational Research Journal, 17(1), 137-160. (in Chinese)

  26. Cheung, D. (2002). Refining a stage model for studying teacher concerns about educational innovations. Australian Journal of Education, 46(3), 305-322.

  27. 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.

  28. Cheung, D. (2003). Guidelines for writing multiple-choice items. Hong Kong Science Teachers' Journal, 21(2), 1-11.

  29. Cheung, D. & Yip, D. Y. (2003). School-based assessment of chemistry practical work: Exploring some directions for improvement. Education Journal, 31(1), 133-152.

  30. 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.

  31. Cheung, D. (2004, July). Reconceptualizing curriculum orientations. Paper presented at the 6th conference on curriculum theories. Taipei, Taiwan. (in Chinese)

  32. Cheung, D. (2004, August). A tool for implementing formative assessment in chemistry. Paper presented at the 18th international conference on chemical education. Istanbul, Turkey.

  33. Cheung, D. (2004). The scientific inadequacy of Le Chatelier’s principle. Hong Kong Science Teachers’ Journal, 22(1), 35-43.

  34. 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.

  35. Cheung, D. (2005). Science teachers’ concerns about school-based curriculum development. Hong Kong Science Teachers’ Journal, 22(2), 1-7.
  36. Cheung, D. (in press). A test construction support system for chemistry teachers. Journal of Chemical Education.
  37. Cheung, D. (in press). TCSS: A new computer system for developing formative assessments. School Science Review.
  38. Cheung, D. (in press). Investigating toothpastes through inquiry-based practical work. Science Activities.
  39. Cheung, D. (in press). Carbon dioxide from plant debris. Education in Chemistry.
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